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Oct 27 presentation dchs final


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Oct 27 presentation dchs final

  1. 1. Agenda • Value-Added Growth Model • Gang Awareness • Bullying
  2. 2. EPAS Local Growth Models A value-added approach for setting individual student growth targets and monitoring student progress
  3. 3. The Meaning of Growth Identify which students are at risk of not making grade-level proficiency ECRA promotes the use of Growth Percentiles. Growth percentiles express the difference between projected and actual achievement as a percentile. This enables schools and districts to: Document whether each student’s growth was similar to, greater than, or less than typical growth Set rigorous but attainable individual student growth targets.
  4. 4. Applications: Individual Student Growth Targets
  5. 5. How data can be used: College and Career Opportunities • Planning for College Early – Each admission requirement varies by school – Research the possible schools of interest on the college/university website – Utilize Career Cruising
  6. 6. How data can be used: College Opportunities • Community College (ECC) – Exempt from taking placement tests with ACT scores of: • English 20 or higher • Reading 18 or higher • Math 23 or higher Course Requirements:
  9. 9. How data can be used: Course Selections Make course selections that have: o Rigor, Relevance, and Relationships o Help you prepare for your future o Take MORE than the core graduation requirements  District 300 Requirements: English= 4 years Math= 3 years (through Algebra 2) Science= 2 years Social Studies= 3 years (World History, US History, Economics and Government) Foreign Language/Art/Music= 1 Year
  10. 10. November 1st, 2010 to Winter Break: Counselors discuss course selection with next year’s seniors, juniors, and sophomores. December 17th, 2010: All senior, junior, and sophomore Course Request Forms returned to Student Services.
  11. 11. How data can be used: Course Selections Elgin Community College (ECC) Course Requirements/ Recommendations: 4 years of English 3 years of Math 3 years of Science 3 years of Social Studies 75% of students at ECC who did not take a math class senior year had to take a remedial math course
  12. 12. How data can be used: Course Selections • Most ALL State School – High School Course Requirements/Recommendations: • 4 years of English • 3-4 years of Math • 4 years of Lab Science • 4 years of Social Studies • 4 years Foreign Language
  13. 13. How data can be used: Course Selections • Private School (Augustana) – High School Course Requirements/Recommendations: • 4 years of English • 3-4 years of Math • 2 years of Lab Science • 3 years of Social Studies • 2 years Foreign Language
  14. 14. (Educational Planning and Assessment) • Process which helps students identify career and educational goals • Grade 8: Explore • Grade 9: PLAN • Grade 10: IACT • Grade 11: ACT • (Measure of students’ academic readiness for postsecondary success)
  15. 15. English ACT Question Wearing Jeans in School In 1970, the school board in Pittsfield, New Hampshire, approved a dress code that prohibited students from wearing certain types of clothing. 31. Given that all of the choices are true, which one would best illustrate the term dress code as it is used in this sentence? A. NO CHANGE B. clothing that was inappropriate. C. clothing, including sandals, bell- bottom pants, and “dungarees” (blue jeans). D. clothing that is permitted in some schools today.
  16. 16. Reading WorkKeys High Plains Insurance FROM: James R. Whitney, Chief Executive Officer TO: Sales Division You are encouraged to attend a seminar titled “Techniques for Customer Retention” on July 14. It is from 9:00 A.M. to 4:00 P.M. at the Hotel DeMeers. During the noon break, lunch will be served. If you want to eat at the seminar luncheon, bring $8.50 that day to purchase your meal. You must make that lunch reservation by 3:00 P.M. on July 10. Just contact the Human Resources Division’s Victor Luchetti or Gloria Rogers.
  17. 17. We expect a lot of traffic in our building that morning. Therefore, departments will be released to leave for the seminar at different times. Check your department bulletin board. Limited parking at the hotel prevents employees from driving individually. Employees attending the seminar should ride the city bus unless they travel in a carpool. We recommend the bus. If you need to carpool, check your department bulletin board. It will have a sign-up sheet for volunteer drivers. The city bus schedule for that day is as follows: Leaves Tremont St. at 8:22; arrives at the Hotel DeMeers at 8:43. Leaves Tremont St. at 8:32; arrives at the Hotel DeMeers at 8:51. Notify your supervisor of any problem that would prevent you from attending.
  18. 18. 1. You are planning to carpool to the seminar. According to this memo, how should you determine when to leave? A. Ask Gloria Rogers. B. Ask James R. Whitney. C. Ask your supervisor. D. Check the department bulletin board. E. Look at the carpool sign-up sheet. 2. You work in the sales division and will be on a business trip on July 14. According to the memo shown you should: A. Check the bulletin board for information about the next seminar. B. Tell Gloria Rogers about your business trip. C. Tell Vitor Luchetti that you will be out of town then. D. Tell your supervisor about your travel plans. E. Use the sign-up sheet to volunteer for the next seminar.
  19. 19. How data can be used: Test Preparation Prepare for the test Inside of School ACT Online KeyTrain High School Run ACT Prep Program Outside of School ACT Prep Material from Bookstore ACT Online Private ACT Programs Practice ACT Tests
  20. 20. How data can be used: During Advisory • It is important that students engage in the advisory lessons to help prepare: – ACT Preparation – Test Taking Strategies – Skills on how to take the tests seriously
  21. 21. How data can be used: Interventions • Reading Interventions (Scantron Performance Series, Aimsweb, SIMS, Specific Reading Programs) • Math Interventions (Scantron Achievement Series) • Academic Support Center / Tutoring Center/Peer Tutoring • Flex scheduling
  22. 22. What questions do you have?
