Spain Park High School Hoover, Alabama Presenters: Amanda Hood, Academic Assistant Principal Howard Furnas, AP Coordinator Amy C. Fineburg, Social Studies.

Spain Park High School

Expanding ACCESS to AP Inside & Outside the School Walls

Spain Park High SchoolHoover, Alabama

Presenters:Amanda Hood, Academic Assistant PrincipalHoward Furnas, AP CoordinatorAmy C. Fineburg, Social Studies Department Chair

Presentation Overview

Spain Park’s school profile History & highlights of Spain Park’s

Minority Achievement Councils PSAT & AP Potential as tools to increase

minority participation in AP & college readiness

Alabama’s ACCESS program as a tool to increase AP participation state-wide

Spain Park High School Mission Statement

The future belongs to the educated, and Spain Park High School exists

to promote and prepare students for excellence

while empowering our young adults to live and thrive in that future.

School Profile

Fully accredited, 4-year public suburban high school

Open since 2001 (First graduating class – 2004)

2008 Enrollment: 1378 2008 Professional Staff: 136

Master’s degree or higher: 69% Five + years experience: 76% National Board Certified teachers: 12

AP Courses Offered: 18 Dual enrollment Courses Offered: 10 Pre-AP/Honors Courses Offered: 12

School Profile

Spain Park employs an innovative combination schedule Allows for embedded staff development Allows for one “block” extended period per

class per week Keeps the consistency of a traditional 7-

period day Provides for two embedded opportunities for

student remediation, enrichment, and extracurricular activities

Period Monday Tuesday Wednesday

Thursday Friday

1st 8:15-9:05 8:15-9:05 Staff Only8:15-9:20

Academic Opportuniti

esAnnounceme

nts8:15-8:35

8:15-9:05

Academic Opportuniti

es

Announcements

9:10-9:40

Announcements

9:10-9:40

Extended 2nd

9:25-10:55

Extended 1st

8:40-10:10

Announcements

9:10-9:40

2nd 9:45-10:35

9:45-10:35

9:45-10:35

3rd/4th Lunch

10:40-12:50

A: 10:40-11:10

B: 11:30-12:00

C: 12:20-12:50

10:40-12:50

A: 10:40-11:10

B: 11:30-12:00

C: 12:20-12:50

Extended 4th

A: 11:00-11:30

B: 11:50-12:20

C: 12:40-1:10

Extended 3rd

A: 10:15-10:45

B: 11:05-11:35

C: 11:55-12:25

10:40-12:50

A: 10:40-11:10

B: 11:30-12:00

C: 12:20-12:50

5th 12:25-1:45

12:25-1:45

JAG Period1:15-2:00

Extended 5th

12:30-2:00

12:25-1:45

6th 1:50-2:40 1:50-2:40 Extended 7th

2:05-3:35

Extended 6th

2:05-3:35

1:50-2:40

7th 2:45-3:35 2:45-3:35 2:45-3:35

School Profile

AO meets 4 days a week 30 minutes on Monday, Tuesday, & Friday 20 minutes on Thursdays ACT prep exercises occur the 1st Thursday of each month.

Students are assigned to a teacher whom they follow throughout high school. Teachers conference with students every 4 ½ weeks.

Students who need extra help or to make up work get an AO pass. Students obtain the pass before school. Teachers have 10 passes each. Students show their AO teacher the destination pass so

we can keep track of where students are.

Sample JAG Period Activities

College readiness & leadership activities College & career fairs Leadership seminars

Reduced loss of class time for activities School pictures, class rings, graduation

activities Motivational speakers School involvement with clubs

Additional exam prep last JAG period of each semester

Minority Achievement CouncilsAmy C. Fineburg, co-sponsor

History of MACs

Established in 2006-2007 school year Faculty noticed significant achievement gaps

between majority and minority students▪ Example: 2005 – 13.2% gap between white

and black students on graduation exam test scores (a measure of AYP)

Faculty identified black males as the most at-risk group ▪ Only 1 senior black male in the Class of

2006 had a GPA above 3.0.▪ 39 black males in the 2006 senior class.

