Welcome Back to Welcome Back to School!School!

2010-2011Homeschool

OnlineHSSequoia

Entry TaskEntry Task

Create a flower: Each person puts on petal on the flower, on which is written their name and something important about them. Put the things you have in common in the center.

Create a flower: Each person puts on petal on the flower, on which is written their name and something important about them. Put the things you have in common in the center.

Celebrations!

CelebrationsCelebrations

• Graduates!

• Salmon Dinner

• Writing Scores!

• Graduates!

• Salmon Dinner

• Writing Scores!

AgendaAgenda

• Core Beliefs• This I Believe• Mission, Vision,

Values• Data • Goals• Discipline

• Core Beliefs• This I Believe• Mission, Vision,

Values• Data • Goals• Discipline

• Professional Code of Conduct

• High Standards High Expectations

-------------------------------------No Secrets---Clear Aligned

Objectives

• Professional Code of Conduct

• High Standards High Expectations

-------------------------------------No Secrets---Clear Aligned

Objectives

Core Belief One: Learning Is Important

Core Belief One: Learning Is Important

• Learning SHOULD be rigorous, engaging and fun.• Each child has the right to a quality education. • The literate of the future are not those who can read and

write, but those who can learn, relearn and unlearn.

- Alvin Toffler• In times of change, learners inherit the Earth, while the

learned find themselves beautifully equipped to deal with a world that no longer exists.

-Eric Hoffer

• Learning SHOULD be rigorous, engaging and fun.• Each child has the right to a quality education. • The literate of the future are not those who can read and

write, but those who can learn, relearn and unlearn.

- Alvin Toffler• In times of change, learners inherit the Earth, while the

learned find themselves beautifully equipped to deal with a world that no longer exists.

-Eric Hoffer

Core Belief One: Learning Is Important

Core Belief One: Learning Is Important

• Education opens up choices• College• Scholarships• Jobs• Life Skills

Enduring Question: Enduring Question: How do I instill the love of learning in the students we serve? How can we prepare all of our students to be college & career ready?

• Education opens up choices• College• Scholarships• Jobs• Life Skills

Enduring Question: Enduring Question: How do I instill the love of learning in the students we serve? How can we prepare all of our students to be college & career ready?

Schools Do Make a DifferenceSchools Do Make a Difference

• Schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

Marzano 2003

• All children can learn; And the school controls the factors to assure student mastery of the core curriculum…

Effective Schools

• Schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.

Marzano 2003

• All children can learn; And the school controls the factors to assure student mastery of the core curriculum…

Effective Schools

Correlates of Effective SchoolsCorrelates of Effective Schools

• Strong Instructional Leadership• Clear and Focus Mission• Safe and Orderly Environment• Climate of High Expectations• Positive Home/ School Relations• Opportunity to Learn and Student Time on Task

• Strong Instructional Leadership• Clear and Focus Mission• Safe and Orderly Environment• Climate of High Expectations• Positive Home/ School Relations• Opportunity to Learn and Student Time on Task

Core Belief Two: Learning is Core Belief Two: Learning is critical to our success as a critical to our success as a

democratic society.democratic society.

Education, then, beyond all other devices of human origin, is the

great equalizer of the conditions of man….” Horace Mann

Core Belief Two: Democratic Society

Core Belief Two: Democratic Society

An educated population allows us to:• Debate multiple perspectives of an issue to make the best decision• Analyze impact of decisions

Enduring Question: How will your curriculum help students be a more informed member of society over time?

An educated population allows us to:• Debate multiple perspectives of an issue to make the best decision• Analyze impact of decisions

Enduring Question: How will your curriculum help students be a more informed member of society over time?

Core Belief Three: Core Belief Three: Each person Each person

shouldshould be treated with be treated with DignityDignity and and RespectRespect

Core Belief Three: Dignity and Respect

Core Belief Three: Dignity and Respect

• Safe• Trustworthy• Risk Taking• Importance of Teaching Skills

Enduring Question: How do my daily actions illustrate this belief?

