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Spain Park High School

Spain Park High School. Spain Park High School Hoover, Alabama Presenters: Amanda Hood, Academic Assistant Principal Howard Furnas, AP Coordinator Amy C. Fineburg, Social Studies Department Chair. Expanding ACCESS to AP Inside & Outside the School Walls. Presentation Overview.

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Spain Park High School

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  1. Spain Park High School

  2. Spain Park High School Hoover, Alabama Presenters: Amanda Hood, Academic Assistant Principal Howard Furnas, AP Coordinator Amy C. Fineburg, Social Studies Department Chair Expanding ACCESS to AP Inside & Outside the School Walls

  3. Presentation Overview • Spain Park’s school profile • History & highlights of Spain Park’s Minority Achievement Councils • PSAT & AP Potential as tools to increase minority participation in AP & college readiness • Alabama’s ACCESS program as a tool to increase AP participation state-wide

  4. Spain Park High School Mission Statement The future belongs to the educated, and Spain Park High School exists to promote and prepare students for excellence while empowering our young adults to live and thrive in that future.

  5. School Profile • Fully accredited, 4-year public suburban high school • Open since 2001 (First graduating class – 2004) • 2008 Enrollment: 1378 • 2008 Professional Staff: 136 • Master’s degree or higher: 69% • Five + years experience: 76% • National Board Certified teachers: 12 • AP Courses Offered: 18 • Dual enrollment Courses Offered: 10 • Pre-AP/Honors Courses Offered: 12

  6. School Profile • Spain Park employs an innovative combination schedule • Allows for embedded staff development • Allows for one “block” extended period per class per week • Keeps the consistency of a traditional 7-period day • Provides for two embedded opportunities for student remediation, enrichment, and extracurricular activities

  7. School Profile • AO meets 4 days a week • 30 minutes on Monday, Tuesday, & Friday • 20 minutes on Thursdays • ACT prep exercises occur the 1st Thursday of each month. • Students are assigned to a teacher whom they follow throughout high school. • Teachers conference with students every 4 ½ weeks. • Students who need extra help or to make up work get an AO pass. • Students obtain the pass before school. • Teachers have 10 passes each. • Students show their AO teacher the destination pass so we can keep track of where students are.

  8. Sample JAG Period Activities • College readiness & leadership activities • College & career fairs • Leadership seminars • Reduced loss of class time for activities • School pictures, class rings, graduation activities • Motivational speakers • School involvement with clubs • Additional exam prep last JAG period of each semester

  9. Minority Achievement Councils Amy C. Fineburg, co-sponsor

  10. History of MACs • Established in 2006-2007 school year • Faculty noticed significant achievement gaps between majority and minority students • Example: 2005 – 13.2% gap between white and black students on graduation exam test scores (a measure of AYP) • Faculty identified black males as the most at-risk group • Only 1 senior black male in the Class of 2006 had a GPA above 3.0. • 39 black males in the 2006 senior class.

  11. History of MACs • Faculty identified 6 senior black males to lead the “charter class” of MAC Scholars. • These 6 males had GPAs above 2.3. • Spain Park’s MAC program is modeled after Shaker Heights, Ohio. • Students set goals and plan activities. • Faculty act as advisors and facilitators. • MAC Scholars are upper-level students who serve as leaders & mentors. • MAC Potentials are lower-level students in need of mentoring.

  12. History of MACs • Charter MAC Scholars identified areas of critical need: • Emphasis on college readiness • Emphasis on character development • Activities planned included • College visits • Dress-up Tuesdays • Guest speakers • Peer-to-peer mentoring

  13. History of MACs • Interviews for future MAC Scholars and Potentials take place in the spring. • 2.3 GPA to qualify • Completed application • Mandatory interview with senior Scholars and faculty sponsors • Groups are now established for • Black females – GMAC (Girls’ Minority Achievement Council) • Hispanic students (Mun2 – Mundos, meaning “world”)

  14. Using Data to Measure Success • The following slides are our efforts to keep track of student progress and identify areas of need. • Examining population-to-subgroup data • Identifying students capable of taking higher-level courses • Identifying students in need of more intensive academic support.

