1. Comprehensive Secondary School Reform Plan: Review, Request Richard C. Slutzky Vice President Harford County Council

2. * Source: CSSRP Final Report - BOE Work Session - February 7, 20052 Concept 1: Equalize credit offerings at all comprehensive high schools Good Intentions:  Consolidation and Focus of HCPS Resources*  Textbook acquisition  Textbook replacement  Teacher training

3. * Source: CSSRP Final Report - BOE Work Session - February 7, 20053  Good intentions (Cont.)  New teacher supports  Curricular alignment efficiency  Predictable course offerings and numbers  Identification of most advantageous course format  Similar class lengths per day to facilitate instructional planning & efficiency & reduce the need to modify individual periods.

4. 4 Questions How many classes are not formatted uniformly at all Harford County Schools? What do teachers believe is the effect of the misalignment of class time with existing lesson plans and textbook format on teacher planning and student learning?

5. 5 Questions How many schedules had to be done by hand after CSSRP vs. prior years on a school by school basis? How many students believe they did not get a schedule that is relevant to their needs and interests?

6. * Source: CSSRP Final Report - BOE Work Session - February 7, 20056 Block Schedule Intended Goals Less repetition of instructional routines More time for extended instructional experiences Students seldom miss the entire last period of instruction Preponderance of longer periods minimizes the absence of students from the last period and reduces teacher responsibility for addressing make-up work at a future point in time*

7. 7 Questions What is the actual use of teacher time in the classroom? What percent of instructional time do students miss as a result of an absence under the block schedule vs. an absence under a more traditional schedule?

8. * Source: CSSRP Final Report - BOE Work Session - February 7, 20058 Concept 2: Increase the graduation credit requirement to 26 credits for students who will graduate from HCPS in 2009 and beyond Good Intentions:  Purposeful Coursework*  Students receive more related coursework with an exit purpose

9. **Source: 7 Concepts of CSSRP modified 8/31/07  Good intentions (Cont.)  Rigor is directed to programs of student interest  The current graduation credit requirements allows for excessive Course failure**

10. 10 Questions What course offerings or sections were added to master schedules at each high school? What is the effect of the added course load on student achievement? This data must begin with the period prior to the implementation of CSSRP and includes: What is the trend in the distribution of grades (#As. #Bs.etc.) within schools and within HCPS beginning before and through the implementation of CSSRP?

11. 11 Questions Effect of added course load (Cont.) What changes were seen in the number of students with at least one failing grade (ineligibility) since the implementation of CSSRP comparing results within the schools? What percent of students who can benefit from remediation take the necessary courses at each school and how does this compare to the period prior to CSSRP?

12. 12 Questions Effect of added course load (Cont.) What is the trend, beginning before CSSRP, in student grades in core courses, and on external tests such as AP and SAT tests?

13. * Source: CSSRP Final Report - BOE Work Session - February 7, 200513 Concept 3: Organize schools into smaller learning communities to provide opportunities for students to spend the school day with a core of students and adults. Good Intentions:  Smaller learning communities will foster more effective professional learning community dynamics*

14. * Source: CSSRP Final Report - BOE Work Session - February 7, 200514 Good Intentions: (Cont.) Creating smaller personal learning communities that foster stronger positive adult - student relationships. Improved Teacher Workload:  Teachers will engage fewer students daily.  Daily planning time can be increased 33% - 100% over non-eight period models.

15. * Source: CSSRP Final Report - BOE Work Session - February 7, 200515 Improved Teacher Workload: (Cont.)  Less engagements per day.  Reduced grading pressures.

16. 16 Questions For teachers who experienced an increase in student workload due to the block schedule, what was the percent increase over pre-CSSRP levels? What percent of teachers experience fewer engagements per day and more engagements per day (Per A/B day cycle)? What is the actual change if any in the planning time for teachers given that the contract stipulates 45 minutes per teacher? This represents the least amount of planning time for HS teachers in 40 years. What percent of teachers are getting more time?

17. 17 Questions How many students are being served by the online CEO element? Do students who have experienced both types of school organization believe that interacting with a smaller group of students and teachers is beneficial to their education? Do students believe that the LICW course is relevant to their success in high school?

18. 18 Questions What effect has the increased student load had on teachers’ ability to foster better relationships with students?  With grading pressures?  With planning pressures?

19. * Source: CSSRP Final Report - BOE Work Session - February 7, 200519 Concept 4: Require students who will graduate in June 2009 and beyond to earn a fourth year mathematics credit to receive a diploma from HCPS. Good Intentions:  Instruction in Math increased by 25% - 100% for all students based on need and program.*

20. 20 Questions What math classes have been developed to create a meaningful sequence in the 4 th year? What math classes are being selected by students in the 4 th year? What grades are students earning in the 4 th year math course? What is the trend in math scores on the SAT test?

21. * Source: CSSRP Final Report - BOE Work Session - February 7, 200521 Concept 5: Develop additional off- campus educational experiences including using the internet, college courses, and e-learning Good Intentions:  Greater accommodations to non-traditional educational programs of study*

22. * Source: CSSRP Final Report - BOE Work Session - February 7, 200522 Good Intentions: (Cont.)  An intentional focus beyond high school and college to career and real world thinking.  Attends to elevating the value of the final year of high school education.

23. 23 Questions What percent of students are participating in off- campus experiences in lieu of high school classes? What process is used to track student achievement off-campus? What percent of classes that students are taking at HCC are core classes, what percent are electives and what percent of classes taken are remedial?

24. 24 Questions What percent of students from HCPS attending classes at HCC require remediation in math or English before they can take classes for credit? Do admissions officers at 4-year colleges prefer students to stay in high school or take classes at a community college?

25. * Source: CSSRP Final Report - BOE Work Session - February 7, 200525 Concept 6: Create programmatic consistency and equitable opportunities in all high schools Good Intentions:  Serving students equally well*

26. 26 Questions How many students apply to HTHS each year compared to the number of slots available? How will the anticipated magnet programs effect individual HS populations?

27. * Source: CSSRP Final Report - BOE Work Session - February 7, 200527 Concept 7: Create connected programs of study through career pathways that support quality preparation for a career based on student interests, ability, skill and talents. Good Intentions:  Students will receive more related coursework with an exit purpose*

28. * Source: CSSRP Final Report - BOE Work Session - February 7, 200528 Good Intentions: (Cont.)  Rigor is directed to programs of student interest  Preparing students for the 21 st century workplace  Creating an environment that motivates and inspires to elevate personal achievement

29. 29 Questions What changes have been made to the curriculum to increase the rigor of coursework? What percent of the working population is employed in the field they identified for themselves in high school? What percent of college graduates major in the field they identified for themselves as freshmen?

30. 30 Questions What percent of college graduates are employed in the field of their college major? What specific jobs will students be qualified to fill directly upon graduation from high school in each of the identified career clusters and magnet programs? What skills do employers say are lacking in high school graduates?

31. 31 Questions What skills do college counselors say are lacking in high school graduates?

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34. 34 Comment on “Block” Schedule by David Volrath, Director of Secondary Education: “Is there research that shows one schedule is better than the other?” Volrath asked answering his own question: “The answer is NO!” Source: Aegis Newspaper, August 2. 2006, Page 16.