ENHANCING STUDENT SUCCESS AND ACHIEVEMENT AT THE HIGH SCHOOL LEVEL FOREST GROVE HIGH SCHOOL PRESENTERS: John ONeill Jr., Principal FGHS Karen Robinson,

ENHANCING STUDENT SUCCESS AND ACHIEVEMENT AT THE

HIGH SCHOOL LEVEL

FOREST GROVE HIGH SCHOOL PRESENTERS:John O’Neill Jr., Principal FGHS

Karen Robinson, Asst. Principal FGHS

SCHOOL IMPROVEMENT AREAS OF NEED

(AS IDENTIFIED IN 2002-2003)• Reduce drop out rate & increase passing rates

• Build relationships between staff & students

• Help kids feel “connected”

• Ease the transition of Freshmen into FGHS

• Need to identify students failing in a timely manner.

• Increase reading and math skill levels of students

FOREST GROVE HIGH SCHOOL

CHARACTERISTICS

• 1,950 Student Population; Grades 9-12

• 61% Caucasian, 36% Latino, 3% Other

• 43% Free and Reduced Lunch

• 14% ELL Population

• 11% Special Needs Population

SCHOOL DATA EXAMINED 2002-2003

• 47% of previous year’s Freshmen below a 2.0 GPA

• Nearly half of all drop outs were ninth graders

• Low reading and math skills for sophomores:

• 50% met state reading benchmarks

• 31% met state math benchmarks

• 80% correlation between 9th grade students reading below grade level and earning below a 2.0 GPA

• Need for disaggregated data in a timely manner

SCHOOL IMPROVEMENT PLAN 2003-2007

•Apply for Smaller Learning Communities Grant (U.S. DOE)• Create Teams at the 9th and 10th grade levels• Restructure ELL Program• Institute Intervention Meetings with Asst. Principals• Refine and Expand Alternative Education Program• Create Advisory Program- 4 year relationship• Create Links Transition Program• Create remedial intervention programs (Workshop Courses)• Create capacity for on-going assessments• Align core curriculum in: English, Math, Science, Social Studies• Create six CAM Academies• Increase communication with parents

SCHOOL IMPROVEMENT PLAN

School Wide Staff Development Plan 2002-2008

2002-2003 What Works In Schools: Translating Research into Action- By Robert J. Marzano 2003

2003-2004 Differentiated Instruction

2004-2005 SOS (Student Owned Strategies)

2005-2006 SIOP (Sheltered Instruction Observation Protocol)

2006-2007 Writing Across the Curriculum

2007-2008 Power Standards/Alignment Grades 5-12

SYSTEMIC SCHOOL-WIDE FACTORS

Based on Marzano, 2000a*

Rank Factor #1:

Opportunity to Learn

• Freshmen Students below a 239 are enrolled in a regular math and English as well as Math and Reading Workshop support electives.

• This structure maintains mainstream access along with individualized instruction through integrated approach.

CREATION OF REMEDIAL INTERVENTION PROGRAMS

Math Workshop• Utilizes PLATO math software to individualize student learning

• Creation of a 40 station 9th grade lab & 40 station 10th grade lab

• Creation of a Math Workshop Finishing Room that focuses upon individual math instruction that is teacher created.

• Utilization of State Sample Math Tests and teacher generated standards-based math problems which familiarize students with format of multiple choice questions

Math Peer Tutor Program

• Students who have mastered Algebra II or beyond

• Work directly with struggling students• Decreases the student/teacher ratio• Hugely benefits the peer tutors• Looking to expand the program to

other areas (Reading Workshop, etc…)

READING WORKSHOP

• Utilizes Accelerated Reading Program (www.renlearn.com) along with PowerLessons, oral readings, journaling and Daily Reading Logs.

• Individualized student reading levels are determined by STAR Reading assessment software. Students read novels at their instructional levels utilizing Sustained Silent Reading for 40 to 60 minutes per 88 minute block.

• When students finish their novel, they take a computerized ten question comprehension assessment and vocabulary assessment.

• Students earn points for the number of books read and the percent correct on vocabulary and comprehension tests.

Rank Factor #2:

Time

• By requiring a regular math and English class as well as the Workshop elective classes, students receive double the time to learn and master skills tied to state standards.

Rank Factor #3:

Monitoring

• All students are monitored on an on-going basis.• Oregon’s on-line TESA state assessment provides three opportunities a year. Ninth graders in workshop classes take the test until they pass as do tenth graders.

• In previous years we used the long version first for strand information and the short one prior to the end of the first semester and at the end of the assessment window in the Spring.

