“each and every student” our unwavering commitment is to ...€¦ · • 3.4% black students...

“Each and Every Student”Our unwavering commitment is to meet the

needs of each and every student.

April 2018/Blair & Walsh

“Each and Every Student”Our unwavering commitment is to meet the

needs of each and every student.

Relationships Matter: Know something about each and every student.

Differentiated Instruction: Meet the learning needs of each and every student.

School Counseling Excellence: Find the best post-high school fit for each and every student.

If we discern a gap, any gap, work to close it as soon as possible!


SPECIAL EDUCATION

TRANSFER

WELLNESS

COMMUNICATIONATTENDANCE BEHAVIOR CONFIDENCE

ENTRANCEENRICHMENTENGAGEMENT

The Confidence GapStudents from certain demographic groups

are less likely to take personal, academic, or

leadership risks in curricular or

extra-curricular areas.

Tonight’s Focus…


What has been the focus of our work since April 2017?Data Highlighting the Confidence Gap at the Secondary Level:

• In 2015-2016,…

The breakdown of our students in AP courses was:

• 62.5% Caucasian students (64% of our student population)

• 27.3% Asian students (14% of our student population)

• 3.4% Black students (13% of our student population)

• 1.6% Hispanic students (5% of our student population)

• 5.2% Multi-Racial students (5% of our student population)

• 7.8% of the students participated in our Free/Reduced Lunch Program (20% of our student population)

The breakdown of our students in Honors courses was:

• 69.9% Caucasian students

• 18.0% Asian students

• 5.9% Black students

• 2.8% Hispanic students

• 3.4% Multi-Racial students

• 10.9% of the students participated in our Free/Reduced Lunch Program

• In 2016-2017,…

The breakdown of our students in AP courses was:

• 61.5% Caucasian students (64% of our student population)

• 29.1% Asian students (14% of our student population)

• 3.3% Black students (12% of our student population)

• 1.5% Hispanic students (6% of our student population)

• 4.3% Multi-Racial students (4% of our student population)

• 8.7% of the students participated in our Free/Reduced Lunch Program (22% of our student population)

The breakdown of our students in Honors courses was:

• 68.2% Caucasian students

• 17.8% Asian students

• 6.0% Black students

• 3.7% Hispanic students

• 4.1% Multi-Racial students

• 12.9% of the students participated in our Free/Reduced Lunch Program


Data Highlighting the Confidence Gap at the Secondary Level:In 2015-2016,…

• 86 students were enrolled in Pre-Algebra in Grade 6 (advanced)

• 57 students were Caucasian (66%) (66% of our student population)

• 20 students were Asian (23%) (12% of our student population)

• 1 student was Black (1%) (10% of our student population)

• 2 students were Hispanic (2%) (7% of our student population)

• 6 students were Multi-Racial (7%) (6% of our student population)

• 1 student participated in our Free/Reduced Lunch Program (1%) (20% of our student population)

• 84 students were enrolled in Algebra I in Grade 7 (advanced)

• 63 students were Caucasian (75%)

• 19 students were Asian (23%)

• 0 students were Black (0%)

• 0 students were Hispanic (0%)

• 2 students were Multi-Racial (2%)

• 3 students participated in our Free/Reduced Lunch Program (4%)

• 83 students were enrolled in Geometry in Grade 8 (advanced)

• 59 students were Caucasian (71%)

• 19 students were Asian (23%)

• 0 students were Black (0%)

• 2 students were Hispanic (2%)

• 3 students were Multi-Racial (4%)

• 3 students participated in our Free/Reduced Lunch Program (4%)

In 2016-2017,…

• 96 students were enrolled in Pre-Algebra in Grade 6 (advanced)• 63 students were Caucasian (66%) (65% of our student

population)• 19 students were Asian (20%) (11% of our student population)• 0 students were Black (0%) (10% of our student population)• 4 students were Hispanic (4%) (7% of our student population)• 10 students were Multi-Racial (10%) (7% of our student

population)• 4 students participated in our Free/Reduced Lunch Program (4%)

(22% of our student population)

• 83 students were enrolled in Algebra I in Grade 7 (advanced)• 55 students were Caucasian (66%)• 20 students were Asian (24%)• 1 student was Black (1%)• 2 students were Hispanic (2%)• 5 students were Multi-Racial (6%)• 3 students participated in our Free/Reduced Lunch Program (3%)

• 80 students were enrolled in Geometry in Grade 8 (advanced)• 60 students were Caucasian (75%)• 18 students were Asian (22.5%)• 0 students were Black (0%)• 0 students were Hispanic (0%)• 2 students were Multi-Racial (2%)• 1 student participated in our Free/Reduced Lunch Program (1%)


Data Highlighting the Confidence Gap at the Secondary Level:

In 2015-2016, WHS had 245 Extra-Curricular Leadership Positions

• 169 leaders were Caucasian students (69.0%)

• 7 leaders were Multi-Racial students (2.9%)

• 4 leaders were Hispanic students (1.6%)

• 50 leaders were Asian students (20.4%)

• 15 leaders were Black students (6.1%)

• 25 leaders participated in our Free and Reduced Lunch program (10.2%)

In 2016-2017, WHS had 289 Extra-Curricular Leadership Positions

• 186 leaders were Caucasian students (64.4%)

