A Comprehensive Planmarvinjeter.com/css/Documents/Presentation... · Langston University ... BTW-IB...

A Comprehensive Plan

for Diversifying Alternative Programs

to Meet the Needs of All Children

2010 National Conference on Learner-Centered Teaching

April 12-14, 2010

Langston University – Crowne Plaza, Tulsa, Oklahoma

District Vision – The District of Choice

Positive Alternatives vs. Punitive Placements

District Mission –

We will provide quality learning experiences for

every student, every day, without exception.

Alternative Education Student Outcomes:

Key Findings of Alternative School Audit

• TPS student data management and record-keeping has been inconsistent

and/or lacking. (+)

• African-American students and students with disabilities are over-

represented compared to overall district student demographic averages.

• The majority of students are economically disadvantaged. (-)

• These programs have not been successful in keeping students in school,

as indicated by high dropout rates. (-)

• Most referrals are due to academic deficiencies, credit recovery,

excessive absences, and/or behavioral issues. (-)

• Pre- and post-test results indicate academic gains. (+)

The Response:

Creation of Office of School Innovations

Nationally, we currently follow

nineteenth century models of education in our traditional sites,

twentieth century models of education in our alternative sites, and

twenty-first century students and communities to serve!

The Charge:

Assemble a “Working” Task Force to Study

a) 70 Members Identified Representing Broad Cross-section

b) Approximately 60 Additional Vested Volunteers

c) Internal Partners - Students, teachers, parents, & administrators

d) External Partners – Higher education/technical school, government,

corporate/chamber, faith-based, mental health, & juvenile agencies

Task Force Work Teams

Task Groups 1-3 – Elementary, Middle, & High School Teams

What needs are causing the referrals?

What are we currently doing in the traditional settings

to serve these students?

Task Group 4 – Relationship-Trust Study Team

What is the level of trust between stakeholder groups

in Tulsa Public Schools with high referrals?

Task Group 5 – Methods in Alternative Settings Study Team

What strategies are being used that lead to success

in District alternative schools?

Task Group 6 – Alternative/Traditional Site Student Forums Team

Task Group 7 – Community Forums Team

Task Group 8 – Other

Innovative School Design – Relationship, Relevance, Rigor, Readiness & Responsibility enhanced by

PBiS at all Levels 12th Grade Traditional Track

Up to 150 students Career Programs of Choice: 160-200 students each Aligned curriculum Project-based Internships

►Central-Fine Arts ►E. Central-Int’l Bus/Finance ►Edison-Const Engin/Design ►Hale-Hospitality ►McLain-Science/Technology ►Memorial-Bio Med Engin ►Rogers-Crim Just/Law/Soc ►Webster-Dig Media/Broad

TRAICE Satellites/ISI Referrals by class period Focused Interventions-Social TABS Strategies E20/20 + tutorial Mental Processing Exercises Horizon/Sunset Back-on-Track TRAICE Satellites/ISI Referrals by class period Focused Interventions-Social TABS Strategies E20/20 + tutorial Mental Processing Exercises

Risk to Promise 120 students-30 per grade Hours 8:00AM-5:00PM 8.5-16 opportunities 8 Looping Teachers/Advisors 1:15 Teacher Student Ratio Skills Acceleration Internships

High Schools of Choice BTW-IB Diploma Program Street School Tulsa Met-Lombard Middle College High-TCC-NE

-Dual Enrollment -Virtual/Distance School

Margaret Hudson Program Tulsa Learning Academy TRAICE Academy Continuation School Tulsa Met-TBA Global Community Academy

11th Grade

10th Grade

9th Grade Ninth Grade Academies Interdisciplinary Teams-Differentiated Instruction Opportunities for advanced programming Leadership Classes – Skill Building & Career Themes

8th Grade Eighth Grade Middle School Teams Interdisciplinary Teams-Differentiated Instruction 150 students each Opportunities for advanced programming Skill Building & Careers Exploration

Risk to Promise 120 students-30 per grade Hours 8:00AM-5:00PM 5.5-9 opportunities 6 Looping Teachers 1:15 Teacher Student Ratio Skills Acceleration

Middle Schools of Choice Carver-IB Middle Years KIPP Academy Thoreau-MicroSociety TRAICE Academy Tulsa Met-Franklin Global Community Academy Boys’ Academy (2010) Girls’ Academy (2010)

7th Grade Seventh Grade Middle School Teams Interdisciplinary Teams-Differentiated Instruction 150 students each Opportunities for advanced programming Skill Building & Careers Exploration

6th Grades Sixth Grade Middle School Teams Interdisciplinary Teams-Differentiated Instruction 150 students each Opportunities for advanced programming Skill Building & Careers Exploration

