Small-Scale Schools with Large-Scale Success Hear the story of how one small farming-community high school raised expectations and state-mandated test

Small-Scale Schools with Large-Scale Success Hear the story of how one small farming-community high school raised

expectations and state-mandated test scores with little or no cost. Since raising expectations this school has achieved the Ohio Department of Educations' highest

rating of "Excellent" for the past 5 years!

Randy GebhardtPrincipalWaynesville High SchoolWaynesville Ohio [email protected]

Waynesville High School is part of a small, rural school in northern Warren County. Enrollment for the 2007-08 school year was 485 students in grades 9-12 with 55

students attending the career center. The high school shares four of its twenty-eight teachers with the adjacent middle school. Waynesville High School has been rated

Excellent for the past five years.

HSTW Design Team Randy Gebhardt – High School PrincipalShawn Lenney – Middle School Principal

Cathy Joefreda-Wells – High School Guidance CounselorTammy Burchfield – Middle School Guidance Counselor

Jon Stubbs – High School English TeacherDan Stupp – Social Studies TeacherRod Weirauch – Foreign Language

Tim Gabbard – High School Business Teacher and Athletic DirectorGlen Burchfield – High School Mathematics Teacher

Jill Curlis – High School Science Teacher

WHS has been a HSTW Site since 2001/02

Case Study: Waynesville High School, Wayne Local Schools, Waynesville, Ohio NEW (2005) This case study illustrates how an Ohio high school in a rapidly growing area worked with its feeder middle grades school and school district to achieve school improvement. In 2001, Waynesville High School joined High Schools That Work; by 2004, the Wayne Local Schools district improved its state ranking from “continuous improvement” to “excellent.”

http://www.sreb.org/programs/hstw/publications/case_studies/Waynesville.asp

http://www.sreb.org/programs/hstw/publications/case_studies/Waynesville.asp

http://www.sreb.org/

Evaluating Current Programs


Major Goals for WHS

Increase the number of students taking honors level courses.

Improve student achievement.

Offer students a wide variety of experiences and options.

Timeline for Implementing a New Program of Studies Handbook and Requirements

Developed focus Group to explore current course offerings

and Career Clusters

Developed Focus Group

determined we need to give students and

parents a new handbook

02/03 03/04 Fall 03/04 Winter 03/04 Spring

Focus Group collected area

schools program of studies to compare

with WHS

Contacted Career Center for Program

Information and Prerequisites

Review TAV Recommendations

Identified Major and Minor

Concentrations

Weighted Grades Policy

New Grading Scale

Presented New Program of Studies to

the Board of Education for Approval

Developed Student Handbook for

students during scheduling

Eight Grade Information Night

High School Information Night

Program of Studies

The WHS curriculum has three levels:

College-Preparatory Honors

Advanced Placement (AP)

All low-level courses have been eliminated from the curriculum.Increased expectations placed on the Middle School

All students complete, at the minimum, college-preparatory classes as freshmen and sophomores.

Currently we offer Algebra, Geometry, Spanish & Latin at the 8th grade level

for HS Credit (MS student s have a GPA option)

Beginning in the junior year, students may go to the Warren County Career Center

21% Senior Class - WCCC Students22% Junior Class - WCCC Students


2002/03Algebra A and B

General Business

2003/04Mastery Algebra I – All freshmen must

take either Algebra I or Geometry15% WMS Students enrolled in Algebra

General BusinessCourse Not offered

Eliminating low-level courses from the curriculum - Year One


2003/04Foods and Nutrition

Computer Applications I/IIVideo Production

Family and Marriage

2004/05Personal Finance, Marketing

Web Design/Digital DesignWMS included Microsoft Office curriculum

formally taught at the HS level

Pre-Professional Internship Program

Freshman Foundations

**No Additional Staff were added


Eliminating low-level courses from the curriculum - Year Two

Freshmen Foundations - Semester CourseThis course will provide all freshmen with the basic fundamentals that are necessary at the high school level. . The course is divided up into three sections: Academic and Communication Skills, College/Career Pathways

and Computer Foundations. Each section is designed to teach a certain set of skills that all students will utilize throughout their high school career. ( ½ credit)

Web Design- Semester Course

This one semester course is designed to familiarize students with the creation and management of web pages and web sites. Students will learn basic html structure, formatting and web page creation. (½ credit)

Multimedia Design-Semester Course

In this class, students will learn the basics of using multimedia design programs like Macromedia Flash and Fireworks. Students will learn how to use simple and complex animation to express ideas and create

advertisements; also, students will learn how to develop multimedia applications for web sites and stand alone applications. ( ½ credit)

Digital Design/Publications —Semester Course This course will focus on the creation of print media for advertisements, posters, and publications. Students

will learn how to design brochures, advertising flyers and posters, and magazines. Students will also work on and develop a student-produced magazine that will be released bi-annually.

