Carbondale Community High School District 165
Restructuring Plan
Background:
Carbondale Community High School has a history of strong academic programs and successful student performance. However the PSAE testing, using the ACT and WorkKeys tests, has shown that some of our subgroups do not achieve at adequate levels when data is disaggregated. The subgroups of Low Income, African American, and Students with Disabilities do not always make AYP. Many students are in all three subgroups, and this fact has a great impact on our scores, considering these students may have learning disabilities.
We have implemented many programs in recent years including our Corrective Action ideas. We have designed programs to help improve achievement for all students, and have added specific programs for our targeted subgroups that are not making AYP. We have also added strategies to monitor student academics, attendance, and discipline in an effort to support individual students. We recognize the need to continue our efforts in these areas and to provide more focus on the educational programs available for students with disabilities. We also need to expand our placement and support programs for the incoming 9th graders.
Restructuring Option:
Carbondale Community High School District 165 has studied the options available for restructuring and has chosen the following:
Implementing any other major restructuring of the school’s governance that makes fundamental reform in i. governance and management, and/or
ii. financing and material resources, and/or iii. staffing.
Carbondale Community High School feels that this is an appropriate option that will facilitate programming to address the needs of its subgroup populations.
Restructuring Plan Description:
The CCHS District plans to improve achievement levels for our targeted subgroups with particular emphasis on students with disabilities, freshmen students, and at-risk students. At the same time, the District plans to maintain the high standards and programs that have proven to be successful for all of our students.
Our restructuring plan has four components:
• Change in Governance
• Special Education Focus
• Freshman Academy
• Continue Corrective Action Programs
Some of the elements of our Restructuring Plan have started this year, during our planning phase. They are being evaluated and revised as part of the restructuring planning process.
The following information is included to explain each component of the Restructuring Plan.
Change in Governance:
Historically, school administrators spend a large portion of their day dealing with discipline and attendance issues. The Carbondale Community High School administration has determined that increased emphasis should be placed on the academic achievement of all students. As part of restructuring, a new administrative position was created and NCLB teams were formed to monitor at-risk students.
Administrative restructuring to address student achievement:
• Additional Assistant Principal position added with focus on academic progress
• Change in job descriptions and evaluation of administrators (increased academic emphasis)
• Increased accountability of administrators for AYP
• Targeted students are assigned to a team consisting of an administrator and a guidance counselor to monitor academic progress, attendance, and discipline.
• Athletic involvement in monitoring progress of student athletes and providing intervention.
The administration identified approximately 150 at-risk students, mainly sophomores, juniors, and seniors, using test scores, course grades, discipline and attendance records. The list of students was then divided into five groups with an assistant principal and guidance counselor forming a team for each NCLB group. The administrator and counselor meet with each student, monitor academic progress, make contact with parents, and document the information in a secure team database. The principal routinely evaluates the contact information and monitors the overall progress in all five teams. Similar expanded student monitoring is occurring with athletes.
Additionally, all administrators will become more involved in the school decision making process concerning both academic and non-academic issues. A Building Improvement Team of administrators, department chairs and other school leaders will meet monthly to address progress toward school-wide academic goals including overall student achievement, targeted student performance, as well as the
effectiveness of the freshman academy and other new programs, including PBIS, PAWSE, and co-teaching.
Restructuring Timeline:
2007-2008
• New Assistant Principal position created and filled to focus on academic progress.
• The new Assistant Principal is an integral part of the restructuring planning.
• NCLB Teams formed in fall of 2007.
• NCLB Teams monitor student progress throughout the year
• Principal and Superintendent monitor and evaluate the administrative reports and involvement 2008-2009
• Administrative structure and evaluations continue as in prior year
• Revisions are made based on prior year’s evaluations and experiences
• Additional students added to the NCLB Team lists.
• Monthly meetings to be held with administrators, department chairs and other school leaders to address progress toward school-wide goals.
Special Education Focus:
Our restructuring plan must address the achievement gap between students with disabilities and those without disabilities. The key concepts to address are Access & Equity – assuring that students with IEPs have access to the regular curriculum.
• Continue and expand co-teaching to enable more students with IEPs to be in the regular education core courses.
• Align the curriculum in the instructional special education courses with the regular education courses.
Use the same books and materials as much as possible to provide access to the regular curriculum, beginning with English and mathematics.
• Require a reading class for special education students who are not meeting standards on achievement tests. The existing Study Skills and RLA courses could be used, or a specific reading class could be developed.
Co-Teaching:
One major component of our restructuring plan is co-teaching. This is the second year for our program in which English, mathematics, and science courses are taught by a special educator and core curriculum teacher. We had two sections in each subject area last year, and one extra session in science this year. We have been able to address the needs of students with IEPs in those classes, and at the same time have been able to move students into this regular curriculum from the instructional special education classes.
Last year, we participated in a co-teaching study with Dr. Regina Foley of SIU. Although the data was limited, the preliminary findings indicated that co-teaching has been successful, particularly with low
achieving students. This year, the district hired Dr. Foley to do an extensive co-teaching study to evaluate the academic progress of low achieving students in co-taught vs. non-co-taught classes. We will be receiving the results in December.
