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Sleepy Hollow High SchoolAssessment Results 2007-2008
• Enrollment • Profile of Pocantico Students• Regents • SAT • AP • NYSMA • Scholar Athletes• Other Indicators
HS Enrollment 2007-2008: 792
Pocantico Hills Enrollment Distribution By Grade:
9th 110th 411th 1 12th 5
About our high school…
Diverse in everyway Enrollment: 806 Ethnicity ~ 5% African American, 42% Caucasian, 53% Hispanic) Free and reduced lunch: 34% English language learners: 23% Special education: 11% Graduation rate: 94% (78% Regents Diplomas in 6/08) Going on to college: 93% (two and four year schools) Scholarships awarded: in excess of $280,000 Newsweek top schools Wide range of successful grants and Foundation support to
supplement school budget
About our challenges….
Measuring up in competitive Westchester Keeping perspective on data in a small school Serving all constituents, all the time Stemming middle and upper middle class ‘flight’ to
private schools Accommodating non-English speakers, new immigrants
with limited schooling, students living in poverty Managing state and federal mandates (NYS graduation
requirements, NCLB, IDEA, etc.)
English Regents
69 146 147 162 164 204 193 196
83
0
80
26
82
33
94
47
90
35
85
23
88
27
93
34
80
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
# TESTED
3 Pocantico Students Took Exam
2 Passed
1 Mastery
Math A Regents
100
64
95
43
95
30
88
31
92
31
94
42
94
27
90
16
78
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
# TESTED 75 105 172 151 208 215 215 335
4 Pocantico Students Took Exam
3 Passed
0 Mastery
Math B Regents
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
# TESTED 77 76 98 67 88 109 109 105
2 Pocantico Students Took Exam
1 Passed
0 Mastery
Global History & Geography Regents
99
43
91
27
93
54
91
43
89
32
78
35
81
29
75
25
64
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
117 150 154 148 214 194 196 256#
TESTED
5 Pocantico Students Took Exam
3 Passed
0 Mastery
US History & Government Regents
92
29
87
29
99
46
93
40
86
39
84
41
89
42
90
44
80
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
100 122 137 162 179 180 183 205#
TESTED
1 Pocantico Students Took Exam
1 Passed
1 Mastery
Living Environment Regents
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
188 132 122 176 210 236 202 180#
TESTED
2 Pocantico Students Took Exam
2 Passed
0 Mastery
Earth Science Regents
010
20
3040
50
6070
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
73 83 94 111 59 92 70 85#
TESTED
0 Pocantico Students Took Exam
Physics Regents
64
22
70
15
42
1
100
48
88
14
93
18
93
28
96
38
90
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
45 80 90 23 51 59 75 50#
TESTED
0 Pocantico Students Took Exam
Chemistry Regents
71
19
73
18
74
26
73
16
98
26
93
27
93
14
79
15
58
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
80 100 125 70 108 124 133 155#
TESTED
2 Pocantico Students Took Exam
1 Passed
0 Mastery
Spanish Regents
100
9110
0
85
98
9897
9010
0
81
99
84
99
8898
78
98
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100% PASSING 65-100
98 101 106 101 105 93 78 94#
TESTED
1 Pocantico Student Took Exam
1 Passed
1 Mastery
Italian Regents
0
10
20
30
40
50
60
70
80
90
100
'01 '02 '03 '04 '05 '06 '07 '08
% PASSING 55-100
% W/ MASTERY 85-100
% PASSING 65-100
11 11 23 19 18 17 18 34#
TESTED
1 Pocantico Student Took Exam
1 Passed
1 Mastery
SAT: All StudentsHow Does Sleepy Hollow Compare?
500
493
503
511
510
518
504
491
502
499
505
515
490
488
502
493
504
515
0
200
400
600
800
CRITICALREADING
MATH CRITICALREADING
MATH CRITICAL MATH
SHHS
NYS
NATION
2005-2006
2006-2007
2007-2008
SAT I7 Year Trend
0
200
400
600
800
CRITICAL READING MATH
2002
2003
2004
2005
2006
2007
2008
SAT: Students Ranked in Top 10%How Does Sleepy Hollow Compare?
