Farley Reeves Principal Reese Education Center Frenship ISD Rosita Williams Assistant Principal.
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Transcript of Farley Reeves Principal Reese Education Center Frenship ISD Rosita Williams Assistant Principal.
Farley Reeves
Principal
Reese Education Center
Frenship ISD
www.frenship.us
Rosita Williams
Assistant Principal
So You Call That Alternative?
School starts at 8am and students go to 1st period
A schedule has 4 or 5 periods or 7 or 8 periods pending on campus
The bell rings to start class and dismiss class
Students go to the next class like clockwork
Each day during the same time slot we have the same class - English…math…science…social studies…electives
Students carry backpacks, textbooks and follow the same routine each day
Teachers follow a calendar driven curriculum CSCOPE/TEKS Resource System (day 1 scope and sequence, day 2 scope and sequence, etc…)
Ask yourself what this sounds like?
If it …
• Looks like a traditional school
• Acts like a traditional school
• Functions like a traditional school
What does that sound like?
It’s probably a traditional school!
Does this work for all students? Or do you have some that just don’t fit the bill for whatever reason?
So how do you get students that struggle to be successful in a traditional setting to be successful if the only change you have for them is location?
So what could be done to make this place different?
In 2008-09 Reese Education Center
At Risk, 93.3% Economically Disadvantaged,
55.8%
PRS, 17.3%0
20
40
60
80
100
12097
58
18
Served 104 students in its School of Choice program
2008-09 50 Graduates
12% Recommended Plan0
10
20
30
40
50
60
50
44
6
Total Grad-uatesMinimumRecommended
Not a problem for an Alternative Rating however the districts remained accounatable!
29 Staff
19 Teachers and a STR of 5.3
5 Aides
Not bad as an educator except:
• They were discouraged
• They were exhausted
• They were frustrated
• Not to mention how costly it was for the district
Staff
The Campus Needs Assessment
•Who are we serving?
•How are we serving them?
•Are we meeting the needs of those we are serving?
•Are we meeting the needs of the district?
•Are we maximizing the use of our facilities?
•What additional cost is there in meeting these needs?
•What are the limitations for a campus of choice?
We asked some basic questions…
Who we are serving?
DisciplineProblems
TeenParentsAt RiskCriminal
HistoryOn
ProbationEmancipatedHomelessAttendance
Problems
AcademicallyChallenged
7 period schedule
Issued text books
Assigned seating
Direct instruction with text, worksheets, and some moodle developed deliveries
Occasional one to one assistance when needed
In many ways we were serving them much the same as they were being served at the high school with the exception of a different location and a smaller student to teacher ratio
How are we serving them?
•The students were disengaged•Their behavior was less than desirable•Attendance was generally poor•They had little trust, especially with adult educators•They were struggling academically with direct classroom instruction with a teacher, now they were expected to be independent learners from a text and with worksheets on their own
Are we meeting the needs of those we are serving?
•The students struggled to be successful in the “traditional setting” and it was generally not happening now?•Many students were only buying time until they could drop out!•Students were not motivated for school and did not see the purpose in doing it any longer! •No goals or ambition for the future•School is just not right for them.•They had given up like the people that had given up on them!
Are we meeting the needs of those we are serving?
Uhhh…NO!
Attendance rates – 84%
TAKS Testing performances – Exit Level
• Reading – 77%
• Math – 33%
• Social Studies – 75%
• Science – 55%
District accountability
• # of Minimum Plan graduates coming from the alternative campus
• Only 12% of students were graduating as college ready
Were we meeting the needs of the district?
Personnel study district wide
Over staffed for the results we were getting
Prepare to do more with less!• STR of 5:1 not cost effective for the results the campus was getting
Are we meeting the needs of the district?
Are we maximizing the use of our facilities?
11 Tech Labs
Science Lab
Traditional Space
Cost of change
Staffing impact
Teacher buy-in to a new way of thinking
What additional cost are involved in meeting these needs?
Approaches for alternative education
NCLB and the requirements for instructors and guidelines provided for alternative education
The purpose is to expedite progress toward performing at grade level and high school completion.
