The Power of ONE James River High School Chesterfield County Public Schools, Virginia 16 th Annual...
-
Upload
sophia-preston -
Category
Documents
-
view
214 -
download
0
Transcript of The Power of ONE James River High School Chesterfield County Public Schools, Virginia 16 th Annual...
The Power of ONEJames River High SchoolChesterfield County Public Schools, Virginia
16th Annual Model Schools ConferenceOrlando, Florida
Facilitated by:John Titus, Bryan Carr, Mary Ellen Fines,
Sharon Hoffert, and Laura Lay
The Power The Power of of ONEONE Framing Rigor, Relevance, and Framing Rigor, Relevance, and
RelationshipsRelationships
ONE AP StudentONE AP Student O.N.E. LunchO.N.E. Lunch Uno, ek, ichi ESL Uno, ek, ichi ESL
ProgramProgram WON—Successful WON—Successful
Freshmen Transition Freshmen Transition ProgramProgram
O.N.E. LeadershipO.N.E. Leadership
James River High SchoolA Chesterfield County Public School
3700 James River RoadMidlothian, Virginia 23113
Community Opened in September of 1994 with 1250
students in grade 9 - 11 Suburban and composed of individuals and
families from diverse ethnic and socioeconomic backgrounds
School A comprehensive high school with a student
body of approximately 2000 in grades 9 – 12 A staff of 160 teachers and support staff
including two librarians, one technology coordinator, eight school counselors and seven administrators
A well-developed program of activities and athletics
James River High SchoolLeadership and International Relations
Specialty Center Established in 2002-2003 Comprised of about 200 students from a broad
range of ability levels and interests Taught the skills and knowledge of becoming
effective leaders who learn to develop a balanced international perspective of the world
Media Center Recipient of the 2002 National School Library
Program of the Year Award from the American Association of School Librarians
Recipient of the national award from Gale Resources for “Excellence in Education”
James River High SchoolSchedule
Seven Period Alternating Block schedule
Works in conjunction with an “Odd/Even” calendar day
Odd days: 1, 3, 5, 7 Even days: 1, 2, 4, 6 First period runs approximately 50
minutes, and blocks two through seven run approximately 85 minutes
Opportunity for students to earn seven credits per academic year and broaden their curriculum
James River High SchoolAdvanced Placement Exams: 2006 2007
Exams Administered . . . . . . . . . . 571 1318
Students taking exams . . . . . . . . 352 690 % of Scores 3 or Above . . . . . . . . 72 49
Diplomas Awarded Post Secondary Plans Advanced Studies 66% 4-Year Colleges/Universities 65%
Standard 30% 2-Year Colleges 19%
Modified Standard 01% Other Continuing Education 4%
Employment/Military 12%
ONE Student:ONE Student: Growing Our AP ProgramGrowing Our AP Program
Condensing and Condensing and “Leveling for “Leveling for Excellence”Excellence”
Collapsing “honors” Collapsing “honors” offeringsofferings
Offering more Offering more advance placement advance placement programsprograms
Seeking advanced Seeking advanced placement potentialplacement potential
Rigor: Seeking AP Potential Using PSAT/NMSQT
scores to predict success
Targeting student not already enrolled in an AP course
Using data effectively Recruiting the
underserved
APEX ExperiencesAdvanced Placement Expectations
Seminars on the benefits and challenges of AP courses:
An in-school seminar for students
An evening seminar for parents (and students)
Successes: Growing the AP Program
Since 2003 300% increase in minority AP
enrollment 400% increase in African-
American AP enrollment Over 50 teachers trained in
teaching AP courses ONE Lunch—excellent
opportunity for AP enrichment and tutoring
Challenges: Growing the AP Program
“Stretch” AP students’ need for additional assistance
Rigidity in defining quality and success of AP work
Parental concerns about rigor for
“in-between” students
O.N.E. Lunch:O.N.E. Lunch: OOpportunities pportunities NNever ever EEndnd
Need for ChangeNeed for Change Growth and need Growth and need
for 5 lunch for 5 lunch periodsperiods
Transportation—Transportation—student needs student needs for assistance or for assistance or make-up workmake-up work
O.N.E. Lunch Goals: Rigor, Relevance, and Relationships Student Opportunities
Academic support Conferences with teachers Completion of work Enrichment opportunities
Staff Opportunities Departmental meetings Professional learning
communities
Process: O.N.E. Lunch Visitation to schools Formation of committee
Feasibility? Goals? Logistics?
Communication and faculty “buy-in”
Creation of O.N.E. lunch culture
Logistics: O.N.E. Lunch Schedule—1st period, two
block classes, lunch, last block Discipline—extra duties Cafeteria—a’ la carte, hot
and cold lines Clean up—streamlined with
extra trash cans Seating—cafeteria, benches ,
floor Location—where students
can and cannot eat lunch
Logistics: O.N.E. Lunch
Designated department days—no lunch duty PLC meetings Department meetings Informal department gatherings
Adapted schedule—homerooms and assemblies
Teacher appointments
Teacher AppointmentsONE Week
of dataAcademicSupport
Extra-/CoCurricular
GroupsSocial/Other
December-07 1443 820
731
April-08 1279 423 1361
9th 10th 11th 12th
December-07 505 670 874 945
April-08 576 612 982 893
103 of 128 faculty responded = 80%
Enrichment: O.N.E. Lunch Open Mic Lunch in the library Intramurals Ballroom dancing Rapid Fire games
Benefits: O.N.E. Lunch Less chaos
No split classes Fewer tardies after lunch No competitive noise during class
Rigor—assistance and enrichment Relevance—student ownership Relationships—time to meet with
students informally and time for staff to meet
Lessons Learned: O.N.E. Lunch
Some students need encouragement to meet with teachers.