641
578
580 634
602
604 6
79
578
580
663
599
602
623
560
573 6
41
585
598
0
200
400
600
800
CRITICALREADING
MATH CRITICALREADING
MATH CRITICALREADING
MATH
SHHS
NYS
NATION
2005-2006
2006-2007
2007-2008
Advanced Placement – 9 Year Trend
0
50
100
150
200
250
300
350
400
2000 2001 2002 2003 2004 2005 2006 2007 2008
# ENROLLED
# EXAMS
Advanced Placement – 9 Year Trend
0
10
20
30
40
50
60
70
80
90
100
2000 2001 2002 2003 2004 2005 2006 2007 2008
% Scoring 3 or Higher
Advanced Placement 2008
AP exams wereadministered to
175 students: 78 Seniors, 70
Juniors27 Sophomores
46% of these studentswere acknowledged
by the College Board for
exceptional achievement
25 students named AP Scholar, scoring 3 or higher on 3 or more exams (1 Pocantico)
18 students named AP Scholar With Honor, scoring 3.25 or higher on four or more of these exams
11 students named AP Scholar With Distinction, scoring 3.5 or higher on five or more of these exams (1 Pocantico)
5 students named National AP Scholar, scoring 4 or higher on 8 or more exams
Performing Arts NYSSMA Participation
2006
39 students Participated
Levels V & VI 6 students received an A+
6 students received an A
7 students received an A-
2 students received a B+
1 student received a B-
Levels III & IV5 students received an Outstanding
11 students received an Excellent 1 student received a Good
2007
38 students Participated
Levels V & VI 4 students received an A+
12 students received an A
7 students received an A-
1 student received a B
Levels III & IV5 students received an Outstanding
11 students received an Excellent 1 student received a Good
2008
41 students Participated
Levels V & VI 4 students received an A+
9 students received an A
8 students received an A-
1 student received a B
1 student received a B+
1 student received a C+
Levels III & IV3 students received an Outstanding
13 students received an Excellent
1 student received a Good
Scholar Athlete Teams90+ Averages (Unweighted)
Boys’ Cross Country
Girls’ Cross Country
Field HockeyVolleyballIce HockeyBoys' Indoor
TrackGirls' Indoor TrackGolfBoys’ LacrosseGirls' SoccerBoys' TennisGirls' Track
2005 -2006
12 teams
Boys’ Cross Country
Girls’ Cross Country
Field HockeyGirls SoccerVolleyballBoys' Indoor
TrackGirls’ Indoor
TrackWrestlingGolfBoys LacrosseBoys’ TennisGirls’ Track &
Field
2006-2007
12 teams
Boys’ Cross Country
Field HockeyBoys’ SoccerGirls SwimmingVolleyballGirls’ BasketballIce HockeyBoys' Indoor
TrackGirls’ Indoor
TrackGolfBoys’ Tennis
2007-2008
11 teams
Alfred State College Alfred University American International College Babson College Bard College Bates College Benedict College Berkeley College of NJ Berkeley College of White Plains Binghamton University Borough of Manhattan CC CUNY Boston College Boston University Brandeis University Brooklyn College of the CUNY Brown University Bryant University Buffalo State College of SUNY UCLA Caldwell College Carleton College Carnegie Mellon University Cazenovia College Champlain College Chestnut Hill College
City College of the CUNY Clark University Clarkson University Clemson University Colby College Colgate University College of Charleston College of William and Mary Colorado College Concordia College Connecticut College Cornell University CUNY Honors College Dartmouth College Dominican College of Blauvelt Drew University Drexel University Duke University Embry-Riddle Aeronautical
University-AZ Fairfield University
College Acceptances 2006-2008
Fairleigh Dickinson University Fashion Institute of Technology Five Towns College Fordham University Franklin Pierce University Georgetown University George Washington University Georgia Institute of Technology Haverford College Hobart and William Smith Colleges Hofstra University College of the Holy Cross Howard University Hudson Valley Community College Hunter College of the CUNY Iona College Ithaca College James Madison University John Jay College of CUNY Johnson & Wales University Johnson C. Smith University
