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(1)

Amelia entered Princeton

University this fall on a full

scholarship.

n a state that leads the nation in the development of

innovative early college high schools that are giving more

students a good chance for success, Caldwell Early

College High School stands out.

It’s a school where the claim “everybody graduates” is tantalizingly

close to becoming routine rather than a reach. Only one member of

the class of 2012 dropped out, as did just one last year. And for the

more than 98 percent of the class that graduated this past spring,

college readiness is a given. Four out of every five graduates

also earned associate degrees, some more than one.

I

a case study

HIGH SCHOOL

The school is achieving these kinds

of results by setting expectations

high and providing caring,

well-planned support to ensure that

students meet those expectations.

A large proportion of students in the

school are the first in their families

to attend college.

Amelia Hawkins, a 2012

graduate, is among them. Despite

a difficult family life that left her

homeless when her mother

left the state and Amelia

chose to stay –

mov-ing in with a friend’s

family – she thrived

at school. Amelia

entered Princeton

University this fall on a full

scholar-ship.

“My school, Caldwell Early College

High School, became a support

sys-tem,” she told a rapt audience of

edu-cators this summer. “My school gave

me confidence. My school helped me

realize my dreams.

“Caldwell Early College has been a

blessing for me, helping me

under-stand what college can mean and

what it can do for a person,” she said.

“My classes have taught me how to

take responsibility for my own

educa-tion, ask questions when I’m

experi-encing difficulty, and enjoy learning on

an independent, college level.”

“My classes have

taught me how to

take responsibility

for my own

education, ask

questions when

I’m experiencing

difficulty,

and enjoy

learning on an

independent,

college

level.”

(2)

he results that Caldwell

Early College is achieving

aren’t a matter of chance, nor

do they simply reflect a select

group of high-achieving students who

would succeed anywhere. Caldwell

stands out because every decision

made, from the classroom furniture

chosen to the way teachers plan with

one another, is focused laser-like on the

goal of graduating every student well

prepared for success in college and the

workplace. As one of four model schools

under the Learning Lab initiative of NC

New Schools and the University of North

Carolina General Administration,

Caldwell is helping demonstrate to

visiting educators how powerful

teaching and learning can be

achieved through an emphasis on

inquiry and by ensuring that all teachers

share a common instructional framework

that reinforces strong learning in

every classroom, every day.

Early college high schools, which target

low-income and first- generation college

students, are designed to enable students

to graduate from high school with up to

two years of college credit or an associate

degree. The following case study profiles

one of the more than 75 early college

schools now operating in North Carolina

that are dedicated to ensuring that

students – especially those who are often

underserved in traditional high schools –

have the opportunity to earn college credit

and graduate from high school

ready for college and careers.

T

t

G R A D U A T E

R E A D Y

F O R

C O L L E G E

A N D

C A R E E R S

(3)

BAckgroUnd

Located in the Blue Ridge Mountain foothills of Caldwell County in northwest North Carolina, the Caldwell County School District serves a growing popu-lation of more than 83,000 residents. Caldwell County, home to a once thriving furniture industry, was hard hit over the past decade by the outsourcing of furni-ture production overseas. Between 2000 and 2005, the percentage of residents living in poverty increased from 10.7 per-cent to 14.7 perper-cent and the unemploy-ment rate more than doubled, from 2.9 percent to 8.1 percent.

By 2005, while Caldwell County was work-ing to attract new business, the district and Caldwell Community College and Techni-cal Institute decided that something more had to be done to better prepare its future workforce for the demands of 21st

cen-tury economy. Together, the district and the community college applied to North Carolina’s early college high school initia-tive, led by NC New Schools, and Caldwell Early College High School was launched.

