1. The Use of Data in Developing a Holistic Learning Environment “What gets measured gets done” October 29, 2003

2. The Blackstone Valley – 13 communities steeped in a history of innovation, invention and business success Boston Worcester Springfield

3. Dual Education 850 students in Grades 9-12 15 Vocational Technical Programs All students complete 4 years of 2 years of English Math Science Social Studies Vocational Technical Program Health/Phys. Ed. Selectives ie: Spanish, Business, A+ Training Voc-Tech Related

4. 15 Career Technical Programs

5. All students can master complex academic and technical concepts. Schools must create an environment that encourages students to succeed. We Believe

6. Raise System Expectations Encourage Students to Take the Right Courses Change Classroom and Laboratory Practices Involve Parents, Employers and the Community Improve Student Assessment Increase Student Learning Our Goals

7. Identifying Student Needs Stanford Diagnostic Testing Collect IEP and 504 plans Transition meetings held at sending school Wilson Reading screening Follow-up Wilson screening at sending school Data processed and student schedules developed Grade 8

8. Identifying Student Needs Grade 9 Grade 9 Stanford Diagnostic Testing Harrington-O’Shea Pre & Post-MCAS Diagnostics Study Strategies self-assessment Stanford Diagnostic Testing Harrington-O’Shea Pre & Post-MCAS Diagnostics Study Strategies self-assessment Grade 10 Grade 10 Pre & Post-MCAS Diagnostics Pre & Post-MCAS Diagnostics Grade 11 & 12 Grade 11 & 12 TestWiz analysis (scheduling and curricular revision) TestWiz analysis (scheduling and curricular revision) MCAS (retest) MCAS (retest) NAEP (every other year) NAEP (every other year) **All data is available to faculty through the computer network**

9. Class of 2003 Stanford Diagnostic Test Results Blackstone Valley Tech reduced the number of incoming students (class of 2003) below grade level in reading from 60% to 39% in ten months.

10. Blackstone Valley Tech reduced the number of incoming students (class of 2003) below grade level in math applications from 41% to 22% in ten months. Class of 2003 Stanford Diagnostic Test Results

11. Percentage of Students Passing ELA - MCAS Percent Passing First Testing 49.5% 82.1% 90.3% 95.6% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2000200120022003 School Year (Class of 2002) (Class of 2003) (Class of 2004) (Class of 2005)

12. Percentage of Students Passing Math - MCAS First Testing 50.7% 78.7% 77.0% 82.4% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 2000200120022003 (Class of 2002) ( Class of 2003) (Class of 2004) (Class of 2005) (Class of 2002) ( Class of 2003) (Class of 2004) (Class of 2005) Percent Passing School Year

13. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percent Passing 20002001 2002 2003 MCAS Advanced/Proficient First Attempt Math English Language Arts 21% 33% 34%36%11% 29% 34% 43%

14. Strategies for Success Success

15. District Strategies for Success Increase Technology Reading/Math Lab Students/Staff accessibility to technology Staff Training Professional development Involve everyone Mentoring program Staff Training Professional development Involve everyone Mentoring program Increased time on task 193 school days Modified block scheduling Remediation/resource programs Cross-curricular initiatives Increased time on task 193 school days Modified block scheduling Remediation/resource programs Cross-curricular initiatives

16. Across-the-Curriculum Initiatives Reading Across the Curriculum Reading Across the Curriculum Writing and Thinking Across the Curriculum Writing and Thinking Across the Curriculum Math Across the Curriculum Math Across the Curriculum Study Strategies Across the Curriculum Study Strategies Across the Curriculum Respect Across the Curriculum Respect Across the Curriculum Portfolio Assessment Portfolio Assessment Standards Based School Counseling Standards Based School Counseling School Based Health Center/NFL School Based Health Center/NFL

17. Steps to Integrating Across the Curriculum Efforts Identify what you want to improve (baseline) Form multi-disciplined teams Create tools and develop curriculum Pilot Train staff School-wide implementation Evaluate (benchmark) “What gets measured gets done”