• 13 leaders were Multi-Racial students (4.5%)

• 5 leaders were Hispanic students (1.7%)

• 63 leaders were Asian students (21.8%)

• 23 leaders were Black students (8.0%)

• 33 leaders participated in our Free and Reduced Lunch program (11.4%)


Data Highlighting the Confidence Gap at the Secondary Level:

April 2018/Blair

•

Student Ethnicity F/R Lunch? Honors Course Q1 and Q2 Grades

Q1 and Q2Absences

# of Sports/Clubs

Q1 and Q2 Infractions

1 Mixed Yes Social Studies 74.99%/ 76% 0/1 3 0/0

2 Black Yes Social Studies 71.78%/WD 6/WD WD 0/WD

3 Black Yes Language Arts 75.52%/ 75% 0/1 1 0/0

4 White Yes Science 90%/ 80% 2/1 1 0/0

5 Black No Language Arts 67%/78% 0/3 4 0/0

6 Mixed No Social Studies 82.74%/ 77% 0/2 1 0/0

7 Hispanic Yes Science 69%/ 61% 1/2 2 0/0

8 Black Yes Social Studies 67.78%/ 74% 0/7 2 0/3

9 Hispanic No Science 65%/ 78% 0/1 4 0/1

10 Black No Social Studies 83.74%/ 68% 0/0 0 0/0

11 Black Yes Language Arts 78%/67% 1/3 2 0/2

12 Black Yes Social Studies 51.23%/ 69% 0/0 1 0/0

13 Hispanic Yes Social Studies 78%/83% 0/0 2 0/0

14 Black Yes Language Arts 73.50%/ 73% 0/1 2 0/2

15 Mixed No Language Arts & Spanish

82.09%/ 79% &88.68%/ 73%

0/1 4 0/2

What’s New and What’s Coming?

Strategies to Address the Confidence Gap at the Elementary Level:

2017-2018:• Afterschool Tutoring - STARS , Boys and Girls Club, District sponsored

program (Scholars, ASAP) • Lunch Bunch groups run by school counselors • Girls on the Run • Character Building/Recognition Programs - Thinking Wall of Fame, LEAP,

Citizen of the Month • Partnerships between grade levels - Kindergarten buddies, Peer tutors• Afterschool Chess Club • Bus line assistants/safety patrol• Music programs – band, strings, chorus• STEM Activities – MakerSpace, Coding, First Lego League• Summer Programs

• Reading Program to include current K-4 Tier 3 and IEP students• ELD (ESL) Program• Kindergarten Readiness Program

2018-2019:• Mentoring with WMS and WHS students• Scholarship Initiative for Elementary Students for Activities

within the Community – WissGivesBack• ASAP Program to include the possibility of more students• Additional opportunities for teacher collaboration• Small group remediation (Reading)• Gifted Support teachers pushing into the classroom to expose all

students to high level thinking activities and strategies• HSA scholarships or WEOF grants to cover transportation costs

for students who want to participate in after-school elementary programs

April 2018/Blair &Walsh

What’s New and What’s Coming?

Strategies to Address the Confidence Gap at the Secondary Level:2017-2018:

• BTE Program (Includes Mentoring)

• Gateway to College Program

• ELT

• Math and Writing Labs

• Expanded 9th Grade Academy Awards

• More Flexible NHS Eligibility Criteria

• Student of the Month in all Curricular Areas (including NMTCC) and for Character Strengths

• 8th Grade Visitations to Honors Courses at WHS

• DVCEE Student Cohort

• PSATs for all 10th and 11th Grade Students

• Social Lab – SG Mentoring

• Academic Versus Honors T-Chart in the Program of Studies

• WHS/SG Mentoring Partnership

• Program of Studies Night Junior

• Freshmen Seminars Each Marking Period

• 9th Grade Honors Classes Student Cohort (Monitored)

• Flexible WD Date

• New Grading Scale

• Meet the MAC College Fair

• Free College Essay Support

• AP Potential Report

• AP Table at Program of Studies Night

• WHS Sponsored Financial Aid Night for WMS and Elementary Parents

2018-2019:• Summer Boot Camp/Summer Academy

• Study Hall Intervention – Support for Students in Honors Classes or for Students with Honors/AP Potential

• Graduation Project Elementary Student Coaching Opportunities (Clinics)

• ACTs for all 10th Grade Students/PSATs for all 11th Grade Students

• Intentional Student Clustering in Honors Courses at WHS

• Coaches Helpers for Each WHS Team

• AP Capstone Course

• Scholarship Initiative for Elementary Students for Activities within the Community – WissGivesBack

• 9th Grade Orientation changes

• Advisory changes


“Each and Every Student”Our unwavering commitment is to meet the needs

of each and every student.

The Confidence GapContributors to the Work

2017-2018 Lynne BlairNikki WestMatt Walsh

Karen GebhardtTom Andrzejewski

Jason BialkaMelisa PerlmanPatrick Lacon

James SimmingtonJim Kelly

Liz ColonnaMarissa SamitFelicia GloverMissy WebbCindy Pronko

Lori RyalesJason Bell

Justin AlvareChristina McCallum

Maryann SlaterJennifer McMahonKathleen JohnsonNicholette RisleyChristina Boyer


“each and every student” our unwavering commitment is to ...€¦ · • 3.4% black students...

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