Transitions In and Out of High School Colton High School

Presenters Tom Crane, Principal Allan Bruner, Teacher Craig Casterline, Teacher Larry Robbins, Teacher

Colton’s Journey K-12 alignment of curriculum to content standards for “Certificates of Initial Mastery” benchmarks (1995) “New Century School” ( ) “Exceptional High School (2002, 2003) Certificate of Advanced Mastery implementation model ( ) Comprehensive Guidance and Counseling Model, Cohort A ( )

Since 1998: Five principals (including one single-year interim) Since 1998: Four Counselors Since 2005: Invited to become a “Gates Initiative School” in association with the International Center for Leadership in Education and the Council of Chief State School Officers During the Gates Initiative: Three building principals

Keys to Success Teachers given freedom to innovate; Administration content to allow teachers to innovate without micromanagement; Key focus on teaching to emerging state and national standards; teachers working at the state level on development of standards and assessments Key focus on assessing to emerging state and national assessments; Always keeping student performance and success at the forefront

Teacher Innovation Grant-writing in support of and proposals for new courses aligned to county and state economic priorities; Team-teaching approach to core subject areas Math/Science grants through NCTM English/Social Studies Interdisciplinary planning for writing and reading Spanish/Health Occupations for “medical Spanish” initiative Horticulture/Environmental Sciences Partnership with Camp Colton Land Lab

Critical examination of benchmarking data to inform course offerings and even inform staffing patterns Math hire in anticipation of meeting new math standards for all students a full three years prior to the action by State Board of Education. Reshuffle of assignments in anticipation of advanced degrees and credit articulation with local community college.

Administrative Support “What’s best for kids?” drives the discussion; “What’s the data indicate?” drives the curriculum “How can we use ‘best practices?’” drives the inservice agenda “What do we want our students to know and be able to do?” drives our school improvement plan.

How it Works at Colton (The “Colton” Way) Transitioning in to Colton High School: Education Planning begins at middle school Education Planning Oregon CIS – My Plan: 7 th grade advisory 8 th grade Careers Class Forecasting process and scheduling Parent/Student information night Freshmen Focus Little Buddy/Big Buddy program CHS Website Teacher pages Homework websites Parent Assistant

Focus on Rigorous and Relevant Learning CORR (Collaborating Online for Rigor and Relevance) All core classes aligned to state and/or national content standards Emphasis on students meeting proficiency on OAKS testing – CHS resultsCHS results Credit for proficiency Applied academics in CTE classes Math in CTE Variety of options for credit recovery Community College Plato options including summer school Other online options

Stretch Learning Interdisciplinary work and projects (e.g., Senior Project) Enrollment in advanced coursework, including AP, ACC, and four or more credits in career pathway electives Honors Diploma Intro to Senior Seminar course teaches process for successful completion of senior project 2 nd semester junior year CRLS Essays Workplace simulations Post-secondary planning

Importance of Relationships Harry Wong’s “First Days of School” Win or lose your class in the first days of school Expectations of student success Consistent classroom management Design lessons for student mastery Understand how to assess learning Relationship, Relationship, Relationship “Raising Cain” gender differences in learning Open door for student discussion about school culture High school advisory program High school leadership program Student survey results

21st Century Skills CRLS – assessed in each class: Personal management Problem solving Teamwork Communication Essential skills – embedded in curriculum; piloting alternative assessment - WorkKeys: Read and comprehend a variety of text Write clearly and accurately Listen actively and speak clearly and coherently

Transitioning Out of CHS Students leave with: Clear understanding of who they are and their role as a self-directed learner, worker, citizen Plan for post-secondary education/ training

Why does it work at Colton? Original “small school” model Continuous improvement model/fluidity Sustainability Staff buy-in