on time graduation
DESCRIPTION
On Time Graduation. Weaving a Safety Net for Each Student Everett Public Schools 3/30/07. Goals. NCLB 85% of On-Time Graduates by 2014 Community/Parents 100% of their children right now Work Force Prepare students for entry into high skilled and high wage jobs College - PowerPoint PPT PresentationTRANSCRIPT
On Time Graduation
Weaving a Safety Net for Each Student
Everett Public Schools3/30/07
Goals NCLB
85% of On-Time Graduates by 2014 Community/Parents
100% of their children right now Work Force
Prepare students for entry into high skilled and high wage jobs
College Students ready to engage in college level
course work without remediation
High School Graduation
An Educational Mandate An Economic Necessity A Civil Right A Moral Imperative
On Time Graduation Task Force 2004
Members Counselors Teachers Administrators
Focus – Improving Graduation Rate Intervention Communication Data
On Time Graduation Task Force 2004
Recommendations Examine Policies and Procedures to eliminate
barriers to graduation Hire Success Coordinators to guide students
through the process Promote students by credit Increase opportunities for students to make-
up credit (summer and online) WASL Credit Recovery
Develop process to validate and track student data
Increase communications to parents about student progress
Four Challenges to Graduation 22.0 Credits
3.5 English 3.0 Math 2.0 Science 2.5 Social Studies 1.0 Art 1.0 CTE 2.0 PE/Health 0.5 Senior Seminar 6.5 Electives
WASL Reading Writing Mathematics Science (2010)
Argumentative Paper
Culminating Exhibition
Credits
Shared Data ModelDistrictSchool
Classroom
Credits District - Initiatives
Policy Revision Course Of Study Sequence Directed Athletics Washington State History at Middle School
IMS Parent/Student access Program Options – Available for credit retrieval
Summer School Online SHS Contract Learning
School - Initiatives Develop High School Graduation Plan at Grade 8 Transition Meetings Personal Contact with failing Students
Teacher - Initiatives Grading – Mid – Semester 1 ‘F’ Student tracking
District
Policy Revision Course Of Study Sequence Directed Athletics Washington State History at Middle
School
Recommendations Credits
English 3.5 Mathematics 3.0 Science 2.0 Social Studies 2.5*
World History 1.0 US History 1.0 Government .5
CTE 1.0* Info Tech .5 CTE .5
Credits Art 1.0 PE/Health 2.0* Senior Seminar .5 Electives 6.5
Recommendations (Continued)
Additional Changes Students must take English, Mathematics
and Science until they meet standard on the WASL
Students will have the opportunity to meet WA State History requirement in Middle School
Students will be able to earn up to 1.0 credit of PE by participating in Directed Athletics, Marching Band or ROTC
Recommendations (Continued)
Students who meet standard on the WASL will be allowed to retrieve a 0.5 credit of a previously failed course in the subject area of the test. Students can retrieve a 0.5 credit of English by meeting standard on the Reading WASL, a 0.5 credit in English be meeting standard on the Writing WASL, a 0.5 credit in Mathematics by meeting standard on the Mathematics WASL and a 0.5 credit in Science by meeting standard on the Science WASL.
Recommendations (continued)
Courses lower than Algebra will not count for mathematics credit. The usual course sequence for mathematics, will be Algebra, Geometry and Algebra II with Trig.
Courses lower than Coordinated Science will not count for science credit. The usual course sequence for science, will be Coordinated Science and Biology.
Recommendations (Continued)
Alignment of Current District Practices College/University in the High School Running Start Student TA’s Community Service
District
IMS Student/Parent Access Program Options – Available for
credit retrieval Summer School Online SHS Contract Learning
School
Develop High School Graduation Plan at Grade 8
Transition Meetings Personal Contact with failing
Students Success Coordinator/Counselors/Drug
Alcohol Interventionists Grading Practices
Classroom Academic
1F information provided to teachers Attendance
Tracking relationship between failure and attendance
Behavior Tracking relationship between behavior and
attendance Grading
Do grading practices reflect academic achievement, or attendance or behavior?
