Professional Documents
Culture Documents
Attending today were Jim Hirsch, Mary Hewett, Sara Bonser, Karen McDonald, Mike Collingsworth, Patty Meyer, Jim Wussow, Susan Modisette, Cathy Galloway, Danny Modisette and Margie Grounds. Looking back at the last meeting, what were some of the goals that we discussed? Will the feeder alignment pattern have any affect on the plan for Williams High School? Possibly. Changes to the feeder school alignment are currently being discussed by the feeder alignment committee. The committee will gather all of the information including input from the community and make a recommendation to the Board of Trustees. The Board will outline their criteria at the October 20 Board Meeting. We anticipate the Board will make a decision sometime in November. One of our goals is to develop a program at Williams High School that will be comprehensive, attractive and competitive to all PISD students. The possibilities for Williams High School extend to all ends of the spectrum including: #1 Develop a standard high school program at Williams High School for the general population then have a separate "academy" where a different program resides. #2 Create a new program developed specifically for the students in the Williams High School feeder which will focus on all of the students. How will the program work when the Williams High School students move to Piano East? The McMillen students will be on the standard program and the Williams High School students will be on the academy program? Karen McDonald feels that Plano East Senior High can accommodate both the standard program and the academy. Possibilities: Develop several large areas of study that might include the following: 1. Medical field programs that are not being taught at other campuses in the district 2. Teaching major studies 3. Technology programs and sub fields that are not being taught at other campuses in the district 4. Forensic science and criminal justice programs. (This will have to be a 9-12 program) The selection of teachers for the academy will be different; marketing of the program will be very important. Basic high school classes will be included along with dual credit. We will want to provide on the job training and internships. Community partners for field experiences will also be a big part of this program. We will redesign how instruction is delivered in order to free up time for the classes that focus on the student's area of specialization. We also anticipate
continuing the IB program at grades 11 and 12. We will not provide the structured pre-IB program at grades 9 and 10 since our students are currently receiving that instruction at all of our 9-10 schools. Williams will be a boundary school and will have a full selection of extracurricular activities, club, organizations and campus life. Strategies: Research some existing programs rather than building everything from the ground up. Should the Williams program be an application based program? Decide if we need an application process and what it will be used for. Some see the application process as an expression of interest or a commitment to the program. Definitions and strands of the program; what do we want to include? Is there a model that offers three courses in a two-hour block of time? Would compacted courses be something to consider? Explore ways to search and find this type of model. Consider use of some on-line courses that could be taken during the day. Develop an on-line dimension to a course that will compact the course. Should we consider doing this in grades 9-12? Can we put together some sample schedules to see how much time we will need to compact? Include opportunities for students that struggle and may need additional time Make sure we include teacher certification in the mix We have a lot of work ahead of us. How can we expand this group (to include teachers, coordinators and others) and at what stage do we engage them to look at the plan? 1. Identify the initiatives that we want to pursue. 2. Find ways to compact classes and use on-line classes 3. Focus on the strands; how do we assess what those will be? 4. What will the decision making process look like? 5. Identify possible partners - (Collin College; Medical Center Plano, Texas Instruments) 6. Look at the listing of curricular and non-curricular clubs and organizations to see what areas our students are interested in. Organize our Avenues Consider Corporate, Municipal and higher educational partners Develop a concept document - put together our thoughts, capture them in written form [Danny asked that Karen McDonald, Sarah Bonser, Cathy Galloway, Susan Modisette and Jim Wussow work together on the concept document] Next identify the strands (Achieve Texas has some good programs) Next develop a team to look at the strands Other issues to discuss:
Transportation for students to travel to their internships or bring the interns to the campus. Identify the types of jobs that will be needed in the future. The Texas Workforce Commission has done some studies on this. Is the Plano Chamber of Commerce a possible source of information?