• Safe• Trustworthy• Risk Taking• Importance of Teaching Skills

Enduring Question: How do my daily actions illustrate this belief?

Core Values Core Values • Love of Learning- Schools make a

difference• Education is important to each individual

and the future of our society• Everyone should be treated with dignity and

respect and in return should be expected to treat others the same

• Love of Learning- Schools make a difference

• Education is important to each individual and the future of our society

• Everyone should be treated with dignity and respect and in return should be expected to treat others the same

What are your beliefs?What are your beliefs?

“This I Believe”“This I Believe”

• History

• Michael Oatman, Sara Adams

• Writing

• History

• Michael Oatman, Sara Adams

• Writing

This I BelieveThis I Believe

• Writing Assignment: What do you believe? Explain your belief

• Table Sharing

• Writing Assignment: What do you believe? Explain your belief

• Table Sharing

Do you believe in me? Do you believe in me?

• Dalton Sherman• Dalton Sherman

School Goals 2010-2011School Goals 2010-2011• Focus on a clear stated objective that is

aligned with instruction• Emphasize High Standards and High

Expectations• Continue Growth in State Assessments• Graduate Students College and Career

Ready• Continue to Improve Course Passing Rate

• Focus on a clear stated objective that is aligned with instruction

• Emphasize High Standards and High Expectations

• Continue Growth in State Assessments• Graduate Students College and Career

Ready• Continue to Improve Course Passing Rate

High Standards/ High Expectations

High Standards/ High Expectations

Look at the differentiating standards and expectations chart. Discuss what it looks like when a teacher acts in each of these quadrants.

Look at the differentiating standards and expectations chart. Discuss what it looks like when a teacher acts in each of these quadrants.

EXPECTATION MESSAGESEXPECTATION MESSAGES• This work is important.• You can do it—and do it well.• I won’t give up on you even if you give up on

yourself.• Smart is not something you are. Smart is

something you get through hard work and using strategies.

• This work is important.• You can do it—and do it well.• I won’t give up on you even if you give up on

yourself.• Smart is not something you are. Smart is

something you get through hard work and using strategies.

TEN ARENAS OF CLASSROOM LIFEFOR SENDING EXPECTATION MESSAGES

TEN ARENAS OF CLASSROOM LIFEFOR SENDING EXPECTATION MESSAGES

• Calling on students.• Responding to students’

answers• When students don’t answer• Giving help (solicited and

unsolicited)• Responding to student

performance• Responding to unmet

expectations• Reacting when students do

well.

• Calling on students.• Responding to students’

answers• When students don’t answer• Giving help (solicited and

unsolicited)• Responding to student

performance• Responding to unmet

expectations• Reacting when students do

well.

• Reacting to a change in performance.

• Dealing with errors• Grading• Dealing with students who

don’t get it yet• Grouping• Giving and negotiating

assignments and tasks

• Reacting to a change in performance.

• Dealing with errors• Grading• Dealing with students who

don’t get it yet• Grouping• Giving and negotiating

assignments and tasks

TO THINK ABOUT/TALK ABOUT:TO THINK ABOUT/TALK ABOUT:• Who are the students . . .• whose academic performance and success gets

the least direct attention at your school?• who are most likely to be labeled as “unmotivated”

or “from families who don’t care about education?”• who are most likely to “fall through the cracks” or be

allowed to perform at low levels?• who grab your heart and worry you the most?

• Who are the students . . .• whose academic performance and success gets

the least direct attention at your school?• who are most likely to be labeled as “unmotivated”

or “from families who don’t care about education?”• who are most likely to “fall through the cracks” or be

allowed to perform at low levels?• who grab your heart and worry you the most?

What are you going to do to let those students know you have high expectations and believe

they can achieve to a high standard?

What are you going to do to let those students know you have high expectations and believe

they can achieve to a high standard?