NC High Schools District High Schools

Caldwell

Early

College

Caldwell Middle College Hibriten High School South Caldwell High School West Caldwell High School Number of Students 430,134 3,838

372

183 898 1,525 856 Student-Teacher Ratio 8.6 14.1

17.3

10.9 13.5 14.4 12.8 % Minority 43.9 14.1

11.0

8.4 20.5 6.8 24.6 % Free/Reduced Lunch 53.9 47.1

39.7

50.6 45.7 38.1 58.6

Four Year Graduation Rate 77.9 81.4

>95

>95 80 86.4 81.1

Dropout Rate 3.7 3.3

0.27

1.6 4.4 3.0 4.3

% Proficient in English I 80.6 86.2

>95%

>95% 88.9 86.3 79.6

% Proficient in Algebra I 76.7 83.4

>95%

85.5 78.2 86.8 68.9

% Proficient in Biology 79.9 83.3

>95%

90.9 75.4 85.9 84.4

SAT Score 1001 982

1040

939 962 1015 926

DATA SOURCE: North Carolina Public Schools

2 0 1 0 - 2 0 1 1 S C H O O L Y E A R NC High Schools District High Schools

Caldwell

Early

College

Caldwell Middle College Hibriten High School South Caldwell High School West Caldwell High School Number of Students 430,134 3,838

372

183 898 1,525 856 Student-Teacher Ratio 8.6 14.1

17.3

10.9 13.5 14.4 12.8 % Minority 43.9 14.1

11.0

8.4 20.5 6.8 24.6 % Free/Reduced Lunch 53.9 47.1

39.7

50.6 45.7 38.1 58.6

Four Year Graduation Rate 77.9 81.4

>95

>95 80 86.4 81.1

Dropout Rate 3.7 3.3

0.27

1.6 4.4 3.0 4.3

% Profi cient in English I 80.6 86.2

>95%

>95% 88.9 86.3 79.6 % Profi cient in Algebra I 76.7 83.4

>95%

85.5 78.2 86.8 68.9 % Profi cient in Biology 79.9 83.3

>95%

90.9 75.4 85.9 84.4

SAT Score 1001 982

1040

939 962 1015 926

DATA SOURCE: North Carolina Public Schools

2 0 1 0 - 2 0 1 1 S C h O O L Y E A R

As we approached the Caldwell

Early College building for our visit,

we were welcomed by a small

group of students, two holding the

doors and two others escorting us

to the second floor reception area.

As we walked and chatted with the

girls, we learned that the first floor

of the building houses the

community college’s cosmetic and

culinary programs, while Caldwell

Early College’s 26-member staff,

300 9

th

through 12

th

grade students, and

72 fifth year “super seniors,” who are

completing their associate degrees,

occupy the remaining floors. Over the

next two days, we interviewed eight of

the 17 teachers and the principal,

conducted four focus groups with 36

students in grades 9 through 13, and

observed two classes and a faculty

meeting. A few weeks later, we also

spoke for several hours with the

founding principal about the school’s

first four years.

In partnership with NC New Schools, the community college and the district, Caldwell Early College opened its doors in 2006 in the community college’s ad-ministration building above the office of the President and welcomed its first co-hort of 75 ninth-grade students. In 2008, the school moved into a new four-story multi-purpose structure, separated from other campus buildings, on the northeast section of the Caldwell County campus of the community college.

Now, as one of the four demonstration schools under the joint Learning Lab Ini-tiative of NC New Schools and the Uni-versity of North Carolina, Caldwell also serves as a model for visiting educators to learn how effective educational inno-vation can improve student achievement, reduce the number of dropouts through engagement and support and improve teacher job satisfaction by empowering staff through shared leadership.

C

A

s

E

s

tudy

V

Is

It

t

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The School’S deSign

From the moment one enters the school, there is an almost palpable dif-ference in the atmosphere and culture between Caldwell Early College and many traditional high schools. Every person, both staff and student, smiles and exchanges a greeting as you pass through the hallways. The staff at the reception desk is warm and inviting. In the middle of the small and homey conference room where we were to conduct student focus groups was a round table, with space enough for 12, and large framed black and white pho-tos of students. One wall of the room is dominated by a picture window over-looking the school lunch room, which also contains round tables, more black and white photos of students, and a string of banners from various universi-ties that former students now attend. Candis Hagaman, the principal of Caldwell Early College and a member of the school’s original staff, said that

