Transforming School Culture Through Advisement

1. Transforming School Culture Through Advisement An Urban Success Story

2. Henry W. Grady High School “Individually We Are Different… Together We Are Grady”

3. Grady ProfileExcellence and Achievement • Magnet program in Communications • Ranked One of the Premier GA High Schools • “Distinguished School” 3 Years in a Row

4. Grady High School Demographics • Students -67% African American -27% Caucasian -6% Other • Faculty -46% African American -41% Caucasian -13% Other

5. Grady High School Population • 1997-1998: 721 • 1998-1999: 706 • 1999-2000: 699 • 2000-2001: 740 • 2001-2002: 870 • 2002-2003: 892 • 2003-2004: 933 • 2004-2005: 1,010 • 2005-2006: 1,216 • 2006-2007: 1,285 • 2007-2008: 1,365 • 2008-2009: 1,337

6. Students Eligible to Receive Free/Reduced Lunches • 2003-2004: 383, 41% of students • 2004-2005: 465, 46% of students • 2005-2006: 528, 43% of students • 2006-2007: 557, 44% of students • 2007-2008: 644, 47%

7. Our Story

8. We existed as “two schools”- Culture • Energy was too scattered • Too many initiatives • Poor graduation rate • Ninth Grade Failure rate -33% • Communications needed improvement to reach all parents and students • Curriculum needed revamping and upgrading HSTWTAV Site Visit Findings 1997

9. Refocus After HSTW Site Visit

10. High expectations • Program of study • Academic studies • Career/technical studies • Work based learning • Teachers working together • Students actively engaged • Guidance and Advisement • Extra help • Culture of continuous improvement Adoption of 10 Key HSTW Practices Southern Regional Education Board- High Schools That Work

11. Each student is a valued individual with unique intellectual, physical, social, and emotional needs. • Each student can learn and experience academic success through self-regulated learning. • Each student has the right to learn in a clean, safe, disciplined, and attractive learning environment. • Each student has the right to the resources that will develop his or her maximum potential. • Each student is responsible for his or her own . • Each student will be a lifelong, contributing member of society. • Diversity within the Grady community enriches the teaching/learning environment. Our Beliefs - Vision

12. “Two Schools” Changed the culture of the school • Celebrated our differences but recognized common goals • Curriculum Refocus • Increased Academic Requirements • 4 Math, 4 Science, 4 Language Arts, 4 Social Studies • Development of Academies and New Course Offerings • Higher Level Classes • Increased rigor in all classes • Eliminated low level classes • Provided academic support • Increased the AP and honors offerings • Block Scheduling • 7 period modified block • 4 by 8 block schedule- School initiative • Organizational Structure • Advisee-Advisor program • Ninth Grade Focus • Developed support initiatives Changes After HSTW Site Visit 1997

13. Met for three days to plan and reorganize based on the Site Visit Report • Tailored our initiatives • Committee Reorganization • Reorganized by Focus Groups: • Curriculum / Instruction • Scheduling • Advisement • Safety • Staff development • Student support • Communications Organizational Structure: Principal’s Cabinet

14. P PERSONAL Aacademic Ccareer Aadvisement Advisement program

15. Advisement Program Revision • 9th grade students are placed in small homerooms (32 student-15 students) with an advisor who has volunteered to be a 9th grade specialist • Advisement is held bi-monthly • Advisement is grade level specific • Advisors are trained for specific needs • Advisement includes study skill and test prep

16. Monthly agenda • Grade specific • Bi-monthly 40 minute advisement • Scripted • Staff development before each advisement • Pairing of advisors for support • Grade level assemblies for specific agenda • Bi-Monthly exploratory • Test prep first semester • Activities sponsored by teachers • Gourmet cooking • Knitting • Robotics • Gaming Monthly Advisement Topics

17. Ninth Grade Focus • Data 1995 – 2005 9th Grade Retention Rate 1995 - 35% 2004 – 11% • Increased Core Requirements • Removed Lower Level Classes

18. Ninth Grade Instructors • Teachers committed to teach ninth grade students • Teachers are given support and training • New Educational Methods • Same sex algebra I classes • Summer Math Academy

19. Ninth Grade Summer Transition Program • Began in 1998 • Three weeks • 100 students • All homeroom students met with their advisors the Friday before school started and completed activities and a ropes course • Currently 100 students volunteer to participate • Two weeks • Overview of math and language skills • Introduction to study skills • Getting acquainted with high school: ATL • All 9th grade students come to school on the Friday before school starts for an orientation activity

20. Schedule: Four 45 minute classes per day (Language Arts, Math, Study Skills) • Grouping: Single gender and heterogeneous • Text: Where Should I Sit at Lunch- The Ultimate Guide to Surviving the High School Years, Harriet S. Mostache, PhD., and Karen Unger, MA. SUMMER TRANSITION AGENDA

21. STUDY SKILLS • What is your learning style? • Learning style inventory • Students grouped heterogeneously by learning styles • Students complete group projects and assess the dynamics of the group • Study skills inventory • Determine strengths and weaknesses • Practice research skills • Think like a genius • Time management

