Waterbury Career Academy High School Annual Report 2013-2014

Waterbury Career Academy High School Annual Report 2013-2014

Goals Accomplished for the 2013-2014 School Year

Goal A Opening School

On August 26, 2013, the Waterbury Career Academy High School successfully opened its doors to 235 grade 9 students.

The successful opening began with a student and parent orientation held prior to the start of classes. The goal of orientation night was to introduce students to their new surroundings. Students received class schedules and school policies and procedures were discussed. Later, students were given a tour of the building. Bus routes were distributed and questions were clarified. Parents received lunch forms and copies of the student handbook. Discipline policies were discussed with students and parents, placing an emphasis on positive behavior. Additionally, students and parents were informed of the rotating Career Strand schedule. Finally, cafeteria procedures were discussed, and student supply lists were distributed. When students arrived for the first day, they knew where to go and how to get there. They were ready to learn from day one.

Goal B Academic Achievement

Academic goals were established and met for the 2013-14 school year.

Goal-setting began during the August professional development sessions, where students’ grade 8 CMT data was distributed. Data teams in each discipline were established, with all teachers involved in analyzing existing data, planning benchmark assessments, analyzing the data, and setting goals. Student Learning Objectives (SLOs) were developed during the first month of school, and all teachers collaborated by discipline to identify strengths and weaknesses and to implement strategies to achieve the SLOs.

Literacy and numeracy improvement was a school-wide initiative, and teachers in all disciplines collaborated with the math and English departments to develop and implement strategies. Student data, including common formative assessment data and benchmark assessments, SBAC, constructed response writing assessments based on the district-wide ACE rubric, and Acuity testing was continuously monitored to track individual student achievement and to inform classroom instruction. Individual student academic progress monitoring also included teacher collaboration with parents and school counselors.

Student academic issues were addressed through a number of school-wide, tiered interventions. School counselors provided individual academic counseling for students. Math and literacy labs were created to give students extra help before school. After-school credit retrieval classes were established for students in danger of failing. Teachers gave individualized and group support after school. Peer tutoring was offered during math and literacy lab sessions.

The academic results were clear. WCAHS students scored above the district average in both numeracy and literacy on the SBAC and Acuity assessments, and more than 96% of WCAHS grade 9 students earned five or more credits during the 2013-14 academic year.

Goal C. Promoting a Safe and Healthy School Environment

The WCAHS staff created a safe and healthy school environment conducive to learning by implementing a number of school-wide practices. The PBIS committee presented activities that promoted, recognized and rewarded good behavior. All teachers contributed to the Spartan Code of H.O.N.O.R., desirable attributes that were posted in each classroom and mentioned daily. Teachers collaborated with the School Climate Committee to develop the WCAHS Core Values and Beliefs Statement, focusing on high academic standards, exemplary behavior, and civic responsibility.

WCAHS also implemented the Waterbury Board of Education progressive discipline policy that held students to high standards of behavior. The policy included parent contact and communication between all stakeholders to maintain a safe and orderly environment for learning.

The results of the efforts to achieve safety and order were exemplary. WCAHS counted only six out of school suspensions this year, with 24 students assigned to in-school suspension. No fights or instances of threatening behavior occurred, and student daily attendance was more than 95%.

Department Highlights:

The English department developed a benchmark skills test based on the Common Core State Standards to establish individual student strengths and weaknesses. Teachers utilized the CCSS in all lesson planning, focusing on identifying author purpose and drawing inferences while reading and proper sentence, paragraph, and essay structure in writing. Students practiced development of ACE responses to grade-level texts. Academically, the English department exceeded its goals in both SLOs. Based on Acuity testing and ACE rubric assessments. The English lab was opened in April to help students with the ACE rubric and essay writing. The department also created a newsletter to inform parents of upcoming happenings in the classroom, and developed the monthly English All-Star award for students.

