3R Program
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The 3R Program was created by teachers at Hannah Penn Middle School to help struggling students who were retained in grades 7 and 8. The program focuses on retaining important academic and life skills, allowing students to refocus without peer pressures, and rewarding efforts and successes. In the first two years, the program saw significant improvements in attendance, discipline, test scores, and grade promotions compared to prior years. The program faces ongoing challenges with scheduling, enrollment fluctuations, and ensuring promotions meet district standards.
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![3R Program Retain, Refocus, and Reward ,[object Object],This program was designed to help those students who have been retained in middle-school grades 7 and 8 and are not already receiving other services. Sixth graders are evaluated for intervention on a case-by-case basis.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document provides information about the gifted and talented programs in the South Orangetown Central School District. It discusses the district's mission and goals for gifted education. It also outlines the identification process, programming options at different grade levels, and strategies like differentiation, enrichment activities, and acceleration. RTI is discussed as a framework to meet the needs of gifted learners through tiered interventions. National guidelines and definitions of giftedness from organizations like NAGC are also referenced.
Introducing the A-GAME: Measuring Quality
Presented at NACSA 2020, by Naomi Rubin DeVeaux.
With traditional assessments unavailable, authorizers and schools are looking for new ways to measure quality. Join a session to learn about the Advancing Great Authorizing and Modeling Excellence (A-GAME) initiative on creating responsive goals based on student population. Focusing on alternative education campuses, 50 authorizers collaborated over the past year to develop a method for creating new measurements based not on averages but on population.
NASPA AnP 2014
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
Final SNHS sbm presentation
This document discusses principles and recommendations for school-based management at SNHS School. It analyzes strengths, weaknesses, opportunities, and threats in several areas including leadership and governance, curriculum and instruction, and stakeholder engagement. Key recommendations are to follow DepEd guidelines, prepare activities ahead of time with stakeholders, focus on consistent planning and instruction, and maintain communication with students, parents, and partners.
Peer Group Connection: Transforming Schools Through Evidence-Based Mentoring
Peer Group Connection: Transforming Schools Through Evidence-Based MentoringNational Partnership for Educational Access
The document discusses Peer Group Connection (PGC), an evidence-based peer mentoring model that aims to improve school connectedness and ease student transitions. PGC trains older students to mentor younger students through weekly sessions addressing social-emotional skills. Research shows PGC schools have higher graduation rates, grades, attendance and lower suspensions than control schools. The presentation provides an overview of PGC and its implementation process in middle and high schools.Gifted And Talented Program Overview For Charmys Naz Class
The document provides an overview of the gifted and talented program at Hilton Central School District. It describes the history and goals of the elementary REACH program, which serves about 178 students in grades 3-6 using a combination of push-in and pull-out services matched to student needs and curriculum. It also outlines the secondary gifted program at Merton Williams Middle School and Hilton High School, including identification processes, academic differentiation strategies, and social-emotional support for gifted students.
Join the a game slide deck
This document provides information about an upcoming workshop on alternative charter school oversight called A-GAME. The workshop will be held on October 23, 2019 in St. Louis, Missouri as part of the 2019 NACSA Leadership Conference. It will be presented by the A-GAME co-directors and members of the National Authorizer Leadership Team. The goals of the workshop are to discuss the A-GAME project and team, provide guidance for identifying alternative education campuses, and make recommendations for alternative accountability frameworks. Activities will allow participants to provide feedback and discuss measuring school quality using available data.
Dhara javia and robin estavan
Renzulli's Dream Academy (RDA) is a private K-12 school for gifted students located in a suburban community. It has an enrollment of approximately 800 students. RDA uses different models and service options to meet the needs of gifted learners, including Renzulli's Enrichment Triad Model, independent studies, STEM/STEAM programs, and subject acceleration. Tuition ranges from $17,000 to $20,000 depending on grade level, with 10% of operating expenses covered through donations. RDA focuses on academic excellence, creativity, personal growth, and meeting students' social-emotional needs. It offers a state-of-the-art fitness center and various extracurricular activities.
CCA Handbook For Secondary 1 students' Parents 2017
The document provides information about co-curricular activities (CCA) for students at Damai Secondary School. It includes the CCA guidelines, selection of activities, grading guidelines, and timelines for CCA participation. The key details are:
1) CCA participation is compulsory for all secondary school students and aims to teach skills and inculcate values through sustained involvement in a CCA.
2) Students must participate in one main CCA from four groups - physical sports, uniformed groups, visual and performing arts, or clubs and societies.
3) Students will be recognized at Excellent, Good, or Fair levels based on their attainment across four domains: Participation, Service
Peer Leader Manual 2013-2014
The document provides information about the role and responsibilities of peer leaders at Northern Virginia Community College. It describes peer leaders as ambassadors who will guide incoming first-year students and help them transition to college. Peer leaders are expected to be knowledgeable about campus resources, demonstrate problem-solving skills, and serve as role models for students. They must maintain confidentiality and adhere to FERPA guidelines regarding student information. The document outlines core abilities peer leaders are expected to demonstrate and establishes a professional code of conduct for peer leaders to uphold.
1516-Site Visitor Presentation-RtI-bowenmak.key
This document summarizes the strategies and programs implemented at Adlai E. Stevenson High School to provide targeted academic and social-emotional support to students who are struggling or not meeting learning outcomes. It outlines various intervention programs offered, such as guided study, mentor skills curriculum, targeted tutoring, and homework help. It also discusses entry and exit criteria for determining student participation and measuring the success of interventions. The goal is to identify students in need of support as early as possible and provide the right type and level of help to ensure academic success for all.
Responding when students don't learn
This presentation provides a snapshot of my work as Director of Student Learning Programs at Adlai E. Stevenson High School in Lincolnshire, Illinois. In this role, I oversee the development and coordination of multi-tiered system of supports (MTSS) and Response to Intervention (RtI) programs for our students. This works includes collaborating with district leadership team in supporting the creation and implementation of tiered levels of academic interventions, and evaluating the effectiveness and efficiencies of student learning programs through a continuous improvement cycle.
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