at risk report board report 4/26/10 presenters: sue kane, tracy helton, sue moore, shane knoche and...
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At Risk Report
Board Report 4/26/10
Presenters: Sue Kane, Tracy Helton, Sue Moore, Shane
Knoche and Christy Dalton-
Haynes
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Definition:
“ An at-risk student means any identified student who needs additional support and who is not meeting or not expected to meet the established goals of the educational program (academic, personal/social, career/vocational).”
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Criteria for identifying students at risk
Academic Domain Student Achievement Attendance
Personal/Social domain Career/Vocational domain
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Criteria for identifying students at risk
Very complex process Referrals can be from students (HS),
families, teachers Communication critical with
families, staff, and outside resources if needed
State requirements increasing
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Elementary level
Examples: Academic Domain –
Participating in Reading Recovery or Title services
Attendance/Truancy Social/Personal Domain
Housing status Student receiving 3 or more in
social/emotional development on report card
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At the elementary level… Intentional guidance groups
Salvaging Sisterhood ITBS Test Prep Changing Families
SST (Student Success Teams) Academic accommodations Behavior plan Lunch Buddies Therapy Dogs
Vera French Play Therapy Tribes/Families Individual Counseling
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Junior High – At Risk Coordinator Responsibilities
Student Support Services Learning Center
Small group Study Hall time, Advisor time, Class time by teacher Ungraded Flexible attendance
Student Groups Social needs Emotional needs Academic needs
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Junior High Continued:
Conflict Management Individuals Pairs Groups
Tutoring Students Parents
504 Plans
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Junior High Continued:
Healthy Choices Information with Guidance Department Olweus Substance Abuse Social Concerns
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What’s Happening at the High School:
Criteria Added is the danger of not graduating
Work closely with counselors/court liaison/ administration
Student Assistance Teams (SAT) Credit Recovery Learning Centers
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At the High School…what can we do for students?
Assist with homework and make-up work Be an advocate for the student Act as a liaison between student &
teacher Provide a place for test taking & more
time Communicate with parents Schedule accommodations
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High School Learning Center: Grading Criteria
Geared more towards work skills Attendance Being on time Being prepared for class Keeping a planner Using time wisely Grade checks – below a “C” requires a teacher’s
signature
All of it ties to taking responsibility for academic success
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Staff:
Tammy Chelf – Program Administrator Kitty Clingingsmith – Science Jennifer Wikan – Math Christy Dalton-Haynes – Social Studies Shawn Rice – English Kristine Oswald – Social Worker Deb Mayhew – Program Assistant
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Mission:
“The mission of the Edison Academy is to prepare students for future success by providing a supportive and academically challenging school environment…”
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Vision:
“To inspire students to strive, learn and succeed, thus encouraging students to manifest their potential.”
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Goals:
Improve academic Achievement Utilize strengths to meet needs Provide for social and emotional growth Explore future educational, career, and
technical interests Recruit and retain exemplary staff
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Goals: We strive to offer learning
environments for junior and senior students for whom more traditional schooling has not provided an optimal educational experience.
Our program seeks to provide a personal setting and utilize alternative strategies and individualized approaches to recognize and meet the unique needs and strengths of each student.
Teacher/student ratio is 1:17
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Candidates: Any student needing additional supports
when not meeting or expected to meet established goals in a traditional high school setting
Track I (Senior - one year) Track II (Junior - two years)
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Admission Process:
Contact with counselor or principal Education plan Meet with Edison Academy advisor Parent and student sign contract Register through home school
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The Program
Students will attend and pass the four courses in each content area: English, Math, Social Studies, and Science
Students must also attend a 5th Component option:
On-campus course PSEO (Post-Secondary Education
Option) Work (15 hours or more a week)
Once the program is complete, students will receive their home high school diploma
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Daily Schedule
Students will attend school Monday thru Thursday: Early Schedule:
8:30-12:45 or 1:40
(depending on students 5th component)
Late Schedule: 9:25-2:20
Fridays are reserved for Guided Study: for those students who are not passing a
class or needs extra individual attention in a particular class or classes.
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Advisories
Wednesday or Thursday mornings 10:00 AM- 10:30 AM Topics include:
Police Interventions, Family Planning, Bullying Prevention, Flag Etiquette, Career Planning Etc.
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Awards and Ceremonies
GRADUATION!!! We are on target to have
35 students graduate this Spring from Edison. They will receive a HS diploma from either NS, PV, or Bett.
o Student of the Month – 6 Pillars of Character including trustworthiness, respect, fairness, citizenship, caring, responsibility
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Attendance Due to our adjusted schedule, the
bar is set high for our students to attend class regularly. Students must have less than 6
unexcused absences in 2+ classes to remain in program
3 tardies = 1 unexcused absence 10 min late or more to a class = 1
unexcused absence.
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Grading Scale
A student at Edison must earn a 70% or higher in a class in order to receive credit. Any student in the 60% - 69% range
will be considered “not there yet”. This grade will be treated as an
Incomplete, and the student will have 1 week at the start of a new quarter to earn a passing grade in this class.
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Curriculum - English
For each track, individual themes are taught during one quarter of the year. Reading, writing, speaking, listening
and viewing opportunities (of both fiction and non-fiction nature) support the development/understanding of a theme.
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English/Literacy: JuniorsMajor Life Themes
Triumph and Tragedy
Tilting the Windmill (Man’s creative spirit)
Conflict and Resolution
Persistence and Passion
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English/Literacy: SeniorsCareer Connections
Information in an Informational Age/Technical Talk
Business Basics (Business plans, reports)
Legal Eagle
Effective Communication – Tools and Tips
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Juniors: Topics in History
Students will view the world through a historical perspective identifying major events, cause and effect, impact on world and implications for present/future during the following time periods:
1920’s – 1940’s (Significant events throughout the world)
1940’s – 1960’s
1960’s- 1980’s
1980’s – Present
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Seniors: Civics and GovernmentPreparation for Citizenship
Cast Your Vote – (registering to vote, ethical responsibilities associated with voting, historical perspective, political process, campaign rhetoric and tactics)
Who Says I Can’t? – Relevant look at Bill of Rights – various freedoms, judicial process
Money Matters – Taxation (income/property) credit card application/fraud, Principles of Banking (loans, interest)
Get Connected – (Global politics, forms of govt. worldwide, volunteerism, local involvement, technological implications – Internet business, outsourcing)
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Integrated Science
Juniors Physics Biology I Chemistry Earth Science I
Seniors Environmental
Science Biology II Heath Science Earth Science II
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Core Plus Mathematics
This course is an integrated math program utilizing the “Contemporary Mathematics in Context” (CORE Plus) curriculum.
Through investigations of real-life context, students discover the importance of mathematics and are able to make sense of new situations and problems.
The curriculum features multiple ideas from the following four content areas: algebra and functions, geometry and trigonometry, statistics and probability and discrete mathematics.
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Core Plus Mathematics: Juniors
Patterns of Change
Patterns and Data
Linear Functions
Exponential Functions
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Core Plus Mathematics: Seniors
Patterns in Space and Visualizations
Quadratic Functions
Patterns in Chance
Vertex-Edge Graphs
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At Risk Report
Comments or questions?