Breakthrough Schools: Raise Expectations and Student Academic Achievement.
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Breakthrough Schools: Raise Expectations and Student Academic Achievement
Transcript of Breakthrough Schools: Raise Expectations and Student Academic Achievement.
Breakthrough Schools: Raise Expectations and
Student Academic Achievement
Presenters:
Stephanie Feldner, PrincipalMenominee Middle School; Neopit, WI
Judy Richardson, Director of Diversity, Equity and Urban Initiatives, NASSP
Breaking Ranks® ~ A Comprehensive Framework
1996 2004 2006 2009 2010 2011
BTS Selection Process
Poverty/Low Income> 40%
> 3 YearsImprovement
Breakthrough Schools
Breaking Ranks
Framework
BTS Selection Process
Aligned with BR
School visits
Breakthrough Schools
Paper/Data Screening
Menominee Indian Middle School
152 Students Grades 6-899.9% Native American89% Free/Reduced Lunch30% Special Education
Development of Time & Content Grids / Pacing GuideMental ModelsBellwork – teaching full class periodDevelopment of Academic Vocabulary10 Question TestsData Retreat / Analysis (WKCE & MAP)Morning/Homeroom FocusEmbedded Staff Development
Curriculum, Instruction & Assessment
WKCE/ AYP (adv + prof + .5 basic)%Menominee Indian Middle School
30
35
40
45
50
55
60
65
70
75
80
85
90
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100
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
years
% A
YP
reading AYP
math AYP
mims reading
mims math
CollaborationGrade level
address concerns/solutionscross-curricular integrationcontact families +/-4 indicators track student progress
Departmentcurriculum, instruction, assessmentvertical / horizontal alignmentteam-teaching, special educationembedded professional development
Leadership & Positive Behavior Management Teams
Positive Behavior ManagementDirect teaching of expectations & proceduresTarget behaviors & incentivesCelebrations of success Created by team of teachers and principalPBM Plan changes to meet needs of school & studentsAligns with RtI
“No significant learning occurs without a significant relationship.” -Dr. James Comer
Evolution of 5th - 6th grade transitionStart: 5th grade tour of MIMS in the springAdd 6th Grade Q & AParent / student orientationHome Visits to all incoming students6th grade transition year (separate teachers, area of the building, etc.) 5th grade pseudo-departmentalization Include 5th grade teachers in subject-specific embedded staff developmentSpecial Ed. observations and transition planning +HOMEROOMS / Duties
TRANSITIONS
Personalization
Menominee CultureClass: Required 6th
Elective 7th/8th Noon hour activities:
Girls: hoop dancingBoys: Singing/Drumming
AM Menominee PledgeIncorporated into all ceremonies & celebrationsAnnual MIMS Pow-WowLanguage / History infused into other subject areasNew staff orientation
Culture is all around us…
Culture & CollegePOSOH Grant: partnership between local districts and CMN / UWDevelop strategies for preparing all learners—including typically underserved youth from non-mainstream cultures—to pursue bioenergy- and sustainability-related studies and careers, while exploring the contributions of traditional and scientific ways of knowing to our understanding of ecosystems and sustainability.
Making RelativesStudents are identified based on dropout indicators (F English/Reading or Math, >80% Attendance, 1+ OSS). Academic Coach – Resource analysis, interventions
“We do things a little bit differently…”
School-based dental programSchool-based mental healthSmart Sacks (4K-3)Collaboration for KidsPre-College ProgramsCommunity Engagement Grid
Contact Information:
Stephanie [email protected]
Judy Richardson [email protected]
Get our slides at: www.nassp.org/cbNASAI-NASSP12-BTS
