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Here's the best practices panel from our very own 2014 interSECT conference down in LA, California.This is the first half of the conference, to wat...
Here's the best practices panel from our very own 2014 interSECT conference down in LA, California. This is the second half of the panel, to watch...
Shmoop interSECT 2014: Best Practices Make Perfect Panel First Half 283 Views
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Description:
Here's the best practices panel from our very own 2014 interSECT conference down in LA, California.
Transcript
- 00:15
So first i'd like everybody to just introduce their school
- 00:18
district They're demographics so you can have an understanding of
- 00:21
where they come from and then we can go into
- 00:24
what they've succeeded at within their schools So tracy so
- 00:28
i'm tracy best growth from bird ville texas now what's
Full Transcript
- 00:31
funny about that Is it's actually six different cities We're
- 00:35
a suburb of fort worth texas So birdville is [woman discussing birdville]
- 00:38
the name of the school but there's no longer a
- 00:40
bird ville city by itself Our total population in the
- 00:44
area is one hundred twenty thousand I didn't know that
- 00:46
kristina looked at that for me That's Awesome Our student
- 00:49
population and our thirty one schools We have a total
- 00:53
of about twenty six thousand students three high schools seven
- 00:56
middle schools and twenty one elementary schools As a district
- 00:59
we have an average of about fifty eight percent low
- 01:03
SES for free and reduced However we have a
- 01:06
large disparity so some of our schools might be asshole
- 01:09
aya's ninety percent free and reduced lunch and other schools
- 01:13
might be as low as twenty percent So that's kind
- 01:15
of an interesting thing about our district is what's the
- 01:19
next one and the most interesting thing would be our
- 01:22
changing demographics overtime I can speak to this personally as [demographic chart appears]
- 01:26
i went to school k twelve in this district and
- 01:29
i have had my twenty three year career in this
- 01:32
district so literally i've been there since i was five
- 01:36
so i can describe those changes at a very personal
- 01:39
level But essentially we have a huge shift in what
- 01:43
used to be a very fluent area is now majority
- 01:48
low income and the ethnicity has changed which is something
- 01:52
very unique for our school board for our population of
- 01:56
teachers to relate to our students because many of them
- 02:00
came from the is district as well so they're not
- 02:02
they they've had a hard time with this change It's
- 02:06
also changed the the what's going on in our programs
- 02:11
so like we talked about it's not you know a
- 02:14
lot of times we focus on ethnicity and low scs [BISD program participation chart]
- 02:17
to raise students out of poverty but really we have
- 02:20
also a problem with our low income of white households
- 02:25
and those students performing as well So it's an interesting
- 02:29
dynamic that's going on that i think is really going
- 02:31
on all over the country So i think it's pretty
- 02:34
important to point out and i think that might be
- 02:36
all Okay um thank you tracy Next up is elizabeth
- 02:42
from northeast high school philadelphia Good afternoon everyone As alison
- 02:46
said i'm elizabeth fernandez veena from northeast high school and
- 02:50
we are located in the north east Most portion of
- 02:55
this map it's a school that was built in the
- 02:58
nineteen fifties as a white flight school so public transportation
- 03:02
doesn't really go out to where school is But many
- 03:05
of our students to take public transportation to school it's
- 03:09
become a largely immigrant working class neighborhood So if you
- 03:14
notice in the top left go back that shows our
- 03:19
income which is a thirty thousand dollars a year less [households earnings chart by neighborhood]
- 03:23
per household And then if you look at the bottom
- 03:26
left it shows the senses from two thousand ten which
- 03:30
represents our neighborhood And as you will see our school
- 03:33
certainly represents the demographics of our neighborhood So we have
- 03:40
a twenty nine hundred plus or minus students down from
- 03:44
about thirty eight hundred when i started there Part of
- 03:47
that has happened because of students decided to goto virtual
- 03:51
charter schools charter schools and other neighborhood schools now that
- 03:56
they can decide to travel We have about five hundred
- 04:00
students in our program currently but many of our
- 04:04
students are also exit diesel students so when we look
- 04:07
at our numbers a large percentage of our students were
- 04:10
not born in the united states... Additionally unlike
