1. The Big6: How Charlotte High School is Making it Work MAME 34 October 25, 2007 Karen Anderson Charlotte Public Schools andersk@charlottenet.org

2. Why? Process Process Most students are not able to see past the Do stage Most students are not able to see past the Do stage Simple….but not really Simple….but not really Widely applicable Widely applicable Easy to implement Easy to implement Powerful Powerful

3. The Super 3 Plan – Beginning Plan – Beginning Do – Middle Do – Middle Review - End Review - End

4. The Big6 1.Task Definition – Types of information 2.Information Seeking Strategies – Brainstorm and Narrow 3.Location & Access – Index 4.Use of Information – Relevance 5.Synthesis – Medium and Message 6.Evaluation – Effective and Efficient

5. Sample Assignment Planners Secondary Assignment Organizer Secondary Assignment Organizer Completed Units Completed Units Business Business Geography Geography Diseases Diseases

6. Mistakes Starting with the Big6 not the Super3 Starting with the Big6 not the Super3 Doing too much for the students Doing too much for the students Not enough modeling Not enough modeling Not agreeing on a common vocabulary Not agreeing on a common vocabulary

7. Future Research with MMC ELA changes with research ELA changes with research Core subject areas research and alignment with ELA Core subject areas research and alignment with ELA Great sources for research guides include: Great sources for research guides include: San Benito High School Research Handbook - http://www.ukiahi.com/UHSWebSite/library/data/sanbenit oresearch.pdf San Benito High School Research Handbook - http://www.ukiahi.com/UHSWebSite/library/data/sanbenit oresearch.pdf Joyce Kasman Valenza: http://www.sdst.org/shs/library/ Joyce Kasman Valenza: http://www.sdst.org/shs/library/http://www.sdst.org/shs/library/ Cambridge Rindge and Latin School Cambridge http://www.crlsresearchguide.org/ Cambridge Rindge and Latin School Cambridge http://www.crlsresearchguide.org/

8. Media Curriculum Realigned with the MMC, METS and Big6 Realigned with the MMC, METS and Big6 A Work in Progress – Always! A Work in Progress – Always!

9. Structure Changes with MME Address freshman success Address freshman success Address 10-12 th struggling students not receiving special services Address 10-12 th struggling students not receiving special services Develop a common approach to interventions for all students Develop a common approach to interventions for all students New discipline policies New discipline policies Collaboration Collaboration

10. Freshmen Mentoring Program (FMP) 9 th grade only 9 th grade only Goal: Provide every freshman with a supportive environment that helps ease adjustment from middle school to high school. Goal: Provide every freshman with a supportive environment that helps ease adjustment from middle school to high school. First 20 minutes with Mentor/Second 25 minutes OrIOLe Time (Academic Focus Time) First 20 minutes with Mentor/Second 25 minutes OrIOLe Time (Academic Focus Time) 55 -60 juniors and seniors will serve as mentors 55 -60 juniors and seniors will serve as mentors 1 to 5 mentor to freshman ratio 1 to 5 mentor to freshman ratio Sample activities during OrIOLE Time Sample activities during OrIOLE Time Trust-building activities Trust-building activities School information/history/traditions/participation School information/history/traditions/participation Study skills/homework help/test taking strategies Study skills/homework help/test taking strategies Goal setting/EDP’s/Graduation requirements Goal setting/EDP’s/Graduation requirements Peer issues/7 Habits of Highly Effective Teens Peer issues/7 Habits of Highly Effective Teens

11. OrIOLE Time 10th -12 th (Student/faculty grouping maintained) 10th -12 th (Student/faculty grouping maintained) Goal: Provide every student an opportunity to receive academic support Goal: Provide every student an opportunity to receive academic support 45 minutes each Tuesday and Thursday 45 minutes each Tuesday and Thursday Academic Focus Time: Academic Focus Time: Study time Study time Access teachers Access teachers Group/Project work Group/Project work Computer Labs/Media Center Computer Labs/Media Center Make-up/Retest Make-up/Retest Additional time may be used for: Additional time may be used for: Academic Interventions Academic Interventions Updating EDP’s (resumes, scholarships, college apps) Updating EDP’s (resumes, scholarships, college apps) Test preparation/retakes (ACT, PLAN) Test preparation/retakes (ACT, PLAN) Scheduling Scheduling College visits/Share-time presentations College visits/Share-time presentations

12. Pyramid of Interventions Pyramid of Interventions Level 3 Special Programs Referral Credit Recovery Guided Study Program Level 2 Oriole Academic Core Labs Oriole Academic Core Labs *Level 1 Interventions Remain in Place Level 1 ZAP Labs OrIOLE Time Freshman Mentoring Program Counselor Watch Classroom Interventions Failure Is Not An Option!

13. Positive Discipline Traditional methods of detentions/suspensions were ineffective in curbing tardies, truancies, and other misc. behaviors Traditional methods of detentions/suspensions were ineffective in curbing tardies, truancies, and other misc. behaviors A NEW Mindset - Privileges not rights A NEW Mindset - Privileges not rights Emphasize Loss of Privileges rather than suspension/detentions for some offenses Emphasize Loss of Privileges rather than suspension/detentions for some offenses Develop a system to reward students for good behavior rather than punish for inappropriate behavior Develop a system to reward students for good behavior rather than punish for inappropriate behavior Identify existing privileges/ Develop new student privileges for various levels Identify existing privileges/ Develop new student privileges for various levels Cards must be presented when asked by a staff member Cards must be presented when asked by a staff member Lost cards must be replaced with cost covered by student Lost cards must be replaced with cost covered by student

14. CHS Card/Level System This system rewards all students at Orange, Gold and Platinum levels in more ways than 06 - 07 This system rewards all students at Orange, Gold and Platinum levels in more ways than 06 - 07 Emphasis is on doing the right thing (behavior vs GPA) Emphasis is on doing the right thing (behavior vs GPA) Orange – all 9 th, 10 th, 11 th * grades Orange – all 9 th, 10 th, 11 th * grades Example: Athletics – can attend all games and activities Example: Athletics – can attend all games and activities Gold – 12 th grade Gold – 12 th grade Example: Athletics – reduced home athletic ticket prices Example: Athletics – reduced home athletic ticket prices *After 2 nd term, 11 th graders may apply for a gold card (criteria to be met) *After 2 nd term, 11 th graders may apply for a gold card (criteria to be met) Platinum – Freshman Mentors / Tutors only Platinum – Freshman Mentors / Tutors only Example: Athletics – No admission charge for home games Example: Athletics – No admission charge for home games Maroon – Temporary loss of all school privileges Maroon – Temporary loss of all school privileges Example: No athletics / Social activities Example: No athletics / Social activities Note: Levels can be temporary reduced if violations of discipline code/attendance/tardy policies occur Note: Levels can be temporary reduced if violations of discipline code/attendance/tardy policies occur

15. Common Assessments, Collaboration, Continuous Improvement Common Assessments Common Assessments MMC based curricular alignment/all core departments MMC based curricular alignment/all core departments All core classes (English, Math, Science and Social Studies) will have common assessments All core classes (English, Math, Science and Social Studies) will have common assessments Assessments are included in term (9 week) grade Assessments are included in term (9 week) grade Assures curriculum alignment and delivery Assures curriculum alignment and delivery Collaboration/ Continuous Improvement Collaboration/ Continuous Improvement Common assessments allow staff to focus on areas of deficiency, improvement and student growth (Results based) Common assessments allow staff to focus on areas of deficiency, improvement and student growth (Results based)

16. ?Questions?