Presentation on theme: "The Power of ONE James River High School Chesterfield County Public Schools, Virginia 16 th Annual Model Schools Conference Orlando, Florida Facilitated."— Presentation transcript:
The Power of ONE James River High School Chesterfield County Public Schools, Virginia 16 th Annual Model Schools Conference Orlando, Florida Facilitated by: John Titus, Bryan Carr, Mary Ellen Fines, Sharon Hoffert, and Laura Lay
The Power of ONE Framing Rigor, Relevance, and Relationships ONE AP Student ONE AP Student O.N.E. Lunch O.N.E. Lunch Uno, ek, ichi ESL Program Uno, ek, ichi ESL Program WONSuccessful Freshmen Transition Program WONSuccessful Freshmen Transition Program O.N.E. Leadership O.N.E. Leadership
James River High School A Chesterfield County Public School 3700 James River Road Midlothian, Virginia Community Opened in September of 1994 with 1250 students in grade Suburban and composed of individuals and families from diverse ethnic and socioeconomic backgrounds School A comprehensive high school with a student body of approximately 2000 in grades 9 – 12 A staff of 160 teachers and support staff including two librarians, one technology coordinator, eight school counselors and seven administrators A well-developed program of activities and athletics
James River High School Leadership and International Relations Specialty Center Established in Comprised of about 200 students from a broad range of ability levels and interests Taught the skills and knowledge of becoming effective leaders who learn to develop a balanced international perspective of the world Media Center Recipient of the 2002 National School Library Program of the Year Award from the American Association of School Librarians Recipient of the national award from Gale Resources for Excellence in Education
James River High School Schedule Seven Period Alternating Block schedule Works in conjunction with an Odd/Even calendar day Odd days: 1, 3, 5, 7 Even days: 1, 2, 4, 6 First period runs approximately 50 minutes, and blocks two through seven run approximately 85 minutes Opportunity for students to earn seven credits per academic year and broaden their curriculum
James River High School Advanced Placement Exams: Exams Administered Students taking exams % of Scores 3 or Above Diplomas Awarded Post Secondary Plans Advanced Studies 66% 4-Year Colleges/Universities 65% Standard 30% 2-Year Colleges 19% Modified Standard 01% Other Continuing Education 4% Employment/Military 12%
ONE Student: Growing Our AP Program Condensing and Leveling for Excellence Condensing and Leveling for Excellence Collapsing honors offerings Collapsing honors offerings Offering more advance placement programs Offering more advance placement programs Seeking advanced placement potential Seeking advanced placement potential
Rigor: Seeking AP Potential Using PSAT/NMSQT scores to predict success Targeting student not already enrolled in an AP course Using data effectively Recruiting the underserved
APEX Experiences A dvanced P lacement Ex pectations Seminars on the benefits and challenges of AP courses: An in-school seminar for students An evening seminar for parents (and students)
Successes: Growing the AP Program Since % increase in minority AP enrollment 400% increase in African- American AP enrollment Over 50 teachers trained in teaching AP courses ONE Lunchexcellent opportunity for AP enrichment and tutoring
Challenges: Growing the AP Program Stretch AP students need for additional assistance Rigidity in defining quality and success of AP work Parental concerns about rigor for in-between students
O.N.E. Lunch: O pportunities N ever E nd Need for Change Growth and need for 5 lunch periods Growth and need for 5 lunch periods Transportation student needs for assistance or make-up work Transportation student needs for assistance or make-up work
O.N.E. Lunch Goals: Rigor, Relevance, and Relationships Student Opportunities Academic support Conferences with teachers Completion of work Enrichment opportunities Staff Opportunities Departmental meetings Professional learning communities
Process: O.N.E. Lunch Visitation to schools Formation of committee Feasibility? Goals? Logistics? Communication and faculty buy-in Creation of O.N.E. lunch culture
Logistics: O.N.E. Lunch Schedule 1 st period, two block classes, lunch, last block Discipline extra duties Cafeteria a la carte, hot and cold lines Clean up streamlined with extra trash cans Seating cafeteria, benches, floor Location where students can and cannot eat lunch
Logistics: O.N.E. Lunch Designated department days no lunch duty PLC meetings Department meetings Informal department gatherings Adapted schedule homerooms and assemblies Teacher appointments
Teacher Appointments ONE Week of data Academic Support Extra-/Co Curricular Groups Social/Other December April th10th11th12th December April of 128 faculty responded = 80%
Enrichment: O.N.E. Lunch Open Mic Lunch in the library Intramurals Ballroom dancing Rapid Fire games
Benefits: O.N.E. Lunch Less chaos No split classes Fewer tardies after lunch No competitive noise during class Rigorassistance and enrichment Relevancestudent ownership Relationshipstime to meet with students informally and time for staff to meet
Lessons Learned: O.N.E. Lunch Some students need encouragement to meet with teachers. Need to create more systematic expectations. Provide early communication about purpose and expectations.