  15. Using Data to Measure Success

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  21. AP Potential: A Powerful Tool Howard Furnas, AP Coordinator

  22. Research on AP • US Department of Education study shows the best predictor of college success is participation in rigorous, college level courses while in high school. • Our district offers three types of rigorous courses: AP, Dual Enrollment (with a local community college), and Pre-AP. • IB courses are housed at our sister high school. • Students completing an AP course and exam are more likely to complete a BA degree in four years or less.

  23. Relationship of Academics to Athletics • Team GPAs: 3.4 • AP students: • 60% Athletes • 123 of 204 AP students are athletes • Spanish Honor Society: 51% Athletes • National Honor Society: 44% Athletes • Mu Alpha Theta: 47% Athletes • Division I Athletes: 44

  24. Funding for PSAT Testing • All 10th and 11th graders are tested during the school day. • Hoover City School District pays for the test. • We have received a grant from the Alabama State Department of Education for all or part of the cost from 2007 and 2008. • Results provide information for AP Potential.

  25. AP Potential • A web based tool using PSAT scores • Generates rosters of students likely to score 3 or better on an AP Exam • Helps identify minority students who may not have considered AP classes

  26. How we use AP Potential • Access website https://appotential.collegeboard.com • Select the grade levels tested (10th and 11th) • Consider the validity of the standard pool suggested (we may raise Chemistry, for example to 60%) • Select subjects for which data will be relevant • Generate lists of students who may qualify

  27. How we use AP Potential • Distribute lists to AP teachers to generate letters sent either to the parents of the students or the students themselves • Sample letter is on AP Potential website. • Have counselors, AO teachers, and AP teachers follow up with students, emphasizing minority and traditionally underserved groups who may never have considered the possibility of taking an AP course

  28. How we use AP Potential • During registration, counselors meet individually with all students to develop academic plan. • Special efforts are made to assure minority students that they are capable of college level work. • AO teachers meet with students every 4 to 5 weeks concerning grades and concerns students may have with their grades, developing a plan for improvement.

  29. How we use AP Potential • Students have the option of help during four AO periods of week. • Library is open before school for access to computers. • Most AP teachers offer additional study sessions before or after school as the Exam approaches. • Practice exams are available on line from AP and also from the Florida Virtual School https://aptestreview.flvs.net/FLVSAPReview/.

  30. Using Data to Measure Success

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  35. Using Data to Measure Success

  36. Possible Changes for 2009-2010 • Open SPHS Library additional hours, particularly after school • Library has 60 computer stations for research and Internet access, possibly important for minority or low income students who may not have access otherwise • Hire teachers as coaches to help provide students with academic assistance. • Give minority students in AP/Pre-AP/Dual classes extra support during JAG Period.

  37. Alabama Connecting Classrooms, Educators, and Students Statewide ACCESS Distance Learning Amanda Hood, Academic Assistant Principal

  38. What is ACCESS? • A statewide distance learning initiative that provides high schools with basic courses, advanced-level courses, and electives that might not otherwise be available.

  39. ACCESS Objectives • Provide access to advanced diploma courses • Provide access to additional course offerings • Provide access to AP or dual-enrollment courses • Provide access to remediation and supplemental resources • Leverage existing resources and distance learning offerings • Provide teachers with additional multimedia and technology tools to enhance instruction

  40. Instructional Model IVC Online Blended Traditional

  41. Course Offerings http://accessdl.state.al.us

  42. Spain Park Statistics • 10 courses being offered via ACCESS to 18 students • 8 schools served via ACCESS • 9 minority students are currently being served through ACCESS • 6 Spain Park teachers are teaching courses via ACCESS • Spain Park teachers are serving 98 students at 25 different schools throughout Alabama

  43. Benefits • Meets scheduling challenges • Student motivation and confidence • Opportunity for teachers and students • School equity • Individualization

  44. Challenges • IVC Schedules • Student preparation for online coursework • No replacement for classroom instruction • Scheduling and supervision

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