Members of our School Support Team have extensively researched our co-teaching program. They have visited classes, met with teachers, analyzed data and consulted with experts about co-teaching. Here are a few of their suggestions that we plan to implement
• expansion of co-teaching classes, especially at the freshman level (more staffing, not larger classes)
• professional development (attend workshops on co-teaching, observe co-teaching classes, schedule blocks of time to meet with other co-teachers, internal mentoring program)
• pairing co-teachers based on similar professional experience and personality
• priority and extra care in scheduling should be given to targeted students so that they may participate in co-taught classes
Curriculum Alignment:
Throughout the years, each department has done curriculum work to align their course content with the Illinois standards. Special Education classes have not regularly been involved in this process with the core curriculum faculty. Knowing the importance of access to regular curriculum for students with disabilities, CCHS is forming curriculum teams consisting of special educators and core content teachers to align the instructional special education courses with the regular education courses. Textbooks, materials,
assignments, and other resources will be reviewed and appropriate lesson plans will be developed.
The teams will begin to meet in late 2007 and continue through spring of 2008. Stipends for the teams will be provided by RESPRO, district, or Title 1 funds. This year, the teams will focus on English, reading, and mathematics so that the curriculum is in place for the fall of 2008. During 2008-2009, science and social
studies teams will meet to develop their curriculum to be implemented in 2009-2010. Also within this time frame, each department will update their curriculum guides to revise their mapping of the Illinois standards.
Reading Class:
Students enter CCHS at a wide range of reading levels. We offer a number of classes to address those levels including one specifically for students with IEPs. These classes have not been mandatory in the past. As part of our restructuring plan, we will mandate a reading class for special education students who are not meeting standards on achievement tests. The level of class would be determined by their scores. Additional testing instruments may be needed for accurate placement.
Restructuring Timeline:
2007-2008
• Continue co-teaching in English, mathematics, and science.
• Fall 2007, Contract with Dr. Regina Foley of SIU to do an extensive co-teaching study
• Form curriculum teams consisting of special educators and core content teachers to align the instructional special education courses with the regular education courses in English, reading, and mathematics. (Late 2007 through Spring 2008)
• Each department will update curriculum mappings.
2008-2009
• Additional sections involving co-teaching will be added.
• Evaluation of co-teaching will continue
• Revisions are made based on prior year’s evaluations and experiences
• Implement aligned curriculums in English, reading, and mathematics
• Curriculum teams will work on alignment of science and social studies special education courses with regular education courses.
• Each department will update curriculum mappings.
• Mandate reading class for students not meeting standards.
Freshman Academy:
Carbondale Community High School is a single school high school district. We have four main feeder schools who supply a very diverse group of incoming freshmen. Ninth grade is the crucial year in high school. Placement and support are essential for success. Our new assistant principal attended a Model Schools Conference in Washington, D.C. over the summer and was very impressed with the idea of a
“freshman academy”. That same idea is supported by the “High Schools That Work” program . So, it was decided that CCHS would start a “Freshman Academy” as part of our restructuring plan.
The goal is to define or design a specific collection of courses, programs and support systems to assure success at the freshman level. The academy will ease the transition of incoming freshmen from the multiple feeder schools, monitor student academic progress, provide support to students in order to succeed in the regular curriculum, and increase the connection between home and school.
The Freshman Academy will include programs specifically for freshman: freshman orientation, freshman parent night, freshman P.E./Health curriculum, freshman classes in English, math, science, and social studies, and the Summer Enrichment Program. This year we have started a freshman contract, a freshman mentoring program, and an incoming freshman placement team. Next year we will add mandated classes in
reading and mathematics based on 8th grade EXPLORE scores and recommendations from the placement team. We also plan to start a Freshman Academy Newsletter for parents.
Freshmen Placement Team:
Every spring, 8th grade scores, grades, and recommendations are reviewed for placement at the 9th grade level. This year, we will use a Placement Team to review each student’s records and determine their freshman schedule. The team would consist of guidance counselors, department representatives, feeder school teachers, and a special education representative. They will consider scores and needs to determine placement in mandatory programs or co-taught classes as well as advanced programs. We will continue our Corrective Action theme, Greater Expectations, and have high academic expectations for all students.
Particular attention will be given to addressing the needs of Low Income and African American students to enable them to follow a college preparatory curriculum with any support needed to succeed.
Placement issues:
• Students scoring below a certain percentage in reading on the 8th grade EXPLORE will be required to take Study Skills or Reading Language Acquisition in addition to an English class.
• Several sections of freshman English will be co-taught to enable instructional English students the opportunity to succeed in the regular curriculum.
• The instructional English curriculum will be aligned with the regular English curriculum with common books, materials and resources.
• Students will receive initial placement in mathematics based on Explore scores and teacher recommendation.
