Responding When Students Don’t Learn

Adlai E. Stevenson High School

Sarah Bowen Director of Student Services

Rowena Mak Director of Student Learning Programs

Reflect on the essential guiding questions within a data based decision making system

Understand the essential structures necessary for a system-wide level of support

Begin to inventory current practice

Learning Outcomes TODAY’S

Educational Lottery

“We contend that a school truly committed to the concept of learning for each student will stop subjecting students

to a haphazard, random, de facto educational lottery program when they

struggle academically.  It will stop leaving the critical question, “How will we

respond when a student is not learning?” to the discretion of each teacher.”

Source: DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd edition)

Systematic

Effective Interventions Need to Be

Directive

Targeted

Timely

Research- Based

Carried out by highly-trained professionals

“ALL HANDS ON DECK”

Commitments made by every member of leadership team

Division leadership

team working with their teachers

Frequent communication

and PD for interventionist

Our ongoing work: INTERVENTION DESCRIPTION WHAT WE LEARNED

Guided Study Academic Study Hall literacy connections; executive functioning + academic

Mentor Skills Guided Study + SEL Curriculum We need an SEL assessment

Mentor Math Math + Guided Study + ACT Prep needs to be more individualized; teacher teams

Targeted Tutoring focused academic tutoring it takes a whole village; dependent on learning targets

Homework Center Dedicated space for students to complete HW during school day Attendance must be monitored

Academic Literacy Literacy support for 9th graders

based on placement exam Entry/Exit criteria are critical; not only for English Dept

Algebra 1 Enriched Double period Math Same expectations with more time

Summer bridge courses Enrichment for acceleration Focused on skills

9th Hour Athletic / Co-Curricular Study Table Located near academic support

ACT Prep targeted to students not demonstrating growth

must be targeted

Targeted Tutoring Guided Study Math

Keep a Log

Vivamus sagittis lacus vel augue laoreet rutrum faucibus dolor

Academic Literacy Mentor Math

x8

Academic Interventions

• Students identified every 3 weeks • Teachers identify LT • Support provided by LC paraprofessionals

• Scheduled during student’s day • Academic support • Executive functioning

• Credit-bearing course in addition to math class

• Small class size • Taught by Math teacher

• Students identified at time of placement • Taken in addition to English class • Uses STAR Reading as diagnostic

SHS Connects • increase student

connectedness • 9th graders • identified through

articulation

Study Skills Group • test-taking, note-

taking, time management strategies

• 9th graders • 6 week curriculum • identified through

articulation

Why Try? Group •building resiliency •9th & 10th graders •12 week curriculum • identified through

articulation & SST

9

Mentor Skills Entry/Exit Criteria Entry criteria: shows support (score of 2) is needed in at least 3 areas, 2 of which coming from academic and SEL Exit criteria: has shown growth in at least 3 areas, 2 of which coming from academic and SEL

Academic Outcomes Behavioral Outcomes (ODRs, Attendance) ask for Ken’s feedback - what’s the threshold that would trigger us to be concerned?

4: grade of B or better in all classes 3: grade of C or better in all classes 2: grade of D or lower, or incomplete in at least 2 classes 1: grade of D or lower in all classes

Question: How do grades indicate a student needs support in light of our ongoing understanding around grading & reporting (makeups, retakes, EBR)

4: no dean visits, 99% or better attendance 3: less than 5 minor incidents per year, 90% or better attendance 2: more than 5 minor incidents &/or more than 1 major incident per year, less than 90% attendance 1: more than 10 minor incidents &/or more than 3 major incidents per year &/or doctor verification warning or more intense attendance intervention

SEL Growth (this would be based on SEL tool plus assessment in Mentor Skills)

Crisis Management how much adult support is needed for a student to be able to handle his/her emotions during the school day?

we need to determine percentage from student’ baseline would we consider as reasonable growth? can we use the BarON scores in the meantime? 4: Total EQ scaled score above 110 on the BarOn 3: Total EQ scaled score between 90-110 on the BarOn 2: Total EQ scaled score between 75-89 on the BarOn 1: Total EQ scaled score below 75 on the BarOn

4: student’s self-management skills allow them to function independently throughout the school day 3: student’s self-management skills allow them to function throughout the school day with appropriate SST support 2: student requires frequent SST support to function throughout the school day 1: student requires daily SST support, often at a crisis level, and is unable to function throughout the school day

ACADEMIC AND

BEHAVIORAL

MEASURING OUR SUCCESS

HOW DO WE GET HELP TO STUDENTS

QUICKER?

HOW DO WE COLLABORATE WITH

TEACHERS?

HOW MUCH HELP DO

STUDENTS NEED?

WHAT KIND OF HELP DO STUDENTS NEED?

HOW MIGHT WE SUPPORT

THIS TYPE OF HELP?

OTHER CONSIDERATIONS

Articulation:How do we proactively identify students who will need our

support?

Students

Sender school/SHS staff meet to

discuss interventions

Sender schools identify students in

need of support

Sender school/SHS staff meet to develop support

plans for students

SHS counselors contact families to discuss support plan

NEXT STEPS

19

How might TT data support team discussions around course/curriculum expectations?

Tier 1 Focus

How might positive teacher/student relationships support timely intervention?

Importance of teacher-student relationships

How might our intervention programs reach greater student success?

Continued development of targeted interventions

"There's no magic sauce that we spoon feed to students so they'll perform well," Conrey said. "It boils down to working our tails off to make sure that every student is learning, and for those that aren't, figuring out what we need to do to help make them learn." Of course, if nearly 88 percent of the students met or exceeded standards, more than 12 percent didn't. Conrey wasn't happy about that. "That's not acceptable at a school where the mission is, 'Success for every student,'" Conrey said. "We have a lot of work left to do."

sbowen@d125.org 847.415.4501

Rowena Mak

Sarah Bowen

rmak@d125.org 847.415.4506

Our Contacts

ThankYou!