Extra Help with a Failure is NOT An Option Initiative Central High School

Brad Coleman, High School Principal [email protected]

Central High School

 Park Hills, Missouri pop. 8252  Located 60 miles south of St. Louis  Area economic situation is depressed with mining the major industry of the past.

 Recognized for Distinction in Performance by State of Missouri for the past 9 years.

 2010 HSTW Gold Achievement Award  2011 Outstanding HSTW School Award

Central High School

 High School enrollment is 600 students grades 9-12, 98% white, 2% minority.

 Free/reduced lunch rate is 63%  Traditional 7 period day.

 Special Needs enrollment is 20%

Failure is NOT an Option

 Failure is NOT an Option empowers teachers to get more students to complete rigorous assignments and discontinues the practice of giving zeroes and allowing failure.  Students will be required to revise or redo work that does meet the standards or is not complete.

 Zeroes will not be allowed.

Failure is NOT an Option Why?

Why did we implement a FINO policy?

  Failure rates were rising with higher expectations.

Student apathy was growing in completing assignments they considered not important.

 Learning is the result of effort and even more effort was required if students were behind. Teacher frustration was high.

 Students were failing classes based on not completing homework. They met the standards on testing.

 Discipline issues associated with not completing homework.

Failure is NOT an Option Why?

 Teachers gave zeroes to students in hopes of helping students understand the consequences of not doing acceptable work.  Instead, we have been letting students off the hook by not completing work.

 Many students have been leaving our high school completing few , if any, challenging assignments.

 The system was broke and needed a change.

Failure is NOT an Option Why?

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Some teachers believe that giving a 0 is a just punishment for a bad behavior.

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Some teachers honestly believe that giving students a consequence for not doing or completing work will result in students not

repeating this behavior.

It doesn’t work most of the time. A or B students? If it doesn’t change behavior, why do we continue this practice?

Failure is NOT an Option Why?

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We want to change students’ behaviors and get more students to complete work.

--Create a culture of high expectations.

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“No excuses!” “You don’t get to choose not to work.”

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We want to improve the quality of all student work.

Failure is Not an Option Why?

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Allows Teachers to Really Teach to Standards

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Teachers will finally know what students can do

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Takes the guesswork out of retention

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Requires students to redo work to meet the standard.

Failure is NOT an Option Program Implementation

  After two years of reviewing articles with the staff on different zero policies, three staff members agreed to attend the Toni Eubank workshop on “Failure is Not an Option.” These teachers came back with a plan that included: – – Staff buy-in through a workshop/use of Extra Help focus team Staff reading of the book “Power of ICU” by Danny Hill and Jayson Nave – The Science department implementing the program

Failure is NOT an Option Program Implementation

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The homework policy was revised .

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Homework is defined as assignments that require time outside the classroom to reinforce and/or enhance classroom instruction.

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Homework may be, but is not limited to, individual or group projects, research papers or projects, or other daily assignments requiring time outside of class to complete.

Failure is NOT an Option Program Implementation

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5 types of homework:

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Reinforcement/revision/review of work done in class

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Extension/enrichment of work done in class

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Encouragement of independent learning

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Creative (students developing their own ideas related to a class topic).

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Preparation for future classes .

NO MORE MENIAL AND FLUFF ASSIGNMENTS!!!!!!!!!!!!

Failure is NOT an Option Program Implementation

How did we fix the problem ?

Teachers had to eliminate the fluff assignments. Homework was revised to meet one of the 5 types.

Some teachers used a binder system or clickers to check student understanding.

Students were required to revise or redo work that did not meet the standards.

Zeroes were not allowed.

Students were given time in PASS to complete work.

Failure is NOT an Option Program Implementation

Strategies for Success (see Figure A,B)

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All work must be completed at the basic level (70%).

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Revision of all below basic work will have a new due date listed on the Assignment Log (Figure C).

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If a student makes below basic on a test/quiz, the student will be required to complete a new assessment in PASS.

Failure is NOT an Option Program Implementation

Actions taken if a student does not complete the strategies:

Level One: Teacher/Student conversation, new due date on log.

Level Two: Teacher/Parent conversation, new due date on log, contact with parents.

Level Three: Teacher/Counselor conference, email to principal (eliminated for 2011-12)

Failure is NOT an Option Program Implementation

Actions taken if a student does not complete the strategies:

Level Four: Administrative/Teacher/Student conference, follow up call to parent, assigned to Saturday PASS.

Level Five: Parent/Teacher/Student conference, develop an action plan.

Level Six: Crisis intervention, all involved to decide further actions.

Failure is NOT an Option Program Implementation

 Teachers have some discretion on how to grade late assignments. Most give full credit for late homework. Some give a maximum of 70%.  Teachers have discretion on how to grade revised or redone tests, quizzes and assignments. Most give full credit. Some average the two grades. Others give a maximum of 70%.

Failure is NOT an Option Success and Data

 All teachers implemented the program in 2010-11 school year. About 1/3 implemented the program the previous year.

