male learner plc

MAY 7 2012

RON ASHCRAFTALLISON ATCHLEY

JESSICA CRISCIDAMIEN CROUCHERKATRINA FRANCIS

THOMAS FYVIEANTHONY PECONIE

LINDA RISLEY

Male Learner PLC

S.M.A.R.T. GOAL

SPECIFIC – To identify male students in grades 9-12 who exhibit at risk behaviors using the following criteria: student attendance, academic performance, frequency of disciplinary actions, and credit accrual. In addition, the Male Learner PLC will examine the development of a sustainable Male Mentoring Program at SGHS.

MEASURABLE– The Male Learner PLC will utilize Progress Reports, Report Cards, Attendance, and Disciplinary Reports to monitor student progress. In addition, we will utilize quarterly failure reports as well as yearly graduation rates to assess student progress.

ATTAINABLE- The Male Learner PLC will examine existing mentoring models in order to assist at risk students at SGHS to meet the following goals: improved attendance, a reduction in disciplinary actions, improved academic performance, and increased involvement in extra curricular activities.

RESULTS ORIENTED – The Male Learner PLC will evaluate student progress quarterly.

Student Data

Middle School Restriction List: Students with a failing average through the 3rd quarter in 2 or more core subject areas (Math,

Science, English, Social Studies)2011-2012

6th Grade 10 Males 2 Females Males represent 83% of student failures

Total Represents 6% of Grade

6

7th Grade 18 Males 8 Females Males represent

69% of student failures

Total Represents

12% of Grade 7

8th Grade 18 Males 8 Females Males represent

69% of student failures

Total Represents

13% of Grade 8

Student Data

High School Restriction List: Students with a failing average in 2 0r more courses in a specific quarter.

September 2011: Based on 4th Quarter averages in June 2011

10th Grade 32 Males 12 Females Males Represent

72 % of Student Failures

11th Grade 26 Males 22 Females Males Represent

54 % of Student Failures

12th Grade 26 Males 13 Females Males Represent 67%

of Student Failures

Student Data


November 2011Quarter One

9th Grade 21 Males 9 Females Males Represent 70% of Student

Failures


Failures


Failures


Failures

Student Data


February 2012Quarter Two


Failures


Failures


Failures


Failures

Student Data


April 2012Quarter Three


Failures

14 % of 9th Graders are

failing two or more courses


Failures

19% of 10th graders are failing

two or more courses

11th Grade 24 Males 13 Females Males Represent 65 % of Student

Failures


two or more courses


Failures


two or more courses

What Does the Research Reveal About Student Performance in Schools Today

There are many factors that contribute to a students overall performance in school.

School Based FactorsI. Disregard of individual learning stylesII. Lack of relevant curriculumIII. Lack of participation in school governance by key constituentsIV. Lack of effective student assessmentV. Lack of diversity in instructional stylesVI. Lack of meaningful professional development opportunitiesVII. Lack of appropriate role modelsVIII. Low expectations from staffIX. Low parent/community involvement in schoolX. Passive Instructional StrategiesXI. Raised academic standards without adequate school support



Family / Home FactorsI. Low socioeconomic statusII. Numerous family responsibilitiesIII. Single parent / separated householdIV. No parent involvement in schoolV. Low parent expectationsVI. Non-English speaking homeVII. Child abuse or neglectVIII. Domestic ViolenceIX. High mobilityX. HomelessnessXI. Little opportunity for learning outside of schoolXII. Low educational attainment of parents



Community FactorsI. Lack of community support servicesII. Lack of community support for schools and linkages with schoolsIII. High incidence of criminal behaviorIV. Unsafe neighborhoodsV. High unemploymentVI. Exploitation of youthVII. Lack of adequate health careVIII.Lack of affordable housingIX. Proliferation of controlled substances

A Community Schools Approach

A Community Schools Approach must include support from:

I. School staff: To provide academic support as well as mentoring.

II. Student Resources: To address social, interpersonal and communication needs.

III. School families: To encourage and develop family involvement, learning support systems, and increase opportunities for family involvement.

IV. Community Support: Child rearing, housing, health care, and employment.

V. Combined Supports: Provide student assistance year round as well as before, during, and after school.

Local Models

• There is no comprehensive model in the immediate Capital District that addresses the challenges that our students are facing. Some school districts have created supports to address certain aspects of a Community Schools Approach

• Burnt Hills Ballston Lake HS• Academic Assistance Period (AAP) – Tues. Wed. Thur. Extended school

day model (2:25-3:15 PM) for students to receive additional academic support for their academic classes.

• Guilderland FAST Program ( Freshmen Academic Success Team):• Academic support• Staff Support• Student Support: Upper classmen tutoring 9th grade students, community

service • Community Support Component: Collaboration with local university• Has been absorbed into a full scale Freshmen House that includes:

transition support, mentoring, and academic support.

Sources

I. At Risk Youth: Identification, Programs, and Recommendations

II. Changing Schools and Communities: A Systemic Approach to Dropout Prevention: Massachusetts Department of Education

III. “Why Does Family Wealth Affect Learning”; American Educator; Daniel T. Washington

IV. Coalition for Community Schools www.communityschools.org

V. Burnt-Hills Ballston Lake CSDVI. Guilderland CSD

http://www.communityschools.org/

male learner plc

Documents