Presentation on theme: "16th Annual Model Schools Conference Orlando, Florida Facilitated by:"— Presentation transcript:
1 The Power of ONE James River High School Chesterfield County Public Schools, Virginia 16th Annual Model Schools ConferenceOrlando, FloridaFacilitated by:John Titus, Bryan Carr, Mary Ellen Fines,Sharon Hoffert, and Laura Lay
2 The Power of ONE Framing Rigor, Relevance, and Relationships ONE AP StudentO.N.E. LunchUno, ek, ichi ESL ProgramWON—Successful Freshmen Transition ProgramO.N.E. Leadership
3 James River High School A Chesterfield County Public School James River Road Midlothian, Virginia 23113CommunityOpened in September of 1994 with 1250 students in gradeSuburban and composed of individuals and families from diverse ethnic and socioeconomic backgroundsSchoolA comprehensive high school with a student body of approximately 2000 in grades 9 – 12A staff of 160 teachers and support staff including two librarians, one technology coordinator, eight school counselors and seven administratorsA well-developed program of activities and athletics
4 James River High School Leadership and International RelationsSpecialty CenterEstablished inComprised of about 200 students from a broad range of ability levels and interestsTaught the skills and knowledge of becoming effective leaders who learn to develop a balanced international perspective of the worldMedia CenterRecipient of the 2002 National School Library Program of the Year Award from the American Association of School LibrariansRecipient of the national award from Gale Resources for “Excellence in Education”
5 James River High School ScheduleSeven Period Alternating Block scheduleWorks in conjunction with an “Odd/Even” calendar dayOdd days: 1, 3, 5, 7Even days: 1, 2, 4, 6First period runs approximately 50 minutes, and blocks two through seven run approximately 85 minutesOpportunity for students to earn seven credits per academic year and broaden their curriculum
6 James River High School Advanced Placement Exams:Exams AdministeredStudents taking exams% of Scores 3 or AboveDiplomas Awarded Post Secondary PlansAdvanced Studies % Year Colleges/Universities %Standard % Year Colleges %Modified Standard % Other Continuing Education %Employment/Military %
7 ONE Student: Growing Our AP Program Condensing and “Leveling for Excellence”Collapsing “honors” offeringsOffering more advance placement programsSeeking advanced placement potential
8 Rigor: Seeking AP Potential Using PSAT/NMSQT scores to predict successTargeting student not already enrolled in an AP courseUsing data effectivelyRecruiting the underserved
9 APEX Experiences Advanced Placement Expectations Seminars on the benefits and challenges of AP courses:An in-school seminar for studentsAn evening seminar for parents (and students)
10 Successes: Growing the AP Program Since 2003300% increase in minority AP enrollment400% increase in African-American AP enrollmentOver 50 teachers trained in teaching AP coursesONE Lunch—excellent opportunity for AP enrichment and tutoring
11 Challenges: Growing the AP Program “Stretch” AP students’ need for additional assistanceRigidity in defining quality and success of AP workParental concerns about rigor for“in-between” students
12 O.N.E. Lunch: Opportunities Never End Need for ChangeGrowth and need for 5 lunch periodsTransportation—student needs for assistance or make-up work
13 O.N.E. Lunch Goals: Rigor, Relevance, and Relationships Student OpportunitiesAcademic supportConferences with teachersCompletion of workEnrichment opportunitiesStaff OpportunitiesDepartmental meetingsProfessional learning communities
14 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
15 Logistics: O.N.E. LunchSchedule—1st period, two block classes, lunch, last blockDiscipline—extra dutiesCafeteria—a’ la carte, hot and cold linesClean up—streamlined with extra trash cansSeating—cafeteria, benches , floorLocation—where students can and cannot eat lunch
16 Logistics: O.N.E. Lunch Designated department days—no lunch duty PLC meetingsDepartment meetingsInformal department gatheringsAdapted schedule—homerooms and assembliesTeacher appointments
17 Teacher Appointments ONE Week of data Academic Support Extra-/Co CurricularGroupsSocial/OtherDecember-071443820731April-08127942313619th10th11th12th505670874945576612982893103 of 128 faculty responded = 80%Add teacher appointment statistics to this slide
18 Enrichment: O.N.E. Lunch Open Mic Lunch in the library Intramurals Ballroom dancingRapid Fire games
19 Benefits: O.N.E. Lunch Less chaos Rigor—assistance and enrichment No split classesFewer tardies after lunchNo competitive noise during classRigor—assistance and enrichmentRelevance—student ownershipRelationships—time to meet with students informally and time for staff to meet
20 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.
