What’s the plan today? Review what PRIDE 101 is and why we’re implementing

What’s the plan today?

1. Review what PRIDE 101 is and why we’re implementing

2. Go over who’s responsible for what.

3. Break into grade level groups for training and discussion

Performance through Preparation

Respect

Integrity

Determination

Excellence through Effort

“Locate a resilient kid and you will find a caring adult or several…who

has guided them.”

-from “Invincible Kids”, U.S. News & World Report

Data sources….

• Tim Stensager & Dan Barrett FPSD• Breaking Ranks II: Strategies for leading high school

reform• Whatcom Community College• Transitions Math Project• Dr. Ruby Payne• Sandi Madison & Senior Exit Surveys• CSI Process 2005-2006• ASCA

Mount Baker’s Comprehensive High School provides an educational program of instruction and expertise essential for

successful academic, vocational, creative and athletic outcomes for our students

and community who reflect a broad variety of skills, talents, and interests.

Developed by the Comprehensive High School Team, 2005

Post-WASL Statement

Students with their families will have the knowledge, skill & understanding to prepare for the student’s chosen academic and/or career & technical post-high school plan.

Information, services & programs will be systematically provided to students & families for students to meet individual needs.

•What is it?•How do we know it is working?

•Why MBHS?•Why now?

Navigation 101 is a program that helps students & families understand what they need to know & need to be able to do to

be successful in high school, post-secondary job training & education.

- developed by the Franklin Pierce School District

Key components are based on best practice & research

Report from National

Association of Secondary

School Principals:

Breaking Ranks II: Strategies for Leading

High School Reform

Key components

• Mentor groups• Increased focus on portfolio• Student-Led Conferences• Evaluation/feedback cycle• Data (what good is this doing?)

Mentor Groups

• Every teacher has a group of 18- 20 students

• Groups meet throughout the year (8-15 times)

• Teacher has same group of students throughout all four years

• Every lesson/topic is structured & purposeful

Portfolio

• Mentor groups used to increase portfolio accountability

• Students are in charge of their portfolios

• Portfolio is part of students’ academic life

Student Led Conferences

• Students lead a conference with their parent/guardian & a teacher

• Spring conference includes the following: – discussion of portfolio– planning for the following school year– what has gone well & what has not– test scores

Evaluation

• Evaluation system allows staff, students & parents to give feedback on Navigation 101

• Changes implemented according to need

Data

• Data looking at student success:– College bound classes– Remedial college classes taken – Enrollment in colleges (all levels)– Graduate follow-up data – Parent & community perception

Details of Mentor Groups

• Planning for student led conferences & portfolio

• Discussion & analysis of students’ test & assessment results

• Goal setting skills

Details of Mentor Groups

• Planning/course selection based on data & personal goals

• Information about how the post-secondary education & training system works & how to access it

Details of Student Led Conferences

• 15-20 minute conferences held annually in the spring

• Student scheduled, student driven

• Mentor helps student lead the conference

So what?

Or

How do we know this effective?

Adult turnout

Schools that are using student led

conferencing

30%

68%

15%

79%

30%

55%

30%

80%80%

17%

68%

81%84%

17%

92%

0%

20%

40%

60%

80%

100%

Bremerton Evergreen Grandview Hudson'sBay

FtVancouver

ColumbiaRiver

Skyview Mead

Traditional Arena2003-Student led2004

SLC 2005

Data from Dan Barrett & Tim Stensager FPSD

Percent of parents that agreed

Student Led Conferences:

Provide info on academic achievement 91%

Help develop a plan for success next year 86%

Help discuss future goals beyond high school 87%

Was worthwhile 96%

Should continue 95%

Data from 6 implementing school districts over 4 years. -courtesy of Dan Barrett & Tim

Stensager FPSD

FPS & State Pre-College Writing

34%

38%39%

29%

22% 21%

30%

19% 19%20%20%

21%21%20%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

1999 2000 2001 2002 2003 2004 2005

FPSD Writing Remediation

State Writing Remediation

Linear (FPSD Writing Remediation)

Linear (State Writing Remediation)

Data from Dan Barrett & Tim Stensager FPSD

Why should we move in this direction?

Staff Beliefs & Attitudes….

42/43 staff members surveyed believe student achievement can increase through effective parental involvement.

Narrative Statements from Data Carousel Fall 2005

Staff Beliefs & Attitudes….

41/43 teachers surveyed think student achievement can increase by close personal relationships between students & teachers.

Narrative Statements from Data Carousel Fall 2005

Why should we move in this direction?

Staff Beliefs & Attitudes….

Majority of staff strongly disagree that they communicate with parents often.

Narrative Statements from Data Carousel Fall 2005

Why should we move in this direction?

Improvement to student portfolios…

The portfolio was poorly organized & I didn't always know what was going in to my portfolio. It was difficult to organize because I didn't have access to it before my senior year.

Comment from 2006 Senior Exit Survey

Why should we move in this direction?

Improvement to student portfolios

I did not like the portfolio projects... they did not help me in any way to plan for my future.

