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What’s the plan today? Review what PRIDE 101 is and why we’re implementing

What’s the plan today? Review what PRIDE 101 is and why we’re implementing Go over who’s responsible for what. Break into grade level groups for training and discussion. P erformance through Preparation R espect I ntegrity D etermination E xcellence through Effort.

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What’s the plan today? Review what PRIDE 101 is and why we’re implementing

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  1. What’s the plan today? Review what PRIDE 101 is and why we’re implementing Go over who’s responsible for what. Break into grade level groups for training and discussion

  2. Performance through Preparation Respect Integrity Determination Excellence through Effort

  3. “Locate a resilient kid and you will find a caring adult or several…who has guided them.” -from “Invincible Kids”, U.S. News & World Report

  4. Data sources…. Tim Stensager & Dan Barrett FPSD Breaking Ranks II: Strategies for leading high school reform Whatcom Community College Transitions Math Project Dr. Ruby Payne Sandi Madison & Senior Exit Surveys CSI Process 2005-2006 ASCA

  5. Mount Baker’s Comprehensive High School provides an educational program of instruction and expertise essential for successful academic, vocational, creative and athletic outcomes for our students and community who reflect a broad variety of skills, talents, and interests. Developed by the Comprehensive High School Team, 2005

  6. Post-WASL Statement • Students with their families will have the knowledge, skill & understanding to prepare for the student’s chosen academic and/or career & technical post-high school plan. • Information, services & programs will be systematically provided to students & families for students to meet individual needs.

  7. What is it? How do we know it is working? Why MBHS? Why now?

  8. Navigation 101 is a program that helps students & families understand what they need to know & need to be able to do to be successful in high school, post-secondary job training & education. - developed by the Franklin Pierce School District Key components are based on best practice & research

  9. Report from National Association of Secondary School Principals: Breaking Ranks II: Strategies for Leading High School Reform

  10. Key components Mentor groups Increased focus on portfolio Student-Led Conferences Evaluation/feedback cycle Data (what good is this doing?)

  11. Mentor Groups Every teacher has a group of 18- 20 students Groups meet throughout the year (8-15 times) Teacher has same group of students throughout all four years Every lesson/topic is structured & purposeful

  12. Portfolio Mentor groups used to increase portfolio accountability Students are in charge of their portfolios Portfolio is part of students’ academic life

  13. Student Led Conferences Students lead a conference with their parent/guardian & a teacher Spring conference includes the following: discussion of portfolio planning for the following school year what has gone well & what has not test scores

  14. Evaluation Evaluation system allows staff, students & parents to give feedback on Navigation 101 Changes implemented according to need

  15. Data Data looking at student success: College bound classes Remedial college classes taken Enrollment in colleges (all levels) Graduate follow-up data Parent & community perception

  16. Details of Mentor Groups Planning for student led conferences & portfolio Discussion & analysis of students’ test & assessment results Goal setting skills

  17. Details of Mentor Groups Planning/course selection based on data & personal goals Information about how the post-secondary education & training system works & how to access it

  18. Details of Student Led Conferences 15-20 minute conferences held annually in the spring Student scheduled, student driven Mentor helps student lead the conference

  19. So what? Or How do we know this effective?

  20. Schools that are using student led conferencing Adult turnout Data from Dan Barrett & Tim Stensager FPSD

  21. Percent of parents that agreed Student Led Conferences: Provide info on academic achievement 91% Help develop a plan for success next year 86% Help discuss future goals beyond high school 87% Was worthwhile 96% Should continue 95% Data from 6 implementing school districts over 4 years. -courtesy of Dan Barrett & Tim Stensager FPSD

  22. Data from Dan Barrett & Tim Stensager FPSD

  23. Why should we move in this direction? • Staff Beliefs & Attitudes…. • 42/43 staff members surveyed believe student achievement can increase through effective parental involvement. Narrative Statements from Data Carousel Fall 2005 Culture of poverty

  24. Why should we move in this direction? • Staff Beliefs & Attitudes…. • 41/43 teachers surveyed think student achievement can increase by close personal relationships between students & teachers. • Narrative Statements from Data Carousel Fall 2005

