Objective: High-performing schools modify school schedules to provide time for instructional planning by designing professional learning communities that facilitate collaboration aimed at improving student learning and success.
• Strategy: Discover flexible, non-traditional scheduling alternatives that provide time for teachers to meet and plan assignments within and across disciplines that are intellectually demanding and align to college- and careerreadiness standards at the elementary, middle grades, and high school levels.

• Verdie Williams- HSTW Co-coordinator/Math
Instructor
• Kevin Krebs- HSTW Co-coordinator/ Food service
Instructor
• Scott Snyder- Vocational Special Education Coordinator
• Dana Anderson- Supervisor Special Services

Pickaway-Ross
CTC
• Serves 10 Comprehensive schools
• 2 City school districts
• 8 Rural districts

Ross County Pickaway County
• 688 square miles
• Pop: 77,910
• Crop, Pasture, Forest :
96%
• Low Income 13.8%
• 502 square miles
• Pop: 56,304
• Crop, Pasture, Forest:
96%
• Low Income 9.7%

• Advanced Earth/Space Science
• Anatomy and Physiology
• Biology
• Chemistry
• Forensic Biology
• Earth/Space Science
• Physics
• Remedial Science
• OGT Science
• College Prep English
• English 11
• English 12
• Integrated English 11
• Integrated English 12
• Remedial English
• OGT English
•
•
•
•
•
OGT Social Studies
American Government/Economics
American History
Economics and Personal Finance
Sociology
•
•
•
•
•
•
•
Pre-Calculus/Trigonometry
Statistics
Technical Algebra
Geometry
Algebra 1
Algebra 2
Consumer Math

Construction & Manufacturing
Academy
• Carpentry
• Electrical Technologies
• Engineering Technologies
• Machining & Manufacturing
Technologies
• Precision Welding Technologies
Business Academy
• General Merchandising
& Warehousing
• Media Design Technologies
• Network Support Technologies
Transportation Academy
• Automotive Technologies
• Collision Repair Technologies
• Medium & Heavy Equipment
Transportation
•Equipment Technologies
• High‐Performance Automotive
Technologies
• Power Equipment Technologies
Human Services Academy
• Commercial Food Careers
• Cosmetology
• Criminal Investigation
& Police Science
• Early Childhood Education
• Medical Careers
•Health Care Foundations

• ADM (average daily membership): 982
• PRCTC Campus: 588
• Satellite: 433
• Ethnic composition
• Asian or Pacific Islander .………….…… 0.2%
• Black, non-Hispanic ….………….……….. 2.2%
• Hispanic ........………………………..….…… 0.5%
• American Indian/Alaskan .……………... 0.2%
• White/non-Hispanic …………………….. 91.2%
• Multicultural .…………………………..……. 5.3%
• Students with disability………............... 35.7%
• Students on free/reduced lunch……… 62%

• Background
• Work experience ..………………………………… 34%
• Master’s degree …………………………………… 46%
• Bachelor’s degree ..………………………………. 20%
• Staff assignment
• Intervention Specialist ………………………………. 5
• Para professionals ……………………………..……… 4
• Special Services/guidance ...……………...……… 3
• Career & technical education ..…………………. 95
• Academic ..……………………………….……….…..…. 17
• Administrative ..………………………..….…….……... 8
• Other ..…………………………………………………….…. 6

• Perkins Performance Measures
Academic Attainment-Reading/Language Arts
95
94
93
92
91
90
89
88
87
86
85
PRJVSD
STATE
93,89
88,25
2007-08
88,25
93,89
93,31
89,25
2008-09
89,25
93,31
93,47
91,62
2009-10
91,62
93,47
Source* Ohio Workforce Development Report

• Perkins Performance Measures
Academic Attainment-Mathematics
82
80
78
PRJVSD
STATE
88
86
84
94
92
90
92,09
83,73
2007-08
83,73
92,09
91,68
85,22
2008-09
85,22
91,68
2009-10
88,38
92,21
92,21
88,38
Source* Ohio Workforce Development Report

• Perkins Performance Measures
Student Graduation Rates
105
100
95
90
85
80
93,38
83,08
75
PRJVSD
STATE
2007-08
83,08
93,38
2008-09
90,56
94,63
Source* Ohio Workforce Development Report
94,63
90,56
98,55
98,92
2009-10
98,92
98,55

Star Reading
Reading Levels 2010-2011 Juniors
0-5.9
22%
9 -12.9+
35%
6 -8.9
43%

• Star Math
Math Levels 2010-2011 Juniors
0-5.9 21.04%
9 -12.9+ 47.60%
6 -8.9, 31.37%

1) Need to maximize instructional time in the classroom
• Shorter days than comprehensive
• Curricular activities-Career-Technical Organizations, field trips, assemblies, etc.
2) Schedule- Increased academic requirements, students had no study halls.
• Credit deficiencies
• OGT remediation
3) Intervention- Students w/disabilities and OGT only received tutoring
4) Professional Development
• No longer contractual
• No waiver days

• Minimized interruptions for delays
• Students see every teacher, every day
• Lab and academics teachers have greater opportunity to communicate and collaborate.

