At Risk Report

Board Report 4/26/10

Presenters: Sue Kane, Tracy Helton, Sue Moore, Shane

Knoche and Christy Dalton-

Haynes

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).”

Criteria for identifying students at risk

Academic Domain Student Achievement Attendance

Personal/Social domain Career/Vocational domain

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

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

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

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

Junior High Continued:

Conflict Management Individuals Pairs Groups

Tutoring Students Parents

504 Plans

Junior High Continued:

Healthy Choices Information with Guidance Department Olweus Substance Abuse Social Concerns

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

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

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

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

Mission:

“The mission of the Edison Academy is to prepare students for future success by providing a supportive and academically challenging school environment…”

Vision:

“To inspire students to strive, learn and succeed, thus encouraging students to manifest their potential.”

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

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

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)

Admission Process:

Contact with counselor or principal Education plan Meet with Edison Academy advisor Parent and student sign contract Register through home school

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

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.

Advisories

Wednesday or Thursday mornings 10:00 AM- 10:30 AM Topics include:

Police Interventions, Family Planning, Bullying Prevention, Flag Etiquette, Career Planning Etc.

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

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.

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.

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.

English/Literacy: JuniorsMajor Life Themes

Triumph and Tragedy

Tilting the Windmill (Man’s creative spirit)

Conflict and Resolution

Persistence and Passion

English/Literacy: SeniorsCareer Connections

Information in an Informational Age/Technical Talk

Business Basics (Business plans, reports)

Legal Eagle

Effective Communication – Tools and Tips

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

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)

Integrated Science

Juniors Physics Biology I Chemistry Earth Science I

Seniors Environmental

Science Biology II Heath Science Earth Science II

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.

Core Plus Mathematics: Juniors

Patterns of Change

Patterns and Data

Linear Functions

Exponential Functions

Core Plus Mathematics: Seniors

Patterns in Space and Visualizations

Quadratic Functions

Patterns in Chance

Vertex-Edge Graphs

At Risk Report

Comments or questions?