High Schools That Work Technical Assistance Visit

1
High Schools That WorkTechnical Assistance Visit

• Furr High School
• October 30 November 1

2
My Personal Journey, and A Personal Invitation.

• SREB builds on strengths, using data
• SREB provides the framework, but Furr provides
  the individualization
• SREB allows staff members to connect to a network
  of similar schools who are trying research-based
  improvement initiatives
• SREB allows staff members to learn and grow
  professionally
• The more you do, the more you CAN do. The more
  you enable your students to do, the higher your
  professional capacity is.

3
What Does This Mean to Me?
4
School Dynamics

• Im already doing my best, and being successful
  with my students, so whats in it for me?
• I just do my thing in my classroom. I cant
  control the entire school.
• Im too new at this to be expected to do
  everything.

• There are so many challenges, its often
  overwhelming.
• The pressure of TAKS is what drives me most.
• If I can just get my kids to graduate, Ive done
  my job.
• Ive been doing this so long. I cant change.

5
Some progressive thoughts

• If I join a focus group, maybe Ill learn
  something useful and meet new colleagues.
• If I push my students to be lifelong learners,
  shouldnt I be the same?
• Is there a better way out there?
• Using wise practices makes everyone wiser.
• I wont allow myself to be the barrier to
  progress.
• The best and worst thing about teaching is that
  you can always learn more, do more, achieve more.

6
The Furr Potential

• Furr is
• Caring and nurturing
• Innovative
• Intelligent
• Well-staffed
• Committed to excellence
• Improving

• Furr can be
• Exemplary
• Focused
• Successful for ALL students
• Setting the standard for research and wise
  practice
• THE BEST!

7
HSTW Technical Assistance Visit

• Snapshot as seen by those external to your
  school. The team
• Interviewed students, teachers, parents,
  administrators and others
• Observed classrooms
• Reviewed data and plans
• Heard presentations
• Review of school and classroom practices
• Baseline data
• Use as a tool to further school improvement work

8
Thank You

• Team Members
• Site Coordinator and Administrators
• Teachers and students
• The team wants to specifically recognize the
  students for their polite, positive attitudes.
  They were welcoming and undistracted by our
  presence.

9
TAV Team Members

• Scott Warren
• Rose Avalos
• Bena Kallick
• Robert Lann Perkins
• Lurlean Dixon
• Robin Raibon
• Kevin McDonald

• Saralyn Richard
• Martha Quijano
• Debra Rimmer-Majorca
• Willie Spencer
• Jean Hall

10
Components of theTAV Report

• Promising Practices
• Next Steps
• Challenges and Action Steps

11
Promising Practice Increasing expectations and
providing extra help

• Daily objectives and student work were posted in
  most classrooms.
• In a state where athletics is often emphasized,
  the Furr Super Stars are prominently displayed
  in the main entrance in caps and gowns.
• Most teachers kept students involved in lessons,
  not permitting anyone to opt out.
• High expectations were evident in cosmetology and
  CAST classes, where math and science concepts
  were being taught.
• One teacher said, I care about how many of my
  students complete college, not how many go. I
  try to give projects that require the high level
  work to prepare students for life.
• Several high level lessons and assignments were
  observed, especially in the magnet school
  classes.
• Smart boards were in use in several classrooms.
• Furr has hired a new math teacher to pull out
  repeated failed students for test preparation
  tutorials during the second semester. One math
  teacher had tutorial times posted on his door,
  and an English teacher provides re-teaching and
  extra help during 6th period daily. Another math
  teacher invites students to use calculators and
  work on their homework in his classroom during
  lunch periods.
• The REACH program provides credit recovery
  opportunities, and several regular teachers cross
  over to work with REACH students during the
  school day.
• Life Skills students are given assistance in
  searching for jobs and writing resumes by an
  employment director.
• The 2006 TAKS (Texas Assessment of Knowledge and
  Skills) scores for Furr made AYP (adequate yearly
  progress). YAY!!!

12
Promising Practice Continuous review and
revision of the academic and career/tech
curriculum to meet student needs

• The CAST program has an alliance with the
  American General Contractors Association and an
  internship with Baylor University. Building
  trades classes are receiving OSHA training for
  certification in December.
• The dual credit computer maintenance students are
  working toward A certification.
• Another dual credit course in math is offered in
  cooperation with Houston Community College.
• The AVID program expectations and strategies are
  being used in ESL, PE, and other classes.
• Coop students have jobs as Shell, Exxon, the
  Houston Chronicle, banks, and other institutions.
  
• Literacy strategies, including the use of lexiles
  to evaluate reading materials throughout the
  school, have resulted in eliminating textbooks in
  favor of a standards-based curriculum, and the
  use of literature and poetry in the ESL classes.
  
• Classes in Russian are producing students who are
  successfully competing at the state level.
• An English teacher, who noticed his students were
  having difficulty understanding humor in the
  written word, developed a unit in understanding
  written humor, culminating in a project
  illustrating mastery of the concepts.
• Two social studies teachers had students engaged
  in gubernatorial debates and pictorial riddles of
  famous Americans.
• Daily journals were also required in several
  classes.

