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GRO Presentation

GRO Presentation. Edina High School August, 2008. Continuous Improvement Model. Stage 5 Maintain Momentum Keep people together Celebrate success Keep the common purpose. Stage 1 Data and Program Analysis. Core Components of School Excellence: Rigorous and Relevant Courses

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GRO Presentation

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  1. GRO Presentation • Edina High School • August, 2008

  2. ContinuousImprovement Model • Stage 5 • Maintain Momentum • Keep people together • Celebrate success • Keep the common purpose Stage 1 Data and Program Analysis • 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 • 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 4 • Monitor and Adjust • Data • Progress monitoring • Individualized approach • 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

  3. Restructure Model

  4. 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.

  5. 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

  6. 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

  7. 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

  8. Common Threads (Continued) • Course Advancement • Work Prep Program • Community Service • Parent Engagement

  9. 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?

  10. 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?

  11. Current Thoughts Summer Skill Development Academy Student Selection Recommendation from MS Student performance based upon data • Point of Entry for 101 and 102 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 Summer School ALC High School 102 Graded 11 & 12 Credit Recovery (Alt. School) Work Prep Work Community Service Mentorships After School ALC

  12. 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

  13. 102: Credit Recovery • Methodologies • Individually Based • Independent Work • Math • Plato • 287 Packages • Language Arts • 287 Packages • Skill Development • On-line via Plato

  14. Additional Interventions • Media Center: After School Interventions • Focus: • Math • Reading • Writing • BST Prep • Paraprofessional support • Morning Math • Plato

  15. Evaluation of Success • Student Performance • Student Grades • Passage Rate of Classes • Qualitative Data: Does this program meet individual student needs? • Other

  16. Looking to the Future • 6 week remedial class for MCA Tests • Program Evaluation • Future of the intervention committee

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