strategic school-wide intervention f oothill i ntervention r einforcement e nrichment

Strategic School-wide InterventionStrategic School-wide InterventionFFoothilloothill I Interventionntervention R Reinforcementeinforcement E Enrichmentnrichment

Comparison:Comparison: Suburban Middle Class California SchoolsSuburban Middle Class California Schools

High School AAPI – 766Hispanic API - 721SED API - 723% UC/CSU Ready - 17%% Attending 4-Year – N/A% of Students > 3.0 – 39%% of Students < 2.0 - 27%% of 9th < 2.0 – 33%

High School BAPI – 916Hispanic API - 863SED API - 858% UC/CSU Ready – 60%% Attending 4 Year – 60%% of Students > 3.0 – 69%% of Students < 2.0 - 10%% of 9th < 2.0 – 7.4%

Foothill HistoryFoothill History

• Established in 2000

• Magnet School – Health Science & Communications

• No Entrance Criteria

• Random Lottery of All Applicants

• College-Prep Curriculum for All

• Modified Block Schedule

Foothill DemographicsFoothill Demographics

Enrollment: Enrollment: 940940

FemaleFemale49%49%

MaleMale51%51%

HispanicHispanic19%19%

Socio-Economic Socio-Economic DisadvantagedDisadvantaged

14%14%

Foothill Academic PerformanceFoothill Academic Performance• Ranked 6th in California on the API – 916• Growth of 150 points in five years• Hispanic and Socio-economic Disadvantaged API

– Foothill: 858 and 863 – CA State: 616 and 621

• Foothill Subgroups would be Top Fifty in CA / Approximately 100 points above CA White API

• Statewide and Similar School “10” the last six years• 100% CAHSEE pass rate• 2007 Silver Medal – US News and World Report

YEAR 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007

School wide 766 807 864 885 896 916

Asian N/A N/A N/A N/A N/A N/A

Hispanic 721 754 817 842 857 863

White 782 822 873 893 902 915

SED 723 N/A N/A 830 845 858

California Top Twenty HSCalifornia Top Twenty HSSchool API PEL SED% Ethnicity Growth

Whitney* 981 4.17 10 84% Asian 10% White -6

Oxford* 981 3.93 17 68% Asian 21% White 4

California M&S* 942 3.45 41 39% Asian 30% Hispanic 9

Lowell* 938 2.86 35 71% Asian 15% White 4

Mission San Jose 927 4.45 3 78% Asian 18% White 5

Foothill Technology 916 3.65 14 69% White 19% Hispanic 29

Troy* 914 3.97 1 50% Asian 31% White -10

Lynbrook 911 4.46 2 74% Asian 22% White 10

San Marino 911 4.17 1 68% Asian 28% White -10

Campolindo 908 4.44 0 82% White 13% Asian 5

Miramonte 905 4,44 0 75% White 18% Asian 12

Saratoga 903 4.70 1 50% Asian 46% White -3

Pacific Collegiate* 902 4.39 0 78% White 11% Asian -10

Monta Vista 900 4.54 1 69% Asian 28% White -1

Gunn 899 4.52 4 53% White 36% Asian 14

La Canada 895 4.49 0 65% White 29% Asian -3

Piedmont 895 4.58 0 67% White 23% Asian -13

Acalanes 893 4.40 0 80% White 14% Asian 4

University Fresno* 891 4.22 3 61% White 17% Hispanic 2

Palo Alto 883 4.48 5 62% White 21% Asian -4

Foothill WASC GoalsFoothill WASC Goals• Align Curriculum to State Standards• Expand AVID and Renaissance School-wide• Provide Appropriate Intervention Strategies• Expand Course Offerings in Health Science,

Communications, and Technology• Appropriate Placement of Math Students using

Diagnostic/Data Approach• Continue Towards Full Integration of Curriculum• Establish Benchmark Assessments in All Subject Areas

Key Components of SuccessKey Components of Success

Abolish “Private Practice” “Culture of Collaboration” – Structured Weekly

Collaboration for Staff AVID Culture and Strategies School-wide Renaissance Program Fully Implemented –

