Campbell High School

Key Practices

Implementing the Key Practices = Students Prepared for Life
Key Practice High Expectations Setting higher expectations and getting more students to meet them.	Demographics: (based on SY0708 School Improvement Report) Population: 43,637 Enrollment: 2491 students Median Household Income: $58,533 Households with Public Assistance income: 7.4% Free & Reduced: 36.6% ELL: 6.7% SPED: 11.5% School Expectations: Bell-to-Bell Instruction Staff analysis of student assessment data Staff working with students using successful engagement practices/instructional best practices Curriculum based on HCPS III / Industry standards Increase enrollment in Honors, Advanced Placement courses Increase the numbers taking the Advanced Placement exams Staff providing evaluative feedback on student progress (formative assessment) Students re-doing work until proficiency is met ("J" curve principle) Increase the college going rate Decrease the retention rate Improve the attendance rate Improve the graduation rate Curriculum Fair / Celebrations of success (school and community recognitions)
Key Practice Program of Study Having students complete a challenging program of study with an upgraded academic core and a major.	College-Preparatory Course Offerings All graduates meet pre-college curriculum requirements. A Personal Transition Portfolio, based on the Career and Life Standard - Career Planning, completed (beginning with class of 2010) A Senior Project completed (beginning with class of 2010) Graduation Requirements Students successfully accumulate 24 credits. Schedule 4X4 Block Schedule 82 minutes on M-T-Th-F 72 minutes on W All classes meet daily Monday thru Friday Curriculum Advanced Placement Courses College level courses offered on campus (early admit) Running Start program (dual credit) International Baccalaureate program Talent Development Success Academy (Johns Hopkins University), grades 9 and 10 - double-dosed classes in math and ELA with teams made up of Math, Social Studies, ELA AVID (Advancement Via Individual Determination) Elective classes, grades 9 - 12 AVID methodologies schoolwide (Cornell note-taking; Tutorial system; Write Path strategies in Math, ELA, Science, Social Studies) Achieve 3000 Reading program Read 180 Reading program Cognitive Tutor Math program Online courses available thru E-school and NovaNet CTE Pathway Programs of Study Western Association of Schools and Colleges James Campbell High School is a fully accredited high school. Career Pathways Beginning in grade 10, students may begin to take a Pathway Core course (Arts and Communication; Public and Human Services/Natural Resources; Health Services/Business; Industrial Engineering Technology) that leads into the Pathway Program of Study.
Key Practice Academic Studies Increasing access to academic studies that teach the essential concepts and skills to address real-world projects and problems.	Graduation Requirements 4 credits - ELA 4 credits - Social Studies 3 credits - Math 3 credits - Science .5 credit - Health 1 credit - PE .5 credit - Personal Transition Plan 2 credits - CTE / Fine Arts / World Languages 6 credits - Electives 1 credit - Senior Project (if seeking the BOE Recognition Diploma)
Key Practice Career / Technical Studies Increasing access to intellectually challenging career / technical studies, with a major emphasis on using high-level mathematics, science, language arts, and problem-solving skills in the modern workplace and in preparation for continued learning.	Career Pathways 6 pathways approved in Hawaii Each pathway offers several Programs of Study Each pathway requires completion of a designated academic course (Algebra 1A/1B is required of most) A "completer" in a Program of Study is a graduate who has taken, in sequence, the pathway Core course, the first course designated for the program of study along with the academic course. (A few of the Programs of Study require 2 pathway courses to be completed.) Post-Secondary Link Honolulu Community College (Building and Construction) Leeward Community College (instructors offer classes on the campus of JCHS) Univ. of Hawaii - West Oahu (beginning in SY09-10)
Key Practice Work-based Learning Give students and their parents the choice of a system that integrates school-based and work-based learning. The system should span high school and postsecondary studies and should be planned by educators, employers and employees.	School-Based Enterprises Agriculture: Hydroponics vegetables to Alan Wong's Business: Hawaii Federal Credit Union branch on campus Graphics/Digital Media: Saber Graphics; Saber Media TV Productions: Taping of all Neighborhood Board meetings for 'Olelo TV, producing commercials for Hawaiian Airlines, Hawaiian Electric, HMSA, Sumo and school events. Culinary Arts: School café and catering Building and Construction: playhouses built for pre-schools and elementary schools
