Schools Team Up with

CITATIONS: • ACT. (2006). Ready for college and ready for work: Same or different? Iowa City, Iowa: Retrieved Dec. 9, 2014, from act.org/research/ policymakers/pdf/ReadinessBrief.pdf. • ACT. (2008). The Forgotten Middle: Ensuring that all students are on target for college and career readiness before high school. Iowa City, Iowa: Retrieved Dec. 9, 2014, from act.org/ research/policymakers/pdf/ForgottenMiddle.pdf. • Bottoms, G. & Timberlake, A. (2007). Giving Students a Chance to Achieve: Getting Off to a Fast & Successful Start in Grade Nine. Southern Regional Education Board. • Bowen, W.G., Chingos, M.M., and McPherson, M.S. (2009). Crossing the Finish Line: Completing College at America’s Public Universities. Princeton, New Jersey: Princeton University Press. • Carnevale, A. P., Smith, N., & Strohl, J. (2010). Help wanted: projections of jobs and education requirements through 2018. Washington, D.C.: Georgetown University, Center on Education and the Workforce. • Edmunds, J., Willse, J., Arshavsky, N., and Dallas, A. (2012). Mandated Engagement: The Impact of Early College High Schools. Greensboro, North Carolina: SERVE Center at the University of North Carolina at Greensboro. • Rosenkranz, T., Torre, M., Stevens, W.D., and Allensworth, E. (2014). Research Brief: Free to Fail or On-Track to College: Why Grades Drop When Students Enter High School and What Adults Can Do About It. Retrieved Dec. 11, 2014, from ccsr.uchicago.edu/publications/ free-fail-or-track-college. • Smith, J.S. (2006). Research summary: Transition from Middle School to High School. Retrieved Dec. 10, 2014, from files.eric.ed.gov/ fulltext/ED538706.pdf. • Southern Regional Educational Board (2002). Opening Doors to the Future: Preparing Low‐achieving Middle Grades Students to Succeed in High School. Retrieved Dec. 10, 2014, from publications.sreb.org/2001/02v41_2002_ outstanding_pract.pdf.

Schools Team Up With Columbus Tech

Setting ninth-graders on firm post-secondary path

Started in fall 2014, the Chattahoochee County High School Freshmen Transition Initiative is a college and career readiness collaboration with Columbus Technical College. The aim is to motivate high school freshman toward post-high school goals and ensure that they consider those goals as they plan and select courses. Goal-related conversations make a student’s high school education more relevant, notes Chattahoochee County High Principal Jim Sims. The program encompasses academic standards and assessment, career exploration, aligning academic skills with college expectations and financial literacy.

Students develop a personal graduation plan grounded in their strengths and career goals. The plans must take the student beyond high school graduation through the completion of post-secondary training or college and articulate the transition into a dynamic adult role. If students don’t know why they are in college, they will struggle to stay there and have difficulty making the transition into the workforce and creating self-sufficient lifestyles (Levine, 2005). Students therefore investigate pathways of high-interest jobs consistent with Georgia’s High Demand Career Initiative (HDCI, 2014).

Columbus Tech aligns secondary and post-secondary courses using the career pathway matrix. Students are enrolled in the Certified Life & Health Insurance Specialist certificate program. As provisional CLHIS students, they take two college-level courses: Business Interaction Skills and Personal Effectiveness. They earn Carnegie units toward their high school requirements and college credits simultaneously.

Participants are eligible for Georgia’s HOPE Grant funding as part of the College Credit Now initiative, which covers 80 percent of tuition. Columbus Tech exempts the remaining 20 percent. Courses taken in high school under HOPE do not count against HOPE cap hours. The college’s foundation and the College Access Challenge Grant provide books for students; therefore neither students, parents nor the school system experience out-of-pocket expenses.

MEASURABLE OBJECTIVES • Basic Skills: Each September, all incoming Chattahoochee County High School freshman take the ACT Asset assessment, which measures academic skills in writing, reading and mathematics. The assessment is given again in April to measure improvement. • Attendance: Yearly attendance of the freshman cohort is measured against previous cohorts. • Matriculation to 10th Grade: Matriculation to 10th grade is compared to previous cohorts. • High School Completion Rate: The freshman cohort will be followed to capture the graduation rate and compared to previous cohort completion rate.

