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					  Increased expectations at
Noble High School will support
 our students competing and
  succeeding in the world of
         tomorrow!
                How did we get
                where we are?
   14 years ago our student’s academic results were poor
    and our school saw the need to not just tweak what we
    were doing but break the mold. That work resulted in
    improved results during the mid to late 1990’s.
   At present we are working hard to support our kids and
    their families but our kids are not demonstrating the
    academic achievement that they will need to succeed
    and prosper in the world of tomorrow.
   Our efforts are not now showing us the results that our
    students, staff and school deserve.
How could we add more learning time?

  • Students can be mandated to take more classes using
     our present schedule.
  • Offer more classes to students.
  • Reduce the blocks, from 8 to 7, that are currently being
     under-used.
  • Ask teachers to teach more classes and then have
     students earn credit in more courses.
  • Add more staff
  • Reallocate some of our present staff to add more English
    staff at the freshman level.
                Drawbacks?
   Cost increases could impact the 05-06 budget if we added classes.
   At least 32 full year sections would be needed for a majority of our
    students. This would require an increase in 6 teachers at a cost of
    around $250,000.
   Extra classes for teachers, will reduce planning time and increase
    teacher to student loads which will interfere with the time needed to
    support Heterogeneous classes this would be opposite to the CES
    Principle of Personalization (80-1 ratios)
   Loss of planning time will reduce opportunities for proactive
    curriculum development along with the time needed for many
    student interventions This would be contrary to Promising Futures
    Core Practices #1-4.
   Overall 8% of our students would not be able to take an 8th class.
   Project based learning could be impacted if schedule changes
    reduce the amount of time that classes meet during their blocks!
The Context for Change:
     Large amounts of non-instructional time for students in our
      present schedule
     Increasing demands on skills to be successful after Noble
     As study halls increase student results decrease
     Drop Out Rates that are too high
     Low College Attendance
     Poor Test Scores on both State and National exams
     AYP and NCLB expectations that we are starting to not meet
     Majority of disciplinary concerns occur during non-instructional
      student time which leads to additional losses of instructional
      time for some of our students.
                 Outline
1.) What does national data tell us about student
   success?
2.) How does Noble data compare?
3.) Increasing graduation requirements means what?
4.) 2004-2005 NHS student course and tutorial
   numbers!
5.) Why are we presenting a change in our school’s
   and students schedules?
What does National Data
 tell us about student
       success?
    National High School Transcript
          Survey 1990 – 2000:

*”Jobless rates are 4 times higher for high school drop outs then they
   are for college-graduates!”

*” A college graduate earns on average 70% more than a high school
   graduate.”


*”75% of white high school graduates go on to college. 30% of them
   never get to their sophomore year. Half of the students who enter
   as freshman never earn a degree.”
        HIGH SCHOOL ACHIEVEMENT:
        READING AND WRITING NAEP
              Long-Term Trends

300
295
290
285
280
                                                READING
275
                                                WRITING
270
265
260
255
250
      1984   1988   1990   1992   1994   1996
       Reading Growth Between
     Grades 9 and 12 Still Declining:
              Main NAEP
35
            29
30

25                          22
20
                                       Growth in Scale Score
15
10

5
0
       Class of 1998   Class of 2000
     Where Are We Now?
8th Grade Reading All Students
            2003
100%
            32
 80%

 60%                      Prof/Adv
            42            Basic
 40%                      Below Basic

  20%       26

  0%
By Family Income NAEP 8th Grade
          Reading 2003

100%
 90%     16
 80%                40
 70%
 60%     41
                             Prof/Adv
 50%                         Basic
 40%                42       Below Basic
 30%
 20%     43
 10%                18
  0%
        Poor      Not Poor
                 By Income 12th Grade
                    Reading (2002)


         100%
          90%            21
          80%                                 38
          70%
          60%            38                                  Prof/Adv
          50%                                                Basic
          40%                                 38             Below Basic
          30%
          20%            41
          10%                                 24
           0%
                        Poor               Non Poor
Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)
Summary Data Tables
Rosenbaum study 2002
Nationally 46% of students who
enter post-secondary education
of any type (and 64% of those
entering community colleges)
are required to take remedial
courses in one or more
subjects because they lack
skills.
How Does Noble High School
     Data Compare?
NHS PSAT DATA (2003-2004)

2004       Juniors
           Male      Female   Total
Critical   42        43.4     42.8
Reading
Math       43        41.7     42.3
Writing    43.2      44.5     43.9

