life after stage 5 - hstw presentation 4 8 2010 a

April 8, 2010

Stage 5 – Low performing Just getting students to pass the TAKS

Being a “dumping ground” campus

Attitude of complacency about student’s lack of ability

Negative public perceptions of Bowie High School

Eliminating the “dumping” of students that are outside of our attendance boundary

Smaller, double blocked core classes

More and “mandatory” tutoringHigher administrative presence Initialization of PLC’s

Preserving and enhancing the Bowie character

Changing the current perception of Bowie High School: Community and District

Higher expectations of students and teachers

Creating an academic culture Creating meaningful relationships

◦It’s not a program, these are data driven practices geared towards Bowie’s needs

◦Everyone has had the opportunity to provide input: all will participate in these changes

◦Teacher driven and student focused

◦Long term school goals and improvement

◦5 Rs: Results, Rigor, Relationships, Relevance and Responsibility

Review

Advisory and Guidance Committee

Rigor / High Expectations Committee

Transition CommitteeLiteracy Committee

Advisory period – 30 minutes every two weeks◦A separate class scheduled every other Wednesday

All certified personnel will be assigned 10 to 15 students for Advisory.

Curriculum is being finalized and training will be provided.

Failure is Not an Option: mandatory weekly tutoring.

Core teachers will submit a list of students who are falling behind/not mastering content.

Students will receive tutoring/make-up work for 1 hour during lunch on Fridays.

We will do trial runs during May to become more familiar with procedures.

Students will be required to keep a reflections journal◦Journal entries will be done daily in each class

◦Concise, 3-5 sentence entries◦May be summaries, questions, extension◦Common rubric will be provided

Supplemental Reading◦1 article per 9 weeks in each content area (to include electives)

◦Include an informal assessment of reading

We will analyze and adjust as the year progresses to make improvements and as needs change

Advisory and Guidance◦Follow groups of students until graduation

◦Increase parental involvement◦Instill intrinsic motivation through a mentoring relationship

◦Develop a sense of career paths and courses of study

Rigor and High Expectations◦Saturday school for students who have still not mastered content through mandatory lunch tutoring

◦Incorporate Project Based Learning and interdisciplinary projects

◦Students who fail due to lack of participation in FINO strategies will not be eligible for credit recovery and must take the course again

Literacy◦Year 2 focus: Writing paragraphs and essays

◦Year 3 focus: Writing reports

◦In connection with content areas/project based learning

Transitions◦Long term goals to include: 9th grade academies Summer bridge program

◦FISH Camp: Summer Bridge Camp

◦Ramp up courses to improve the promotion rate from 9th to 10th grade

◦Increased AP and Dual Credit course offerings and enrollment