Holyoke Public Schools Local Stakeholder Group (LSG)

Transcription

1 Holyoke Public Schools Local Stakeholder Group (LSG) Meeting 4, June 17, 3-6 PM Picknelly Adult & Family Education Center

2 Agenda for Today Welcome Review of 6/10 meeting notes Review of meeting norms Secondary Schools discussion Review of draft recommendations Closing reflections 2

3 Norms: How We Will Work We will encourage full participation and listen respectfully to all LSG voices We will check for understanding We will balance advocacy with inquiry We will make recommendations that are affordable, sustainable, and scalable 3

4 Secondary Schools discussion Vionette Escudero, Barry Bacom Dean Vocational Technical High School Jeffrey Hayden Holyoke Community College Bill Ennen UMASS Amherst and Holyoke High School 4

5 Dean Vocational Technical High School Vionette Escudero Barry Bacom

6 Dean Tech Project/Model Project Based Learning (PBL) th -10 th All school PLC s Career Technical Education (CTE) Student Services NTN ECHO Platform Data Inquiry Cycle Mastery Connect Group Protocols Critical Friends Embedded Academics Project Creation Interventions FLEX Credit Audit Student Individual Plans 6

7 Turnaround Practice Domains Leadership, shared responsibility and professional collaboration Intentional practices for improving instruction Student-specific supports and instruction to all students School Culture and Climate 7

8 Leadership, shared responsibility and professional collaboration Educator Plans and Goals are common throughout the building and are aligned to the work of the PLCs. Leaders and teachers are jointly committed to and have assumed shared ownership and collective responsibility for improving student achievement and a professional environment is one of mutual respect, teamwork, and accountability. Examples: PLC agendas and minutes; Learning Target and Assessment analysis forms, reflection protocol, and flow chart; PLC observation data; PLC and coaching session videos; and T3TL professional development

9 Leadership, shared responsibility and professional collaboration Learning Walk Protocols and Schedule, sample observation feedback, and learning target formative assessment analysis Humanities team members scheduled common planning Partnership with WSU Leaders and teachers jointly committed to, and assuming shared ownership and collective responsibility for, planning for differentiated re-teaching.

10 MCAS practice has also shown improvement, based on both Dean s rigorous mastery standards as well as historical MCAS cutoffs 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percent of students achieving mastery 1 February through April 13% 15% Pre Test Post Test 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percent of students achieving proficient/advanced 2 February through April 51% Pre Test 77% Post Test 1 Mastery based on achieving a score of 80% 2 Proficiency/advanced based on achieving a score of 48%, the most recent MCAS cutoff for 10 th grade 10

11 MCAS practice has yielded positive results in Dean s SWD and ELL populations as well 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percent of ELL students achieving proficient/advanced 1 February through April 17% Pre Test 75% Post Test 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Percent of SWD students achieving proficient/advanced 1 February through April 55% Pre Test 73% Post Test 1 Proficiency/advanced based on achieving a score of 48%, the most recent MCAS cutoff for 10 th grade 11

12 In ELA, mastery has been increasing slowly month by month ELA percent of students achieving mastery by assessment 70% 60% 50% 40% 30% Dec: avg = 35% 35% Feb: avg = 32% 33% 30% 31% March: avg = 38% 34% 31% 35% 60% 33% 50% 31% 20% 10% 0% 12

13 Leadership, shared responsibility and professional collaboration Decision making protocol Feedback Sessions Hawk Talk (online newsletter) Open SILT and Admin PLC meetings School leaders engage in a shared planning and decision making process. Formal structures and opportunities for fostering staff input into school decisions and initiatives are in place and are used effectively to build relationships and two-way communication across 13

14 Leadership, shared responsibility and professional collaboration PD & PLC materials Ideal Graduate Profile School leaders have a defined and communicated theory of action or vision along with established goals and interim benchmarks to drive the priorities identified in the Turnaround Plan. 14

