One High School’s Journey to Springboard Implementation

1. One High School’s Journey to Springboard Implementation College Board Forum 2006 Atlantic High School Volusia County Schools Port Orange, Florida

2. Promoting Access and Equity • Purpose • Increase enrollment of low socio-economic minority students in advanced programs of study in middle and high school • Increase success in post-secondary educational programs for all students

3. School Board Goals • 50% of standard diploma students in each high school will graduate with one or more AP or IB course. • The percentage of African American, Hispanic and low socio-economic students enrolled and academically successful in advanced programs of studies will mirrorthe racial, ethnic and socio-economic distribution of the district.

4. Promoting Access and Equity • College Board Initiative • 6th year of implementation • Programs • PSAT – AP potential – collaborative analysis • Springboard • Pre-AP Strategies Training • AP Student Review Sessions • Participation in College Board Conferences • AVID • Differentiated Diploma

5. The Role of the Principal Establishing a school culture that demands and expects rigorous standards for all students. A Case Study at Atlantic High School

6. Setting High Expectations • Atlantic High School • 4x4 Block Schedule /90 minute classes • Florida A+ Grade C • 85.4 % Graduation Rate/Exceeds State and District • 1.1% Dropout Rate/Below District and State • 41% Mobility • 18% Exceptional Student Education • 23% Free and Reduced Lunch • 92% Attendance Rate

7. Setting High Expectations • 1535 Students Grade 9-12 • 72% Caucasian • 21% African American • 4% Hispanic • 2% Asian • 1% Multi Racial • Graduate Future Plans • 28% 4 year College/University • 52% 2 Year Junior College • 3% Business and Tech School • 7% Military • 3% Workforce

8. Setting High Expectations • SAT Date – 10 Years • Verbal 466-493 • Math 442-491 • Positive Trend – Room to improve • Number of AP Courses Offered – 10 Years • 6 - 12

9. Setting High Expectations • Curriculum Leadership Role • Attend summer conferences, workshops, seminars • Participate in curriculum mapping • Be active in department meeting • Meet one-on-one with young teachers • Set clear expectations for teachers • Provide on going support and encouragement

10. Setting High Expectations • Support Staff Development /Training • Encourage faculty to attend conferences, training, workshops, curriculum development meetings • Provide resources (accommodations at conferences) to allow faculty to participate (substitutes) • Plan visits in classroom when teachers are away • Encourage teachers to seek leadership roles at state and national level

11. Setting High Expectation:Implementing Springboard • Springboard Curriculum • Get teachers involved in curriculum mapping • Listen to concerns • Help solicit responses to concerns • Promote curriculum on campus • Be in the classroom/observe lessons • Talk about what you see/generate discussion • Provide needed resources

12. Setting High ExpectationsExpanding the AP Program • Advanced Placement • Access and equity/break down barriers • Encourage all faculty to look for the “diamonds in the rough” • Seek out faculty/increase the opportunity to expand the number of AP offerings on campus • Support ongoing teacher staff development training • Hold AP meetings with faculty to discuss issues or concerns relevant to the school and students (i.e…new programs, mater schedule issues, AP scores, grade inflation) • Academy Expectations

13. Setting High Expectations:Student/Parent Involvement • Student Parent Involvement • Family/Student Registrations • Strong guidance department • Promote on-line resources ( College Board) • AVID

14. SpringBoard Mathematics English-Language Artsconnecting to college success

15. Elements of SpringBoard

16. Thematically organized units build on each other and anticipate future units.

17. Mathematics “All Boxed Up”

18. Elaine has started her own business selling shipping materials, including boxes and Styrofoam packing peanuts. She has named her new business All Boxed Up. She knows that her box supplier charges her ½ cent per square inch of surface area for each box. Elaine knows that she can determine the surface area of a box by adding the areas of each of the six faces of the box (front, back, top, bottom, left side, and right side). Since she knows she will have to do this for many differently sized boxes, she wants to see if she can find a pattern that will help shorten her work. See if you can help Elaine find the pattern.

19. Elaine is stocking a new box that is 24 inches long, 12 inches wide, and 10 inches high. Make a recommendation to Elaine regarding a price for this size box. • Remember that her box supplier charges her ½ cent per square inch of surface area for each box. Be certain to explain how you arrived at your recommendation.

