Responding when students don't learn
- 1. Responding When Students Don’t Learn Adlai E. Stevenson High School Sarah Bowen Director of Student Services Rowena Mak Director of Student Learning Programs
- 2. 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
- 3. 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)
- 4. Systematic Effective Interventions Need to Be Directive Targeted Timely Research- Based Carried out by highly-trained professionals
- 5. “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
- 6. 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
- 7. Targeted Tutoring Guided Study Math Keep a Log Vivamus sagittis lacus vel augue laoreet rutrum faucibus dolor Academic LiteracyMentor 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
- 8. 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. 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
- 11. HOW DO WE GET HELP TO STUDENTS QUICKER?
- 12. HOW DO WE COLLABORATE WITH TEACHERS?
- 13. HOW MUCH HELP DO STUDENTS NEED?
- 14. WHAT KIND OF HELP DO STUDENTS NEED? HOW MIGHT WE SUPPORT THIS TYPE OF HELP?
- 16. 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
- 18. NEXT STEPS
- 19. 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
- 20. "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."