13
Promising Practice Several examples of students
engaged in challenging learning

• Interdisciplinary lessons
• There was an art-English integrated project in
  one classroom.
• CAST classes were planning to build a fountain on
  campus, using English and math in its creation.
  High level math formulas were in use. Students
  were competing with their various designs the
  winning design will be used.
• One social studies class has no tests, only
  projects and essays. A student said, We do real
  stuff in here, not book stuff.
• There was an integrated BCIS-science-math
  project.
• Integration of technology
• Smart boards were in use in several classes of
  different disciplines.
• Social studies class was doing research reports
  in four stages. The final stage was a Power
  Point.
• Cosmetology class uses five computers.
• Some classes incorporated music, Power Points,
  movie clips in student presentations.
• One class used EdMark software as enrichment.

14
Promising Practice Several examples of students
engaged in challenging learning, continued

• Cooperative learning
• Lots of examples of students working in
  pairs/groups in English and science.
• AVID and REACH used common instructional
  practices.
• Social studies class used animated, interactive
  discussions.
• Life Skills teachers were giving excellent
  training in housekeeping tools, following
  directions, and controlling emotions.
• Advanced literacy and numeracy strategies across
  the curriculum
• Use of Cornell notes, graphic organizers,
  pictorial representations of concepts, timelines.
• World history class defined paganism, using
  literacy strategies.
• Social studies class presented pictorial clues to
  describe famous Americans, attempting to stump
  the class and teacher with riddles.
• Cosmetology students were required to do a daily
  journal related to a real-world setting.
• High level assignments and assessments in
  English, plus commendations and recommendations
  for improvement.
• Debates about gubernatorial elections were held.
• Advanced assignment and assessment in dance
  students performed and interpreted at high
  levels.

15
Promising Practice Commitment to developing a
Guidance and Advisement System

• Efforts are underway at FHS to improve guidance
  and advisement to meet the needs of students and
  their parents.
• FHS has a Go Center to encourage a college-bound
  culture.
• REACH assignments have career orientations.
• There is an ESL Parent Liaison who meets with
  parents, takes students to the Go Center, and
  advises students and parents about college
  matters.
• A second counselor and a college access
  coordinator have been hired to assist in creating
  a college-bound culture.
• Advocacy and Expedition sessions meet weekly to
  provide adult mentoring to students in
  mixed-grade groups.

16
Promising Practice Teachers have support of
system of school leaders

• School and district administration are providing
  quality leadership and support to improve student
  achievement.
• The leadership team participated in a
  mountain-climbing event in Colorado, from which
  came the schools philosophy and mission
  statement.
• To provide support for an instructional focus and
  embed professional development, the
  administrative structure was reorganized from one
  principal and two assistant principals to a
  principal and a team of professionals with
  various tasks.
• Weekly book study creates common terminology and
  ideas.
• The bi-weekly academy meetings and tri-weekly PLC
  meetings provide opportunities for exchanges of
  ideas and common practices.
• The weekly gathering allows participants to
  reflect on specific topics, as well as to
  celebrate successes and reaffirm philosophy and
  goals.
• Principal appoints teachers to an Instructional
  Council, which meets to improve instruction in
  all classrooms.
• All leadership team members have been trained in
  and use Carolyn Downeys reflective walkthrough
  strategies.
• There is a nurturing environment for teachers.
  Those struggling are given extensive help in
  lesson planning, classroom management, and other
  professional development topics.
• Board member expressed full support for any
  initiatives that would enhance student
  achievement at Furr.
• Leadership team members expressed a willingness
  to work hard, work late, work on weekends,
  whatever it takes to make Furr students soar.

17
Next Steps Planned by FHS

• Take advantage of professional development from
  David Ramirez on how to use data (INOVA).
• Build a Fine Arts magnet school for 2007-08.
• Investigate implementing the Project Lead the Way
  course sequence as a high level C/T program.
• Train teachers on more effective use of Smart
  Boards.
• Expand the use of Achieve 3000 program.
• Expand the AVID program strategies to include the
  entire school.
• Participate in SIOP training to improve student
  readiness for college-preparatory coursework.
• Develop leadership among staff members, including
  teacher-leaders and administrators, to improve
  support and sustainability of all school
  improvement initiatives.

18
Challenge 1 To create a college-readiness
culture for all students by raising academic
expectations across the school.

• Set a goal to have 85 percent of graduating
  students complete a solid academic core add
  higher-level courses, such as dual credit, pre-AP
  and AP courses
• Revise course offerings to ensure that all
  courses prepare students for college and career
  success
• Institutionalize the AVID ideals for all
  students, across all curricula
• Implement a redo policy and a re-teach policy
• Work through the College Access Coordinator to
  train teachers on college readiness checklists,
  writing recommendations, conducting SAT
  preparation activities, and preparing FAFSA and
  other financial aid forms.

