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Strategic School-wide Intervention F oothill I ntervention R einforcement E nrichment.

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Presentation on theme: "Strategic School-wide Intervention F oothill I ntervention R einforcement E nrichment."— Presentation transcript:

1 Strategic School-wide Intervention F oothill I ntervention R einforcement E nrichment

2 Comparison: Suburban Middle Class California Schools High School A API – 766 Hispanic API SED API % UC/CSU Ready - 17% % Attending 4-Year – N/A % of Students > 3.0 – 39% % of Students < % % of 9 th < 2.0 – 33% High School B API – 916 Hispanic API SED API % UC/CSU Ready – 60% % Attending 4 Year – 60% % of Students > 3.0 – 69% % of Students < % % of 9 th < 2.0 – 7.4%

3 Foothill History Established in 2000 Magnet School – Health Science & Communications No Entrance Criteria Random Lottery of All Applicants College-Prep Curriculum for All Modified Block Schedule

4 Foothill Demographics Enrollment: 940 Female49%Male51% Hispanic19%Socio-EconomicDisadvantaged14%

5 Foothill Academic Performance Ranked 6 th in California on the API – 916 Growth of 150 points in five years Hispanic and Socio-economic Disadvantaged API –Foothill: 858 and 863 –CA State: 616 and 621 Foothill Subgroups would be Top Fifty in CA / Approximately 100 points above CA White API Statewide and Similar School “10” the last six years 100% CAHSEE pass rate 2007 Silver Medal – US News and World Report YEAR School wide AsianN/A Hispanic White SED723N/A

6 California Top Twenty HS SchoolAPIPELSED%EthnicityGrowth Whitney* % Asian 10% White-6 Oxford* % Asian 21% White4 California M&S* % Asian 30% Hispanic9 Lowell* % Asian 15% White4 Mission San Jose % Asian 18% White5 Foothill Technology % White 19% Hispanic29 Troy* % Asian 31% White-10 Lynbrook % Asian 22% White10 San Marino % Asian 28% White-10 Campolindo % White 13% Asian5 Miramonte9054,44075% White 18% Asian12 Saratoga % Asian 46% White-3 Pacific Collegiate* % White 11% Asian-10 Monta Vista % Asian 28% White Gunn % White 36% Asian14 La Canada % White 29% Asian-3 Piedmont % White 23% Asian-13 Acalanes % White 14% Asian4 University Fresno* % White 17% Hispanic2 Palo Alto % White 21% Asian-4

7 Foothill WASC Goals Align Curriculum to State Standards Expand AVID and Renaissance School-wide Provide Appropriate Intervention Strategies Expand Course Offerings in Health Science, Communications, and Technology Appropriate Placement of Math Students using Diagnostic/Data Approach Continue Towards Full Integration of Curriculum Establish Benchmark Assessments in All Subject Areas

8 Key Components of Success  Abolish “Private Practice”  “Culture of Collaboration” – Structured Weekly Collaboration for Staff  AVID Culture and Strategies School-wide  Renaissance Program Fully Implemented – Incentive Based vs Rule Based  Top Notch – Highly Skilled Teaching Staff  Commitment towards implementing Integrated Curriculum  Strategic School-wide Intervention using Data

9 Link Crew - Boomerang Project Yearlong Freshman Transition Program Freshman Advisory Program Adlai Stevenson HS Student Directed Learning Period Foothill Technology HS

10 “First Contact!” Peer mentors trained Orientation planned Incoming freshmen get a call from their assigned mentors Each incoming student personally invited to new student orientation Freshman Advisory Program Adlai Stevenson HS Link Crew - Boomerang Project Yearlong Freshman Transition Program Selina “Phone Call to New Freshman About Orientation” “Hi, Student! My name is Selina and I am a FIRE crew mentor at Foothill Technology High School. I’m calling to remind you about the orientation that is on the 15th at 8. You need to wear comfortable clothes because it’s going to be a fun and active day. Any questions? Alright…I am looking forward to seeing you. Bye, have a nice day!”