The ESL department provided student services for 16 EL students during the 2013-14 school year at Waterbury Career Academy High School. Students were either in Intermediate or Advanced ESL and received instruction using the SIOP model and the English department curriculum consistent with the CCSS. In addition to grammar and vocabulary instruction, students learned the components of both narrative and argumentative essays. They also examined plot structure, conflict, theme, and author’s purpose through the reading of both fiction and non-fiction texts. Students were given a choice of a culminating assessment at the end of each unit. These choices included a paper, PowerPoint presentation, poster project or presentation. Students were able to demonstrate their strengths through their chosen form of assessment, which furthered their understanding of the material.

EL students also participated in several activities this year. They participated in the Hispanic Heritage Celebration, the Black History Celebration, The Gathering Parade, and the Autism Walk. Students were very helpful in planning, organizing, and participating in these events.

The Engineering/Manufacturing department successfully navigated its first school year by allowing all students to become familiar with all technology the facilities have to offer. All students were introduced to the Google app platform integrating Gmail Drive, etc. increasing their digital literacy aptitude. Students also were exposed to a multitude of career and post-secondary opportunities through field trips, presentations, and research thus providing a foundation for a bridge to success moving forward. Soft skills such as being timely and social skills were utilized as a daily focus. Students were exposed to a multitude of machines and the designs process that is the driving force of the engineering/manufacturing world. Finally the CAD lab and the students access to the many 3D printers proved successful as the students were able to research, design, build and bring home projects on a weekly basis.

The Health Services department exposed all 240 students to successfully complete the Health Exploratory course, resulting in 30% of students choosing Health Services. The WCAHS Health Services program was recognized by the Connecticut Association Health Occupation Educators. We initiated collaboration with State of CT Department of Health to make Waterbury Career Academy Health Services suite a State approved Certified Nurse Assistant testing facility. A College Career Pathways articulation agreement submitted to NVCC for the grade 10 Health Services course has been approved.

Our Human Services exploration students participated in a number of hands-on learning activities this year that allowed for college readiness and career planning. Not only did students have an opportunity to meet and greet with our mayor so they could learn more about social justice careers, the Early Childhood Science Fair was hosted here at the WCAHS. Students in Human Services volunteered their time to not only create a booth at the fair, they assisted in other booths as well. Students in the Human Services strand also began networking with Wilson Elementary School, creating annotated bibliographies in the elementary school's library with the help of the school librarian. Learning APA format for research, architecturally planning and designing a virtualearly childhood classroom, and tapping into their creative licenses in their famous psychologist reports were only a few of the amazing activities presented in Human Services.

The Information Technology department explored various forms of software and platforms. By providing our students these opportunities, they have gained 21st century skills that will enhance their learning. Throughout this year the students in IT have presented and participated in the Information Technology and Pre-Engineering Expo, introduced to many careers in the information technology sector, and various field trips to career fairs. The following are technology software, hardware, and platforms that were introduced to students: MS Office Suite, MITapinventor -Google & MIT software for developing mobile apps for HTML 5 coding, Cisco IT Essentials, XOJO Website Developer, various Google Apps; Google Sites, Google Drive, Google Forms, Google Presentation, Prezi software; an interactive web based presentation software, creation of an information technology advisory to develop and drive creation of curriculum and course work, and an articulation with NVCC in Information Technology to earn college credits in high school.

The students in the math department practiced SBAC-like items and continued to show growth throughout the year. District-wide Acuity computerized assessments were given in January, April, and June. Students made significant gains with each assessment. The Math lab opened in March to offer opportunities for intervention and enrichment each morning. On March 14, 2014, students celebrated Pi Day by deriving the value of Pi from items around the school.

The physical education department was very excited about our CTFPA results for this school year. Our grade 9 students did perform higher than other district high schools in the four areas that were assessed. Additionally, the physical education staff participated in Custom Adventure Basics training through the High Five Adventure Learning Center which is an education program that helps develop good judgment, confidence, self-esteem, critical thinking, problem-solving and communication skills. Our students this year had the opportunity to participate in trust-building initiatives to physically demanding low challenge course activities. One hundred percent of our students passed the two half -year courses: health and conditioning and specific sport skills.