School Goals 2010-2011School Goals 2010-2011• Focus on a clear stated objective that is

aligned with instruction• Emphasize High Standards and High

Expectations• Continue Growth in State Assessments• Graduate Students College and Career

Ready• Continue to Improve Course Passing Rate

• Focus on a clear stated objective that is aligned with instruction

• Emphasize High Standards and High Expectations

• Continue Growth in State Assessments• Graduate Students College and Career

Ready• Continue to Improve Course Passing Rate

This will be accomplished by….This will be accomplished by….

• Being clear on what good instruction is.

• Having a caring and dedicated staff willing to do whatever it takes to help EACH student learn to high standards.

• Being clear on what good instruction is.

• Having a caring and dedicated staff willing to do whatever it takes to help EACH student learn to high standards.

This will be accomplished by….This will be accomplished by….

• Successful implementation of two sections of the AVID program and training in AVID strategies.

• Improving the quality of instruction and assessment through collaboration.

• Successful implementation of two sections of the AVID program and training in AVID strategies.

• Improving the quality of instruction and assessment through collaboration.

Table Talk- Table Talk-

• What support do you need to be successful in this environment?

• What support do you need to be successful in this environment?

Scheduled MeetingsScheduled Meetings9/8 Advisory Teachers 8:00-12:10: Call all advisory students past/present,

remind them of intake. Appointments for unfinished 4 year plans, Pre-scheduling for returning students.

• Homeschool Orientation 9:30-1:30• OnlineHS Classes Start• PTSA Welcome Back book fair, gathering 11:00-12:00• 1:00-3:20 Intake Day 1-4 Training, Avid Criteria for Selection

9/9 Advisory Teachers: 8:00-12:10 Continue Day 1 Activities• 1:00-3:20 PLC Meetings, Prep for intake Day 1-4, Train New Members• Homeschool Orientation 1:00-2:30

9/10-9/20 Intake 8:30-11:30• 11:30-12:10 Lunch• 12:10-1:00 Respond to Name Cards, Check-in Assignments, Prep• 1:00-3:20 PLC Meetings, Trainings, Staff Meetings

9/8 Advisory Teachers 8:00-12:10: Call all advisory students past/present, remind them of intake. Appointments for unfinished 4 year plans, Pre-scheduling for returning students.

• Homeschool Orientation 9:30-1:30• OnlineHS Classes Start• PTSA Welcome Back book fair, gathering 11:00-12:00• 1:00-3:20 Intake Day 1-4 Training, Avid Criteria for Selection

9/9 Advisory Teachers: 8:00-12:10 Continue Day 1 Activities• 1:00-3:20 PLC Meetings, Prep for intake Day 1-4, Train New Members• Homeschool Orientation 1:00-2:30

9/10-9/20 Intake 8:30-11:30• 11:30-12:10 Lunch• 12:10-1:00 Respond to Name Cards, Check-in Assignments, Prep• 1:00-3:20 PLC Meetings, Trainings, Staff Meetings

CallbacksCallbacks

Callbacks:– SHS-OnlineHS Open House 9/15– HSA Open House 1/27– SHS-OnlineHS Student Showcase Open House

2/16– SHS-OnlineHS, HSA Graduation 6/16/10

Callbacks:– SHS-OnlineHS Open House 9/15– HSA Open House 1/27– SHS-OnlineHS Student Showcase Open House

2/16– SHS-OnlineHS, HSA Graduation 6/16/10

School View2009 WASL Analysis- Grade 10

School View2009 WASL Analysis- Grade 10

C E N TE R F OR E D UC ATI ON A L EF F E CT I V E N E S S , I N C .

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Reading Writing Math Science

Grade 10 Summary: 2004-2009 Test Years

2004 2005 2006 2007 2008 2009

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2002 2003 2004 2005 2006 2007 2008 2009 2010

WASL 10 Reading: Percentage of Students Meeting Standard

Sequoia HS Everett SD State State Uniform BarCopyright © The Center for Educational Effectiveness, Inc., 2004

-50% -40% -30% -20% -10% 0% 10% 20% 30% 40% 50%

Lit-Text Comprehension

Lit-Text Analyze/Interp.

Lit-Text Critical Thinking

Info-Text Comprehension

Info-Text Analyze/Interp.