Digital Design/Yearbook—Year Course

Students will be responsible for all aspects of the yearbook which include creating layouts and digital photography. Prerequisite: Recommendation from current English Teacher or Yearbook Teacher (teacher

signature). Student desire for challenging, independent work (student signature). Ability to attend after-school games and events( 1 credit ) This course does NOT count as an English credit for graduation, however it

does count for a English Minor.

Business/Technology Department

Pre-Professional Internship Program (PPIP) -Semester Course The Pre-professional Internship program provides our two or four year college-bound seniors, our nation's future

leaders, with an alternative educational experience. During one semester of their senior year, students will be released from school two periods a day for twelve weeks in order to explore a career. They will be placed with a local business

or professional that will serve as a mentor. During this internship, students will gain an understanding of necessary skills, required education, and responsibilities that comprise these careers. The development of leadership,

communication, and employability skills will be a priority. Prerequisite: Fill out an application, obtain two teacher recommendations and complete

an interview. To apply students must have a 2.5 or above grade point average, positive school behavior, have own transportation, specific career goals, and good attendance

record.

Principles of Marketing – Semester CourseThis semester course will give students a look at the field of marketing. The course, which is primarily for those

students with an interest in business. Topics covered will include market research, advertising, salesmanship, marketing management, retailing and distribution. Developing a sales campaign for school publications is part of this

course. And marketing the school’s yearbook

Personal Finance -Semester CourseThis semester course will prepare students to meet future financial needs as they progress through the family life cycle. Investing for the future, purchasing real estate, learning investment instruments (stocks, bonds and mutual

funds), buying a car, maintaining a checking account, filing tax returns and using credit cards will be covered in this course.

Freshman FoundationsText: None, HandoutsLength: SemesterDescription: This course will give freshman students a good foundation of skills that they can employ for the

remainder of their high school careers. The main purpose of this course is to give students practical experience in real-life applications skills that they will be able to employ in High school. First, this course will teach good study skills and learning techniques. Second, this course will expand on productivity application skills students have learned in middle school years. Also emphasized in this course will be learning Internet and electronic research and information literacy skills, including properly citing electronic research in MLA style. Thirdly, students will research and complete a career pathways presentation for their career portfolios.

Major Objectives: Learn study skills and reading/writing skills to enhance learning in high school Learn Microsoft Office suite applications (Word, Excel, PowerPoint) and how to use them in a school

setting Learn how to use the internet for research and how to identify credible research and non-credible

research Learn how to cite internet research for research papers using MLA style Update and complete career pathways program

Assignments:Homework assignments due next day for short assignments or at the end of an appropriate time for longer

assignmentsIn class assignments due at either end of class for short assignments or at the end of an appropriate time for longer

assignmentsIndividual projects due at the end of a week or more depending on the project lengthFinal grading period project due at the end of each grading periodClass-room participation

W hy C om plete a M ajor C oncentration

Research shows that students who complete a rigorous academic core and either an academic or career concentration have higher reading, mathematics and science achievement than students who fail to meet either or both conditions.

A concentration provides opportunities for students to have deeper learning in a field of study that is of interest to them. It provides focus to high school study and attention to the individual goals of students.

Encouragement of a focus beyond a challenging academic core tones up the senior year.

Involves parents in the scheduling process.

Choosing a Minor Concentration Class of 2008 and beyond Each student will be required to choose a Minor Concentration of four credits in any academic area outside their major. Students can choose any academic area outside their major as a minor provided they complete four courses. However, a student who chooses English as a minor must complete five English courses.

Class of 2008 and Beyond

Each student will be required to choose a Major Academic Concentration –With four credits in one of the following:: Math, Science, Social Studies or *English (*Gold Track Only)

WHS Gold Track* – Students who complete 4 upper level courses.

WHS Silver Track with Honors*- Students who complete a concentration and take at least one AP or Honors course in that concentration.

WHS Silver Track – Students who complete 4 courses in a concentration area.

* A gold or silver seal will be placed on student diplomas.

Each student will also be required to choose a Minor Concentration- With four credits in one of the following: Art, Business, Career/Technical, Foreign Language- Spanish, French or Latin, Instrumental Music and Vocal Music. Students can also choose any academic area outside their major as a minor provided they complete four courses. However, a student who chooses English as a minor must complete five English courses.