• Post-secondary Enrollment: The freshman cohort will be tracked to capture post-secondary enrollment and compared to previous cohorts.

Although the Chattahoochee County High School Freshmen Transition Initiative only began in September 2014, school administrators are encouraged by preliminary results. Comparing the freshman classes of 2013 to 2015, daily attendance rates rose slightly (about 1 percent) and the number of students who failed three or more classes dropped slightly (1 percent). Although the improvements have been modest, “We see these as early indicators that the program will have lasting effects on our students over their high school career,” said Sims.

Nearby K-12 leaders are hoping for improvements as well. Administrators from Stewart and Quitman counties and Spencer and Jordan high schools in Muscogee County have used the model to launch similar initiatives with Columbus Tech this fall. n

CITATIONS: • High Demand Career Initiative (2014). Retrieved January 14, 2015, from georgia.org/competitiveadvantages/workforce-division/ programs-initiatives/high-demandcareer-initiative-hdci/. • Levine, M. (2005). Ready or not, Here life comes. New York: Simon and Schuster.

HSRI: The Foundation of PAGE Professional Learning Redesign Process Leads to EngagementFocused Schools, Say Educators

By Ann Stucke and Ricky Clemmons, PAGE Professional Learning

The PAGE High School Redesign Feuerbach said. “Our Initiative is a voluntary school schools were com- ‘The HSRI process transformation process by which schools become engagement-focused. It is the foundation of all PAGE Professional mitted to growing and working together. After all, the effort enables schools to truly evaluate their Learning initiatives. to improve student present state while HSRI began with a focus on high schools — thus the name. The thinking was that these schools, which tend to be achievement and graduation rates must span the entire K-12 simultaneously focusing on the future. From departmentalized, would especially benefit experience.” interactive workshops from developing a culture of engagement. In order for transfor- to the teacher leader However, HSRI participants now include scores of educators from all levels: elemenmation to occur, PAGE believes the follow- academy, professional learning tary, middle and high. ing concepts must be opportunities are not focused on

HSRI provides professional develop- firmly embraced: redelivery, but on specific action ment, technical assistance and support to schools, and in some cases, entire • There exists a need and urgency to plans.’ districts, whose leaders, including teach- change the way schools – Principal Marc Feuerbach ers, are committed to creating a focus have traditionally been Cartersville High School on students and a culture of engage- organized. ment. When educators all along the • Educators are K-12 pipeline in a system collectively professionals and deserve to be treated as • The work provided to students is apply the principles of engagement, the such. meaningful and engaging, thus learning is HSRI experience can be exceptionally • The principal’s role is that of the profound. transformational, said Cartersville High leader of leaders. • Schools embrace their vital role in School Principal Marc Feuerbach. “As • Leadership is everyone’s business, their community and communicate meana middle school principal in Gordon from non-certified employees to boards ingfully with all stakeholders. County several years ago, I was a part of directors. The HSRI framework revolves around of the High School Redesign Initiative, • Transformation occurs everywhere trust — trust that fosters communication, as were all the schools in our district,” within the organization. problem-solving and accountability for and with students, educators and community. When trusting relationships are ‘Engaging, rigorous work is now the established, teachers are empowered to imperative at our school. Veteran teachers are promoting the redesign process and design engaging lessons that enable students to demonstrate learning in a range of meaningful ways. “The HSRI process are preparing lessons that new teachers enables schools to truly evaluate their presobserve. And, as those who were resistant to changing their teaching methods ent state while simultaneously focusing on the future. From interactive workshops to the teacher leader academy, professional are becoming more educated about learning opportunities are not focused on the process, we are seeing more active redelivery, but on specific action plans,” participation in our redesign process.’ said Feuerbach. “I am very excited that PAGE has pro– Principal Dr. Rusty Sowell, Crisp County High School vided Cartersville City Schools with the opportunity to be a part of HSRI this year.

‘Among professional membership organizations, PAGE stands alone in its commitment to investing in the development of educators. It is investing in continuous, systemic professional learning for educators at all levels across the state — and participants need not even be members.’ – George Thompson, President and

Chief Operating Officer, Schlechty Center

Our focus is on giving our students an excellent K-12 experience while preparing them to be college and career ready. HSRI enhances our work in a collaborative, committed way,” he added.