Johnson State College La Salle University Lafayette College Lehigh University Lehman College of the CUNY Lewis & Clark College Long Island University, C.W. Post Loyola College in Maryland Lynn University Manhattan College Manhattanville College Marist College Mercy College McGill University University of Miami University of Michigan Middlebury College Moravian College Morgan State University Mount Saint Mary College New York City College of Tech New York Institute of Technology New York University Northeastern University
Northwestern University Oberlin College Pace University, Pleasantville-Briarcliff Pennsylvania State University Philadelphia University Plattsburgh State University Polytechnic University, Brooklyn Pratt Institute Princeton University Purchase College Quinnipiac University Rensselaer Polytechnic Institute Rhode Island College Rice University Rochester Institute of Technology Rutgers State University Sacred Heart University Sarah Lawrence College School of the Museum of Fine Arts School of Visual Arts
College Acceptances 2006-2008
Seton Hall University Siena College Skidmore College Southern Connecticut State University St. Bonaventure University St. John's University St. Lawrence University St. Thomas Aquinas College Stanford University State University of New York at Albany State University of New York at New Paltz State University Of New York Stony Brook Suffolk University SUNY at Farmingdale SUNY College at Brockport SUNY College at Cobleskill SUNY College at Cortland SUNY College at Fredonia SUNY College at Geneseo SUNY College at Old Westbury
Union College University at Buffalo University of Bridgeport University of Colorado at Boulder University of Connecticut University of Delaware University of Georgia University of Hartford University of Maryland,
College Park University of Massachusetts,
Amherst University of Miami University of New Haven University of Puget Sound University of Rhode Island University of Rochester University of South Carolina University of Vermont University of Virginia
College Acceptances 2006-2008
SUNY College of Technology at Canton SUNY Delhi SUNY Institute of Technology
at Utica/Rome SUNY Maritime College SUNY Oswego Syracuse University Temple University The Art Institute of Boston
at Lesley University The College of New Jersey The College of Saint Rose The College of Westchester The George Washington University The University of North Carolina
at Chapel Hill The University of Scranton Towson University Trinity College Tufts University
University of Wisconsin, Madison Vanderbilt University Vassar College Vaughn College of
Aeronautics and Technology Villanova University Wheaton College Wesleyan University West Virginia University Westchester Community College Western State College of Colorado
The Class of 2008 at a Glance
94% Graduation Rate 81.6% Graduation Rate 2003 Cohort Less than 1% Dropout Rate (1 student) 93% went on to College, 60% to four year
schools Awarded in excess of $285,000 in scholarships
Not including the full tuition college scholarships
GRADUATES EARNING REGENTS DIPLOMAS
49 52 50 4961
6875 71
78
0102030405060708090
100
'00 '01 '02 '03 '04 '05 '06 '07 '08
% EARNINGREGENTSDIPLOMAS
TOTAL # OF GRADUATES 136 108 120 119 152 168 149 156 174
5 Graduates from Pocantico
1 earned a Regents diploma with Advanced Designation Honors
2 earned a Regents diploma with Advanced Designation
2 earned a Regents diploma
At Sleepy Hollow High School…The Keys to Being Successful
For Students: Be Here… Every Class, Every Day Be Prepared… To Do Your Best Work Be Respectful… Of Self and Others Be Positive… Think You Can, and You
Will
For Parents: Be Involved… Call and Visit Often
Best Practices in Successful High Schools One school’s story…
Sleepy Hollow High School
Carol L. Conklin, Principal
Sleepy Hollow New YorkOctober 2008
Goals of this Session
1. Share successful practices that make a difference:
– Rigor, Academics and Curriculum– Personalization and Student Support– Motivation and Engagement– Leadership and Structure/Organization
– Community, Family and Parent Involvement
2. Share data and substantiate success
3. Questions/Comments
What Should High School in the 21st Century Look Like?