Need to create more systematic expectations.
Provide early communication about purpose and expectations.
Next Steps: O.N.E. Lunch Schedule appointments
with consequences of lunch detention.
Schedule ongoing appointments for those not meeting expectations
Use peer tutoring to greater extent.
Next Steps: O.N.E. Lunch
Offer intervention suggestions to teachers Early remediation Completion of assignments Revising work Correcting tests Retaking tests Computer tutorials
Uno, ek, ichiUno, ek, ichiEnglish as a Second Language English as a Second Language LearnersLearners
2003ESL Center
2004Sheltered
Classes
ESL 2003—Center Enrolled in ESL courses. Mainstreamed for
mathematics and PE. Assigned ESL students to
classes for low-achieving English speakers.
Challenged teachers to address needs.
Intimidated ESL students. Resulted in a low pass rate
among ESL students (30%).
ESL 2004—Sheltered Classes
Provided a sheltered class in mathematics.
Differentiated instruction in the “regular” class.
Resulted in a high Algebra pass rate among ESL students over the past 3 years (95%).
Now offer sheltered classes for World History, Biology, and Earth Science.
ESL Sheltered Classes: Guidelines
Hand select teachers. Foster collaboration among ESL and
content teacher. Incorporate ESL objectives into the
content. Provide hands-on, relevant
instruction. Create a safe environment. Mainstream students as they learn
more English and gain confidence.
ESL Sheltered Classes: Guidelines
Assess ESL students’ ability upon entering school.
Avoid placing students in remedial classes based on language skills alone.
Provide support to teachers of ESL students in non-sheltered classes.
Include all ESL students into the activities of the school.
ESL Program: Challenges Maintaining the
“revolving” door—entrance throughout the year Testing upon arrival Offering foundation classes
Educating mainstream content teachers—bias, lack of cultural understanding, rigidity
Benefits: Sheltered Instruction
Far beyond the classroom…
Our students’ confidence and self-esteem has risen and is apparent in their daily lives.
WON:WON: A Successful A Successful Freshmen Transition Freshmen Transition ProgramProgram
Need for ChangeNeed for Change FearfulnessFearfulness Behavior Behavior
problemsproblems FailureFailure Lacking student Lacking student
“connections”“connections”
Goals: Freshmen Transition Program
To help freshmen have a smooth cultural and academic transition (a Winning year).
To increase freshmen involvement in school opportunities
To decrease the number of discipline referrals.
To decrease the number of failures.
Process: Freshmen Transition Program Research— http://koprogram.com/
Council and hierarchy 8 Council members
Responsible for 3 homerooms each Each homeroom has 15-20 mentors
Diversity among mentors Each mentor is responsible for 3-6 freshmen
Summer training for mentors
Process: Freshmen Transition Program
Kick-off orientation day—camp atmosphere
Formal meeting topics Rules and consequences Involvement in school clubs, activities, and sports Study skills Efficiently accessing school resources Academic and personal goals Exam preparation Understanding how to communicate with faculty
Informal connections Freshmen flings – ice-cream, games Remembering birthdays, etc. Offering help with school issues
Benefits: Freshmen Transition Program Shared leadership and
modeling Student engagement and
relevance Gains for mentors and
freshmen Relationships
Failure is NOT an option for MY freshmen
Lessons: Freshmen Transition Program
Supportive Data—difficult to obtain
Surveys—feedback from freshmen, mentors, and teachers
Mentor training—orientation day and connecting with students
Strong council—crucial Formal lessons—engaging Communication—the more the
better Mentors—ability to connect
O.N.E. Leadership:O.N.E. Leadership: OOutstanding utstanding NNetwork etwork EEnhancing nhancing LeadershipLeadership
The leadership at James River High The leadership at James River High School always is considering the input School always is considering the input
provided by stakeholders.provided by stakeholders.
I.C.L.E. Model Schools Executive Summary. 2007I.C.L.E. Model Schools Executive Summary. 2007
Leadership to Develop Tomorrow’s Leaders
O.N.E. Leadership—Shared
Creating avenues of communication
Taking input into action
O.N.E. Leadership—Communication
Principal’s Open Door PolicyStudents Student Leadership Council
SCA forum sessionsTeacher office hoursEdLine technology communication
Parents and Community
Neighborhood coffeesBooster clubsEdLine
Faculty and Staff
Cookies and coffee gatheringsProfessional Learning CommunitiesPrincipal’s Advisory CommitteeFaculty meetings—focusing on the “R’s”
O.N.E. Leadership—ActionStudents Expansion of elective course offerings
Addition of activities, clubs, and athletic opportunities
Improvements in buildings, grounds, and facilities Establishment of the ONE-lunch concept
Parents and Community
Improvements in communication—EdLine Implementation of “Fee Night” activities Customer service/community relations
Faculty and Staff
Creation of enrichment programs—Rapid Read, Teachers for Tomorrow, Lunch in the Library, Intramurals at Lunch, etc.
Improvements in school efficiency/climate—tardy stations, grief counseling, department socials, etc.
The Power The Power of of ONEONE Framing Rigor, Relevance, and Framing Rigor, Relevance, and
RelationshipsRelationships
Questions?Questions? Comments?Comments?
Contact us at Contact us at [email protected]@ccpsnet.net t