student success is the result of careful planning grounded in six design prin-ciples developed by NC New Schools. These principles are the foundation upon which the school has been de-veloped. Everything from the student photos to the furniture is purposefully selected and placed based on published research. The use of round tables en-courages conversation and interaction, the photos convey a sense of cama-raderie and ownership, and the ban-ners from universities now attended by former students illustrate success. Even the school’s location on the campus of the community college was a careful and deliberate decision. Not only has this allowed them to become an integral part of the higher education community, it immerses students in a culture ripe with the possibilities of higher education and narrows the gap that high school students often see between themselves and college students. This purposeful design of the school extends beyond the physical setting to every aspect of the school including our welcoming committee of students and the behavior exhibited at the reception desk

Key to the school’s design is a support-ive stair-step approach that gradually introduces students to the demands of college coursework. Students can enter the school only in 9th grade, when they

take the first of their college courses, physical education during first semester, music or drama in the second semester. The number of college courses students take increases each year. Caldwell Early College teachers walk 9th and 10th

graders to their college classes, which for 9th graders include only Caldwell Early College students and for 10th

graders, half early college students and half college-age students. High school teachers coordinate with college

instruc-In 2003, North Carolina New

Schools was established to

partner with the North Carolina

department of Public Instruction

to develop innovative high

schools across the state. The

North Carolina Office of the

Governor, the North Carolina

Education Cabinet, and the North

Carolina Department of Public

Instruction collaborated with NC

New Schools to launch the Early

College High school Initiative,

with a goal of opening an early

college high school in every

county in North Carolina.

(5)

Focus on “understanding Who I Am” through reading Ron Clark’s

The Essential 55 and creating a Who Am I? portfolio. Students learn

to use resources effectively and are introduced to college and career

expectations.

Focus on “Exploring Where I Am” through Caldwell County tours

and creating children’s books about the county. The books are

dedicated to elementary schools throughout the district. Students

explore positive behaviors through the study of The Teens Guide

to World Domination by Josh Shipp and The 7 Habits of Highly

Effective Teens by Sean Covey.

Focus on “Finding My Place” through career exploration,

personality type research, and study of “Cool Stuff” They Should

Teach in School by Kent and Kyle Heally and The 6 Most Important

Decisions You’ll Ever Make by Sean Covey. Students begin work on

an online portfolio and a graduation project.

Focus on “Making It Happen” through individualized plan

assessments, college success strategies, and examining university

choices and options. Students begin analyzing realistic and

attainable university options while learning to use various support

systems.

Focus on “Planning for the Road Ahead” and learning to navigate

the university system independently. Students gain understanding of

the process involved with applying and paying for the completion of

a university degree while learning to be a full-time college student.

Freshman

Seminar

Sophomore

Seminar

Junior

Seminar

Senior

Seminar

Fifth Year

Seminar

tors to ensure that students receive the support they need from their high school teachers to succeed. By 12th grade,

students take all college courses, except for seminar and Spanish at the high school, while they work on completing their two-year associate degree. English, Math, History, Science, and Seminar are taught on alternating days Monday through Thursday, and Friday

Each seminar course has a unique focus

that drives the curriculum for each year:

is reserved for “extension learning,” which includes off-campus learning, service learning and visits to colleges and universities. Seminar occurs in all five grades, from 9th through 13th, and

focuses more on affective rather than academic learning, helping students develop skills such as self discipline, persistence, time management, organization and collaboration.

the Outer Banks for 9

th

graders,

Washington, d.C., for 10

th

graders,

Atlanta for 11

th

graders and Orlando or

New York City for seniors and 5

th

-year

students.

All OF tHE yEAR’s lEARNING

ExPERIENCEs CulMINAtE

WItH A yEAR-ENd ROAd tRIP

(6)

At each grade level, teachers collaborate extensively to create integrated cross-curricular units of study tied to a unifying theme or “Big Idea” that help students connect classroom learning across vari-ous subject areas and understand the relevance to themselves and the world around them. For example, students study how each academic field discovers, tests, validates and applies new knowl-edge in a cross curricular project called “On the Hunt.”

