Connections Project
3/25/04
Kevin Burr
High Schools That Work
SREB
GCHS Mission:
Making the Best Better
“Where we do what we love;
Love what we do;
And deliver more than is promised.”
District-Wide
Vision Statement
Demonstrating Excellence:
Preparing for Tomorrow.
GCHS Student Population
2000
1950
1900
1850
Total Pop.
1800
1750
1700
1996- 1997- 1998- 1999- 2000- 2001- 200297
98
99
00
01
02
03
GCHS Student Population
Ethnic Disaggregating
100
90
80
70
60
50
40
30
20
10
0
56 55
53 51
48 46 45
Anglo
54 55
52
49
47
44 45
Minority
1996-97
1997-98
1998-99
1999-00
2000-01
2001-02
2002-03
In-Out Information (Transience)
within the school year.
500
450
400
350
300
250
200
150
100
50
0
# of students
1996- 1997- 1998- 1999- 2000- 2001- 200297 1998 1999 2000 01 2002 03
GCHS Dropout Rates 1992-1996
20
18
16
14
12
10
8
6
4
2
0
14.6
13.8
14.6
15
12.9
Percentage
1991-92
1992-93
1993-94
1994-95
1995-96
Key Events
1985-00 =
1994
=
1995
=
1996
1996
=
=
GC grows by 65% (33,000)
Fastest growing community in
Kansas.
18 different gangs identified in
the school and community.
15 Different foreign
languages/dialects spoken in GC
schools. (25+ Nationalities)
Racial Tension at its highest.
Homecoming Canceled (CNN,
NBC, CBS).
Did GCHS provide a safe and
drug-free environment? (1996)
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
93.00%
Good
Poor
6.70%
Good
Poor
Students: Do you feel safe at
GCHS?
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
84%
Yes
No
16%
Yes
No
?
Implemented High Schools That
Work philosophies.
Key Practice #1:
Set high expectations and get
students to meet them.
Eight things that matter most in raising
student achievement. (HSTW)
 It matters that everyone
supports high
expectations.
 It matters that students get
extra help in meeting
higher standards.
 It matters that schools
offer a supportive
guidance system.
 It matters that teachers
work together.
 It matters that students
take the right academic
courses.
 It matters that schools
offer quality
career/technical courses.
 It matters that more
students meet curriculum
and performance standards
 It matters that teachers
engage students in
completing challenging
assignments.
Challenge 1
Unify all of the GCHS community to begin
instilling a culture for high expectations and
increased student achievement for ALL
students.
“What’s good enough for the best ought to be
good enough for the rest.”
Challenge 1: Action Steps
For School Principals:
Hold classroom time sacred.
Hold monthly interviews with students.
Identify Master teachers to serve as coaches.
Restructure faculty meetings.
Require teachers to observe other staff.
Make frequent classroom visits.
Curricular decisions become data-driven.
Tie staff development to raising student achievement in
your school.
Challenge 1: Action Steps
For Teachers:
Hold students accountable.
Establish the “culture” of success.
Require effective homework in ALL classes.
School-wide initiatives (Writing, Reading, Math).
Detailed course syllabus for ALL classes.
Curriculum mapping/pacing guides.
Standards-Based/Assessment Driven Curriculum.
Challenge 1: Action Steps
For Students:
Mandatory extra help.
Coordinated achievement reminders.
Require minimum standards of acceptable work
(Essential Skills).
Eight things that matter most in raising
student achievement. (HSTW)
 It matters that everyone
supports high
expectations.
 It matters that students get
extra help in meeting
higher standards.
 It matters that schools
offer a supportive
guidance system.
 It matters that teachers
work together.
 It matters that students
take the right academic
courses.
 It matters that schools
offer quality
career/technical courses.
 It matters that more
students meet curriculum
and performance standards
 It matters that teachers
engage students in
completing challenging
assignments.
Upgrading Academic
Requirements for All Students
1997-2002
• Increased graduation requirements
 total credits from 21 to 26.5 (1998-2001)
 math credits from 2 to 3
 science credits from 2 to 3
 oral communications credit from .5 to 1
 computer technology credits from 0 to 1
• Required algebra mastery of all students
• Core Standards and Benchmarks
(competency-based structure).
• Restructured math curricular alignment.
• Double-blocked math.
• Required Senior Project (high stakes).