  23. 23. Agenda • Value-Added Growth Model • Gang Awareness • Bullying
  24. 24. Anti-Bullying Efforts a review of district response District 300
  25. 25. Problem of Bullying in Schools • Perhaps more than any other school safety problem, bullying affects a students sense of security • Bullying is widespread and perhaps the most underreported safety problem on school campuses • Bullying is common at schools and occurs at all grade levels, although most frequently during elementary school. It occurs less often in middle school and high school, but still frequently. High school freshmen are particularly vulnerable
  26. 26. Problem of Bullying in Schools • Once thought of as a rite of passage or relatively harmless behavior that helps build young peoples character… • Bullying is now known to have long lasting harmful effects, for both the victim and the bully • Bullying victims suffer psychological harm long after the bullying stops • Research has shown , without intervention , bullies are much more likely to engage in future criminal behavior than their peers
  27. 27. Reluctance to Report Reasons why victims do not report bullying: • fear retaliation • feeling shame at not being able to stand up for themselves • fear they would not be believed • not wanting to worry parents • having no confidence that anything would change • thinking their parents’ or teachers’ advice would make the problem worse • fear their teacher would tell the bully who told on him/her • thinking it would be worse to be thought of as a snitch
  28. 28. Bullying or Normal Conflict? • NOT all conflicts rise to bullying • Pushing, kicking or hitting is not in and of its- self bullying behavior… • Single occurrences typically are not bullying • Bullying typically involves power seeking and control over the targeted person. Usually involves repeated attacks and over a period of time.
  29. 29. Types of Bullying • Physical Aggression: harm to a person or persons property – Pushing, shoving, hitting, kicking, ruining property, physically humiliating, locking in a closed space, inflicting bodily harm • Social/Relational Aggression: harm to a person’s group acceptance – Gossip, embarrassing or purpose, spreading rumors, public humiliation, manipulating situation to assure rejection • Intimidation: harm to a person through pressure or fear – Extortion, threatening looks, threaten to reveal personal information, playing dirty tricks • Verbal Aggression: harm to person through hurtful verbal abuse – Mocking, name-calling, taunting, teasing • Written Aggression: harm to a person through written words – Note passing, graffiti, writing hurtful things to others to see
  30. 30. The Effects of Cyber-bullying Cyber-bullying can seem more extreme to the victim than being bullied in person because of several factors: • It occurs in the child's home. Being bullied at home can take away the place the child feels most safe • It can be harsher. Often kids say things online that they would not say in person, mainly because they can not see the other persons reaction • It can be far reaching. Kids can send emails making fun of someone to their entire class or school with a few clicks, or post them on a website for the whole world to see. • It can be anonymous. Cyber-bullies often hide behind screen names and email addresses that do not identify who they are. Not knowing who is responsible for bullying messages can add to a victims insecurity Cyber-bullying can invade a child's social and emotional life with their friends & classmates. It can expose a secret or label them a social misfit for all to see.
  31. 31. Cyber-bullying & Parenting • Set up email and chat accounts with your children, know who their “buddy” and “friend” lists are. Have the ability to view what is happing on their chat pages • Discuss cyber-bulling with your child and ask them if they have ever experienced it or seen it happen to someone. Tell your child: – if someone sends them a mean or threatening message, don’t respond. Save it, print it and show it to an adult – Don’t put anything on line you don’t want their classmates to see, even in a personal email – Never send a message to anyone they would not tell to them in person. – Delete and discourage bullying on line…don’t go along with the bully…stand up for the victim  Tell your child that you will NOT blame them if they are cyber-bullied. Emphasize that you won’t take away their computer privileges – this is the main reason kids don’t tell adults when they are cyber-bullied
  32. 32. Is My Child Being Bullied May be a victim of bullying if he or she:  comes home from school with torn or dirty clothing, or damaged books;  has cuts, bruises or scratches;  has few, if any, friends to play with;  seems afraid to go to school, or complains of headaches or stomach pains  doesn’t sleep well or has bad dreams;  loses interest in school work; drop in grades  seems sad, depressed or moody;  is quiet , sensitive or passive. If your child shows several of these warning signs: TALK to Them Schedule a conference with the school staff to discuss your concerns
  33. 33. D-300 Anti-Bullying Committee • At the request of the Superintendent of Schools • Directed by the Board of Education’s Disciplinary Committee • A committee was assembled to review district response to bullying
  34. 34. Anti-Bullying Committee - Focus • Address personal interaction and cyber bullying • Reporting methods and report process for bullying • Problem assessment process – To determine how deep and wide the problem is? (individualized / classroom / grade /building level) • Behavior intervention - How to stop the behavior and what to do with the aggressor ? • Prevention piece: Curriculum based – education of teachers and students …determining if we currently have an educational piece in place that addresses bullying …or is there a need to create one to specifically address bullying behavior
  35. 35. Committee Membership Represents • All levels of education – elementary / middle / high school • Curriculum • P.B.I.S. • Psychologist • Social Workers • Special Ed • Safety • Technology • Transportation • Parents
  36. 36. Committee Progress • Created an Elementary, Middle and High School template of intervention – Using a multi-step process of parent notification, discipline, intervention, police involvement and follow-up with all parties involved – Including a written contract between the aggressor, parent and the school…detailing prohibited behavior and consequences if the behavior continues – Anti-bullying pledges by the students and faculty the start of school and a parent pledge if their child has been identified as displaying bullying behavior – Increased interventions and discipline to modify behavior • Reporting – Developing a page on the district’s web site with anti-bulling links and interventions to include the anti-bullying contracts and administrative process – Bully reporting form. Allowing on line reporting and anonymous reporting of bully behavior – Behavior recording and tracking on Infinite Campus to flag continued behavior teacher to teacher, grade to grade, school to school
  37. 37. ???? QUESTIONS ???