History of MACs

Faculty identified 6 senior black males to lead the “charter class” of MAC Scholars. These 6 males had GPAs above 2.3.

Spain Park’s MAC program is modeled after Shaker Heights, Ohio. Students set goals and plan activities. Faculty act as advisors and facilitators. MAC Scholars are upper-level students who

serve as leaders & mentors. MAC Potentials are lower-level students in

need of mentoring.

History of MACs

Charter MAC Scholars identified areas of critical need: Emphasis on college readiness Emphasis on character development

Activities planned included College visits Dress-up Tuesdays Guest speakers Peer-to-peer mentoring

History of MACs

Interviews for future MAC Scholars and Potentials take place in the spring. 2.3 GPA to qualify Completed application Mandatory interview with senior Scholars and

faculty sponsors Groups are now established for

Black females – GMAC (Girls’ Minority Achievement Council)

Hispanic students (Mun2 – Mundos, meaning “world”)

Using Data to Measure Success

The following slides are our efforts to keep track of student progress and identify areas of need. Examining population-to-subgroup data Identifying students capable of taking higher-

level courses Identifying students in need of more intensive

academic support.

A/AB Grades ABC Grades D Grades F Grades0%

5%

10%

15%

20%

25%

30%

35%

13%

31% 30%

24%

Grade Distribution - All MAC Groups

Using Data to Measure Success

Improved Grades Declined Grades Unchanged Grades0

20

40

60

80

100

120

140

117

24

112

Grade Progress - All MAC GroupsFall 08-09

Using Data to Measure Success

A/AB Grades ABC Grades D Grades F Grades0%

5%

10%

15%

20%

25%

30%

35%

3%

29%33% 32%

African American Male Fall Semester Grade Distribution

2008-2009

Types of Grades

Percen

tag

e o

f S

tud

en

ts E

arn

-in

g G

rad

es

Using Data to Measure Success

A/AB Grades ABC Grades D Grades F Grades0%5%

10%15%20%25%30%35%40%

23%

34%27%

14%

African American Females Grade Distri-bution

Fall Semester 2008-2009

Types of GradesPerc

en

tag

e o

f S

tud

en

ts E

arn

-in

g G

rad

es

Using Data to Measure Success

A/AB Grades ABC Grades D Grades F Grades0%

5%

10%

15%

20%

25%

30%

35%

14%

28%32%

26%

Hispanic Students Grade DistributionFall Semester - 2008-2009

Type of Grades

Perc

en

t of

stu

den

ts e

arn

ing

g

rad

eUsing Data to Measure Success

Black Males Black Females

Hispanics

AP/Pre-AP/Dual Courses Taken 15 60 26# of Students Taking Courses 11 34 16# of Courses Per Student 1.2 1.7 1.6Average Course Grade 74.6 83.9 83.5% of Population Taking Courses 11% 57.6% 52%% of Population in Lower-Level Math Courses

44% 25% 16%

Using Data to Measure Success

AP Potential: A Powerful ToolHoward Furnas, AP Coordinator

Research on AP

US Department of Education study shows the best predictor of college success is participation in rigorous, college level courses while in high school.

Our district offers three types of rigorous courses: AP, Dual Enrollment (with a local community college), and Pre-AP.

IB courses are housed at our sister high school.

Students completing an AP course and exam are more likely to complete a BA degree in four years or less.

Relationship of Academics to Athletics

Team GPAs: 3.4

AP students: 60% Athletes 123 of 204 AP students are athletes

Spanish Honor Society: 51% Athletes National Honor Society: 44% Athletes Mu Alpha Theta: 47% Athletes Division I Athletes: 44

Funding for PSAT Testing

All 10th and 11th graders are tested during the school day.

Hoover City School District pays for the test.

We have received a grant from the Alabama State Department of Education for all or part of the cost from 2007 and 2008.

Results provide information for AP Potential.