18. ELA and Reading

19. Reading proficiency is essential to learning most subjects– including the trades, sciences, and mathematics. The majority of BVT’s incoming students are two or more grade levels behind in reading ability. All vocational and academic instructors assist students to become better readers. Reading Across the Curriculum was supported by the following facts:

20. Writing Across the Curriculum was guided by four core beliefs: Students must write frequently and for a variety of purposes. Students must consciously apply writing skills learned in English to every writing endeavor. Faculty “buy-in” is essential to any initiative calling for mass revision of teaching methods. Keep it simple! Make it user-friendly! Faculty “buy-in” is essential to any initiative calling for mass revision of teaching methods. Keep it simple! Make it user-friendly! Students need to be held accountable for their best writing efforts outside of English class.

21. Reading and Writing Across the Curriculum Specific Strategies Align Curriculum to the Mass. Frameworks Align Curriculum to the Mass. Frameworks Piloted R.A.C. in selected shops Piloted R.A.C. in selected shops Asked all teachers to increase the amount of reading and writing Asked all teachers to increase the amount of reading and writing Shared successful strategies and assignments with colleagues – created toolbox Shared successful strategies and assignments with colleagues – created toolbox Piloted W.A.C. using English dept. and selected shops Piloted W.A.C. using English dept. and selected shops Trained staff in Collins Writing Programs Trained staff in Collins Writing Programs Provided teachers with time to collaborate English dept. became in-house experts Provided teachers with time to collaborate English dept. became in-house experts

22. Mathematics

23. Strategies for Increased Student Achievement in Mathematics Raise standards through curriculum alignment and assessment Increase math integration and a create a common focus by forming a “Math Across the Curriculum” team Create safety nets

24. Mathematics Specific Strategies Align Courses and Curriculum to the Math Framework Align Courses and Curriculum to the Math Framework Departmental Final Exams for all courses Departmental Final Exams for all courses Pre and Post Testing Pre and Post Testing Create Interdisciplinary Strategy Packets (tools) Create Interdisciplinary Strategy Packets (tools) Math Problem of the Month Math Problem of the Month MCAS Math Camp MCAS Math Camp Remedial Computer Math Remedial Computer Math Graphic Calculators for all courses Graphic Calculators for all courses Open Response Problems for each course Open Response Problems for each course Increased use of math manipulatives Increased use of math manipulatives

25. Curriculum Map Algebra I / Geometry Topics / GRADE 11

26. Curriculum Map Algebra I / Geometry Topics / GRADE 11

29. Student Services Data Driven Initiatives

30. In 1999 the BVT Leadership Team initiated multiple changes to move from a responsive or reactive mode to a proactive, engaged and measurement driven student support system. The Role of the School Counseling Program

31. “The American School Counselor Association has created the National Model for School Counseling Programs to connect school counseling with current educational reform movements that emphasize student achievement and success.” - (ASCA, 2003).

32. Counseling Model Blackstone Valley Tech’s

33. Personal Social Strand Respect Across the Curriculum Depression Screening Integrated lessons with Health Department Peer Mediation Activities Fair Staff In-services School Based Health Center Pilot and Refine Service Delivery Initiatives Pilot and Refine Service Delivery Initiatives

34. Career Strand 30 Career Guidance Classes [grades 9-12] Job Shadowing Job Internships Work/Study Cooperative Education Postsecondary Planning Workshops Pilot and Refine Service Delivery Initiatives Pilot and Refine Service Delivery Initiatives

35. Academic Strand Study Strategies Initiative Student Support Team Groups for MCAS “re-takers” Groups for MCAS “re-takers” Counseling for academic failures Counseling for academic failures 4 year academic plans 4 year academic plans Weekly ”schedule building” meetings with Assistant Principal Weekly ”schedule building” meetings with Assistant Principal Pilot and Refine Service Delivery Initiatives Pilot and Refine Service Delivery Initiatives

36. $36 Million Building Expansion and Rejuvenation

37. For Information on the workshops in Reading, Writing, Math, & Career Guidance to be offered March 16 &17, 2003 at Blackstone Valley Tech contact Rich Brennan John G. Thomas 508-529-7758 x 3041 jthomas@valleytech.k12.ma.us