Making Time for Student Success. Objective: High-performing schools modify school schedules to provide time for instructional planning by designing professional.

Making Time for Student Success

Objective: High-performing schools modify school schedules to provide time for instructional planning by designing professional learning communities that facilitate collaboration aimed at improving student learning and success.

• Strategy: Discover flexible, non-traditional scheduling alternatives that provide time for teachers to meet and plan assignments within and across disciplines that are intellectually demanding and align to college- and career-readiness standards at the elementary, middle grades, and high school levels.

Presenters

• Verdie Williams- HSTW Co-coordinator/Math Instructor

• Kevin Krebs- HSTW Co-coordinator/ Food service Instructor

• Scott Snyder- Vocational Special Education Coordinator• Dana Anderson- Supervisor Special Services

Pickaway-Ross CTC

• Serves 10 Comprehensive schools• 2 City school districts• 8 Rural districts

County Profiles

Ross County

• 688 square miles• Pop: 77,910• Crop, Pasture, Forest :

96%• Low Income 13.8%

Pickaway County

• 502 square miles• Pop: 56,304• Crop, Pasture, Forest:

96%• Low Income 9.7%

Academic Offerings• Advanced Earth/Space Science• Anatomy and Physiology• Biology• Chemistry• Forensic Biology• Earth/Space Science• Physics• Remedial Science• OGT Science

• College Prep English• English 11• English 12• Integrated English 11• Integrated English 12• Remedial English• OGT English

• OGT Social Studies• American Government/Economics• American History• Economics and Personal Finance• Sociology

• Pre-Calculus/Trigonometry• Statistics• Technical Algebra• Geometry• Algebra 1• Algebra 2• Consumer Math

Workforce development

Construction & ManufacturingAcademy

• Carpentry • Electrical Technologies • Engineering Technologies • Machining & Manufacturing

Technologies • Precision Welding Technologies

Business Academy• General Merchandising

& Warehousing • Media Design Technologies • Network Support Technologies

Transportation Academy• Automotive Technologies • Collision Repair Technologies • Medium & Heavy Equipment Transportation•Equipment Technologies • High Performance Automotive‐

Technologies • Power Equipment Technologies

Human Services Academy• Commercial Food Careers • Cosmetology • Criminal Investigation

& Police Science • Early Childhood Education • Medical Careers •Health Care Foundations

High School Demographics

• ADM (average daily membership): 982• PRCTC Campus: 588• Satellite: 433

• Ethnic composition• Asian or Pacific Islander .………….…… 0.2%• Black, non-Hispanic ….………….……….. 2.2%• Hispanic ........………………………..….…… 0.5%• American Indian/Alaskan .……………... 0.2%• White/non-Hispanic …………………….. 91.2%• Multicultural .…………………………..……. 5.3%

• Students with disability………............... 35.7%• Students on free/reduced lunch……… 62%

High School Staff

• Background• Work experience ..………………………………… 34%• Master’s degree …………………………………… 46%• Bachelor’s degree ..………………………………. 20%

• Staff assignment• Intervention Specialist ………………………………. 5• Para professionals ……………………………..……… 4• Special Services/guidance ...……………...……… 3• Career & technical education ..…………………. 95• Academic ..……………………………….……….…..…. 17• Administrative ..………………………..….…….……... 8• Other ..…………………………………………………….…. 6

Why did we need intervention?

