Transitions In and Out of High School

Colton High Schoolwww.colton.k12.or.us/chs

Presenters

Tom Crane, Principal Allan Bruner, Teacher Craig Casterline, Teacher Larry Robbins, Teacher

Colton’s Journey K-12 alignment of curriculum to

content standards for “Certificates of Initial Mastery” benchmarks (1995)

“New Century School” (1999-2002) “Exceptional High School (2002, 2003) Certificate of Advanced Mastery

implementation model (2002-2005) Comprehensive Guidance and

Counseling Model, Cohort A (2004-2007)

Since 1998: Five principals (including one single-year interim)

Since 1998: Four Counselors Since 2005: Invited to become a

“Gates Initiative School” in association with the International Center for Leadership in Education and the Council of Chief State School Officers

During the Gates Initiative: Three building principals

Keys to Success Teachers given freedom to innovate; Administration content to allow teachers

to innovate without micromanagement; Key focus on teaching to emerging state

and national standards; teachers working at the state level on development of standards and assessments

Key focus on assessing to emerging state and national assessments;

Always keeping student performance and success at the forefront

Teacher Innovation Grant-writing in support of and proposals

for new courses aligned to county and state economic priorities;

Team-teaching approach to core subject areas Math/Science grants through NCTM English/Social Studies Interdisciplinary planning

for writing and reading Spanish/Health Occupations for “medical

Spanish” initiative Horticulture/Environmental Sciences Partnership

with Camp Colton Land Lab

Critical examination of benchmarking data to inform course offerings and even inform staffing patterns Math hire in anticipation of meeting

new math standards for all students a full three years prior to the action by State Board of Education.

Reshuffle of assignments in anticipation of advanced degrees and credit articulation with local community college.

Administrative Support “What’s best for kids?” drives the

discussion; “What’s the data indicate?” drives

the curriculum “How can we use ‘best practices?’”

drives the inservice agenda “What do we want our students to

know and be able to do?” drives our school improvement plan.

How it Works at Colton(The “Colton” Way)

Transitioning in to Colton High School: Education Planning begins at middle school

Oregon CIS – My Plan: 7th grade advisory 8th grade Careers Class

Forecasting process and scheduling Parent/Student information night

Freshmen Focus Little Buddy/Big Buddy program CHS Website

Teacher pages Homework websites Parent Assistant

Focus on Rigorous and Relevant Learning CORR (Collaborating Online for Rigor and

Relevance) All core classes aligned to state and/or national

content standards Emphasis on students meeting proficiency on

OAKS testing – CHS results Credit for proficiency Applied academics in CTE classes

Math in CTE Variety of options for credit recovery

Community College Plato options including summer school Other online options

Stretch Learning Interdisciplinary work and projects (e.g.,

Senior Project) Enrollment in advanced coursework,

including AP, ACC, and four or more credits in career pathway electives Honors Diploma

Intro to Senior Seminar course teaches process for successful completion of senior project 2nd semester junior year CRLS

Essays Workplace simulations

Post-secondary planning

Importance of Relationships Harry Wong’s “First Days of School”

Win or lose your class in the first days of school Expectations of student success Consistent classroom management Design lessons for student mastery Understand how to assess learning Relationship, Relationship, Relationship

“Raising Cain” gender differences in learning Open door for student discussion about school

culture High school advisory program High school leadership program Student survey results

21st Century Skills CRLS – assessed in each class:

Personal management Problem solving Teamwork Communication

Essential skills – embedded in curriculum; piloting alternative assessment - WorkKeys: Read and comprehend a variety of text Write clearly and accurately Listen actively and speak clearly and coherently

Transitioning Out of CHS

Students leave with: Clear understanding of who they are

and their role as a self-directed learner, worker, citizen

Plan for post-secondary education/ training

Why does it work at Colton? Original “small school” model Continuous improvement

model/fluidity Sustainability Staff buy-in