Transforming School Culture Through Advisement An Urban Success Story Henry W. Grady High School “Individually We Are Different… Together We Are Grady” 11/6/2015
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Transforming School Culture Through Advisement An Urban Success Story Henry W. Grady High School “Individually We Are Different… Together We Are Grady” 11/6/2015 2 Grady Profile Excellence and Achievement Magnet program in Communications Ranked One of the Premier GA High Schools “Distinguished School” 3 Years in a Row 11/6/2015 3 Grady High School Demographics Students -67% African American -27% Caucasian -6% Other Faculty -46% African American -41% Caucasian -13% Other 11/6/2015 4 Grady High School Population 1997-1998: 1998-1999: 1999-2000: 2000-2001: 2001-2002: 2002-2003: 2003-2004: 2004-2005: 2005-2006: 2006-2007: 2007-2008: 2008-2009: 11/6/2015 721 706 699 740 870 892 933 1,010 1,216 1,285 1,365 1,337 5 Students Eligible to Receive Free/Reduced Lunches 2003-2004: 383, 41% of students 700 600 2004-2005: 465, 46% of students 2005-2006: 528, 43% of students 500 400 300 200 100 2006-2007: 557, 44% of students 0 20032004 20042005 20052006 20062007 20072008 2007-2008: 644, 47% 11/6/2015 6 Our Story 11/6/2015 7 We existed as “two schools”- Culture Energy was too scattered Too many initiatives Poor graduation rate Ninth Grade Failure rate -33% Communications needed improvement to reach all parents and students Curriculum needed revamping and upgrading HSTW TAV Site Visit Findings 1997 11/6/2015 8 Refocus After HSTW Site Visit 11/6/2015 9 High expectations Program of study Academic studies Career/technical studies Work based learning Teachers working together Students actively engaged Guidance and Advisement Extra help Culture of continuous improvement Adoption of 10 Key HSTW Practices 11/6/2015 Southern Regional Education Board- High Schools That Work 10 Each student is a valued individual with unique intellectual, physical, social, and emotional needs. Each student can learn and experience academic success through self-regulated learning. Each student has the right to learn in a clean, safe, disciplined, and attractive learning environment. Each student has the right to the resources that will develop his or her maximum potential. Each student is responsible for his or her own . Each student will be a lifelong, contributing member of society. Diversity within the Grady community enriches the teaching/learning environment. Our Beliefs - Vision 11/6/2015 11 “Two Schools” Changed the culture of the school Celebrated our differences but recognized common goals Curriculum Refocus ◦ Increased Academic Requirements 4 Math, 4 Science, 4 Language Arts, 4 Social Studies ◦ Development of Academies and New Course Offerings Higher Level Classes ◦ Increased rigor in all classes ◦ Eliminated low level classes ◦ Provided academic support ◦ Increased the AP and honors offerings Block Scheduling ◦ 7 period modified block ◦ 4 by 8 block schedule- School initiative Organizational Structure Advisee-Advisor program Ninth Grade Focus Developed support initiatives Changes After HSTW Site Visit 1997 11/6/2015 12 ◦ Met for three days to plan and reorganize based on the Site Visit Report ◦ Tailored our initiatives ◦ Committee Reorganization ◦ Reorganized by Focus Groups: 1. Curriculum / Instruction 2. Scheduling 3. Advisement 4. Safety 5. Staff development 6. Student support 7. Communications Organizational Structure: Principal’s Cabinet 11/6/2015 13 P PERSONAL A academic C career A advisement Advisement program Advisement Program Revision 9th grade students are placed in small homerooms (32 student-15 students) with an advisor who has volunteered to be a 9th grade specialist Advisement is held bimonthly Advisement is grade level specific Advisors are trained for specific needs Advisement includes study skill and test prep 11/6/2015 15 Monthly agenda Grade specific Bi-monthly 40 minute