The document outlines a comprehensive plan to enhance academic success for students through individualized tutoring and community involvement, aiming for a 25% increase in passing TAKS scores. It emphasizes the importance of collaboration among parents, schools, and community partners to support students in overcoming academic challenges and becoming engaged learners. The initiative aims to foster meaningful relationships and provide relevant training to further empower students and families, encouraging active participation in their educational journey.

1. Success for All:
The D. Wilson Learning
Program
A Plan for Helping All
Student Achieve Academic
Success
By Marvia Davidson, Campus Support Coordinator

2. 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.

3. 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.

4. 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

5. Research to Support the
Program
 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.

6. 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.

7. 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.

8. 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

9. 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!

10. Proposed Process for Planning
and 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 timeline
Seek approval for tutoring proposal extension
September - November

11. 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.

12. Need more information
 Thank you for your time.
 For more information, contact a school
administrator
• Or you can contact your student’s advisor.

13. 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).