Strategies What strategies do we want to explore? What will entice students to become part of a program that is different from the programming at the other campuses? Design strands of study 1. IBCC (International Baccalaureate Career Certificate) Research and design course/content integration Curriculum development Create time and opportunities in student schedules for participation in strand courses. Transition planning: start at 9 th &10th or start only at 9th ? Facility implications Staffing Professional development Students 1. Application process 2. Internships 3. Field studies 4. Lab school Partners 1. Higher education 2. Business 3. Public sector Marketing
Flexible scheduling
Next steps: 1. Schedule another meeting with the committee and ask Mary Hewett to bring detailed information on program possibilities. 2. Begin working on the research, design and structure of the strands and programs 3. Karen will continue gathering information on the IBCC program
Application process: Will students have to apply to the program? An application process would show some level of student commitment. If so, what would the process look like? How strict would the process be? What process will we use to select students if we have too many students apply? Other Thoughts and Questions: What other resources and people do we need to include in the development process? Should we bring in expertise and outside sources that we do not have? Should we set up one or two examples of a program? Restructure how we offer and deliver core courses. (This would free up time for electives)
Develop strands to apply for elective offerings understanding that there will be some common type of electives Provide more global descriptors of electives (look at the strands) i.e. law and public service; education and social services. Provide a program with an eye towards offerings that will attract students across the district. Identify higher education and business partners to assist with the program Include Cathy Galloway in discussions to see if this would affect any of her programs Discuss the transition process from WHS to PESH combining students from WHS and McMillen HS. It would be easy for McMillen students to opt in to the program. Can a student start the program in 11 th grade? Establish experiences that students can participate in and be part of i.e. rotations, internships with business, as well as bring people in as part of the program Steps: Create our own program and delivery model Mary will create a model in one or two areas for the group to see Bring in the principals to show them the concept Enlarge the development team for the next step in planning (including teachers)
Next
Danny asked to set up our next meeting the week of the September 7 th. He would like to invite the principals to attend the meeting.
Would the programming at WHS be career or theme oriented? We would like to provide programs similar to the major studies programs that we had 25 years ago when the senior high school concept was developed. Mary suggested implementing four new strands/programs at the 9 th grade level in 2011. In the past, our focus was on bringing students to Williams, not developing a program. This will give us an opportunity to make high school more relevant to our students. We can focus on four strands to develop these programs instead of offering isolated courses. You might have one strand that is a general program like we offer at the other schools. What number of students do you have to have to create a strand? Staffing: It will be crucial to staff Williams with the right people; what will our level of commitment be? Will we publicize this and attract teachers to the program? Should we ask interested teachers to apply for the program? We need to start the planning process one year in advance. Steps include identifying the teachers and staff that will move to McMillen High School. We can also consider whether we want to open the hiring process at Williams using an application. We will then need to relocate the current WHS teachers that do not apply or that are not hired to other campuses. The district will have to have a full commitment for the program to succeed. Next steps: Identify some additional people (principals etc.) to explore additional ideas and develop work groups. We have plenty of time to develop a program like this. Are there some partnerships that can help us develop the courses that will make our students attractive to employers? Bring in some partners to identify these areas. Danny would like for the group to meet again in about one week.
that T-Stem as a program does not offer the ability to create an academy for your schools. Would students be allowed to participate in extra-curricular activities at the high school level? We believe they would be able to participate. Dual credit opportunities are also a viable consideration. Toni said they do not have the space to start a program on the Spring Creek campus of Collin College. We would have to implement the program at Williams HS and PESH. Every year we lose a number of very bright students to the TAMS program at UNT. We would like to provide an extra-curricular component for these ECHS students in order to make the program attractive to the students. Space at PESH: Karen McDonald feels they will have lots of space available for this program. They can consider using one building for the ECHS program. Next Steps: Find out about the transfer vs. freshman entrance requirements. Look at the programs currently in place and see what is being offered and how well the program is doing. The population of the program will need to be a mix of all students. What do we need to offer in 9th and 10th grade to attract students to the program? How do we engage the kids in 9 th and 10th grade before the move to the SHS campus? Offer some unique courses at 9 th and 10th grades to attract students into the program. The program will offer some flexibility Find out about the transfer of credits and freshman entrance requirements from the program to college. Toni & Brenda will look into this. Develop the selection process and criteria for the program Karen will look into UIL eligibility Location of the program (one campus or two) How will student textbooks be funded? Cathy will find out about grants and fund Link to the T-STEM site is http://ritter.tea.state.tx.us/ed_init/thsp/tstem/academies.htm
is 9-12 that brings courses together in non-traditional way. Should we make a trip to Coppell to see their new tech school? What about T-STEM? Jim & Susan check into that program and report back at our next meeting. Our next meeting is scheduled for Friday, April 3 at 9:00 a.m. in the Board Library Room. Toni Jenkins from Collin College will join us to discuss the early college high school program.
