Wayne County High SchoolInterventions for Student Achievement

Marlene GriffithMathematics Department Chair

Wayne County High School(912) 427-1096, ext. 214

mgriffith@wayne.k12.ga.us

Leslie Horton Professional Learning, Curriculum, and Instruction Director

Wayne County High School(912) 427-1096 ext. 816

lhorton@wayne.k12.ga.us

Specific InterventionsFirst Things First…

• Make sure Tier 1 (Standards-Based Classroom Learning) is in place and working– All teachers provide standards-based instruction

(GPS for Math I and II; QCC in grades 11-12)– Suggestion: increase classroom observations

• All teachers on Standard Process for GTOI (three formal observations)

• School-wide walkthroughs (GPS, LFS, School Keys)• County-wide walkthroughs and debriefing sessions• Multiple informal drop-in visits (Focused Monitoring)• PROVIDE FEEDBACK EVERY TIME

– Monitoring is critically important!

Specific Interventions• Develop a working Leadership Team with

representatives from all areas in your school

• Determine where you want to go and establish SMART Goals for your school– Specific– Measurable– Attainable– Relevant– Timely

SMART GOALSInitiatives for Improvement:

Standards-Based Classrooms• Three formal observations for all teachers (standard

process for GTEP/GTOI) and weekly informal observations by instructional coach, department chairs, and state leadership facilitator

• Using Testgate benchmark testing system to track GPS/QCC mastery across all four academic content areas

• Professional development sessions for all faculty members concerning Standards-Based Classrooms and the Georgia School Keys

• Leadership Team evaluation of Georgia School Keys implementation at WCHS

• Voluntary GAPSS Analysis and system “Mini-GAPSS”

SMART GOALSInitiatives for Improvement:

GHSGT• Identified secure, at-risk, and targeted 11th grade

students through teacher projections• Provide supplementary GHSGT review for at-risk and

targeted 11th grade students (during-the-day pullout reviews and “Day Before” GHSGT reviews)

• Winter Break intersession planned for at-risk and targeted 11th grade students and 12th grade students who have not passed portions of the GHSGT

• Academic Focus sessions offered during the school day beginning spring semester (classes formed from teacher projections)

Specific Interventions: What to Do Next…

• Identify potential GHSGT failures in 11th grade

– Teachers mark the names of students with predictions about GHSGT

– P” for students who should score 516 or above

– “AR” for students who may score 500-515

– “F” for students who were likely to score below 500

– Identify ethnicity, economically disadvantaged status, SWD, etc.

– Create projections from that data

Projected “Target” Students

Projected “Target” Students

Math GHSGT – 2009-2010 Projections190

155

30

50

7

79

100

66

25

7 212

6149

2717

50

12

25

0

20

40

60

80

100

120

140

160

180

200

All 11thGraders (1st-

Time TestTakers)

White Black Hispanic Other SWD Econ Dis

Secure

At-Risk

Targeted

Secure = 516 and above At Risk = 500 to 515 Target = 499 and below

Last year, the overall pass rate for math was 80.5%. Secure and At-Risk students account for a 85.5% pass rate. We must maintain 74.9% to make AYP by absolute bar.

Projections made September 14, 2009

Math GHSGT – 2009-2010 Projections

56.162.5

41.7

29.4

0

22.6

47.9

29.526.6

34.7

41.2 100

38.7

37

14.4 10.9

23.629.4

0

38.7

15.1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Students White Black Hispanic Other SWD Econ Dis

Targeted

At-Risk

Secure

74.9%

Secure = 516 and above At Risk = 500 to 515 Target = 499 and below

Last year, the overall pass rate for math was 80.5%. Secure and At-Risk students account for a 85.5% pass rate. We must maintain 74.9% to make AYP by absolute bar.

Projections made September 14, 2009

Specific Interventions – Tier 2

• GHSGT “Pull-Out” Review Sessions for 12th graders– Identify seniors who needed to pass one or

more parts of the graduation test – Paid teachers in those content areas to teach

review sessions during their planning periods for five days prior to the each re-test administration.

Specific Interventions

• Intersession GHSGT Review– Wayne County school calendar included a

five-day winter break – Paid teachers to provide GHSGT review

for students during four days of the break • one day per content area• 9:00 a.m. – 12:00 noon each day• Breakfast and lunch served (if funding is

available)

Specific Interventions

– Academic Focus GHSGT Review Classes• During-the-School-Day Intervention• Six weeks (30 days)• Held during “Activity Period” of 30 minutes

daily• Scheduled our most at-risk 11th grade

students for math and ELA review• Students rotated on a weekly basis between

math and ELA

Specific Interventions

• “Day Before” GHSGT Reviews– Afternoon sessions during 5th and 6th periods

on the day before each test– Teachers narrowed the “at risk” projections

down to 60-70 names– Saturday Science Review offered (since

science is the first test given during GHSGT week)

• 9:00 a.m. – 12:00 noon• Rotation through three lab sessions that cover

major domains on GHSGT

Specific Interventions WCHS Pyramid of Interventions

TAP ADVISORY GROUPSEach faculty member at WCHS meets with his/her advisement groups to orchestrate appropriate scheduling, check on grades and

student progress, and to align student diploma pathways. Advisement is included on faculty GTDRI evaluation instrument.