15 Intentional practices for improving instruction PLC agendas and minutes, professional development materials, project plans, etc. Ongoing collective review and use of student data to inform instructional strategies and use of resources. 15

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18 Student-specific supports and instruction to all students Data Inquiry Cycle Summary FLEX Intervention planning and implementation Academic Interventions Credit Audits Student Individual Plans 18

19 School Culture and Climate Two year comparison of all infractions and suspensions The code of conduct and student handbook Student Support Plans with progress monitoring PD materials focused on schoolwide expectations Student Support Plans Infractions Suspensions Students Students

20 Challenges to our Success Improve the level of first-time instruction Strengthen student recruitment and enrollment Change the public perception of Technical Education Improve the technology infrastructure Impact multi-year trend of low attendance rates 20

21 DTHS/ Secondary School Recommendations Alignment between both High Schools Modernize Technical programs to align to STEM careers Strategic Technical and Academic teacher recruitment Continue data inquiry cycle and tiered support structures 21

22 Holyoke Community College Jeffrey Hayden

23 Enrollment and Performance of Holyoke Public School Students at Holyoke Community College Spring 2015 Report for School Principals and Superintendents June 16, 2015 Data Notes: Holyoke High School (HHS) and Wm. J. Dean Technical High School (WJDTHS) Recent High School Graduates = Class of 2014 unless noted Data collected by HCC I. Enrollment: HCC s overall enrollment has been on declining trend as a correction to the enrollment spike in 2010 Over the last 5 years, on average 93 HHS students have enrolled at HCC; 38% of all HHS graduates for the same period of time Over the last 5 years, on average 23 WJ Dean HS students have enrolled at HCC; 36% of all WJDTHS graduates for the same period of time 23

24 II. College Readiness: HHS students requiring Developmental Math 80% (All students = 76%) HHS students requiring Developmental English 57% (All students = 41%) WJDTHS students requiring Developmental Math 93% WJDTHS students requiring Developmental English 81% III. College Retention: HHS Course Completion Rate 68% (All students = 71%) HHS Retention from Fall to Spring - 77% (All students = 78%) WJDTHS Course Completion Rate 60% WJSTHS Retention from Fall to Spring 63% HHS students HPA GPA (Mean and Median) 2.00 and 2.30 respectively (All students = 2.01 and 2.30) WJDTHS students HCC GPA (Mean and Median) 1.56 and 1.65 respectively IV. Graduation and Transfer: HHS over the past 5 years has averaged 59 graduates/year from HCC WJDTHS over the past 5 years has averaged 12 graduates/year from HCC HCC transfers 67% of all graduates; HHS 60%; WJDTHS 55% 24

25 HCC Objectives In accordance with its College Priorities HCC seeks to: Increase access to college by better meeting the changing needs and demographics of the region; Increase retention and reduce achievement gaps through enhanced student support with strategies (research informed) aimed at student success; Expand and explore options to help underprepared students to become ready to do college-level work as quickly as possible; and, Assess and respond to the region s workforce needs by developing career pathways that provide opportunities to the unemployed, underemployed, those with limited educational attainment and those seeking career advancement. 25

26 HCC Participation Reviewing the Holyoke Public School student data juxtaposed to HCC s College Priorities, the college will: Maintain and enhance its Avanza 2 College effort; Scale up HCC s College Access pilot at Dean Tech to include Holyoke High School (peer mentoring, college activities, study skills and more); Work with the district to expand dual enrollment efforts including the Gateway to College program; Continue to work with the district to form career pathways from HHS and WJDTHS to HCC, specifically in Healthcare; Manufacturing (STCC); Hospitality and Culinary, Information Technology, STEM, Early Childhood and others (3+2 model); Explore the Development of a Teacher Academy for Holyoke Residents with incentives for a commitment to Holyoke; and, Connect HCC and HPS Math and English faculties in order to discuss opportunities to make students more ready for college-level work. 26