Info-Text Critical Thinking

RE

AD

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WASL 10 Reading Strands: Comparison to StatePercentage of Students Performing Similar to Those Who Met Standard

2005

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2009

Greater Struggle Less StruggleCopyright © The Center for Educational Effectiveness, Inc., 2004

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2002 2003 2004 2005 2006 2007 2008 2009 2010

WASL 10 Math: Percentage of Students Meeting Standard

Sequoia HS Everett SD State State Uniform BarCopyright © The Center for Educational Effectiveness, Inc., 2004

NOTE: Students who took (and passed) the 10th grade WASL as a 9th grade student are included in the % meeting standard data, NOT in the % by level. They ARE included in sub-group data.

-50% -40% -30% -20% -10% 0% 10% 20% 30% 40% 50%

Content-Num Sense

Content-Measurement

Content-Geom.Sense

Content-Prob/Stats

Content-Algebraic Sense

Processes-Solve/Reason

Processes-Communicate

Processes-Make Connect.

MA

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WASL 10 Math Strands: Comparison to StatePercentage of Students Performing Similar to Those Who Met Standard

2005

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Greater Struggle Less StruggleCopyright © The Center for Educational Effectiveness, Inc., 2004

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2002 2003 2004 2005 2006 2007 2008 2009 2010

WASL 10 Writing: Percentage of Students Meeting Standard

Sequoia HS Everett SD State

Copyright © The Center for Educational Effectiveness, Inc., 2004

NOTE: Students who took (and passed) the 10th grade WASL as a 9th grade student are included in the % meeting standard data, NOT in the % by level. They ARE included in sub-group data.

-50% -40% -30% -20% -10% 0% 10% 20% 30% 40% 50%

Content/Org/Style

Conventions/Spelling

WR

ITIN

GWASL 10 Writing Strands: Comparison to State

Percentage of Students Performing Similar to Those Who Met Standard

2005

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2009

Greater Struggle Less StruggleCopyright © The Center for Educational Effectiveness, Inc., 2004

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2003 2004 2005 2006 2007 2008 2009 2010

WASL 10 Science: Percentage of Students Meeting Standard

Sequoia HS Everett SD State

Copyright © The Center for Educational Effectiveness, Inc., 2004

NOTE: Students who took (and passed) the 10th grade WASL as a 9th grade student are included in the % meeting standard data, NOT in the % by level. They ARE included in sub-group data.

-50% -40% -30% -20% -10% 0% 10% 20% 30% 40%

Systems of Science

Inquiry in Science

Application of Science

Sci

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WASL 10 Science Strands: Comparison to StatePercentage of Students Performing Similar to Those Who Met Standard

2006

2007

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2009

Greater Struggle Less StruggleCopyright © The Center for Educational Effectiveness, Inc., 2004

Historical Demographic and Program Enrollment Data

2004 2005 2006 2007 2008 2009 2004 2005 2006 2007 2008 2009

Seq

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Year (students)

Enrollment 283 237 216 272 297 282 7 18610 17893 18786 18838 18935 18967 142

for the school year ending: 2004 2005 2006 2007 2008 2009 2004 2005 2006 2007 2008 2009

Change per Year (in

percentage points)

Change per Year (in

percentage points)

American Indian 3.5% 4.2% 5.6% 3.3% 3.7% 4.6% 0.05 1.8% 1.6% 1.5% 1.5% 1.4% 1.4% -0.07

Asian 6.7% 6.8% 4.6% 4.0% 5.7% 5.7% -0.25 11.1% 11.5% 11.4% 11.8% 12.6% 13.0% 0.38

Black 7.1% 6.8% 3.7% 4.4% 7.7% 5.3% -0.16 4.5% 4.4% 4.3% 4.4% 4.5% 4.6% 0.03

Hispanic 5.7% 5.1% 5.1% 4.8% 6.7% 8.2% 0.49 7.2% 8.0% 8.7% 9.1% 10.3% 10.9% 0.74

White 77.0% 75.9% 77.3% 80.9% 73.7% 73.4% -0.60 75.5% 73.7% 71.5% 69.6% 67.5% 65.5% -2.01