The American HS of the 21st Century is a dynamic, relevant and student-centered school with personalized programs, support services and intellectual challenges for all students. This high school will have the capacity to provide each student with an adult advocate and understand the motivation, aspiration and learning styles of each individual in order to fully engage them in their own learning to realize their full potential. Through varied and carefully designed experiences, students will acquire and nurture broad based skills and talents; publicly demonstrating mastery. Graduates will know how to learn, think critically, work collaboratively and express themselves articulately.
High School Reform Initiative Adopted a systemic framework to improve
student performance based on “Breaking Ranks”
Creating/sustaining a culture of continuous improvement
Providing all students with the opportunity to achieve at high levels.
Managing complex change:vision + skills + incentive + resources + action planning
Increasing student performance depends upon:
Collaborative leadership Personalization
Curriculum, Instruction, Assessment
Recent Initiatives in Keeping with the Vision of a 21st Century High School
Development of Multi-media & Digital Arts curriculum Filmmaking, Journalism, Children’s Literature, Acting
and Guitar Invitational Jazzfest, Senior Art Show, expanded
community performances Humanities Program for At-Risk 9th and 10th graders Elimination of stretch courses in mathematics; add
extended time to support at or above grade level instruction for all students
College offerings beyond AP, i.e. :SUPA Psychology & Forensics, SUNY Italian & Science Research
WISE Internships for seniors
Recent initiatives continued
Facing History integrated into Contemporary Issues curriculum
Project Lead the Way: Pre-engineering Elective program in physical education: Dance, Mountain
Biking, Weight Training, Swimming, Violence Prevention for Women, Fitness & Nutrition
Alternative School within our school: Avanza and GED Bilingual classes in math, science and social studies, Development of American Citizenship course for new
arrivals Physics First Development of Applied Physics as AIS for freshmen
Recent initiatives continued
Individualized college preparation: Naviance System, college tours and visits, aid and scholarship support
Expanded career connections, i.e. Health fair at Phelps Hospital, TSTT, Tomorrow’s Nurses
Upward Bound Co-teaching and inclusion PBIS and targeted intervention Technology integration, i.e.SmartBoards, web-based
resources, laptops in classrooms, sign out to students Block scheduling, flexible use of time to strengthen
instruction
Recent initiatives continued
Increased offerings/participation in student activities, i.e. : Honor Societies: National, English, Foreign Language,
Social Studies, Math and Science Clubs: Interact, Model UN, GSA, LASO, African American
Heritage, Political Action, Film, SADD, SPEAR Communication: Digital News and Digital Yearbook, Cable
TV, Newspaper Academic Competitions: Math Team, InvenTeams, The
Challenge Expanded International Travel Opportunities Athletics: new/expanded teams include Lacrosse,
Swimming, Football, Field Hockey, Pioneer League.
Making reform happen… one shift at a time
Create and model a ‘can do’ culture Identify manageable projects, take action and
calculated risks Consider niche programs to target pockets of need and
similar interests… meaningful reform isn’t universal or one-size-fits-all
Empower students and staff Breed and celebrate success, own failures as
opportunities Follow through Get creative… reallocate resources and seek funding Change is ongoing; be pleased but never satisfied
Select Examples
Using data to identify real issues and target improvement: Student Management
Increasing rigor and access for all: Open enrollment in AP
Targeted intervention that engages students and motivates success: The Humanities Team
Personalization and student support in and beyond the classroom: Community Meetings
Restructure leadership to support new needs in the organization, while honoring the culture that exists: Planning Council
Example of Using Data:
Strengthen Student Management
Implement PBIS techniques Review and align rules, code of conduct,
classroom expectations Improve incident recording and tracking Analyze data and target interventions Coordinate school community efforts Targeted proactive intervention
Type of infraction in May 2008Minor
0
5
10
15
20
25
30
35
40
45
50
Language Misbehavior Misuse Tech Non Compliance Cut Class Physical Contact Dress Code Other
9th
10th
11th
12th
Type of infraction in May 2008Major
0
5
10
15
20
25
30
35
40
45
Defiance
FightLang.
