Commonalities of Georgia's 85/10 High Schools

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Commonalities of Georgia‘s 85/10 High Schools Bright Idea In one school, the Fashion Design class created clothing for a fashion show held at the end of the semester. The school involved the Art Department in designing the set and the Music Department in creating songs for the show. The students used English, language arts, and photography in creating materials explaining the fashion designs and the processes used to create them. Mathematics was involved as students created the fashions and built the set. One year, this fashion show was featured on MTV. Programs and Interventions All identified schools indicated they had multiple safety nets for students who needed academic assistance. When asked, what are the two to five most successful programs or interventions you used to increase the graduation rate, the schools overwhelmingly indicated remediation was a major factor. The schools’ responses are organized in the following categories: 1. Remedial Courses, 2. Review Classes, 3. Tutoring Programs, 4. Increased Learning Time, 5. Credit Recovery, 6. Technology-Based Instruction, 7. Alternative Schools, 8. Advisement and Counseling, 9. Transition from Eighth Grade to Ninth Grade, 7. Ninth Grade Programs and Interventions, 8. Additional Practices Related to Programs and Interventions, and 9. Bright Ideas. Remedial Courses All 85/10 schools indicated they had remedial courses during the school day. These classes remediated students in specific subjects such as English/language arts, mathematics, science, and/or social studies. Some of these courses met daily and some met one or more times during the week. Some were designed specifically for students who had not passed one or more of the GHSGT or EOCT. Several schools specified they used their best teachers in remedial classes. One school reported students who needed academic assistance in certain areas got a “double dose,” in their regular classrooms and in remedial classes. Review Classes Most schools offered classes that reviewed subject content assessed on the GHSGT and the EOCT. These were formal classes students took for a period of time, such as a four-week intense study where students were taken out of elective courses. Most of these classes were held just prior to the administration of the GHSGT. Several schools required these classes for those students who did not pass one or more of the GHSGT. In other schools they were voluntary. Some were open to all students. Tutoring Programs “We call parents before they call us.” A variety of tutoring programs were noted by the schools. Tutoring focused on remediation on specific curriculum standards and took place before school, after school, and/or during the school day in all core academic subjects. In most schools, teachers were available to assist students informally in their classrooms. Some schools provided more structure, such as specific teachers were available in certain subjects on certain days for a specific amount of time. Teachers assisted with homework and tutoring for 31
Commonalities of Georgia‘s 85/10 High Schools the GHSGT and EOCT. In some schools, tutoring was mandatory for students who did not pass one or more of the GHSGT. At least two schools provided transportation for those who stayed after school for tutoring. Several schools indicated peer-mentoring programs were important. Increased Learning Time Several schools extended the school year by including additional learning days for students beyond the state-required 180 days, particularly for students who were struggling academically. At least three schools provided intersessions. Five schools reported they held Saturday school occasionally for remediation, and all schools provided summer school. During this extended time, most schools provided either tutoring in specific courses, remediation focused on mastery of certain standards, and/or review for the GHSGT and EOCT. Refer to the section, Amount and Structure of Instructional Time, for additional information on how the schools structured the school day and year. Credit Recovery Credit recovery was noted by almost all 85/10 schools as extremely important in increasing their graduation rate. Students were provided additional opportunities to master standards and earn credit for a course previously failed. The credit recovery programs were planned and conducted within a school by graduation coaches and others, used purchased software, and/or accessed on-line credit recovery programs. Usually, the instruction provided in a credit recovery program was targeted to the standards that had not been mastered in a particular course, and the students moved at their own pace through the instruction. Technology-Based Instruction Interestingly, technology, itself, was only mentioned as important by four schools. All schools, however, noted several technology-dependent programs as important in increasing the graduation rate. The Virtual School is one technology-based program mentioned by over half of the schools as positively impacting the graduation rate. It is provided to schools by the Georgia Department of Education, and students can go on-line and focus on the standards not mastered in a specific course. Several proprietary computer-assisted remedial programs were used by the schools, also. One school used a student response system where students electronically answered the teacher’s questions, and the teacher was provided immediate feedback regarding the mastery of subject content. A few mentioned students used laptops, and teachers used interactive electronic boards in many classrooms. One mentioned the importance of a computer lab. Other technology-based programs mentioned were: 1. Instructional Software, 2. Remediation Software, 3. Credit Recovery Programs, 4. Web-based Data Systems, and 5. Test Preparation Programs. Alternative Schools “Students see and hear our mission every day.” At least one-third of the schools reported alternative schools were a significant factor in increasing the graduation rate. Some of these alternative schools were used for remediating students as well as for disciplining students. Generally, alternative schools focused on mastery of standards, rather than athletics, clubs, or other activities not related directly to learning. The alternative schools had a small teacher-pupil ratio, and close personal relationships developed among the students, teachers, and administrators. One school mentioned a Performance Learning Center, a non-traditional high school for 32
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Commonalities of Georgia's 85/10 High Schools

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