- 04:17
many schools a third of our school is represented by
- 04:21
a magnet school which was started in the nineteen sixties [woman discussing magnet schools]
- 04:23
as a stem program so ahead of its time and
- 04:27
so these students come from all over the city But
- 04:29
something i'd like to highlight is that even though thirty
- 04:32
three percent of our school is represented in the magnet
- 04:35
program it only represents sixty percent of our a p
- 04:40
program and we're working towards even changing that even further
- 04:44
When i started at northeast five years ago eighty percent
- 04:47
of the students in the program or from the magnet
- 04:50
program and so it was seen as an extension of
- 04:53
that school and we're trying to change that So as
- 04:55
we grow the program we're not decreasing the number of
- 04:58
magnet students but we are increasing the number of non
- 05:01
magnet students to sort of make those percentages were
- 05:04
eighty four percent of our students are free and reduced
- 05:07
lunch which is up from forty percent about six years
- 05:11
ago So as you see this increase in free and [student population chart]
- 05:14
reduced lunch which is how we measure our poverty very
- 05:18
and an increase in the demo changing demographics in our
- 05:23
school our AP scores have increasing So is the percentage
- 05:26
of students in ap and then fifty six they're categorized
- 05:30
as special ed Fifty six languages are represented so i
- 05:34
would like to say that there's no majority in no
- 05:36
minority at north east high school on so that's represented by [woman discussing north east high school]
- 05:40
ethnicity which you can see for yourselves It's tough to
- 05:43
read but it's about thirty three percent black twenty two
- 05:47
percent asian nineteen percent white i think it's about seventeen
- 05:52
percent latino I have two can't do the math that
- 05:53
quickly and then a cz you see our ninth grade
- 05:56
classes are pretty large so in our senior class does
- 06:00
go down to below about six hundred So we do
- 06:03
deal with issues of dropout rates and other We have
- 06:07
other issues that many schools in the country face especially
- 06:10
in the inner city And so as i mentioned on
- 06:15
dh weaken just quickly go through this Our student population
- 06:18
has decreased as our free and reduced lunch rate has
- 06:21
increased and so we're really proud of our ap gains
- 06:23
in particular because of that And then elizabeth how many
- 06:29
assistant principals do you have at the school Five four
- 06:34
okay depends so we've had significant budget cuts in the
- 06:37
last year and so we've lost a lot of staff
- 06:41
and were slowly rehiring cem cem folks so we have
- 06:45
no library in we started off the school year with
- 06:47
one counselor for three thousand students Um we lost twenty
- 06:53
six teachers last year and we lost twenty the year
- 06:56
before that So i've been really fortunate to be able
- 06:59
to keep my job and we lost assistant principals Our
- 07:04
entire administrative team with the exception of two people is
- 07:07
new this year Um so so we're dealing with a
- 07:11
lot of change and change that we don't necessarily want
- 07:15
to happen Thank you And next up dr lipkin from
- 07:20
tustin All right i'm gonna go really quick quickly through
- 07:25
this but easiest fine Easiest place to find I couldjust
- 07:29
reference disneyland We're pretty Close to that Most people know [Man discussing Tustin]
- 07:32
where that is but tustin serves three different major cities
- 07:38
in this area It's down in orange county right by
- 07:40
john wayne airport ah tustin irvine in santa ana Um [Tustin shown on map]
- 07:46
so we have twenty eight schools three major high schools
- 07:50
and then there's a continuation adult school that i did
- 07:52
not list there about twenty four thousand kids The thing
- 07:56
that's important A lot of people like working with tustin
- 08:00
from publishing perspective from a research perspective because we have
- 08:05
almost mirror demographics to the state of california So we're
- 08:10
a microcosm of the state on dh it's a fairly
- 08:12
good size sample So a lot of people really like
- 08:15
to look at at us the one place where we
- 08:18
are beating beating the odds i guess when you consider
- 08:22
that sample size we do have a fairly high graduate
- 08:27
and once you extend a little bit it actually gets
- 08:30
up in the about the ninety eight range But our
- 08:33
initial grad rate is ninety six Point two in about
- 08:37
eighty percent of our kids do go on a four
- 08:39
year college So that's a pretty high rate when you [man discussing rates of kids going to college]
- 08:42
consider that we are we do have that demographic set
- 08:45
we have specific for year MUN program AP program i
- 08:51
