DOCSLIB.ORG

Examining the Role of Student Voice in the School Reform Process

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examining the Role of Student Voice in the School Reform Process University of Rhode Island DigitalCommons@URI Open Access Dissertations 2018 The Ninth Grade Experience: Examining the Role of Student Voice in the School Reform Process Christopher Bitgood University of Rhode Island, [email protected] Follow this and additional works at: https://digitalcommons.uri.edu/oa_diss Recommended Citation Bitgood, Christopher, "The Ninth Grade Experience: Examining the Role of Student Voice in the School Reform Process" (2018). Open Access Dissertations. Paper 710. https://digitalcommons.uri.edu/oa_diss/710 This Dissertation is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. THE NINTH GRADE EXPERIENCE: EXAMINING THE ROLE OF STUDENT VOICE IN THE SCHOOL REFORM PROCESS BY CHRISTOPHER BITGOOD A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION UNIVERSITY OF RHODE ISLAND AND RHODE ISLAND COLLEGE 2018 DOCTOR OF PHILOSOPHY DISSERTATION OF Christopher L. Bitgood APPROVED: Dissertation Committee Major Professor: David Brell Carolyn Panofsky Minsuk Shim Kathy Peno RIC: Donald Halquist, Dean, Feinstein School of Education – RIC URI: Nasser H. Zawia, Dean, The Graduate School - URI UNIVERSITY OF RHODE ISLAND AND RHODE ISLAND COLLEGE 2018 ABSTRACT This study examined the emergence of student voice in the school reform and intervention process, and documented what happened when a systematic effort was made by school leadership to cultivate student voice, and to engage students in a cooperative effort to change a pressing problem of educational practice, specifically the difficulties students face in their ninth-grade year. This used use Participatory Action Research (PAR) methods to merge scholarship and praxis to effect educational change, supplemented by an established pre/post quantitative survey to confirm the results of the intervention. The intent was to broaden the scope of school leadership, public scholarship, and student advocacy by engaging students in a democratic dialogue about the difficulties students experience in the ninth grade, which evidence strongly suggests is the most crucial year in K-12 schooling. Previous research has suggested that the voices of students may provide the tipping point to shift the culture and practices of high schools to be more effective for students (Cook-Sather, 2006). Therefore, a systematic attempt was made to assess and develop student voice throughout the school year. A small group of ninth grade students worked in concert with school leadership to develop a ninth-grade improvement plan. The plan was then presented to district educational policy makers for negotiation and implementation. This study documented the dialogue about the freshman experience between school personnel in positions of power and the students they are trying to serve. As mentioned, this qualitative component was supplemented by a pre/post quantitative survey, in the interest of an additional triangulation. ii ACKNOWLEDGMENTS I would like to thank the members of the freshman advisory at Plains High School for their willingness to volunteer and share their thoughts and feelings about their experiences of their freshman year. This study would not have been possible without their trust and openness. I would also like to express my sincere gratitude to my dissertation committee members who have supported me through this process and provided me with invaluable feedback: To Dr. Shim, thank you for teaching me to use the right research tool for the job and that quality research is quality research regardless of methodological stance. To Dr. Panofsky, for the belief in democratic promise of education and the power of students to change their education reality. To Dr. Peno, for teaching me about methods to examine organizations, organizational learning, and how best to work within an organization to affect change. And my major professor, Dr. David Brell, for the philosophical discussions about the purpose of education, working to improve my writing, and continued encouragement, support, and belief in me throughout this process. Additionally, I would like to express my gratitude to my colleague at Plains, Dave Wilcox, for being a sounding board for my ideas and for his continued commitment to the students of Plains High School. I would also like thank my colleague in the program, Kim Stack, for being a sounding board for my ideas, providing life lessons, and for continued and unwavering support. Finally, my first and most important teacher, my mother, Martha Bitgood, thank you for lifelong support and commitment to the promise of education. iii TABLE OF CONTENTS ABSTRACT……………………………………………………………………..…….ii ACKNOWLEDGMENTS ...……...………………………………………………....iii TABLE OF CONTENTS ………………………………………………………...…iv LIST OF TABLES ………………………………………………………………….vii CHAPTER 1: INTRODUCTION ............................................................................... 1 Statement of the Problem and Research Questions .................................................... 1 CHAPTER 2: LITERATURE REVIEW ................................................................... 5 The Need for Student Voice in the School Reform Process ...................................... 5 Democracy and the Promise of High School ........................................................... 10 School Boards ........................................................................................................... 12 Conceptual Framework: Adults and Youth Working Together in a Community of Practice ..................................................................................................................... 