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Katie Hooper Graduation Coach Jefferson High School khooper@jeffcityschools

Katie Hooper Graduation Coach Jefferson High School khooper@jeffcityschools.org. THE JHS PYRAMID OF INTERVENTION & STUDENT ACHIEVEMENT EQs:. What do we believe about learning? How do we know when students are not learning? What are we prepared to do when they are not?

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Katie Hooper Graduation Coach Jefferson High School khooper@jeffcityschools

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  1. Katie HooperGraduation CoachJefferson High Schoolkhooper@jeffcityschools.org

  2. THE JHS PYRAMID OF INTERVENTION & STUDENT ACHIEVEMENT EQs: • What do we believe about learning? • How do we know when students are not learning? • What are we prepared to do when they are not? • What are our roles and responsibilities in this process? • How do we know when we are successful?

  3. Who? Student Background AND PRIOR SCREENING/Identification • Teachers will be notified of students who are considered “at-risk” based upon testing data, previous class failures, truancy history, and prior SST recommendations.

  4. What? • What is the educational background of this student? What has been done in the past to help this student learn? • ExEd (SPED)? If yes, see SPED teacher or IEP • SST? Contact SST Coordinator • 504? Contact Counselor • Academic or Behavior Contracts? Contact administration, counselor, or graduation coach • Prior Educational Setting?Transcripts/History? Records room or registrar • Truancy History? Contact Visiting Teacher/ Attendance Officer/ Attendance Clerk

  5. Why? Intervention Protocol Conference with student: DOCUMENT • According to the student, what is the reason for his/her performance? • Is this ACADEMIC, BEHAVIOR, or ATTENDANCE-BASED? • What motivates the student? Notify Parent:DOCUMENT • Phone, mail, email • Are these behaviors seen at home? • “Special Report” letter • Progress Reports • Home visit, Visiting teacher Consult Colleague: (another teacher or coach) DOCUMENT • Are these same behaviors exhibited in other classes? • What works/doesn’t work in other classrooms? Inform Counselors/Graduation Coach /Visiting Teacher:DOCUMENT • Send e-mail that Tier 1 interventions have begun

  6. JHS Survey-part 1 1. T/F We provide adequate interventions to help students achieve in our school. 2. T/F Students and parents should be held accountable for their own participation in their education.  3. T/F I should not have to change how I teach in order for students to be successful. 4. T/F All students can learn. 5. T/F All students can learn, but they may learn differently. 6. T/F Regardless of how a student learns, he/she should be able to “show what he knows” on any type of assessment. 7. T/F Essential questions are clearly visible in my classroom. 8. T/F I have no idea what “essential questions” are. 9. T/F JHS still participates in the “Learning-Focused Schools” program. 10. T/F A student’s grade in my class is an accurate reflection of how well he/she knows the content of the course I teach.

  7. JHS Survey-part 2 11. T/F I think our after-school tutoring program is an effective intervention. 12. T/F I have academic and behavioral classroom-level interventions that I use when a student is not being successful in my class. What are they? 13. T/F I think our failure letters are adequate in communicating with parents about the progress of students. Explain: 14. T/F If I have a student who is failing, the SST process should be started immediately. 15. Complete: I send failure letters home 0, 1, 2, 3, 4+ (Choose One) times per semester. Other response:  16. Describe the number and types of students who attend your after-school tutoring sessions. 17. T/F I always call home if a student is failing. 18. T/F Parent conferences (whether as a part of the SST process or informally) are important for student success. 19. T/F I would like to be a part of the SST process. 20. T/F I would prefer that the counselors, graduation coach, or special education personnel handle the proceedings of an SST meeting if I send them my input via email or written note.

  8. JHS Survey-part 3 21. T/F I would be willing to meet at 7:30 A.M. for a parent conference. 22. T/F If no other time were available, it should be acceptable for an administrator to cover my class in order for me to meet with a parent. 23. T/F I would be willing to check on a student to see how he/she is doing once a week. 24. T/F I accept late work. Is there a penalty? 25. T/F I believe that the possibility of receiving a zero motivates students to perform. 26. T/F I have found that zeroes have no effect on motivation. 27. From your experience, what are three essential strategies a teacher should try when he/she wants to help a student struggling academically? Please list. 28. From your experience, what are three strategies a teacher should try when he/she wants to help an unmotivated or misbehaving student? Please list. 29. In your opinion, what is the number one reason that a student gives for dropping out of high school? 30. Describe the type of student who is most likely to drop out.

  9. Jefferson High SchoolSpecial Report to Parents(part 1)

  10. Jefferson High SchoolSpecial Report to Parents(part 2)

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