Dekaney HIgh School ICLE Brochure
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Dekaney High School Spring Independent School District, Houston, Texas www.LeaderEd.com International Center for Leadership in Education School of Excellence 2,700 students 98% Minority • 67% Economically Disadvantaged • 5% Limited English Proficient • 10% Special Needs • Challenge In 2007-08, Dekaney High School was labeled Academically Unacceptable for its math scores on the state assessment. The overall student passing rate in science was even worse. Math — 47% • Science — 45% • Mission “Leading the Way to Excellence” is the Dekaney High School mantra. The school incorporates a culture which recognizes that attitudes, choices, and behaviors toward students and about their learning have the greatest impact on student achievement. Solution By implementing a strategic planning process based on the International Center’s needs assessment process and Components of School Excellence, Dekaney jumped to the Academically Acceptable list in just one year. Dekaney’s Leadership Team In one year, Dekaney was labeled as an Academically Acceptable campus. Math scores in every student subgroup increased by 8-10 percentage points. In science, the increase was 15-20 percentage points.
Transcript of Dekaney HIgh School ICLE Brochure
Dekaney High School Spring Independent School District, Houston, Texas
www.LeaderEd.com
International Center for Leadership in Education
School of Excellence
2,700 students98% Minority•67% Economically Disadvantaged •5%LimitedEnglishProficient•10% Special Needs •
ChallengeIn 2007-08, Dekaney High School was labeled Academically Unacceptable for its math scores on the state assessment. The overall student passing rate in science was even worse.
Math — 47%•Science — 45%•
Mission“Leading the Way to Excellence” is the Dekaney High School mantra. The school incorporates a culture which recognizes that attitudes, choices, and behaviors toward students and about their learning have the greatest impact on student achievement.
SolutionBy implementing a strategic planning process based on the International Center’s needs assessment process and Components of School Excellence, Dekaney jumped to the Academically Acceptable list in just one year.
Dekaney’s Leadership Team
In one year, Dekaney was labeled as
an Academically Acceptable campus. Math scores in every
student subgroup increased by 8-10 percentage points.
In science, the increase was 15-20
percentage points.
“In just three short years, Dekaney High School has proven that it is a school of possibilities – earning TEA Acceptable status after missing the target in its inaugural year as well as earning the designation as a School of Promise from the National Education Partners. Our relentless pursuit of excellence can be found everywhere in the school and I am so proud to be part of it. We are grateful for the support and guidance of the International Center. Their expertise has provided us with the knowledge and framework to continue our pursuit of excellence.”
Delic Loyde Principal Dekaney High School
Process
A Focus on School CultureThe needs assessment revealed that Dekaney needed to focus on improving a number of areas in its school culture to accelerate student performance:
Consistent expectations•Clarity of purpose •Coordinated instructional focus•Climate of collaboration •Commitment to the success of at-risk students •
Based on this analysis, strategic planning began by establishing priorities, which included:
Developing staff consensus about the areas of focus for a •schoolwide plan.Addressing academic and social success for all Dekaney students. •Developing a robust system of data collection and analysis to •identify priorities and drive decisions. Establishing a climate of high expectations and accountability for •botheducatorsandstudentsthatincludedclearlydefinedstandardsof performance.Providing a support/intervention system for students that focused on •the elimination of failure.Focusing the greatest attention on the delivery of quality •instructional experiences for students. Creating transition-to-high-school strategies to ensure 9• th grade success.
Guiding the Process Using the Components of School Excellence, Dekaney began to develop a comprehensive implementation plan to guide the school reform process.
Key initiatives: Formative assessments were given every three weeks. Data •was analyzed by grade level, ethnicity, small learning community, education team, individual teacher, and class period. Tiered interventions were developed, monitored, and changed every •three weeks based on data and student needs. Core subject departments met every two weeks with district-level •curriculum specialists to address classroom management and instructional strategies. Professional learning communities were established and met •several times a week to analyze and discuss data, student success, and instruction.A parent involvement plan was developed. •
Principal Loyde believes that achieving excellence is about creating an environment in which each and every student can succeed. With the help of Rebecca Harrison and Lisa Hathaway from the International Center, the school dove into a whole-school reform process.
The How of Change: Components of School Excellence
The Components of School Excellence identifiesspecificactionsthatschoolsmust take to achieve rigor, relevance, and relationships. The components are not sequential, but all must be addressed to prepare students for their future.
Embrace a Common Vision and Goals �Inform Decisions Through Data Systems �Empower Leadership Teams to Take Action �and Innovate
Clarify Student Learning Expectations �Adopt Effective Instructional Practices �Address Organizational Structures �Monitor Student Progress/Improve Support �Systems
Refine Process on an Ongoing Basis �
ResultsAs a result of hard work, clearlydefinedgoals,and a step-by-step action plan, Dekaney High School made a dramatic turnaround.
Looking to the Future The Dekaney Redesign Team established a 2009-10 improvement plan using the International Center’s Learning Criteria to Support 21st Century LearnersTM to focus on four key areas of education.
Foundation Learning — 91. th Grade Transition
All 1,200 incoming 9• th graders scheduled into a small learning community for freshmen Literacy focus with development of common vocabulary •and word walls in all classes to address state testing vocabularyDevelopment of an academic intervention pyramid•Credit recovery classes offered starting six weeks into the •school yearMandatory tutorials•Student Success Center for struggling students •Weekly intervention team collaboration sessions•
Stretch Learning2.
Freshman Academy•Additional Advanced Placement courses•Credit recovery•Small learning communities•Designated special education co-teacher on each team•A+ program•Additional career and technical education courses•
Learner Engagement3.
Character Counts•New/varied electives to enhance and engage students•Award-winningfineartsprograms•JROTC•Planning sessions with core teachers twice a month to •develop rigorous and relevant lesson plans
Personal Skill Development4.
Advisory period•Student Success Center•Student Council•Community mentors•Teacher mentors•
47%
57%
45%
61%
20%
25%
30%
35%
40%
45%
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55%
60%
Pass Rate
Math ScienceSubject
20082009
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In one year, significant gains were made in math and science assessments.
Grade 11 State Assessments Scores by Subject
Best PracticesOngoing relationships and connections to tap into a host of exemplary model schools, successful practices and related research
Experience18-plus years of high-touch support for K-12 educators and education leaders in more than 10,000 schools and school districts across North America
ReputationA trusted track record of expert, customized, and personalized consulting services
ExpertiseAmerica’s most respected consultants, each with hands-on experience and expertise on a broad range of school improvement issues
International Center for Leadership in Education1587 Route 146 • Rexford, NY 12148 518-399-2776 • 518-399-7607 (fax) • [email protected]
Contact us to discuss how we can assist you:
Consulting Services
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Dr. Willard R. DaggettPresident
Dr. Willard R. Daggett and our team of skilled
and experienced consultants
represent the nation’s finest
education leaders, practitioners
and experts in leading, assisting,
managing and implementing
change at all levels of K-12 education.
“Dekaney High School truly serves as a model for other schools trying to change their culture and improve learning for ALL students. I am honored to work with the staff and be able to see the results of their hard work and dedication first-hand.”
Rebecca Harrison, Senior Consultant, International Center for Leadership in Education
“I am so proud of the work and results that have taken place at Dekaney. It clearly shows that change is possible and we must never give up on our students. All students deserve a learning environment that will prepare them for the world in which they will live and work. Dekaney has made that commitment and is making it happen now. I am proud to be part of this work.”
Lisa Hathaway, Senior Associate, International Center for Leadership in Education
Becky Harrison
Lisa Hathaway
