Grand Central Station (GCS) - Advancing Improvement In Education

Report
GRAND CENTRAL STATION:
A PROACTIVE APPROACH TO ACADEMIC INTERVENTION
Waco High School
Room 111
Coordinator: Gail Filas
PRESENTATION OUTLINE
1.
2.
3.
4.
5.
6.
7.
Waco High School Background
Service provider information
Grand Central Station (GCS) Overview
Results
Implementation
Proactive vs. Reactive
Challenges and Solutions
WACO HIGH SCHOOL DEMOGRAPHICS
2009-2010 Enrollment: 1,550
Ethnic Breakdown: African
American: 43.44%
Hispanic: 40.31%
White: 17.66%
Economically Disadvantaged: 76.8%
At-Risk: 62.6%
WHY WACO HIGH SCHOOL?
2009 Rating: Academically Unacceptable
2010 Rating: Academically Unacceptable
Disciplinary Placements (08-09): 49.6%
4-Year Completion Rate
Class of 2009 (vs. state average)
Graduated:
Received GED:
Continued HS:
Dropped Out:
64.4% (80.6%)
1.3% (1.4% )
8.1% (8.6% )
26.2% (9.4% )
SOLUTION?


Grand Central Station (GCS)
Since the spring of 2000:
 the program has been able to decrease the failure
rate for at-risk students by an average of 60 - 70%.

was named as a Best Practice in Region 12.

received the prestigious Promising Practices Award
from the Texas Education Agency.

over 200 schools have received training for the GCS
program.
GCS SERVICE PROVIDER

Center for Learning and Development (CLD) is a:
 service division of Behavioral Health Institute.
 non-profit 501(c)(3) entity located in Waco, Texas.

BHI's CENTER FOR LEARNING & DEVELOPMENT has
become a hub from which training and best practices
have been shared with educators, juvenile justice
professionals, parents, and other community
professionals who work with struggling youth across
Texas and beyond.
CLD SUPPORT





9-Day Implementation Training Series (spanning 5 to 7 months) for GCS
Campus Team with the following tools provided:
 ASSESSMENT TOOLS
 Learning Profiler© software - one station provided to the GCS lab
 Progress monitoring forms & graphs
 Individual intervention planning form
 RtI FORMS
 Referral & committee forms
 Documentation forms for Tier 1 & Tier 2 interventions
 RESEARCH-BASED INTERVENTIONS
Three 2-hour consultation visits to each participating campus
Data collection & analysis for each participating campus
Phone & email support throughout implementation
Two advanced workshops during the year following GCS training
GCS TRAINING SERIES
Day 1:
DAY 2:
DAY 3:
DAY 4:
DAY 5:
DAY 6:
DAY 7:
DAY 8:
DAY 9:
GCS OVERVIEW & TIER I IMPACT
GCS FOUNDATION COMPONENTS
TECHNOLOGY OVERVIEW
GCS STUDENT ASSESSMENT PROCESS
TOP LEARNING STRATEGIES
INTERVENTIONS FOR READING DELAYED STUDENTS
INTERVENTIONS FOR ADHD STUDENTS
INTERVENTIONS FOR VISUAL PROCESSING
DIFFICULTIES; SLOW LEARNERS
SUSTAINABILITY ISSUES AND PROBLEM SOLVING
GCS FUNDING

Waco High School was awarded
the Texas High School Redesign
and Restructuring (THSRR) grant.

The THSRR grant was intended to help Academically
Unacceptable schools to improve graduation and college
enrollment rates.

Waco High School has used much of the grant monies
towards capital cost funding of the GCS Lab and
Campus Behavior Intervention Success Strategies
(CBISS).
GCS OVERVIEW
Grand Central Station is…

a learning lab.

for struggling learners.

for the student who is trying.

focused on content area courses.

four levels of intervention.

a Response-to-Intervention (RtI) program.

supplemental support to both students and teachers.
GCS OVERVIEW
“If only I could work
with that student
individually for a few
minutes, I know they
would understand!”
THE GCS GOAL
To create independent learners who:
 can successfully use study strategies.
 know how to prepare for class.
 are aware of their own learning.
 are responsible for their own learning.
 are engaged.
 are self motivated.
THE GCS RESULT

Increased:



self esteem
school attendance
Decreased:



school infractions
drop-out rate
failure rate
Reverse the downward spiral of our struggling students.
WHY GCS AT WHS?
Marquise
MP 1
MP 2
MP 3
SEM 1
MP 4
(GCS
MP 5
MP 6
SEM 2
1-26-11)
English
70
70
83
74
87
91
90
89
World
Geography
63
68
81
70
84
80
98
85
Algebra
80
85
69
74
83
94
86
85
Biology
71
83
74
73
77
86
94
81
WHY GCS AT WHS?
Ja’tavius
MP 1
MP 2
MP 3
SEM 1
MP 4
MP 5
MP 6
SEM 2
(GCS
2-19-11)
English
70
71
49
61
72
80
84
79
World
Geography
82
68
74
72
88
81
69
78
Algebra
84
70
30
62
72
80
76
71
Biology
72
56
68
64
65
82
88
80
WHY GCS AT WHS?
TOMMY!
AWESOME JOB TOMMY!
Subjects
Week 1
Date:
4-18 to 2-22
Week 2
Date:
4-25 to 4-29
Week 3
Date:
5-2 to 5-6
Week 4
Date:
5-9 to 5-13
Week 5
Date:
5-16 to 5-20
Week 6
Date:
5-23 to 5-27
Semester Average
English
100
83
79
86
87
92
82 (77)
Math
NG
0
61
72
57
72
74 (71)
History
NG
NG
77
82
82
82
75 (77)
Science
NG
20
57
89
89
85
77 (50)
STEPS TO GCS IMPLEMENTATION
Tier 3
Committee Meets
Referral
to
Special
Programs
GCS Step 4
Extended-Day Lab
Tier 2
Committee Meets
GCS Step 3
Daily Lab Class
Committee Meets
GCS Step 2
Committee Meets
Supplemental support in GCS Lab
GCS Step 1
Differentiated Instruction Strategies
GCS Support for G.E. Teachers
Tier 1
LEVELS OF INTERVENTION
GCS Step 1 (RtI Tier 1)

Provides assistance directly to the general
education teacher.

Collaboration focused on
differentiated instruction techniques .

Research-based, practical instructional
materials.
LEVELS OF INTERVENTION
GCS Step 2 (RtI Tier 1)

Struggling students are sent to the lab
after direct instruction for supplemental
support and instruction.

These students receive targeted
intervention in the Lab as needed.
LEVELS OF INTERVENTION
GCS Step 3 (RtI Tier 2)

Students who need more support are
scheduled into the lab for a full-class period.

Students are provided:





learning profile
study aids
more time to process information
study skills strategies
various memory strategies
GCS STEP 3
Diego!
WAY TO GO, DIEGO!!!
Subjects
Week 1
Week 2
Date:
Date:
4-18 to 2-22 4-25 to 4-29
Week 3
Date:
5-2 to 5-6
Week 4
Date:
5-9 to 5-13
Week 5
Date:
5-16 to 5-20
Week 6
Date:
5-23 to 5-27
Semester Average
English
100
78
81
91
91
95
89 (78)
Math
NG
84
84
83
83
95
86 (82)
History
NG
NG
98
98
98
85
82 (82)
Science
NG
95
98
88
88
97
88 (80)
LEVELS OF INTERVENTION
GCS Step 4 (RtI Tier 2)

If minimal or no improvement in Step 3, then
Extended-Day Lab is added to their schedule.

For students who continue to struggle even
after all the interventions, they are referred to
the special education department (Tier 3).
GCS COMMITTEE

Function:


To determine if a student is
eligible for Step 3 (tracked) services
in the GCS Lab.
Members:




Principal
Counselor/diagnostician
GCS teacher
General education teacher
GCS Referral Form
REFERRAL PROCESS

Referrals may come from:
**Teacher
Counselor
Student
Principal
Parent
Referring Teacher: ___________________________
Date: ____________
Student’s Name: _____________________________
Grade: ___________
Please read the criterion for each type of student, and then check the most appropriate
box for the child you are referring to the GCS program.
I am referring this student as At-Risk
because he/she meets one or more of
the following factors:
I am referring this student as Tracked
because he/she meets one or more of
the following factors:

The student is at risk of failing.


Standard differentiated instruction strategies
Steps:
scheduled class period in the lab and/or
the regular education classroom.
Emotional or behavioral problems are not the
extended day services.

main cause of the academic problems.

Math: ______%

Science: _______% English: _______%

the regular education classroom.

Social Studies: ______%
The student scored below a 70% on
3-week progress report:
Standard differentiated instruction strategies
have been tried and were unsuccessful in
The student scored less than a 75% in one
or more subjects on the most recent report
card:
Math: ______%

services. These students can receive a
have been tried and were unsuccessful in

Tracked students have the greatest need for
Emotional or behavioral problems are not the
main cause of the academic problems.
The student scored less than a 70% in one
or more subjects on the most recent report
card or progress report:
Math: ______%
Social Studies: ______%
Science: _______% English: _______%
Social Studies: ______%
Science: _______% English: _______%
Teacher comments about behaviors, work habits, and attitude:
_________________________________________________________________________________________________________________________
1. Complete a GCS referral form
(Appendix A)
2. Core teachers complete Teacher Status Report (Appendix B).
3. GCS Committee meets to consider referral.
4. If student is accepted, parent and student sign GCS Consent
Form.
5. Once consent form is signed, student’s schedule is changed and
Step 3 services begin.
_________________________________________________________________________________________________________________________
WHS GCS GROUPING





Not scheduled into the
lab.
Attend on an “as
needed” basis.
Consistently on the
“bubble” between
passing & failing.
Sent after direct
instruction.
Grades fall between 6575%.




