Secondary School Reform (SSR)
Phase III Forums
February 3, 2010
PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS • www.pgcps.org
Prince George’s County
Board of Education
Verjeana M. Jacobs, Esq., Chair
Ron L. Watson, Ph.D., Vice-Chair
Donna Hathaway Beck
Pat J. Fletcher
Heather Iliff
Rosalind A. Johnson
R. Owen Johnson, Jr.
Linda Thornton Thomas
Amber P. Waller
Edward Burroughs, III, Student Member
William R. Hite Jr., Ed.D., Superintendent of Schools
and Secretary/Treasurer
1
High School Clusters
CLUSTER 1
FIVE CLUSTERS
CLUSTER 2
Dark Blue (CLUSTER 1)
Yellow (CLUSTER 2)
Light Blue (CLUSTER 3)
CLUSTER 3
Pink (CLUSTER 4)
CLUSTER 5
Red (CLUSTER 5)
CLUSTER 4
2
Space Availability By Cluster
Cluster 1:
Schools
Bowie
DuVal
Eleanor Roosevelt
Laurel
Total Capacity:
Capacity
Seats
2,734
2,254
2,164
1,870
-279
575
-558
-7
-269 Seats
3
Space Availability By Cluster
Cluster 2:
Schools
Bladensburg
High Point
Parkdale
Northwestern
Total Capacity:
Capacity
Seats
1,923
2,253
1,896
2,053
119
64
-276
-490
-583 Seats
4
Space Availability By Cluster
Cluster 3:
Schools
Central
Fairmont Heights
Charles H. Flowers
Largo
Total Capacity:
Capacity
Seats
1,118
1,139
2,200
1,849
30
189
-456
424
187 Seats
5
Space Availability By Cluster
Cluster 4:
Schools
Frederick Douglass
Friendly
Gwynn Park
Surrattsville
Dr. Henry A Wise, Jr.
Total Capacity:
Capacity
Seats
1,283
1,505
1,203
1,235
1,283
202
-22
65
276
202
329 Seats
6
Space Availability By Cluster
Cluster 5:
Schools
Crossland
Forestville
Oxon Hill
Potomac
Suitland
Total Capacity:
Capacity
Seats
1,947
1,015
1,902
1,410
2,635
504
157
-13
120
73
841 Seats
7
Why do we need to reform grades 6-12?
• 23 out of 30 middle schools are in school improvement
• 11 out of 22 high schools are in school improvement
• 85% graduation rate
• Of the students that drop out, 57% of them are 9th graders
• Average SAT Score 1296 (National Average - 1509)
• Only 43% of students passed the Algebra HSA on the first attempt
8
What is Secondary School Reform?
Transforming the educational experience of all middle and high
school students to ensure they are provided with the skills and
competencies to compete in the 21st century.
“Graduating every student college and workforce ready.”
9
Secondary School Reform Team
• The mission of the Secondary School Reform Team is to
design, implement, track and monitor curricular and
instructional programs that move PGCPS substantially
forward in graduating all students college and workforce
ready.
10
Secondary School Reform Team
Departments Represented
High School Consortium
Accountability
Curriculum and Instruction
Human Resources
Area Office
Student Services
Budget Office
Special Education
11
Secondary School Reform Plan
Diagnostic
Where are we?
Visioning
Where are we going?
Planning
How do we get there?
Implementation
How do we get it done?
12
Secondary School Reform Plan
• Based on best practices in secondary school reform research
• Includes a detailed profile of a PGCPS college/career ready
graduate based on stakeholder input
(Stakeholder’s Meetings, Spring 2009)
• Addresses chronically low-performing schools
• Increases rigor in all courses to continue to move our students
from proficient to advanced
13
Secondary School Reform Plan
• Linked to existing PGCPS work where appropriate and relevant
• Includes a detailed program that reflects both academic and
personal development of students
• Reflects both current financial realities and our hope for the future
• Long-term plan with a phased-in approach
14
Secondary School Reform Framework
Four (4) Levers of Secondary School Reform*
• Raise Expectations
Options and
Opportunities
• Options and Opportunities
• Student Transition Success
• Empowered Teachers,
Student
Transition
Success
Raise
Expectations
Graduating
Every Student
College and
Empowered
Workforce
Teachers, Leaders
Ready
and Schools
Leaders and Schools
* Based upon the Advocacy Framework Model developed by the National High School Alliance (2005) and
Chicago Public Schools Secondary Reform Framework.
15
Current Profile of a PGCPS Graduate
Subject Area
PGCPS Graduation
Requirements*
State College System
MINIMUM Requirements
English
4
4
Mathematics
3
(1 Algebra, 1 Geometry,
1 optional course)
3
(Algebra I, Geometry, Algebra II)
Science
3
(1 in Biology
2 that include labs)
3
(Two lab experiences)
Social Studies
3
3
Fine Arts
1
None specified
Physical Education
1/2
None specified
Health
1/2
None specified
Technology
1
None Specified
Foreign Language
None
2
* MSDE requires that students be fluent in environmental literacy, financial literacy, and career
awareness as a part of their becoming informed citizens. This knowledge will become a part of
the course offerings and experiences currently in place PreK-12.
16
Lever 1: Raised Expectations
PGCPS staff will raise their expectations of what our students can achieve.
