Rock Island High School

Striving to Meet the Needs

Of 21st Century Learners.

“Enrichment”Presentation

April 3rd, 2012

Rock Island High SchoolRock Island High SchoolFocus Team – New Daily Focus Team – New Daily

ScheduleScheduleSIT Members: Michelle Lillis, Anthony McConnell, Chris Elsberg

Team Members: Craig Allison, Anna Diaz, Jon Catterton, Chris Dyer, Scott Dyer, Steve Ebner, Dori Foster, Chris Gabany, Andy Gray, Thad Hoover, Troy Joseph, Joanne Quinlin, Nikki Regan, Bob Smith, Mike Smith, Susie Stark, Shari Thompson, Dan Trenary, Kim Vankirk, Scott Voigt, Julie Woods

Why make a change to Why make a change to the school day? the school day?

FOR OUR STUDENTS!!

More Reasons to Make a More Reasons to Make a ChangeChange“If you do what you’ve always done, you will “If you do what you’ve always done, you will get what you’ve always gotten.”get what you’ve always gotten.”

~American Author, Tony Robbins~American Author, Tony Robbins The demanding and rigorous new Common Core Standards. Expectations for student learning.Expectations for teachers and

administrators. PARCC Test – Coming 2014/15 The New Teacher Evaluation tool

At least 30% of evaluation depends on student achievement

The Danielson ModelThe Danielson Model

Domain 1: Planning and PreparationCommon Planning will increase opportunities to demonstrate

proficiency in this category.

Domain 2: The Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities

Common Planning provides many opportunities to demonstrate proficiency in professional responsibilities. Time constraints in our current daily schedule may limit those opportunities.

One Simple Goal: One Simple Goal: Help our studentsHelp our students

How?

1.Providing extra assistance during school hours.2.Creating flexibility to address the diversity of our students and their needs. 3.Providing teachers common time to

coordinate instructional practices and analyze student data.

Proposal for RIHSProposal for RIHSTime Schedule Adjustment50 min periods 4 min. passing

7:45-8:30 Enrichment8:35-9:25 1st9:29-10:22 2nd

10:26-11:16 3rd 11:20 – 11:45 A11:49 – 12:14 B 4th 12:18 – 12:43 C

12:47 – 1:37 5th 1:41 – 2:31 6th 2:35 – 3:25 7th

What does this schedule What does this schedule do?do?Creates an early morning period

followed by our current 7 period schedule. 1 early period a week used for

common planning.1early period a week determined by

administration. (eliminates early out Wed.)

3 early periods a week used for student Enrichment and Support. (Failing students are required to attend – based on midterms until next grading period)

Compare…

M,T,Th,F1st 53 minutes2nd 533rd 524th 525th 556th 527th 53

Wednesday1st 42 minutes2nd 423rd 424th 425th 556th 417th 41

Every Day45 minutes

1st 502nd 503rd 504th 545th 506th 507th 50

RIHS Currently Daily Schedule Proposal

1) This proposal provides greater continuity for students and teachers alike. On Wednesdays student/athletes will not have to leave school for an hour and return for practices. All practices will begin immediately after school every day.

2) Actual teacher contact time with students on current schedule is 1785 minutes/week and 1770 minutes/week with the new proposal a difference of less than minute (~26 seconds) on average per class per week.

Student Benefits of Enrichment Student Benefits of Enrichment PeriodPeriod

(Many of these Opportunities help students stay in class)(Many of these Opportunities help students stay in class) Address Student Failures Computer Access Library Services Opportunities to Work on

Group Projects NHS Student to Student

Tutoring Make Up Tests/Labs/PE

etc Career Mentoring

Seminars College Rep. Visits College Application

Assistance Financial Aid Assistance NCAA Eligibility

Assistance

Illinois Virtual Schools Black Hawk Online

Courses Plato Skill Building Plato Online Courses More Effective Use of BIT

Teams Better Opportunities for

All Teachers to be Involved in IEPs

ELL Placement Testing Student Lead

Conferencing Counseling –

registration/advising The Opportunities are as

Great as Our Imaginations

Pros:Pros: 1st period – Students motivated to keep from failing to start

later Consistent daily schedules – no early out Wednesdays Time to plan with department and cross curricular.

◦ Early morning period can be flexible based on the needs of the students and the school

Flexibility for science lab classes Teachers available for student help during contract time Students still offered 7 classes Students who are failing are required to attend help

sessions 1st period Research show positive effects of starting school later Research also shows PLC’s support increased student

achievement Support of RIHS Administrators Minimal contract issues Support of focus team Cost neutral

"The engine that drives high student achievement is teacher teams working collaboratively toward common curriculum expectations and using interim assessments to continuously improve teaching and attending to students who are not successful.

