James Hubert Blake High School

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1 PTSA Meeting All Honors Course Parent Input October 24, 2017

2 Outcomes At the conclusion of this meeting participants will have: Reviewed the steps taken previously by the school in shifting to selected honors only courses and the outcomes; Reviewed the course pathways; Review basic performance data; and, Had the opportunity to work in groups to provide input and suggestions for moving forward.

3 Background- Purpose When Blake moved to this model, the stated purposes were: To grant greater access to students to honors level work To increase the rigor for some students who have not been challenged, offering greater options later in their high school and college career To provide differentiated learning within one learning environment To support students in becoming college and career ready

4 Background- Course Selection Decisions were made at the department level, there is no one model Administration and teachers examined the MCPS curriculum and expectations and have identified where it makes sense to move to all honors. This included: Courses where the curriculum does not differ much between on-level and advanced courses Courses where there would still be additional options for students Courses where the curriculum was designed to lend itself to differentiation

5 Background- Teacher Preparation Summer cohort training provided by MCPS focused on planning and cultural proficiency Common planning time created in the master schedule for teachers Incorporation of scaffolding for students who require it Smaller class sizes in English, Chemistry, and NSL

6 Background- Data Used to Monitor Upon implementation the goals for data use included: Quarter Grades Student Voice Data Teacher Voice Data Semester and end of year administrative evaluation

7 Background- Courses Selected Implemented in Honors Health Implemented in Honors English 9 Honors Geometry- students selected Honors Chemistry Implemented in Honors English 10 National, State, and Local Government Possibly Implemented in Honors English 11 (Honors or AP) Honors Biology (Grade 9) Modern World History

8 English Pathways (17-18) 9th Grade 10th Grade 11th Grade 12th Grade Honors English 9 Honors English 10 English 11 English 12 Honors English 11 Honors English 12 A.P. Language & Composition A.P. Language & Composition A.P. Literature & Composition

9 Mathematics Pathways (17-18) 9th Grade 10th Grade 11th Grade / 12th Grade Algebra I Geometry Algebra 2 A.P. Statistics Geometry Honors Geometry Honors Algebra 2 Calculus with Apps Honors Geometry Algebra 2 2 Year Algebra 2 A.P. Calculus Algebra 2 Honors Algebra 2 Precalculus Multivariable Calculus / Differential Honors Algebra 2 2 Year Algebra 2 Honors Precalculus Equations Precalculus Honors Precalculus Quantitative Literacy SAMM

10 Science Pathways (17-18) 9th Grade 10th Grade 11th Grade 12th Grade Honors Physics Honors Chemistry Biology Electives Biology Environmental Science Honors Biology A.P. Chemistry Honors Biology AP Biology A.P. Environmental A.P. Biology A.P. Physics Anatomy Astronomy Environmental

11 Social Studies Pathways (17-18) 9th Grade 10th Grade 11th Grade 11th / 12th Grade US History Honors NSL Government Modern World History A.P. World History Honors US History A.P. NSL Government Honors Modern World History A.P. US History Electives Electives (11th and 12th Grade) A.P. Comparative Government & Politics A.P. Human Geography A.P. Macro / Micro Economics A.P. Psychology

12 Brief Overview Data- Page 1 of 2 Honors English- over the past two years we have averaged 13% - 20% of students earning Ds or Es at the end of the semester. This marking period about 22% of the students had a D or E at interim time. Honors Health- over the past three years we have averaged 7% - 9% of students earning Ds or Es at the end of the semester. This marking period about 8% of the students had a D or E at interim time. Honors Chemistry- over the past two years we have averaged 5% - 13% of students earning Ds or Es at the end of the semester. This marking period about 14% of the students had a D or E at interim time

13 Brief Overview Data- Page 2 of 2 Honors NSL- over the past two years we have averaged 14% - 18% of students earning Ds or Es at the end of the semester. This marking period about 37% of the students had a D or E at interim time. Honors Geometry- over the past three years we have averaged 9% - 21% of students earning Ds or Es at the end of the semester. This marking period about 12% of the students had a D or E at interim time.

14 Work to Support Staff School Improvement Plan Major focus on the use of differentiation to provide all students with access to the curriculum Use of data to monitor and assess student progress focused on meeting the needs of students Use of Professional Learning Communities to collaborate and plan instruction based on student needs Equal Opportunity Schools Work Collection and analysis of perception data (staff and student) Use of data (performance and perceptual) to create support plans for students focused on preparing students for higher level coursework (AP) and supporting them while in the advanced courses

15 Student Supports Bengal Academy During Lunch (grade 9) Grade 9 Team Monitoring Teacher Tutoring During Lunch Peer Tutoring During Lunch (National Honor Society, National English Honor Society) Homework Club After School Composition Assistant Embedded in English Classes to Support Writing Co-Taught and Supported Classes Use of various levels of texts, MP3, Books on Tape

16 Gathering your input Identify a note-taker for your group As a small group you will brainstorm answers to the questions on your paper (I will collect one copy per table) All ideas are valid and should be recorded We are not judging, just brainstorming We will gather your input, along with staff & student input, and create a workgroup to analyze the input and make recommendations

17 Questions to answer Based on the models being implemented at Blake, what do you see as the strengths? Based on the models being implemented at Blake, what do you see as our challenges? What other suggestions do you have for preparing all students for access to higher level courses to all students? What additional questions/suggestions would you like the workgroup to explore?

18 Strengths of our work Parent Feedback Areas for Improvement Suggestions for Different Models Questions I still have

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