National Essential Skills Study by HC12091314526

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									SUCCESSFUL TRANSITIONS
    MIDDLE SCHOOL
     HIGH SCHOOL




               Rebecca Harrison
                   Consultant
           bfharris49@suddenlink.net
International Center for Leadership in Education
  CHARACTERISTICS OF HIGH
 PERFORMING HIGH SCHOOLS
• Focus on Student           • Leadership
  Interests and Needs –      • Professional
  “Getting to Small”           Development
• Culture of High
                             • 12th Grade
  Expectations for ALL
• Relationships at All       • 9th Grade
  Levels – Personalization   •   LITERACY
  and adult collaboration
                             •   Civility & Character
• Curriculum and
  Instruction – Rigor and
                             •   Quality Support
  Relevance                  •   Unity of Purpose
• Use of Data
  CAPROCK HIGH SCHOOL
MODEL SCHOOL: 2004, 2005, 2006

•




                      Seamless
                      Transition
          PRE NINTH GRADE
            TRANSITIONS
• VISIBLE PRESENCE ON MIDDLE SCHOOL CAMPUS
  BEGINNING IN OCTOBER
• EIGHTH GRADE ELECTIVE FAIR – JANUARY
• HIGH SCHOOL COUNSELORS ATTEND ALL MIDDLE SCHOOL
  SPECIAL EDUCATION ASSESSMENT AND REVIEW
  COMMITTEES
• CAMPUS TOURS
• SUMMER ACADEMIC ACADEMIES
• SUMMER FREE ATHLETIC CAMPS – GRADES 5-8
• AUGUST STUDENT FISH CAMP
• AUGUST PARENT FISH CAMP
• MONTHLY PARENT MEETINGS
  – 1. P.O.S.S.E PARENT ORGANIZATION
  – PASSING OF THE SPIRIT STICK CEREMONY
     HIGH SCHOOL TRANSITION
              DATA
•   END OF YEAR FAILURE RATES      •   STATE TEST SCORES FOR
    IN MATH AND SCIENCE                EIGHTH GRADERS
•   SELECT STUDENTS FOR SUMMER     •   PLACE STUDENTS IN MATH
    ACADCEMY                           AND SCIENCE USING A ONE
•   SELECT STUDENTS FOR AFTER          TO THREE RATIO OF READY
    SCHOOL ACADEMY THE FIRST           TO NEEDY.
    SIX WEEKS OF SCHOOL
•   IDENTIFY STUDENT HISTORY OF    •   IDENTIFY BUBBLE STUDENTS
    FAILING SCORES ON STATE            IN MATH AND SCIENCE
    TESTS FROM GRADE 5 ON UP –     •   IDENTIFY STATE TESTING
    USED TO SET UP ADDITIONAL          WEAKNESSES ACROSS THE
    PULLOUTS AND INDIVIDUAL            NINTH GRADE IN READING,
    TUTORING ON SKILLS
                                       MATH, AND SCIENCE
•   IDENTIFY THE LEXILE SCORES
    FOR INCOMING 8TH GRADERS FOR
    ENGLISH AND SOCIAL STUDIES
    TO IDENTLY READING
    STRATEGIES TO USE IN THESE
    CONTENT AREAS.
    CAMPUS WIDE TRANSITIONS
•   SCHOOL WIDE FOCUS ON STUDENT     •   SIX WEEKS CREDIT RECOVERY
    SUCCESS
                                     •   MANDATORY TUTORIALS
•   SIX WEEKS PERIODIC ASSESSMENTS
    TO INSURE SUCCESS ON STATE       •   INDIVIDUAL INTERVENTION
    TESTING                              PLANS
•   CO-TEACH INCLUSION CLASSES FOR   •   PARENT CONFERENCES EACH
    SPECIAL EDUCATION AND ELL            SEMESTER
    STUDENTS
                                     •   REVIEW OF EIGHTH GRADE
•   DATA DRIVEN DECISIONS                SKILLS IN MATH AND SCIENCE
•   LAYERED SKILL DEVELOPMENT            THE FIRST SIX WEEKS IN AFTER
    PROCESSES
                                         SCHOOL PROGRAMS