13 Components of a Community of Practice ................................................................ 15 Transformative Learning .......................................................................................... 18 Chapter 3: METHODOLOGY ................................................................................. 21 Aim of the Study ...................................................................................................... 21 Qualitative Research Approach ................................................................................ 21 Positioning My Values ............................................................................................. 22 Setting ....................................................................................................................... 26 Participants ............................................................................................................... 28 Permission and Consent ........................................................................................... 29 Research Design ....................................................................................................... 23 Qualitative Data Analysis ......................................................................................... 29 iv Issues of Trustworthiness in a Qualitative Study ..................................................... 31 Research Relationship, Positionality, and Bias ........................................................ 31 Data Security ............................................................................................................ 33 Limitations ................................................................................................................ 34 CHAPTER 4: FINDINGS ......................................................................................... 35 RQ1: What do the students at Plains High School say about their experiences in ninth grade? .............................................................................................................. 37 RQ2: What do students say about student voice and empowerment at Plains High School? ..................................................................................................................... 78 RQ3: What happens when students and a school administrator partner in the school reform process? ........................................................................................................ 96 CHAPTER 5: DISCUSSION .................................................................................. 103 Sustainability and Follow-up .................................................................................. 103 Discussion of Follow-up......................................................................................... 105 Next Steps ............................................................................................................... 107 Reflections on the PAR Process ............................................................................. 108 Transformative Learning ........................................................................................ 110 Contributions to Research ...................................................................................... 113 Recommendations for Research and Practice ........................................................ 116 Conclusion .............................................................................................................. 128 Appendix A. Schedule of Student Activities .......................................................... 130 Appendix B. Request to Conduct Research ..........................................................
Load more

Recommended publications
  • Ninth Grade Academy
    Ninth Grade Academy Parent-Student Handbook 2018-2019 This Agenda belongs to: ______________________________________________ - 0 - TABLE OF CONTENTS Table of Contents/Welcome 1 School Vision and Mission 2 Ninth Grade Academy Faculty 5 Academics 5 Attendance Policy and Procedures 14 Bus / Transportation / Weather 20 School Discipline and Standards of Behavior 24 Bullying/Harassment 34 Technology Expectations 37 Athletics 41 B.A.R.K. 44 Wellness Policy 45 Appendix 52 Welcome to the Academy of Science and Innovation The following guidelines have been created by the Ninth Grade Academy teachers and administration. These guidelines will give students a clear understanding of the manner in which our classes and teachers will operate so that every student will have a successful school year. The basic team rules and requirements are designed to assist you in making the transition from Grade 8 to Grade 9. To help you find information quickly, these guidelines are broken into the following themes: Academy of Science and Innovation Faculty Academics Graduation Requirements Attendance Policy and Procedures Bus Transportation School Discipline and Standards of Behavior Bullying/Harassment Technology Expectations Athletics B.A.R.K. Wellness Policy Grade 9 Academy Policies and Procedures Appendix - 1 - The Academy of Science and Innovation School Vision: The Academy of Science and Innovation Magnet School is a solutions-oriented, technology-based science and engineering community. Students are inspired and prepared to meet the challenges of the 21st century through a robust academic program where collaboration, innovation, and critical thinking skills ensure college and career readiness. Students are respectful, self-disciplined, and productive global citizens in a diverse, multicultural environment.