advisement Grade level assemblies for specific agenda Bi-Monthly exploratory ◦ Scripted ◦ Staff development before each advisement ◦ Pairing of advisors for support ◦ Test prep first semester ◦ Activities sponsored by teachers Gourmet cooking Knitting Robotics Gaming Monthly Advisement Topics Ninth Grade Focus Data 1995 – 2005 9th Grade Retention Rate 1995 - 35% 2004 – 11% Increased Core Requirements Removed Lower Level Classes 11/6/2015 17 Ninth Grade Instructors Teachers committed to teach ninth grade students Teachers are given support and training New Educational Methods ◦ Same sex algebra I classes ◦ Summer Math Academy 11/6/2015 18 Ninth Grade Summer Transition Program Began in 1998 Currently 100 students volunteer to participate ◦ Three weeks ◦ 100 students ◦ All homeroom students met with their advisors the Friday before school started and completed activities and a ropes course ◦ Two weeks ◦ Overview of math and language skills ◦ Introduction to study skills ◦ Getting acquainted with high school: ATL ◦ All 9th grade students come to school on the Friday before school starts for an orientation activity 11/6/2015 19 Schedule: Four 45 minute classes per day (Language Arts, Math, Study Skills) Grouping: Single gender and heterogeneous Text: Where Should I Sit at Lunch- The Ultimate Guide to Surviving the High School Years, Harriet S. Mostache, PhD., and Karen Unger, MA. SUMMER TRANSITION AGENDA 11/6/2015 20 STUDY SKILLS What is your learning style? ◦ Learning style inventory ◦ Students grouped heterogeneously by learning styles ◦ Students complete group projects and assess the dynamics of the group Study skills inventory ◦ Determine strengths and weaknesses ◦ Practice research skills Think like a genius Time management 11/6/2015 21 “ATL” Attitudes Toward Learning Learning about the Grady High School culture Orientation to the campus Checking your attitude toward learning Surfing the Grady website Preparations for a successful high school career 11/6/2015 22 LANGUAGE ARTS Critical thinking skills -Making presentations -Grouping skills/Working together -Problem solving Research skills -Evaluating computer websites -Vocabulary building (PSAT based) Game playing -Word play -Word puzzles Memory selection -Memorize a short selection that has significance to you Bag project -Bring in symbols from home that represent you -Fill the bag and decorate the outside -Present your bag to the class 11/6/2015 23 “Welcome to High School Mathematics Seminar” -Students will become familiar with the APS mathematics requirement to graduate from high school. Students will also get a glance at how their math class functions on a daily basis. Reading and Writing in Math Class Seminar- -Students will discuss how to read a math text book and take notes in class. Problem Solving and Cooperative Group Seminar -Students will discuss the steps to solve math problems. -Students will also work in cooperative groups and discuss how to be effective group members. Engagement Seminar -Students will be exposed to various techniques used to stimulate minds and engage learning. (TI calculators, interactive sites, GSP etc…) Students will complete and discuss a web quest based on the history of mathematics. Field Trip to Georgia Aquarium -Students are expected to explore how mathematics is applied to the aquarium. MATHEMATICS 11/6/2015 24 Team Building Exercises-Grade 9 Friday before school starts Brings together all advisors and advisees Parents invited for the introduction Team building exercises using the Outward Bound Ropes Course Lunch and tours of the school Seniors acted as mentors Career Academies Communication Magnet Program Health Careers Academy Arts Academy Travel and Tourism 11/6/2015 26 Not my job ◦ Counselor vs. Advisor Just another class to teach Not familiar with requirements May cause students harm if miss-guided Can’t handle that group of students Students don’t care Teachers Objections/Fears