GCHS Dropout Rates 1996-2003
25
20
15.5
15
12.9
10.8
10
5
Percentage
7.9
4.5
3.95
3.56
0
1996- 1997- 1998- 1999- 2000- 2001- 200297
98
99
00
01
02
03
GCHS Graduation Rates
75.5
80
70
60
59.6
60.7
97
98
56.5
58.2
61.2
65.5
50
40
30
20
10
0
99
2000
2001
2002
2003
Grade Distribution “A’s and B’s”
1996-2003
70%
60%
50%
40%
46%
48%
50% 53%
56%
60%
39%
30%
Percentage
20%
10%
0%
1996- 1997- 1998- 1999- 2000- 2001- 200297
98
99
00
01
02
03
Grade Distribution “F’s”
1996-03
30%
20%
18%
20%
19%
3-D Column 1
18%
15%
17%
16%
10%
0%
1996- 1997- 1998- 1999- 2000- 2001- 200297
98
99
00
01
02
03
Enrollment Shifts in Upper Level
Science Courses 1999-03
350
323
317
300
287
246 271
250 236
250253
222
220
200
150
100
8583
63
50
23
5
111
96
34 3140
0
Chemistry
Chem II
Anat/Phys
Physics
1999
2000
2001
2002
2003
Enrollment Shifts in Upper Level
Math Courses 1999-03
350
327
300
288
250
200
241
192
150
164
100
50
25
67
38 54
85
0
Trig/Adv Alg
AP Calc/ Statistics
1999
2000
2001
2002
2003
NAEP Results (GCHS)
Reading 1996-2002
295
290
285
280
HSTW Goal
All Schools
GCHS
275
270
265
260
1996
1998
2000
2002
Reading Results (GCHS)
Percent Reaching HSTW Goal
90%
80%
70%
60%
50%
Percentage
40%
30%
20%
10%
0%
1996
1998
2000
2002
NAEP Results (GCHS)
Math 1996-2002
320
315
310
305
300
295
290
285
280
275
270
265
HSTW Goal
All Schools
GCHS
1996
1998
2000
2002
Math Results (GCHS)
Percent Reaching HSTW Goal
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Percentage
1996
1998
2000
2002
NAEP Results (GCHS)
Science 1996-2002
315
310
305
300
295
290
285
280
275
270
265
HSTW Goal
All Schools
GCHS
1996
1998
2000
2002
Science Results (GCHS)
Percent Reaching HSTW Goal
90%
80%
70%
60%
50%
Percentage
40%
30%
20%
10%
0%
1996
1998
2000
2002
2002 HSTW/NAEP
CTE students vs. non-CTE
CTE students score higher than total student population
All students above HSTW goal
Programmed study seems to make a difference in student
achievement.
320
310
300
HSTW Goal
All Students
CTE Students
290
280
270
260
Reading
Math
Science
Kansas Assessment Tests
Math 1996-2003
44.2
45
40.5
40
35
41.2
43.1
35.7
30.3
30
25
GCHS
20
15
10
5
0
97-98
98-99
99-00
00-01
2001-02 2002-03
KS Assessment Math – Proficient
or Above 2000-2003
80
70
60
50
40
30
33.4
25.3
34.3
29.8
20
10
0
2000
2001
2002
2003
Basic/Below
Prof./Above
Kansas Assessment Tests
Reading 1996-2003
90
80
70
60
50
40
30
20
10
0
79.6
57.5
57.9
75.8
77.3
76.8
62.1
GCHS
1996- 97-98 98-99 99-00 00-01 2001- 200297
02
03
KS Assessment Reading –
Proficient or Above 2000-03
54
53.4
52
51.1
50.1
50
48.9
Basic/below
Prof/Above
48
46
44
42
2000
2001
2002
2003
2001-03 PLAN Test
Reading Results
20
17.5
15
12.5
15.8
15.4
15.7
15.2
National
2000-01
2001-02
2002-03
10
7.5
5
2.5
0
National
2000-01
2001-02
2002-03
2001-03 PLAN Test
Science Reasoning Results
20
17.5
15
17.4
17.2
17.6
17.6
12.5
National
2000-01
2001-02
2002-03
10
7.5
5
2.5
0
National
2000-01
2001-02
2002-03
2001-03 PLAN Test
Math Results
20
17.5
15
16.3
15.6
16.4
16
12.5
National
2000-01
2001-02
2002-03
10
7.5
5
2.5
0
National
2000-01
2001-02
2002-03
PLAN Test Results: Math
(Alg/Geom/Alg II)
20
18
16
14
12
10
8
6
4
2
0
19
16.3
17.9
16.3
16.3
17.3
National
GCHS
2000-2001
2001-2002
2002-03
School Climate/ Student
and Parental Perceptions
Did GCHS provide you with a
positive learning experience?
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
93.80%
Percentage
Percentage
6.20%
Yes
No
Did GCHS improve your ability
to solve problems?
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
85.20%
Yes
No
No Resp.
13.80%
Yes
No
1.00%
No Resp.
Did GCHS teachers generally hold high
standards and demand high quality work
from you?
60.00%
50.00%
53.30%
44.80%
40.00%
Good
Average
Poor
30.00%
20.00%
10.00%
1.90%
0.00%
Good
Average
Poor
Did GCHS provide a safe and
drug-free environment?
60.00%
50.00%
56.70%
40.00%
Good
Average
Poor
36.70%
30.00%
20.00%
10.00%
6.70%
0.00%
Good
Average
Poor
Did GCHS increase your ability
to be responsible?
60.00%
50.00%
50.60%
40.00%
41.90%
Good
Average
Poor
30.00%
20.00%
10.00%
7.10%
0.00%
Good
Average
Poor
Students: Do you feel safe at
GCHS?
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
84%
Yes
No
16%
Yes
No
Parents: Do you believe that GCHS is a
safe environment for your child?
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
92%
Yes
No
Maybe
7%
Yes
No
1%
Maybe
Recognitions
Named a BEST schools by FES.
HSTW Pacesetter School
HSTW Silver Award winner.
USDE Showcase site (ELL/After school Programs/School
Improvement)
KSDE Showcase site (school improvement)
1999 Milken Educator Award winner
1999 National Superintendent of the year finalist
1999 Kansas Teacher of the Year finalist
2000 KASSP Principal of the Year (National Finalist)
2001 KASSP Assistant Principal of the year
100+ National teacher presentations.
5 appointments to Service Academies
100% AP Spanish Completion
2nd/3rd place finishers in the national Spanish exam (96,000)
Multiple NM semi-finalists and finalists.
Our Next Steps
Require Math the Senior Year
Change the Science Requirement to specify
one Physical Science, one Life Science and
one elective.
Smaller Learning Communities.
9th grade academy (center).
Raise Expectations again for the Senior
Project
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GCHS Mission: Making the Best Better