|
Relationship to framework
|
For students to be ready for and successful in college, a comprehensive set of strategies must be instituted across high school. Schools, outreach programs, and community organizations need to identify and implement those supports that allow all students access to and mastery of a rigorous curriculum.
|
|
Purpose
|
To help practitioners identify strategies that are in place or need to be in place in order for all students to meet the requirements of an academically rigorous curriculum.
|
|
Outcomes
|
Schools, outreach programs, and community organizations will:
- Identify what is presently in place and working
- Identify those strategies that need to be put into place
|
|
How to use
|
The tool can be used by individuals or groups of practitioners to collect data for planning. Analysis of the data will provide important discussion points for evaluating what needs to happen to increase college preparation for all students.
|
|
When to use
|
- Pre-planning phase
- Ongoing to measure progress
|
|
Strategies
|
Present
|
Not Present
|
Plan to Implement
|
|
Ensure an effective transition to high school
|
|
A needs assessment for each student is conducted upon entrance to high school to identify academic strengths and weaknesses.
|
|
|
|
|
Student performance is measured on a daily basis through quizzes, unit tests, regular graded class work, and/or projects and presentations.
|
|
|
|
|
Data is used to plan and revise transition initiatives.
|
|
|
|
|
Aggregate test data from curriculum-based tests are used to make sure that curriculum reflects college readiness standards.
|
|
|
|
|
When data is collected, it is then aggregated and disaggregated to understand students’ overall challenges.
|
|
|
|
|
Staff meets with parents and students to orient them to high school and college requirements.
|
|
|
|
|
There is a small school setting that provides intensive instruction in core courses for 9th graders.
|
|
|
|
|
There is a summer program for incoming 9th graders who are performing below grade-level standards.
|
|
|
|
|
Entering students develop a personalized four-year program of studies consistent with their career and educational goals.
|
|
|
|
|
Students receive help in developing study habits including note taking, time management, and social and human relations skills.
|
|
|
|
|
There is a yearlong double dose of mathematics instruction for 9th graders, in which they take multiple courses at the same time.
|
|
|
|
|
There are additional language arts courses to help 9th graders who are more than two grade levels behind in their reading and writing skills.
|
|
|
|
|
There are teacher support teams for students who enter high school at risk of academic failure or dropping out.
|
|
|
|
|
Subject matter specialists who know how to engage students in academically rigorous courses are assigned to teach 9th grade students.
|
|
|
|
|
There is a high school transition committee responsible for reviewing and improving transition strategies between middle school and high school.
|
|
|
|
|
School staff relates to students that what they learn in high school will prepare them for the future.
|
|
|
|
|
Provide extra help and time within the school day to help students meet high expectations and academically rigorous coursework
|
|
There is a flexible schedule to accommodate for various learning styles and opportunities.
|
|
|
|
|
Individualized academic programs are developed for each student to meet unique academic needs.
|
|
|
|
|
There is an alternative program for the most at-risk students that provides intense and personal academic support.
|
|
|
|
|
There is an adult who helps students align their coursework with their academic and career goals.
|
|
|
|
|
There are formal study groups for students.
|
|
|
|
|
Students have opportunities to re-do higher-level work.
|
|
|
|
|
Block scheduling is used to provide more quality learning time.
|
|
|
|
|
Teachers work in teams so that several teachers assume responsibility for the same group of students.
|
|
|
|
|
Data is used to plan and revise strategies designed to provide extra help and time within the school day.
|
|
|
|
|
Establish outside-of-school opportunities to provide additional academic support
|
|
Summer school is offered to help students re-learn or catch up.
|
|
|
|
|
There is a structured after-school program focused on academic skills.
|
|
|
|
|
There are Saturday sessions to provide additional academic programs.
|
|
|
|
|
Students may stay after school to complete unfinished homework.
|
|
|
|
|
There is individualized tutoring.
|
|
|
|
|
Teachers meet with students informally outside of regular school hours to complete academic work.
|
|
|
|