3rd- 5th Grade Departmentalization – Language Arts/Social Studies & Math/Science – Transition & Core Specialists Differentiated Instruction with Flexible Grouping & Running Record Documentation (Data Cards) & Looping Intensive Focused Intervention at the Classroom Level

Elementary Schools of Choice Eisenhower-Spanish/French Mayo-Science & Tech Zarrow-Spanish Infusion Zarrow North (2010) Newcomer P-ACCEPT-AES/RES/KES Tulsa Met-TBA (2010)

2nd Grade Early Childhood to Intermediate Transition Strategies Intensive Focused Intervention at the Classroom Level

K-1st Grade Early Childhood Strategies with Comprehensive and Consistent Deployment & Looping Intensive Focused Intervention at the Classroom Level

Up to 150 students

11th Grade

10th Grade

►Central-Fine Arts ►Hale-Hospitality ►McLain-Science/Technology ►Webster-Dig Media/Broad

11th Grade

10th Grade

►Central-Fine Arts ►Hale-Hospitality ►McLain-Science/Technology ►Webster-Dig Media/Broad

Margaret Hudson Program Tulsa Learning Academy TRAICE Academy Continuation School

11th Grade

10th Grade

Middle Schools of Choice Carver-IB Middle Years KIPP Academy Thoreau-MicroSociety TRAICE Academy Tulsa Met-Franklin

Elementary Schools of Choice Eisenhower-Spanish/French Mayo-Science & Tech Zarrow-Spanish Infusion Newcomer P-ACCEPT-AES/RES/KES

11th Grade

10th Grade

Big Picture Learning Personalized Education

Every student learns and grows at his or her own pace – the important thing is for

students to show growth in each area. It is up to the advisor and Learning Plan team to determine these expectations based on

the needs of each student.

Big Picture Philosophy

• Student-centered, student-designed curriculum • High expectations, one student at a time.

– Individual Learning Plans – Curriculum designed around student interests and passions

• Unique Structure – Advisories 15:1, stay together over four years – Internships in the Real World – Students regularly publicly exhibit their work – Teachers as generalists – Graduation by Portfolio

• Focus on post-high school planning, related to student interests and passions

Authentic Assessment

• Integrated Projects with customized assessment – Aligned with real-world work

– Authentic audience

• Graduation aligned with District/State Standards – By portfolio

– Aligned to standards

– Eligible for entrance to four-year college

• Students must meet all state and district graduation requirements and pass all required standardized tests

Mental Processing

Assessment, Diagnosis, &

Prescription for Effective

Instruction

The professional development programs, teachers learn:

• Skills to identify student strengths & pinpoint learning variations

• Skills to identify neurodevelopmental demands required of lessons

• Strategies to meet the learning needs of individual students and groups

• Skills for more effective collaboration with colleagues about student learning

• Strategies for building alliances between school and home

• Confidence to do a better job of meeting diverse student learning needs

Mental Processing

Scientific Learning

develops education

software that exercises

students’ brains to help

them process more

efficiently, the way physical workouts

train the body to be more fit and strong.

• Based on 30+ years of scientifically-based research

• Develops the cognitive skills of memory, attention, processing rate, and sequencing the foundational skills for learning

• Adapts to individual student needs

• Provides classroom, supplemental and intensive intervention supporting Tiers 1-3

• Provides real time data through continuous progress monitoring

• Provides 30, 40, 50, and 90 minute protocols to work with students

• Supports the National Standards for Reading of phonemic awareness, phonics, fluency, vocabulary, and comprehension

• Offers professional development options which allows the trained interventionist to effectively deliver individualized, targeted instruction for the at-risk student

Historical Perspective

Sean Covey applies the timeless principles of

The 7 Habits of Highly Effective People

to teens and the tough issues and

life-changing decisions they face.

This ultimate teenage success book provides a step-by-step guide to

helps teens:

● Improve their self-image

● Build friendships

● Resist peer pressure

● Achieve goals

● Get along with parents

● And more.

• Achieving a Personal Victory

• Begin with the End in Mind.

• Be Proactive.

• Put First Things First.

• Achieving a Public Victory

• Seek First to Understand,

then to be Understood.

• Think Win-win.

• Synergize.

• Continuous Improvement

• Sharpening the Saw.