2003       Juniors
Verbal     45.8      45.1     45.5
Math       47.5      42.7     44.6
Writing    48.1      48.0     48.1
       SAT Averages (1998-2004)

           NHS         State       National
2004       474V/479M   505V/501M   508V/518M
2003       471V/481M   503V/501M   507V/519M
2002       488V/488M   503V/502M   504V/516M
2001       473V/469M   506V/500M   506V/514M
2000       466V/466M   504V/500M   505V/514M
1999       483V/477M   507V/503M   505V/511M
1998       491V/486M   504V/501M   505V/512M
District MEA data comparison:
In looking at our 4th, 8th and 11th
grade scores:
       -As student tutorials/ study halls/non-
       structured time increases within MSAD
       60 student success as demonstrated
       on the MEA has decreased within our
       district.
       -Other similar high schools in Maine
       see there are some concerns
          NHS College Students
        needing remedial classes:
UNE – Typically 30% of incoming freshman need remedial
courses. Don’t have NHS data.
St. Joes – 7% of NHS students, last 3 years have needed
remedial classes.
UMF –Typically see about 18% of those tested needing remedial
courses. Since 1997, 89% of NHS students have needed remedial
courses for writing.
UMO – Typically see 50% of incoming freshmen needing remedial
classes. (Don’t have NHS data)
USM – Typically see 40-60% of incoming freshman needing at least 1
remedial class
NHS College Students needing
 remedial classes continued:

  YCCC- From 2000-2004 81 NHS Students have
  been assessed:
       o 80% Placed into at least one remedial course
       o 43% Placed into MAT-090 (Basic Developmental Math)
       o 37% Placed into MAT-095 (Developmental Algebra)
       o 12% Placed into ENG-095 (Developmental English)
Increasing Graduation
 Requirements Means
        What?
Increased
       Graduating Students
         College Ready?

In order to succeed in the world of tomorrow our students
must graduate from Noble High School, empowered to
pursue post-secondary Ed. If we don’t have this vision and
our students are not ready for continued learning then we will
be limiting many of our student’s opportunities and choices
for future success.
         Education Pays Off
   Less than high school   $23,400
   High school/GED         $30,400
   Some college            $36,800
   Associate’s degree      $38,200
   Bachelor’s degree       $52,200
   Master’s degree         $62,300
   Doctoral degree         $89,400
   Professional degree     $109,600
   Proposed increased
 Graduation requirements:

• Increase the number of courses that students must earn
 mastery in :


Class of 2009          23
Class of 2008          22
Class of 2007          21
Class of 2006          NC
       Over 4 years it would
      mean additional credits:
1 Credit - in English Class

1/2 Credit - in Social Studies

1/2 Credit - in Science

1 - other Global per student desire
       Increase Community
          Service Hours:
Class of 2009 -100

Class of 2008 - 80

Class of 2007 - 60

Class of 2006 - NC
      Which will support:
• Greater learning of MSLR’s along with future skills!

• Students meeting and surpassing both state and local
  standards!

   Our school’s 70% mastery agreement on MSLR’s will be
    supported!
      2004-2005
NHS Student Course and
  Tutorial Numbers!
Student time in class and Tutorials Fall 2004:

Total student population   Time in courses   Time in Tutorial   Blocks
11%                        50 or less %      50%                (4/8)
17%                        63 %              37%                (5/8)
34%                        75%               25%                (6/8)
33%                         88%              12%                (7/8)
5%                         100%              0                  (8/8)
Classes      Freshman #% in class Sophomores #% in class

4 or less    21-7%               19-7%

5            X                   X

6            114-36%             103-36%

7            166-52%             136-48%

8            16-5%               27-10%

Enrollment   317                 285
Classes              Junior #% in class   Senior #% in class

4 or less            *80-28%              6-2%

5                    X                    *203-71%

6                    *129-45%             *58-20%

7                    *70-24%              13-5%

8                    10-4%                7-2%

 Enrollment          289                  287
* includes some vocational students
Totals

  Classes                      #% in Fall    #% in Spring


  4 or less                    126-11%       41-4%

  5                            *203-17%     *170-14%

  6                            *404-34%     *384-33%

  7                            *385-33%     *452-38%

  8                            60-5%         130-11%

  Enrollment                    1178         1177
  *includes vocational students
Tutorial numbers (Fall 2004)

