Comprehensive
Secondary School
Reform Plan:
Review, Request
Richard C. Slutzky
Vice President
Harford County Council
Concept 1: Equalize credit offerings
at all comprehensive high schools

Good Intentions:
 Consolidation and Focus of HCPS Resources*
 Textbook acquisition
 Textbook replacement
 Teacher training
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
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
Good intentions (Cont.)
 New teacher supports
 Curricular alignment efficiency
 Predictable course offerings and numbers
 Identification of most advantageous course format
 Similar class lengths per day to facilitate
instructional planning & efficiency & reduce the need
to modify individual periods.
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
3
Questions

How many classes are not formatted
uniformly at all Harford County Schools?

What do teachers believe is the effect of
the misalignment of class time with
existing lesson plans and textbook format
on teacher planning and student learning?
4
Questions

How many schedules had to be done by
hand after CSSRP vs. prior years on a
school by school basis?

How many students believe they did not
get a schedule that is relevant to their
needs and interests?
5
Block Schedule Intended Goals

Less repetition of instructional routines

More time for extended instructional experiences

Students seldom miss the entire last period of
instruction

Preponderance of longer periods minimizes the
absence of students from the last period and
reduces teacher responsibility for addressing
make-up work at a future point in time*
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
6
Questions

What is the actual use of teacher time in
the classroom?

What percent of instructional time do
students miss as a result of an absence
under the block schedule vs. an absence
under a more traditional schedule?
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Concept 2: Increase the graduation
credit requirement to 26 credits for
students who will graduate from
HCPS in 2009 and beyond

Good Intentions:

Purposeful Coursework*

Students receive more related coursework with an
exit purpose
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
8

Good intentions (Cont.)
 Rigor is directed to programs of student interest
 The current graduation credit requirements allows
for excessive Course failure**
**Source: 7 Concepts of CSSRP
modified 8/31/07
Questions

What course offerings or sections were added to
master schedules at each high school?

What is the effect of the added course load on
student achievement? This data must begin with
the period prior to the implementation of CSSRP
and includes:

What is the trend in the distribution of grades (#As.
#Bs.etc.) within schools and within HCPS
beginning before and through the implementation
of CSSRP?
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Questions

Effect of added course load (Cont.)

What changes were seen in the number of
students with at least one failing grade (ineligibility)
since the implementation of CSSRP comparing
results within the schools?

What percent of students who can benefit from
remediation take the necessary courses at each
school and how does this compare to the period
prior to CSSRP?
11
Questions

Effect of added course load (Cont.)

What is the trend, beginning before CSSRP, in
student grades in core courses, and on external
tests such as AP and SAT tests?
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Concept 3: Organize schools into
smaller learning communities to
provide opportunities for students to
spend the school day with a core of
students and adults.

Good Intentions:
 Smaller learning communities will foster more
effective professional learning community dynamics*
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
13

Good Intentions: (Cont.)

Creating smaller personal learning communities
that foster stronger positive adult - student
relationships.

Improved Teacher Workload:

Teachers will engage fewer students daily.

Daily planning time can be increased 33% - 100% over
non-eight period models.
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
14

Improved Teacher Workload: (Cont.)

Less engagements per day.

Reduced grading pressures.
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
15
Questions

For teachers who experienced an increase in student
workload due to the block schedule, what was the
percent increase over pre-CSSRP levels?

What percent of teachers experience fewer
engagements per day and more engagements per day
(Per A/B day cycle)?

What is the actual change if any in the planning time for
teachers given that the contract stipulates 45 minutes
per teacher? This represents the least amount of
planning time for HS teachers in 40 years. What percent
of teachers are getting more time?
16
Questions

How many students are being served by the
online CEO element?

Do students who have experienced both types of
school organization believe that interacting with
a smaller group of students and teachers is
beneficial to their education?

Do students believe that the LICW course is
relevant to their success in high school?
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Questions

What effect has the increased student load had
on teachers’ ability to foster better relationships
with students?
 With grading pressures?
 With planning pressures?
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Concept 4: Require students who will
graduate in June 2009 and beyond to
earn a fourth year mathematics credit
to receive a diploma from HCPS.

Good Intentions:

Instruction in Math increased by 25% - 100% for all
students based on need and program.*
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
19
Questions

What math classes have been developed
to create a meaningful sequence in the 4th
year?

What math classes are being selected by
students in the 4th year?

What grades are students earning in the
4th year math course?

What is the trend in math scores on the
SAT test?
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Concept 5: Develop additional offcampus educational experiences
including using the internet, college
courses, and e-learning

Good Intentions:

Greater accommodations to non-traditional
educational programs of study*
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
21

Good Intentions: (Cont.)
 An intentional focus beyond high school and college to
career and real world thinking.
 Attends to elevating the value of the final year of high
school education.
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
22
Questions

What percent of students are participating in offcampus experiences in lieu of high school
classes?

What process is used to track student
achievement off-campus?

What percent of classes that students are taking
at HCC are core classes, what percent are
electives and what percent of classes taken are
remedial?
23
Questions

What percent of students from HCPS attending
classes at HCC require remediation in math or
English before they can take classes for credit?

Do admissions officers at 4-year colleges prefer
students to stay in high school or take classes at
a community college?
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Concept 6: Create programmatic
consistency and equitable
opportunities in all high schools

Good Intentions:

Serving students equally well*
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
25
Questions

How many students apply to HTHS each year
compared to the number of slots available?

How will the anticipated magnet programs effect
individual HS populations?
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Concept 7: Create connected
programs of study through career
pathways that support quality
preparation for a career based on
student interests, ability, skill and
talents.

Good Intentions:

Students will receive more related coursework with
an exit purpose*
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
27

Good Intentions: (Cont.)
 Rigor is directed to programs of student interest
 Preparing students for the 21st century workplace
 Creating an environment that motivates and inspires to
elevate personal achievement
* Source: CSSRP Final Report - BOE
Work Session - February 7, 2005
28
Questions

What changes have been made to the curriculum
to increase the rigor of coursework?

What percent of the working population is
employed in the field they identified for
themselves in high school?

What percent of college graduates major in the
field they identified for themselves as freshmen?
29
Questions

What percent of college graduates are
employed in the field of their college major?

What specific jobs will students be qualified
to fill directly upon graduation from high
school in each of the identified career
clusters and magnet programs?

What skills do employers say are lacking in
high school graduates?
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Questions

What skills do college counselors say are
lacking in high school graduates?
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Comment on “Block” Schedule
by David Volrath, Director of
Secondary Education:

“Is there research that shows one
schedule is better than the other?”
Volrath asked answering his own
question: “The answer is NO!”

Source: Aegis Newspaper, August 2.
2006, Page 16.
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