Teachers also work together across grades so that there is a seamless and coherent connection from one grade level to the next. By engaging in common

The cUlTUre

Achieving a truly effective school requires all members of the school com-munity to share a unified mission and vi-sion and agree on how to achieve it. It is evident that Caldwell Early College staff and the school’s partners are extraor-dinarily committed to creating a culture in which everyone is expected to learn and succeed, and they work tirelessly to support the goals of the school – in the classroom and beyond. From the start, decision-making at Caldwell Early Col-lege has been a collaborative process involving all staff, from the secretary to the principal and everyone in between. For many students, the notion of learning as a process is new, often believing that once an assignment or course is com-pleted, the learning process has ended. At Caldwell Early College, learning is continuous, involving practice, feedback, and revision. One teacher commented, “It’s the learning, not the product, that we’re interested in. By refocusing on the learning process rather than the end product, we teach students how to apply what they learn to other disciplines and real-world settings.”

This continuous learning culture includes staff as well as students. With that in mind, whole-group professional develop-ment occurs every Wednesday after-noon and is driven by what the teachers have identified as a need for the school. Teachers are also given liberal opportu-nity to select other professional devel-opment they believe would be useful, valuable, or relevant to their individual situation or needs. One teacher said, “As a result of the way we are treated, all the teaming that we do, and all the profes-sional development we receive, I believe we are a strong community of accom-plished professionals who are committed to ensuring that all students graduate ready for college, career, and life.” grade-level teaming, teachers are able

to observe and communicate with one another about student needs and plan accordingly. Teachers share information about students’ lives that may be affect-ing their work and teachers plan together how to support individual students across each of their classes. Teachers are available to students before, during and after school. Students actually come to the early college on work days and other days off just to be with their “families” away from home. Monday afternoons are protected time set aside for grade-level team meetings. All of the teams meet in the same room each week and support one another.

t

“Everything that we teach is

right about schools, they’re

trying to do,” said Roma

Angel, an assistant dean of

the Reich School of Education

at Appalachian State.

“I was amazed at the growth

of several student teachers

who went to Caldwell Early

College,” Angel said. “They

became confident, outgoing

and articulate in ways

that could never have been

imagined. I believe this

growth can be attributed to

the type of co-teaching and

mentoring that takes place at

the school.”

Caldwell Early College has forged

key partnerships with higher

education, helping lead the way to

the kind of seamless educational

system that best serves students

in the 21

st

century. From the start,

Caldwell Community College and

technical Institute has been an

essential player in the school’s

success.

As a learning lab school, the early

college also has developed a strong

collaboration with Appalachian

state university in nearby Boone.

While the university has provided

professional development to

math and science teachers at the

school, and in the use of formative

assessments, the early college has

served as an ideal training ground

for education students from the

university.

(7)

“It’s the learning, not the product, that we’re

interested in. By refocusing on the learning

process rather than the end product, we teach

students how to apply what they learn to other

disciplines and real-world settings.”

t

Because students’ ultimate success in high school can largely depend on their perceptions of the realistic potential for their becoming college students in the future, Caldwell Early College is also committed to sustaining a college-going culture in the school. Teachers remain focused on the future, trying to help students to see that they can succeed in higher education even if they may be ex-periencing difficulty in a given moment. For some students, who may be the first in their families to graduate from high school, school is an ongoing challenge, and they rely on the school’s extra

sup-port to achieve the high expectations the school sets for all students. For others, the thrill that comes with successfully completing a challenging task, often in the same college classes with college students, leads to a greater sense of accomplishment and results in more motivation to pursue continued success. As one 12th-grade student noted, “We

are not all high achievers here and most students did just okay in middle school. But taking college classes interested and motivated us. Trial by fire matured us. It proved I could do it.”

The inSTrUcTion

Caldwell Early College uses project-based learning and has adopted the research-based NC New Schools’ Com-mon Instructional Framework as their model for instruction. The framework includes specific strategies that are used consistently by every teacher in every classroom. The strategies are designed to actively engage students in their own learning by “reading, writing, thinking, and talking in every classroom every day.” Teachers provide scaffolding and support. Students are trained on the strategies and protocols and they know what to expect when they walk into any classroom.