    [Show full text]
  • Brief Introduction to Technology Education in Taiwan
    Preface Technology Education at both elementary and secondary schools levels has become an important means to develop citizens' technological literacy for all worldwide. In Taiwan, Living Technology is also necessary to be energetically offered at both elementary and secondary school levels in order to improve technological literacy of the public. This brief introduction is to present the national status of technological literacy education at both elementary and secondary school levels, and provides examples of schools, written by school teachers, in the hope that domestic and international people will gain a better understanding of the ideal and reality of this field. We would like to acknowledge the support of funds for facilitating academic performances from the National Taiwan Normal University. Also, thanks to hardworking authors and editors. All of them are essential to the publication of this brief introduction. Lung-Sheng Steven Lee (Professor & Dean) July 2004 1 The National Status The Overview of Technology Education in Taiwan The Technology Education in Kindergartens, Elementary Schools, and Junior High Schools Technology Education at the Senior High School Level Technology Teacher Education Professional Associations and Events of Technology Education Examples of Schools The Affiliated Kindergarten of National Taiwan Normal University Taipei Municipal Jianan Elementary School Taichung Municipal Li Ming Elementary School Taipei Municipal Renai Junior High School Taipei Municipal Jinhua Junior High School The Affiliated Senior
    [Show full text]
  • Helping Students Make the Transition Into High School: the Effect of Ninth
    mdrc HELPING STUDENTS MAKE THE IMPLEMENTING NINTH GRADE ACADEMIES TRANSITION INTO HIGH SCHOOL in Broward County, Florida in Broward County, The Effect of Ninth Grade Academies on Students’ Academic and Behavioral Outcomes Marie-Andrée Somers Ivonne Garcia June 2016 JUNE 2013 Helping Students Make the Transition into High School The Effect of Ninth Grade Academies on Students’ Academic and Behavioral Outcomes Marie-Andrée Somers Ivonne Garcia with Janet Quint June 2016 This study is funded by a research grant from the U.S. Department of Education’s Institute of Educa- tion Sciences (Evaluation of State and Local Education Programs and Policies Grant #R305E090019). The broader dissemination of MDRC publications is supported by the following funders that help finance MDRC’s public policy outreach and expanding efforts to communicate the results and im- plications of our work to policymakers, practitioners, and others: The Annie E. Casey Foundation, Charles and Lynn Schusterman Family Foundation, The Edna McConnell Clark Foundation, Ford Foundation, The George Gund Foundation, Daniel and Corinne Goldman, The Harry and Jeanette Weinberg Foundation, Inc., The JBP Foundation, The Joyce Foundation, The Kresge Foundation, Laura and John Arnold Foundation, Sandler Foundation, and The Starr Foundation. In addition, earnings from the MDRC Endowment help sustain our dissemination efforts. Contribu- tors to the MDRC Endowment include Alcoa Foundation, The Ambrose Monell Foundation, An- heuser-Busch Foundation, Bristol-Myers Squibb Foundation, Charles Stewart Mott Foundation, Ford Foundation, The George Gund Foundation, The Grable Foundation, The Lizabeth and Frank Newman Charitable Foundation, The New York Times Company Foundation, Jan Nicholson, Paul H. O’Neill Charitable Foundation, John S.
    [Show full text]
  • The Calhoun School
    THE CALHOUN SCHOOL TABLE OF CONTENTS Important Information 3 ❏ Course Registration Process ❏ Independent Study ❏ Adding or Dropping Classes ❏ External Academic Work ❏ Accelerating Mathematics Coursework Academic Planning Advice 6 ❏ For All Upper Schoolers ❏ For Rising Ninth Graders ❏ For Rising Tenth Graders ❏ For Rising Eleventh Graders ❏ For Rising Twelfth Graders 2019-2020 US Course Offerings & Descriptions ❏ New Courses for 2019-2020 9 ❏ English 10 ❏ Social Studies 18 ❏ Mathematics 26 ❏ World Languages 32 ❏ Science 39 ❏ Computer & Information Science 45 ❏ Music 46 ❏ Theater Arts 51 ❏ Visual Arts 55 ❏ Community Service 62 ❏ Physical Education 63 ❏ Special Courses 64 Other Academic Policies 66 ❏ Language Waiver Criteria ❏ Incompletes ❏ Academic/Social Probation ​COVER ILLUSTRATION: ​Oliver Rauch, Calhoun Class of 2019 2 IMPORTANT INFORMATION COURSE REGISTRATION PROCESS Each year during Mod 5, there will be a ten-day registration period during which students in grades 9-11 will select courses for the following school year. The registration process will begin at a special Town Meeting, which will be devoted to the introduction of the online Course Catalogue (including a preview of new courses) and an overview of the course registration process. Following the Town Meeting, cluster advisers will share a Course Registration Packet with each of their advisees. The packet will include the student’s current academic transcript, a Transcript Audit Review Form, and a Course Selection Form. Although it is ultimately the student’s responsibility to complete his/her Course Selection Form, this process works best when students consult with teachers, cluster advisors, and parents/guardians to make informed decisions. It is advised that each student utilize the Transcript Review Audit Form to ensure that adequate progress is being made toward all Calhoun graduation requirements.