21 Next Steps: O.N.E. LunchSchedule appointments with consequences of lunch detention.Schedule ongoing appointments for those not meeting expectationsUse peer tutoring to greater extent.
22 Next Steps: O.N.E. Lunch Offer intervention suggestions to teachers Early remediationCompletion of assignmentsRevising workCorrecting testsRetaking testsComputer tutorials
23 Uno, ek, ichi English as a Second Language Learners 2003ESL Center2004ShelteredClasses
24 ESL 2003—Center 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%).
25 ESL 2004—Sheltered 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.
26 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.
27 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.
28 ESL Program: Challenges Maintaining the “revolving” door—entrance throughout the yearTesting upon arrivalOffering foundation classesEducating mainstream content teachers—bias, lack of cultural understanding, rigidity
29 Benefits: Sheltered Instruction Far beyond the classroom…Our students’ confidence andself-esteem has risen and isapparent in their daily lives.
30 WON: A Successful Freshmen Transition Program Need for ChangeFearfulnessBehavior problemsFailureLacking student “connections”
31 Goals: Freshmen Transition Program To help freshmen have a smooth cultural and academic transition (a Winning year).To increase freshmen involvement in school opportunitiesTo decrease the number of discipline referrals.To decrease the number of failures.
32 Process: Freshmen Transition Program Research—Council and hierarchy8 Council membersResponsible for 3 homerooms eachEach homeroom has mentorsDiversity among mentorsEach mentor is responsible for 3-6 freshmenSummer training for mentors
33 Process: Freshmen Transition Program Kick-off orientation day—camp atmosphereFormal meeting topicsRules and consequencesInvolvement in school clubs, activities, and sportsStudy skillsEfficiently accessing school resourcesAcademic and personal goalsExam preparationUnderstanding how to communicate with facultyInformal connectionsFreshmen flings – ice-cream, gamesRemembering birthdays, etc.Offering help with school issues
34 Benefits: Freshmen Transition Program Shared leadership and modelingStudent engagement and relevanceGains for mentors and freshmenRelationshipsFailure is NOT an option for MY freshmen
35 Lessons: Freshmen Transition Program Supportive Data—difficult to obtainSurveys—feedback from freshmen, mentors, and teachersMentor training—orientation day and connecting with studentsStrong council—crucialFormal lessons—engagingCommunication—the more the betterMentors—ability to connect
36 O.N.E. Leadership: Outstanding Network Enhancing Leadership Leadership to Develop Tomorrow’s LeadersThe leadership at James River High School always is considering the input provided by stakeholders.I.C.L.E. Model Schools Executive Summary. 2007
37 O.N.E. Leadership—Shared Creating avenues of communicationTaking input into action
38 O.N.E. Leadership—Communication Principal’s Open Door PolicyStudentsStudent Leadership CouncilSCA forum sessionsTeacher office hoursEdLine technology communicationParents and CommunityNeighborhood coffeesBooster clubsEdLineFaculty and StaffCookies and coffee gatheringsProfessional Learning CommunitiesPrincipal’s Advisory CommitteeFaculty meetings—focusing on the “R’s”
39 O.N.E. Leadership—Action StudentsExpansion of elective course offeringsAddition of activities, clubs, and athletic opportunitiesImprovements in buildings, grounds, and facilitiesEstablishment of the ONE-lunch conceptParents and CommunityImprovements in communication—EdLineImplementation of “Fee Night” activitiesCustomer service/community relationsFaculty and StaffCreation of enrichment programs—Rapid Read, Teachers for Tomorrow, Lunch in the Library, Intramurals at Lunch, etc.Improvements in school efficiency/climate—tardy stations, grief counseling, department socials, etc.
40 The Power of ONE Framing Rigor, Relevance, and Relationships Questions?Comments?Contact us at