Teachers receive extensive training and support from NC New Schools in us-ing the instructional strategies that are encompassed by the Common Instruc-tional Framework. Every teacher we interviewed stated emphatically that it not only changed their teaching practices, but it has led to stronger collaborations with colleagues and “richer, more profes-sional level dialogue across the school and with teachers at other early college high schools.”

In using the various strategies compris-ing the Common Instructional Frame-work, teachers at Caldwell Early College take responsibility for every student’s learning, holding themselves, rather than their students, accountable for ensuring that students understand the content that they teach. As one 12th grader noted,

“Teachers cater to the student’s style of learning.” They take an innovative approach to teaching that includes a variety of methods including simulations, collaborative work groups, and student choice in assignments and assessments; lecture is used only when necessary. For example, while studying Romeo and Juliet, students created mock

(8)

Face-book pages for each character, then updated their character’s status each time something significant happened to them in the play. This led to student presentations and essays about char-acter development in Shakespeare’s tragedy. A 9th grade Earth Science

class we observed was divided into five self-selected, four-member groups to learn about specific aspects of the Outer Banks in preparation for their upcoming year-end road trip. Activities included identifying geological time pe-riod when they were formed, explain-ing the theory about how the barrier islands were formed, and evaluating hazards and viable solutions.

One student put it nicely when he said, “With these teachers you never know from one day to the next what crazy thing will be going on in a class. I love it because it makes things a lot more interesting and a lot more understand-able. I’ve learned so much here. I hate it when I have to miss a day!”

The relATionShiPS

Research tells us that personalization, knowing students well, is essential to helping them achieve academically. An essential factor of personalization is the development of caring relationships, among students and among students and teachers. As one teacher said, “When students know that you truly

know them and care about them, they

want to perform well because they don’t want to disappoint you.”

The development of relationships is critical to Caldwell Early College. The first week or so of each school year, before really delving into academics, is dedicated to getting to know and care about each other – students, teachers, and all members of the staff. Teach-ers find little ways to demonstrate their caring throughout the year. For example many teachers have visited students and families in their homes.

When all is said and done, it is the rela-tionships that truly define the climate of the school. When students were asked what makes Caldwell Early College

so different from other schools, every response, without exception, was the relationships, or as one 12th grade student

said, “It’s all about the 3 Rs – Rigor, Relevance, and Relationships,

Relation-ships, Relationships.” One 11th-grade

student stated, “Our motto is ‘we are family.’ Teachers stick to that. We stick to that. There is an acceptance of others, no looking down on anybody.” Many noted that it is not just the relationships between teachers and students. A 9th grade student

said, “There is mutual respect between all students and teachers, but we also get to know something we can respect about every freshman student.”

Teachers discussed the significance of their relationships with students in their lives as well. Several talked about how much their students mean to them both academically and personally. One teacher told us, “Working here is a huge commit-ment of time and energy, but what people who don’t teach here don’t understand is that it’s a labor of love. We love the work and we love each and every student. It’s the most fulfilling job I’ve ever had.”

“Working here is a huge

commitment of time

and energy, but what

people who don’t teach

here don’t understand is that it’s a

labor of love. We love the work and

we love each and every student. It’s

the most fulfilling job I’ve ever had.”

I

n 2011, Caldwell Early College graduated its

inaugural class of 66 students, who together

received 3,631 college credits, performed 7,500

community service hours, and participated in more

than 100 field trips. This class not only achieved a 98.5

percent graduation rate but 56 percent of the class also

received an associate degree from Caldwell Community

College, with 23 percent earning more than 30 hours of

college credit. Nine out of every 10 of the graduates will

be the first in their families to have the opportunity to

graduate from college.

NC New Schools

4600 Marriott Drive, Suite 510 Raleigh, NC 27612

P 919.277.3760 F 919.277.3799 www.ncnewschools.org

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