E nglish C oncentration

Freshman Sophomore Junior Senior

Honors English 9

Honors American Literature

Honors British

Literature

AP English

Digital Design

Required

Recommended

Advanced College Prep Track - Gold

Freshman Sophomore Junior Senior

English 9

American Literature

British

Literature

World Literature

or AP English

Digital Design

Required

Recommended

College Prep Track - Silver

Account Executive Editor, Film/Video

Literary Agent Actor/Actress

Editor, Magazine Loan Officer

Administrative Assistant Editor, News

Lobbyist Administrator

Editor Newspaper /

Magazine Writer Advertising Copywriter

Editor Management Trainee

Analyst Editor, Publications Manuscript Reader

Artist Editor, Writer

Market Research Analyst

Editorial Assistant Marketing Specialist

Attorney Education & Training

Marketing Writer Author - Fiction

Non-Fiction Educational Program

Specialist Mass Media

Assistant Scientific Writer Entertainment Agent

Media Planner Bank Officer

Fashion Merchandiser Medical Records

Biographer Foreign Correspondent

Narrator Book Critic

Freelance Writer/Consultant Novelist

Business Manager Fundraiser Paralegal

Circulation Assistant Greeting Card Writer Paralegal Assistant

City Manager Hearing Officer

Personnel Manager College Professor

Hotel & Motel Manager Playwright

Columnist/Commentator Human Resource Specialist

Poet Comedy Writer

Human Service Practitioner Politician

Communications Manager Probation and Parole Officer

Congressional Aide Information Abstractor

Product Manager Copywriter

Insurance Agent Program Manager

Corrective Therapist Interior Designer

Proofreader Creative Writer

Interpreter & Translator Critic, Art/Book

Investment Counselor/Manager

Public Administrator Journalist

Public Relations Specialist Curator Labor Relations

Specialist Public Speaker

Customer Service Lawyer

Publicity Assistant Desktop Publisher

Legal Assistant Publisher

Director Librarian Publishing Assistant

Radio-TV Commentator Sales Representative

Special Events Coordinator Radio-TV Newscaster Sales/Service Manager

Speech Writer Reading Consultant

Script Reader Sports Writer

Reporter

ENGLISH CAREERS

Related Skills

Influencing and

Persuading

Presenting Alternative View Points

Clarifying Ideas

Making Oral Presentations

Problem Solving

Developing Hypotheses

Comparing Interpretations

Summarizing Ideas

Thinking Independently

Editing Skills

Creative Writing

Oral and Written

Communication Skills

Singer Stockbroker

Research Assistant Talent Agent Researcher/

Pollster Social Welfare Examiner

Teacher (all levels) Retail Sales

Social Worker ESL Teacher Technical

Consultant Translator

Writer Technical Writer

Underwriter Documentation Specialist

Training Video Scriptwriter/Producer

MATHEMATICS CAREERS

Accountant Contract Administrator Information Scientist

Actuary Cost Estimator/Analyst

Inventory Control Specialist Aerospace Engineer

Cryptographer/Cryptologist Investment Banker

Air Traffic Controller Data Control Administrator

ISO 2000 Specialist Applications Programmer Data Processing Manager Market Research Analyst

