Transcript Transitions In to and Out of High School

Transitions In and Out
of High School
Colton High School
www.colton.k12.or.us/chs
Presenters
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Tom Crane, Principal
Allan Bruner, Teacher
Craig Casterline, Teacher
Larry Robbins, Teacher
Colton’s Journey
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K-12 alignment of curriculum to content
standards for “Certificates of Initial
Mastery” benchmarks (1995)
“New Century School” (1999-2002)
“Exceptional High School (2002, 2003)
Certificate of Advanced Mastery
implementation model (2002-2005)
Comprehensive Guidance and Counseling
Model, Cohort A (2004-2007)
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Since 1998: Five principals (including
one single-year interim)
Since 1998: Four Counselors
Since 2005: Invited to become a “Gates
Initiative School” in association with the
International Center for Leadership in
Education and the Council of Chief State
School Officers
During the Gates Initiative:
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Three building principals
Keys to Success
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Teachers given freedom to innovate;
Administration content to allow teachers to
innovate without micromanagement;
Key focus on teaching to emerging state and
national standards; teachers working at the
state level on development of standards and
assessments
Key focus on assessing to emerging state and
national assessments;
Always keeping student performance and
success at the forefront
Teacher Innovation
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Grant-writing in support of and proposals for
new courses aligned to county and state
economic priorities;
Team-teaching approach to core subject areas
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Math/Science grants through NCTM
English/Social Studies Interdisciplinary planning for
writing and reading
Spanish/Health Occupations for “medical Spanish”
initiative
Horticulture/Environmental Sciences Partnership with
Camp Colton Land Lab
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Critical examination of benchmarking
data to inform course offerings and even
inform staffing patterns
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Math hire in anticipation of meeting new
math standards for all students a full three
years prior to the action by State Board of
Education.
Reshuffle of assignments in anticipation of
advanced degrees and credit articulation with
local community college.
Administrative Support
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“What’s best for kids?” drives the
discussion;
“What’s the data indicate?” drives the
curriculum
“How can we use ‘best practices?’” drives
the inservice agenda
“What do we want our students to know
and be able to do?” drives our school
improvement plan.
How it Works at Colton
(The “Colton” Way)
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Transitioning in to Colton High School:
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Education Planning begins at middle school
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Oregon CIS – My Plan:
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7th grade advisory
8th grade Careers Class
Forecasting process and scheduling
Parent/Student information night
Freshmen Focus
Little Buddy/Big Buddy program
CHS Website
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Teacher pages
Homework websites
Parent Assistant
Focus on Rigorous and
Relevant Learning
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CORR (Collaborating Online for Rigor and Relevance)
All core classes aligned to state and/or national content
standards
Emphasis on students meeting proficiency on OAKS
testing – CHS results
Credit for proficiency
Applied academics in CTE classes
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Math in CTE
Variety of options for credit recovery
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Community College
Plato options including summer school
Other online options
Stretch Learning
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Interdisciplinary work and projects (e.g., Senior
Project)
Enrollment in advanced coursework, including
AP, ACC, and four or more credits in career
pathway electives
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Honors Diploma
Intro to Senior Seminar course teaches process
for successful completion of senior project
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2nd semester junior year
CRLS
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Essays
Workplace simulations
Post-secondary planning
Importance of Relationships
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Harry Wong’s “First Days of School”
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Win or lose your class in the first days of school
Expectations of student success
Consistent classroom management
Design lessons for student mastery
Understand how to assess learning
Relationship, Relationship, Relationship
“Raising Cain” gender differences in learning
Open door for student discussion about school culture
High school advisory program
High school leadership program
Student survey results
21st Century Skills
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CRLS – assessed in each class:
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Personal management
Problem solving
Teamwork
Communication
Essential skills – embedded in curriculum;
piloting alternative assessment - WorkKeys:
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Read and comprehend a variety of text
Write clearly and accurately
Listen actively and speak clearly and coherently
Transitioning Out of CHS
Students leave with:
 Clear understanding of who they are and
their role as a self-directed learner,
worker, citizen
 Plan for post-secondary education/
training
Why does it work at Colton?
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Original “small school” model
Continuous improvement model/fluidity
Sustainability
Staff buy-in