b and then early college where we actually have about
- 08:54
last year was about sixty kids who get there a
- 08:57
before they get their high school diploma So we have
- 09:02
we have kind of the realm We have a third
- 09:04
of our kids on free and reduced But then we
- 09:06
also have ah third of our kids whose attorney will
- 09:10
talk to you are their nanny every time you know
- 09:13
that there's an issue So you deal with the wide [Man discussing peoples issues in schools]
- 09:16
variety of people and it's a it's a great city
- 09:19
and a great place to work because you get that
- 09:21
full gamut Um i think that's pretty much it Okay
- 09:25
great And charles is a high I'm i'm charles mazzei
- 09:29
thie assistant principal in indio high school Um for most
- 09:33
of us even know indio it's more in the area
- 09:35
of the palm springs area California desert So me coming
- 09:39
out here It's actually cold Um just real quick Ah
- 09:43
lot of your students would probably know where we are
- 09:46
We are the home of the world famous coachella fest
- 09:48
which happens every april And if your country western fan
- 09:51
of two week long events called stage coach we also [events staged in indio]
- 09:54
have the tamale festival which is pretty international around We
- 09:57
have about a thousand companies come out and do that
- 09:59
in our city My high school is about two thousand
- 10:03
We used to be a little bit larger but five
- 10:05
years ago we opened up a second high school
- 10:07
in the city of india So we went from about
- 10:09
twenty seven hundred down to two thousand My high school
- 10:12
was ninety five percent hispanic Um forty eight percent of
- 10:16
them are english learners Um and we are i think
- 10:21
this year about eighty eight percent frame reduced lunch No [Man discussing ethnicity in high school]
- 10:26
we are the the poorer school in my school district
- 10:29
We are also in this in the school district that
- 10:32
includes cities such as retch rancho mirage indian wells palm
- 10:36
desert the country club cities And so we are definitely
- 10:39
the the opposite side of the tracks in the sense
- 10:42
of our area Great Thank you So we have the
- 10:45
desert We have disney We have philadelphia in texas So
- 10:49
obviously you can see there's a vast geographical difference demographic
- 10:55
difference but in terms of accomplishing great things with digital [Woman discussing high schools]
- 10:59
curriculum thes four individuals have done an amazing job incorporating
- 11:06
Shmoop as well as a variety of other resource is
- 11:10
so at this point i'd like for each of you
- 11:13
to just talk about some of the biggest challenges and
- 11:16
what your goal was to do with in your district
- 11:20
Well when i started in this position i really wanted [Woman discussing challenges]
- 11:24
to find ways to help teachers target content needs and
- 11:28
diagnosis those content needs appropriately especially with ap teachers that's
- 11:33
really difficult to talk about because they don't think they
- 11:37
have any content needs they understand it and so they
- 11:41
don't necessarily think they need much help with it but
- 11:44
so that was also a barrier but really what i
- 11:47
wanted was for them to not think of the shmoop
- 11:52
offering as online prep but to take those little quotations
- 11:57
from around the words online so that it's really about
- 12:00
a student taking ownership and response ability for their own
- 12:04
needs that a student can leave their classroom and choose
- 12:08
to do preparation for their course that that teacher doesn't
- 12:12
necessarily build or lead or directly instruct And when you
- 12:17
talk to ap teachers about that That makes them a
- 12:19
little frightened because they're a little controlling I don't know
- 12:22
if you've met any of them but so that's really
- 12:26
we could I could say all day long that the
- 12:28
barriers were you know we don't have the one toe
- 12:30
one initiative we have bring your own device but we
- 12:33
don't have enough band with I mean we could talk
- 12:35
about those those issues that come with devices all day
- 12:38
long But it's really about the concept of how teachers
- 12:41
and students view preparation and confidence in the content And
- 12:46
so that's what we faced i faced Sure so one
- 12:53
of our initial goals was really it's really started from [Woman discussing initial goals]
- 12:55
changing from having a very fixed mindset about ourselves and
- 12:59
our students tohave to changing to having a growth mindset
- 13:02
So what i mean by that is that we could
- 13:04
reflect and think about our practice what we were doing
- 13:06
in the classroom what we were providing for our students
- 13:09
and thinking about our students and what resource is an
- 13:11
access they had So we overhauled the entire program on
