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Merced High School

Merced High School. Session#- TBD Merced High School: Overcoming the Odds — Transformation Through a Commitment to Rigorous and Relevant Instruction Anthony Johnson , Assistant Principal, Merced, California  Rebecca Gibson , ELA Coach Charles Jolly , Math Coach.

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Merced High School

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  1. Merced High School Session#- TBD Merced High School: Overcoming the Odds — Transformation Through a Commitment to Rigorous and Relevant Instruction Anthony Johnson, Assistant Principal, Merced, California  Rebecca Gibson, ELA Coach Charles Jolly, Math Coach “The Home of Scholars and Champions!”

  2. Demographic Snapshot Site Demographics – Hispanic – 54.3% White – 20.8% Asian – 15.8% Black – 6.3% Other – 2.8% English Learners – 8% (218) Re-Designated/FEP – 33% Socio-Econ-Disadv– 73% • Students – 2,770 • Teachers – 105 • Support Staff – 50+ • Administrators – 7 A.J.

  3. City of Merced, CA Demographics: Hispanic - 39,140 (49.6%) White alone - 23,702 (30.0%) Asian alone - 9,116 (11.5%) Black alone - 4,483 (5.7%) Other – 3% Median Income:Merced:$32,513 California:$58,931 Parent Level of Education: Not a High School Graduate: 23% High school or higher: 68.5% Bachelor's degree or higher: 13.6% Graduate or professional degree: 4.8% Unemployment: National- 8.1% California- 10.9% Merced- 17.7% Foreclosure Rate: 10.1% (#3 in the nation)8400 in 2009 Graduation Rate 2012: 98% (613 of 624) A.J. http://www.city-data.com/city/Merced-California.html

  4. Student Achievement Then & Now 2007 API- 696 CAHSEE- Math (71) ELA (72) CELDT- AMAO 2-21% Discipline- 1900 Attendance (truancy)- 5878 2011 API- 800 (exemplary) CAHSEE- Math ( 87) ELA ( 86) CELDT-AMAO 2- 52% Discipline- 1000 Attendance (truancy)- 1974 A.J.

  5. Who We really Are… B.G.

  6. It Began with relationships… • Interviewed our at-risk students who were doing well in an attempt to understand how they were able to out-perform their peers (Positive Deviance Approach) • We found things that students felt worked for them (teachers who they felt cared, engaging & interactive classes). Students wanted to interact more in their classes and did not want to be lectured to all day. • Also, as we heard their stories, it made us aware of the challenges they faced. • We developed instructional goals focused on building relationships with various groups of students B.G.

  7. Positive Deviance Video

  8. Instructional Expectations Instructional Leadership Team (10) We started with a simple question: “How do we support staff members in reducing teacher-talk and increasing student interaction?” Lingering Questions: What are the expectations/what does this type of instruction look like? How do we accomplish this goal? Who will lead the charge? • We Committed to: • Collaboration • Developing the Capacity of Teacher Leaders • Ongoing Professional Development and Support for Teachers • Calibration of practice & language that affords teachers opportunities to look at their lessons objectively • Sample Activity: • Product Improvement Activity- B. Hall- Values Based Instruction B.G.

  9. Product Enhancement Activity Take 3 minutes to brainstorm ways to improve (1) of these products. B.G.

  10. Lesson Enhancement Activity ELA Lesson Daily Journal (5 min.) Lecture on Theme (10 min.) Group Reading (20 min.) Selection Quiz (5 min) Review Results of Quiz (10 min.) Math Lesson Daily Quiz (10 min.) Lecture on Fractions (30 min.) Independent Work (10 min.) Review of Ind. Work (5 min) Take 3 minutes to brainstorm ways to improve (1) of these products. C.J.

  11. Voluntary Professional Development Summer Instructional Leadership Workshop 3 Days 26 teachers/counselor/3 administrators Examined Data & Reflected on Our Practices Teachers Developed & Critiqued Instructional Goals Published these Goals Ongoing Professional Development (PD Calendar) C.J.

  12. Instructional Foci C.J.

  13. Other Professional Development Quad D Workshop: Training Staff Every staff member was trained on the rigor and relevance framework Staff members used our Instructional Goals and the language of the rigor and relevance framework to create and critique Higher Order Thinking lessons. D-Day C.J.

  14. Ongoing Professional Development and Support for Teachers • We offer ongoing voluntary professional development under the umbrella of our instructional goals (Literacy, HOTS, Relationships) • Instructional Coaches and Administrators alike work one-on-one with teachers to follow-up with feedback and support as teachers enhance and implement instructional techniques • Use the Rigor & Relevance Framework to Establish Common Language • Every teacher on campus has been trained in how to access the SPN Network and has created anchor lessons of high rigor and relevance. • Statistics on Instructional Coaching • Over 450 teacher support and embedded coaching opportunities • Embedded Coaching- 70% • Professional Development- 20% • Other meetings (i.e. D.O.)- 10% C.J.