    [Show full text]
  • Factors Impacting Success in Ninth Grade Algebra I for High School Students James M
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by East Tennessee State University East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 12-2014 Factors Impacting Success in Ninth Grade Algebra I for High School Students James M. Lamie East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Lamie, James M., "Factors Impacting Success in Ninth Grade Algebra I for High School Students" (2014). Electronic Theses and Dissertations. Paper 2427. https://dc.etsu.edu/etd/2427 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Factors Impacting Success in Ninth Grade Algebra I for High School Students ____________________________________ A dissertation presented to the faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education of Educational Leadership ____________________________________ by James Michael Lamie December 2014 ____________________________________ Dr. James Lampley, Chair Dr. Cecil Blankenship Dr. William Flora Dr. Pamela Scott Keywords: Attendance, Family Composition, Socioeconomic Status, Grade Retention, Disability Status, Discipline Referrals, English Language Learner (ELL), Gender ABSTRACT Factors Impacting Success in Ninth Grade Algebra I for High School Students by James Michael Lamie The implementation of the Common Core State Standards (CCSS, 2013), No Child Left Behind Act of 2001, and the Race to the Top initiative of 2009 has placed a greater emphasis on high stakes testing.
    [Show full text]
  • A Causal Comparative Study of Ninth Grade Academy As an Answer To
    A CAUSAL COMPARATIVE STUDY OF NINTH GRADE ACADEMY AS AN ANSWER TO UNSUCCESSFUL EIGHTH GRADE TO NINTH GRADE TRANSITION by Ursula Dionne Martin Liberty University A Dissertation Proposal Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2018 2 A CAUSAL COMPARATIVE STUDY OF NINTH GRADE ACADEMY AS AN ANSWER TO UNSUCCESSFUL EIGHTH GRADE TO NINTH GRADE TRANSITION by Ursula Dionne Martin Liberty University A Dissertation Proposal Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2018 APPROVED BY: Shante’ Moore-Austin, Ph.D., Committee Chair Janet Richards, Ed.D., Committee Member Melody Tucker, Ph.D., Committee Member 3 ABSTRACT The purpose of this study was to determine whether the traditional ninth-grade classroom or the ninth-grade academy would have the greatest impact on retention rates and discipline referrals to administration of students transitioning into high school. The data in this causal-comparative research was secondary data collected from the counselors and administrators of the four schools that participated in this research study. The data was evaluated using an independent samples t- test. The results of this study did not indicate the need for transition programs based on the predicted significant statistical difference in the retention rates and in the Group A and B offense discipline referrals to administration of students that were exposed to a ninth-grade academy vs. involvement in a traditional ninth-grade classroom. However, limitations for this study do reveal that there is still a need for further research. These results can assist school systems in finding ways to make sure appropriate decisions are made for the positive transition of ninth-grade students into high school.
