Transitions In and Out of High School Colton High School www.colton.k12.or.us/chs
Presenters • Tom Crane, Principal • Allan Bruner, Teacher • Craig Casterline, Teacher • Larry Robbins, Teacher
Colton’s Journey • K-12 alignment of curriculum to content standards for “Certificates of Initial Mastery” benchmarks (1995) • “New Century School” (1999-2002) • “Exceptional High School (2002, 2003) • Certificate of Advanced Mastery implementation model (2002-2005) • Comprehensive Guidance and Counseling Model, Cohort A (2004-2007)
Since 1998: Five principals (including one single-year interim) • Since 1998: Four Counselors • Since 2005: Invited to become a “Gates Initiative School” in association with the International Center for Leadership in Education and the Council of Chief State School Officers • During the Gates Initiative: • Three building principals
Keys to Success • Teachers given freedom to innovate; • Administration content to allow teachers to innovate without micromanagement; • Key focus on teaching to emerging state and national standards; teachers working at the state level on development of standards and assessments • Key focus on assessing to emerging state and national assessments; • Always keeping student performance and success at the forefront
Teacher Innovation • Grant-writing in support of and proposals for new courses aligned to county and state economic priorities; • Team-teaching approach to core subject areas • Math/Science grants through NCTM • English/Social Studies Interdisciplinary planning for writing and reading • Spanish/Health Occupations for “medical Spanish” initiative • Horticulture/Environmental Sciences Partnership with Camp Colton Land Lab
Critical examination of benchmarking data to inform course offerings and even inform staffing patterns • Math hire in anticipation of meeting new math standards for all students a full three years prior to the action by State Board of Education. • Reshuffle of assignments in anticipation of advanced degrees and credit articulation with local community college.
Administrative Support • “What’s best for kids?” drives the discussion; • “What’s the data indicate?” drives the curriculum • “How can we use ‘best practices?’” drives the inservice agenda • “What do we want our students to know and be able to do?” drives our school improvement plan.
How it Works at Colton(The “Colton” Way) • Transitioning in to Colton High School: • Education Planning begins at middle school • Oregon CIS – My Plan: • 7th grade advisory • 8th grade Careers Class • Forecasting process and scheduling • Parent/Student information night • Freshmen Focus • Little Buddy/Big Buddy program • CHS Website • Teacher pages • Homework websites • Parent Assistant
Focus on Rigorous and Relevant Learning • CORR (Collaborating Online for Rigor and Relevance) • All core classes aligned to state and/or national content standards • Emphasis on students meeting proficiency on OAKS testing – CHS results • Credit for proficiency • Applied academics in CTE classes • Math in CTE • Variety of options for credit recovery • Community College • Plato options including summer school • Other online options
Stretch Learning • Interdisciplinary work and projects (e.g., Senior Project) • Enrollment in advanced coursework, including AP, ACC, and four or more credits in career pathway electives • Honors Diploma • Intro to Senior Seminar course teaches process for successful completion of senior project • 2nd semester junior year • CRLS • Essays • Workplace simulations • Post-secondary planning
Importance of Relationships • Harry Wong’s “First Days of School” • Win or lose your class in the first days of school • Expectations of student success • Consistent classroom management • Design lessons for student mastery • Understand how to assess learning • Relationship, Relationship, Relationship • “Raising Cain” gender differences in learning • Open door for student discussion about school culture • High school advisory program • High school leadership program • Student survey results
21st Century Skills • CRLS – assessed in each class: • Personal management • Problem solving • Teamwork • Communication • Essential skills – embedded in curriculum; piloting alternative assessment - WorkKeys: • Read and comprehend a variety of text • Write clearly and accurately • Listen actively and speak clearly and coherently
Transitioning Out of CHS Students leave with: • Clear understanding of who they are and their role as a self-directed learner, worker, citizen • Plan for post-secondary education/ training
Why does it work at Colton? • Original “small school” model • Continuous improvement model/fluidity • Sustainability • Staff buy-in