- 13:17
dh Many of the teachers initially said well i teach
- 13:19
the ap students they're the best in the brightest and
- 13:21
we're doing everything we can to make sure that they
- 13:25
succeed and unfortunately they're not We were at eighty percent
- 13:28
eighty percent of our exam score tto one at that
- 13:30
time and we started thinking about extending class time with
- 13:36
limited resource is how do we do that Our students
- 13:38
have smart phones So how do we connect with them
- 13:42
What spaces are available in the building for them to
- 13:44
come together to study What can we do with saturday's
- 13:47
Our building's open on saturdays for recreation Why can't we
- 13:51
take advantage of the classroom So we started thinking about
- 13:53
everything that we had not necessarily the obstacles We put
- 13:56
everything on paper and then said what is feasible and
- 14:00
and that's how we started to change So our initial
- 14:02
goal was really toe lower ones and to make sure
- 14:06
that we were providing for our students and then it
- 14:09
just became a it just i see everyone looking back
- 14:14
so what's back there on building community So we started
- 14:19
also having community building events we go ice skating Now
- 14:22
every year we go to a Phillies game at the
- 14:24
end of the year after ap exams And so now
- 14:27
it went from students taking ap classes to students becoming
- 14:30
ap students and ap scholars and that was an unintentional [Woman discussing AP students]
- 14:35
outcome of what we started doing And i really think
- 14:40
that just by taking baby steps and not to use
- 14:43
the words that we use this morning becoming intoxicated with
- 14:45
potential but just taking it one step at a time
- 14:48
is really how we got to where we are wonderful
- 14:53
grant All right andi i put all my answers on
- 14:56
the slide so i don't know but some of the
- 14:59
things that some of the things that i didn't share
- 15:02
before though really quickly um we really did face a
- 15:06
lot of obstacles but a lot of our obstacles are
- 15:09
also advantages when you really look at it Um we
- 15:12
have jonathan blackmore is in the back he's the tustin
- 15:15
high principal but he's been working with his school for
- 15:19
about four years I believe with shmoop um and has
- 15:23
had a lot of tremendous success with ap but we've
- 15:26
also been really fortunate in our district that band with
- 15:29
issues are not a problem We got one hundred and
- 15:31
thirty million dollars tech bond that we have to use
- 15:33
just for technology S o r infrastructure is just ridiculous
- 15:39
and we have one two one programs and things like
- 15:41
that that we're putting into place so we're really looking
- 15:44
for ah full digital transformation on dh not just put
- 15:49
a you know a book onto a device or just
- 15:52
have a really cool website but really to change teaching
- 15:56
on dh really change learning night and day from what
- 16:00
it wass on dh we don't have huge problems we
- 16:03
have high socioeconomic six overall so we're trying to force
- 16:07
change in an area where a lot Of people think
- 16:09
we didn't need a lot of change and that is
- 16:11
kind of ah hard time but with common core We
- 16:14
thought it was perfect timing to do something like that
- 16:18
So a lot of the things that we have for
- 16:20
major obstacles with this curriculum rob's obstacles that handing uh
- 16:25
ipad as well or something like that to a student
- 16:27
to walk home through three gang neighborhoods with eight hundred
- 16:31
dollars in their back pocket you know So we had
- 16:33
different things like that to consider whether they have internet
- 16:37
at home which we have solutions for those things just
- 16:40
the sheer size of it But also how are we
- 16:43
going How are we really going to change things with
- 16:46
this Are we gonna get better results How are we
- 16:50
going teo Change teaching in the classroom How we can
- 16:53
extend the school day and then really take the tutor
- 16:58
market away We have a really strong tutoring market and
- 17:02
it creates such an imbalance between our rich and are
- 17:05
poor You especially see that in a p and i
- 17:09
think it's the genius of what shmoop can do on
- 17:12
and it's also the genius of people That are visionary
- 17:16
like jonathan and are able to see that this helps
- 17:19
lower and close that gap because for free essentially for
- 17:25
our kids once they log in their ableto access ap
- 17:31
is a perfect spot because they can't take those tests
- 17:34
five seven times I can't remember how many times but
- 17:37
at least five times practicing in the past only the
- 17:40
rich kid that could get a kaplan book or go
- 17:44
sign up for ah crash course or something like that
- 17:48
