Blueprint for CollegeWork Readiness for All

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Blueprint for College/Work Readiness for All

• The Education Trust West
• April 2, 2006

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Blueprint for Reform Components

• K-12 curriculum instructional needs
• Student support/safety net interventions
• Teacher recruitment/staffing
• Professional Development
• Funding requirements
• Facility needs
• Special needs, alternative ELL students
• Ongoing public engagement

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WJUSDs Role in Partnership

• Create Steering Committee
• Create Data Teams
• Create Blueprint Working Committees
• Engage entire community in dialogue about reform

4
Ed Trust Wests Role

• Facilitate the working groups
• Conduct focus groups with all stakeholders
• Aid in the development of the blueprint
• Provide status reports to steering committee and
  board of education

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A-G Audit Components

• Master Schedule Analysis
• Course Taking Analysis
• Human Resources Study
• Curriculum Instruction Review
• Professional Development Review
• Facilities Review

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Master Schedule Analysis

• Use of Time
• Teacher Load by Grade Level
• Distribution of Courses
• A-G courses vs. Non-A-G courses

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Course Taking Analysis

• Course Catalog Review
• Cross check A-G certification
• Map pathways available
• Transcript Study
• Identify pathways patterns
• Identify choke points (grade level/course)
• Identify intervention points

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Human Resources Study

• Review teacher certification status
• Review district policies/practices in teacher
  hiring and placement
• Gap analysis for full A-G implementation
• Identify professional development strategies for
  filling gaps

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Curriculum Instruction Review

• Elementary to middle school to high school
  articulation review
• Instructional programs, resource and material
  review
• A-G Curriculum requirement backward mapping
• Curriculum Calibration
• Examine benchmark testing practices

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Professional Development Review

• Student support intervention review
• Identify professional development needs for
  implementing more rigorous curriculum
• Literature review of best practices to meet above
  identified needs

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Facilities Review

• Review current lab facilities
• Identify gaps in facilities if A-G for all
  implemented
• Identify possible community partners to lend lab
  facilities short-term or long-term

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Budget Review

• Examine current financial resources used for
  safety net programs
• Review current number of students benefiting from
  above expenditures
• Identify scaling possibilities for current
  programs
• Identify effective programs

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Public Engagement Study

• Identify key stakeholders
• Form audit/blueprint steering committee
• Examine current practices for communicating with
  each stakeholder identified above
• Review gaps in current communication practices

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A-G AuditCase StudyWoodland Jt UnifiedSchool
District
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Course Taking Analysis

• Course Catalog Review
• Review Courses that Satisfy Graduation
  Requirements
• Analyze Course Pre-Requisites
• Cross check A-G certification
• Map available pathways

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Course Taking Analysis

• Pre-Study Review
• Review all grade 12 students
• Identify pathways patterns
• Identify choke points (grade level/course)
• Identify intervention points

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IDENTIFIABLE PATHWAYS

• Generic Pathways from Catalog
• High School Diploma
• Basic College Preparation
• Honors/AP (College Prep)

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High School Diploma
Grade 9
Grade 10
Grade 11
Grade 12
-English 9-Math -Science -Phys Ed-Health
9S-Tech 9 -Elective
-English 10-Math-Science -World History -Any
Phys Ed-Elective
-English-Algebra 1 -US History -Elective
-Elective -Fine Art or Foreign Language
-English -American Govt -Economics-Elective -Ele
ctive -Elective -Elective
Based on 6 classes per semester with zero
period, students may take one more class per
semester.
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Basic College Prep
Grade 9
Grade 10
Grade 11
Grade 12
-English 9-Algebra I -Phys Ed-Health/Tech9 -For
Lang. 1 -Elective
-English 10-Geometry-Biology -World
History -For Lang 2 -Elective
-Jr. Lit./Comp.-Algebra 2 -Chemistry -20th Cent.
US History -Elective -Elective
-Sr. Lit./Comp. -American Govt and
Economics -Fine Art Elective -Any Phys
Ed -Elective -Elective
Based on 6 classes per semester with zero
period, students may take one more class per
semester.
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IDENTIFIABLE PATHWAYS

• Pathways from WHS Website
• Agricultural Careers
• Arts Communication
• Home Economics Related Occupations
• Business Marketing
• Public Services
• Industrial Technology Engineering
• Health Wellness

