life after stage 5 - hstw presentation 4 8 2010 a
DESCRIPTION
See what Bowie High School in El Paso, TX is doing after it exits Stage 5 (academic probation). What direction does a school take when it loses state funding and additional resources won’t be available after it exits a state academic probation? Who gets the keys? What next? What can you do to keep your school competitive and successful? This presentation describes some of the strategies that will be adopted from High Schools That Work (HSTW). The strategies adopted by Bowie High School will be teacher driven and student focus. These strategies are recognize best practices that are research driven and proved to be effective at many schools with different demographics.TRANSCRIPT
April 8, 2010
Stage 5 – Low performing Just getting students to pass the TAKS
Being a “dumping ground” campus
Attitude of complacency about student’s lack of ability
Negative public perceptions of Bowie High School
Eliminating the “dumping” of students that are outside of our attendance boundary
Smaller, double blocked core classes
More and “mandatory” tutoringHigher administrative presence Initialization of PLC’s
Preserving and enhancing the Bowie character
Changing the current perception of Bowie High School: Community and District
Higher expectations of students and teachers
Creating an academic culture Creating meaningful relationships
◦It’s not a program, these are data driven practices geared towards Bowie’s needs
◦Everyone has had the opportunity to provide input: all will participate in these changes
◦Teacher driven and student focused
◦Long term school goals and improvement
◦5 Rs: Results, Rigor, Relationships, Relevance and Responsibility
Review
Advisory and Guidance Committee
Rigor / High Expectations Committee
Transition CommitteeLiteracy Committee
Advisory period – 30 minutes every two weeks◦A separate class scheduled every other Wednesday
All certified personnel will be assigned 10 to 15 students for Advisory.
Curriculum is being finalized and training will be provided.
Failure is Not an Option: mandatory weekly tutoring.
Core teachers will submit a list of students who are falling behind/not mastering content.
Students will receive tutoring/make-up work for 1 hour during lunch on Fridays.
We will do trial runs during May to become more familiar with procedures.
Students will be required to keep a reflections journal◦Journal entries will be done daily in each class
◦Concise, 3-5 sentence entries◦May be summaries, questions, extension◦Common rubric will be provided
Supplemental Reading◦1 article per 9 weeks in each content area (to include electives)
◦Include an informal assessment of reading
We will analyze and adjust as the year progresses to make improvements and as needs change
Advisory and Guidance◦Follow groups of students until graduation
◦Increase parental involvement◦Instill intrinsic motivation through a mentoring relationship
◦Develop a sense of career paths and courses of study
Rigor and High Expectations◦Saturday school for students who have still not mastered content through mandatory lunch tutoring
◦Incorporate Project Based Learning and interdisciplinary projects
◦Students who fail due to lack of participation in FINO strategies will not be eligible for credit recovery and must take the course again
Literacy◦Year 2 focus: Writing paragraphs and essays
◦Year 3 focus: Writing reports
◦In connection with content areas/project based learning
Transitions◦Long term goals to include: 9th grade academies Summer bridge program
◦FISH Camp: Summer Bridge Camp
◦Ramp up courses to improve the promotion rate from 9th to 10th grade
◦Increased AP and Dual Credit course offerings and enrollment