actually has that access or can pay for a tutor
- 17:51
or something like that This really levels the playing field
- 17:54
um and provides a lot of those opportunities for kids
- 17:56
so we were really looking for for that home from
- 18:00
a teacher training perspective We were really worried as well
- 18:04
that are are certain demographic of teachers that were pretty
- 18:07
set in their ways and not digital native we're just
- 18:11
going to be afraid of using the internet period But
- 18:14
with that hundred thirty million dollar tech bond we hired
- 18:17
thirteen digital learning coaches that are specifically to train teachers
- 18:22
on dh provide p d every day all day amendments
- 18:26
where people so so a lot of things that i
- 18:30
could complain but i'm i would not have a lot
- 18:33
of sympathizers i don't think and then the other things
- 18:36
that we're concerned about is obviously cost too when we're
- 18:39
talking about the scale that we have weii what had
- 18:44
some big ambitious goals but we had things like plato
- 18:48
and we have all of these other digital re sources
- 18:50
that are out there and they cost a fortune and
- 18:53
digital books and then you throw in eight hundred dollar
- 18:55
ipad on the top of it or whatever and it
- 18:57
starts dad up one hundred thirty million dollars It sounds
- 19:00
funny but it doesn't go very far with twenty four
- 19:02
thousand people over thirty years so we have so much
- 19:06
to take in a consideration but from a curricular perspective
- 19:11
the bang for your buck with this particular program and
- 19:15
his wide ranging is it is it's just incredible You
- 19:20
know if you look at a digital even the most
- 19:22
interactive digital textbook about sixty two teo eighty dollars is
- 19:26
about as cheap as you can get it So this
- 19:29
is just a tremendous value for what we've been able
- 19:31
to get so we were and i don't work for
- 19:34
smooth by the way so but anyway it really we're
- 19:39
also looking for a one stop shop way needed We
- 19:43
want one log in for everything to make it easy
- 19:46
for parents to make it easy for kids so we
- 19:48
don't have to hire an entire i t person just
- 19:50
to manage everything that was going on And this also
- 19:53
serves that purpose so thank you Thanks graham You're hired
- 19:57
if you'd like tio uh charles Um well the story
- 20:02
with shmoop in indio high school actually goes back about
- 20:04
four years ago Um when california decided to push for
- 20:08
the race for top grant um my high school was
- 20:11
put on the chronically underperforming list We had an a
- 20:15
p i that was pretty much stuck around six Forty
- 20:18
and so were placed on this list and pretty much
- 20:21
we were given a year to turn it around Um and so were placed on this list and pretty much
- 20:21
we were given a year to turn it around Um
- 20:26
we came up with a bunch of plans One of
- 20:28
our plans was to start um we went from the
- 20:30
six periods scheduled to an eighth period schedule to design
- 20:33
more support classes for definitely are struggling students That left
- 20:37
us with a sort of a good problem and we
- 20:40
weren't exactly sure what to do with our top students
- 20:43
on And so i was assigned with the task of
- 20:45
finding some curriculum for low level students our middle level
- 20:49
students and are high achieving students I was up at
- 20:54
a conference and i happened to run into paul tailor
- 20:58
and he started telling me about what we could help
- 21:00
you with Cassie we could help you with the eels
- 21:03
We could help you with a p we cannot be
- 21:04
with us and we could help you with and i
- 21:07
said okay and i wouldn't talk to some other people
- 21:10
They were much more expensive so i came back to
- 21:12
paul tailor come on And that sort of began our
- 21:15
relationship Um he mentioned earlier the one thing that i
- 21:19
think was the easiest for me to sell my staff
- 21:23
was that it was one website want every student cause
- 21:27
i have students that are english learners that aaron ap
- 21:29
classes that are struggling to pass the math portion of
- 21:32
the exit exam and they have one log in one
- 21:35
website and a teacher that is they were able to
- 21:38
go to that one website and so we started using
- 21:41
the word shmoop shmoop points all over campus That is
- 21:45
like ninety five percent hispanic Um but i think because
- 21:50
of that i also was able to reach my staff
- 21:53
in a very easy way In the sense of there
- 21:56
was only one stop for pretty much all of our
- 21:58
problems Um with the support from the extra support classes
- 22:03
from going to the eighth period over two days blocks
- 22:05
get going we were able to raise their test scores
- 22:09
We would we didn't get fired Thankfully um but we
- 22:12
also have seen an incredible growth in our students on