Applied Science Technologist Database Manager

Mathematician Artificial Intelligence

Programmer Demographer Media Buyer Astronomer

Econometrician Meteorologist

Banking/Credit/ Investment Mgr

Economist Mortgage Researcher

Biometrician/ Biostatistician EDP Auditor

Network Programmer Commodity Manager

Employee Relations Specialist Numerical Analyst

Compensation/Benefits Administrator

Engineer Operations

Research Analyst Computer Consultant

Engineering Lab Technician Physicist

Computer Engineer Environmental Technologist

Pollution Meteorologist Computer Facilities Mgr

Estate Planner Production Manager

Computer Installation External Auditor

Related Skills

Problem Solving

Organizational Skills

Numerical Computation

Ability to Analyze &

Interpret Data

Critical Thinking

Computer Literacy

Logical Thinking

Team Skills Efficient

Systemizing Skills

Advanced Quantitative

Skills

Testing Skills

Production Support Specialist

Computer Marketing/ Sales Rep

Financial Auditor Psychometrician

Computer Programmer Financial Consultant

Public Health Statistician Computer Scientist Financial Manager

Purchasing/Contract Agent Computer-Aided Design

Hydro Geologist Quality Assurance Analyst

Consumer Loan Officer Credit Officer Hydrologist Rate Analyst Cartographer

Software Engineer Teacher: Science/ Math/Computers Research Analyst

Software Support Spe-cialist

Technical Support Rep. Risk & Insurance

Specialist Statistician

Technical Writer Risk Analyst

Systems Analyst Transportation Planner Robotics Programmer

Systems Engineer Treasury Management

Specialist Satellite

Communications Systems Programmer

Underwriter Software Development

Specialist Urban Planner Value Engineer

Industrial/Institutional Buyer

Mathematics Editor Weight Analyst

Biomedical Research Petroleum Engineering Construction Engineer-

ing/Management Cartography

Aerospace Medicine Astronomical Research

Meteorology Food Management

Operations Research Government Finance

Special Education Public Accounting

Computer Consulting Architect

Structural Engineer Product Manager

Statistician Math Textbook Editor Opinion Researcher

Actuary U.S. Navy Officer

Mathematics Concentration

Freshman Sophomore

Junior Senior

Honors Geometry

Hon. Algebra II

Pre-Calculus

AP Calculus

Freshman

Sophomore Junior Senior

Algebra I

Geometryor

Honors Geometry

Algebra II Pre-Calculus

or College Math

College Math

orPre-

Calculus



Required

Required

Recommended

Agricultural Scientist Cytotechnologist

Occupational Safety Environmental Health

Biochemist Fire Protection Engineer

Pharmaceutical Sales Food Scientist Technician

Physician Cepalometric Analyst Forensic Chemist

Chemical Oceanographer Genetic Counselor

Plastics Engineer Chemistry Technologist

High School Teacher Product Tester

Clarifying Plant Operator Hos-pital Administrator

Quality Assurance Manager College Professor

Hydrologist Risk Manager

Color Development Chemist Industrial Hygienist

Science Lab Technician Crime Lab Analyst Molecular Biologist

Soil Scientist System Analyst Tissue Technologist

Toxicologist Underwater Technician Vector Control Assistant

Veterinarian Wastewater Treatment Chemist

Water Purification Chemist Anesthesiologist

Clinical Specialist Computer Software

Engineer Dentist

Entomologist Environmental Engineer

EPA Inspector FDA Inspector

General Surgery Resident Hydrogeologist

Industrial/Institutional Buyer Lawyer

Medical Technologist Metallurgist

Museum Curator

SCIENCE CAREERS

Agronomist Environmental Engineer Marine Engineering Tech

Animal Scientist Environmental Health

Marine Fisheries/Worker Aquaculture Farmer

Environmental Protection Aquarium & Museum Worker Fish Hatchery

Technician Marine Tourist Worker Aquarium Technician

Fish Processor Analyst Aquatic Biologist Medical Laboratory Tech

Bio-Engineer Florist

Bio-Technologist Food Scientist

Technologist Medical Forester

Biometrician Geographer

Microbiologist Botanist

Health Officer Horticulturist

Molecular Biologist Mortician

Chiropractor Hydrographic Survey Tech Museum/Aquarium Admin.

Coastal Guest- Industrial Hygienist

Mycologist Neurobiologist

Coroner Paramedic

Dietitian & Nutritionist Marine Biologist

Ecologist Pharmaceutical Sales Pharmacy Technician

Physical Therapist Soil Conservationist

Systems Analyst Toxicologist Veterinarian

Biologist Wildlife Resources Worker

Zoologist

Related Skills

Operate Scientific

Equipment

Independent Worker

Information Handling & Organization

Curiosity and Creativity

Biology Theory &

Practical Knowledge

Statistical Awareness

Oral & Written Communication

Numerical Computation

Analytical & Quantitative Abilities

Innovative Talents

Problem Solving

Technical Skills

Teamwork

Nurse Occupational Health

Optometrist Pharmacist

Product Development Mgr Psychiatrist Radiologist

Scientific Photographer

Freshman


Physical Science

Biology Chemistry Physics

Biology II Anatomy

Freshman


Honors Biology

I

Honors Biology II

Chemistry Physics

Anatomy Anatomy

Science Concentration



Required

Required

Recommended

Recommended

SOCIAL STUDIES CAREERS

Anthropologist FBI / CIA Agent

Journalist Archeologist

Foreign News Corresp. Lawyer Archivist

Foreign Service Officer Lecturer

Biographer Genealogist

Legal Assistant / Paralegal Clergy

Government Official Librarian

Community Relations Dir. Historian Lobbyist

Congressional Aide Historic Preservationist

Market Research Analyst Consumer Advocate

Historic Site Tour Guide Media Consultant

Counselor Historical Society Staff

Museum Curator Criminologist

Indicter Museum Tech. & Specialist

Demographer Insurance Agent / Broker

Park Ranger Economist

Intelligence Analyst Peace Corps / Vista Worker

Editor International Relations

Political Scientist Psychologist

Social Studies Teacher Urban Administrator

Public Relations Specialist Technical Writer Urban Planner

Research Assistant Travel Agent

Writer / Author Facilities Planner Land Developer Site Researcher

Agricultural Extension Agent Forestry Technician

Related Skills

Explaining Ideas

Interpreting Events and Ideas

Writing and Presenting

Information

Examining Evidence

Analyzing Ideas and

Information

Developing a World View

Explaining the

Present by Referring to the Past

Decision Making

Seeing Relationships

Between Factors

Land Economist Soil Conservationist

Air/Water Quality Control Manager

Geographer Land-Use Analyst

Surveyor Cartographer

Geographic Area Specialist Location Expert Systems Analyst

Map Analyst

Teacher Climatologist

Geographic Information Systems

Map Curator/Librarian Traffic Manager

Coastal Zone Manager Geophysics Assistant

Transportation Analyst Community Developer

Hazardous Waste Planner Market Research Analyst Transportation Manager

Computer Mapper Health Services Planner

Natural Resources Specialist

Travel Agent/Specialist Computer Programmer

Health Services Organization Manager

Outdoor Guide Urban/Regional Planner

Demographer Hydrologist Park Ranger

Weather Forecaster Earth Scientist

Industrial Developer Peace Corp Volunteer Wildlife

Manager Ecologist

Industrial Planner Property Manager Writer/

Author Editor

Intelligence Agent Public Utilities Specialist

Zoning Investigator International Business Rep Real Estate Agent/Broker/

Appraiser Environmental Quality

Specialist International Investment

Analyst College/University

Professor

Social Studies Concentration

Freshman


History 9 AP US History

AP EuropeanHistory

Government/

Sociology or Psychology

Economics or

Sociology or

Psychology or

Current Issues

AP US or EuropeanHistory


Required

Freshman


History 9

American History

Sociology/ Psychology

Government/Current Issues

AP EuropeanHistory

Economics

AP USHistory

Economics


Required

Recommended

Recommended

Career Technical Minor

Concentration

AccountingDigital Design/YearDigital Design/PubWeb Design (sem)Multimedia (sem)

