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Holyoke Public Schools Local Stakeholder Group (LSG)

Meeting 4, June 17, 3-6 PM

Picknelly Adult & Family Education Center

Massachusetts Department of Elementary & Secondary Education

2

Agenda for Today

Welcome

Review of 6/10 meeting notes

Review of meeting norms

Secondary Schools discussion

Review of draft recommendations

Closing reflections


3

Norms: How We Will Work

We will encourage full participation and listen respectfully to all LSG voices

We will check for understanding

We will balance advocacy with inquiry

We will make recommendations that are affordable, sustainable, and scalable


4

Secondary Schools discussion

Vionette Escudero, Barry Bacom

Dean Vocational Technical High School

Jeffrey Hayden

Holyoke Community College

Bill Ennen

UMASS Amherst and Holyoke High School

Dean Vocational Technical High SchoolVionette Escudero

Barry Bacom


6

Dean Tech Project/Model

Project Based Learning (PBL)2014-15 9th-10th

2015-16 All school

Data Inquiry Cycle• Mastery

ConnectGroup Protocols• Critical Friends

PLC’s

Career Technical Education (CTE)

Student Services

NTNECHO Platform

• Embedded Academics

• Project Creation

• Interventions• FLEX• Credit Audit• Student

Individual Plans


7

Turnaround Practice Domains

Leadership, shared responsibility and professional collaboration

Intentional practices for improving instruction

Student-specific supports and instruction to all students

School Culture and Climate


Educator Plans and Goals are common throughout the buildingand are aligned to the work of the PLCs. Leaders and teachers are jointly committed to and have assumed shared ownership and collective responsibility for improving student achievement and a professional environment is one of mutual respect, teamwork, and accountability.

Examples: PLC agendas and minutes; Learning Target and Assessment analysis forms, reflection

protocol, and flow chart; PLC observation data; PLC and coaching session videos; and T3TL professional development




Learning Walk Protocols and Schedule,

sample observation feedback, and

learning target formative assessment analysis

Humanities team members scheduled common planning

Partnership with WSU

Leaders and teachers jointly committed to, and assuming shared ownership and collective responsibility for, planning for differentiated re-teaching.


10

MCAS practice has also shown improvement, based on both Dean’s rigorous mastery standards as well as historical MCAS cutoffs

13% 15%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre Test Post Test

Percent of students achieving mastery1 – February through

April

51%

77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre Test Post Test

Percent of students achieving proficient/advanced2 –February through April

1 Mastery based on achieving a score of 80%2 Proficiency/advanced based on achieving a score of 48%, the most recent MCAS cutoff for 10th grade


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MCAS practice has yielded positive results in Dean’s SWD and ELL populations as well

17%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre Test Post Test

Percent of ELL students achieving proficient/advanced1 – February

through April

55%

73%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre Test Post Test

Percent of SWD students achieving proficient/advanced1

– February through April

1 Proficiency/advanced based on achieving a score of 48%, the most recent MCAS cutoff for 10th grade


12

In ELA, mastery has been increasing slowly month by month

35% 33%30% 31%

34%31%

35%

60%

33%

50%

31%

0%

10%

20%

30%

40%

50%

60%

70%

ELA percent of students achieving mastery by assessment

Dec: avg = 35%

Feb: avg = 32%

March: avg = 38%


13


Decision making protocolFeedback SessionsHawk Talk (online newsletter)Open SILT and Admin PLC meetings

School leaders engage in a shared planning and decision making process. Formal structures and opportunities for fostering staff input into school decisions and initiatives are in place and are used effectively to build relationships and two-way communication across


14


PD & PLC materials

Ideal Graduate Profile

School leaders have a defined and communicated theory of action or vision along with established goalsand interim benchmarks to drive the priorities identified in the Turnaround Plan.


15

Intentional practices for improving instruction

PLC agendas and minutes,

professional development materials,

project plans, etc.

Ongoing collective review and use of student data to inform instructional strategies and use of resources.