 Totals
            Day 1    Day 2

 BLK 1      128      203
 BLK 2      99       352
 BLK 3      221      110
 BLK 4      107      83
Why are we presenting a change
 in our school’s and student’s
          schedules?
           Goals for change:
   Improve overall NHS Learning
    Environment
   Increase classroom and course focus
   Reduce the culture of part-time school
   Increase student abilities, skills and
    success in literacy
   Support improved academic success
   Support every student in becoming
    college-ready!
 15 Years of Schedules at NHS

8 Blocks in a day 1990-1991

7 Blocks in a day 1991-1992

8 Blocks/ rotating schedule 92-93 (Teachers had
  team meetings added)
     15 Years of Schedules at NHS

8 A-B schedule 94-95

8 A-B schedule 97-2001 (student can only choose
  from 7) (Seminar added as a full block)

8 A-B 2001 - Present (students choose from 8)

Proposed 7 A-B 05-06 (Students choose from 7)
        Our staff believes that:

   A majority of our kids have too much free time
   Our kids need higher learning expectations and
    improved instruction within the classes they
    have. Adding more classes goes against CES
    common principle #2 (less is more depth over
    coverage)
   The current tutorial structure is not supporting
    learning for a majority of our students
   Why must we look at an alternative schedule?
          Our district’s level of spending cannot continue to increase to
           support further increases in programming and or staff.
          On several state and national academic measures our students are
           not having the kind of success that we would like them to have.
           These measures include but are not limited to the following:

                 - Graduation rates
                 - PSAT/ SAT scores
                 - College acceptance rates
                 - Adequate Yearly Progress (AYP)
                 - MEA scores
                 - Course Success Rates
                 - College remedial courses taken
         Proposed Schedule

                                7A-B Plan
                 Day A                             Day B
7:55- 9:20    Block 1                              Block 5

9:25-10:55    Block 2                              Block 6

11:00-12:55   Block 3                   Block 3 (45 min + 30 min lunch)
              (45 min + 30 min lunch)
              SSR (25 min)                       SSR (25 min)
12:55-2:25    Block 4                              Block 7
A Lunch Schedule    B Lunch Schedule

Lunch 11:00-11:30   Class 11:00-11:45
Class 11:35-12:20   Lunch 11:50-12:20
SSR 12:25-12:50     SSR 12:25-12:50
    What does a 7 block schedule mean or
                 not mean?

-   Students will have 1 less choice each year
-   Students will still be able to take off team classes
-   During their Freshman Year students will still be able to
    take Band and Chorus. Students wanting both will be
    placed in a split block between both teachers
-   Students AP opportunities will not be lost as a new
    rotation plan is being developed to stop singleton
    classes from supporting less students
-   Student will still have Vocational School opportunities
     Proposed Freshman Schedule
            for 2005-2006:
5 Core classes -
 Math (Algebra, Geometry, and Advanced Algebra)

 America and World History

 Freshman Science

 English 9 A (Reading Workshop)

 *English 9 B (Writing Workshop model)

 2 Electives (World Language, Music, and Art)

*Students will be able to test out of one English class
  based on a combination of 2 of the following 3
  measures:
      - 7th grade Mini-MEAs
      - SRI Test
      - 8 grade MEA’s in Reading and Writing
    Building on our Literacy Initiative
       supports all subject areas!

1.) Everyone across the country agrees that the Freshman year is the Key year
    in supporting future student success by giving them a STRONG
    FOUNDATION!
2.) Increasing student opportunities to learn how to improve their reading and
    writing with qualified teachers, improves their foundation.
3.) We need to support all students with a more integrated study skills/note
    taking plan, within their first year at NHS.
4.) Over time our teacher’s will be more easily able to integrate study skills and
    note taking practices to support our students. Our extra English teacher/
    course will allow us to develop both a Reading and Writing workshop Model
    on our Freshman Teams, thus doubling the amount of time students have to
    improve their reading and writing skills.
     The High School Survey of Student
       Engagement (HSSSE) tells us.


NHS Students reported that they are:
   - Assigned fewer assignments
   - Asked to write more papers
   - Asked to read 18% less in 9th grade
   - Asked to read 23% less in 10th grade
   - Asked to read 38% less in 11th grade
   - Asked to read 32% less in 12th grade



    *SSR and our new Freshman Literacy Initiative will support
      greater students success.
Proposed Sophomore Schedule for
          2005-2006:

 4 Core classes -
 • Math (Geometry, Advanced Algebra)
 • America and World History
 • Biology
 • English 10
 • 3 Electives (same as Freshman plus Phys.
    Ed/Heath and Tech)
Questions?

				
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