Presentation on theme: "GRO Presentation Edina High School August, 2008. Continuous Improvement Model Stage 1 Data and Program Analysis Stage 2 Focus on the Right Solution Research."— Presentation transcript:
Continuous Improvement Model Stage 1 Data and Program Analysis Stage 2 Focus on the Right Solution Research Based Starting meaningful dialogue with the staff Attach a name to a face of the struggling student District Support Stage 3 Take Collective Action Right people (passion) Right Vision Based upon student needs Time (effective use of) Empowerment, not just a conversation something will happen Stage 4 Monitor and Adjust Data Progress monitoring Individualized approach Stage 5 Maintain Momentum Keep people together Celebrate success Keep the common purpose Core Components of School Excellence: Rigorous and Relevant Courses Personalized Learning Multiple Pathways to Post-Secondary Student Assessment and Program Evaluation Data School Improvement Plan Professional Growth for Staff
VisionSkillsIncentivesResourcesAction Plan Change XXXXXXSkillsIncentivesResourcesAction Plan Confusion VisionXXXXXIncentivesResourcesAction Plan Anxiety VisionSkillsXXXXXXResourcesAction Plan Gradual Change VisionSkillsIncentivesXXXXXXAction Plan Frustration VisionSkillsIncentivesResourcesXXXXXFalse Starts Restructure Model
Why Concern with student skill levels as they enter high school Formalized structure to help students experience success Reduction in student graduation without the necessary skill set as measured by MCA II assessments Stop recreating the wheel every time we do not make AYP Final analysis … it is less about AYP and more about the ability to reach and teach every child.
What: The Starting Point Intervention Committee JANUARY 8, 2008 THE QUESTION: HOW DO WE PREPARE ALL STUDENTS TO BE SUCCESSFUL FOR TODAYS GLOBAL SOCIETY AT EHS? Structural Changes –Technology preparation –Vocational classes –Keep students in our building –Middle college concept Appropriate Interventions –Early skill development – 6-12 common approach to interventions Embed standards in a more hands on curriculum for some learners Understanding where a student is academically in reading, writing and math
How Review of Research: article for each sub committee –Provided a common language –Starting point for conversation Define our needs based upon research Strands of research: –Service delivery models –Successful programs –Reasons for at-risk behaviors –Role of schools to accept all learners
Common Threads of At-Risk Programs Remedial Instruction –Before School –After School –During the School Day –Summer –On-Line Instruction Course/Credit Recovery –After School –On-line Skill Development –On-line Instruction
Common Threads (Continued) Course Advancement Work Prep Program Community Service Parent Engagement
Questions to Ponder What resources (time, space, people, funding) are available to be used to support this project? Are there existing resources that could be utilized to support this project? Who are the students to participate in these programs? Are student needs consistent with program goals?
Questions Continued…. Will our program need to diagnose individual needs and prescribe interventions? What methods will be used to engage, interest, and motivate our students? What would you like to see our students learn as a result of their participation? In what ways will involvement in our program enhance the participants in-school experience?
Current Thoughts Point of Entry for 101 and 102 Point of Entry for 101 and 102 Student Selection Recommendation from MS Student performance based upon data Student Assessment MCA Performance Plato Assessment Determine Knowledge Gaps High School 101 Grade 10 Remedial Instruction (math/reading) Skill Development Test Prep Mentorship 212 students High School 102 Graded 11 & 12 Credit Recovery (Alt. School) Work Prep Work Community Service Mentorships Summer Skill Development Academy Summer School ALC After School ALC
101: Focus Skill Development/Remediation Methodologies –Literacy –Technology (on-line) –Personalized Instruction Liaison with student to assist with work completion, support, etc. Math –Direct Instruction –Plato –Numeracy Coach Reading –Direct Instruction –Read 180 when appropriate –Plato Course Development Skill Development –Goal Setting –Business Leaders/Mentors –SEE HANDOUT! Parent Involvement
102: Credit Recovery Methodologies –Individually Based –Independent Work Math –Plato –287 Packages Language Arts –287 Packages Skill Development –On-line via Plato
Additional Interventions Media Center: After School Interventions –Focus: Math Reading Writing BST Prep –Paraprofessional support Morning Math Plato
Evaluation of Success Student Performance Student Grades Passage Rate of Classes Qualitative Data: Does this program meet individual student needs? Other
Looking to the Future 6 week remedial class for MCA Tests Program Evaluation –Future of the intervention committee