Incentive Based vs Rule Based Top Notch – Highly Skilled Teaching Staff Commitment towards implementing Integrated

Curriculum Strategic School-wide Intervention using Data

Link Crew - Boomerang ProjectLink Crew - Boomerang ProjectYearlong Freshman Transition ProgramYearlong Freshman Transition Program

Freshman Advisory ProgramFreshman Advisory ProgramAdlai Stevenson HSAdlai Stevenson HS

Student Directed Learning PeriodStudent Directed Learning PeriodFoothill Technology HSFoothill Technology HS

““First Contact!”First Contact!”

• Peer mentors trained• Orientation planned• Incoming freshmen

get a call from their assigned mentors

• Each incoming student personally invited to new student orientation



Selina “Phone Call to New Freshman About Orientation”“Hi, Student! My name is Selina and I am a FIRE crew mentor at Foothill Technology High School. I’m calling to remind you about the orientation that is on the 15th at 8. You need to wear comfortable clothes because it’s going to be a fun and active day. Any questions? Alright…I am looking forward to seeing you. Bye, have a nice day!”

New Student New Student OrientationOrientation


Assembly & Group Assembly & Group Break Out SessionsBreak Out Sessions


Mentors Work with Advisory StudentsMentors Work with Advisory Students


Advisory Focus for Grade 9sAdvisory Focus for Grade 9sIntervention Focus for Grades 10-12Intervention Focus for Grades 10-12

Help Available for All StudentsHelp Available for All Students

Student Directed Learning PeriodStudent Directed Learning PeriodFoothill Technology HSFoothill Technology HS

Pieces of the Puzzle

Peer Mentors

Faculty

Coordination

Facilities & Schedule

Facilities and Scheduling

• Administrative Vision

• Bell Schedule

• Staff & Funding• Advisory Room

Assignments Based Student Need

Facilities & ScheduleFacilities & Schedule

Student Directed Learning

Foothill Intervention, Reinforcement & Enrichment

End of day

Middle of the day

Grade level & course–based assignment

Random assignment of teachers

Not all students participating

All inclusive

Purposeful

Well-meaning

Trained peer mentors

No help for teacher

Monday Tuesday Wednesday Thursday Friday

1 1 2 1 2

2

Break

3 3 4 3 4

4

Lunch FIRE FIRE FIRE FIREExtended Lunch 11:21-12:21 – Regular Lunch 11:51-12:21

5 5 6 5 6

6

Collaboration2:00 – 3:00

7 / Sports 7 / Sports 7 / Sports 7 / Sports

Staff & FundingStaff & Funding• Coordinator

– Paid prep period via FTEs

• Supervision– Not assigned advisory period

roster – available to monitor

• Staff Development– Summer Institute– Summer staff “Meet & Greet”– Link Crew training for

Coordinator/Supervision

• Peer Mentor Training– On Campus Facilities Use– Minor expenses (supplies &

treats)– T-shirts & orientation materials

Advisory Focus for Grade 9sAdvisory Focus for Grade 9sIntervention Focus for Grades 10-12Intervention Focus for Grades 10-12

Help Available for All StudentsHelp Available for All Students

Facilities and Scheduling

• Administrative Vision

• Bell Schedule

• Staff & Funding• Advisory Room

Assignments Based Student Need

Facilities & ScheduleFacilities & Schedule

Coordination

• Eligibility Requirements• Access to Records• Flexibility in Organization

Coordination

Incoming Freshman

Class

Quarter 1Orientation, Advisory

Quarter 2Advisory, Intervention

Quarter 3Intervention


3.5 + GPA

3.0 + GPA

Drop below 3.0 GPA

Extended Lunch

11:21-12:21

Freshmen are eligible for Renaissance Program…if their weighted GPA is 3.0 and higher.

