Knightdale High School’s SIP is focused on student achievement. In this document there are 3 goals set by the school to be accomplished by June 2014. The goals focus on graduation rates; increasing student proficiency rates on End of Course Exams, with a focus on students with LEP, and disabilities; and finally improving teacher education practices, and leadership skills. These three goals fit nicely into Knightdale High School’s core mission of providing quality education to students so that they can become productive citizens. Goal 1 states “By June, 2014, Knightdale High School will improve the graduation rate as measured by the North Carolina Department of Public Instruction from 76.4% to 86.4% with a focus on Hispanic, Limited English …show more content…
Like goal 1 this goal has two key processes. The first one is to establish a framework of research-based instructional strategies to meet the needs of ESL and SWD. To meet this process some of the steps include weekly PLT meetings to review data, and providing staff with professional development opportunities focused on effective teaching strategies for ESL and SWD subgroups. The second key process is an intervention, which seeks to establish a framework which would allow teachers and staff to identify and help students who they fear are in jeopardy of failing. Some of the action steps which are included are providing ESL and SWD instruction, as well as afterschool programs to assist students, as well as have parental and community support and involvement for support intervention purposes. Goal 3 states, “By June 2014, KHS will improve working conditions as measured by the Teacher Working Conditions Survey Standard #4 Managing Student Conduct to indicate a 10% increase over 2010 survey responses in the percentage of staff selecting a positive response. The two key processes in this goal are not focused on student behavior or achievement but teacher growth, and a willingness for them to become leaders within the school environment. Both key processes deal with classroom management and the teacher’s ability to be an effective leader inside and outside the
14). In the first area of “Where are we now?”(p. 15), a comprehensive look at all of the schools data (See Appendix A), Portage High School is missing data on the perceptions and organizational assessments of the learning environment. Secondly, a review of “How did we get to where we are?” (p. 16), an analysis of what is working and what is not working has not taken place. Additionally, under the sub-section of “Where do we want to be?” the school outlines its purpose in a belief state but does not lay out the school's mission, vision, or student learning standards. Furthermore, the question “How are going to get to where we want to be?” (p. 18) is answered with limited effectiveness, due to components missing from the vision but checks all the boxes of the Continuous Improvement Plan and Implementation Strategies. Finally, when purposed with the question “Is what we are doing making a difference?” the only answer that I can formulate is that external evaluation tools such as the ACT and Aspire provide feedback to Portage High
High school is a time for students to develop new interests, talents, and hobbies. As well as, prepare them with material they need for college or the workforce. Most schools, Sequoyah High School being amongst one of these schools, are lacking the resources that students need in order to pursue these academic interests. Although Sequoyah High School is a great high school for students in Monroe County, there are several issues that still need to change in order to help better the school system as a whole.
...odel minority stereotype contributed to Keltner and Lily struggle with schooling by heightening parental “education fever” and increase academic as well as emotional burdens on Keltner and Lily who were already struggling with learning. Lily and Keltner stories suggest that each family or child should be understood in their specific learning contexts. Educators need to understand an individual child’s lived experiences and addresshis/her psychological and educational needs so that they can achieve his/her own success. Schools and policy maker can help educator to do so by developing appropriate curriculum that is oriented to ESL students, rather than using mainstream curriculum that does not fit the needs of ESL learners. Training teachers to implement classroom strategies that aim to understand students’ individual needs and foster students’ school home connection.
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability.
CPS, with a $6.6 billion FY2013 budget, is now taking a new strategy based upon a flawed “Student-Based Budgeting System”. The Board of Education is also struggling to solve the debt they have reached, and with their FY2014 plans, this year’s budget book is argued to be “one of the most poorly written budgets”. The way CPS is handling their budget is not benefiting the lives and education of students and is leaving CPS at a loss with giant financial issues. Parents want the best for their children, no question, and the highest educational standards will be something that parents have at the top of their list. There is enough support to say that people who have received better education have gotten further in life.