- 22:15
our all of our higher tv in students in the
- 22:17
sense of a p a c t as they became
- 22:20
a priority and getting also the help that they needed
- 22:24
at a low income school Wonderful So to segway to
- 22:28
that let's talk about the results that i would like
- 22:31
for each of you to brag about You have seen
- 22:34
tremendous improvements with your test scores So let's we'll go
- 22:39
back around start with tracy i think their slides but
- 22:45
so they're okay All right so with shmoop and actually
- 22:49
what's up there right now has changed But i did
- 22:52
buy this district wide for all three of our high
- 22:55
schools and some middle schools if they would convince me
- 22:58
they had reason to be on it I said yes
- 23:01
i've essentially told no one know which is a fun
- 23:05
offend a fun thing to do but since this since
- 23:08
i did this alison came out and we did a
- 23:11
go visit the world and in february alone i've signed i did this alison came out and we did a
- 23:11
go visit the world and in february alone i've signed
- 23:16
up almost five hundred more students because of that push
- 23:21
and our number of hours on the program has increased
- 23:25
by in just one month i think by over three and our number of hours on the program has increased
- 23:25
by in just one month i think by over three
- 23:28
hundred hours So really this goes back to that goal
- 23:32
that i had in the beginning about students realizing they
- 23:36
can take responsibility for their learning and do things on
- 23:39
their own So even if they've signed up under even
- 23:42
if they joined a teacher's class they're still having to
- 23:44
do this most likely on a device that is not
- 23:48
school provided because we don't have a one to one
- 23:51
initiative and i just dropped everything and she's picking it
- 23:53
up for me So that is extremely exciting to know
- 23:58
that the students are on their own Realizing that prepping
- 24:03
for a p s a t s yeah can't be
- 24:07
done on their own and that is extremely exciting The
- 24:10
other thing i think there's another slide maybe are we
- 24:14
just talking about shmoop results or okay i only have
- 24:17
one life so there my my shmoop results are awesome
- 24:21
and to be determined on this year scores ah and
- 24:24
now elizabeth can you please brag about the wonderful results
- 24:29
that you've seen despite librarians counselors money anything so i'd
- 24:34
like to add that our student to computer ratio is
- 24:38
i was going backwards but it's one tonight so we
- 24:40
have nine students for everyone computer and if you really
- 24:44
break that down and think about the desktops that aaron
- 24:47
classrooms it's actually worse than that So when thinking about
- 24:51
how to implement shmoop we had to think about what's
- 24:55
feasible as i said before and what do all of
- 24:58
our students have access to Not all of them have
- 25:01
access to a smartphone but most do now and most
- 25:05
of them have access to a library down the street
- 25:08
and up until last june they had access to our
- 25:10
school library which has about forty computers So when we
- 25:16
talked about the change that we made in our program
- 25:18
it was about student autonomy students taking control of their
- 25:22
learning and we were just there to guide them and
- 25:25
provide them with opportunities so that's how we were able
- 25:27
to use shmoop so if you look at this bar
- 25:29
graph the bottom number shows the number of students involved
- 25:33
with our ap program in two thousand eleven you'll see
- 25:37
an increase in students and that's because we had an
- 25:41
increase in federal funding and so we were able to
- 25:43
have an eight periods school day We now have a
- 25:46
seven periods school day which limits the number of ap
- 25:49
course offerings that we can have and therefore the number
- 25:52
of students who can take them You can also see
- 25:55
on an increase in the number of exams ordered and
- 25:59
i'm happy to say that this year i will be
- 26:00
ordering about seven hundred exams so our numbers have stayed
- 26:04
the same but the number of student taking each exam
- 26:08
has or the number of exams each student will be
- 26:10
taking his increased i also have to add that all
- 26:13
of the data that i'm going to share represents all
- 26:16
of our students taking the exam because the school district
- 26:19
thankfully does pay for every student to take our exam
- 26:22
So when i show you our data it represents the
- 26:25
entire population of ap students Okay so this this graph
- 26:33
is the one i'm most proud of and seems to
- 26:36
be the most popular if you see the top line
- 26:40
It shows the number of one's our students scored over
- 26:43
the years so we were seventy six percent in two
- 26:45
