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Transition Learning Community: Supporting Data

Transition Learning Community: Supporting Data. Research indicates that the most accurate predictor of high school success is past grades .

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Transition Learning Community: Supporting Data

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  1. Transition Learning Community: Supporting Data Research indicates that the most accurate predictor of high school success is past grades . Using the criteria established for the TLC, 12 of the bottom 20, would have been identified for TLC. Of the other 8 in the bottom 20, 3 were not in our feeder system and the rest did not pass ELA and Math ISTEP in the 8th grade. The bottom 20 freshmen earned a 0.24 GPA or less for the first semester.

  2. BTLC9th Grade Transition Learning Community Student Goals: • To demonstrate improved academic performance • To establish academic centered goals towards earning credits for graduation • To develop study skills and self discipline • To include their family in the transition process • To create a solid foundation so that they can be successful in the general student population. • To promote graduating on time Target Group: • Incoming 9th grade students who satisfy one or more of the following: • have not passed 7th and 8th grade ISTEP (ELA /Math) • have not passed 2 or more core subjects • lack motivation (based on parent or 8th grade teachers’ assessment) • recommendation of 8th grade counselor or teacher

  3. Structure: • Self-contained program with an alternate/flexible schedule to meet student needs • Extended learning time in preparation for Core classes (ELA, Algebra and US History) • Goal setting and decision making activities • College and Career exploration • Additional Counselor/Mentor support • Regular Teacher/Student/Parent conferences Timeline: January: 8th grade Student data is reviewed (ISTEP, 1st semester grades) Feeder schools share a list of students they have identified as at risk. February: Bosse Administration shares the program with current 8th grade students Parent conferences with potential TLC students (Include a middle school teacher/counselor, high school teacher/counselor, high school administrator) March: Follow-up data- student grades at the end of 3rd grading period Create TLC class list (revisions may be made after 4th gr. pd. grades are final) April: Follow-up with students/parents Teachers’ professional development

  4. Freshmen Academy • Academic and Behavior strategies • Top Dog Honors (A,B & C’s, < 6 lates, no referrals) increased by 24% from 1st – 2nd grading period • Mid-quarter Progress Reports mailed home • Lunch Detention • Student Conferences (individual and group) • Parent contacts/conferences during common plan • Weekly FA faculty meetings • Data based decision making • Identifying at risk students for conferences • Adjusting course placement, class structure • Assessment strategies

  5. Student Graduation Accountability Plan • Spring 2011 – 24 students were assigned to APEX classes– 50%(12) Did not graduate, 30%(8) graduated some with summer school, 20%(4)transferred • Spring 2012 – 6 Freshmen, 6 Sophomores, 22 Juniors, 41 Seniors – Latest reports finds that Sophomores and Juniors are progressing, Freshmen and Seniors are struggling. Interventions are used with APEX and parent contacts have been made. ISPs have begun. One has been accepted to AIS, one has been removed from the APEX for Core 40 and is concentrating on Standard, two have completed one class already. The timelines were set to finish one credit each nine weeks.

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