REFERRAL PROCESS TO ALTERNATIVES

• Behavior Response Plan • Tiered intervention system

• Violation Numbers Aligned to Tiers

• Discipline Review Committee

• Tier I – Classroom Expectations • Positive Relationships

• Multiple expectations to communicate

• Attention to learning styles and differentiation

ACCESS TO ALTERNATIVES

Self-Selection Or Referral Process

• Tier II – Building Level Interventions

– Opportunities to Redirect & Education Accommodations

– Conferencing & Counseling

– TRAICE Satellites at Secondary

• Prescribed Reflective Intervention & 7 Highly Effective Habits

• Mental Processing with Schools Attuned & Scientific Learning

• Partnerships for Assessment

– Palmer Continuum of Care/CREOKS

– PBiS Providers

– Reintegration from higher levels

• Tier III – District Level Interventions

– Elementary – Project A.C.C.E.P.T.

– Secondary Behavioral/Transitional Alternative Schools of Choice

– Academic Alternative Schools of Choice

REFERRAL PROCESS TO ALTERNATIVES

11th Grade

10th Grade

• Alternative

• Counseling

• Coaching

• Education

• Parental Involvement

• Training

An Elementary

School-Within-A-School Model

Project A.C.C.E.P.T.

• Students who exhibit the following behaviors

– Aggression

– Property Destruction

– Deceitfulness/Theft

– Severe Norm/Rule Violations

– Manipulation

– Not concerned with consequences

– Lack of respect for authority

Targeted Population

• Positive Behavior

• Academic Instruction

• Parent Participation

• Successful Transition

• Professional Development

Major Program Components

• To engage students in sustained, diverse age appropriate educational activities.

• To provide counseling enrichment and support activities during the school day.

• To prepare students to meet the rigorous Oklahoma and local performance standards in core academic subjects.

• To reduce individual student’s maladaptive and negative behaviors.

• To empower parents with new skills, insights and knowledge for reinforcing positive behaviors in the home.

• To allow for successful transition back to the home school after academic and behavioral needs have been met.

• Community Circle

• Whole group/individual math

• Small group reading/math

• SuccessMaker Reading & Math

• Individualized instruction

• Enrichment classes (art, music, P.E.)

• Science & social studies

• Group & individual counseling

• Community Circle

Typical Day

Project A.C.C.E.P.T.

Challenge: to develop programs to meet a variety of needs

Goal: retain/graduate students with challenges:

• Flexible scheduling - AM and/or PM sessions

• Technology-based instruction

• Open communication & positive relationships

• Youth & family involvement in goal-setting

• Integrated service-learning opportunities

• Tailored to a student’s level and abilities

• Maintains the integrity of state requirements

• Enables recovery of credit in a shorter period of time

• Interacts with social service agencies to fit into ongoing services

First line of Tier III-District Intervention for Behavior • Small class sizes

• Direct Instruction Supplemented by E20/20

• Group/Individual Counseling & Social Intervention

• Three Levels of Success

• Level I – Achieving a Personal Victory • Begin with the End in Mind

• Be Proactive

• Put First Things First

• Level II – Achieving a Public Victory • Seek First to Understand, then to be Understood

• Think Win-win

• Synergize

• Level III – Continual Improvement • Sharpening the Saw

• Social/Personal Skills Development • Boys’ & Girls’ Town Model

• Goldstein’s Aggression Replacement/Skillstreaming

An alternate route to graduation for high school students who:

• Are at risk of dropping out of school.

• Dropped out of school to care for children or to work.

• Have missed too much school & worry they are too far behind to catch up.

• Are not comfortable in large classes.

• Learn better in a non-traditional classroom setting.

• Want an alternate route to high school graduation.

The program features:

• Individual Learning Plans

• Flexible Scheduling

• Social Skills Training

• Community Service

• Relaxed Adult Environment

For Tulsa, a Partnership with County & State Juvenile Agencies, serving students who:

• Are under court supervision.

• Are demonstrating patterns that put them at risk for legal intervention.

• Are serving state-mandated suspensions.

• Are over-aged for grade level.

http://www.ombudsman.com/index.aspx

• Non–traditional high school setting

• Assisting to address academic, social,

economic, and post-secondary needs of high

school dropouts

• Students represent former students from all

nine high schools

Maintain business atmosphere

Student accountability for attendance

“Seminar Friday” – guest speakers life skills college

Admissions, marketability

School safety procedures aligned with mall emergencies

procedures

Work with community agencies

Student stay connected through mentor partnership with

teachers/staff

The Margaret Hudson Program ("MHP") is

committed to educating pregnant and

parenting teens and their families to be

healthy, self-sufficient, contributing members

of the community and to educate the

community about the challenge of teen

pregnancy and parenting.