Grade 9sEligibility

*Advisory Requirements tied to campus Renaissance Program

Sophomores, juniors and seniors with

2.0 GPA or lower from previous semester





2.0 + GPA and .5 improvement

Drop below 2.0 GPA

Upperclassmen are eligible for Renaissance Program…if their weighted GPA is 3.0 and higher or if they have improved their GPA by at least .5


Drop below 2.0 GPA


Drop below 2.0 GPA

Extended Lunch

11:21-12:21

Grades 10-12Eligibility

*Advisory Requirements tied to campus Renaissance Program

Access to RecordsAccess to Records

More interventions

Fewer grade level classes

Coordination

• Eligibility Requirements• Access to Records• Flexibility in Organization

Coordination

Faculty

• Commitment & Buy In

• Facilitation of Advisory Period

• Planning for Intervention

• Reorganization Based on Needs

Faculty

Vehicle by which we provide intervention opportunities

Advisory Facilitation by StaffAdvisory Facilitation by Staff

• Timeliness – Students & Peer Mentors• Environment – Quiet & On-task Behaviors• Work Ethic – Materials Brought & Academic Focus

Numbered seats in this

area for drop-in

students

Assigned seats in this area for enrolled

students

Front Door

Advisory materials

““Typical” Day in AdvisoryTypical” Day in Advisory• Students arrive quietly• Report to assigned seats• Take out agendas & passes

for peer mentor to check• Take out academic

materials to work on• Peer mentors monitor and

interact– Providing assistance or

guidance as needed– Working quietly to provide

role modeling– Intervening when

inappropriate behaviors occur

Intervention Focus for All GradesIntervention Focus for All GradesHelp Available for All StudentsHelp Available for All Students

Cat Gaspard, Math DepartmentCat Gaspard, Math Department

• Semester 1– Algebra 1 Math

Intervention group for grade 9s

– CAHSEE Intervention group for grade 11s

• Semester 2– Open math labs for all

course levels Cat Gaspard, Math Department“On Algebra 1 Math Intervention”“The benefits of the algebra 1 FIRE intervention have been off the charts. I have opportunities to work with students outside of class on homework, test corrections and, the best part, is offering them a one-on-one opportunity to learn with the FIRE mentors and volunteers from National Honor Society. I believe that if some of those students didn’t have the FIRE opportunity, they wouldn’t have done so well in algebra 1.”

Wendi Butler, Science DepartmentWendi Butler, Science Department

• Semester 1– Biology Intervention– BioScience Open Lab

• Semester 2– Open Science Labs for

every course level

Kaylen “On Working with FIRE Students”“When I’m helping students…part of the good thing about being in 11th grade is I’ve been through a lot of things they are going through. A specific example is that I’m in the BioScience Academy, and when they ask about it, it’s really cool to be able tell them the details that I never knew until I was actually in the academy.”

Wendi Butler, Science Department “On Biology Intervention”“In biology, what we’re doing is that students that get a D or an F on certain standards on a biology test are sent to me, Mrs. Butler, and I go over the material that they had the issue with in lecture format. What I like about it is that they’re hearing a different voice who is explaining it a different way. I don’t use any Powerpoints, I just explain, I can answer questions. And they also are having a teacher explain it to them that is not their instructor so they don’t have that relationship of someone giving them a grade. I’m a little less threatening in that way so I think that been really helpful with the ninth graders. I also back up the biology teachers and tell them about studying and that it’s important. So they are hearing the same thing from somebody else and are hearing it a different way. That’s what I like about it.”

Faculty

• Commitment & Buy In

• Facilitation of Advisory Period

• Planning for Intervention

• Reorganization Based on Needs

Faculty

Peer Mentors

• Selection

• Training

• New Student Orientation

• Advisory Assignments & Mentoring

Peer Mentors

Why Peer Mentoring?Why Peer Mentoring?


Allison “Why Chose to Be a Mentor”“My name is Allison Clark. I’m a ninth grade FIRE crew leader currently. I chose to be a FIRE leader really because I wanted to help the new freshman coming in, to get them going on good study habits, and also get them acquainted with the school and what not, and our activities and everything, and get a feel for the schedule and the way we work.”