Personal Finance( sem)Marketing (Sem)

Freshman YearEnglish 9

Physical ScienceAlgebra IHistory 9

PE & Foundations

Sophomore YearAmerican Literature

BiologyGeometry

American HistoryPE & Health

Aerospace Academy (Four-year program for grades 9-12)

Automotive CollisionAutomotive Technology Tech Prep

Building MaintenanceBusiness Technology Tech Prep

CarpentryCosmetology

Criminal JusticeCulinary Technology

Digital Design Tech PrepEarly Childhood Education

ElectricityEquine Science

Fire Science/EMT basicGraphic Arts

Greentree Health Science AcademyHeavy Equipment/Site ConstructionInformation Technology Tech Prep

Landscape TechnologyMarketing/Fashion Merchandising

Power SystemsSenior InternshipsTeacher Academy

Welding and Metal Fabrication

2005/06- Year Three•Changed Mastery Algebra to Traditional Algebra 47% WMS students (15% in 2001)

•Changed Math Transitions to College Algebra•Added one section of Pre- Calculus•Began phasing out French – Low Enrollment•Added Supportive Peers

Updating and Improving WHS Program of StudiesYear Three and Four

2006/07 – Year Four•Added Honors Geometry•Added OGT Math Course•Added one section of Honors Algebra II – Open for all students

•Added one section of AP US History•Moved Economics to the Social Studies Department•Added one section of Honors British Literature•Added one section of AP European History•Added AP Biology•Added one section of Anatomy•Added one Science Teacher•Dual Credit offered for AP Calculus Students through

Raymond Walters

2007/08• Added one section of AP Calculus• Added senior math electives – Statistics and College Algebra• Added advanced 8th grade algebra to WHS • Created semester courses in Art for advanced students• Added Chemistry II• Added Senior Option• Added advanced algebra course for 8th grade students at WHS• Hopefully the grant will continue and we will be able to offer Dual Credit in Calculus• 36% increase in students registering for Chemistry• Professional Learning Communities replacing Focus Groups

Updating and Improving Our Program of Studies Year Five

What does the Data Show???

154

380

0

50

100

150

200

250

300

350

400

2002 2007

Total Students in Honors Courses

Total Students inHonors Courses

147% Improvement

59

97

0

20

40

60

80

100

2002 2007

Total Students in Math Electives

64% Improvement

64% Improvement

125

207

0

50

100

150

200

250

2002 2007

Total Students in Science Electives

66% Improvement

66% Improvement

95

196

0

50

100

150

200

2002 2007

Total Students in Social Studies Electives

106% Improvement

106% Improvement

235291

0

50

100

150

200

250

300

2002 2007

Total Students in Foreign Language

24% Improvement

24% Improvement

168

200

150

160

170

180

190

200

2002 2007

Total Students in Business/Technology

19% Improvement

19% Improvement

269

295

250

260

270

280

290

300

2002 2007

Total Students in Fine Arts

10% Improvement

10% Improvement

Senior Option—NEW for the Class of 2008

Seniors who are enrolled in at least one credit in each of the four content areas will have the option of a late arrival. Seniors may arrive at WHS after 1st or 2nd period depending on the number of courses they are enrolled in. Seniors must fill at least a 5 period day with no study halls.

1 Period 2 Period WCCC Not Taking Option

14 41 32 34

12% 33% 26% 29%

2006/07 48% of our seniors have 1 study hall and 1 Teacher Assistant 41% of our seniors currently have at least one class in each of the 4 content areas 68% of our seniors have a math course

2007/08 0% of our seniors have 1 study hall and 1 Teacher Aide 91% of our seniors registered for at least one class in each of the 4 content areas 100% of our seniors have a math course

Concerns that the Senior Option will have a Negative Impact on Electives

2006/07 2007/08

Band 91 73 -1816 Juniors are currently in Band 14 of them have signed up for Band next year 1 Dropped band but has a full schedule – did not take the senior option1 Dropped and will be going full time PSEO

2006/07 2007/08

Foreign Language 272 285 +13

4TH year 28 25 -3

2006/07 2007/08

Art 148 155 +7

4TH year 15 15 0

English Department Grade Distribution4 year study

ENGLISH A's B's C's D's F's Total Students with a A or B Failure % with a D or F9th Grade 02/03 37 22 22 16 12 109 54.13% 11.01% 25.69%9th Grade 03/04 28 51 35 15 3 132 59.85% 2.27% 13.64%9th Grade 04/05 12 59 39 6 1 117 60.68% 0.85% 5.98%9th Grade 05/06 14 50 20 6 5 95 67.37% 5.26% 11.58%