Intent to pursue funding: Mentors – modeled after UMBC Shriver Center Choice Program – http://www.choiceprograms.net/index.cfm

• Offers an approach to delinquency prevention & youth development

• Provides community-based, family-centered case management

• Emphasizes support for success in at-risk environments

• Delivers a multitude of services adapted to individual needs

• Fosters resiliency in young people by promoting protective factors to

mitigate risk in their daily lives

“The best possible school experience is getting good grades and moving up to the higher classes.”

New York Metropolitan Area Student

- Education Week, 04-23-03

White Asian Black Hispanic

1998 Enrollment in Advanced

Math or Science Courses

Education Week, 04-23-03

Black & Hispanic Students are less likely

to have a strong foundation in math at the

Middle School Level

• Proposition: ‘. . . [they] lack the

confidence to do the work.’

» ‘No real expectations for student

success from leaders.’

“One teacher asked me why I was in her

accelerated math class, which affected

my confidence in her class and with

math forever.”

New York Metropolitan Area Student

- Education Week, 04-23-03

Students’ Reactions to

School Today

- 85% agree that most of their

school work is busywork.

- MetLife, Inc. Annual Education Survey

• “No teachers have done anything to

motivate me, inspire, or push me in

any way.”

So that we correct thinking . . .

“Equal years spent in school do

not mean equal skills and

knowledge acquired.”

Educating One Child at a Time

Top-Down Teaching

•Huge classes with teacher as center,

students as audience

•Curriculum taught from textbooks

•Inhibits motivation

•Teaches entire class as a single group

•Many high schools have over 1,000

students

•Parents only occasionally involved

•All teaching happens in classroom

•Works for many

•Graduation rate 52%

•College acceptance rate 45%

Student as the Center of Learning

•Small classes of 15-17, run by Advisor-

Student-Parent-Mentor teams

•Curriculum always relevant to the real

•Increases motivation

•Teaches one student at a time

•Parents an intimate part of teaching

•Students go into the real world to pursue

projects

•Works for many more

•Big Picture graduation rate 92%

•College acceptance rate 95%

• Partnership between TPS and Tulsa Community College

• 2 Advisory groups of 8th grade students with 17 in each “advisory” housed on the campus of

TCC North East

• Utilizes the Big Picture philosophy with individualized Learning Plans for all students

incorporating interest Based Projects and Mentorships

• During grades 9-12, students typically attend school 3 days per week with two days of interest

based advisories. All learning is tied to the state objectives

• Instead of tests, students have 4 exhibitions per year which are evaluated by the teacher,

parent, mentor, and peers

• Students have the opportunity to graduate with a HS diploma as well as an associate’s degree

Middle College High School

Advisor Priorities Year 1

• Develop a community with the advisory and school as a whole.

• Know each student and family well both personally and academically.

• Develop relationships with students, mentors and family.

• Understand the baseline of skills students have so that future goals are realistic and data driven.

• Develop a culture of respect and responsibility.

• Help students identify their passions/interests.

• Help students to take responsibility for their own learning.

• Foster a culture of documentation –help them build electronic portfolios.

Middle College High School

9th grade students:

◦ Follow Interests in the real world

◦ Obtain an LTI in the first semester of 9th grade

◦ Impact Community – Service Learning

Journal 3X per week

Keep Super Calendar to stay organized

Be Responsible

Meet Learning Plan Team 4X per year to create Individualized Learning Plan for current quarter

Comprised of Advisor, Mentor, Parent/Guardian, and Student

Reflect on gaps in their learning and address them through project work

Build online portfolio of work

Save hard copies in their working portfolio and portfolio box

Exhibit work publicly 4X per year

10th grade students:

Maintain expectations of 101

Prepare for any state assessments.

Complete 2 in-depth LTI projects

Read at least five books per year

Keep electronic portfolio updated.

Create a resume.

Present a Gateway exhibition 3rd quarter

Apply to Senior Institute

Begin to visit colleges

Address Learning Goal areas in more depth.

Create a graduation plan for the next two

years to fill in Learning Goal gaps.

Demonstrate personal qualities and depth of work.

Play a leadership role in the school.

Prepare for/take fall PSAT.

Prepare for/take spring ACT or SAT.

Address any gaps in college admissions.

Visit at least 3 colleges and schedule 4 interviews for 12th

grade year

Create a draft of college essay.

Write 1st 50 pages of autobiography.

Complete NECAP

Get a senior thesis project proposal approved by committee.

Read at least 4 books per quarter, including two

autobiographies.

Meet with the college counselor and include in Learning

Plan team.

Begin a college portfolio (resume, transcripts, essay, awards,

best work).

• Complete an in-depth senior thesis project.

• Meet consistently with their thesis mentor.

• Contact a resource related to the thesis at least every

other week and keep track of these contacts.

