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Life After Stage 5 - HSTW Presentation 4 8 2010 A
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Life After Stage 5 - HSTW Presentation 4 8 2010 A

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See what Bowie High School in El Paso, TX is doing after it exits Stage 5 (academic probation). What direction does a school take when it loses state funding and additional resources won’t be …

See what Bowie High School in El Paso, TX is doing after it exits Stage 5 (academic probation). What direction does a school take when it loses state funding and additional resources won’t be available after it exits a state academic probation? Who gets the keys? What next? What can you do to keep your school competitive and successful? This presentation describes some of the strategies that will be adopted from High Schools That Work (HSTW). The strategies adopted by Bowie High School will be teacher driven and student focus. These strategies are recognize best practices that are research driven and proved to be effective at many schools with different demographics.

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Transcript

  • 1. April 8, 2010
  • 2.
    • 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
  • 3.
    • Eliminating the “dumping” of students that are outside of our attendance boundary
    • Smaller, double blocked core classes
    • More and “mandatory” tutoring
    • Higher administrative presence
    • Initialization of PLC’s
  • 4.
    • 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
  • 5.
      • 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
  • 6.
    • Advisory and Guidance Committee
    • Rigor / High Expectations Committee
    • Transition Committee
    • Literacy Committee
  • 7.
    • 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.
  • 8.
    • 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.
  • 9.
    • 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
  • 10.
    • We will analyze and adjust as the year progresses to make improvements and as needs change
  • 11.
    • 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
  • 12.
    • 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
  • 13.
    • Literacy
      • Year 2 focus: Writing paragraphs and essays
      • Year 3 focus: Writing reports
      • In connection with content areas/project based learning
  • 14.
    • Transitions
      • Long term goals to include:
        • 9 th grade academies
        • Summer bridge program
      • FISH Camp: Summer Bridge Camp
      • Ramp up courses to improve the promotion rate from 9 th to 10 th grade
      • Increased AP and Dual Credit course offerings and enrollment
  • 15.