Intervention Focus – From Numbers to Names District
U-C-D School
1F to 6F’s Department/Classroom
Number of classes with failure rate over 25%
Course Grade Distribution
Jackson High School
From Numbers to NamesThe Power of Relationships
Single F Reports Teachers upload progress reports to
server The progress reports are available for
parents to review Teachers are asked to update progress
reports every two weeks at a minimum District has provided an application that
summarizes progress report data The application can be used to sort for a
variety of things I use it to determine the students that are
only failing one class
Single F Report Example
Single F Report
Teacher/course percent Peer percent Student Name and times on report Report is generated every two
weeks Historical data is collected by
teacher/course
Next Phases
Include survey material Collect reasons for students failing
Add a report for two F’s Decrease in single F’s leads us to
move to next stage
Processing Reports with Teachers
Administrator discussions about format of report and the use of the data
Decision to give peer comparison data Want teachers to be able to identify how
they compare to peers Planning period meetings to present
rationale for and the format of the report
Next Step
Teachers now have a report- what do they do with it
Identified Pyramid of Interventions during the 2005-2006 school
Our Pyramid of Interventions formalized opportunities we had available to us to support students
Jackson High School Pyramid of Interventions
Academic Intervention
2007-2006 funding prevented the use of the Academic In-School Suspension program and In-School Tutorial
Still in place was WAC Time, SSR Support, After School Tutorials(I-728 and PAS)
Planning period tutorials
Impact Upon Failing Grades Fall Quarter 2006
1170 failing grades were given First Semester Grades 2007
776 failing grades were given From November 1, 2006 to January
30, 2007 there was a decrease of 394 failing grades
This was a 33.7% decrease in failing grades
Impact on Failing Grades-Red/Yellow/Green Report (RYG)
RYG report is a graduation trajectory report of credits earned
Freshmen (first semester) Red- .5 and below Yellow- 1-2.5 Green- 3.0 and above
Sophomores (first semester) Red- 6.5 and below Yellow- 7-8.5 Green- 9.0 and above
Juniors (first semester) Red- 12.5 and below Yellow- 13 -14.5 Red- 15.0 and above
Impact on Failing Grades-Red/Yellow/Green Report (RYG)
Seniors (first semester) Red- 18.5 and below Yellow- 19 – 20.5 Green- 22.5 and above
Graduation Trajectory for the Class of 2009
0
50
100
150
200
250
300
350
400
Red Yellow Green
2006
2007
74
20
10880
348307
Graduation Trajectory for the Class of 2008
0
50
100
150
200
250
300
Red Yellow Green
2006
200798
77 86 90
266251
Graduation Trajectory for the Class of 2007
0
50
100
150
200
250
300
Red Yellow Green
2006
2007
132
78102
82
266 257
Data Needed for Interventions
Formative IMS System ‘F’ Lists to Teachers Challenging course enrollment Demographic Information Course Codes for comparing over
time
Data Needed for Interventions Summative
Red-Yellow-Green By School/District Student names
Course Grade Distribution Course/Teacher
Number/Percent of class with 25% or more failing
F and FINC Distribution Course and Teacher 1 to 6 Quarterly Summary
WASL Mastery and Course History
Recommended Procedure U-C-D data
Is your Data clean? Have you tracked down U’s?
Have clear record for course codes Allows for tracking and course histories
Identify Barriers to Graduation Use data to help teachers shift
perception about failing students Need to shift school district culture from
student failure to student success
Recommended Procedure (continued)
Establish Data Summary Points and which data will be consistently collected
Principal must ‘own’ and report to superintendent on progress toward improvement
R-Y-G baseline and summary at grading periods Review policies about grading, attendance and
