19 T. Setterlund, National ESEA Conference, 2019


Jan 31, 2019 - PSAT with support from a variety of funding sources;. ✓ Explore how PSAT data can help schools make informed decisions on growing their AP ...

1/31/19

Super Wednesday: Leveraging the PSAT® to Support AP® Program Growth Participants will: ü Learn how to plan and facilitate a school-wide administration of the PSAT with support from a variety of funding sources; ü Explore how PSAT data can help schools make informed decisions on growing their AP programs and increase student enrollment in AP courses;

Todd Setterlund, B-EHS Principal

T. Setterlund, National ESEA Conference, 2019

ü Identify ways in which schools can strengthen parent and community partnerships to support both the administration of the PSAT and the growth of AP programs school-wide.

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Access Code: 754-616-861

A bit about us… African Am, Native Am, Asian 6% Hispanic 36%

1067 Students

White 58%

A bit more about us…

Graduation Rate (2017)*

40%

•84% 4-yr •92% 5-yr 14% 12% Free & Reduced

Special Education

Engli sh Learne rs

3% Migrant

T. Setterlund, National ESEA Conference, 2019

*B-EHS only

School Motto Preparing All Students for College – 1, 2, 4 or More.

College-going data •66% Attend college* o 25% Public 4-yr o 65% Public 2-yr

What about the other 34%?

*College is defined as a 2- or 4-yr institution.

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Increase Students Accessing Postsecondary education

“…[Students who take an AP exam] are more likely to enroll in a four-year institution compared with similar students who do not take any AP exams.” -Chajewski, M., Mattern, K.D., & Shaw, E.J. (2011). Examining the role of Advanced Placement exam participation in four-year college enrollment. Educational Measurement: Issues and Practice, 30, 16-27.

“Research shows that students who succeed in rigorous course work such as Advanced Placement are developing college-level knowledge and skills while still in high school. These students are more likely than their peers to earn college degrees on time, providing an opportunity to save significant amounts of money.” - College Board, 02/11/14 (https://www.collegeboard.org/releases/2014/class-2013-advanced-placement-results-announced)

“…students who take AP courses and earn AP grades of 3 or higher are more likely to graduate from college than students who take the course but do not take the exam, who in turn are more likely to graduate than students who do not participate in an AP course at all.”

Increase AP Enrollment

Increase Students Accessing Postsecondary education

“Access to Success: Patterns of Advanced Placement Participation in U.S. High Schools”, ETS, 2008 http://www.ets.org/Media/Research/pdf/PIC-ACCESS.pdf

T. Setterlund, National ESEA Conference, 2019

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• Testing experience models college admissions exams

• Free & personalized SAT preparation through Khan Academy

• National Merit Scholarship program

• Analysis of individual academic strengths

• Connect to millions of dollars in scholarship opportunities

• AP® Potential

• My College Quickstart

• Supports our motto of preparing all students for college - 1, 2, 4 or more

Preparing All Students for College – 1, 2, 4 or More

Increase AP Enrollment AP Potential Data

Increase Students Accessing Postsecondary education

Guiding Questions How do we connect ALL students to post-secondary education? How do we increase access for ALL students to take the PSAT? How do we use this information to make informed decisions on how to effectively grow our AP program?



Cost



Weekend date (or had to miss school to take at another school)



Limited amount of fee waivers



Limited # of tests ordered



Promoting the test



Stereotype around who needs to take the test (only if you’re going to college)

T. Setterlund, National ESEA Conference, 2019

What barriers exist to students within your system?

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Cost



Weekend date

Use grant, Building and/or District funding for the tests.

• • • •

Offer it during the school day. Limited amount of fee waivers Petition for additional fee waivers. Limited # of tests ordered Match orders to expected enrollment. Promoting the test Employ communication plan and engage families. Stereotype around who needs to take the test Everyone takes the test = dispel myths about PSAT.

All 10th and 11th graders will take the PSAT during school hours in October.