~Kim Marshall- Principal Recruiter and Trainer

Data Teams/Professional Data Teams/Professional Learning Communities Learning Communities

Time Frame for Possible Time Frame for Possible ImplementionImplemention April 4th - Present details of plan to staff April 5th and 6th - Q&A for Staff April 9th - Present to Community - RIHS Little Theater 6PM

April 10th - Informational Presentation to the Board April 11th - Present to Community - MLK Center 6PM April 11th - Seek RIHS Staff Approval April 28th - Seek Board Approval May 2nd - Begin Staff Development on Professional

Learning Communities. Month of May - Student Informational Sessions if Approved Summer 2012 - Data Team Leaders’ Professional

Development 2012-2013 - Pilot New Schedule

Survey:Survey: (23 teachers in (23 teachers in focus group)focus group)

I am in favor of moving forward with plan as it is presented. Unanimous

I prefer time schedule: #1 – 50 min/4passing/45 min plan/add 5 min.#2 – 53 min/5passing/30 min plan/add 12 min.#3 – 53 min/4passing/30 min plan/add 8 min.#4 – 50 min/4passing/40 min plan/add 0 min. Unanimous

We should pursue initiating the plan for 2012/2013. 19 yes 4 no

We should continue to investigate other options. 3 yes 20 no

We should change the schedule. Unanimous

Student SurveyStudent Survey

I prefer this proposed scheduleto the current ScheduleYes 60% No 40%

I or my peers would take advantage of the opportunities offered by the Enrichment period.

Yes 68% No 32%

Research – Late StartResearch – Late Start

“Delaying the start of the school day by just a half hour was associated with teenagers getting more sleep and an increase in their alertness during class, among other benefits, according to a study at one private high school.”~By Todd Neale, Staff Writer, MedPage TodayPublished: July 05, 2010

Research Showing Positive Effects Research Showing Positive Effects PLCs on Student AchievementPLCs on Student Achievement

“Researchers (Hughes & Kritsonis, 2007) selected a sample of schools from a database of schools with staff who had attended PLC workshops and that were possibly implementing PLCs. The mean length of time that sample schools (n=64) reported functioning as a PLC was 2.5 years. During a three-year period, 90.6 percent of these schools reported an increase in standardized math scores; 81.3 percent reported an increase in English/language arts scores between 5 points and 26 points.”

“Case studies of three elementary schools showed that during a five-year period, students from minority and low-income families improved their scores on state achievement tests from less than 50 percent proficient to 75 percent proficient. Strahan (2003) conducted interviews to examine the role of a collaborative professional culture on instructional improvement and found that working collaboratively in PLCs was a characteristic of these schools”.

“Phoenix Union High School District, Arizona (as reported in Beyond the Book, n.d.). About half of the students enrolled in algebra were earning Ds or Fs, and only 17 percent of students met the Arizona state algebra standards. PLCs were established in 2003 to address student needs. Results in 2005 showed an increase in math standards scores-an increase from 17 percent to 53 percent in students passing, and an increase in the number of students taking algebra (3,800 students compared to 1,800 students).”

“San Clemente High School, California (as reported in Buffum & Hinman, 2006; Hinman, 2007). Faculty formed PLCs to answer three core questions posed by DuFour (2004): "What is it we want students to learn? How will we know if they have learned it? What do we do if students have not learned it?" Teachers analyzed data and developed a pyramid of interventions to address student needs. In five years, the failure rate for sophomore, juniors, and seniors declined from 33 percent to 18 percent. The failure rate for freshman declined from 41 percent to 20 percent. Further, the pass rate on the high school exit exam rose from 63 percent to 93 percent.”

Resources:Resources: THE EFFECTS OF PROFESSIONAL LEARNING COMMUNITIES

ON STUDENT ACHIEVEMENT -John M. Burdett, B.S., M.E

http://digital.library.unt.edu/ark:/67531/metadc12089/m1/1/high_res_d/dissertation.pdf

What Does the Literature and Emerging Research Tell Us About the Benefits of PLCs? – The Center for School Reform and Improvement

http://www.centerforcsri.org/plc/literature.html Teens Benefit when School Starts Later By Todd Neale,

Staff Writer, MedPageToday http://www.medpagetoday.com/Pediatrics/GeneralPediatrics/21020