4 year study 13.24% -5.75% -14.11%

10th Grade 02/03 8 29 32 19 16 104 35.58% 15.38% 33.65%10th Grade 03/04 44 31 21 12 5 113 66.37% 4.42% 15.04%10th Grade 04/05 43 45 25 11 7 131 67.18% 5.34% 13.74%10th Grade 05/06 50 26 18 8 1 103 73.79% 0.97% 8.74%

4 year study 38.21% -14.41% -24.92%


4 year study 14.48% -0.03% -1.23%


4 year study 20.06% -3.44% -5.64%

- Improved Areas


Math Department Grade Distribution4 year study

Math A's B's C's D's F's Total Students with a A or B Failure % with a D or FAlg/AlgII 02/03 11 12 27 15 15 80 28.75% 18.75% 37.50%Alg/AlgII 03/04 13 14 27 8 6 68 39.71% 8.82% 20.59%Alg/Alg II 04/05 36 54 20 5 0 115 78.26% 0.00% 4.35%Alg I 05/06 9 18 22 17 15 81 33.33% 18.52% 39.51%

4 year study 4.58% -0.23% 2.01%

Alg/Geo/Physics 02/03 9 31 32 38 15 125 32.00% 12.00% 42.40%Alg/Geo/Physics 03/04 13 34 47 31 10 135 34.81% 7.41% 30.37%Alg/Geo/Physics 04/05 29 26 26 19 3 103 53.40% 2.91% 21.36%Geo/Physics 05/06 20 27 29 24 6 106 44.34% 5.66% 28.30%

4 year study 12.34% -6.34% -14.10%

Alg/Geo/Trans 02/03 16 31 41 13 7 108 43.52% 6.48% 18.52%Alg/Geo/Trans 03/04 17 24 31 23 13 108 37.96% 12.04% 33.33%Alg/Geo/Trans 04/05 24 19 20 21 1 85 50.59% 1.18% 25.88%Geo/Trans 05/06 42 26 30 6 0 104 65.38% 0.00% 5.77%

4 year study 21.87% -6.48% -12.75%

Alg/Pre-Calc/Calc 02/03 18 28 19 7 0 72 63.89% 0.00% 9.72%Alg/Pre-Calc/Calc 03/04 16 32 24 16 3 91 52.75% 3.30% 20.88%Alg/Pre-Calc/Calc 04/05 15 17 14 22 1 69 46.38% 1.45% 33.33%Pre-Calc/Calc 05/06 26 27 19 17 0 89 59.55% 0.00% 19.10%

4 year study -4.34% 0.00% 9.38%


- Improved Areas

Science Department Grade Distribution4 year study

Science A's B's C's D's F's Total Students with a A or B Failure % with a D or FHon Bio I & II Anat 02/03 17 34 23 8 7 89 57.30% 7.87% 16.85%Hon Bio I & II Anat 03/04 16 25 28 6 2 77 53.25% 2.60% 10.39%Hon Bio I & II Anat 04/05 24 39 18 2 0 83 75.90% 0.00% 2.41%Hon Bio I & II Anat 05/06 28 41 24 6 0 99 69.70% 0.00% 6.06%

4 year study 12.39% -7.87% -10.79%

Chem/Bio I 02/03 37 48 34 19 7 145 58.62% 4.83% 17.93%Chem/Bio I 03/04 15 36 32 24 11 118 43.22% 9.32% 29.66%Chem/Bio I 04/05 20 50 38 16 9 133 52.63% 6.77% 18.80%Chem/Bio I 05/06 25 38 44 16 5 128 49.22% 3.91% 16.41%

4 year study -9.40% -0.92% -1.52%

Physical Sci/Bio II 02/03 11 29 37 19 9 105 38.10% 8.57% 26.67%Physical Sci/Bio II 03/04 16 46 47 13 8 130 47.69% 6.15% 16.15%Physical Sci/Bio II 04/05 15 39 46 27 7 134 40.30% 5.22% 25.37%Physical Sci/Bio II 05/06 15 41 36 34 4 130 43.08% 3.08% 29.23%

4 year study 4.98% -5.49% 2.56%


- Improved Areas

Social Studies Department Grade Distribution4 year study

Social Studies A's B's C's D's F's Total Students with a A or B Failure % with a D or F9th Grade/AP 02/03 22 44 37 12 16 131 50.38% 12.21% 21.37%9th/Psych/Soc 03/04 28 30 33 22 4 117 49.57% 3.42% 22.22%9th/Psych/Soc 04/05 29 42 22 17 1 111 63.96% 0.90% 16.22%9th/Psych/Soc 05/06 42 56 41 23 6 168 58.33% 3.57% 17.26%