    [Show full text]
  • Freshman Academy
    The University of Southern Mississippi The Aquila Digital Community Dissertations Summer 8-2012 Freshman Academy: Transitioning Ninth Grade Students Through the Academic and Social Rigors of the High School Experience and the Students’, Parents’ and Teachers’ Perceptions Yulanda West Clinton University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Clinton, Yulanda West, "Freshman Academy: Transitioning Ninth Grade Students Through the Academic and Social Rigors of the High School Experience and the Students’, Parents’ and Teachers’ Perceptions" (2012). Dissertations. 840. https://aquila.usm.edu/dissertations/840 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi FRESHMAN ACADEMY: TRANSITIONING NINTH GRADE STUDENTS THROUGH THE ACADEMIC AND SOCIAL RIGORS OF THE HIGH SCHOOL EXPERIENCE AND THE STUDENTS’, PARENTS’ AND TEACHERS’ PERCEPTIONS by Yulanda West Clinton Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2012 ABSTRACT FRESHMAN ACADEMY: TRANSITIONING NINTH GRADE STUDENTS THROUGH THE ACADEMIC AND SOCIAL RIGORS OF THE HIGH SCHOOL EXPERIENCE AND THE STUDENTS’, PARENTS’ AND TEACHERS’ PERCEPTIONS by Yulanda West Clinton August 2012 Freshman Academy in Mobile County is an ever growing concept.
    [Show full text]
  • Enhanced Instruction for Children in Kindergarten Through Grade 3
    DOCUMENT-RESUME ED 237 932 CS 007'375 AUTHOR Meyer, Linda A. TITLE Long-Term Academic Effects of Direct Instruction Follow Through. Technical Report No. 299. INSTITUTION - Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. SPONS AGENCY National inst. Of Education (ED), Washington,DC. PUB DATE Nov 83 CONTRACT 400-81-0030 NOTE 47p. PUB TYPE Reports Research/Technical (143) MRS, PRICE M701/PCO2 Plus Postage. t.) DESCRIPTORS *Basic Skills; Comparative Analysis; *Disadvantaged Youth; *Educational Re'search; Inner City; Longitudinal Studies; Primary Education; *Program Effectiveness; Reading Instruction; *Reading Programs; Reading Research; Remedial Programs; Teaching Methods IDENTIFIERS *Direct Instruction; *Project Follow Through ABSTRACT The Direct Instruction Follow Through program of enhanced instruction for children in kindergarten throughgrade 3 was introduced in 1968 in schools serving disadvantagedstudents in 180 communities throughout the United States. To determinethe long-term effects of the program, a study compared the performance ofthe first three cohorts of Follow Through children from P.S. 137, the Bainbridge School,)in Brook1341, New York, withthat of a control ,groupof non-Follow Through students froma school in the same area. Data were collected from school records for 82% of the Direct Instruction Follow Through students and 76% of the controlgroup 1 students. Specific information gathered included high school graduation date, ninth grade reading and mathscores, and
    [Show full text]
  • The Effects of Transitional Challenges on Ninth Grade School Dropouts
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 The ffecE ts of Transitional Challenges on Ninth Grade School Dropouts Merlene Leona Jones Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Administration and Supervision Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Merlene Jones has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Elizabeth Warren, Committee Chairperson, Education Faculty Dr. Mary Hallums, Committee Member, Education Faculty Dr. Jeanne Sorrell, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract The Effects of Transitional Challenges on Ninth-Grade School Dropouts by Merlene Leona Jones MA, University of the United States Virgin Islands, 2001 BA, University of the United States Virgin Islands, 1993 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University May 2017 Abstract The high dropout rate of the United States Virgin Islands school district’s ninth-grade students is a major educational problem and the catalyst for a myriad of social problems. Ninth grade academies and extended school day intervention programs have benefited only the academically prepared students.
    [Show full text]
  • What Conceptions Do Greek School Students Form About Biological Evolution?
