PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org

Secondary School Reform (SSR)

Phase III Forums

February 3, 2010

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Prince George’s County Board of Education

Verjeana M. Jacobs, Esq., ChairRon L. Watson, Ph.D., Vice-Chair

Donna Hathaway BeckPat J. Fletcher

Heather IliffRosalind A. JohnsonR. Owen Johnson, Jr.

Linda Thornton ThomasAmber P. Waller

Edward Burroughs, III, Student MemberWilliam R. Hite Jr., Ed.D., Superintendent of Schools

and Secretary/Treasurer

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High School Clusters

CLUSTER 4

CLUSTER 5

CLUSTER 3

CLUSTER 2

CLUSTER 1

FIVE CLUSTERSDark Blue (CLUSTER 1)

Yellow (CLUSTER 2)

Light Blue (CLUSTER 3)

Pink (CLUSTER 4) Red (CLUSTER 5)

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Space Availability By Cluster

Cluster 1:

Schools Capacity Seats

Bowie 2,734 -279DuVal 2,254 575Eleanor Roosevelt 2,164 -558Laurel 1,870 -7

Total Capacity: -269 Seats

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Space Availability By Cluster

Cluster 2:

Schools Capacity Seats

Bladensburg 1,923 119High Point 2,253 64Parkdale 1,896 -276Northwestern 2,053 -490

Total Capacity: -583 Seats

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Space Availability By Cluster

Cluster 3:

Schools Capacity Seats

Central 1,118 30Fairmont Heights 1,139 189Charles H. Flowers 2,200 -456Largo 1,849 424

Total Capacity: 187 Seats

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Space Availability By Cluster

Cluster 4:

Schools Capacity SeatsFrederick Douglass 1,283 202Friendly 1,505 -22Gwynn Park 1,203 65Surrattsville 1,235 276Dr. Henry A Wise, Jr. 1,283 202

Total Capacity: 329 Seats

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Space Availability By Cluster

Cluster 5:

Schools Capacity SeatsCrossland 1,947 504Forestville 1,015 157Oxon Hill 1,902 -13Potomac 1,410 120Suitland 2,635 73

Total Capacity: 841 Seats

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Why do we need to reform grades 6-12?

• 23 out of 30 middle schools are in school improvement

• 11 out of 22 high schools are in school improvement

• 85% graduation rate

• Of the students that drop out, 57% of them are 9th graders

• Average SAT Score 1296 (National Average - 1509)

• Only 43% of students passed the Algebra HSA on the first attempt

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What is Secondary School Reform?

“Graduating every student college and workforce ready.”

Transforming the educational experience of all middle and high school students to ensure they are provided with the skills and competencies to compete in the 21st century.

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Secondary School Reform Team

• The mission of the Secondary School Reform Team is to design, implement, track and monitor curricular and instructional programs that move PGCPS substantially forward in graduating all students college and workforce ready.

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Secondary School Reform Team

Departments Represented

High School Consortium

Accountability

Curriculum and Instruction

Human Resources

Area Office

Student Services

Budget Office

Special Education

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Secondary School Reform Plan

DiagnosticDiagnostic

VisioningVisioning

PlanningPlanning

ImplementationImplementation

Where are we?

Where are we going?

How do we get there?

How do we get it done?

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Secondary School Reform Plan

• Based on best practices in secondary school reform research

• Includes a detailed profile of a PGCPS college/career ready graduate based on stakeholder input

(Stakeholder’s Meetings, Spring 2009)

• Addresses chronically low-performing schools

• Increases rigor in all courses to continue to move our students from proficient to advanced

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Secondary School Reform Plan

• Linked to existing PGCPS work where appropriate and relevant

• Includes a detailed program that reflects both academic and personal development of students

• Reflects both current financial realities and our hope for the future

• Long-term plan with a phased-in approach

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Secondary School Reform Framework

Four (4) Levers of Secondary School Reform*

• Raise Expectations

• Options and Opportunities

• Student Transition Success

• Empowered Teachers, Leaders and Schools

Empowered Teachers, Leaders

and Schools

Options and Opportunities

Student Transition Success

* Based upon the Advocacy Framework Model developed by the National High School Alliance (2005) and Chicago Public Schools Secondary Reform Framework.

Graduating Every Student College and Workforce

Ready

Raise Expectations

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Current Profile of a PGCPS Graduate

* MSDE requires that students be fluent in environmental literacy, financial literacy, and career awareness as a part of their becoming informed citizens. This knowledge will become a part of the course offerings and experiences currently in place PreK-12.

Subject AreaPGCPS Graduation

Requirements*State College System

MINIMUM Requirements

English 4 4

Mathematics

3 (1 Algebra, 1 Geometry,

1 optional course)3

(Algebra I, Geometry, Algebra II)

Science

3(1 in Biology

2 that include labs)3

(Two lab experiences)

Social Studies 3 3

Fine Arts 1 None specified

Physical Education 1/2 None specified

Health 1/2 None specified

Technology 1 None Specified

Foreign Language None 2

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Lever 1: Raised Expectations

PGCPS staff will raise their expectations of what our students can achieve.

