GRO Presentation

• Edina High School

• August, 2008

Continuous Improvement ModelStage 1Data and Program Analysis

Stage 2Focus on the Right Solution•Research Based•Starting meaningful dialogue with the staffAttach a name to a face ofthe struggling student•District Support

Stage 3Take Collective Action•Right people (passion)•Right Vision•Based upon student needs•Time (effective use of)•Empowerment, not just a conversation something will happen

Stage 4Monitor and Adjust•Data•Progress monitoring•Individualized approach

Stage 5Maintain Momentum•Keep people together•Celebrate success•Keep the common purposeCore Components of School

Excellence:Rigorous and Relevant CoursesPersonalized Learning Multiple

Pathways to Post-SecondaryStudent Assessment and Program

Evaluation DataSchool Improvement Plan

Professional Growth for Staff

Vision Skills Incentives Resources ActionPlan

Change

XXXXXX Skills Incentives Resources ActionPlan

Confusion

Vision XXXXX Incentives Resources ActionPlan

Anxiety

Vision Skills XXXXXX Resources ActionPlan

Gradual Change

Vision Skills Incentives XXXXXX ActionPlan

Frustration

Vision Skills Incentives Resources XXXXX False 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 ThoughtsCurrent Thoughts Point of Entry for 101 and 102Point of Entry for 101 and 102

Student SelectionRecommendation from MS

Student performance based upon data

Student AssessmentMCA PerformancePlato Assessment

Determine Knowledge Gaps

High School 101Grade 10

Remedial Instruction (math/reading)Skill Development

Test PrepMentorship 212 students

High School 102Graded 11 & 12

Credit Recovery (Alt. School)Work Prep

WorkCommunity Service

Mentorships

Summer Skill

Development Academy

Summer School

ALC

After S

chool 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