• Every effort will be made to move students up to begin in the Algebra 1 course to enable the students to be on the college prep track. Algebra readiness tests will be given in Integrated Alg/Geom 1 classes at the beginning of the fall term to identify any other students that are misplaced, and to move them immediately to the Algebra 1 course with the Achieving with Technology class for support.
• Students in Integrated Alg/Geom 1 would not benefit from a separate math support class due to the pace and support available within the Int Alg/Geom class itself (Co-Teaching, Aides, etc.).
• The instructional Math curriculum will be aligned with the regular Int Alg/Geom curriculum with common books, materials and resources.
• Several sections of freshman science classes will be co-taught.
• Additional placement tests, applications, and teacher recommendations may be needed for placement in advanced courses.
Additional testing instruments (besides the EXPLORE) to increase validity of scores for placement and to test students who do not have EXPLORE scores.
The Freshman Academy program is still being developed with ideas and input from faculty, staff, parents, administrators, students, and other stakeholders. The School Support Team encourages the Freshman Academy. Here is a segment from their report:
The committee recognizes that careful attention will need to be paid to:
• articulation with feeder schools
• appropriate placement of all students in the most rigorous classes with the appropriate support
• strengthening the home school connection in communicating the purpose of the freshman academy
• matching students with mentors
Restructuring Timeline:
2007-2008
• Continue current freshman programs
• Add freshman contract in Fall 2007
• Start freshman mentoring program in conjunction with PBIS
• Spring 2008 – begin Freshman Placement Teams
• Spring 2008 – introduce Freshman Academy concept to parents and incoming students 2008-2009
• Continue above programs
• Mandate reading class for students not meeting standards.
• Place students in appropriate math class, mandating the Achieving with Technology support class for appropriate students in Algebra 1
• Freshman Academy Newsletter to be produced and mailed quarterly.
Continue Corrective Action Programs – The Terrier Way:
During the past few years, a number of programs have been developed or expanded to improve our school.
These include support programs for students, test prep options both in and out of the classroom, improved communication with parents, and professional development opportunities for faculty including an extensive new teacher academy and a mentoring program. Although our PSAE results may not reflect success in all subgroups, we have found improvement in the ACT scores of our targeted students. These programs are being evaluated by stakeholders in planning for restructuring.
Programs implemented 2007-2008: (some were not included in School Improvement Plan)
• PBIS (Positive Behavior Intervention Strategies & Supports) School-wide implementation
• PAWSE (Positive Alternatives With Social Skills Education) o Replaces in-school suspension program
o Provides therapeutic counseling rather than punitive measures for misbehavior
• Additional progress testing to monitor student progress, provide interventions, and adjust curriculum at all levels.
• Monthly parent meetings or workshops (proposed).
• Communication - phone and e-mail emergency and information contact system.
• Teacher Retreat held in August 2007 to introduce school-wide PBIS
• Reading Coach Position to help all faculty with reading strategies in their classrooms
• Student mentoring program to involve faculty, staff and other students as mentors
• Feeder School Articulation Day – November 9, 2007
• Additional school improvement days for the 2007-2008 school year to plan for restructuring Programs implemented as part of Corrective Action prior to 2007-2008:
Greater Expectations
• College Prep Curriculum - Move students up
• Classroom management skills
• Peer Mediation, Conflict Resolution Groups
• Athletic Monitoring of student-athlete both A. D. Office and coaches
• Athletic use of ARP for eligibility
• AT/AAT (Achievement with Technology & Advanced Achievement with Technology) Math Support Class
• SES (Supplementary Educational Services)
• Summer Programs:
o Summer Achieving with Technology Program to provide a jump start in Reading and Mathematics for incoming freshmen in targeted subgroups.
o Bridge Program for 8th grade failures who want to advance to high school. Required
attendance for four weeks with a reading and math academic program to encourage success at high school.
o Summer Enrichment Classes – short courses in academics, the arts, technology, and other areas to acclimate students to CCHS and create a positive attitude toward school.
• Rebound options for failed classes
• ARP (Academic Review Period)
• TAT (Teacher Assessment Team)
• Pre-referral programs: Academic Support, Study Skills (Title 1)
Reading
• Reading & Language Acquisition class
• Reading Coach computer program
• DORA testing
• SSR (Sustained Silent Reading)
• Reading Committee strategies and school-wide initiatives
Curriculum
• Co-teaching core courses with Special Education faculty
• C-Map Curriculum mapping aligning core courses with state standards
• Common tests and timelines for same course
• Curriculum reorganization
• Using more data collection in all course (i.e. PE)
Test-Prep
• Additional testing and tracking student progress both local and online
• Use of standardized test formats in regular class assessments
• Additional WorkKeys emphasis
• Test Prep evening course (10 weeks)
• Test Prep after school workshops
• Career Education progress with WIN WorkKeys curriculum
Communication
• Collaborate with feeder schools
• Student & Parent Advisory committees
• STI Home – Internet access for grades, homework, discipline, and attendance records for parents and students
• Teacher mentoring program
• New Teacher Academy
• Professional development activities – Workshops, In-services, Meetings, Committees
• Community and Parent input – surveys, meetings