• Revise current course and credit requirements
– Profile of A Graduate sub-committee
• Redesign ILP instrument to better track academic progress
(SY 2010-2011)
• Train and hold counselors accountable for enrolling students in rigorous
academic coursework (SY 2010-2011)
• Provide information to students and parents about student course
selection and college access (SY 2010-2011)
• Provide content specific training for parents through various mediums
(SY 2010-2011)
17
Lever 1: Raised Expectations (continued)
• Develop a strategic plan for creating a systemic collegegoing culture that begins in PreK (SY 2010-2011)
• Develop and implement advisories in all middle schools for
transition grade (6th or 7th)
• Continue, monitor and adjust implementation of advisories
in all high schools (SY 2010-2011)
18
Lever 2: Options and Opportunities
All students will be provided quality educational options and equal access.
The County’s high schools have been divided into five (5) clusters based
upon geographic proximity.
Those clusters are as follows:
• Cluster 1 - DuVal, Roosevelt, Laurel and Bowie
• Cluster 2 - High Point, Parkdale, Northwestern and Bladensburg
• Cluster 3 - Flowers, Central, Largo and Fairmont Heights
• Cluster 4 - Wise, Douglass, Surrattsville, Friendly and Gwynn Park
• Cluster 5 - Potomac, Suitland, Forestville, Crossland, and Oxon Hill (SLC)
19
Lever 2: Options and Opportunities (continued)
CLUSTER 1
FIVE CLUSTERS
CLUSTER 2
Dark Blue (CLUSTER 1)
Yellow (CLUSTER 2)
Light Blue (CLUSTER 3)
CLUSTER 3
Pink (CLUSTER 4)
CLUSTER 5
Red (CLUSTER 5)
CLUSTER 4
20
Lever 2: Options and Opportunities (continued)
• Each cluster may offer the following programs:
1) Science and Technology
2) International Baccalaureate
3) Comprehensive Career and Technical Education (CTE)
Offerings
• Possible North and South Program Offerings:
1) Visual and Performing Arts
2) World Languages
3) Non-Traditional High School Alternatives
21
Lever 2: Options and Opportunities (continued)
Career and Technical Education (CTE) Offerings
Arts Media and Communication
Graphic Design and Printing
Business Management, and Finance
Business Administrative Services
Accounting & Finance
Academy of Finance
Marketing Management
Construction and Design
Carpentry
Electricity
HVAC
Plumbing
Masonry
Architecture & Design (Drafting)
Engineering Technologies
Pre-Engineering (PLTW)
Health & Medical Sciences
Nursing
Barbering
Cosmetology
Culinary Arts
Hospitality and Restaurant Management
Human Resources Services
Early Childhood Education
Teacher Academy
Information Technology
CISCO
Transportation
Automotive Technology
22
Lever 2: Options and Opportunities (continued)
• Receive community input on high school programs through
the Phase III forums
• Survey students and families to solicit their input on high
school programs
• Determine which programs are needed for each cluster
• Develop and implement the programs with equity across
clusters
• Ensure that criteria for program entry is the same in each
cluster
23
Lever 2: Options and Opportunities (continued)
• Approve and support innovative schools of choice that
expand opportunities (e.g., STEM Possibility Charter
School, Spanish Immersion Program (K-8))
• Implement interventions to turnaround chronically
low-performing schools
• Implement the Middle College Program
• Increase access to dual-enrollment offerings
(SY 2010-2011)
• Increase access to credit recovery programs
(SY 2010-2011)
24
Lever 3: Student Transition Success
All students will successfully transition to the next educational level.
• Develop and implement 6th/7th and 9th Grade Transition and
Personal Management Program (SY 2010-2011)
• Develop a model for on-going articulation between
elementary, middle and high school (SY2010–2011)
• Provide tuition-based summer school for 6th, 7th and 8th
grade students who have not yet met course outcomes
(SY 2010–2011)
25
Lever 3: Student Transition Success (continued)
• Implement a quarterly “freshman on track” monitoring
system
• Develop and implement a comprehensive dropout
prevention plan (including habitual truancy) (SY 2010-2011)
26
Lever 4: Empowered Teachers, Leaders and Schools
Develop staff capacity to enhance effective teaching and school–based
leadership.
• Develop master schedules that support common planning
in the core content areas for middle and high schools
• Enhance collaborative/team planning, inclusive of frequent
analysis of student work and formative assessment results
(SY 2010-2011)
• Develop systemic formative and summative assessments
for non-HSA courses needed for graduation
27
Lever 4: Empowered Teachers, Leaders and Schools
Provide, monitor and enhance professional development to
secondary teachers in the following areas: (SY 2010-2011)
•
•
•
•
•
•
•
•
•
•
•
Advanced Placement Potential
Adolescent Development
Capstone Projects for High School Seniors
College and Careers
Core Content Classes (Middle School Teachers)
Education That is Multicultural
Integrating Technology into the Instructional Program
Interdisciplinary Lesson Planning
Peer-to-Peer Support
Professional Learning Communities
Teaching Advanced Placement and International Baccalaureate courses
28
Lever 4: Empowered Teachers, Leaders and Schools
Provide, monitor and enhance professional development to
principals in the following areas: (SY 2010-2011)
• Identification and interventions for at-risk teachers
• Identification and interventions for at-risk students
• Implementing Advisories (Middle School Principals)
• Secondary Reform Model
• Culturally Proficient Schools
29
Next Steps for the SSR Team
• Engaging additional stakeholders both external and internal
– parents, community, students
– principals, teachers, central office
• Phase III Forums
– Jan 28th - Forestville HS
– Feb 3rd - Gwynn Park HS
– Feb 4th - Frederick Douglass HS
– Feb 16th - Parkdale HS
• Defining success
– Finalize metrics and determine data collection methods
30
Your Thoughts
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