Scheduled into the lab
one period per day.
Failing courses on a
consistent basis.
Grades fall in the range
between 60-70%.
Students are given a
learner profile. Results
are shared with the child
and their teachers.
GCS LAB: PROACTIVE VS. REACTIVE

Lesson plans are sent to the lab
by 4 PM Friday.

Lessons are posted on the
lesson board by 8:30 AM Monday.


Students use lesson board to set goals for the week.
Copies of teaching materials are provided 1 -2 weeks
ahead of time.
 Allows students to preview material.
 GCS teachers are able to make supplemental
materials.
LESSON BOARD
ORGANIZATION
ORGANIZATION
WEEKLY COLLABORATION




“Heart and soul” of intervention
Core teachers and GCS staff meet every
Monday during conference or PLC periods
Share materials, learning tools and DI
strategies
Use this time to:



plan with core teachers
get copies of student work
discuss student achievement
GCS ASSESSMENT AND MONITORING
Weekly grade checks for both
At-Risk and Tracked students.
 Learner profiles based on:

 Teacher
status reports
 Student reflection report (Appendix C)
 Learner Profiler software
Weekly collaboration meetings with regular
education teachers.
 “Real Test” grades from Study Hall 101 software.

HOW GCS LAB HAS HELPED US!
Taquoya
Shuntavia
TERRIFIC TAQUOYA!!!
Subjects
Week 1
Week 2
Date:
Date:
4-18 to 4-22 4-25 to 4-29
Week 3
Date:
5-2 to 5-6
Week 4
Date:
5-9 to 5-13
Week 5
Week 6
Date:
Date:
5-16 to 5-20 5-23 to 5-27
Semester Average
English
100
87
90
82
77
93
85 (87)
Math
NG
36
77
79
85
90
86 (76)
History
NG
100
100
90
89
92
87 (90)
Science
78
90
90
87
79
91
84 (75)
SUPERB SHUNTAVIA!!!!
Subjects
Week 1
Week 2
Date:
Date:
4-18 to 4-22 4-25 to 4-29
Week 3
Date:
5-2 to 5-6
Week 4
Date:
5-9 to 5-13
Week 5
Date:
5-16 to 5-20
Week 6
Date:
5-23 to 5-27
Semester Average
English
NG
48
72
86
81
85
84 (79)
Math
NG
60
74
83
82
80
81 (81)
History
NG
NG
71
71
73
74
75 (74)
Science
NG
100
99
85
82
82
81 (82)
TEACHING STRATEGIES






Manipulatives – foldables, vocab cards, spinners, etc.
Memory aids and strategies
 Chunking - the strategy of breaking down information into bite-sized pieces
so the brain can more easily digest new information
 Shrinking - summarizing
 Graphic organizers
 Previewing
 Visualizing
 Mnemonics: first letter and key word method
Prioritizing and organizing
“Learner friendly” software programs: preview, review and reinforce
Previewing – students are introduced to information before it’s taught in class
Reinforce vocabulary – emphasis on learning to highlight key words
WHO CAN ATTEND THE WHS GCS LAB?

2010-2011 school year:
 9th and 10th graders officially
 11th graders unofficially

Each year, the lab will add one official grade level.

Student must:
 be referred by one of their classroom teachers.
 be putting effort into their classes.
 have good attendance.
 not have major discipline issues that interfere with their
learning.
CHALLENGES/SOLUTIONS

Challenge


Solution



9th grade students will be held accountable for assignments with
their school-provided agenda.
All other grades will be supplied an assignment pad.
Challenge


Student difficulty keeping track of their grades and assignments.
Student inability to complete assignments/study outside of
school.
Solution

Parent meetings when student is referred to GCS program.
CHALLENGES/SOLUTIONS

Challenge


Solution


Distribute weekly form to teachers having them attach materials for
upcoming week(s).
Challenge


Receiving materials from teachers one week in advance.
Attitude of some WHS students that the GCS Lab is for special needs
students only.
Solution

Presentations at the beginning of the school year to incoming
freshman to outline program.
 During specified class time, not in large assembly.
SO, HOW ARE WE DOING?
WHS Grand Central Station (GCS Lab) Summary 5-9-11
1st Semester
(10-26-10 to 1-14-11)
41 instructional days
Total time:
33,939 minutes (565.65 hours)
Student total:
50 total students (3% of enrollment based on 1,500 students)
Scheduled students: 5
2nd Semester
(1-19-11 to 4-7-11)
47 instructional days
Total time:
47,556 minutes (792.6 hours)
Student total:
86 students (5% of enrollment based on 1,500 students)
Scheduled students: 14
RANDOM THOUGHTS…

Location

Staffing




Minimum 2 teachers
Relationship builders
Strong in all content areas across
grade levels
Sending students


Passes
Phone call
CONTACT INFO

[email protected] (GCS Coordinator)

[email protected] (GCS Teacher)

[email protected] (CLD contact)

http://www.cldtx.com (Service provider website)

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