Success for All:The D. Wilson Learning Program A Plan for Helping All Student Achieve Academic Success By Marvia Davidson, Campus Support Coordinator
Learning for All is from All Parents are the first teachers for their children. Children can be shaped by family, school, and community. Let’s work together to help all our students succeed.
Data Based Student Needs The BIG goal – to improve the number of students passing all portions of TAKS by 25% Student interviews and increased passing scores show that individualized tutoring works.
Where we’re at now… Specia The data includes all 25% l Ed. students grades 9, 10, and exit level 20% Our desire to focus 15% Limite on these student d 10% Englis populations h It will be an 5% Econ. investment of time, 0% Dis instruction, and Passing student performance
Research to Support theProgram Increased sense of community in the program’s successes” (Knesting & Waldron, 2006, p. 599). Individualized tutoring addresses academic deficiencies and helps students improve, and tutors can serve as role models and examples for students (Mayer and Mitchell, 1993; Yampolskaya et al., 2006). Programs that involve school, community, and family are more likely to be effective in helping students stay in school and be more academically successful (Involving families in tutoring program, n.d.; Knesting & Waldron, 2006; Nowicki et al., 2004; Yampolskaya et al., 2006). Research supports the idea of connecting students with relevant connections to work, training, culture, and education field trips as it helps them to engage and stay in school (Mayer and Mitchell, 1993; Yampolskaya et al., 2006). This is where we think community partners can help our students make positive learning gains while acquiring skills they can use in college and work situations.
Research to Support the Program Students who have participated in the program have either passed their exit level TAKS, improved classroom academic performance, or made significant gains on TAKS exams. We believe this program works, and want to offer it to all of our students, but we cannot do it alone. We need you to be a part of our students’ academic success. Helping students create goals and meet academic achievement “[helps] students become more aware of their interpersonal styles and [teaches] students a language that [explains] how relationships operate” (Nowicki et al., 2004, p. 236). One-on-one tutoring helps build relationships with students. “Goal orientation, willingness to play the game, and meaningful connections with teachers” allows “students [to] experience more success coming regularly to school and persisting until graduation” (Knesting & Waldron, 2006, p. 603). This tutoring program will help create all three of this in our students.
Tutoring Program Benefits Students focus on their own behavior and ways they can overcome to be successful. Improves school and community relationships Provides appropriate and relevant training for faculty, staff, parents, and community in how to work with all student populations. It can teach students how to be their own change agents. Supports students and families in overcoming academic deficiencies. Helps the community and parents to be actively engaged. Fosters developing a plan of action for post-graduation, college, and career for students More students are empowered (Knesting & Waldron, 2006; Lessard et al., 2009; Mayer and Mitchell, 1993; Nowicki et al., 2004). More students will meet TAKS standards, improve classroom performance, and earn credits toward a high school diploma.
Proposed Plan and Activities Everyone is an integral part of the programs success • Honor parent/community obligations We will use various communication modes • Surveys to gather/analyze needs • Via email, mail, newsletter • We want all stakeholder input We will meet with Group Excellence, faculty, and tutors to discuss program goals and stakeholder input
Proposed Plan and Activities Market and promote the program • Open Houses • Sample Workshops • Flyers/Newsletters Implement program • Extend to ESL class, parenting, job searching to parents and the community Provide on-going program monitoring and reporting to all stakeholders • Timely reports about progress, feedback, revision • Using email, school website, other multi-media Celebrate student and program success!
Proposed Process for Planningand Implementation Revise as needed Ongoing monitoring Evaluate program Celebrate April - June Strategize with Group Ex Contact community partners Market program to school and community Start the Program October - March Create & send surveys Review goals Discuss funding Establish implementation timelineSeek approval for tutoring proposal extension September - November
You Each Play a Vital Role We cannot do this work alone. We want all stakeholders to participate, believe in the program, and help all our students reach academic success. In doing so we will prepare them to graduate, be better citizens, and to make contributions to their communities. YOU can all help our students by • Improving how we communicate and relate. Let us know how we can help one another and our students. We want to improve student, parent, and community relations. • Provide appropriate and relevant training in how to work with all students • Teach students how to be their own change agents • Support students through academic assistance and encouragement We want you to commit a little of your time and energy to help all students become successful learners and high school graduates.
Need more information Thank you for your time. For more information, contact a school administrator • Or you can contact your student’s advisor.
Works Cited Interested in reading the research, take a look… Involving families in tutoring programs. (n.d.). On the road to reading: A guide to community partners [website page]. Retrieved from http://www2.ed.gov/pubs/RoadtoRead/part4.html Building community partnerships. (n.d.). On the road to reading: A guide to community partners [website page]. Retrieved from http://www2.ed.gov/pubs/RoadtoRead/part5.html Knesting, K., & Waldron, N. (2006). Willing to play the game: How at-risk students persist in school. Psychology in the Schools, 43(5), 599-611. Lessard, A., Fortin, L., Marcotte, D., Potvin, P., & Royer, E. (2009). Why did they not dropout? Narratives from resilient students. Prevention Researcher, 16(3), 21-24. Retrieved from EBSCOhost. (Accession No. EJ858782). Mayer, G., & Mitchell, L. K. (1993). A dropout prevention program for at-risk high school students: Emphasizing consulting to promote positive classroom climates. Education & Treatment of Children, 16(2), 135. Retrieved from EBSCOhost ERIC database. (Accession No. 9409260200). Nowicki Jr., S., Duke, M. P., Sisney, S., Stricker, B., & Tyler, M. (2004). Reducing the dropout rates of at-risk high school students: The effective learning program (ELP). Genetic, Social & General Psychology Monographs, 130(3), 225-239. Retrieved from EBSCOhost Education Research Complete database. (Accession No. 16468498) Yampolskaya, S., Massey, O.T., & Greenbaum, P.E. (2006). At-risk high school students in the "Gaining early awareness and readiness" program (GEAR UP): Academic and behavioral outcomes. Journal of Primary Prevention, 27(5), 457-75. Retrieved May 30, 2011, from ProQuest Health and Medical Complete. (Document ID: 1124442131).