Scheduling options, courses offered, graduation, counseling, GED, computer based instruction, etc….
What are the limitations for a campus of choice?
The results of the CNA
Climate and Culture
Expectations!
We needed to improve the perception of Reese Education Center (get buy in from all players of the community)
Develop stronger partnerships with outside organizations
Adjust scheduling to better meet the needs of an “at risk” alternative student
Change the delivery method of instruction
Change the mentality of the staff
Improve student trust (relationships were non existent)
Redefine the roles and responsibilities of the staff
There is a multitude of options for a campus of choice
What we found out:
Perception
Partnerships
Relationships
Took advantage of and created opportunity
• Monthly District Administrators ILT meetings
• District wide professional development on site
• Organizational meetings on site.
• Campus Tours
• We Became the Face of Frenship ISD
Created an Accelerated graduation program for targeted students
• 2100 students walk through the halls of Frenship High School
• No way all 2100 students learn at the same pace and in the same style
• Target student populations before they become “At Risk”
• Application program allowing students struggling with the traditional environment to seek enrollment on their own for the purpose of early graduation
Improve the Perception
Partners In Educating Students
• Involve parents in educational process
• Improve student attendance
• Meet once each six weeks
• Quality programs provided by local business and industry leaders
Improve the Perception
Developed partnerships and utilized local resources and services
Change the method of delivery
Change the look of the schedule
Creative Scheduling
Created a team, including campus and district personnel, visited with 13 campuses statewide researching options, opportunities, and possibilities for instruction and scheduling in the alternative setting.
Team researched best practices of 7 different available options for instruction
Researched possible vendors, features, and personal interest of CBI delivery
Invited representatives from our top four options to our campus and incorporated
Faculty participation
Student participation
Staff sampled top three choices
Staff chose the product they felt best met the student needs
We looked at the impact on scheduling options, courses offered, graduation, counseling, GED, computer based instruction, etc….
Change the delivery method of delivery
Sought assistance from different departments within the district
• Special Ed, CATE, Comp Ed., etc…
Instructional Materials Allotment
Reduction of the human element
Negotiated longer term contract allowing for significant discounts and multiple licenses.
Purchased district license verse site license allowing for the high school to update their on-campus intermediate credit recovery program and summer school program.
Provided all inclusive curriculum offering every core course as required by the State of Texas
How do we fund the cost to meet these needs?
Created two academic teams
Created 4 instructional settings with student Office Spaces for each academic team
Students were provided personal Office Spaces with rotating Shift Managers (Teacher)
Implemented a “Flex Schedule” allowing student control of course focus during the instructional setting
Reduced the course load to 4 core courses and 1 elective offering at a time
• (Elective offerings included any non-core course)
• Implemented the “Snow Ball” scheduling effect
Rotating elective schedule creating Intervention/Advisory Schedule for teachers
Individual/group test prep opportunities
Work schedule type breaks
Scheduling overhaul
3 core courses each day, 4 times a week
ie: Room 301 on Monday has Social Studies, ELA, Math but no Science. On Tuesday no Math, Wednesday no ELA, and Thursday no Social Studies
4 office spaces
Alternating elective course time slot each of the four days allowing for advisory/intervention opportunities
The core teacher uses the elective time as Advisory/Intervention time with student
Student/Teacher relationships
Student/Administration relationships
No excuses!
Make it about them!
Focus on Student Relationships
Help the students and teachers to look ahead and control what’s in front of us.