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Agriculture Environmental Sciences
Grade 9
Grade 10
Grade 11
Grade 12
-English 9-Algebra I -Int. Sci. 1L Ag -Phys
Ed-Health and Tech 9 -For Lang. 1
-English 10-Geometry-Int. Sci. 2L Ag -World
History -For Lang. 2 -Elective
-Jr. Lit./Comp.-Algebra 2 -D Elective
Science -20th Century US History -Any Phys
Ed-Cluster Course
-Sr. Lit./Comp. -Pre-Calculus -D Elective
Science -Ag Econ Govt -Cluster Course -Cluster
Course
Based on 6 classes per semester with zero
period, students may take one more class per
semester.
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Arts Communication
Grade 9
Grade 10
Grade 11
Grade 12
-English 9-Math -Science -Phys Ed-Health/Tech
9 -For Lang. 1
-English 10-Math-Science -World History
-Foundation Art Course-For Lang. 2
-English-Algebra I -20th Cent. US History or
American History -Any Phys Ed -Science -VPA
Elective or -Vocational Elective
-English -American Govt -Economics-VPA
Elective -English Elective -Vocational Elective
Based on 6 classes per semester with zero
period, students may take one more class per
semester. Extra classes will be helpful in this
pathway.
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The Data Team

• Teachers
• Counselors
• Administrators
• Program Coordinators
• English Language Learners
• Special Education
• Alternative Education
• GATE

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Course Taking Analysis

• Data Team Transcript Study 1
• Compare Catalog to Transcript
• Review Transcript Notation
• Identify Course Taking Patterns (math and
  English), Interventions, Problems

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Course Taking Analysis

• Data Team Transcript Study 2
• Core Subject Patterns (math, English, science,
  history)
• Compare CST scores/grades
• Counseling Intervention Questions
• Curricular Intervention Questions

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Course Taking Analysis

• Data Team Transcript Study 3
• Grade 11 12 Transcript Review
• Course Patterns
• Grade 9 10 Transcript Review
• Identify Possible Interventions at grade 9 or 10

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Preliminary Audit ResultsCourse Taking
Patterns
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Course Catalog Review Results

• Cache Creek, Special Ed and ROP courses not fully
  defined
• Pre-requisites sometimes inaccurate
• A-G course certification
• Out of department courses get graduation credit
  in math/science

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Preliminary Audit ResultsTranscript Analysis
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Woodland Joint Unified High School Population
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Woodland Joint Unified2005-2006
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Course Taking Analysis

• High Failure Rates in Core Classes
• Many in danger of not graduating
• Master Schedule Issues
• Grade 9 10 Bottleneck
• Regressive Math Sequence

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High Failure Rates

• 19 enrolled in Grade 12 do not have enough
  credits to be seniors these students have
  repeatedly failed core courses
• 60 of seniors have failed at least one course
• 18 of seniors in good standing have failed at
  least one course

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Woodland Joint Unified 2005-2006
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Woodland Joint Unified 2005-2006
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Woodland Joint Unified 2005-2006
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Woodland Joint Unified 2005-2006
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Master Schedule Issues

• Seniors taking foundation vocational classes
• Core courses front loaded
• No room in schedule to take foundation courses
  until Grade 12
• Pathway Sequences not followed

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Courses Required by Grade Level
Grade 9
Grade 10
-English 9-Math -Science -Co-Ed Phys Ed-Health
9S-Technology 9
-English 10-Math-Science -World History -Any
Phys Ed
Based on 6 classes per semester with zero
period, students may take one more class per
semester.
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Courses Required by Grade Level
Grade 11
Grade 12
-English-Algebra 1 -US History --Fine Art or
Foreign Language
-English -American Govt -Economics
Based on 6 classes per semester with zero
period, students may take one more class per
semester.
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Master Schedule Issues

• Students placed incorrectly in support classes
• Seniors not taking support math or English when
  havent passed exit exam (CAHSEE)
• Seniors who have passed exit exam enrolled in
  support courses

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Woodland Jt Unified, 2005-2006

• Thirty Six (36) students who had not passed
  Math-CAHSEE were not placed in CAHSEE-CA
  Standards Math
• --25 misplaced students (69) are Latino

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Woodland Jt Unified, 2005-2006

• Fifty-Six (56) students who had not passed the
  ELA-CAHSEE were not placed in Power English
• --43 misplaced students (77) are Latino

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Woodland Jt Unified, 2005-2006

• Sixteen (16) students who passed Math-CAHSEE
  were placed in CA Standards Math
• 11 misplaced students (69) are Latino

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Woodland Jt Unified, 2005-2006

• Thirty-eight (38) students who passed the
  ELA-CAHSEE were placed in Power English
• 22 misplaced students (59) are Latino

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Woodland Jt Unified, 2005-2006

• Nineteen (19) students were enrolled in Power
  English as their only ELA course
• 11 misplaced students (58) are Latino

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Woodland Jt Unified, 2005-2006

• Seventy-two (72) students took Business Math to
  fulfill math graduation requirements
• 37 misplaced students (51) are Latino