Comments from 2006 Senior Exit Survey

Why should we move in this direction?

Improvement to student portfolios

I never really worked on my portfolio to my best of my abilities, and it did not mean much to me so I couldn’t tell you what worked well or what should be changed.

Comments from 2006 Senior Exit Survey

Why should we move in this direction?

Improvement to student portfolios…

I barely ever used my portfolio. I also probably won't really ever use it anyway.

Comments from 2006 Senior Exit Survey

Why should we move in this direction?

Culture of poverty…

“In practical terms, because children living in persistent poverty appear to be at greater risk for serious academic failure, their potential contribution to society remains limited.”

From Ruby Payne’s A Framework for Understanding Poverty

Why should we move in this direction?

Culture of poverty…

50.8% of MBHS receive free or reduced lunch

(Most recent data from 2004-2005 school year)

Why should we move in this direction?

Parent Connections…

On average 30-35% of our parents come to parent conferences.

(data collected from last few years of conferences)

Remember…. Schools using SLC’s are averaging

over 80% parent participation

Why should we move in this direction?

Student goals & post-high school choices….

What are our kids doing after high school?

Why should we move in this direction?

23 2316

28

5 50

5

10

15

20

25

30

4 Yr Coll CC-Trans

CC-Tech Work Other Military

Percent

Based on averages collected from data in the last 10 years

Collected by Sandi Madison through the Senior Exit Survey

Number of Mount Baker High School Students attending any CC or TC in WA

taking pre-college math

37%

54%47%

44%

38%47%

0%

10%

20%

30%

40%

50%

60%

2001 2002 2003 2004 2005 State

Pre College Math

Data collected from OSPI 2/13/06

Number of Mount Baker High School Students attending any CC or TC in WA

taking pre-college writing

13%13%

26%

6%

13%

20%

0%

5%

10%

15%

20%

25%

30%

2001 2002 2003 2004 2005 State

Pre-College Writing

Data collected from OSPI 2/13/06

Many pieces in place… • Portfolio structure

• PRIDE Presentations

• Developed 13 year plan structure

• OSPI Grant

Why should we move in this direction?

What is this going to look like this year?

Or

How will this effect individual teachers?

What is this going to look like this year?

•Every teacher has 16-18 students in a mentoring group (from the same grade)•12 mentoring session have been scheduled (equaling less than 400 minutes)

What is this going to look like this year?

•Lead teachers will help facilitate program•Lessons will be highly structured and purposeful•Team/committee will work on developing & refining lessons

What is this going to look like this year?

•Team/committee will research & do site visits to schools using SLC’s•Counselors monitor, oversee & collect data

This is what we agreed to do?

•Last spring 34 of 35 teachers agreed to move forward with this program•The consensus was to move slowly with this program

This is what we agreed to do?

Results of Staff Survey

PRIDE 101 Name

•79% Really liked or kind of liked the name •8% didn’t like it•13% didn’t care

This is what we agreed to do?

Results of Staff Survey

Site Visits to other schools

•41% interested •25% maybe•33% no

This is what we agreed to do?

Results of Staff Survey

Piloting SLC’s

•38% interested •28% maybe•33% no

This is what we agreed to do?

Results of Staff SurveyStaff comfort levels on teaching:

Goals: 89% comfortable or very comfortable

GPA: 76% comfortable or very comfortable

Credits: 43% comfortable or very comfortable

Admin: 74% comfortable or very comfortable

Year 2 & beyond

•Team/committee train staff on SLC’s•Mentoring groups continue•SLC’s in the spring•Counselors monitor, oversee & collect data

PRIDE Leadership Team

Or

The P.L.T.

PRIDE 101 Leadership Structure

Laura-administrative contact, professional development, grant management, budget, mentor, program development

PRIDE 101 Leadership Structure

Toby-counselor contact, logistics coordinator, data collection, OSPI contact, program development

PRIDE 101 Leadership Structure

Sandi and Kris-logistics, lesson planning, career connections, mentor, data collection

PRIDE 101 Leadership Structure

Lead Teachers-Sher (9), Pat (10), Megan (11), Karen (12)

Lesson planning, mentors, train grade level mentors, review data, prep materials, program development

PRIDE 101 Leadership Structure

Mentors- 41 mentors in grades 9-12

Mentor, attend mentor trainings, follow lesson plans, take attendance, manage student portfolios.

PRIDE 101 Lesson Cycle

One week before:• Meet with leader teacher to get

training• Receive PRIDE lesson plan• Review lesson plan

PRIDE 101 Lesson Cycle

1-2 Days before:• Lead teacher gets PRIDE 101

materials• Lead teacher distributes materials

to grade level mentors• Mentor reviews lesson and materials

PRIDE 101 Lesson Cycle

Day of Lesson:• Take attendance on Skyward• Follow lesson plan• Turn in any necessary

materials/paperwork• Do follow up survey online

Post Lesson Survey

• Key component to data collection• Easy way to get feedback to

improve lessons• Survey is anonymous and quick• www.mtbaker.wednet.edu

/counseling