Shift Manager (teacher) is given 1.5 hours dedicated to Advisory/Intervention 4 times a week
Advisory Role
Provide and work with students individually with graduate portfolio
Shift Manager is assigned one group of students to advise (14 or less students)
Shift Manager is responsible for setting personal/academic goals with individual students
Shift Manager is responsible for monitoring individual student progress
Shift Manager is responsible for monitoring individual student attendance
Intervention Role
Shift Manager can pull individuals or groups and work one on one, or small groups to provide RTI in preparation for state assessments or course focus
Build Relationships and Trust
Academic Progress
43%
At-ten-
dance0%
Behavior1%Course Progress
10%
Goal Setting
8%
TAKS/EOC38%
2013-14 Advisory/Intervention Types2833 Interventions
ELA Exit TAKS Mathematics Exit TAKS
Social Studies Exit TAKS
Science Exit TAKS
0
10
20
30
40
50
60
70
80
90
100
All Students Exit Level TAKS
2013201220112010
11 Test 12 TestBiology '13 Bioloby '14
0
20
40
60
80
10055
100
End of Course Bi-ology - All Stu-
dents
US His-tory '14
33 Test0
102030405060708090
82End of Course US
HistoryAll Students
18 Test 17 TestAlgebra 1 '13 Algebra 1 '14
54
56
58
6056
59
End of Course Algebra 1 - All Students
14 Test 26 TestEnglish 1 Reading '13 English 1 '14
3535.5
3636.5
3737.5
38 36
38
End of Course English1 All Students
8 Test 34 TestEnglish 2 Reading '13 English 2 '14
0
20
40
60
80
100
90
50
End of Course English 2All students
Communication – Is a two way street
Open door policy to the administration
• Expectations - Student contract
• Attendance – 90% rule
• Credit Awards - 2 Credits each six weeks
Communities In Schools
Actions speak louder than words
• “People don’t care how much you know until they know how much you care.”
• “Life happens!”
• “Don’t try to make WASP out of them!”
• “Sometimes life has something bigger happening than Algebra 2.”
• “It’s not the problems we face in life that determines who we become, It’s how we handle those problems that determines who we become!”
Building Relationships and Trust
Supportive Guidance Counseling
23%
Health and Human Services
15%
Parental and Family Involvement
7%
Career Awareness/Employment
10%
Enrichment37%
Educational Enhancement 8%
Communities In Schools 2013-14 2551 Individual Student Services Provided
Building Relationships and Trust
Building Relationships and Trust
On-site daycare is provided for young and expecting parents
240 minutes schedule options for Junior/Senior students required to work
Job placement assistance
Attendance assistance programs
No excuses!
Make it about them!
There are many reasons for one to have to attended an alternative school, rather it is that they were behind in school or maybe even wanted to be ahead of everyone else. The reason I came to this school was because the previous year had been rough on me and changed my life. I dropped out of school and ran away from home because I thought my parents had too many rules and that I was better educated on life than they were. I left and not even a week into my new life I realized that they weren’t all that stupid after all. I couldn’t get a job, couldn’t afford food, and I was jumping from house to house and finally I just gave up. I needed help…..
….I didn’t want to start two years behind schedule of my original graduation, so I asked to be sent to the alternative school so I could recover my credits. At first it was really hard, I didn’t really remember what I had learned months ago and it was a new faster paced environment than that that I was used to. As soon as I was able to get adapted to the new schedule I was on a roll…… I think what I gained from learning at an alternative school was that I was capable of doing many things that I didn’t know I was capable of doing….
Graduate testimonial
ADA Attendance Rate 89.14%
Provided 2833 student interventions sessions for reasons such as Academic Progress, Attendance, Behavior, Goal Setting, TAKS, and Graduation
Joined Community in Schools and provided 2914 different services to “At Risk” students. Services included Guidance and Counseling, Career Awareness, Parent and Family Involvement, Health and Human Services, Education Enhancement, Enrichment all in an effort to prevent student dropouts
Since implementation no less than 84% of a graduating class graduates on the Recommended Plan or Distinguished Plan
92% (47 students) of the graduating seniors for 2014 graduated on the Recommended High School Program• This is an increase for the number of Recommended Graduates from 12% in
2008-2009 to 84.96% of all students since program implementation in 2009-2010
The Results
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
0
10
20
30
40
50
60
70
80
44
29
3 4 6 46
31
46
72
64
47
MinimumRecommended
Since implementation 84.97% of the students have graduated on the Recommended Plan
Teacher Feedback
Student Feedback
EOC impact on program
High expectations from all stake holders
Continuous Growth Model
It’s an alternative?