  25. Why should we move in this direction? Staff Beliefs & Attitudes…. Majority of staff strongly disagree that they communicate with parents often. Narrative Statements from Data Carousel Fall 2005

  26. Improvement to student portfolios… Why should we move in this direction? • The portfolio was poorly organized & I didn't always know what was going in to my portfolio. It was difficult to organize because I didn't have access to it before my senior year. • Comment from 2006 Senior Exit Survey

  27. Improvement to student portfolios Why should we move in this direction? I did not like the portfolio projects... they did not help me in any way to plan for my future. Comments from 2006 Senior Exit Survey

  28. Improvement to student portfolios Why should we move in this direction? • I never really worked on my portfolio to my best of my abilities, and it did not mean much to me so I couldn’t tell you what worked well or what should be changed. • Comments from 2006 Senior Exit Survey

  29. Improvement to student portfolios… Why should we move in this direction? • I barely ever used my portfolio. I also probably won't really ever use it anyway. • Comments from 2006 Senior Exit Survey

  30. Culture of poverty… “In practical terms, because children living in persistent poverty appear to be at greater risk for serious academic failure, their potential contribution to society remains limited.” From Ruby Payne’s A Framework for Understanding Poverty Why should we move in this direction?

  31. Culture of poverty… 50.8% of MBHS receive free or reduced lunch (Most recent data from 2004-2005 school year) Why should we move in this direction?

  32. Parent Connections… On average 30-35% of our parents come to parent conferences. (data collected from last few years of conferences) Remember…. Schools using SLC’s are averaging over 80% parent participation Why should we move in this direction?

  33. Student goals & post-high school choices…. What are our kids doing after high school? Why should we move in this direction?

  34. Based on averages collected from data in the last 10 years Collected by Sandi Madison through the Senior Exit Survey

  35. Number of Mount Baker High School Students attending any CC or TC in WA taking pre-college math Data collected from OSPI 2/13/06

  36. Number of Mount Baker High School Students attending any CC or TC in WA taking pre-college writing Data collected from OSPI 2/13/06

  37. Many pieces in place… Portfolio structure PRIDE Presentations Developed 13 year plan structure OSPI Grant Why should we move in this direction?

  38. What is this going to look like this year? Or How will this effect individual teachers?

  39. What is this going to look like this year? • Every teacher has 16-18 students in a mentoring group (from the same grade) • 12 mentoring session have been scheduled (equaling less than 400 minutes)

  40. What is this going to look like this year? • Lead teachers will help facilitate program • Lessons will be highly structured and purposeful • Team/committee will work on developing & refining lessons

  41. What is this going to look like this year? • Team/committee will research & do site visits to schools using SLC’s • Counselors monitor, oversee & collect data

  42. This is what we agreed to do? • Last spring 34 of 35 teachers agreed to move forward with this program • The consensus was to move slowly with this program

  43. This is what we agreed to do? • Results of Staff Survey • PRIDE 101 Name • 79% Really liked or kind of liked the name • 8% didn’t like it • 13% didn’t care

  44. This is what we agreed to do? • Results of Staff Survey • Site Visits to other schools • 41% interested • 25% maybe • 33% no

  45. This is what we agreed to do? • Results of Staff Survey • Piloting SLC’s • 38% interested • 28% maybe • 33% no

  46. This is what we agreed to do? • Results of Staff Survey • Staff comfort levels on teaching: • Goals: 89% comfortable or very comfortable • GPA: 76% comfortable or very comfortable • Credits: 43% comfortable or verycomfortable • Admin: 74% comfortable or very comfortable

  47. Year 2 & beyond • Team/committee train staff on SLC’s • Mentoring groups continue • SLC’s in the spring • Counselors monitor, oversee & collect data

  48. PRIDE Leadership Team Or The P.L.T.

  49. PRIDE 101 Leadership Structure Laura- administrative contact, professional development, grant management, budget, mentor, program development

  50. PRIDE 101 Leadership Structure Toby- counselor contact, logistics coordinator, data collection, OSPI contact, program development

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