1. Restructuring WHS: Where Are We Now? Joe Kmoch Washington HS April 17, 2004

2. Overview Review where we are are now –Strengths and Weaknesses Review what the Education Research Community Shows –Best Practices - What seems to work today MPS Approach WHS Response What you can do

3. There is Much Good! Many successful recent graduates in our community and elsewhere 3.0 average of recent WHS scholarship winners in college (way above the average for college freshmen) Students presenting their work to business people who were thrilled with the quality 20+ students on our national robotics competition team Regularly hear from recent grads on the quality of their preparedness for college

4. State of the School Entering students have a 1.72 overall GPA 80% entering WHS are below grade level 90% are eligible for free/reduced lunch 30% are have special education needs

5. Resulting in… 30% of 9th grade class is retained Overall attendance rate is 79% Overall dropout rate is 13% 76% of all students are considered truant 46% graduation rate Average ACT score is 16.5 Failure to meet AYP for 3rd consecutive year

6. Research on Successful Highschools Seven Attributes of Successful Schools Common Focus/Vision High Expectations (meet standards and prepared for success in college, work and civic life) Personalization (sustained relationships between students and adults) Climate of Respect and Responsibility

7. Research - 2 Time to Collaborate (among teachers and with school partners) Performance Based (student achievement high - get extra help to achieve it) Technology as a tool (both by adults and by students)

8. Successful Schools Combine Rigor –High expectations –Meaningful course of study Relationships –powerful sustained involvement with caring adults –mentor, advise and support students throughout their hs careers

9. Achieving Small Learning Communities Houses (groups of 90-120 students) with a team of teachers Academies as themed houses School within a School Small Autonomous Schools

10. The MPS Approach They have chosen only one approach, the small autonomous schools Either schools located in separated facilities Or several small schools within a larger facility (multiplex or campus)

11. WHS Response We have been chosen by MPS to do the multiplex approach because –We have already moved toward small learning communities without district support –We have demonstrated success with small learning communities with our Computer Specialty Program (Academy of Information Technology)

12. WHS Approach We are separating governance from curriculum/programmatic development Attempting to develop a strong, focused school in each of three areas: –Technology –Expeditionary Learning –Service Learning

13. Governance We are developing approaches to governing separate schools –Because of MPS insistence –But with an eye toward changing governance within the school system

14. The “Plus” Side Developing either new or enhanced learning experiences for students with a particular focus This has been modeled for many years by our Computer Specialty Program and is being further developed and enhanced Can fit within any type of governance structure

15. The “Down” Side Being forced into separate autonomous structures instead of other structures including semi-autonomous approaches Almost no support from MPS Having to put up with barriers from MPS

16. What are Some Barriers? Assignment of a disproportionate percent of students with special needs (30% for WHS versus about 17% district average) Assignment of students throughout the year who have not chosen our school and who are often coming because of disciplinary transfers (including prisons)

17. More Barriers No plans for monetary support for any schools beyond the Gates Funding ($30k for planning and $50k for implementation) No plans for sustainability of the school restructuring initiative No regular technical support (TALC isn’t aware how to help)

18. MPS Convenience MPS is operating this with attitudes of – “do it or else” –Ignoring the very research they are touting Students choosing their schools 80:1 teacher student ratios High levels of professional development (meaning $$) –Ignoring the very examples they are using from other school systems –Having to do this on a shoestring budget

19. Letter from WHS Alumni Foundation Highlights support of WHS Alumni Foundation for WHS students Lists individuals to contact with your concerns

20. What Can You Do? Become more aware of the issues –Lots of research papers on GatesFoundation.com website –Attend district meetings –Meet with leaders at WHS –Volunteer your time to work with students and planning teams