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Woodland Jt Unified, 2005-2006

• 228 seniors were not
• enrolled in a math course.
• Nearly 40 of the senior class

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Woodland Jt Unified, 2005-2006

• 130 seniors were not
• enrolled in 6 classes.
• Over 20 of the senior class

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Master Schedule Issues

• Seniors taking foundation vocational classes
• Core courses front loaded
• No room in schedule to take foundation courses
  until Grade 12
• Pathway Sequences not followed

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Courses Required by Grade Level
Grade 9
Grade 10
-English 9-Math -Science -Co-Ed Phys Ed-Health
9S-Technology 9
-English 10-Math-Science -World History -Any
Phys Ed
Based on 6 classes per semester with zero
period, students may take one more class per
semester.
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Courses Required by Grade Level
Grade 11
Grade 12
-English-Algebra 1 -US History --Fine Art or
Foreign Language
-English -American Govt -Economics
Based on 6 classes per semester with zero
period, students may take one more class per
semester.
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Regressive Math

• Placed in Algebra grade 8 or 9.
• Stay in Algebra until passed some up to 6
  semesters.
• Then placed in pre-Algebra level courses to make
  enough credits to graduate.
• Some placed in any math course with space
  available.

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Math Sequence Sample 1

• Grade 8 Algebra 1
• Grade 9 Geometry
• Grade 10 Algebra II
• Grade 11 Probability/Stats
• Grade 12 Pre-Calculus

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Math Sequence Sample 2

• Grade 8 Algebra 1
• Grade 9 Geometry
• Grade 10 Algebra II
• Grade 11 Algebra II Adv.
• Grade 12 Pre-Calc/Calc

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Math Sequence Sample 3

• Grade 8 Pre-Algebra
• Grade 9 Algebra I
• Grade 10 Geometry
• Grade 11 Algebra II
• Grade 12 Probability/Stats

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Woodland Joint Unified2005-2006, Senior Class

• 117 students (20 of the senior class) were
  taking math in a reverse sequence or no sequence
• 63 students (54) are Latino

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Regressive MathSample Sequence 1

• This student has passed both sections of the
  California Exit Exam by the beginning of the
  senior year.
• She started her senior year with 170 of the 230
  credits needed to graduate.
• She has fulfilled the 10 credits for Algebra, but
  she still needs 5 more credits in math. She is
  enrolled in business math senior year.

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Regressive Math -Sample Sequence 1

• G8Fall Algebra I, Grade F
• G8Spr Algebra I, Grade F
• G9Fall Algebra I, Grade F
• G9--Spr Algebra I, Grade D
• G9-Sum Algebra I, Grade F
• G10-Fall Algebra I, Grade D-
• G10-Spr CA Standards Math, Grade F
• G10Sum CA Standards Math, Grade C
• CA Standards Math, Grade C
• G11Fall Business Math, Grade F
• G11Spr Business Math, Grade C-
• G12Fall Business Math, current

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Regressive MathSample Sequence 2

• This student has passed both sections of the
  California Exit Exam by the beginning of the
  senior year.
• He started his senior year with 165 of the 230
  credits needed to graduate.
• He has 10 credits for Algebra, but he still needs
  5 more credits in math. He is enrolled is CS Math
  even though he has already passed the CAHSEE

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Regressive MathSample Sequence 2

• G8Fall Algebra I, Grade C
• G8Spring Algebra I, Grade B
• G9Fall Geometry, Grade F
• G9--Spring Geometry, Grade F
• G10-Fall Geometry, Grade F
• G10-Spring Geometry, Grade F
• G11Fall Transition to College Math, Grade D
• G11Spring Transition to College Math, Grade D
• G11Sum CA Standards Math, Grade B
• Geometry B, Grade F
• G12Fall CA Standards Math, current

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Regressive MathSample Sequence 3

• This student has passed both sections of the
  California Exit Exam by the beginning of the
  senior year.
• She started her senior year with 175 of the 230
  credits needed to graduate.
• She has fulfilled the 10 credits for Algebra, but
  she still needs 10 more credits in other math
  courses.

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Regressive MathSample Sequence 3

• G8Fall Algebra I, Grade B
• G8Spr Algebra I, Grade C-
• G9Fall Algebra I, Grade C
• G9--Spr Algebra I, Grade C-
• G10-Fall Geometry, Grade F
• G10-Spr Geometry, Grade F
• Geometry Intervention, Grade B-
• G11Fall Geometry, Grade C-
• G11Spr Geometry, Grade D
• G11Sum Geometry B, Grade F
• G12Fall Business Math, current

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Regressive MathSample Sequence 4

• This student has passed both sections of the
  California Exit Exam by the beginning of the
  senior year.
• She started her senior year with 170 of the 230
  credits needed to graduate.
• She has fulfilled the 10 credits for Algebra, but
  she still needs 10 more credits in other math
  courses.