4 year study 7.95% -8.64% -4.11%

10th Grade 02/03 15 37 42 24 7 125 41.60% 5.60% 24.80%10 Grade/AP 03/04 16 41 43 24 5 129 44.19% 3.88% 22.48%10 Grade/AP 04/05 31 46 42 36 0 155 49.68% 0.00% 23.23%10 Grade/9th 05/06 38 39 26 7 1 141 54.61% 0.71% 5.67%

4 year study 13.01% -4.89% -19.13%

Gov/9th/World 02/03 32 36 40 12 2 122 55.74% 1.64% 11.48%Gov/9th/Amer 03/04 21 27 35 21 8 112 42.86% 7.14% 25.89%Gov/9th/Amer 04/05 39 35 22 17 1 114 64.91% 0.88% 15.79%Gov/Amer 05/06 39 62 35 5 0 141 71.63% 0.00% 3.55%

4 year study 15.89% -1.64% -7.93%


- Improved Areas


Discipline Data 02/03 03/04 04/05 05/06

Excused Tardy to School 720 807 781 858

Unexcused Tardy 708 793 869 818

Disruption to the Education Process (class disruption) 55 28 37 28

Failure to serve assigned detention 65 38 20 15

Failure to attend Administrative After-School Intervention 18 25 24 14

Cut Class/Truancy 62 22 72 30

Insubordination (Minor), Failure to Comply with a reasonable request 7 4 7 3

Insubordination (Major) 7 1 1 1

Use of profanity or obscenities 17 4 11 2

Improper Dress 52 38 42 36

Fighting in School (school grounds/bus) 9 11 14 7

Pre-Fight Verbal Argument with another student 9 23 11 4

In the parking lot without permission - 2 0 1 2

Smoking in School (school grounds/bus) 2 2 1 1

Inappropriate behavior - Horseplay in the 24 20 24 25

Bus Conduct 10 4 2 6

Lunch Room Violation 1 2 1 2

Missed ET/EH N/A N/A 48 38

Extra Time Extra Help 1,981 3,531 3,385 3,931

Cell Phone Violation N/A N/A 37 27

Discipline Action 02/03 03/04 04/05 05/06

Detention 262 143 135 33*

ASI 237 266 206 134

ISI 51 55 69 28

OSS 39 23 35 18

Recom for Expulsion 1 3 3 3

Evaluating Current Programs&

Intervention Opportunities

&Staff Development and Improvement

Most important components to improving student achievement

Warning Bell 7:301st Period 7:35-8:222nd Period 8:25-9:123rd Period 9:15 - 10:024th Period 10:02 - 12:02

A Lunch - 10:02 - 10:32 Class - 10:35 - 11:32C Lunch - 11:02 - 11:32 Class - 10:05 - 11:02

ET/EH 11:35 - 12:02

5th Period 12:05 - 12:526th Period 12:55 - 1:427th Period 1:45 - 2:32Buses Depart 2:37

WHS ScheduleProviding Intervention Opportunities

During the School Day

Academic Intervention

Band

Honors Biology II

Supportive Peers

Commons/Gym

Data

Communication

High Expectations

TeacherSupport

Intervention at WHS

ACT/PSAT Intervention

Support Groups offered by Guidance

OGT Intervention

Parent Support

Writing Center Peers

AP Intervention

ET/EH- OGT Intervention

MondayStudent’s Report to their

Homeroom*Band/Supportive

Peers/Hon. Biology II report to class

Homeroom Teacher assigns students to their

placement for ET/EH

OGT/AP Intervention weeks – Start on Monday

Student Council, SADD and NHS Alternate

Mondays for meetings

* All Students are available for ET/EH

Tuesday-FridayStudent’s Report to their

ET/EH Assignmentor

Gym/Commons Areaor

Computer Lab/Media Center

*Band/*Supportive Peers/Hon. Biology II

*Are available for ET/EH

FRIDAYTEACHER EMAILS ET/EH NAMES FOR NEXT WEEK

BY 2:32

ET/EH PLACEMENTS2002-2003

Academic Intervention 1,981 students = 70 Students each week placed in intervention.

65 students each week placed in proficiency intervention.

100 Students in Band

20 Students in Hon. Bio II

58% Involved in Active Intervention or Instruction


2006/07Academic Intervention – 3,571 students = 132 Students each week placed in intervention.

OGT Intervention 875 Students =125 students once a month placed in OGT intervention.

100 Students in Band85 Students in AP

35 Students in Hon. Bio II25 Students for ACT Intervention

20 Supportive Peers

81% Involved in Active Intervention or Instruction each

week


Proficiency Intervention Year One2002/03

This is by far the most exciting data we have gathered throughout the first Year. Citizenship scores showed the most improvement with the average score per student improving by 16.9. The chart below shows the tremendous improvement in all areas.