• We also use PLATO assessments teacher generated assessments to help guide instruction.

• We use Mastery in Motion (MIM) software to provide disaggregated data to teachers for assessment and work-sample feedback.

• We have created a new classified position responsible for running our two TESA Labs and providing disaggregated data to teachers and others upon request.

Rank Factor #4:

Pressure to Achieve

• Students are required to remain in Math and Reading Workshop electives until they pass the state exam with a score of 236 or higher.

• Both regular math and English teachers have on-going conversations with workshop teachers about student progress.

• Once passed, the required elective is replaced with an elective of the student’s choice at the start of the next semester.

Rank Factor #5:

Parental Involvement

• Regular parental updates are provided by teachers through the use of eSIS Parent and Student Assistant, which is a web-based software that provides grades on specific assignments and attendance information.

•Teacher web page accounts on Moodle provides parents and students a course syllabus, a calendar of upcoming assignments and specific materials and resources.

Rank Factor #6:

School Climate

• School-wide celebrations are held for academic and activity success.

• We conduct nine school-wide assemblies a year and academic achievement is celebrated in nearly all of them.

•Annual Student Surveys are conducted in late October for the past five years and provides an opportunity for students to provide anonymous feedback on various programs and resources.

Rank Factor #7:

Leadership

• Strong support from site and district administrative teams; Site Leadership Team (Department Chairs and elected reps); Building Site Council and Local School Committee.

• Bi-Annual School Improvement Retreats of three days each have been held over the past six years to review current programs, student achievement, identify needs and set new school improvement goals.

• All stake-holders are represented at these retreats: students, parents, BSC, LSC, Leadership Team, school board members, district administration, all site administrators, workshop representatives, etc.

Rank Factor #8:

Cooperation

• Any program is only as good as the people you have running it.

• Our Workshop teachers are some of the best we have on site.

• All workshop teachers believe all students can learn and they take personal responsibility for student growth and achievement.

• Our District Administrative Team is VERY supportive and has upheld high expectations.

Source: Marzano, R.J. (200a*). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED45455)

HIGHER EXPECTATIONS

• Students will stoop or strive to established expectations

• Our board has passed board policy requiring a 239 passing score in order to opt out of a workshop class.

• Our board has also passed promotion standards for our eighth graders.

• Eighth grade students must achieve a 2.0 grade point average for the year, passing math and language arts.

• Higher passing rates on state assessments for all subgroups;

• Higher passing rates in core classes for 9th and 10th graders by first semester

• Lower Drop-out rate: - 01-02 School Year = 7.7% - 06-07 School Year = 2.9%

•Oregon Report Card overall rating: - 01-02 School Year = Satisfactory - 05-06 School Year = Strong (2nd Year) - 06-07 School Year = Exceptional

HIGHER RESULTS:

Table 1FOREST GROVE HIGH SCHOOL READING & LITERATURE

PERFORMANCE ON GRADE 10 ASSESSMENT

STUDENTS MEETING OR EXCEEDING STATE STANDARD

* 06-07 New Standard of 236.

Performance on Grade 10 Assessment

50%

66%73% 75%

81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2002-03 2003-04 2004-05 2005-06 2006-07

Year

Per

cen

t M

et

2006-2007 FGHS Comparative Scores

State Reading & Literature: Meets or Exceeds

* FGHS Includes alternative program

2006-2007 FGHS Comparative Scores

81

67 66

0102030405060708090

* FGHS State Average Similar Schools

Comparators

Per

cen

tag

e M

eet

or

Exc

eed

s

Table 1FOREST GROVE HIGH SCHOOL MATHEMATICS

PERFORMANCE ON GRADE 10 ASSESSMENT

STUDENTS MEETING OR EXCEEDING STATE STANDARD

Mathematics

45%

34%

64%71%

79%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007

Year

% S

tud

ents

Mee

tin

g S

tan

dar

ds

* 2006-07 New Standard of 236

2006-2007 FGHS Comparative Scores

State Mathematics: Meets or Exceeds

2006-2007 FGHS Comparative Scores

79

57 56

0

20

40

60

80

100

* FGHS State Average Similar Schools

Comparators

Per

cen

tag

e M

eet

or

Exc

eed

s

* FGHS Includes alternative program

FOREST GROVE HIGH SCHOOL

NINTH GRADE PERFORMANCE

Students that met or exceeded state 10th grade assessment by the end of

School Year 2006-2007:Subject 2005-2006 2006-2007

Reading 54 62

Math 42 57

•Performance levels for Oregon:

2005-06 Meets was a 239; 2006-07 Meets is a 236.