graduation requirements to check for self inflicted wounds
Work with students to see every class as important, that credit matters and that graduation is possible
Develop Options for Credit Recovery
Recommended Procedure (continued)
Look for High Failure Rate classes Are they Barriers
What changes can be made to remove barriers while maintaining rigor
Graduation Requirements Other ways for students to earn credit
or make space PE WASL Credit Recovery
On Time Graduation
Role of Accurate Data U-D-C-T IMS-2
Real time data for student intervention Pentamation
Red-Yellow-Green Grade distribution Individual Class Failure Rates
U/D/C – Data Summary
CHS EHS JHS SHS Other Total
04-05 05-06 04-05 05-06 04-05 05-06 04-05 05-06 04-05 05-06 04-05 05-06
C1s 2 5 8 3 1 2 7 6 0 0 18 16
Ds 15 5 26 38 16 22 72 27 5 1 134 93
Us 148 138 22 42 65 44 251 100 24 46 510 370
Total: 165 148 56 83 82 68 330 133 29 47 662 479
Decrease 17 14 197 183
Increase 27 18
Next Steps:
Culminating Exhibition Annual Review of program Transition to IMS2 Continue Quarterly Meetings with
Principals and Superintendent Summer School Option for entering
12th grade students Last summer 44 incoming seniors
completed
Next Steps
Argumentative Paper Transition to IMS2 Integration of Argumentative Paper
with CCBA for Social Studies Continue Quarterly Meetings Continue tracking and extended
learning opportunities for completion
Next Steps WASL
Classes Learning Support Classes Segmented Math WASL Prep classes Extended Day Activities Continued Curriculum Alignment
Staffing Facilitators at Middle and High School Success Coordinators
Data Student Tracking WASL Course History Alignment
Next Steps Credits
Data Tracking - Students ‘F’ Distribution
Teachers/Success Coordinators/Drug Alcohol Interventionists
Red-Yellow-Green Student meetings and Grad Intervention Plans
Data Tracking – Staff ‘F’ Course Distribution Grade Distribution Professional Development – Grading Practices
Next Steps Technology
Continue U/D/T Dropout Tracking Process for continued monitoring
Develop an electronic transcript evaluation tool
Teacher, Counselor, Student and Parent Access
Develop an electronic 4 Year Graduation Plan
Teacher, Counselor, Student and Parent Access
Next Steps
Providing Challenging Options Increase access and enrollment
GEAR UP Summer Program
AVID Summer School – Accelerated Coordinated
Science
Increasing College in the High School Offerings in 07/08 – Social Studies
Next Steps
Attendance – Middle School Gateway/Eisenhower
Target students 70% - 85% attendance Goal to re-engage in school Provide school based incentives Tracking students and control group to
monitor success of program
Next Steps
Attendance (continued)
Gateway/North Counselors meet with students with 3 or
more absences in 3 week period Student contract Attendance support group
Next Steps
Evaluate Effectiveness of Attendance Interventions Expand if appropriate
Develop Appropriate Attendance Interventions for Elementary School
ProgressGraduation
Rates 2003 2004 2005 2006
CHS 74% 64% 64% 67%
EHS 64% 59% 69% 82%
JHS 71% 71% 78% 80%
SHS* 0% 3% 10% 8%
State 66% 66% 74% 67%
*Alternative School Graduation rate based on inflated enrollment mobility.
Progress
Graduation Rates 2003 - 2006
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
CHS EHS JHS SHS State
School
Perc
en
t o
f O
n T
ime G
rad
uate
s
2003
2004
2005
2006
*Alternative School Graduation rate based on inflated enrollment mobility.
Weaving the Safety Net Culminating Exhibition
Building CE Administrator Quarterly meetings District CE Handbook and Scoring Guide IMS as an instructional tool Accelerated CE Summer School Tutorial options
Spring Break WASL testing time Summer School
Argumentative Paper Track Paper Completion Opportunities to remediate Online Instruction Tool IMS as a Tracking Tool Align Skills Tutorial
Summer School Spring Break WASL testing
WASL Pre-takes – 9th Grade 10th Grade Summer and yearly retake options Record Results on Transcript Graduation Requirements
