Sharing What WorksCasey County High School

Stephanie Massey

Susan Stringer

Casey County High School

Casey County is a rural low-income community in south central Kentucky that has been designated as a “distressed community” by the Appalachian Center at the University of Kentucky. Generations of school-age parenting, failure to complete high school, lack of employability skills, few jobs with living wages, and welfare dependency have created conditions of disadvantage and inequity for many Casey County children and families. The 2008 ranking on the Kids Count Child Well-Being composite placed Casey County 96th out of the state’s 120 counties.

Casey County High School is located in Liberty, Kentucky. With a student population of 669 and a free and reduced lunch rate of approximately 70%. Casey County High is the only high school in the county. In 2008, the district’s Educational Needs Index (ENI) was the 97th highest among Kentucky’s 120 counties (Kentucky Council on Postsecondary Education).

• 48.5% of population ages 16-64 are functionally illiterate (literacy levels I or II) [Kentucky Council on Postsecondary Education]

• 15.2 % of population ages 16-19 are not enrolled in school and not working (Kentucky Kids Count Census Data)

• 24.7% of population ages 16-19 are high school dropouts (Kentucky Kids Count Census Data)

• 40.8% of population ages 18-24 are not high school graduates (Kentucky Kids Count Census Data)

• 42.6% of adult population has neither a high school diploma or a GED Certificate as compared to a state rate of 25.9% and national rate of 19.6% (Kentucky Postsecondary Education Profile 2006-07)

• Median Family Income $21,580 versus state median family income of $33,672 (Kentucky Postsecondary Education Profile 2006-07)

• Death rate from Lung and Bronchial Cancer is 101.2 (Ky. rate – 80.0 National rate – 55.0) per 100,000 population [kentuckyhealthfacts.org]

• Prevalence of diabetes – 16% (Ky. rate – 9% USA rate – 7%) [kentuckyhealthfacts.org]

• 38% of students ages 12-14 live below poverty level (Ky. Kids Count)

• 16% of students below age 18 live below 50% of poverty level (Ky. Kids Count)

Our Journey

KPREP Math Results for CCHS

2007                       26.99% P/D

2008                       36.36% P/D

2009                       47.88% P/D

2010                       53.76% P/D

2011 62.3% P/D

2007 2008 2009 2010 20110

10

20

30

40

50

60

70

% Scoring Proficient/Distinguished

% Scoring Proficient/Distinguished

ACT & PLAN Data

2010 2011 2012 2013 2014 2015

Explore 14.4 14.2 15.1 15 14.3 14.9

Plan 15.4 16.5 15.7 17.1 16.2 NaN

ACT 17.8 18.6 18.7 19.4 NaN NaN

2.5

7.5

12.5

17.5

22.5

ACT Improvement

Explore

Plan

ACT

Graduating Class of

Sco

res

Mathematics Classes at CCHS• Algebra I & II

• Applied Algebra I & II

• Geometry

• T-Courses (ACT Prep)

• Precalculus (dual credit) Fall Semester – College Algebra – 3 hours Spring Semester – College Trigonometry – 3

hours

• Calculus Fall Semester – Elementary Calculus Spring Semester – AP Calculus AB

What track do our students take?

Standard Diploma• Algebra I (9th)

• Geometry (10th)

• Algebra II (11th)

• ACT Prep (12th)

Pre-College Diploma• Algebra I (8th or 9th)

• Geometry (9th or 10th)

• Algebra II (10th or 11th)

• Precalculus (11th or 12th)

• Calculus (optional – 12th)

Who has to be involved to make a program successful #1 Student

#2 Teachers

#3 Department

#4 Administration

#5 Parents

#6 Site Based Council  

Site Based Decisions• Pre-Cal as a requirement for pre-college

diploma

• Established a school schedule so ALL TEACHERS of math content have same planning periods

• Purchase of new calculators & ZOOM200

• Allotted department chair additional planning period to establish common assessment and assessment/data review and to lead PLC's.

• established MAP as the assessment for baseline data to band students for intervention and for specific math classes.

• until this year, we established math intervention classes

• increased the number of math collaboration classes with special education

• purchase of new math textbooks

• approved EOC training for math teachers

• 20% as a grade on EOC

• count ACT/Plan as part of the students grade

Intervention & MAP

Dual Credit Program & AP

Students can leave with 13 college hours in math alone!!!

Technology

• Document Cameras

• LCD Projectors

• TI-84 & Nspire Calculators & Presenters

• ZOOM 200

• iPads

Department Strategies

PLC’sLearning ChecksMAP DataCommon Assessments (2

weeks)Test Analysis & Re-takesFormative AssessmentsNAGS RuleSHARE!!!

Analyzing Data

Analyzing MAP

Aligning Standards

Common Core Deconstruction

Quality Core Training

Quality Core Test Pool & Blueprint

ACT Standards

AP Syllabus

College Standards

Learning Targets

Setting Goals for our Department

• Goal #1 – Reduce Novice & Increase Proficient & Distinguished

• Goal #2 – to be above state average on KCCT & ACT

• Goal #3 – To be top 10% on KCCT

• Goal #4 – To be top 15% ACT

• Goal #1 – all students reaching 19 or above on ACT

• Goal #2 – all students meeting college & career readiness in math

• Goal #3 – increase 3 points or more from PLAN to ACT for all students

Then Now

Teacher “Buy-In”

•District-wide initiative Accountable Attitude Believe Celebrate Determined Enthusiastic Focused Gratitude Happy Imagination

Teacher “Buy-In”

•Continuous Training – Teaching Strategies

•PLCs are team centered

•Conferences & Workshops

•PIMSER – Appalachian Teacher Project

Student “Buy-In”

• Encouragement & Caring

• Student – Teacher Relationships

• You can do better – test re-takes

• That’s not acceptable – a no “no effort” policy

• Student Reflections & Corrections

• Five Habits of MindEfficacyConsciousnessCraftsmanshipFlexibility

Where are we now?Our new challenge

• Current Juniors & Sophomores have numerous GAPS in their math experiences.

• We no longer have math intervention classes.

Our plan…

• Extensive review of 7th – 9th math concepts on a daily basis. We are asking site based council to consider making an Algebra 1.5 to be taken along with Geometry.

• Taking advantage of collaborating teachers and student aids to do continuous intervention.

More Challenges - AP

Plan for AP Score Improvement

• Work out a job shadowing schedule ‘after’ AP testing.

• If job shadowing cannot be scheduled after testing… design a plan to get ALL AP students back for review.

A glimpse of our math program