11 New Student Orientation Link Crew - Boomerang Project Yearlong Freshman Transition Program

12 Assembly & Group Break Out Sessions Link Crew - Boomerang Project Yearlong Freshman Transition Program

13 Mentors Work with Advisory Students Link Crew - Boomerang Project Yearlong Freshman Transition Program

14 Advisory Focus for Grade 9s Intervention Focus for Grades Help Available for All Students Student Directed Learning Period Foothill Technology HS

15 Pieces of the Puzzle Peer Mentors Faculty Coordination Facilities & Schedule

16 Facilities and Scheduling Administrative Vision Bell Schedule Staff & Funding Advisory Room Assignments Based Student Need Facilities & Schedule

17 Student Directed Learning Foothill Intervention, Reinforcement & Enrichment End of day Middle of the day Grade level & course–based assignment Random assignment of teachers Not all students participating All inclusive Purposeful Well-meaning Trained peer mentors No help for teacher

18 MondayTuesdayWednesdayThursdayFriday Break Lunch FIRE Extended Lunch 11:21-12:21 – Regular Lunch 11:51-12: Collaboration 2:00 – 3:00 7 / Sports

19 Staff & Funding Coordinator –Paid prep period via FTEs Supervision –Not assigned advisory period roster – available to monitor Staff Development –Summer Institute –Summer staff “Meet & Greet” –Link Crew training for Coordinator/Supervision Peer Mentor Training –On Campus Facilities Use –Minor expenses (supplies & treats) –T-shirts & orientation materials

20 Advisory Focus for Grade 9s Intervention Focus for Grades Help Available for All Students

21 Facilities and Scheduling Administrative Vision Bell Schedule Staff & Funding Advisory Room Assignments Based Student Need Facilities & Schedule

22 Coordination Eligibility Requirements Access to Records Flexibility in Organization Coordination

23 Incoming Freshman Class Quarter 1 Orientation, Advisory Quarter 2 Advisory, Intervention Quarter 3 Intervention Quarter 4 Intervention GPA GPA Drop below 3.0 GPA Extended Lunch 11:21-12:21 Freshmen are eligible for Renaissance Program …if their weighted GPA is 3.0 and higher. Grade 9s Eligibility *Advisory Requirements tied to campus Renaissance Program

24 Sophomores, juniors and seniors with 2.0 GPA or lower from previous semester Quarter 1 Intervention Quarter 2 Intervention Quarter 3 Intervention Quarter 4 Intervention GPA and.5 improvement Drop below 2.0 GPA Upperclassmen are eligible for Renaissance Program …if their weighted GPA is 3.0 and higher or if they have improved their GPA by at least GPA and.5 improvement Drop below 2.0 GPA GPA and.5 improvement Drop below 2.0 GPA Extended Lunch 11:21-12:21 Grades Eligibility *Advisory Requirements tied to campus Renaissance Program

25 Access to Records

26 More interventions Fewer grade level classes

27 Coordination Eligibility Requirements Access to Records Flexibility in Organization Coordination

28 Faculty Commitment & Buy In Facilitation of Advisory Period Planning for Intervention Reorganization Based on Needs Faculty

29 Vehicle by which we provide intervention opportunities

30 Advisory Facilitation by Staff Timeliness – Students & Peer Mentors Environment – Quiet & On-task Behaviors Work Ethic – Materials Brought & Academic Focus Numbered seats in this area for drop-in students Assigned seats in this area for enrolled students Front Door Advisory materials

31 “Typical” Day in Advisory Students arrive quietly Report to assigned seats Take out agendas & passes for peer mentor to check Take out academic materials to work on Peer mentors monitor and interact –Providing assistance or guidance as needed –Working quietly to provide role modeling –Intervening when inappropriate behaviors occur

32 Intervention Focus for All Grades Help Available for All Students

33 Cat Gaspard, Math Department Semester 1 –Algebra 1 Math Intervention group for grade 9s –CAHSEE Intervention group for grade 11s Semester 2 –Open math labs for all course levels Cat Gaspard, Math Department “On Algebra 1 Math Intervention” “The benefits of the algebra 1 FIRE intervention have been off the charts. I have opportunities to work with students outside of class on homework, test corrections and, the best part, is offering them a one-on-one opportunity to learn with the FIRE mentors and volunteers from National Honor Society. I believe that if some of those students didn’t have the FIRE opportunity, they wouldn’t have done so well in algebra 1.”

34 Wendi Butler, Science Department Semester 1 –Biology Intervention –BioScience Open Lab Semester 2 –Open Science Labs for every course level Kaylen “On Working with FIRE Students” “When I’m helping students…part of the good thing about being in 11th grade is I’ve been through a lot of things they are going through. A specific example is that I’m in the BioScience Academy, and when they ask about it, it’s really cool to be able tell them the details that I never knew until I was actually in the academy.” Wendi Butler, Science Department “On Biology Intervention” “In biology, what we’re doing is that students that get a D or an F on certain standards on a biology test are sent to me, Mrs. Butler, and I go over the material that they had the issue with in lecture format. What I like about it is that they’re hearing a different voice who is explaining it a different way. I don’t use any Powerpoints, I just explain, I can answer questions. And they also are having a teacher explain it to them that is not their instructor so they don’t have that relationship of someone giving them a grade. I’m a little less threatening in that way so I think that been really helpful with the ninth graders. I also back up the biology teachers and tell them about studying and that it’s important. So they are hearing the same thing from somebody else and are hearing it a different way. That’s what I like about it.”