Forgery
Harassm
ent
Alcohol/Sub
TheftLying
Truancy
Vandalism
Weapon
Disruption
9th
10th
11th
12th
Number of Referrals by Grade Each Month 2007-2008
0
20
40
60
80
100
120
140
9th 10th 11th 12th
September
October
November
December
January
February
March
April
May
Total Number of Referrals September – May 2004-2008
0
100
200
300
400
500
600
700
800
9th 10th 11th 12th
2004-2005
2005-2006
2006-2007
2007-2008
Progress of Cohorts Number of Referrals
0
100
200
300
400
500
600
700
800
2011 2010 2009 2008
2004-2005
2005-2006
2006-2007
2007-2008
Example of Increasing Rigor:
Open Enrollment in Advanced Courses
2001-2002 13 AP courses offered 94 students took 162 AP exams Other college and university
affiliations:
Science Research SUNY Albany
* Percentage of our 12th graders scored a 3 or higher at any point in their HS career
2007-2008 19 AP courses offered 175 Students took 361 AP Exams Excellence and equity*
2005 44.6% 2006 42.7%2007 36.6%2008 45.3%
Other college and university affiliations include: SUNY Albany, New Paltz, WCC SUPA Mercy College Upward Bound TSTT Tomorrow’s Nurses
Why focus on AP and college level courses in the first place?
National standard Rigorous content College preparation Admissions asset Provides students access to opportunities Established network Drives the conversation about increasing participation in
accelerated and honors courses in earlier grades, fosters change in the feeder programs
Get ready to…
Challenge belief systems Take on the academic elite Encourage risk taking Accommodate failure Celebrate success Make students feel welcome and ready Provide support systems to level the playing
field
Where to begin?
Examine current AP offerings and enrollment Evaluate in the broader context of your college
preparatory program Analyze the breath and success of your honors program,
when and how does ability grouping begin in your district?
Pinpoint when/how students are identified to take AP classes:
What are the prerequisites, and what purpose do they serve? Examine the perception of students in AP classes, through the eyes of students, staff and parents.
Do your homework…
Understand AP; what it is and what it isn’t Budget for the costs (i.e. exams, training) Secure funding for targeted programs that will support
expanded enrollment of students not typically in AP classes (go beyond the traditional budget for grants, foundation support, etc.)
Get creative with scheduling to increase student/teacher contact time
Use other schools with a track record of success as a resource
Get the teachers on board…
One at a time if necessary! Initiate new offerings rather than taking on the paradigms
of existing ones, include other college level affiliations Get teachers to visit other schools and colleagues Send faculty for regular training Provide time… for planning, collaborating, working with
students Expect teachers to continually analyze methodology,
technology applications, assessments, join them in the process
Use the research and results to inform practice
Establish clear expectations…
Establish a climate that values tapping potential Share course requirements, expectations and grading
practices well in advance Use summer assignments with care Lay out the options if a student needs to drop, be up
front about the tough issues i.e. impact on schedule, transferring grades, posting the transcript
Use rubrics and modeling Provide assignment/assessment calendars Encourage and reward work ethic Your best is ‘OK’, perfection is not required
Anticipate the tough questions, “So, does just anyone get to sign up?”