•   ACADEMIC INTERVENTIONS FOR
    EACH GRADE LEVEL                 •   ACADEMIC SUCCESS CONTRACTS
                                     •   SELF ADVOCATES
                                     •   ADOPT A FRESHMAN PROGRAMS
                                     •   STARFISH MENTORING PROGRAM
                                     •   EXTENDED YEAR PROGRAMS
                                     •   ASSISTANT PRINCIPAL AND
                                         COUNSELOR – ACADEMIC
                                         SUCCESS FOCUS
     HIGH SCHOOL SPECIAL
    EDUCATION TRANSITION
            DATA
• HIGH SCHOOL COUNSLEORS ATTEND ALL
  EIGHTH GRADE ADMISSION, REVIEW, AND
  DISMISSAL MEETINGS
• MOVE SPECIAL EDUCATION STUDENTS IN
  DIRECTION OF TAKING THE REGULAR STATE
  TEST.
• IDENTFY AREAS OF WEAKNESS IN THE AYP
  FOCUS AREA OF READING AND MATH TO
  ADDRESS TENTH GRADE STATE TESTING.
        NINTH GRADE GOALS
•   DECREASE THE RATE OF       •   FOCUS ON DATA
    RETENTION IN THE NINTH     •   SUPPORT SUCCESSFUL
    GRADE                          PERFORMANCE ON THE
•   REDUCE THE GAP IN              STATE ASSESSMENTS
    RETENTION OF SUBGROUPS     •   IMPROVE ACADEMIC SKILLS
•   REDUCE THE NINTH GRADE         AND UNDERSTANDING
    DROPOUTS                   •   TEACH STUDENTS TO BE
•   HELP NINTH GRADERS             SUCCESSFUL AND BE SELF
    SUCCESSFULLY GRADUATE          ADVOCATES
    TO THE TENTH GRADE         •   ESTABLISH COMPREHENSIVE
•   INCREASE ATTENDANCE            SUPPORT MECHANISMS FOR
    RATES IN THE NINTH GRADE       ALL STUDENTS
•   PROVIDE SUCCESSFUL
    TRANSITIONS FOR STUDENTS
    FROM MIDDLE SCHOOL TO
    HIGH SCHOOL
         NINTH GRADE PROGRAM
             COMPONENTS
•   DESIGNATED NINTH GRADE COUNSELOR AND ASSISTANT PRINCIPAL
•   ACADEMIC SUPPORT SPECIALIST
•   TEACHER TEAMS- FOUR CORE SUBJECTS, 80-100 STUDENTS
•   RATIO OF READY TO NEEDY IN MATH AND SCIENCE
•   HOUSED IN PARTS OF BUILDINGS TO ISOLATE AS MUCH AS POSSIBLE
•   SEPARATE LUNCH- CLOSED CAMPUS FOR FRESHMAN ONLY
•   CLASS SIZE 20-22
•   PRO ACTIVE APPROACH TO DISCIPLINE AND ACADEMICS
•   FIRST TIME FRESHMAN ONLY
•   WEEKLY TEAM MEETINGS:
     –   PRINCIPAL, COUNSELOR, AND ACADEMIC SPECIALIST ATTEND WEEKLY TO
         ENSURE CONSISTENCY
     –   FOCUS ON STUDENT ISSUES
     –   WEEKLY SPEICFIC AGENDA
     –   ADDRESS PROGRAMMATIC PROBLEMS IN A SYSTEMATIC WAY
                                   Extended
                                     Year
                               ______________
                                 Shark Crew
                             __________________
                                   Starfish
                          _______________________    P
                                Repeater Classes,     E
                     S       Novanet, Extended Day     R
                    T _____________________________     S
                  N               Contracts              O
                 E _________________________________      N
                R            In School Suspension,         A
              A        In Team Suspension, Grounding        L
             P ________________________________________ I