19
Challenge 2 Engage students in rigorous
instruction in all classrooms.

• Deepen the schoolwide literacy focus through the
  use of SREB literacy goals and implement a
  school-wide plan for improvement in literacy
  across the curriculum.
• Establish demonstration classrooms.
• Provide staff development in the areas of asking
  higher level questions and cultivating higher
  level answers (Lynn Ericksons Structure of
  Knowledge, Socratic seminar, project-based
  learning, and integration of academic and
  vocational instruction).
• Continue to provide lesson planning training for
  those who need it.
• Have all teachers present their best lessons at
  department and PLC meetings on a rotating
  schedule.
• Set expectations for follow-up use of staff
  development strategies.

20
Challenge 3 Create an improved guidance and
advisement system, including a comprehensive
counseling/guidance system.

• Create a true developmental counseling program in
  which counselors and advocates
• Create four- to six-year plans and personal
  graduation plans,
• Involve parents in student course planning and
  selection,
• Host college and career fairs during the school
  day, and
• Create a program of study booklet that
  articulates broad career concentrations and
  courses students should take to meet business and
  industry standards.
• Make broader use of the Bridges career
  exploration software.
• Consider making Furr an SAT and ACT test site.
• Refine the advocacy/expedition program to
  concentrate on college/career readiness,
  including a parent involvement component.

21
Challenge 4 Improve the academy structure by
upgrading academics and career/technical
components.

• Use surveys and community input to refine the
  academy structure to fit the size of the school
  and the needs of the students.
• Reorganize leadership around the new academy
  format to ensure that each has an instructional
  leader, counselor, disciplinarian.
• Adopt new kinds of career/technical (CT)
  programs, such as Project Lead the Way, that
  challenge students with rigorous academics and a
  career focus.
• Require every student to complete four courses in
  either a math-science, a humanities, or a
  career/technical concentration.

22
Challenge 5 Create an intervention program for
extra help for all students, particularly for
seniors failing TAKS.

• Create a systematic plan for continous
  re-teaching and redoing of work to meet
  standards, making sure the emphasis is on
  acceleration rather than remediation.
• Consider an embedded extra help period within the
  school day in an effort to make additional
  instruction mandatory.
• Investigate the use of online assistance
  programs, content-area study teams, a mastery
  approach to algebra providing variable learning
  time, and use of community tutoring programs.

23
Challenge 6 Continue working to create an
effective ninth-grade transition program.

• Designate an administrator and counselor to focus
  solely on the needs of freshmen.
• Support ninth-graders with effective orientation,
  including tours during the eighth grade year,
  welcoming newsletters describing the freshman
  opportunities and teaching staff (also produced
  in Spanish), peer tutors, upperclass mentors, and
  a strong advocacy curriculum.
• Consider reinstating summer bridge programs, and
  double periods of English and mathematics for
  those who may need extra time.
• Select a team of English and math teachers to
  participate in SREBs 9th grade transition course
  training in the summer of 2007, implementing the
  courses in Fall, 2007.

24
Summary of Challenges

• The overriding challenge for FHS is to create a
  college-readiness culture for all students by
  raising academic expectations across the school.
• To engage students in rigorous instruction in all
  classrooms.
• To create an improved guidance and advisement
  system, including a comprehensive
  counseling/guidance system.
• To improve the academy structure by upgrading
  academics and career/technical programs.
• To create an intervention program for extra help
  for all students, particularly for seniors who
  have failed TAKS.
• To continue to create a ninth-grade transition
  program.

25
Whats Next?

• Review all data including TAV report
• Establish teacher focus teams
• Use your data to select and prioritize action
  steps
• Develop/integrate new three-year action plans and
  get faculty support
• Steps
• Interim Timelines and Benchmarks
• Resources
• Evidence of implementations impact Results

26
Working Together to Make Furr Soar (make the Furr
fly)!

• Many resources, one goal
• TAV Team
• Texas High School Project
• SREB and High Schools That Work Network
• Latest research on wise practices
• Dedicated and enthusiastic faculty and staff at
  Furr
• Parents and community who support improvement
• Above all, students who deserve our very best
  efforts!

27
TAV Team Appreciation and Support
The Technical Assistance Team wishes to thank you
for your hospitality, cooperation, and
helpfulness during the site visit. THANK
YOU! Support Dr. Simmons, Principal Mr.
Serenil and Ms. Wiggins, Asst. Principals Ms.
Whitford, School Improvement Facilitator Ms.
Borzon, Literacy Coach Mr. Sondhi, College Access
Coordinator Department Chairs and PLC
Facilitators Counselors, Title I Coordinator Ms.
Avalos, THSP Program Manager Ms. Richard, THSP
School Improvement Consultant
28
Saralyn RichardSchool Improvement Consultant

• Contact information
• Phone [phone]
• Fax [phone]
• Email saralyn.richard_at_sreb.org