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April 8, 2010
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Stage 5 – Low performing Just getting students to pass the TAKS
Being a “dumping ground” campus
Attitude of complacency about student’s lack of ability
Negative public perceptions of Bowie High School
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Eliminating the “dumping” of students that are outside of our attendance boundary
Smaller, double blocked core classes
More and “mandatory” tutoringHigher administrative presence Initialization of PLC’s
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Preserving and enhancing the Bowie character
Changing the current perception of Bowie High School: Community and District
Higher expectations of students and teachers
Creating an academic culture Creating meaningful relationships
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◦It’s not a program, these are data driven practices geared towards Bowie’s needs
◦Everyone has had the opportunity to provide input: all will participate in these changes
◦Teacher driven and student focused
◦Long term school goals and improvement
◦5 Rs: Results, Rigor, Relationships, Relevance and Responsibility
Review
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Advisory and Guidance Committee
Rigor / High Expectations Committee
Transition CommitteeLiteracy Committee
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Advisory period – 30 minutes every two weeks◦A separate class scheduled every other Wednesday
All certified personnel will be assigned 10 to 15 students for Advisory.
Curriculum is being finalized and training will be provided.
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Failure is Not an Option: mandatory weekly tutoring.
Core teachers will submit a list of students who are falling behind/not mastering content.
Students will receive tutoring/make-up work for 1 hour during lunch on Fridays.
We will do trial runs during May to become more familiar with procedures.
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Students will be required to keep a reflections journal◦Journal entries will be done daily in each class
◦Concise, 3-5 sentence entries◦May be summaries, questions, extension◦Common rubric will be provided
Supplemental Reading◦1 article per 9 weeks in each content area (to include electives)
◦Include an informal assessment of reading
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We will analyze and adjust as the year progresses to make improvements and as needs change
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Advisory and Guidance◦Follow groups of students until graduation
◦Increase parental involvement◦Instill intrinsic motivation through a mentoring relationship
◦Develop a sense of career paths and courses of study
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Rigor and High Expectations◦Saturday school for students who have still not mastered content through mandatory lunch tutoring
◦Incorporate Project Based Learning and interdisciplinary projects
◦Students who fail due to lack of participation in FINO strategies will not be eligible for credit recovery and must take the course again
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Literacy◦Year 2 focus: Writing paragraphs and essays
◦Year 3 focus: Writing reports
◦In connection with content areas/project based learning
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Transitions◦Long term goals to include: 9th grade academies Summer bridge program
◦FISH Camp: Summer Bridge Camp
◦Ramp up courses to improve the promotion rate from 9th to 10th grade
◦Increased AP and Dual Credit course offerings and enrollment
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