• Complete 75-100 page autobiography.

• Prepare for/take the ACT or SAT.

• Complete a college portfolio.

• Visit/interview at least 4 colleges.

• Apply for scholarships.

• Research and apply to colleges.

• Apply for financial aid.

• Read 4 books per quarter and complete 4 year

annotated bibliography for portfolio.

• Create a post-high school plan.

• Present your work and reflection at a graduation

exhibition.

Similar responsibilities for 6th-8th grade students

Advisory Structure similar to Lombard

Extensive career exploration

Guest speakers

Service learning opportunities

Hands on approach to learning through projects and on site virtual field trips

Identification/development of individual interests leading toward high school internships ◦ Career Inventory Assessments

◦ Mentor selection based on interests

Big Picture Inspired Contract School:

Application process for admittance

Low student-to-teacher ratio – 13:1 & student-to counselor ratio – 15:1

Average of 90 students, 10 teachers & 6 counselors

Students committed ◦ to their education ◦ to resolving substance-abuse problems ◦ learning and practicing life skills ◦ dealing with behavioral issues ◦ filling a void of education and emotional support traditionally provided by family

Tuition-free dropout prevention, intervention, and recovery program

Grades 9 through 12 living in the Tulsa Public Schools district

Therapeutic counseling

Certified drug & alcohol treatment program.

Teaching through real life experiences reinforcing key learning outcomes

Focus on learning that engages the whole person

OPPORTUNITIES FOR CONCURRENT ENROLLMENT

IN OKLAHOMA

STUDENT

OPPORTUNITY

• Juniors 25

• Seniors 42

Actual TPS Concurrent Enrollment Students

2009-2010

• Juniors 1925

• Seniors 1654

Potential TPS Concurrent Enrollment Students

2009-2010

Central High School Fine and Performing Arts

Hale High School Restaurant, Hotel, and Health Management

McLain High School Science and Technology Utilization

Webster High School Broadcasting and Digital Media

11th Grade

10th Grade

“. . . comprehensive high schools that do a better job of sorting students into academic tracks than of educating all students to the levels needed in today’s knowledge-driven economy.”

Education Weekly, June 16, 2004

And More to Come

In Tulsa Public Schools . . .

We have heard from the

North American Council for Online Learning

that by 2019,

half of the courses offered in the United States

will be technology-driven online opportunities.

Therefore, we must be ready!

Tulsa Public Schools’ Virtual School An Urban Alternative Approach for a

Comprehensive 6-14 Education

Independent Learning Model –

Totally Online as Substitute to Traditional

Scaffolding of Opportunities According to Specifications:

– Basic Components

• Online Curriculum Aligned to PASS Standards

• Certified Teacher Monitoring

• Project-Based Learning Activities

• Electronic Portfolios Aligned to PASS Standards

• Test Centers for Assessments

• Virtual Field Trips & Laboratory Applications

• Partnership with Fitness Center – Private or Organizational

– Supplementary Components

• Mental Processing Activities

• Aligned Practice/Skills-Building Opportunities

• Foreign Language Lab Access

• Online Tutorial

• Homework Help

• State & ACT/SAT Practice Tests

– Supplementary Components

– Extracurricular Participation

Blended Model – ◦ Independent Learning – Some Disciplines

◦ Technology Access Provisions – Students from Poverty

◦ Dual Language Instruction – ELL Students

◦ Distance Learning Opportunities –

Real time, Instructor-Led

◦ Special Education Services –

IEP, Monitoring & Applicable Accommodations

◦ Direct Instruction Enhancement Opportunities –

Face-to-Face

◦ Gifted Education –

AP Programming & Post-Secondary Options

Tulsa Public Schools’ Virtual School An Urban Alternative Approach for a Comprehensive

6-14 Education

Risk-to-Promise

• Schools-within-Schools

• Big Picture Inspired

• In traditional Middle & High Schools

• 2 Advisors per Grade Level

• 15 to 17 Students per Advisor

• Internship Opportunities

• Increased Social Service Interventions

“Without an education, children are slaves to the world they live in. With real learning, there’s no end to what they might be.”

Gregory Hodge, Middle School Principal - Harlem

District Vision – The District of Choice

Dr. Marvin H. Jeter, III, Assistant Supt –School Innovations jeterma@tulsaschools.org

Dr. Diane Dross, Lead Principal – Elementary Alternatives drossdi@tulsaschools.org

Mr. Phil Garland, Lead Principal – Behavioral Alternatives garlaph@tulsaschools.org

Mr. Kenny Rodrequez, Lead Principal-Academic Alternatives rodreke@tulsaschools.org

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