My three year plan is called the Strive for Excellence plan. For the first two year I will be focusing on the decline of test scores for the last three years. By making all staff views all 2,800 students that were below average for all three years. Requiring mandatory training for all teachers and staff should be complete upon reviewing data. So they are able to identify their student’s specific strengths and weakness. The teacher will know where they need to concentrate their attention. (Sue W. Astley, 2016) School improvement is an evolving process that takes constant progress monitoring and constant input. A special computer-based program is needed in Rocky Road School District to pull up records of any student or classroom more efficiently. This will also assist with the monitoring progress over the two years. A committee of parents and staff will be created to better understand the data, come up with methods to increase scores and to maintain the...
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
“These outcomes are selected by partnerships from across the cradle to career continuum and are reported on regularly to ensure accountability to the community and effective alignment of community resources.” (www.strivetogether.org). The six core outcome areas are: (1) Kindergarten readiness-children begin learning the basics: letters, numbers, and social interaction that prepares them for kindergarten. (2) Early grade reading-data shows that children not up to their proper reading level in the 3rd grade, never catch up. (3) Middle grade math-students who complete middle grade math excel in high school math. (4) High school graduation-research shows graduating high school can determine factors like mortality, health and crime. (5) Post-secondary enrollment-students should have access to institutional information needed to make decisions. The information should include two-year colleges and technical schools. (6) Post-secondary degree completion-those that obtain a degree ae healthier and have a longer life expectancy. (www.strivetogether.org). Strive Together encourages communities to record outcomes and make changes to ensure all areas/outcomes are met. This ensures that every child has
I think technology is a key component in the classroom, especially for our students to become prepared for the 21st century. In this course, I learned so much for my 2017-2018 4th graders. I have created four products to increase student engagement with the use of technology. Nearpod and Edpuzzle for two different reading lessons, a QR Code lesson for Social Studies, and a Flipped Classroom lesson for math. These products are interactive, exciting, and resourceful.
Sunshine Elementary is in an affluent neighborhood. Sunshine has been operating since 1999. Currently the school has 681 students enrolled. Of those 681 students, 11% or approximately 75 students are economically disadvantaged. Sunshine has about 115, or 17%, students enrolled receiving ELL services. There are 102, or 15%, students with IEPs enrolled. The school recognizes the need for effective co-teaching and differentiation. The school improvement plan provides professional development training, in these areas, to increase effectiveness and growth. All gap groups have made progress in Reading and Math. Continued training for teachers in these areas will encourage continued growth (School Improvement plan,
The most immediate impactful issue to address at Passages Middle School is student transition into our program. Currently, there is only a packet of forms which provide merely contact information and signed releases. I propose implementing a process which would from the outset define the goals and targets that we as a team (student, teacher, parent, home district) need to work towards for the students future educational needs.
Expectations of today’s educational qualifications for high school students are different than it was in the past. It is not uncommon to hear about a student who did not graduate from school. As shown in table 1, 97 students from Stanly County dropped out of school in the 2011- 2012 school year (“Grade 7-13 Dropout Counts and Rates (pdf.62kb)”). Last school year 3.01 percent of North Carolina’s high school students dropped out of school according to the 2011-12 Consolidated Data Report, as a result the total number of students who dropped out of high school in the 2012 year is 13,488. It is also noted that the top five reasons NC students drop out of school are: 1. Attendance, 2. Enrollment in a Community College, 3. Unknown, 4. Moved, School status unknown, 5. Lack of Engagement. (“Dropout prevention and Intervention”) This number is very high considering that there are only five major high schools in the Stanly county district. This is why I think it is important that something should be done to reduce the high school dropout rate in Stanly County.
The critical elements of the plan are further broken down and specific details are given as to how these goals will be accomplished and what data were used to determine the parameters of the goal to be achieved.
In urban schools that have access to technology on the daily bases are exceling on their state exams. For example, An Achievable Dream is a school that is design to give our students who are at risk of failure in school due to socioeconomic factors, a chance to succeed. Students in kindergarten through 12th grade are offered a quality education in a nurturing environment, technological support as well as the opportunity to develop meaningful relationships with caring adults. This school has a student body of approximately 100% minority and 83% of these student are at an economically disadvantage. In the Subject Proficiency Test these students are exceling. Student exit exams receive grades among multiple proficiency levels established by the state. These figures displayed below shows how the school as a whole performed in different subjects.
On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.