PARENT CONTACT (at 9, 13, 26, and 30-week marks)Teachers contact parents of students with grades of 69 or below. Contact can be made

through phone calls, emails, or letters (teacher discretion). Automated phone system calls to alert parents of progress report dates and as an additional contact about failing grades.

TEACHER – STUDENT CONFERENCES (at 6, 12, 24, and 30-week marks)Teacher conferences with failing students to have students set goals and plan

of action for improving their grades; monitor progress.

AMNESTY DAY (at 16-week & 32-week marks)

Students are provided with an additional opportunity during the instructional day to complete missed assignments (i.e., not

allowing students to “take” a zero for an assignment). Guidelines will be provided to

streamline grading processes.

Specific Interventions– WCHS Pyramid of Interventions

• TAP Advisory Groups– All faculty members assigned an advisory

group to follow through the group’s four years at WCHS

– Regular meetings with advisees during the school year

• Teacher-Student Conferencing / Parent Contacts

– Mandated and documented

• Amnesty Day– Students are not allowed to just “take a zero”

for an assignment

Specific Interventions

– Benchmark Testing• Teachers teamed to write tests for each

academic-area course to address standards taught during a semester

• Test administered during first week, mid-point, and closing weeks of the semester

• Teachers analyzed data to adjust instruction during the semester

• Teachers who truly taught the GPS showed the most growth for the tests

WCHS Graduation Test Overall Pass Rate Percentages

(11th grade, first-time test takers)

92.1 91.3

82.6

76.5

92.3 91.6

76.2

82.5

88.1

93.9

84.7 85.2

92.796.5 96.9

92.6

0

10

20

30

40

50

60

70

80

90

100

English Math Science Social Studies

2006

2007

2008

2009

Summary: Improvement of scores from previous years’ scores

The passing score for the graduation tests in math and social studies is 500. The English and science tests required a score of 200 to pass.

WCHS Graduation Test AYP Pass Rate Percentages

(11th grade, first-time test takers)

85.1

65.9

85.1

65.9

88.1

75.8

92.7

80.5

0

10

20

30

40

50

60

70

80

90

100

English Math

2006

2007

2008

2009

AYP is calculated based upon a score of 516 for math. For graduation purposes, students have to score 500. Those students who score between 500-515 can graduate, but their scores do not help the school meet AYP requirements.

The passing score for graduation and AYP in English is 200.

Summary: Steady improvement in scores for the past four years

Celebrating Success! – Other Successes: GHSGT Pull-Out Sessions

• 2007-2008: 77 seniors needed to pass one or more parts of the GHSGT.

– Of those… 66 seniors passed all parts of the GHSGT and graduated.

• 2008-2009: 59 seniors needed to pass one or more parts of the GHSGT.

– Of those… 44 seniors passed all parts of the GHSGT and graduated.

• SMART Goals for 2008-2009– SMART GOAL # 1: To increase the number of

OVERALL first-time test takers passing the ELA GHSGT from 85.6% to 87.7% (increase of 2.1%)• Result: 91.2% - GOAL MET

– SMART GOAL # 2: To increase the number of BLACK first-time test takers passing the ELA GHSGT from 68.9% to 72.01% (increase of 3.11%)• Result: 80.4% - GOAL MET

– SMART GOAL # 3: To increase the number of ECONOMICALLY DISADVANTAGED first-time test takers passing the ELA GHSGT from 74.3% to 76.87% (increase of 2.57%)• Result: 84.6% - GOAL MET

Celebrating Success!

– SMART GOAL # 4: To increase the number of BLACK first-time test takers passing the MATH GHSGT from 55.6% to 60% (increase of 4.4%)• Result: 60.7% - GOAL MET

– SMART GOAL # 5: To increase the number of ECONOMICALLY DISADVANTAGED first-time test takers passing the MATH GHSGT from 66.7% to 70% (increase of 3.3%)• Result: 69.2% (within 0.8% of goal, but actually

met AYP at Confidence Interval level) - GOAL MET– SMART GOAL # 6: To increase the number of

OVERALL GRADUATES from 64.7% to 70% (increase of 5.3%)• Result: 72.4% - GOAL MET

Celebrating Success!

– SMART GOAL # 7: To increase the number of BLACK GRADUATES from 56.0% to 61.6% (increase of 5.6%)• Result: 64.1% - GOAL MET

– SMART GOAL # 8: To increase the number of ECONOMICALLY DISADVANTAGED GRADUATES from 55.5% to 59.9% (increase of 4.4%)• Result: 60.9% - GOAL MET

– SMART GOAL # 9: To decrease the number of OVERALL STUDENTS absent 16 or more days from 23% to 20% (decrease of 3%)• Result: 14% - GOAL MET

Celebrating Success!

Questions?