AP Potential

A web based tool using PSAT scores Generates rosters of students likely to

score 3 or better on an AP Exam Helps identify minority students who may

not have considered AP classes

How we use AP Potential

Access website https://appotential.collegeboard.com

Select the grade levels tested (10th and 11th)

Consider the validity of the standard pool suggested (we may raise Chemistry, for example to 60%)

Select subjects for which data will be relevant

Generate lists of students who may qualify

Distribute lists to AP teachers to generate letters sent either to the parents of the students or the students themselves

Sample letter is on AP Potential website. Have counselors, AO teachers, and AP

teachers follow up with students, emphasizing minority and traditionally underserved groups who may never have considered the possibility of taking an AP course

How we use AP Potential

During registration, counselors meet individually with all students to develop academic plan.

Special efforts are made to assure minority students that they are capable of college level work.

AO teachers meet with students every 4 to 5 weeks concerning grades and concerns students may have with their grades, developing a plan for improvement.

How we use AP Potential

Students have the option of help during four AO periods of week.

Library is open before school for access to computers.

Most AP teachers offer additional study sessions before or after school as the Exam approaches.

Practice exams are available on line from AP and also from the Florida Virtual School https://aptestreview.flvs.net/FLVSAPReview/.

How we use AP Potential

Using Data to Measure Success

Freshman Sophomore Junior Senior Total in AP30%

32%

34%

36%

38%

40%

42%

40%

35%

36%

39%

38%

39%

41%

39%

37%

39%

Percent of Students in AP/Honors/Dual Courses

2008-20092009-2010

Using Data to Measure Success

White Black Asian Hispanic0%

5%

10%

15%

20%

25%

30%

35%

31%

3% 2% 1%

31%

3% 2% 1%

Percent of Students in AP/Honors/Dual

By Subgroup

2008-20092009-2010

Using Data to Measure Success

White Black Asian Hispanic0%

10%

20%

30%

40%

50%

60%

70%

80%

90%83%

8%5% 3%

81%

9%5% 4%

Students in AP/Honors/Dual within Population of Advanced

Students

2008-20092009-2010

Using Data to Measure Success

Freshman Sophomores Juniors Seniors

50%

38%41% 41%

13%

24%

10%

27%

50%

37%40%

44%

15%

0%

47%

38%

Percent of Students by Subgroup taking AP/Honors/Dual Courses

2008-2009

White Black Asian Hispanic

Using Data to Measure Success

Freshman Sophomores Juniors Seniors

44%49%

45%

38%

22%

15%19%

31%

40%

56%

26%

55%

42%

23%

11%

65%

Percent of Students by Subgroup taking AP/Honors/Dual Courses

2009-2010

White Black Asian Hispanic

Using Data to Measure Success

Sophomore Junior Senior-1%

7%

-4%

2%

-5%

21%

6%

-11%

15%

8%11%

18%

Percent Change in AP/Honors/Dual Enrollment

All Subgroups

White Black Asian Hispanic

Possible Changes for 2009-2010

Open SPHS Library additional hours, particularly after school Library has 60 computer stations for research

and Internet access, possibly important for minority or low income students who may not have access otherwise

Hire teachers as coaches to help provide students with academic assistance.

Give minority students in AP/Pre-AP/Dual classes extra support during JAG Period.

ACCESS Distance Learning

Alabama Connecting Classrooms, Educators, and Students Statewide

Amanda Hood, Academic Assistant Principal

What is ACCESS?

A statewide distance learning initiative that provides high schools with basic courses, advanced-level courses, and electives that might not otherwise be available.

ACCESS Objectives

Provide access to advanced diploma courses

Provide access to additional course offerings

Provide access to AP or dual-enrollment courses

Provide access to remediation and supplemental resources

Leverage existing resources and distance learning offerings

Provide teachers with additional multimedia and technology tools to enhance instruction

Instructional Model

IVC Online

Traditional

Blended

Course Offerings

http://accessdl.state.al.us

Spain Park Statistics

10 courses being offered via ACCESS to 18 students

8 schools served via ACCESS 9 minority students are currently being

served through ACCESS 6 Spain Park teachers are teaching

courses via ACCESS Spain Park teachers are serving 98

students at 25 different schools throughout Alabama

Benefits

Meets scheduling challenges Student motivation and confidence Opportunity for teachers and students School equity Individualization

Challenges

IVC Schedules Student preparation for online

coursework No replacement for classroom instruction Scheduling and supervision