18

Student-specific supports and instruction to all students

Data Inquiry Cycle Summary

FLEX Intervention planning and implementation

Academic Interventions

Credit Audits

Student Individual Plans


19

School Culture and Climate

Two year comparison of all infractions and suspensions

The code of conduct and student handbook

Student Support Plans with progress monitoring

PD materials focused on schoolwide expectations

Student Support Plans

2368

464

174

1170

2010

291

111

1014

0

500

1000

1500

2000

2500

Infractions Suspensions Students Students2

2013-2014 2014-2015


20

Challenges to our Success

Improve the level of first-time instruction

Strengthen student recruitment and enrollment

Change the public perception of Technical Education

Improve the technology infrastructure

Impact multi-year trend of low attendance rates


21

DTHS/ Secondary School Recommendations

Alignment between both High Schools

Modernize Technical programs to align to STEM careers

Strategic Technical and Academic teacher recruitment

Continue data inquiry cycle and tiered support structures

Holyoke Community CollegeJeffrey Hayden


23

Enrollment and Performance of Holyoke Public School Students at Holyoke Community College

Spring 2015 Report for School Principals and Superintendents

June 16, 2015

Data Notes:

Holyoke High School (HHS) and Wm. J. Dean Technical High School (WJDTHS)

Recent High School Graduates = Class of 2014 unless noted

Data collected by HCC

I. Enrollment:

HCC’s overall enrollment has been on declining trend as a correction to the enrollment spike in 2010

Over the last 5 years, on average 93 HHS students have enrolled at HCC; 38% of all HHS graduates for the same period of time

Over the last 5 years, on average 23 WJ Dean HS students have enrolled at HCC; 36% of all WJDTHS graduates for the same period of time


24

II. College Readiness: HHS students requiring Developmental Math – 80% (All students = 76%) HHS students requiring Developmental English – 57% (All students = 41%) WJDTHS students requiring Developmental Math – 93% WJDTHS students requiring Developmental English – 81%

III. College Retention: HHS Course Completion Rate – 68% (All students = 71%) HHS Retention from Fall to Spring - 77% (All students = 78%) WJDTHS Course Completion Rate – 60% WJSTHS Retention from Fall to Spring – 63% HHS students’ HPA GPA (Mean and Median) – 2.00 and 2.30 respectively (All

students = 2.01 and 2.30) WJDTHS students’ HCC GPA (Mean and Median) – 1.56 and 1.65 respectively

IV. Graduation and Transfer: HHS over the past 5 years has averaged 59 graduates/year from HCC WJDTHS over the past 5 years has averaged 12 graduates/year from HCC HCC transfers 67% of all graduates; HHS 60%; WJDTHS 55%


25

HCC ObjectivesIn accordance with its College Priorities HCC seeks to:

Increase access to college by better meeting the changing needs and demographics of the region;

Increase retention and reduce achievement gaps through enhanced student support with strategies (research informed) aimed at student success;

Expand and explore options to help underprepared students to become ready to do college-level work as quickly as possible; and,

Assess and respond to the region’s workforce needs by developing career pathways that provide opportunities to the unemployed, underemployed, those with limited educational attainment and those seeking career advancement.


26

HCC ParticipationReviewing the Holyoke Public School student data juxtaposed to HCC’s College Priorities, the college will:

Maintain and enhance its Avanza 2 College effort;

Scale up HCC’s College Access pilot at Dean Tech to include Holyoke High School (peer mentoring, college activities, study skills and more);

Work with the district to expand dual enrollment efforts including the Gateway to College program;

Continue to work with the district to form career pathways from HHS and WJDTHS to HCC, specifically in Healthcare; Manufacturing (STCC); Hospitality and Culinary, Information Technology, STEM, Early Childhood and others (3+2 model);

Explore the Development of a Teacher Academy for Holyoke Residents with incentives for a commitment to Holyoke; and,

Connect HCC and HPS Math and English faculties in order to discuss opportunities to make students more ready for college-level work.

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