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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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