State 10th Grade Average: Reading = 67%; Math = 57%

Closing the Achievement Gap 05-06:

Math Gap between Hispanic and Caucasian Students:

Eighth Grade: 8 point rit gap

Tenth Grade: 4 point rit gap

Math Gap between ELL and Caucasian Students:

Eighth Grade: 13 point rit gap

Tenth Grade: 8 point rit gap

Closing the Achievement Gap 05-06:

Reading Gap between Hispanic and Caucasian Students:

Eighth Grade: 9 point rit gap

Tenth Grade: 5 point rit gap

Reading Gap between ELL and Caucasian Students:

Eighth Grade: 16 point rit gap

Tenth Grade: 8 point rit gap

FGHS 10th Grade Reading Growth

50

5 5

18 19

5759

10

22

4135

7063

22 20

43 40

7475

31 29

5547

8981

43

58

6863

93

0

20

40

60

80

100

ALL LEP SP ED DISADV HISP ANIC WHITE

Pe

rce

nt

Me

t

2002-03 2003-04 2004-05 2005-06 2006-2007

FGHS 10th Grade Math Growth

45

3 310 13

3534

311

189

44

61

19 24

4437

69

32 33

53 48

8179

5161

68 64

89

72

0

20

40

60

80

100

PE

RC

EN

T M

EE

TS

School Improvement Results:

• FGHS Reading Growth: 02/03 to 06/07 FGHS State Ave FGHS

Subgroup: 02/03 06/07 06/07All 49% 67% 81%LEP 5% 15% 43%SPED 5% 24% 56%Disadv. 18% 48% 68%Hispanic 19% 39% 63%Caucasian 57% 71% 93%

School Improvement Results:

• FGHS Math Growth: 02/03 to 06/07FGHS State Ave

FGHSSubgroup: 02/03 06/07 06/07All 37% 57% 79%LEP 3% 18% 51%SPED 3% 17% 60%Disadv. 10% 38% 68%Hispanic 13% 33% 63%Caucasian 45% 60% 89%

Stretch Learning Opportunities

Extensive Elective Program provides multiple career pathway opportunities for students

• Six CAM AcademiesArts / Communication Business Health ServicesHuman Resources Industrial / EngineeringNatural Resources

Stretch Learning Opportunities

• 21 Advanced Placement courses138 seats taken in 8 AP Classes (01/02)464 seats taken in 20 AP Classes (06/07)

• 24 Dual Credit courses1,123 credits awarded (06/07)

Stretch Learning Opportunities

• 21 Advanced Placement courses138 seats taken in 8 AP Classes (01/02)464 seats taken in 20 AP Classes (06/07)

• 24 Dual Credit courses1,123 credits awarded (06/07)

• Tualatin AcademyOffered in conjunction with Pacific UniversityAny junior or senior may enroll in one course

per year at no cost

Advanced Placement Courses

• AP Art History• AP Biology• AP Calculus• AP Chemistry• AP English Lit.• AP English Lang/Comp• AP Environmental Sci.• AP European History• AP French Language• AP German Language• AP Gov’t and Politics• AP Human Geography

• AP Japanese Language• AP Music Theory• AP Physics (online)• AP Psychology• AP Spanish Language• AP Statistics• AP Studio Art• AP U.S. History• AP World Studies• AP Macroeconomics*• AP Microeconomics*

* Beginning 2008-09

Dual Credit Courses through Portland Community College

• Automotive Service Technology– Auto Tech I and II– Electrical System / Auto Tech I and II

• Building Construction Technology– Woods III– Architectural Drawing I and II– Advanced Business Construction

• Business Administration– Accounting I

• Computer App. Systems/Office Systems– Computer Applications/Comp Apps for Bus

World– Webpage Design– Advanced Computer Applications

• Drafting Technology– Drafting I and II– Drafting II and III– Architectural Drafting I and II

• Early Childhood Education– Childcare II and III / Little Vikings

Preschool

• Landscape Technology– Ag I / Biotechnology / Ag III– Landscape Design and Nursery

Production– Intro to Horticulture / Exploring Plants

• Mathematics– Pre-calculus– Advanced Placement Calculus

• Medical Professions– Anatomy & Physiology– Medical Terminology

• Welding– Metals I

Contact Information:

• John O’NeillPrincipal, Forest Grove High [email protected](503)359-2443

• Karen RobinsonAssistant [email protected](503)359-2522