Next Steps: O.N.E. Lunch Schedule appointments with consequences of lunch detention. Schedule ongoing appointments for those not meeting expectations Use peer tutoring to greater extent.
Next Steps: O.N.E. Lunch Offer intervention suggestions to teachers Early remediation Completion of assignments Revising work Correcting tests Retaking tests Computer tutorials
Uno, ek, ichi English as a Second Language Learners 2003 ESL Center 2004 Sheltered Classes
ESL 2003Center Enrolled in ESL courses. Mainstreamed for mathematics and PE. Assigned ESL students to classes for low-achieving English speakers. Challenged teachers to address needs. Intimidated ESL students. Resulted in a low pass rate among ESL students (30%).
ESL 2004Sheltered Classes Provided a sheltered class in mathematics. Differentiated instruction in the regular class. Resulted in a high Algebra pass rate among ESL students over the past 3 years (95%). Now offer sheltered classes for World History, Biology, and Earth Science.
ESL Sheltered Classes: Guidelines Hand select teachers. Foster collaboration among ESL and content teacher. Incorporate ESL objectives into the content. Provide hands-on, relevant instruction. Create a safe environment. Mainstream students as they learn more English and gain confidence.
ESL Sheltered Classes: Guidelines Assess ESL students ability upon entering school. Avoid placing students in remedial classes based on language skills alone. Provide support to teachers of ESL students in non-sheltered classes. Include all ESL students into the activities of the school.
ESL Program: Challenges Maintaining the revolving door entrance throughout the year Testing upon arrival Offering foundation classes Educating mainstream content teachersbias, lack of cultural understanding, rigidity
Benefits: Sheltered Instruction Far beyond the classroom… Our students confidence and self-esteem has risen and is apparent in their daily lives.
WON: A Successful Freshmen Transition Program Need for Change Fearfulness Fearfulness Behavior problems Behavior problems Failure Failure Lacking student connections Lacking student connections
Goals: Freshmen Transition Program To help freshmen have a smooth cultural and academic transition (a Winning year). To increase freshmen involvement in school opportunities To decrease the number of discipline referrals. To decrease the number of failures.
Process: Freshmen Transition Program Research Council and hierarchy 8 Council members Responsible for 3 homerooms each Each homeroom has mentors Diversity among mentors Each mentor is responsible for 3-6 freshmen Summer training for mentors
Process: Freshmen Transition Program Kick-off orientation day camp atmosphere Formal meeting topics Rules and consequences Involvement in school clubs, activities, and sports Study skills Efficiently accessing school resources Academic and personal goals Exam preparation Understanding how to communicate with faculty Informal connections Freshmen flings – ice-cream, games Remembering birthdays, etc. Offering help with school issues
Benefits: Freshmen Transition Program Shared leadership and modeling Student engagement and relevance Gains for mentors and freshmen Relationships Failure is NOT an option for MY freshmen
Lessons: Freshmen Transition Program Supportive Data difficult to obtain Surveys feedback from freshmen, mentors, and teachers Mentor training orientation day and connecting with students Strong council crucial Formal lessons engaging Communication the more the better Mentors ability to connect
O.N.E. Leadership: O utstanding N etwork E nhancing Leadership The leadership at James River High School always is considering the input provided by stakeholders. I.C.L.E. Model Schools Executive Summary Leadership to Develop Tomorrows Leaders
O.N.E. LeadershipShared Creating avenues of communication Taking input into action
O.N.E. LeadershipCommunication Principals Open Door Policy Students Student Leadership Council SCA forum sessions Teacher office hours EdLine technology communication Parents and Community Neighborhood coffees Booster clubs EdLine Faculty and Staff Cookies and coffee gatherings Professional Learning Communities Principals Advisory Committee Faculty meetingsfocusing on the Rs
O.N.E. LeadershipAction Students Expansion of elective course offerings Addition of activities, clubs, and athletic opportunities Improvements in buildings, grounds, and facilities Establishment of the ONE-lunch concept Parents and Community Improvements in communicationEdLine Implementation of Fee Night activities Customer service/community relations Faculty and Staff Creation of enrichment programsRapid Read, Teachers for Tomorrow, Lunch in the Library, Intramurals at Lunch, etc. Improvements in school efficiency/climatetardy stations, grief counseling, department socials, etc.
The Power of ONE Framing Rigor, Relevance, and Relationships Questions? Questions? Comments? Comments? Contact us at