• 1 st attempt – Catch up Café
• 2 nd attempt – Lab Lockout 2x week
• 3 rd attempt- Current model

6%
5%
4%
3%
2%
1%
0%
9%
8%
7%
Often failed to complete or turn in assignments
9%
Often
3%
FY12 FY14

90%
85%
80%
75%
70%
65%
60%
Teacher sometimes or often care about me enough that they will not let me get by without doing the work.
85%
79%
FY12 FY14

History:
• Small room away from mainstream instruction
• Two new Vocational Special Education coordinators and Special Services Supervisor
• Increased service delivery; space issues
• Learning the ropes

First Move
• Slight adjustment of location; still not in the mainstream
• Students became more aware of extra help
• Culture change; HSTW Extra Help Committee
Chair

INTERVENTIONS
LEARNING LAB
Second Move:
• Visit to Green County CTC
• Continued culture of change
• Moved into the mainstream environment (Media Center)
• Students accepting extra help are increasing
• Special education label use is avoided
• Teacher assigned to learning lab

OLD
NEW

INTERVENTIONS
LEARNING LAB
Major Renovation:
• Redesign learning lab
• Culture of accepting help is in full swing
• Teacher collaboration/increased staff communication
• Safe place; Game Plan Coordinator
• Computer lab for VLA/ credit recovery
• Increased student activity in lab

INTERVENTIONS
LEARNING LAB
Special Education:
• District Reps/parents meet in learning lab area
• Accommodations provided in a normalized school environment
• Increased acceptance of students with disabilities by staff
• Increased staff collaboration
• Increased student success

35%
30%
25%
20%
15%
10%
5%
0%
Teachers reported that they: Require students who are not performing at a C level or above to receive extra help at least once a week.
35%
29%
FY12 FY14
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

Students reported that it is very important to participate actively in class.
89%
50%
40%
30%
20%
10%
0%
90%
80%
70%
60%
58%
FY12 FY14
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

Students reported that they often were able to get extra help from their teachers when they needed it without much difficulty.
55%
60% 45%
50%
40%
30%
20%
10%
0%
FY12 FY14
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

1 st Try
• Replaced traditional administrative duties
• Schedule shared with staff, students sent to classroom.
2 nd Try
• Common pass system
• Teachers report to LL
• Schedule of teacher available by period/subject.

The Believe Network would link secondary and adult education staff with at-risk, special needs, and identified students in order to create a mentorship program that would allow one-on-one contact between staff members and the students. The program would provide networking opportunities, personal connections, goal setting, and a climate of support. The expectation would be that the staff member and the student would make contact at least once a week.
• First year
• Quarterly meetings during common planning time used to review progress
• Student referrals and available mentor shared online via google docs

READING INTERVENTIONS
SILENT SUSTAINED READING
Making use of staggered bus schedules
• USE FIRST 10 MINUTES OF DAY
First bus arrive before 8 am.
Tardy bell rings 8:24 am
Last bus arrive by 8:35
• USE LAST 15 MINUTES OF DAY

Teachers reported that they: Require students to read at least three books or their equivalent, other than the textbook, on average for each class they teach.
35%
35%
30%
25%
20%
15%
10%
5%
0%
13%
FY12 FY14
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

50%
40%
30%
20%
10%
0%
90%
80%
70%
60%
Teachers reported that they: Require students to read an assigned book or article and demonstrate understanding of the content at least once a semester.
84%
68%
FY12 FY14

• Math Design Collaborative
• Pre-assessment – Grouping students by common misconceptions
• Questioning is used to facilitate student learning.
• Students become facilitators to each other .

• Leadership Team
• Meets monthly
• Uses
Emergency/planned subs
• Committees
• Meets monthly
• Uses AM planning time

• Shortened supervisor meeting to allow for professional presentation
• Carved out time during first day for staff.
• Utilize Snow Days
• Before/After School
• Schedule shift on non student days
• Generous professional leave
• One-on-one

Student Passage Rate
% of students who passed ALL courses
90,0%
89,0%
88,0%
87,0%
86,0%
85,0%
84,0%
83,0%
82,0%
Ряд1
84,6%
FY11-12
84,6%
86,5%
FY12-13
PASSAGE RATE
86,5%
89,4%
FY13-14
89,4%

Students reported that the extra help they received often helped them to get better grades.
40%
42%
40%
38%
36%
34%
32%
30%
28%
37%
26%
FY12 FY14
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

Teachers reported meeting with other teachers in their department or school to align assignments and agree upon what student work looks like below, at or above grade-level
(college- and career-ready-level) at least once a year.
39%
40%
35%
30%
25%
20%
15%
10%
16%
5%
0%
FY12 FY14
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

Raising Expectations and Providing Extra Help
FY12 FY14
35%
35%
30%
29%
26%
13%
Require student read at least three books or their equivalent, other thatn the textbook, on average for each class they teach
Require students who are not performing at a C level or above to receive extra help at least once a week.
Stongly agree that the teachers in their school maintain a demanding yet supportive environment that pushes students to do their best.

Quality Career/Technical Studies
97%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
31%
46%
87%
68%
81%
80%
94%
The percentage of career/technical student responses on eight indicators that suffest the schoo has an intensive emphasis on quality cereer/technical studies.
Students reported that they were encouraged to take a combination of academic and career/technical courses.
Students reported that they had challenging assignments I their career/technical classes at least monthly.
Students reported that they completed a prject that first required some research and a written plan before completing the task in their career/technical classes at least once a semester.
FY12
FY14
FY12
FY14

HSTW Readiness Goals
50%
45%
40%
35%
30%
25%
20%
40%
47%
27%
37% 37%
33%
2012
2014
15%
10%
5%
0%
Reading Mathematics Science
Source: 2012, 2014 High Schools That Work Assessment of Reading, Mathematics and Science, HSTW Teacher Survey Report.

• Verdie Williams verdie.williams@pickawayross.com
• Kevin Krebs kevin.krebs@pickawayross.com
• Scott Snyder scott.snyder@pickawayross.com
• Dana Anderson dana.anderson@pickawayross.com
Pickaway Ross Career & Technology Center www.pickawayross.com
895 Crouse Chapel Rd.
Chillicothe, OH 45601
740-642-1200