Kaylen “Why Did I Want to Be a FIRE Leader”“Hi, my name is Kaylen Reed and I am also a ninth grade FIRE leader. I chose to be a FIRE leader because my freshman year I really liked my FIRE leader, and she really inspired me. Because when I came in, I didn’t really know anybody at all and it was terrifying and it was really cool to have someone to look up to like that.”

Allina “On Being a Role Model”“I have this younger cousin and she’s a sophomore. We were discussing her education the other day and she’s told me before that she looks up to me and I ‘m her role model, if you will. Everything I’ve experienced throughout my four years, she might in the future, and I just want to be there to guide her through it. I enjoy helping people and what better people than my own peers. I help them, my students, if they are having trouble in school, at home, with teachers. I mean, I remember setting up this one-on-one meeting with one of my students and their teacher and discussing ways of improvement, to better the situation I know that my students look up to me. I’ve learned to be patient with them. We’ve hit roadblocks but we always manage to get through them together. They’ve inspired me to never give up. When they have trouble with something, they push forward and get through their slump. I love it when they ask questions because I know they’re trying. We’re like this little family and we’ve gotten to know each other pretty well. I know that they know that they can come to me with anything.”

FIRE Crew Leader Training– FIRE Coordinator leads spring seminars– FIRE Crew handbooks, hand-outs, guidelines– Regularly scheduled seminars throughout year– Weekly newsletter

Link Crew Training– Orientation handbooks for spring/summer training– Follow up sessions for advisory/academic lessons

Campus AVID Coordinator– Participates in (4) FIRE Crew training seminars in Fall– FIRE Crew leaders implement strategies in advisory

• Agenda use & learning logs, binder organization and checks• Cornell note-taking, inquiry and peer tutoring

Roles of FIRE CrewRoles of FIRE Crew• Bonding activities for the group• Enforce expectations & on-task behavior• Check agendas & approve passes• Grade checks & mentoring/tutoring• Serve as a role model• Provide information about FTHS• Teach study/organization strategies

Realities of Peer MentoringRealities of Peer Mentoring

Kaylen “On Difficulties of Being a FIRE Crew Leader”“The difficult part about being a FIRE leader is when your students don’t respect you because you’re just a peer. You’re not really seen as a teacher authority. And that’s really hard, but basically, you just have to put your foot down and really don’t joke around and mess around and give them a reason to think that you’re just some buddy, some friend. You’re really there to help them.”

Allison “Favorite Part of Being a Mentor”“I’d have to say my favorite part about being a mentor is the feeling of achievement when a student gets out, or they finally understand their homework, or they just pick up the skills that they need to succeed.”

Kaylen “On Favorite Part of Being a FIRE Crew Leader”“My favorite part of being a FIRE mentor is, just basically, when they ask you questions…they kind of show that they respect you…and they care about what you think…they ask your opinion… ‘What’s this like?’ ‘How’s this?’, ”What do I do for this?’. I think that’s really cool.”

Peer Mentors

• Selection

• Training

• New Student Orientation

• Advisory Assignments & Mentoring

Peer Mentors

Pieces of the Puzzle

Peer Mentors

Faculty

Coordination

Facilities & Schedule

Passion For Teaching – Develop a culture of continual improvement

Move from a “private practice” model to a collaborative model

Develop standard aligned curriculum in all subject areas – Equity for all students

Provide connection for students through meaningful and motivating programs that recognize and reward student efforts

Benchmark assessments developed collaboratively and linked to standards

Collaborative lesson development based on routine benchmark data

Appropriate intervention strategies, based on data, implemented to meet students differentiated needs

School Progression “Good to School Progression “Good to Great”Great”

Steps Towards A Professional Learning CommunitySteps Towards A Professional Learning Community

Strategic School-wide InterventionStrategic School-wide InterventionFFoothilloothill I Interventionntervention R Reinforcementeinforcement E Enrichmentnrichment

strategic school-wide intervention f oothill i ntervention r einforcement e nrichment

Documents

white gunn8994

ca white api statewide

hispanic api

sed api

data slide

high school b api

renaissance schoolwide

similar school