Communication Teachers lead curriculum design Lots of research before decisions were made Democratic decision making Frequent staff development Scripted advisement sessions Second semester exploratory ◦ Teachers can teach their passion Getting Teacher Buy-in Data driven ◦ ◦ ◦ ◦ HSTW- Senior assessment EOCT- assess strengths and weaknesses PSAT- Predictor of success on SAT GHSGT- asses curriculum standards Research based initiatives ◦ Best practices Open to change Ongoing Evaluation 11/6/2015 29 Open door Faculty Meetings- Open Floor Fluid leadership team Open communications ◦ Principal’s Coffee ◦ ◦ ◦ ◦ Parents forum Principal Monthly Bulletin- teachers GradyGram- Internet Based, weekly Knight Lights- Mailed to each family monthly School Website Principal’s Communication Style 11/6/2015 30 Support from HSTW Reform Model Technical Assistance Visit School Leadership Retreat HSTW Reform Model California Partnership/Academies Curriculum Revision 11/6/2015 31 ◦ Professional Development Yearly Retreat ◦ Professional Development faculty lead Faculty determines focus Redeliver Professional Development ◦ On going ◦ Individualized Professional Development 11/6/2015 32 Faculty Mentoring Student Mentoring Programs ◦ Faculty athlete adoption program ◦ Principal adopted 21 “at risk” students ◦ Lunch and Learn Group ◦ Developed the “Let’s Do It Again” program Credit recovery ◦ Community based tutorial Faculty Appreciation Student appreciation Mentoring and Support 11/6/2015 33 “Let’s Do It Again” Academic Recovery ◦ Purpose- Keep students on track for graduation. ◦ Available to Students who have failed a course which has an EOCT. ◦ Meets on Saturdays for 8 weeks. ◦ Students who succeed get course credit. 11/6/2015 34 Extra Help Project Success AVID Inclusion/ RVI 11/6/2015 35 Extra Help (continued) Tutoring SAT End of Course Test Tabernacle Partnership Community Based Program Mentoring Programs Grady Men of Distinction Georgia Department of Labor Lunch and Learn WISE (Women Inspiring Self Enrichment) Made Men Principal’s Mentoring Program 11/6/2015 36 Parents support ◦ College Center, Counselor Support, Communications, Booster Clubs Career Center- Career Cruising Partnerships (over 30) 100 Black Women- Support girls from 9-12 grade Grady Foundation- Writing Center Boy’s High- Pays for PDA and AP training teachers Other Strengths 11/6/2015 37 Our Results 11/6/2015 38 Completion Rates 01-02 02-03 03-04 Grady 56% 68% 75% 89% 91% 87% 94% State 62% 63% 65% 69% 71% 72% 75% 11/6/2015 04-05 05-06 06-07 07-08 39 Retention Rate 1997-98 1998-99 1999-00 2000-01 2001-02 9th Grade 27% 18% 13% 7.2% 8.3% 10th Grade 17% 9% 5% 2% 2.6% 11th Grade 18% 5% 6% 7.4% 2.58% 12th Grade 6% 3% 7% 2.9% 5.59% 11/6/2015 40 Average Student Attendance 1997-98: 1998-99: 1999-00: 2000-01: 2001-02: 11/6/2015 87% 90.6% 92.9% 95% 95.01% 41 2006-2007: Did not achieve AYP ◦ Math sub-group 2007-2008: Achieved AYP 2008-2009: Achieved AYP Adequate Yearly Progress 11/6/2015 42 Number of Grady Seniors Who Took the SAT 1999-2000: 2000-2001: 2001-2002: 2002-2003: 2003-2004: 2004-2005: 2005-2006: 2006-2007: 2007-2008: 11/6/2015 91 108 111 138 140 148 211 187 169 43 99-00 00-01 01-02 02-03 03-04 04-05 Grady 1002 1084 1050 1014 1007 1100 APS 839 856 855 862 847 815 GA 967 973 974 980 981 993 U.S. 1011 1012 1013 1016 1017 1028 Average Combined SAT Scores for Seniors (Old System) 11/6/2015 44 Average Combined SAT Scores for Seniors 2005-06 2006-07 2007-08 Grady 1544 1580 1534 Percent Tested National Average 78% 68% 64% 1518 1511 1511 11/6/2015 45 Mean Total SAT Scores for African-American Seniors 00-01 01-02 02-03 03-04 04-05 Grady 906 925 915 914 985 District 827 828 834 819 843 State 853 852 856 852 868 11/6/2015 46 Diane Gilchrist-Young SREB- HSTW Education Improvement Consultant Retired Science teacher ◦ ◦ ◦ ◦ ◦ Department Chair Advisement Committee Chair Gifted Coordinator HSTW Coordinator [email protected] Advisement Presentation