Enrollment in class until standard met PAS Plans
Student and Parent meetings Summer School
WASL Prep WASL Skills
Course History and WASL Mastery Lists
JHS Fall 2007 Red/Yellow/Green Grade 9 (Class of 2010) Grade 10 (Class of 2009) Grade 11 (Class of 2008) Grade 12 (Class of 2007)
Red Yellow Green Total Red Yellow Green Total Red Yellow Green Total Red Yellow Green Total
Fall Semester 2007 <0.5 1.0-2.5 >3.0 22 <6.57.0-8.5 >9.0 22 <12.5 13.0-14.5 >15.0 22 <20.0 20.5-22.0 >22.5 23.5
Number of Students 7 83 423 513 74 80 307 461 76 90 251 417 78 82 257 417
American Indian 1 3 3 7 1 1 1 3 2 0 1 3 0 2 1 3
Asian 0 5 85 90 9 6 66 81 12 11 55 78 11 10 64 85
Black 0 3 11 14 5 5 9 19 4 4 3 11 2 4 2 8
Hispanic 0 5 20 25 5 6 8 19 2 5 7 14 8 5 2 25
Multi 0 1 7 8 2 1 4 7 2 2 3 7 2 2 1 5
Pacific Islander 0 2 2 4 0 0 0 8 1 0 0 1 2 0 0 2
White 6 64 295 365 52 61 219 332 53 68 182 303 53 59 177 289
Socio Economic Status 4 19 37 60 11 7 22 40 15 11 16 42 16 7 14 37
From Numbers to Names
Taking District Summary data and making it operational Staff Presentation by District to frame
issue School Site Council Role Individual and group teacher
meetings
From Numbers to Names
Data Focus F Distribution Number and names of classes with
high failure rates Red-Yellow-Green Trajectory
Number of Graduates
From Numbers to Names
Data Results Number of Students with F’s in one or
more classes Total number of F’s given
Function of Credits earned Change in Red-Yellow-Green
Trajectory
Red-Yellow-Green 2006Fall Semester 2006 Red Zone % Red Yellow Zone % Yellow Green Zone % Green Total
Grade 9 (Class of 2010)
Number of Credits <0.5 1.0-2.5 >3.0 22
Number of Students 20 4% 108 23% 348 73% 476
Grade 10 (Class of 2009)
Number of Credits <6.5 7.0-8.5 >9.0 22
Number of Students 98 22% 86 19% 266 59% 450
Grade 11 (Class of 2008)
Number of Credits <14.0 14.5-16.5 >17.0 23.5
Number of Students 132 26% 102 20% 266 53% 500
Grade 12 (Class of 2007)
Number of Credits <22.0 22.5-24.5 >25.0 25.5
Number of Students 63 18% 92 26% 201 56% 356
Total Students 313 18% 388 22% 1081 61% 1782
Red-Yellow-Green 2007Fall Semester 2007 Red Zone % Red Yellow Zone % Yellow Green Zone % Green Total
Grade 9 (Class of 2010)
Number of Credits <0.5 1.0-2.5 >3.0 22
Number of Students 7 1% 83 16% 423 82% 513
Grade 10 (Class of 2009)
Number of Credits <6.5 7.0-8.5 >9.0 22
Number of Students 74 16% 80 17% 307 67% 461
Grade 11 (Class of 2008)
Number of Credits <12.5 13.0-14.5 >15.0 22
Number of Students 76 18% 90 22% 251 60% 417
Grade 12 (Class of 2007)
Number of Credits <20.0 20.5-22.0 >22.5 23.5
Number of Students 78 19% 82 20% 257 62% 417
Total Number of Students 235 13% 335 19% 1238 68% 1808
Red-Yellow-Green Comparison2006/2007 Comparison % Red % Red % Yellow % Yellow % Green % Green
Grade 9 (Class of 2010) 2006 2007 2006 2007 2006 2007
Number of Credits <0.5 <0.5 1.0-2.5 1.0-2.5 >3.0 >3.0
Number of Students 4% 1% 23% 16% 73% 82%
Grade 10 (Class of 2009)
Number of Credits <6.5 <6.5 7.0-8.5 7.0-8.5 >9.0 >9.0
Number of Students 22% 16% 19% 17% 59% 67%
Grade 11 (Class of 2008)
Number of Credits <12.5 <14.0 13.0-14.5 14.5-16.5 >15.0 >17.0
Number of Students 26% 19% 20% 22% 53% 60%
Grade 12 (Class of 2007)
Number of Credits <20.0 <22.0 20.5-22.0 22.5-24.5 >22.5 >25.0
Number of Students 18% 19% 26% 20% 56% 62%
Total Number of Students 18% 13% 22% 19% 61% 68%
High Failure Rate Classes
Classes Greater than 75 Students Greater than 25% failure rate
Spring 05/06 – 18 Fall Quarter 06/07 – 9 Fall Semester 06/07 - 0
F Distribution Fall 06 and Fall 07
Number of F'sTotal Number
of studentsTotal Number
of F's Total Number
of StudentsTotal Number
of F'sDifference in Students
Difference in Total Number
of F's
2006 2006 2007 2007
1 200 200 213 213 13 13
2 100 200 89 178 -11 -22
3 56 168 59 177 -3 9
4 44 176 35 140 -11 -36
5 35 175 23 115 -10 -60
6 23 138 20 120 1 -18
Total 458 1057 439 943 -15 -114