35 Faculty Commitment & Buy In Facilitation of Advisory Period Planning for Intervention Reorganization Based on Needs Faculty

36 Peer Mentors Selection Training New Student Orientation Advisory Assignments & Mentoring Peer Mentors

37

38 Why Peer Mentoring? Freshman Advisory Program Adlai Stevenson HS Allison “Why Chose to Be a Mentor” “My name is Allison Clark. I’m a ninth grade FIRE crew leader currently. I chose to be a FIRE leader really because I wanted to help the new freshman coming in, to get them going on good study habits, and also get them acquainted with the school and what not, and our activities and everything, and get a feel for the schedule and the way we work.” Kaylen “Why Did I Want to Be a FIRE Leader” “Hi, my name is Kaylen Reed and I am also a ninth grade FIRE leader. I chose to be a FIRE leader because my freshman year I really liked my FIRE leader, and she really inspired me. Because when I came in, I didn’t really know anybody at all and it was terrifying and it was really cool to have someone to look up to like that.” Allina “On Being a Role Model” “I have this younger cousin and she’s a sophomore. We were discussing her education the other day and she’s told me before that she looks up to me and I ‘m her role model, if you will. Everything I’ve experienced throughout my four years, she might in the future, and I just want to be there to guide her through it. I enjoy helping people and what better people than my own peers. I help them, my students, if they are having trouble in school, at home, with teachers. I mean, I remember setting up this one-on-one meeting with one of my students and their teacher and discussing ways of improvement, to better the situation I know that my students look up to me. I’ve learned to be patient with them. We’ve hit roadblocks but we always manage to get through them together. They’ve inspired me to never give up. When they have trouble with something, they push forward and get through their slump. I love it when they ask questions because I know they’re trying. We’re like this little family and we’ve gotten to know each other pretty well. I know that they know that they can come to me with anything.”

39 FIRE Crew Leader Training –FIRE Coordinator leads spring seminars –FIRE Crew handbooks, hand-outs, guidelines –Regularly scheduled seminars throughout year –Weekly newsletter Link Crew Training –Orientation handbooks for spring/summer training –Follow up sessions for advisory/academic lessons Campus AVID Coordinator –Participates in (4) FIRE Crew training seminars in Fall –FIRE Crew leaders implement strategies in advisory Agenda use & learning logs, binder organization and checks Cornell note-taking, inquiry and peer tutoring

40 Roles of FIRE Crew Bonding activities for the group Enforce expectations & on-task behavior Check agendas & approve passes Grade checks & mentoring/tutoring Serve as a role model Provide information about FTHS Teach study/organization strategies

41 Realities of Peer Mentoring Kaylen “On Difficulties of Being a FIRE Crew Leader” “The difficult part about being a FIRE leader is when your students don’t respect you because you’re just a peer. You’re not really seen as a teacher authority. And that’s really hard, but basically, you just have to put your foot down and really don’t joke around and mess around and give them a reason to think that you’re just some buddy, some friend. You’re really there to help them.” Allison “Favorite Part of Being a Mentor” “I’d have to say my favorite part about being a mentor is the feeling of achievement when a student gets out, or they finally understand their homework, or they just pick up the skills that they need to succeed.” Kaylen “On Favorite Part of Being a FIRE Crew Leader” “My favorite part of being a FIRE mentor is, just basically, when they ask you questions…they kind of show that they respect you…and they care about what you think…they ask your opinion… ‘What’s this like?’ ‘How’s this?’, ”What do I do for this?’. I think that’s really cool.”

42 Peer Mentors Selection Training New Student Orientation Advisory Assignments & Mentoring Peer Mentors

43 Pieces of the Puzzle Peer Mentors Faculty Coordination Facilities & Schedule

44 Passion For Teaching – Develop a culture of continual improvement Move from a “private practice” model to a collaborative model Develop standard aligned curriculum in all subject areas – Equity for all students Provide connection for students through meaningful and motivating programs that recognize and reward student efforts Benchmark assessments developed collaboratively and linked to standards Collaborative lesson development based on routine benchmark data Appropriate intervention strategies, based on data, implemented to meet students differentiated needs School Progression “Good to Great” Steps Towards A Professional Learning Community

45 Strategic School-wide Intervention F oothill I ntervention R einforcement E nrichment


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