thousand seven and now we were down to forty six
- 26:50
percent last year and so the middle number the middle
- 26:55
line represents the number of college eligible exams which is
- 26:58
threes fours and fives Our goal for this year is
- 27:01
toe have those lines flip flop so that we have
- 27:06
mawr college eligible exams than then one so that's what
- 27:09
we're working towards this year No and i just wanted
- 27:14
to also that we had zero ap scholars in two
- 27:16
thousand seven and twenty two last year so the number
- 27:21
of students getting a three or more on three or
- 27:23
more exams has also increased dramatically I'm our schoolwide college
- 27:31
going rate in terms of matriculation is sixty three percent
- 27:35
but for our ap students i just dis aggregated the
- 27:37
data and it's at eighty six percent and this year
- 27:42
if you see ccp is the largest so this to
- 27:45
the left you'll see where our students have been accepted
- 27:48
to and where they've decided they're not where they said
- 27:50
to go where they've been accepted to and ccp is
- 27:52
our community college in philadelphia Now if you go to
- 27:56
the slide with the college acceptances for this year these
- 28:01
air the schools to which our students have been accepted
- 28:03
to thus far as of last friday at northeast so
- 28:08
you'll notice some changes We have lots of local top
- 28:14
tier schools and our students are exploring schools other than
- 28:17
temple penn state lasalle drexel which our local university So
- 28:22
we're really happy about that We also have had students
- 28:25
this year with interviews to stanford m i t princeton
- 28:29
eso we're keeping our fingers crossed for them These are
- 28:32
our statewide standardized test scores there included simply because it
- 28:36
shows the school wide performance on our state test Our
- 28:40
state tests recently changed but it's about fifty four percent
- 28:43
so way have definitely have some work to do But
- 28:46
this is sort of teo give you an idea of
- 28:48
what type of school were coming from and i don't
- 28:55
know if there's anything else can you tell the story
- 28:58
about the ap computer science program that you're gonna put
- 29:01
together next year So this year we have five students
- 29:06
I probably shouldn't say their names going to be difficult
- 29:08
Who approached me in the beginning of the year in
- 29:10
said ms fernandez if we teach ourselves computer science and
- 29:14
put together of course and we teach it ourselves um
- 29:19
can we take the test at the end of the
- 29:20
year And so i said well if you prove to
- 29:23
me that you have the content knowledge to do that
- 29:25
then sure because the school district pays for the exam
- 29:29
so they've been saying after school teaching themselves a p
- 29:33
computer science and actually using shmoop to help them along
- 29:36
the way because we don't have a teacher to help
- 29:38
them and i just gave them their practiced us and
- 29:42
they will be taking the exam So then some underclassman
- 29:45
approached me and said miss fernandez can we get a
- 29:48
p computer science next year And i always like to
- 29:50
say yes so i said yes but you have to
- 29:53
put together a proposal and get thirty three Signatures Because
- 29:57
that's the number of students that we need to have
- 29:59
in a class to be able to have a teacher
- 30:01
for them on each of those students needs to write
- 30:04
Why computer Why they want to take this So last
- 30:08
week i got a proposal on my desk with thirty
- 30:10
three signatures And now i have to figure out how
- 30:13
to actually approach my administration to get this class But
- 30:16
i think what this story shows is that not only
- 30:20
are teachers taking initiative in our school but students are
- 30:24
to make things happen And when you do have a
- 30:26
grassroots culture like we haven't northeast things can happen Change
- 30:31
can happen despite everything that's going on both locally on
- 30:37
dh also nationally in terms of of the political scene
- 30:41
So this story's just telling about how our school culture
- 30:45
has changed and how student ownership is really important when
- 30:49
thinking about making change in the school Thank you and
- 30:54
that's what Six snow days already that you've accumulated at
- 30:57
six snow days Yeah we no longer have spring break
- 31:01
on now on tio tustin and grant way we have
- 31:07
expanded now so all of our high school students have
- 31:10
access and now all of our middle school students have
- 31:13
access so they're using it that's new this year our
- 31:18
best data on shmoop use comes from tustin high so
- 31:23
i have that information right here Um and you can
- 31:27
kind of see the longitude no results of this but
- 31:29
this is with a fairly stable number of kids involved
- 31:34