Key Practice Teachers Working Together Having an organization, structure and schedule giving academic and career / technical teachers the time to plan and deliver integrated instruction aimed at teaching high-level academic and technical content.	Professional Learning Community Non-Teaching Period time used for Smaller Learning Community group planning Non-Teaching Period time used for Department planning Non-Teaching Period time used by Grade 9 and 10 teams for planning Non-Teaching Period time used for staff development sessions (e.g., effective teaching; Habits of Mind; Inclusion; Focus on Learning; Bullying; Setting Criteria; Reading strategies, etc.) Non-Teaching Period time used for purposes of accreditation needs Leadership Team meetings Faculty meetings Integration activities (Voices of the Ewa Plains; A Taste of Ewa Beach; Electron Marathon; Robotics; Early Childhood Education classes working at the elementary schools; Health Occupations classes working with the severely handicapped students; peer tutoring activities with the middle school via AVID)
Key Practice Students Actively Engaged Getting every student involved in rigorous and challenging learning.	Rigorous and Challenging Activities AP courses AVID Write Path IB program Classroom Assessment mirrors Formative Assessments/Constructed Response used in the HSA Internship opportunities to bring relevance to learning Cognitive Tutor Read 180 Achieve 3000 Project Based/Problem Based Learning Hawaii Content and Performance Standards III Senior Project mentors Career Pathways Program of Study: used to insure that Career Majors are offered to "completion" Work experiences, mentorships, job shadowing
Key Practice Guidance Involving all students and their parents in guidance and advising systems that ensure the completion of an accelerated program of study with an in-depth academic or career/technical major.	Personal Transition Grade 9: establish portfolio information and begin 5-Yr. Personal Plan (Freshman Seminar class) Grade 10: PSAT; personal statement / resume / best assignments (electronic portfolio is created in Advanced Guidance class) Grade 11 & 12: meeting Career and Life Planning standards (2 Career Pathway Hales or Houses; Personal Transition Plan advising program; SAT, ACT, ASVAB Senior Project
Key Practice Extra Help Providing a structured system of extra help to enable students who may lack adequate preparation to complete an accelerated program of study that includes high level academic and technical content.	Additional Support for Learning for Students Double-dosing in ELA and Math Credit Recovery (NovaNet) After-school and In-School Tutoring; Credit Club (Saturdays) 21^st Century grant: tutoring; Accelerated Reading, Math Guided Study (During the school day, an assigned period for intensive tutorials to work with student based on the Pyramid of Intervention, DuFour and Eaker) Power to Choose program Extended School Year Summer Bridge "transition" math program (grade 8 to 9)
Key Practice Culture of Continuous Improvement Using student assessment and program evaluation data to improve continuously the school climate, organization, management, curriculum and instruction to advance student learning and to recognize students who meet both curriculum and performance goals.	Assessment / Data HSTW assessment CTBS & Gates-McGinitie (grades 9 and 10) ACT / SAT / PLAN / PSAT Hawaii State Assessment AIR Quarterly Assessment School data: SSIR, Trend Report, NCLB Report Common assessments/End-of-Course Exams Improvement Tools Professional Development based on student needs (Non-Teaching Period; Professional/Collaboration Days; Waiver Days) Department meetings Faculty meetings Leadership meetings SCC meetings Schoolwide Teacher-to-Teacher Classroom Observations and Action Planning process Schoolwide Writing Days Schoolwide use of Constructed Responses regularly Curriculum Mapping(vertical alignment, pacing) Academic and Financial Plan (schoolwide goals) Rigor/Relevance matrix/Gold Seal Lessons (International Center for Educational Learning - Model Schools) Inclusion model (ICEL) Webgrader (online grade reporting to parents) TechPath Curriculum Mapper (curriculum maps) Staff Development Highlights Effective Teacher's Cadre: Dave Shepard (the Middle Matters) Standards-based Grading/Common Assessments: Dr. Tim Westerberg PSAT data: Penny Sommers Rigor/Relevance: Mimi Dyer (ICEL) Inclusion: Dr. Larry Gloeckler (ICEL) Response to Intervention: Dr. Larry Gloeckler Differentiated Instruction: David Kellogg (Staff Development for Educators) SLC initiatives: Michele Swanson, Theron Cosgrave, Patricia Clark Habits of Mind: Dr. Arthur Costa Assessment: Dr. James Popham Professional Learning Communities: Dr. Robert Eaker Standards Based Learning: Dr. Anne Davies