“Through our participation in HSRI, Crisp County High School has realized the importance of engaging, rigorous work, and we have learned how to ‘think outside the box,’” said Dr. Rusty Sowell, Crisp County High principal. “Engaging, rigorous work is now the imperative at our school. Veteran teachers are promoting the redesign process and are preparing lessons that new teachers observe. And, as those who were resistant to changing their teaching methods are becoming more educated about the process, we are seeing more active participation in our redesign process. We plan to continue on the HSRI path because we have a hunger to promote the best opportunities for the success of our students.” n

PAGE ONE Magazine

Professional Association of Georgia

Educators Statement of Ownership,

Management and Circulation

Title of Publication: PAGE ONE Magazine: Professional Association of Georgia Educators. Publication Number: 1523-6188. Date of filing: September 28, 2015. Frequency of issue: Five times yearly. Number of issues published annually: Five. Location of known office of publication: New South Publishing, Inc., 9040 Roswell Road, Suite 210, Atlanta, GA 30350. Owner: Professional Association of Georgia Educators, 2971 Flowers Road South, Suite 151, Atlanta, GA 30341.

Extent and Nature of Circulation: Circulation of single issue published nearest to filing date: Total copies printed, 74,484. Sales through vendors, dealers, carriers and over the counter: 0. Mail subscriptions, 73,682. Total paid circulation, 73,682. Free distribution (by mail carrier or other means, including samples) 1,705. Total distribution, 79,387. Copies not distributed (office use, unaccounted for) 97.

Average circulation for each issue in preceding 12 months. Total copies printed, 75,945. Sales through vendors, dealers, carriers and over the counter, 0. Mail subscriptions, 73,944. Total paid circulation, 73,944. Free distribution (by mail, carrier or other means, including samples) 1,905. Total distribution, 75,849. Copies not distributed (office use, unaccounted for) 96. Percent paid and/or requested circulation: 97.5%.

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Professional Learning Leadership Roles of a School Design Team

Earlier this year, the PAGE High School Redesign Initiative explored the “Role of Principals and Teacher Leaders in the Creation of a School Design Team.” Eight school teams with about 40 participants attended the two-day retreat. The event, which was led by Judy Love of the Schlechty Center, focused on building leadership capacity and developing collaborative processes.

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1. Tara Green of W.L. Swain ES (Gordon) 2. Terri Vandiver, Traci McCracken and Bo Campbell of LakeviewFort Oglethorpe HS (Catoosa). 3. Jennifer Patterson, Liz Hoglund, Kellie Woods, Bryan Edge, Justin Gentry and Stephanie Walker of Trion HS (Trion City) 4. Judy Love, senior associate of the Schlechty Center (standing) 5. Dan Lyons and Traci McCracken of Lakeview-Fort Oglethorpe HS (Catoosa) 6. Linda LiCause of W.L. Swain ES (Gordon) 7. Christy Martin and Pat Hensley of Red Bud MS (Gordon) 8. Jennifer Hayes and Pat Hensley from Red Bud MS (Gordon)

Photography by Meg Thornton

teach engage 21st-century learners technology

This PAGE One column features technology-in-the-classroom advice from tech-savvy Georgia educators.

Technology in the Classroom:

Wake Up! Nearpod for Engagement and Interactive Lectures

By Nick Sun, Director of School Support, Dalton Public Schools

To my frustration, it happened in I began to wonder what I could use to get my math classroom. As soon as this same engaging behavior and bridge the I stood up to start a lesson, my gap between what my students wanted to students thought it was time to check do and what I needed them to do. out and snooze. I had to do something. Nearpod came to my rescue. This tool, After another day of “resting” during my which was introduced to me at a conferpresentation, I noticed that my students ence, allows me to upload content via used their BYODs (typically their phones slides, videos, pictures, websites, PDFs and — the device they cannot live without) as other document types. It then arranges they texted and looked up information. content into a presentation format that Though this is a common occurrence for can be accessed on student devices. The today’s students, I saw their anticipation for teacher uses his or her device as the cona response, whether by a return message trol and swipes through slides to deliver or the picture or video result of a search. content concurrently to students’ devices. Interactive websites such as Kahoot or videos from Educreations can be added to The teacher uses his/ presentations, as well as videos her device as the control, and swipes from YouTube and Twitter streams. Students can engage with the content in real time through slides to deliver content concurrently during the lecture. Students manage their personal space through their device, and the to students’ devices. Interactive websites such teacher controls content by pushing it to them. Students access content through the as Kahoot or videos from Educreations can be added Nearpod app or the website. They enter a PIN to join the presentation. to presentations, as well as videos from YouTube and Teachers create their own slides or download presentations from the Nearpod library. Twitter streams. If you forget to put an activity in a presentation or if inspiration occurs during the lesson, there is a feature to run a live activity, slide, PDF, video or other content. This feature also enables students to quickly find clarification on a topic or delve deeper.

REAL-TIME ACTIVITIES AND FEEDBACK

My students, at first, thought of Nearpod as a glorified PowerPoint. However, here’s the catch that got my students engaged: Nearpod includes activities that the teacher can add in real time to any slide. For example, a slide can have a whiteboard to enable students to illustrate their ideas or graph lines or mathematical conics. Additionally, students can include their own pictures as a response to the teacher’s activity. There are also text-based activities for discussion, matching or filling in the blank. I realized that students anticipated the next slide or activity, and before they knew it, the bell was ringing to end class. Lectures had become interactive and engaging rather than a head-on-desk “listening” activity.

Nearpod works as a great contentpresentation platform but it also enables quick feedback. Imagine the ability to present several slides of content and then advancing to the next slide, which happens to be an activity like a mini quiz with questions about the previous content. From the teacher device, you can view student progress, their answers and the class diagnostics. You can then push out individual results to each student so they can see how they did and review their answers. The teacher gets instantaneous feedback and

Why not learn by doing? Check out how Nearpod works: nearpod.com.

can try a different approach for difficult or misunderstood concepts, rather than wait for a later quiz to discover that students didn’t grasp the content.

THE “D” WORD: DIFFERENTIATION WITH HOMEWORK FEATURE

One question from teachers when I was introducing Nearpod was how to differentiate content with students. The answer is “homework,” but not the type of homework students dread. With Nearpod’s homework feature, you can send your presentation to students. The student can control the pace. The activities and assessments occur just like the live presentation and feedback goes to the teacher for review via a report by email. In the classroom, a teacher may create different versions of the presentation and push it out to students depending upon how well they understand the content. The differentiation may include different quiz levels, more or less activities and content, or pacing time for completion. The homework feature also allows presentations to be sent home for a “flipped” classroom. NEXT STOP: STATIONS

I have used Nearpod for stations in my classroom as well. The presentations can include slides with station instructions, example videos and directions for completion. The embedded activities allow you to assess the quality of work and mastery of content as students rotate through each station. Students feel more like independent discoverers of learning, and the teacher becomes the facilitator of an engaging classroom. The homework and stations features help manage redelivery for students who were absent or need to make up classwork. ENGAGEMENT, LEARNING↑, EXCITEMENT ↑ … “RESTING”

Nearpod significantly increased engagement in my classroom. Students anticipated new slides during my lectures. They wanted the feedback from activities so that they could gauge their understanding. They completed activities in stations during the class period instead of taking an extra day to complete them. Teachers can add activities to any slide in real time. For example, a slide can have a whiteboard so students can illustrate ideas or graph lines or mathematical conics. Or students can include their own pictures as a response to the teacher’s activity.

As an additional benefit, I could bridge the language gap for English learner students by incorporating different languages in presentations by providing separate PIN numbers for English or Spanish. All students were engaged and they were learning and understanding concepts at a quicker pace. Teachers began to ask what Nearpod was because students were asking them to use it in their class. Students were learning by doing and experiencing an environment that was both digital and engaging.

Oh, and “resting?” No time for that … we have a Nearpod to do. n Nick Sun, a former math teacher, is the director of instructional technology at Dalton Public Schools. He has a Bachelor of Science from Berry College and an M.B.A. from the University of

Tennessee at Chattanooga.

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