with the school but our number of test takers hasn't
- 31:38
changed dramatically but the number of scores three or above
- 31:42
have gone up dramatically since the start of on shmoop
- 31:47
use at this particular school also i think that's the
- 31:52
biggest thing is that it's not hard for us to
- 31:55
convince kids to take ap classes or take on dh
- 32:00
and this is our lowest From a socioeconomic perspective this
- 32:03
is our lowest socioeconomic high school thea other too two
- 32:07
are considerably higher from a socioeconomic perspective there especially the
- 32:12
one that's located in irvine they have many many more
- 32:17
students that are taking ap and many more people who
- 32:20
are um who are taking multiple ap tests but the
- 32:27
biggest growth has been with closing that achievement gap in
- 32:30
providing a level playing field and jonathan has done an
- 32:34
excellent job of of utilizing this and his and making
- 32:38
this known to his teachers and you can see that
- 32:42
here jonathan i know i'm putting you on the spot
- 32:45
but is there anything i'm missing about your school in
- 32:47
particular I think most importantly with us for shmoop it
- 32:52
in one of these is that we dealt with was
- 32:54
was the hole issue of equity and access for our
- 32:59
students and we do have a very very large avid
- 33:02
population We did it we we encourage our avid students
- 33:08
to take advance placement courses especially their eleventh and twelfth
- 33:12
grade year We also used the ap potential program identified
- 33:16
ap students and and encourage them to enroll in advanced
- 33:20
placement So knowing that we're taking students that have you
- 33:24
know historically not not taken a college preparatory course load
- 33:28
that they don't have help at home they're going to
- 33:30
be first generation college students when they go to college
- 33:33
What could we do to help them and make the
- 33:36
curriculum accessible for them And that's really where Shmoop has
- 33:38
bridged the gap for our students and it's Our students
- 33:43
have become drivers of shmoop and they drive the teachers
- 33:47
especially ap teachers especially within our abbot program especially within
- 33:50
our honors and ap courses The teachers are the students
- 33:54
learn it is quickly or more effectively And then they
- 33:57
go back and teach the teachers which has been a
- 33:59
really really great transformation for us Can we go to
- 34:03
the side That was right before this really quick something
- 34:06
that i know jumped out at me specifically this year
- 34:09
And i'm really anxious to look at scores about it
- 34:13
We have never used this in our continuation high school
- 34:17
before on dh this year our continuation high school principal
- 34:21
was became aware of it on dh They put it
- 34:24
in a really heavy use with casey and passing the
- 34:29
high school exit exams and s oh it's a high
- 34:32
heel population very low socioeconomic typically and we had i
- 34:39
think we only had fifty students who needed to pass
- 34:41
it this year in forty three kids Were some of
- 34:45
the heaviest users of shmoop in the casey prep area
- 34:49
forty three of the seventy two kids that we had
- 34:51
that were really focusing in that area they spent something
- 34:54
like nine hundred hours on casey prep on shmoop and
- 34:59
i think nine hundred hours might be more hours than
- 35:03
they have gone to some of these kids have gone
- 35:05
to school onda and that is kind of a funny
- 35:08
statement to think about but you don't end up at
- 35:11
continuation by having stellar attendants and s so it's really
- 35:16
amazing it struck a chord with that particular group of
- 35:19
kids where they believe in it it's entertaining it's kind
- 35:24
of funny and they get immediate feedback those air all
- 35:28
things and they get shmoop ants they get all of
- 35:30
these little extrinsic things that they may not get with
- 35:33
somebody else they don't have to connect with the teacher
- 35:35
they don't have to show up on time they can
- 35:37
pull it up wherever they want to it's just it's
- 35:40
available on bits quality and i can't wait for scores
- 35:45
to go up so i can say that's why so
- 35:48
it's kind of ah ah cool thing But i'm really
- 35:51
anxious to see what those forty three kids that spent
- 35:53
that alone of time I know that they passed the
- 35:56
exit exam So that's a good thing Yeah but i
- 35:59
can't wait to see you know whitmore Quantifiable data on
- 36:02
those forty three kids right And that's Ah great segue
- 36:05
way over to charles because charles dunn has done a
- 36:07
fantastic job video being all levels within test prep In
- 36:13
increasing the key see rates increasing the ap scholars as
- 36:16
well as a city and
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