  15. Topics of Focus Moving Instruction Forward… Mandatory Engagement – emphasize 85% T4S standard Embedding Interactive Engagement Strategies and CFUs directly into the lesson and/or presentation Literacy – push to see writing & dialogue to justify/reason in every classroom on campus - the right answer is not enough Continue to emphasize HOTS, Literacy & Relationships C.J.

  16. Developing Capacity of Teacher Leaders • Two major groups of teacher leaders 1. Instructional Leadership Team (10) 2. Subject Level Facilitators (16) • Responsible for brainstorming ways and creating initiatives to drive instruction forward. These individuals also lead data driven collaboration. • Receive professional development and training (6) grounded in adult developmental theory (Kegan, Hall, Cook-Greuter, Mezirow, etc.) that aims to give teacher leaders an opportunity to reflect, gain perspective, and gain confidence in leading their respective smaller groups of teachers. A.J.

  17. Weekly Collaboration Then… Required by School Sanction 40 minute period mostly spent on discussing school issues Some groups brought student achievement data to the meetings and spent a large amount of time filling out a required protocol Now Environment where it is safe to discuss instructional strengths & weaknesses Collaboratively established collaboration criteria and protocol that focuses conversation on data and instructional best practices Each group is expected to reach an instructional response for those students who are not performing proficiently. Collaboration Video Collaboration Leaders Receive Ongoing Training & Support! A.J.

  18. Collaboration Video

  19. OUR Diversity is our Strength A.J.

  20. Academic Performance Index – 800!

  21. API Sub-Groups

  22. Meet - Roger • Has shown consistent academic growth over the past few years (ELA) • 7th Grade= 282 • 8th Grade= 296 • 9th Grade= 329 • 10th Grade= 353 • Evidence of a strong instructional program AJ

  23. MHS 2011-12: CELDTAMAO 1 Target: 56% 2011-2012 School Year: 67.8% (AMAO Met) Growth = 25.1% AJ

  24. MHS 2011-12: CELDTAMAO 2 Target: 45.1% 2011-2012 School Year: 52.2% (AMAO Met) Growth= 21.9% AJ

  25. Student Growth - CELDT MHS saw an increase of 96 students in the Proficient and Advanced Levels on the CELDT AJ

  26. Meet - Juan • Juan moved from a CELDT Level 2 to a CELDT Level 4 and has recently been re-designated • Juan has been placed in AVID in lieu of his EL course and is now on UC track • Recommended by his teacher to be a member of School Site Council AJ

  27. Meet – Kassandra • Kassandra is a student who is on an IEP – she participated in Project LEAP last year • MHS’s CAHSEE intervention that targets at-risk students • She passed both parts of the CAHSEE with scores of: Math- 396 (proficient!) ELA- 368 A.J.

  28. Attendance & Days of Truancy • Current Attendance Rate= 96.9% A.J.

  29. Discipline Data & Expulsions Suspension rates have steadily declined and are projected to be significantly lower this year. A.J.

  30. What’s Changed about Merced High School? Video Clips of Students & Staff Members A.J.

  31. Awards & Accomplishments Superintendent’s Cup Winners (Back-to-Back) Presenters at 20th Annual Model Schools Conference Reigning CCC Athletic Achievement Award Winners Home of Merced County Teacher of the Year Home of ACSA-Region IX Principal of the Year Only HS in Merced County to reach an 800 API Highest Possible Similar Schools Ranking of 10 Highest Overall CELDT Score in the district – worst to first! Academic Decathlon – Overall & Super-Quiz Award Winning Merced Marching 100 Band A.J.

  32. Areas of Instructional Strengths MHS has a critical mass of teachers dedicated to moving instruction forward (strong teacher leadership) Developing the ability to get to economical instructional responses on a bi-weekly basis (collaboration) Teachers teach from bell-to-bell; maximizing instructional time; uninterrupted prep time calendared Strongest-Strength – True Professional Learning Community Developing Appropriate & Effective Instructional Responses Now What? Plan to move teachers forward Focus on the lower level fidelity teachers – continue to have tough conversations, develop detailed professional development plans and offer a high level expectation and support We do not avoid conflict (adaptive leadership) – mainly because it is not about adults, it is about students Continue to Explore Career & Technical Education Pathways A.J.

  33. “Nothing is different , Yet all is transformed”- Daloz

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