                                   Adopt A Fish                      Z
                ____________________________________________ A
                                  Parent Conference                    T
             _________________________________________________ I
                                Mandatory Tutorials                      O
           _____________________________________________________ N
                           Classroom Teacher Intervention
         _________________________________________________________
                 Structure: Teaming, Separate Lunch, Agendas,
                            Flex Days, Assistant Principal/Counselor




        Caprock High School 9th Grade Initiative Intervention
Chart
             DATA ANALYSIS
             MIDDLE SCHOOL
• SPECIAL EDUCATION TRANSITIONS
    •   INCLUSION
    •   % EXEMPT
    •   % TAKING REGULAR STATE TESTS
    •   LAYERS OF INSTRUCTION
          – Regular classroom – no modifications
          – Regular classroom – with modification
          – Inclusion / co-teach
          – Content Mastery
          – Resource classes
          – Functional living skills classes
        DATA ANALYSIS
        MIDDLE SCHOOL
• ELL TRANSITIONS
    • NUMBER OF STUDENTS EXITED FROM ELL
    • NUMBER MAINSTREAMED TO REGULAR
      CLASSES WITH SAME LAYERING AS
      SPECIAL ECUATION
    • TEST SCORES – TELPAS, RTPE, STATE
      TESTING
    • HIGH SCHOOL PLACEMENT - MATH &
      SCIENCE
    • NEWCOMER CENTER EXIT
         DATA ANALYSIS
         MIDDLE SCHOOL
• FAILURE RATES IN MATH AND SCIENCE
• % ENROLLED IN PAP CLASSES
• ENHANCED NATIVE SPEAKER CLASSES
 ACADEMIC INTERVENTIONS
     MIDDLE SCHOOL
• MANDATORY TUTORIALS TIED TO
  LUNCH PERIOD
• SIX WEEKS PERIODIC ASSESSMENTS
• SIX WEEKS STANDARDS TIED TO
  STATE ESSENTIAL ELEMENTS
 VERTICAL COLLABORATION
   MIDDLE/HIGH SCHOOL
• TEACHER SWAP EACH SPRING
• YEARLY COMBINED MEETINGS OF CORE
  SUBJECT TEACHERS
• PAP TEACHERS YEARLY MEETING
• SHARED STAFF DEVELOPMENT FOCUS
  – SIOP – SHELTERED INSTRUCTION OBSERVATION
    PROTOCOL
  – DIFFERENTIATED INSTRUCTION
  – CO OPERATIVE LEARNING
      MIDDLE/HIGH SCHOOL
        SUCCESS FOCUS
•   SCHOLARSHIPS - K-12 FOCUS
•   ACE
•   HIGH SCHOOL CREDIT CLASSES
•   OFFERED – NATIVE SPEAKERS CLASS
•   SHARED COACHING STAFF
                       SUMMARY
• Long term success data – Data driven
• Ninth grade passing rate has gone from 53% in 1999 to
  93% in 2006
• Graduation rates have gone from 70% in 1999 to 90% in
  2006
• For 2006-2007 - 45% increase in students taking PAP and
  AP courses
• All freshman take the Recommended Diploma
• Strong support system for students and teachers
• Goal is to graduate to the tenth grade - This year’s
        Freshman class was 582. 570 graduated to the
           tenth grade.
WHERE DO WE GO FROM HERE
 DATA… DATA… DATA
 • Learn all there is to know about incoming 8th
         graders.
 • Use what you learn to set up early intervention programs.
 • Build credit recovery programs by three weeks,
   six weeks, and on –going throughout the
   year.
 • Monitor individual student progress by the week, by
   six weeks, and on-going
 • Intervene early
Leadership in today’s high schools is not
a journey to retirement with the intention
of arriving safely, without risk, with all
that is now familiar about the American
high school in tact, but rather to skid in
broadside, thoroughly used up, totally
worn out, and loudly proclaiming – wow
– we have made the transition from
middle school to high school - what a
ride

								
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