Free-Reduced Meal Eligible 47.0% 38.1% 35.0% 39.5% 42.7% 55.2% 1.69 30.0% 31.0% 31.4% 31.6% 32.2% 35.4% 0.88

Special Education 0.0% 3.8% 6.0% 5.1% 4.0% 7.6% 1.08 11.7% 12.3% 12.8% 12.0% 12.1% 12.3% 0.05

Transitional Bilingual 0.0% 0.0% 0.0% 0.0% 0.0% 1.4% 0.20 6.7% 7.7% 7.6% 7.9% 8.6% 8.8% 0.39

Migrant 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.00 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.00

On-Time Graduation Rate 3.4% 4.9% 3.5% 22.2% 16.9% 20.8% 4.05 53.0% 58.0% 62.6% 74.2% 73.7% 76.8% 5.08

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2002 2003 2004 2005 2006 2007 2008 2009 2010

Grade 10 Reading: Percentage of Students Meeting Standard

Sequoia HS Everett SD State State Uniform BarCopyright © The Center for Educational Effectiveness, Inc., 2004

-31% -36% -32%

-11%-26%

-40%-21%

-46%

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-17%

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2002 2003 2004 2005 2006 2007 2008 2009 2010

Grade 10 Reading: Percent of Students by Level

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MeetingStandard

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Grade 10 Math: Percentage of Students Meeting Standard

Sequoia HS Everett SD State State Uniform BarCopyright © The Center for Educational Effectiveness, Inc., 2004

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Grade 10 Writing: Percentage of Students Meeting Standard

Sequoia HS Everett SD State

Copyright © The Center for Educational Effectiveness, Inc., 2004

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Grade 10 Science: Percentage of Students Meeting Standard

Sequoia HS Everett SD State

Copyright © The Center for Educational Effectiveness, Inc., 2004

Data Review SummarizeData Review Summarize

Briefly summarize what you learned about our school as a result of this data review. List any questions you may still have.

Briefly summarize what you learned about our school as a result of this data review. List any questions you may still have.

Reflection on 2009-2010 GoalsReflection on 2009-2010 Goals

• Improve in State Assessments• Continue to Graduate More Students• Move students from red and yellow to green light• Increase Course Passing Rate• Minimize Unknowns• Focus on College Readiness

• Improve in State Assessments• Continue to Graduate More Students• Move students from red and yellow to green light• Increase Course Passing Rate• Minimize Unknowns• Focus on College Readiness

Reading ActivityReading Activity

• In pairs, compare and discuss the key terms circled and the sections that were underlined

• In pairs, compare and discuss the key terms circled and the sections that were underlined

Watching Phil Holmes: Magic Minus the Sleight of Hand

Watching Phil Holmes: Magic Minus the Sleight of Hand

• Paragraph assignment for participants

• Apply the “Summarizing the Text” steps

• Paragraph assignment for participants

• Apply the “Summarizing the Text” steps

Summarizing the TextSummarizing the Text

1. Carefully read the section2. Re-read the text and mark information relevant to

the reading purpose3. Pause to connect ideas within the text4. List most important information in the paragraph or

section and leave out nonessential descriptions and other details

5. Write one or two sentence(s) that include all the relevant information in the paragraph

1. Carefully read the section2. Re-read the text and mark information relevant to

the reading purpose3. Pause to connect ideas within the text4. List most important information in the paragraph or

section and leave out nonessential descriptions and other details

5. Write one or two sentence(s) that include all the relevant information in the paragraph

Summarizing the Text (continued)Summarizing the Text (continued)

• Table/group activity: “Summarizing Sections of Expository Texts”

• Combine paragraph summaries to write one summary for the entire article

• Discuss: How can the strategy support all students working with rigorous texts?

• Table/group activity: “Summarizing Sections of Expository Texts”

• Combine paragraph summaries to write one summary for the entire article

• Discuss: How can the strategy support all students working with rigorous texts?

Questions?Questions?