7.56

11.25

0.79

17.31

6.17

3.39

13.67

0.3

16.64

13.78

5.4

12.46

0.54

16.9

21.4

0

5

10

15

20

25

Science Math Reading Writing Citizenship

1st Sem

2nd Sem

Ave Increase

Keeping ScoreYear One


OGT Two Year Study

2005 - 2006

31% 30%

43%

28%

21%

39%

5%3%

0% 0%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Advanced Accelerated Proficient Basic Limited

OGT - Reading

2005 2006

27%

49%

29%

15%

25%28%

14%

6%5% 3%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%


2005 2006

OGT - Math

2005 2006

OGT - Writing

4% 3%

54%

74%

30%

21%

10%

2% 2% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%


25%27% 28% 28% 27% 28%

17%15%

4%2%

0%

5%

10%

15%

20%

25%

30%


2005 2006

OGT - Science

25%

34%

26% 26%

32% 33%

11%

5% 6%

2%

0%

5%

10%

15%

20%

25%

30%

35%


2005 2006

OGT – Social Studies

2006 OGT SCORES – Percentage of students who passed on the first attempt

95% 97%88%

98%

81%

92%

83%

93%

80%83%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Writing Math Social Studies Science

Performance IndexMason 110.8Springboro 108.3Kings 106.1Waynesville 105.2Little Miami 101.3Lebanon 101.3Carlisle 100.9Franklin 92.7

2006 2005Reading

Springboro 98.8 95.7 3.1Mason 98.4 98.3 0.1Waynesville 96.6 95.28 1.32Little Miami 94.7 91.5 3.2Kings 94.6 94.9 -0.3Lebanon 90.1 96.2 -6.1Carlisle 89.8 94 -4.2Franklin 83.2 90.1 -6.9

MathMason 96.7 94.9 1.8Springboro 93.8 90.3 3.5Kings 93 91 2Waynesville 91.5 83.74 7.76Little Miami 91.2 91.5 -0.3Lebanon 86.8 88.7 -1.9Carlisle 81.3 76.9 4.4Franklin 74.1 78.9 -4.8

WritingWaynesville 98.3 89.4 8.9Springboro 98.2 91.1 7.1Mason 97.9 95.4 2.5Kings 94.6 90.9 3.7Little Miami 89.8 88.2 1.6Carlisle 88.2 87.3 0.9Lebanon 86.6 87 -0.4Franklin 84.3 76.5 7.8

ScienceMason 95.4 90.5 4.9Springboro 94.8 87.8 7Kings 90.5 88.2 2.3Waynesville 83.9 79.53 4.37Carlisle 82.5 65.7 16.8Lebanon 79.8 80.7 -0.9Little Miami 75.7 75.9 -0.2Franklin 64 62.2 1.8

Soc. StMason 96 93.7 2.3Springboro 94.2 89.4 4.8Waynesville 93.2 84.55 8.65Kings 92.5 90.2 2.3Little Miami 84.5 80.5 4Carlisle 84.3 79.9 4.4Lebanon 84.1 88.6 -4.5Franklin 71.1 75 -3.9

Warren County Schools

Intervention Opportunities&

Evaluating Current Programs&

Staff Development and Improvement

Most important aspect of eliminating low-level courses from your the

curriculum.

Evaluating Current Professional Development

Is Your Professional Development focused on

Learning or

Teaching?

Focus Groups

Professional Learning Communities

Effective school cultures:Don’t simple encourage individuals to go off and do whatever they want, but rather establish clear parameters and priorities that enable individuals to work within established boundaries in a creative autonomous way.

They are characterized by directed empowerment or a culture of discipline and accountability.


• Shared mission, vision, values, goals – Shared Knowledge

• Collaborative teams Focused on Learning • Collective inquiry into “best practice” • Commitment to continuous improvement• Clarity on purpose – Learning not Teaching• Results

All can be done in your own hallways…..

Importance of Shared Knowledge

• State/National Standards• District or department curriculum guides• Assessment frameworks (how will students be assessed?)• Vertical Alignment• Data on Past student performance AND future performance• Examples of student work and criteria by which the quality of

student work will be judged.• Textbook curriculum• Curriculum framework of high performing schools• Workplace skills

District InitiativesReading and Writing and Thinking

Laura Robb

Collins Writing

District Literacy Plan


Blooms , Blooms, Blooms……

Technology Smartboards and Computer Upgrades Cameras and Safety

Superintendent’s Office

2007/08

College Preparatory

Honors and AP

“SMILE”Staff Morale In a Learning Environment

AP Scores/Selection/AlignmentACT PrepAP AuditRigor vs. MasteryDuel CreditExtended Class Time for AP

Science AlignmentMath Alignment and PlacementContinue to explore upper level coursesAlgebra II – Curriculum and Common AssessmentACT PrepIntervention - ET/EH

Transitions

5th to 6th

8th to 9th - Foundations12th to Grade 13Major and Minor Concentration Development

Small-Scale Schools with Large-Scale Success Hear the story of how one small farming-community high school raised

expectations and state-mandated test scores with little or no cost. Since raising expectations this school has achieved the Ohio Department of Educations' highest

rating of "Excellent" for the past 5 years!

Randy GebhardtPrincipalWaynesville High SchoolWaynesville Ohio [email protected]

Documents

Small-Scale Schools with Large-Scale Success Hear the story of how one small farming-community high school raised expectations and state-mandated test