Establish a process to help students make an informed decision
Use teacher recommendations as a place to begin Initiate a student friendly process for those not
recommended who express interest Focus on identified skills and learning behaviors that fit
the profile of successful students – foster student reflection on their readiness/willingness levels
Believe that the ultimate choice belongs to the student and his/her family
Carefully plan and implement the kind of supports that make a difference…
Summer academy Extra help through out the year Access to role models who have broken the mold Additional class time ‘No surprises’ in expectations, keep the standards high,
promote consistency and accountability Teach and reinforce the skills and learning behaviors
that lead to success Support and encourage everyone
AP Course Offerings at SHHS
English Language Chemistry
English Literature Biology
Spanish Language Physics B
Spanish Literature Physics C
French Language Environmental Science
French Literature Statistics
European History Calculus AB
American History Calculus BC
Government and Politics Studio Art
Music Theory Art History
College Board Exceptional Achievement: 6 Year Trend
Year 2003 2004 2005 2006 2007 2008
# Enrolled 123 145 154 132 162 175Exams Administered 230 301 324 276 348 361
% Acknowledged 26% 28% 35% 36% 34% 45%
Number of :AP Scholars 15 15 19 22 20 25Scholars w/ Honors 6 15 10 5 8 18Scholars w/ Distinction 10 9 20 21 26 11National AP Scholars 1 2 5 3 8 5
How can you make open enrollment or (any new initiative) work? …
Welcome the challenge Be consistent with the philosophy and mission of
the school in program placement beyond AP Walk the talk Set realistic goals Plan for success Make it a work in progress
Example of engaging students and motivating success: The Humanities Program
One ELA teacher, one Global/Geography teacher, one TA; consistent guidance counselor and access to social worker
15:1 student/teacher ratio Each teacher has two 9th grade classes/periods, two 10th grade
classes/periods and one “swing period” TA works in class with students and follows students to math,
science & electives on rotating basis Works in class to give supports for any/all students Stays after school for HW Center (knows what students are
currently focusing on in math & science) Carry over behavioral supports into math, science & electives Bilingual to faciliate frequent home/school contact
After-school assistance: to practice skill sets, can earn bonus points
The Humanities Program
Behavior Supports in Class: extra training for staff, proactive strategies (attention getting signals, proximity, continuum of negative. consequences, etc.), acknowledgement systems for academics & successful learning behavior
Daily/Weekly: Bonus points, Over 90 Club, Bragging Pass
Quarterly Celebrations: If passed, go to lunch or movie, lunch with the principal
– If not: meet with counselor to make a plan for what will be different next quarter
Year-end Celebration: get dressed up, go out to nice restaurant, take pictures, give awards
Why provide a separate setting?
Literacy skills for HS were low, needing lots of extra time/work (multiple years below grade level in reading, at-risk of dropping out)
Strong skills around humanities needed Emotional/behavioral support available Less restrictive than Special Education Kids are invited to be in program; talk about potential,
are they where they want to be in terms of grades/attendance/etc.
No one is embarrassed in needing help reading, writing etc.
Funding
Less expensive than: repeating 9th grade, testing & placement in Sp.Ed.
Also consider costs associated with: loss days of attendance due to suspensions, absence, drop-outs, etc.
New cost: increase of .4 FTE in SS & ELA, training Reallocated resources: cancelled ISS, took TA and
assigned to The Team. Instead, have short-term Time Out in AP office, after-school detention or suspension. Most students in ISS were recidivist, 9th/10th graders, had poor literacy skills, etc… (the target population)
Grant funds and corporate support for incentives: 21st Century & The Foundation, local businesses
Our findings…
Show that the majority (more than 90%) of these students have improved academically and behaviourally as indicated by the following data sources: attendance, office discipline referrals, pass/fail status in two courses, grades in two courses, pass/fail status on Regents exams and grades on Regents exams.
Students are proudly affiliated with The Team, see themselves as successful learners and rise to this expectations
Roadblocks & Tips for Getting around Them
Attendance: takes time, meetings with guidance counselor, phone call for every absence, give kids alarm clocks, make wake- up calls, etc.
Tardy: need to practice being on time, remind and reward
Sustaining effort: assistant principal and PPS staff works closely with teachers; predict – prevent- acknowledge
Example of Personalization:
Community meetings and Planning Council
Establish Planning Council as 3rd leg of leadership structure (along with Advisory and Department Chairs) with representatives from all areas including students and parents, empower them to plan and lead faculty and staff in implementation. Routinely distribute minutes, use faculty meeting time to organize/share
Provide training and cultivate in-house experts Start small and go slow; have students and teachers asking
for more .. Success builds success Get everyone involved and have fun Teachers and students stay together for all 4 years of HS Pair faculty thoughtfully to establish long term teams that
work for students, make use of the new structure
SHHS Community Meeting Schedule for 2008-09
Theme Date Grades 9/10 Grades 11/12
Spirit & Leadershi
p
Wed. Septembe
r 3
Ice breakers, Leadership: prepare for Camfel productions Nominate representativesSchool spirit: how to get involved talk about clubs and hand out club flier
Ice breakers, Leadership: prepare for Camfel productions Nominate representativesSchool spirit: how to get involved talk about clubs and hand out club flier
September 16
Special presentation by Camfel productions about self-leadership.