IB Program (consider housing them at Williams and PESH. Both campuses have the space) Medical Science program (Our current program is limited; consider expanding it) Music, Art and Technology programs A Night School program for career education offerings Magnet schools or academies STEM and UTD: should we have a conversation about developing a program? Concurrent classes Project Lead the Way (This program starts at middle school and has lots of engineering path ways) Mary Hewett is looking at several possibilities in this program.
Next Steps: Identify the current programs that are offered at each high school and senior high school and the number of students enrolled. Determine which programs offer a certification option. Mary Hewett will pull this information together for our next meeting. Determine whether we should bring UTD into the mix in conjunction with Collin College: Have a conversation with Senator Shapiro about the possibilities and changes being considered in the legislature. We will schedule another meeting in late February or early March.
Jim provided several handouts including the SCCI (States' Career Clusters Initiative). The information included the vision, mission and goals. The state has adopted the 16 career clusters which include the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Agriculture Food & Natural Resources Architecture and Construction Arts, A/V, Technology and Communication Business Management and Administration Education and Training Finance Government and Public Administration Health Science Hospitality and Tourism Human Services Information Technology Law, Public Safety, Corrections and Security Manufacturing Marketing Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics
This plan is designed to help students with their post-high school transition and to make decisions about their future.
Lewisville ISD and Frisco ISD are following the Achieve Texas model. Both districts have been selected to be one of a handful of GO Centers in the state. A GO Center is a college and career information center primarily located in high schools that focus on creating a school-wide college-going culture and promotes college awareness and accessibility. The GO Center serves as the primary point of coordination between the Get-It-campaign efforts and the local communities. Frisco ISD is not currently receiving any waivers but they are accessing some loopholes in the career and technology areas. Can we see some sample class schedules to see what courses they are taking? Yes. The group also asked if we can find out if there are specific courses that can substitute for math and science courses. They also want to know how many certification programs Frisco offers. Lewisville ISD currently has two centers. They do not hold any waivers towards 4 x 4. They serve grades 9-12 with students attending the Dale Jackson Career Center (DJCC) half days and the other half at their home campus. They are on the accelerated block schedule. The district supplies bus service from the student's home campus to DJCC. Students attending the Health Science program must provide their own transportation from school to the assigned medical rotation location. Several districts including Lewisville, Carrollton and Garland offer a night school program that students can attend for four hours per night rather th an going to regular day school. Irving ISD Academy:
The Irving Academy is similar to the Frisco program using internships. Students do have options to do something other than an internship. Which programs are the students most interested in attending? Garland ISD Partnership with the Chamber of Commerce:
Garland ISD currently has a partnership with the Chamber of Commerce which is an economic development partnership that started with Richland College. They work directly with the chamber of commerce and the school district. They are offering some dual credit courses and some career and technology. Students do their internship with businesses that participate in the program. Federal Grants:
The smaller learning communities grant is gone, and we are not aware of any other grants available
I.
Welcome Those attending were Sara Bonser, Cathy Galloway, Jim Hirsch, Mike Collinsworth, Susan Modisette, Mary Hewett, Jim Wussow, Roxanne Burleson, Karen McDonald and Jeff Bailey.
II.
Charge to group
III.
Williams High School 2011 A. Attendance zone/feeder patterns B. Demographics C. Facility/space D. Programs - Pre-113, AP, Career & Technical Ed, Academics/Small Learning Communities, Visual Arts, ESL, Special Education, etc. Graphic Design Legal pathway Culinary Arts Banking Medical and Dental Visual Arts E. "Pathways" - specialized programs, STEM, technology, licensing, certifications State pathways F. Continuum of programs 9-12 with Plano East Senior High
IV.
Community Connectedness A. Student and Family Services programs B. Destination Graduation C. CIS D. Corporate partnerships
V.
Discussion Programs are in Irving, Garland and Frisco ISD 13 Academies at Williams; core teachers assigned and special ed assigned to each team May 2008 - Red notebook; article ASCD
VI.
Next steps State Plan for Pathways - Jim Sara & Cathy will develop a list of programs offered at other district academies. Cathy Galloway will check on waiver process and credits at the Frisco program. Achieve Texas Pathways - Mary Hewett Sara Bonser - Garland ISD Chamber of Commerce Sara Bonser - Federal Grant
Campus
Enrollment
Williams HS
1843
34%
954
64% 54%
9% 12% 8% 6% 3% 7%