22. “ATL”Attitudes Toward Learning • Learning about the Grady High School culture • Orientation to the campus • Checking your attitude toward learning • Surfing the Grady website • Preparations for a successful high school career

23. LANGUAGE ARTS • Critical thinking skills -Making presentations -Grouping skills/Working together -Problem solving • Research skills -Evaluating computer websites -Vocabulary building (PSAT based) • Game playing -Word play -Word puzzles • Memory selection -Memorize a short selection that has significance to you • Bag project -Bring in symbols from home that represent you -Fill the bag and decorate the outside -Present your bag to the class

24. “Welcome to High School Mathematics Seminar” -Students will become familiar with the APS mathematics requirement to graduate from high school. Students will also get a glance at how their math class functions on a daily basis. • Reading and Writing in Math Class Seminar- -Students will discuss how to read a math text book and take notes in class. • Problem Solving and Cooperative Group Seminar -Students will discuss the steps to solve math problems. -Students will also work in cooperative groups and discuss how to be effective group members. • Engagement Seminar -Students will be exposed to various techniques used to stimulate minds and engage learning. (TI calculators, interactive sites, GSP etc…) Students will complete and discuss a web quest based on the history of mathematics. • Field Trip to Georgia Aquarium -Students are expected to explore how mathematics is applied to the aquarium. MATHEMATICS

25. Team Building Exercises-Grade 9 • Friday before school starts • Brings together all advisors and advisees • Parents invited for the introduction • Team building exercises using the Outward Bound Ropes Course • Lunch and tours of the school • Seniors acted as mentors

26. Career Academies • Communication Magnet Program • Health Careers Academy • Arts Academy • Travel and Tourism

27. Not my job • Counselor vs. Advisor • Just another class to teach • Not familiar with requirements • May cause students harm if miss-guided • Can’t handle that group of students • Students don’t care Teachers Objections/Fears

28. Communication • Teachers lead curriculum design • Lots of research before decisions were made • Democratic decision making • Frequent staff development • Scripted advisement sessions • Second semester exploratory • Teachers can teach their passion Getting Teacher Buy-in

29. Data driven • HSTW- Senior assessment • EOCT- assess strengths and weaknesses • PSAT- Predictor of success on SAT • GHSGT- asses curriculum standards • Research based initiatives • Best practices • Open to change Ongoing Evaluation

30. Open door • Faculty Meetings- Open Floor • Fluid leadership team • Open communications • Principal’s Coffee • Parents forum • Principal Monthly Bulletin- teachers • GradyGram- Internet Based, weekly • Knight Lights- Mailed to each family monthly • School Website Principal’s Communication Style

31. Support from HSTW Reform Model • Technical Assistance Visit • School Leadership Retreat • HSTW Reform Model • California Partnership/Academies • Curriculum Revision

32. Professional Development Yearly Retreat • Professional Development faculty lead • Faculty determines focus • Redeliver Professional Development • On going • Individualized Professional Development

33. Faculty Mentoring • Student Mentoring Programs • Faculty athlete adoption program • Principal adopted 21 “at risk” students • Lunch and Learn Group • Developed the “Let’s Do It Again” program • Credit recovery • Community based tutorial • Faculty Appreciation • Student appreciation Mentoring and Support

34. “Let’s Do It Again” • Academic Recovery • Purpose- Keep students on track for graduation. • Available to Students who have failed a course which has an EOCT. • Meets on Saturdays for 8 weeks. • Students who succeed get course credit.

35. Extra Help • Project Success • AVID • Inclusion/ RVI

36. Extra Help (continued) • Tutoring SAT End of Course Test Tabernacle Partnership Community Based Program • Mentoring Programs Grady Men of Distinction Georgia Department of Labor Lunch and Learn WISE (Women Inspiring Self Enrichment) Made Men Principal’s Mentoring Program

37. Parents support • College Center, Counselor Support, Communications, Booster Clubs • Career Center- Career Cruising • Partnerships (over 30) • 100 Black Women- Support girls from 9-12 grade • Grady Foundation- Writing Center • Boy’s High- Pays for PDA and AP training teachers Other Strengths

38. Our Results

39. Completion Rates

40. Retention Rate

41. Average Student Attendance • 1997-98: 87% • 1998-99: 90.6% • 1999-00: 92.9% • 2000-01: 95% • 2001-02: 95.01%

42. 2006-2007: Did not achieve AYP • Math sub-group • 2007-2008: Achieved AYP • 2008-2009: Achieved AYP Adequate Yearly Progress

43. Number of Grady Seniors Who Took the SAT • 1999-2000: 91 • 2000-2001: 108 • 2001-2002: 111 • 2002-2003: 138 • 2003-2004: 140 • 2004-2005: 148 • 2005-2006: 211 • 2006-2007: 187 • 2007-2008: 169

44. Average Combined SAT Scores for Seniors (Old System)

45. Average Combined SAT Scores for Seniors

46. Mean Total SAT Scores for African-American Seniors

47. Diane Gilchrist-Young • SREB- HSTW Education Improvement Consultant • Retired Science teacher • Department Chair • Advisement Committee Chair • Gifted Coordinator • HSTW Coordinator • dgilyoung@aol.com Advisement Presentation