Special presentation by Camfel productions about self-leadership.
October 7 Spirit Week: Grade level meetings with class advisors
Spirit Week: Grade level meetings with class advisors
October 21
What makes a good leader? Election of representatives, Introduce upcoming National
electionsFollow up with Camfel
What makes a good leader? Election of representatives, Introduce upcoming National
electionsFollow up with Camfel
November 4
Mock Presidential ElectionsIntroduce November Food drive and community service
Mock Presidential ElectionsIntroduce November Food drive and community service
SHHS Community Meeting Schedule for 2008-09
Community
Service
November 18
Special presentation by volunteer firefighters, EMT, and student volunteers
Collect food for Food drive
Special presentation by volunteer firefighters, EMT,
and student volunteersCollect food for Food drive
December 2
Letters to soldiers, nursing home, cards to Blythedale, children in hospitals
Letters to soldiers, nursing home, cards to Blythedale,
children in hospitals
December 16
Prepare for square dance party - video - multi-cultural aspect of square dancing
Prepare for square dance party - video -multi-cultural aspect of
square dancing
December 19
Square DancingGrade Level Parties
Square DancingGrade Level Parties
January 6 9th gradePublic speaking class presentations by upper classmen about their experiences in Sleepy Hollow
10th grade Recent graduates return and talk about their experiences post-Sleepy
Recent graduates return and talk about their experiences post-Sleepy
January 22
Distribute Exam SchedulesStudy Skills
Distribute Exam SchedulesStudy Skills
SHHS Community Meeting Schedule for 2008-09
Self-Concept,
Peers, and Pressure
February 2
New Class SchedulesOK to fail: JK Rowlings video
New Class Schedules,OK to fail: JK Rowlings video
February 24
Failure – continued,self conceptturning failure into positive
Failure – continued,self conceptturning failure into positive
March 10 Peer interactions about peer pressure, ethics, Yes/No line, p. 18 black book
11th gradeTransition to senior year application process
12th grade Transition to
“real life” after Sleepy
March 24 Peer continuation, person of principle
Budget
April 14 Conflict resolution Resume
April 28 Conflict resolution Interviews and video
Transitioning
May 8 Reflection Time management
May 26 Reflection 10th gradePublic speaking class presentations upper classmen about their experiences in SH
Organizational skills
June 9 Exam SchedulesStudy Skills
Gr. 11 Exam Schedules Study SkillsGr. 12 level meeting
Example of Personalization:School wide focus on Instructional Practice for 2008-09: Checking for Understanding
A school that personalizes learning establishes this notion as a state of mind and works to grow the necessary skills to make it happen
Build capacity strategically and collectively Get supervisors on board, strengthen their ability Provide teachers with a bag of tricks for CFU and use
examples across disciplines Raise awareness by sharing select articles,
showcasing excellence in action, providing staff development, making comments on informal and formal observations, talking about what you see when you visit classes
Example of Personalization:School wide focus on Instructional Practice for 2008-09: Checking for Understanding
CFU linked to major initiatives:Backwards Design
– CFU based on enduring ideas– Prioritize how and what we check– Think about outcomesDifferentiation- To differentiate sources, process, product, must know where students are at- Must check for understanding in a variety of waysPersonalization- Precision teaching- Data driven- Anticipating learning pathways and potential areas of difficulty
Leading a successful high school means…
You care enough to put yourself out there and keep learning
You strive to improve and continually raise the bar for yourself and your school
You believe in your staff and your students’ potential to achieve, and you show it
You never lose sight of what is really important and provide for a comprehensive program that goes beyond what tests measure
You know that what you do matters and you inspire others to make a difference too
Sleepy Hollow, doing well …
Striving to do better.