• Revise current course and credit requirements– Profile of A Graduate sub-committee

• Redesign ILP instrument to better track academic progress (SY 2010-2011)

• Train and hold counselors accountable for enrolling students in rigorous academic coursework (SY 2010-2011)

• Provide information to students and parents about student course selection and college access (SY 2010-2011)

• Provide content specific training for parents through various mediums (SY 2010-2011)

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Lever 1: Raised Expectations (continued)

• Develop a strategic plan for creating a systemic college-going culture that begins in PreK (SY 2010-2011)

• Develop and implement advisories in all middle schools for transition grade (6th or 7th)

• Continue, monitor and adjust implementation of advisories in all high schools (SY 2010-2011)

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Lever 2: Options and Opportunities

All students will be provided quality educational options and equal access.

The County’s high schools have been divided into five (5) clusters basedupon geographic proximity.

Those clusters are as follows:

• Cluster 1 - DuVal, Roosevelt, Laurel and Bowie

• Cluster 2 - High Point, Parkdale, Northwestern and Bladensburg

• Cluster 3 - Flowers, Central, Largo and Fairmont Heights

• Cluster 4 - Wise, Douglass, Surrattsville, Friendly and Gwynn Park

• Cluster 5 - Potomac, Suitland, Forestville, Crossland, and Oxon Hill (SLC)

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Lever 2: Options and Opportunities (continued)

CLUSTER 4

CLUSTER 5

CLUSTER 3

CLUSTER 2

CLUSTER 1

FIVE CLUSTERSDark Blue (CLUSTER 1)

Yellow (CLUSTER 2)

Light Blue (CLUSTER 3)

Pink (CLUSTER 4) Red (CLUSTER 5)

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Lever 2: Options and Opportunities (continued)

• Each cluster may offer the following programs:1) Science and Technology2) International Baccalaureate3) Comprehensive Career and Technical Education (CTE)

Offerings

• Possible North and South Program Offerings:1) Visual and Performing Arts2) World Languages3) Non-Traditional High School Alternatives

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Lever 2: Options and Opportunities (continued)

Arts Media and Communication Graphic Design and Printing

Business Management, and Finance Business Administrative Services Accounting & Finance Academy of Finance Marketing Management

Construction and Design Carpentry Electricity HVAC Plumbing Masonry Architecture & Design (Drafting)

Engineering Technologies Pre-Engineering (PLTW)

Health & Medical Sciences Nursing Barbering Cosmetology Culinary Arts Hospitality and Restaurant Management

Human Resources Services Early Childhood Education Teacher Academy

Information Technology CISCO

Transportation Automotive Technology

Career and Technical Education (CTE) Offerings

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Lever 2: Options and Opportunities (continued)

• Receive community input on high school programs through the Phase III forums

• Survey students and families to solicit their input on high school programs

• Determine which programs are needed for each cluster

• Develop and implement the programs with equity across clusters

• Ensure that criteria for program entry is the same in each cluster

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Lever 2: Options and Opportunities (continued)

• Approve and support innovative schools of choice that expand opportunities (e.g., STEM Possibility Charter School, Spanish Immersion Program (K-8))

• Implement interventions to turnaround chronically low-performing schools

• Implement the Middle College Program

• Increase access to dual-enrollment offerings (SY 2010-2011)

• Increase access to credit recovery programs (SY 2010-2011)

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Lever 3: Student Transition Success

All students will successfully transition to the next educational level.

• Develop and implement 6th/7th and 9th Grade Transition and Personal Management Program (SY 2010-2011)

• Develop a model for on-going articulation between elementary, middle and high school (SY2010–2011)

• Provide tuition-based summer school for 6th, 7th and 8th grade students who have not yet met course outcomes

(SY 2010–2011)

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Lever 3: Student Transition Success (continued)

• Implement a quarterly “freshman on track” monitoring system

• Develop and implement a comprehensive dropout prevention plan (including habitual truancy) (SY 2010-2011)

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Lever 4: Empowered Teachers, Leaders and Schools

Develop staff capacity to enhance effective teaching and school–basedleadership.

• Develop master schedules that support common planning in the core content areas for middle and high schools

• Enhance collaborative/team planning, inclusive of frequent analysis of student work and formative assessment results

(SY 2010-2011)

• Develop systemic formative and summative assessments for non-HSA courses needed for graduation

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Lever 4: Empowered Teachers, Leaders and Schools

Provide, monitor and enhance professional development to secondary teachers in the following areas: (SY 2010-2011)

• Advanced Placement Potential• Adolescent Development • Capstone Projects for High School Seniors• College and Careers• Core Content Classes (Middle School Teachers)• Education That is Multicultural• Integrating Technology into the Instructional Program• Interdisciplinary Lesson Planning• Peer-to-Peer Support• Professional Learning Communities• Teaching Advanced Placement and International Baccalaureate courses

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Lever 4: Empowered Teachers, Leaders and Schools

Provide, monitor and enhance professional development to principals in the following areas: (SY 2010-2011)

• Identification and interventions for at-risk teachers

• Identification and interventions for at-risk students

• Implementing Advisories (Middle School Principals)

• Secondary Reform Model

• Culturally Proficient Schools

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Next Steps for the SSR Team

• Engaging additional stakeholders both external and internal– parents, community, students– principals, teachers, central office

• Phase III Forums– Jan 28th - Forestville HS– Feb 3rd - Gwynn Park HS– Feb 4th - Frederick Douglass HS– Feb 16th - Parkdale HS

• Defining success– Finalize metrics and determine data collection methods

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