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Regressive MathSample Sequence 4

• G8Fall Algebra I, Grade F
• G8Spr Algebra I, Grade D
• G9Fall Algebra I, Grade A
• G9--Spr Algebra I, Grade C
• G10-Fall Geometry, Grade F
• G10-Spr Geometry, Grade F
• G11Fall Business Math, Grade A-
• G11Spr Business Math, Grade B
• G12Fall Transition to College Math, current

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Regressive Math Patterns Senior Class

• 50 of the 114 students who are not seniors by
  credits have regressive math patterns.
• 27 of those students (54) are Latino

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Regressive Math Patterns Senior Class

• 45 of the 132 students who are barely seniors
  by credits have regressive math patterns.
• 26 of those students (48) are Latino

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Immediate Outcomes

• Course Catalog Update and Redesign
• Transcript Notation Clean up
• Redesign of Math Sequence
• All Interventions Noted on Transcript

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Immediate Outcomes

• Placement Tests for Grades 9
• Essential Assignments and Common Assessments
• Redesign of English Sequence
• Redesigning Jr English/Sr English and American
  History

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Public Engagement Study

• Identify key stakeholders
• Conduct Focus Group work
• Involve stakeholders in a community conversation

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Public Engagement Process

• Student Focus Groups
• Teacher Focus Groups
• Parent and Community Focus Groups

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Student Focus Groups

• Both middle and high school students agree that
  school is not hard academically and many kids
  slide by doing the minimum.
• Students have little say about the courses they
  take.

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Student Focus Groups

• Students do not feel prepared for the future and
  worry about getting good jobs.
• They say many teachers and counselors dont
  expect much of kids.

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Student Focus Groups

• Students say they would do more if it were asked
  of them.
• Help is sometimes hard to come by as teachers are
  not available.
• ELL students express concern about the pace of
  instruction.

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Student Focus Groups

• Students notice that their peers who have some
  kind of connection to an adult (as a coach or
  mentor) get more attention in class.

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Teacher Focus Groups

• Teachers see many kids not trying, giving up and
  setting low expectations for themselves.
• Large class sizes, student discipline and lack of
  input in decision making were pointed to as real
  issues for teachers.

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Teacher Focus Groups

• They are concerned that A-G is becoming a goal
  for all, and that it equals college for all.
  They express the need for career pathways.
• Career pathways were developed for Woodland, but
  teachers admit they are a myth.

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Teacher Focus Groups

• Little sense of common purpose or collegiality
  was talked about. There is a definite sense of
  isolation and helplessness to deal with students
  who have disengaged.

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Teacher Focus Groups

• Teachers echoed student sentiments that the
  Woodland community accepts mediocrity from its
  schools.
• Teachers concur that students exit high school
  ill prepared.

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Parent/Community Focus Groups

• Parents talked about the lack of clarity around
  what the choices are for their students in high
  school.
• Participants are concerned that students arent
  challenged to succeed at high levels.

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Parent/Community Focus Groups

• Participants expressed the same sentiment as
  teachers about having rigorous vocational
  curricula that could create pathways to college
  or careers.

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Parent/Community Focus Groups

• Parents and community members too saw large class
  size and discipline as problems as well as low
  expectations for student achievement.

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Parent/Community Focus Groups

• Participants were concerned about lack of a sense
  of purpose in the high schools. One of the
  schools was characterized as rudderless.
• They felt that academic success is not celebrated

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Next steps for Public Engagement

• Feedback from the focus groups will be shared
  with the steering committee and the stakeholder
  groups, including the Board of Education.
• A community conversation will be held in the
  Spring, building off the focus group work.
• Committees will have results to use in their work
  for the blueprint.

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Blueprint for High School Reform
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Teams Committees

• The structure for developing the blueprint
  includes a steering committee, a data team and
  several working committees.
• The steering committee will oversee the blueprint
  development and will include representation from
  major stakeholder groups.

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Three Key Teams

• -Steering Committee
• -Data Team
• -Blueprint Working Committees

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The Steering Committee

• Key Cabinet Members
• Stakeholder representatives
• Local Community Members

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The Data Team

• Teachers
• Counselors
• Administrators
• Program Coordinators
• English Language Learners
• Special Education
• Alternative Education
• GATE

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Blueprint Working Committees

• Curriculum and Instruction
• Safety Nets/Student Support Systems
• Professional Development
• Human Resources
• Facility Needs
• Budget Considerations