20. Elaine has a customer who needs a box with a volume of 12 cubic inches. The customer wants to know what size box is the least expensive to buy. Recall that the price of the box is based on its surface area. Assume that the dimensions of the box are whole numbers. • What size box do you recommend that Elaine’s customer buy? Write a report to Elaine that shows your work and explains your recommendation.

21. Mathematics • 2 dimension, 3 dimension • Units of measure • linear, area, volume • Formulas • Deriving, using • Area, Surface Area, Volume • Decimals • Fractions • Vocabulary • Net, cube, side, face, prism, rectangular prism • Minimizing

22. Setting the Stage

23. Scaffolding for Success • Vocabulary • Area • Cubes, Length of edge, Area of face, Surface Area, Formula • Rectangular Prism • Volume

24. ELA Level V Cultural Conversations

26. Writing • Reading • Oral Literacy (ELA) • Problem Solving (Math) • Collaborative

27. Strategies • Many of the strategies SpringBoard incorporates into its program have been around for a long time. • The unique aspect about the SpringBoard program is that these strategies are compiled into each unit and throughout the six levels of the program.

29. A Sample Writing StrategyQuickwrites • Question - What are Quickwrites? • Answer – Quickwrites are a timed writing, typically 5-7 minutes where a student responds to a prompt. They are required to write the entire time, writing down anything that they are thinking of related to the prompt.

30. Sample Quickwrite Prompts • What is the significance of your name? • How do you act differently at school compared to how you act at home? • Who or what makes you laugh?

31. Sample Quickwrite Prompts • Write about a time when you lied to someone or someone lied to you. • Who do you respect? • My family is…. • Write about a time when you either did or did not live up to an expectation that your parents OR another family member had of you.

32. Activity • Who do you respect? • Share Responses • Student samples

33. Student Responses • Philip’s individual response • Dax’s various responses • This particular strategy allows ALL students to respond to the prompt

34. Standards for All Boxed Up • Geometry • Properties, attributes, models of plane and solid figures • Problem Solving • Representations • Communication

35. Measurement • Problem Solving • Representation • Communication • Reasoning and Proof

36. ELA “I Am From Poem” • Reading • Respond to text and put text in context • Connect text to world knowledge

37. Writing • Engage ideas and audiences through texts • Writing to discover and learn

38. Question – How are students assessed to determine whether they have learned the various strategies and skills in each Model Instructional Unit?

39. Sequenced Diagnostic Assessment • Diagnostic Assessment • Class Assessment Report • Embedded Assessment • Teacher Made Assessments • Student Portfolio

42. Multi-genre Essay Level VI Unit 3 • After reading Into the Wild, students are required to write a multi-genre essay, that includes a minimum of 5 genres. This essay could be about any American they know or have previously known. • Examples of genres to be included in essay are quotes, excerpts, photos, prose, poetry, personal letters, eulogies, and newspaper articles. • A variety of genres are required in order to demonstrate the influences and effects of time, culture, and the historical events of the person that has been researched.

44. Student Achievement

45. Building a Consensus • Building a team to support the plan • Create district-school partnership with easy access to district support • Superintendent/School Board • District Specialists, not supervisors • Principal meeting updates and training • Curriculum administrators meetings and training • Staff Development for teachers • School district, state, national

46. Building a Consensus • Collaborative Team Analysis of Student Placement • Data for Decision Making • District Developed reports and training • Data Warehouse access for administrators and teachers • Empowerment of Teachers • Springboard Teams • Vertical Team Meetings • Teacher-Developed Curriculum Maps • Advanced Placement Bonus and Supplement • AP Diploma Teacher Leaders at each high school

47. Lessons Learned • Non-Negotiables for Success: • PSAT • Commitment to Rigorous Curriculum • Eliminate basic classes • Provide acceleration and support options for students • Focused Academic Counseling • Student focused placement and scheduling • Commitment to ongoing, high quality training for teachers AND administrators • District-provided resources and support • Flexibility in the plan design • Honest frank discussions • No Pain, No Gain

49. Thank you and have a great day Ron Pagano Principal Atlantic High School Kathy Gibbons Assistant Principal Karen Hanson English Language Arts Bonnie Fenwick Mathematics