 Students were part of the decision making process through Student Advisory.

 Parents were informed with three different letters and presentations beginning with advisement conferences the previous year (Figure F).

Failure is NOT an Option Success and Data

 Every teacher covered “Failure is Not an Option” during Open House, the first day of school and in their course syllabi.

 Calling scripts and sample emails were given to the staff (Figures D and E).

 Full backing from our school board.

Failure is NOT an Option Success and Data

 Teachers reported a significant drop in the number of missing assignments from 2009-10 through this year.

  The number of students assigned to extra help for below basic work has decreased by 68% from the 2009-10 school year through 2011. The number of students receiving D’s has decreased by 57% and F’s by 72% from the 2009-10 to the first semester of 2010. D’s by 63% and F’s by 75% in the second semester.

Failure is NOT an Option Success and Data

 Last school year during the sample trial with 12 teachers, I saw 79 students at level four. Over half received Saturday PASS  In 2010-2011, I saw 95 students with 21 students assigned to Saturday PASS.  1 st quarter of 2011, only 5 students have been assigned Saturday PASS.

 All homework has been completed.

P.A.S.S.

Performance and Achievement System for Success  To meet the more rigorous demands and higher expectations in classes, we implemented an after school, extra help program we refer to as P.A.S.S.

  PASS classes meet after school from 2:45-3:30 p.m. on Mondays, Tuesdays and Thursdays. No practices, activities or events may begin on these days until 3:30 p.m.

Students are required to attend if they have a “D” or “F” in any class at progress report time (midterm of each quarter). If a student fails one course, attendance is one day, two courses, two days, etc.

  P.A.S.S.

Performance and Achievement System for Success A “D” or “F” on a quarter final will mandate required PASS with review and retesting. Any project or test at the “D” or “F” level will require attendance in PASS.  Any student who cheats on an assignment , test or quiz will mandate required PASS.

 PASS attendance is required for any make-up tests, labs and projects. Students are not allowed to make-up tests or labs during the school day.

P.A.S.S.

Performance and Achievement System for Success  Students can attend but are not required to attend for the following reasons: -to get extra help -to use computer labs or the library -to take enrichment classes -to get A+ tutoring hours -to receive guidance and advisement -to regain credits lost to attendance in the Credit Recovery program.

P.A.S.S.

Performance and Achievement System for Success  All staff members stay 3 days a week for PASS with students scheduled into classes based on the following priority list: English, Math, Science, Social Studies, Business/Technology, all other classes.  There is no extra pay for staff members.  Students receive schedules and calendars of teacher attendance are posted.  Buddy teachers are assigned for staff members who may be absent.

P.A.S.S.

Performance and Achievement System for Success  Bus transportation is provided.

 PASS classes consist of true extra help with assignments, some extension lessons from the classes, enrichment, test review and make up work for labs and all missed tests.

 PASS at the end of the quarter is based on a quarter final grade with lessons developed around the most commonly missed benchmark objectives from the common course quarter final exam.

Effects of the PASS Program

2003 2 nd qter midterms—335 progress reports 2003 end of 2 nd 2004 3 rd qter—339 progress reports qter midterms—290 progress reports 2004 end of 3 rd qter—224 progress reports 2004 4 th 2004 1 st qter midterms—216 progress reports qter midterms—210 progress reports 2004 end of 1 st 2004-2010 qter—189 progress reports —125-225 progress reports 2010-2011—251-300 due to FINO 2011 1 st quarter—111 progress reports

KEEPING SCORE

 We have continuously used student assessment and program evaluation data to improve the school climate, management, curriculum and instruction to advance student learning.

 Quality professional development is the key to our success.  Using data from a variety of sources, including HSTW National and State data, have helped to provide the justification for the implementation of many of our programs.

In Conclusion

 We have made the changes with a dedicated, cooperative staff who understands the mission and vision for our school.  Parents and students have also embraced our changes knowing that the ultimate goal is providing the best, possible education for our students.

 We use our data, including our student and teacher survey results, to evaluate and implement programs and policies.

In Conclusion

 Our next steps are to work together with the middle school to reinvigorate our programs with a common mission and goals.  The high school mission is to provide all students with the knowledge and skills necessary to be successful in post secondary education or work.

In Conclusion

 For a school to change, the leaders and the teachers must first have a vision of how the school can be different. They need to determine where they are and where they want to be. To close that gap between what is and what you can be, the faculty must become a learning community that constantly searches for ways to advance the achievement of all students—career and college bound.

 Our goal at CHS: What is in the best interest of our students.

Conclusion

 A copy of this PowerPoint along with the handouts is available on our website— www.centralr3.org Click on the campuses link , high school link, and High Schools That Work. The PowerPoint is titled, Extra Help with a Failure is Not an Option Initiative.  If I can be of further assistance, please contact me at 573-431-2616 ext. 4101 or by email at [email protected]