Waterbury Career Academy’s Pre-kindergarten class had twelve children ranging in age from three to five. Our students had opportunities to develop skills in literacy, phonemic awareness, numeracy, as well as physical and social skills. The program utilized field trips to places such as a pumpkin patch, and a tour of the city of Waterbury to allow opportunities for the children to develop life experiences and increase their everyday vocabulary. On several occasions our children were able to interact with the high school students. This was one of the most rewarding components of our program - seeing our young ones develop relationships with the older ones and having that bond of being in the same school together.

During the academic year in social studies, students analyzed major world history events from the Industrial Period to the present. Furthermore, they became versed in the ACE writing format and applied it to various issues. Extra-curricular activities included a trip to Yale University for the annual Great Debate series. Several research projects also engaged students, focusing on Black History month, the Industrial Revolution, and World War II.

The WCAHS Special Education department formed Team Spartan for the Annual Autism Speaks Walk held on May 10. More than 60 students signed up to walk and to show their support for Autism awareness. We raised over $100, but more importantly, we demonstrated a deep commitment and compassion for our fellow classmates and family members who have autism. Our grade nine Special Education students completed a very successful year. Many of them earned Honors for all 4 marking periods. Additionally, 13 of 14 students earned all 7 credits and the 15th student earned 6 credits.

The School Counseling department successfully accomplished the following initiatives this school year. We had 96% of all students receive 5 or more credits. All of our students met with School Counselors at least 3 times during the year and all students were registered into the Naviance System.

The Science Department focused its efforts on completing the core curriculum for introductory chemistry and physics concepts. Atomic theory, sub-atomic particles, ionic bonding, sources of energy, and heat transfer were among the topics studied in order to give students a strong science foundation in preparation for future science classes. In addition, two distinct benchmark skills tests were developed to assess student proficiency in using the scientific method and in performing essential science related math calculations. Furthermore, a field trip was organized to UConn, Storrs Campus for 22 students to attend a one day materials camp at the School of Engineering.

Our World Language department was able to organize our first Hispanic Heritage Month festival. This event involved all school staff, students, parents, our school bilingual department, and the bilingual department from central office. We had approximately 400 people attending this event. We included student performances, traditional dances, Hispanic history gallery, posters, displays of cultural items, poems recited, and the singing of songs. In addition, 12 student couples dressed representing Hispanic countries, with their flag and colors and created a procession. We also included in this celebration a variety of typical Hispanic foods, beverages, and music. This event allowed students, parents, staff, and our community the opportunity to learn about, take part in, experience, and show pride and appreciation of Hispanic culture. It recognized the diverse cultural backgrounds of many of our students, promoted acceptance, and highlighted the excellence found within each student.

Strength of the Educational Program at the Waterbury Career Academy High School

1.  The dedication of the teaching staff and administrators,

2.  The dedication and involvement of parents and other stake holders and government officials

3.  The involvement of the local manufacturing community in the development of the manufacturing curriculum,

4.  The involvement of NVCC in establishing dual credit courses,

5.  Involvement of the local health community in development health curriculum

6.  Involvement of social service agencies in development of the Human Services Strand, and

7.  The involvement of the Waterbury Chamber of Commerce supporting students in the careers after their strand

Population data: 2 students transferred to district schools, 7 students transfer out of the District.

Goal 1 for the 2014-2015 School Year:

Continue to promote improved student achievement by:

·  Implementing the data team process with fidelity,

·  Scheduling common planning time among content area teachers,

·  Monitoring students’ progress in literacy and numeracy by utilizing the following assessment instruments: SBAC, Acuity, ACE rubric and other school/class designed common formative assessments,