    Evo Edu Outreach (2008) 1:312–317 DOI 10.1007/s12052-008-0051-x CURRICULUM/EDUCATION ARTICLE What Conceptions do Greek School Students Form about Biological Evolution? Lucia Prinou & Lia Halkia & Constantine Skordoulis Published online: 3 June 2008 # Springer Science + Business Media, LLC 2008 Abstract In Greece, since 2000, the teaching of evolutionary Introduction theory is restricted solely to lower (junior) high school and specifically to ninth grade. Even though the theory of Readers of the journal Evolution: Education and Outreach evolution is included to the 12th grade biology textbook, it may know that national science academies of 67 countries is not taught in Greek upper (senior) high schools. This study that belong to the network ΙAP (Inter Academy Panel—a presents research conducted on the conceptions of Greek global network of science academies) cosigned a proclama- students regarding issues set out in the theory of evolution tion encouraging the public, teachers, and parents to provide after the formal completion of the teaching of the theory. The school pupils with instruction in evolution (IAP 2006). sample comprised 411 10th grade students from 12 different However, what is not exactly known and which is schools. The research results show that the students appear to interesting is what actually occurs in the various countries have a positive view of the idea of evolution, the evolution of and for what reasons. Among the national science academies man, and the common origin of organisms. However, they which cosigned the abovementioned proclamation was the have retained many alternative views, or else they are Greek Academy, the Academy of Athens.
    [Show full text]
  • Ninth Grade Counts Guide
    NINTH GRADE COUNTS Strengthening the Transition into High School Systemic Transition Strategies A THREE-PART GUIDE English Language Learners 1 Summer Bridge Programs Ninth Grade Counts Strengthening the Transition into High School Stephen E. Abbott and Pamela D. Fisher Great Schools Partnership Summer 2012 This publication was produced under the U.S. Department of Education Contract No. ED-ESE-11-C-0053. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education, and no official endorsement of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. INTRODUCTION Why We Created this Guide How to Use the Guide Ninth grade is a potential minefield for many young adolescents. During Ninth Grade Counts was developed to help districts and schools strengthen the freshman year, incoming students encounter new emotions, new social the programs and practices they use to support students entering ninth grade. situations, and new intellectual challenges. And they also begin creating The tool includes three main components: an enduring academic record that will either open up a world of exciting 1 A self-assessment protocol and activity that will help schools opportunities upon graduation or prematurely foreclose on their collegiate engage in small- and large-group discussions about existing ninth- and career prospects. We know that more students fail ninth grade than grade programs. any other grade, creating what has been called the “ninth-grade bump”— struggling, off-track students are held back by negative self-beliefs, a lack 2 Four brief vignettes of real high schools that have adopted innovative of credits, and an inability to recover from past failures, and the freshman practices to strengthen their ninth-grade transitions.
    [Show full text]
  • Pre-K – 5 OPTIONS and RECOMMENDATIONS 6
    Date: May 8, 2019 To: Board of School Trustees From: Dr. A. Dean Speicher, Superintendent and Sarah Hickle, Director of Student Learning & Innovation Re: SCM Grade Level Study Report Update On Selected Options and Recommendations Pre-K – 5 OPTIONS AND RECOMMENDATIONS Option A SCM leaves sixth grade in each elementary building, with a focus on transitions and a vision for the future with includes a second middle school option. Recommendation 1: SCM Senior Leadership recommends Option A. Update; ACHIEVED Recommendation 2: An additional Pre-K classroom is recommended for implementation at LaSalle for the 2018 – 2019 school year. Update; ACHIEVED Recommendation 3: SCM elementary schools will be encouraged to “team” their fifth and sixth grade classroom configuration in core content areas beginning in the 2018 – 2019 school year. It is believed that this reconfiguration will further assist students in their transition to John Young Middle School. Update; IN PROGRESS All elementary buildings implemented a fifth-sixth grade rotation for the school year 2018-19. Each building level team is in the process of analyzing progress monitoring data and making design revisions for the 2019-20. 6 - 8 OPTIONS AND RECOMMENDATIONS Option C Same as Option A in Pre-K – 5. Recommendation 1: SCM Senior Leadership recommends Option C. Senior Leadership recommends the following items for approval by the Board of School Trustees: 1. To execute educational programming and staffing for new TCU Innovation Lab at John Young for the 2018 – 2019 school year. Two 1 | Page additional FTE’s are required. Update; ACHIEVED 2. The option for a second middle school grades six to eight to be considered in the next five year planning period.
    [Show full text]