• Perkins Performance Measures

2007-08 2008-09 2009-10

PRJVSD 88.25 89.25 91.62

STATE 93.89 93.31 93.47

85.5

86.5

87.5

88.5

89.5

90.5

91.5

92.5

93.5

94.5

88.2589.25

91.62

93.8993.31 93.47

Academic Attainment-Reading/Language Arts

Source* Ohio Workforce Development Report




2007-08 2008-09 2009-10

PRJVSD 83.73 85.22 88.38

STATE 92.09 91.68 92.21

79

81

83

85

87

89

91

93

83.7385.22

88.38

92.09 91.68 92.21

Academic Attainment-Mathematics




2007-08 2008-09 2009-10

PRJVSD 83.08 90.56 98.92

STATE 93.38 94.63 98.55

77.5

82.5

87.5

92.5

97.5

102.5

83.08

90.56

98.92

93.3894.63

98.55

Student Graduation Rates


0-5.922%

6 -8.943%

9 -12.9+35%

Reading Levels 2010-2011 Juniors

Star Reading

Why did we need intervention?• Star Math

0-5.9 21.04%

6 -8.9, 31.37%

9 -12.9+ 47.60%

Math Levels 2010-2011 Juniors

Identification of Problems that were limiting student success

1) Need to maximize instructional time in the classroom• Shorter days than comprehensive • Curricular activities-Career-Technical Organizations, field trips,

assemblies, etc.

2) Schedule- Increased academic requirements, students had no study halls.• Credit deficiencies• OGT remediation

3) Intervention- Students w/disabilities and OGT only received tutoring

4) Professional Development• No longer contractual• No waiver days

DELAY SCHEDULES

CTSO SCHEDULES

Skills USADECAFEABPAFCCLAFFA

What it looks like now• Minimized

interruptions for delays • Students see every

teacher, every day• Lab and academics

teachers have greater opportunity to communicate and collaborate.

Strategies for providing interventions

LAB LOCKOUTLEARNING LABMENTORINGTUTORINGREADING

INTERVENTIONS

LAB LOCKOUT

INTERVENTIONS

• 1st attempt – Catch up Café• 2nd attempt – Lab Lockout 2x week• 3rd attempt- Current model

Student Survey

FY12 FY140%

1%

2%

3%

4%

5%

6%

7%

8%

9%

9%

3%

Often

Often failed to complete or turn in assignments

Student Survey

Teacher sometimes or often care about me enough that they will not let me get by without doing the work.

FY12 FY1460%

65%

70%

75%

80%

85%

90%

79%

85%

LEARNING LAB

INTERVENTIONS

History:• Small room away from mainstream instruction• Two new Vocational Special Education

coordinators and Special Services Supervisor• Increased service delivery; space issues• Learning the ropes

INTERVENTIONSLEARNING LAB

First Move• Slight adjustment of location; still not in the

mainstream• Students became more aware of extra help• Culture change; HSTW Extra Help Committee

Chair


Second Move:• Visit to Green County CTC• Continued culture of change• Moved into the mainstream environment (Media Center)• Students accepting extra help are increasing • Special education label use is avoided• Teacher assigned to learning lab

SPACE

OLD

NEW


Major Renovation:• Redesign learning lab• Culture of accepting help is in full swing• Teacher collaboration/increased staff

communication• Safe place; Game Plan Coordinator• Computer lab for VLA/ credit recovery• Increased student activity in lab

Over 3,400 visits

First semester


Special Education:

• District Reps/parents meet in learning lab area• Accommodations provided in a normalized school

environment• Increased acceptance of students with disabilities by staff• Increased staff collaboration • Increased student success

FY12 FY140%

5%

10%

15%

20%

25%

30%

35%

29%

35%

Teachers reported that they: Require students who are not performing at a C level or above to receive extra help at least

once a week.

Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

FY12 FY140%

10%

20%

30%

40%

50%

60%

70%

80%

90%

58%

89%

Students reported that it is very important to partic-ipate actively in class.


FY12 FY140%

10%

20%

30%

40%

50%

60% 45%

55%

Students reported that they often were able to get extra help from their teachers when they needed it without

much difficulty.


Tutoring

INTERVENTIONS

1st Try

• Replaced traditional administrative duties

• Schedule shared with staff, students sent to classroom.

2nd Try

• Common pass system• Teachers report to LL• Schedule of teacher available by

period/subject.

