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16th Annual Model Schools Conference Orlando, Florida Facilitated by:

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1 The Power of ONE James River High School Chesterfield County Public Schools, Virginia
16th Annual Model Schools Conference Orlando, Florida Facilitated 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 Student O.N.E. Lunch Uno, ek, ichi ESL Program WON—Successful Freshmen Transition Program O.N.E. Leadership

3 James River High School A Chesterfield County Public School James River Road Midlothian, Virginia 23113 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

4 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”

5 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

6 James River High School
Advanced Placement Exams: Exams Administered Students taking exams % of Scores 3 or Above Diplomas Awarded Post Secondary Plans Advanced 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” offerings Offering more advance placement programs Seeking advanced placement potential

8 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

9 APEX Experiences Advanced Placement Expectations
Seminars on the benefits and challenges of AP courses: An in-school seminar for students An evening seminar for parents (and students)

10 Successes: Growing the AP Program
Since 2003 300% increase in minority AP enrollment 400% increase in African-American AP enrollment Over 50 teachers trained in teaching AP courses ONE Lunch—excellent opportunity for AP enrichment and tutoring

11 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

12 O.N.E. Lunch: Opportunities Never End
Need for Change Growth and need for 5 lunch periods Transportation—student needs for assistance or make-up work

13 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

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. Lunch Schedule—1st 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

16 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

17 Teacher Appointments ONE Week of data Academic Support Extra-/Co
Curricular Groups Social/Other December-07 1443 820 731 April-08 1279 423 1361 9th 10th 11th 12th 505 670 874 945 576 612 982 893 103 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 dancing Rapid Fire games

19 Benefits: O.N.E. Lunch Less chaos Rigor—assistance and enrichment
No split classes Fewer tardies after lunch No competitive noise during class Rigor—assistance and enrichment Relevance—student ownership Relationships—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. Lunch Schedule appointments with consequences of lunch detention. Schedule ongoing appointments for those not meeting expectations Use peer tutoring to greater extent.

22 Next Steps: O.N.E. Lunch Offer intervention suggestions to teachers
Early remediation Completion of assignments Revising work Correcting tests Retaking tests Computer tutorials

23 Uno, ek, ichi English as a Second Language Learners
2003 ESL Center 2004 Sheltered Classes

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 year Testing upon arrival Offering foundation classes Educating mainstream content teachers—bias, lack of cultural understanding, rigidity

29 Benefits: Sheltered Instruction
Far beyond the classroom… Our students’ confidence and self-esteem has risen and is apparent in their daily lives.

30 WON: A Successful Freshmen Transition Program
Need for Change Fearfulness Behavior problems Failure Lacking 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 opportunities To decrease the number of discipline referrals. To decrease the number of failures.

32 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

33 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

34 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

35 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

36 O.N.E. Leadership: Outstanding Network Enhancing Leadership
Leadership to Develop Tomorrow’s Leaders The 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 communication Taking input into action

38 O.N.E. Leadership—Communication
Principal’s 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 Principal’s Advisory Committee Faculty meetings—focusing on the “R’s”

39 O.N.E. Leadership—Action
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 communication—EdLine Implementation of “Fee Night” activities Customer service/community relations Faculty and Staff Creation 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
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