RISE UP (GEAR UP) – University of Washington • Rural Initiative in STEM Education and Undergraduate Programs • Increase % of students enrolling in 4-yr institutions • Follows 2 cohorts of students (2017 & 2018, 2023 & 2024) Building $$ • Support of District • Aligns with Building and District Vision

Increase AP Enrollment AP Potential Data

Increase Students Accessing Postsecondary education

PSAT (All 10th & 11th)

Where to begin… • Spring of previous school year • Ongoing meetings with key stakeholders • Support from District-level • Test ordering – June • Identify schedule – 3 hour testing schedule • Coordinate 9th and 12th grade activities • Training Proctors • Funding

What will all students do on “Super Wednesday”? 10th & 11th grade – • PSAT® testing 9th grade – • Advisory activities • Career Research • High School and Beyond Plan th 12 grade – • Variety of activities…

Fee Waivers

T. Setterlund, National ESEA Conference, 2019

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What will all students do on “Super Wednesday”? 12th grade – • SAT • FAFSA Part 1 • College Applications • College Essay Writing • “Unsure Group” • Scholarships • Resume Writing • Personal Finance • Fit Factors / College Knowledge • College Fair • FAFSA Night – evening event

• • • • • • • •

Brand the event Facilitate parent meetings Advertise and promote it as an “event” on campus Message within Advisory Send letters, emails, and autodialers Present on student morning show Tweet and post on other social media – #superweds Build a buzz…

• • • • • •

All hands on deck – certificated and classified School assessment protocols Procedures for late students, discipline issues, etc. Test collection procedures Testing security Valuing the time

Parking Lot • Interpreting the data • Results were shared in small groups during our Advisory period • Voice-over PowerPoint facilitated by the counselors • Handouts with how to interpret results • PSAT Interpretation night - engaging family stakeholders

T. Setterlund, National ESEA Conference, 2019

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2012-2013 o 23% - 10th (n = 67) o 28% - 11th (n = 78)



2013-2014 o 19% - 10th (n = 56) o 27% - 11th (n = 76







Identifies courses that could be offered



Identifies individual students who should be enrolled into your current courses



Assists in growing programs



Provides opportunities to engage with stakeholders (i.e. AP Parent Night)

•Biology

(22)

•Comparative

•Microeconomics

Gov’t & Politics

(24) •Environ

(30)

(31)

•Physics

Science (40)

•European •Human

•Music Theory

History (63)

Geography (56)

•Macroeconomics

C: Electricity/Magnetism (10) •Psychology •US Gov’t

(85)

& Politics (24)

2014-2015 o 93% - 10th (n = 277) o 85% - 11th (n = 239) o 90% of all 10th and 11th 2015-2016 o 82% - 10th (n = 234) o 68% - 11th (n = 193) o 77% of all 10th and 11th

Individual Students 2011 – 99 (8%) 2012 – 121 (10%) 2013 – 132 (11%) 2014 – 137 (12%) 2015 – 168 (14%) 2016 – 213 (18%) 2017 – 245 (23%) 2018 – 217 (21%)



2016-2017 o 88% - 10th (n = 263) o 90% - 11th (n = 233) o 89% of all 10th and 11th



2017-2018 o 85% - 10th (n = 224) o 70% - 11th (n = 193) o 78% of all 10th and 11th



2018-2019 o 92% - 10th (n = 239) o 87% - 11th (n = 205) o 89% of all 10th and 11th o AP® Potential results 71 Seniors took the SAT!

Number of Exams 2011 – 149 2012 – 180 2013 – 185 2014 – 201 2015 – 244 2016 – 294 2017 – 362 2018 – 324

(21)

T. Setterlund, National ESEA Conference, 2019

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B-EHS 2018-2019 MASTER SCHEDULE AP® COURSE ENROLLMENT

2011 MEXICAN

6

2012 2013 2014 2015 10 15 18 21

PUERTO RICAN OTHER HISP/LATINO AMER IND/ALASK NAT ASIAN BLACK/AF AMER WHITE OTHER

1

4 1 88

4

8

4 1 102

1 8 3 96

NO RESPONSE TOTAL

•English Literature & Comp

•World History

•English Language & Comp

•Spanish

•Statistics

•Human Geography

•Studio Art

•Psychology

•Calculus AB & BC*

•Computer Science Principles

•Physics C: Mechanics

•Music Theory

•Chemistry

•US Gov’t & Politics

6

3 3 2 5 102 121 4 5 2

99

121

132

11

2

137 168

2016 2017 * *

2018 *

*

*

*

60

72

55

1 8 3 128 147 15 12

2 12 2 128 12

2 7

1

2

6

213 245

217



Refine, refine, refine “Super Wednesday”



Identify additional 12th grade activities



Continue growth of AP program – use AP Potential data



Seek out opportunities for teacher growth and professional learning



Continue to work to close the rigor gap for students

•US History

• Identify goal and plan backwards • Brand and communicate • Engage parents as partners = information is key • Utilize Collegeboard.org for resources • Consistently seek out opportunities for students!

T. Setterlund, National ESEA Conference, 2019

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Todd Setterlund Principal, B-EHS 360-757-4074, ext. 3502 [email protected] @behsprincipal

T. Setterlund, National ESEA Conference, 2019

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