MENTORING

INTERVENTIONS

The Believe Network would link secondary and adult education staff with at-risk, special needs, and identified students in order to create a mentorship program that would allow one-on-one contact between staff members and the students. The program would provide networking opportunities, personal connections, goal setting, and a climate of support. The expectation would be that the staff member and the student would make contact at least once a week.

• First year• Quarterly meetings during common planning time used to review progress• Student referrals and available mentor shared online via google docs

READING INTERVENTIONS

SILENT SUSTAINED READING

Making use of staggered bus schedules• USE FIRST 10 MINUTES OF DAY

• USE LAST 15 MINUTES OF DAY

First bus arrive before 8 am. Tardy bell rings 8:24 amLast bus arrive by 8:35

FY12 FY140%

5%

10%

15%

20%

25%

30%

35%

13%

35%

Teachers reported that they: Require students to read at least three books or their equivalent, other than the

textbook, on average for each class they teach.


FY12 FY140%

10%

20%

30%

40%

50%

60%

70%

80%

90% 68%

84%

Teachers reported that they: Require students to read an assigned book or article and demonstrate understanding

of the content at least once a semester.

INTERVENTIONS

•Math Design Collaborative

• Pre-assessment – Grouping students by common misconceptions• Questioning is used to facilitate student

learning.• Students become facilitators to each other.

Adoption of HSTWLeadership team meetingsCommittee meetingsUse of available time

Professional Development

High Schools That Work

• Leadership Team• Meets monthly• Uses

Emergency/planned subs

• Committees• Meets monthly• Uses AM planning

time

Professional Development

• Shortened supervisor meeting to allow for professional presentation

• Carved out time during first day for staff.

• Utilize Snow Days• Before/After School• Schedule shift on non student

days• Generous professional leave • One-on-one

Progress

PASSAGE RATE FY11-12 PASSAGE RATE FY12-13 PASSAGE RATE FY13-14

Series1 84.6% 86.5% 89.4%

82.5%

83.5%

84.5%

85.5%

86.5%

87.5%

88.5%

89.5%

84.6%

86.5%

89.4%

Student Passage Rate% of students who passed ALL courses

FY12 FY1426%

28%

30%

32%

34%

36%

38%

40%

42% 37%

40%

Students reported that the extra help they received often helped them to get better grades.


FY12 FY140%

5%

10%

15%

20%

25%

30%

35%

40%

16%

39%

Teachers reported meeting with other teachers in their de-partment or school to align assignments and agree upon what

student work looks like below, at or above grade-level (college- and career-ready-level) at least once a year.


Require student read at least three books or their equivalent, other thatn the textbook, on average for each class they teach

Require students who are not performing at a C level or above to receive extra help at least once a week.

Stongly agree that the teachers in their school maintain a demanding yet supportive environment that pushes students to do their best.

13%

29%

26%

35% 35%

30%

Raising Expectations and Providing Extra HelpFY12 FY14

0%10%20%30%40%50%60%70%80%90%

100%

FY12FY14

31%

87%

68%80%

46%

97%

81%94%

FY12FY14

Quality Career/Technical Studies

Percentage of Students Meeting HSTW Readiness Goals

Reading Mathematics Science0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

40%

27%

37%

47%

37%33%

HSTW Readiness Goals

20122014


QUESTIONS?

Presenters• Verdie Williams [email protected]• Kevin Krebs [email protected]• Scott Snyder [email protected]• Dana Anderson [email protected]

Pickaway Ross Career & Technology Centerwww.pickawayross.com895 Crouse Chapel Rd.Chillicothe, OH 45601740-642-1200

mailto:[email protected]




http://www.pickawayross.com/

Making Time for Student Success. Objective: High-performing schools modify school schedules to provide time for instructional planning by designing professional.

Documents

student success slide

consumer math slide

integrated english

high school levels

school schedules

city school districts

pickaway county

career technical education