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Eastin -Arcola High School. Alternative Governance Board March 3, 2011 Principals’ Presentation. Continuation Education ….
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Eastin-Arcola High School Alternative Governance Board March 3, 2011 Principals’ Presentation
Continuation Education… is a HS diploma program designed to meet the needs of students 16 through 18 years of age who have not graduated from high school, are not exempt from compulsory school attendance, and are deemed at risk of not completing their education Students enrolled in continuation education programs are often credit deficient or in need of a flexible schedule due to employment, family obligations, and/or other critical needs. For apportionment purposes, a minimum day of attendance in continuation education is 180 minutes. However, many continuation high schools offer academic programs that exceed the minimum daily attendance requirement. In addition to providing state mandated academic courses for high school graduation, continuation education emphasizes guidance, career orientation, and/or a work-study schedule. Supplemental programs and services may include independent study, Regional Occupational Centers and Programs, career counseling, job placement, and apprenticeships.
Continuation Education… HS diploma program students 16 through 18 years of age who have not graduated from high school are not exempt from compulsory school attendance are deemed at risk of not completing their education often credit deficient or in need of a flexible schedule (employment, family obligations, and/or other critical needs) a minimum day of attendance is 180 minutes. providing state mandated academic courses for HS graduation continuation education emphasizes guidance career orientation and/or a work-study schedule Supplemental programs and services may include independent study Regional Occupational Centers and Programs career counseling job placement apprenticeships.
District Instructional Action Plan Program Components at Eastin-Arcola High School • Core Courses using board adopted materials with 55 minute periods • Math, English, and Reading support courses • Collaborative Teams • Common Formative Assessments (CFA) with common pacing • Mandatory lunchtime intervention • Language Star for English Language Learners. • Explicit Direct Instruction Training for 9th and 10th grade ELA and Math Teachers • Development of Behavioral Response to Intervention
AGB Recommendations/Next Stepsfrom January 21st • Whole School: • EL Principles – Complete Sentences • Mathematics: • Chart, post “steps” – visual reference for independent practice; reduce note taking. • Revisit the use of white boards with TAPPLE components. • English Language Arts • Increase engagement of all students to become part of the culture. • Ensure closure. • Complete sentences – prompt students. • Use of EDI components • Consider desk configuration for ease with pair/share. • Consider “slates.” • ELD • Discuss the ELD delivery with Educational Services
2. Which teachers have made the most progress in regards to item 1 a-c above? • Describe what we will see in classroom(s). • Instructional Norms & TAPPLE posters visible. • Daily Standards-Based Learning Objective posted & taught (ask students) • On the Continuum, working towards GIFT. • On the Continuum, working towards “I do, we do, you do.” • Greater establishment of student comfort with Instructional Norms • Core Materials utilized.
3. Describe/provide data (number of visits and results) of Principal’s Focus Walks. • What trends have you identified? • Dip in Pair-Share and CFU implementation. • Administrative & Staff common definitions of EDI Components. • Increase in expectation of complete sentence responses. • Refining utilization of white board use as part of TAPPLE.
Strategies to Address Implementation Dip • Consulted and work with EDI coaches to provide additional training, examples or videos of lessons (if possible), and to help establish the why of pair/share and CFU. • Allocate resources for EDI planning time. • 1) EDI instructional Mapping and Pacing • 2) Development of specific lessons within curricular teams. • Continue to provide feedback and recommendations based on focus walks and formal observations.
4. Provide results and summary statements of Quarter 2: Common Formative Assessment and Benchmark results for ELA, Math and ELD. • DPA 3 Administrations • Results Comparable and often exceeding comprehensive sites • Retention concerns shared by comprehensive sites. • Big Read: CAHSEE Essay Practice • Cross-curricular awareness of student writing and assessment.
Academic Indicators • EAHS CAHSEE Strategic Planning - Cycle of Inquiry • PROBLEM • In order for EAHS and MUSD to meet AYP goals, 10th grade students need to score 380 on CAHSEE. Many 10th graders fail to earn a “2” on the CAHSEE ELA Essay. • QUESTION • How can we improve writing skills for our 10th grade students? • GOALS • Have 10th graders earn a minimum of a “2” on the CAHSEE ELA Essay. • PLAN • Create staff awareness of CAHSEE writing criteria. • Establish a common advisory for our 10th graders. • Have ELA classes establish common lessons and multiple essay opportunities. • Organize staff “big read” student essay evaluations. • IMPLEMENTATION • English department will identify rubric for essay evaluation. • ELA classes will teach writing strategies. • ELA classes will schedule common essay writing. • Monday, Jan. 31st, staff preview of “big read.” • Common advisory for 10th grade effective 2/1. • No early outs for 10th graders w/ intervention. • ELA classes will complete essays by Friday 2/4. • REVIEW/ACCESS • Big Read/Essay evaluation during collaboration on Mon., Feb. 7th.
Academic Indicators • EAHS ELA Cycle of Inquiry – CAHSEE Essays • PROBLEM • 51% of Eastin-Arcola High School English students scored a 2 or less on the January 31st, 2011 persuasive essay, an indicator as to potential CAHSEE ELA rates. • QUESTION • How can we increase the percentage of EAHS students producing essays scoring above a 2? • GOALS • 66% of students will score a 2.5 or above on the District Writing Assessments to be administered during the week of February 22nd and evaluated collaboratively by the English Department. • PLAN • Increase student expectations and proficiency by reviewing the rubric. • Review Audience Perspective. • Clarify more effective or appropriate use of pronouns. • IMPLEMENTATION • Each English teacher will identify the rubric for the District Writing Assessment essay evaluation and explicitly teach the expectations as defined on the rubrics using research-based strategies of TAPPLE. • Each English teacher will explicitly teach audience perspective to increase student effectiveness in engaging the reader using research-based strategies of TAPPLE. • Each English teacher will identify and provide timely effective feedback for error correction specifically for pronoun utilization using research-based strategies of Examples and Non-Examples. • Each ELA teacher will administer the DWA during the assigned dates for the week of February 22nd. • All English department members will participate in a “Mini-Big Read” to collectively score each student essay prior to March 2nd, 2011 in order to provide timely and effective feedback prior to the Census CAHSEE administration dates. • English teachers will not disclose the writing prompt prior to the date of administration to provide a more authentic testing environment. • REVIEW/ACCESS • Mini-Big Read essay evaluation prior to March 2nd, 2011.
