S ystem Beth Webb Principal Wayne Middle School Lori Staley Assistant Principal Wayne Middle School Who we are Beth Webb Taught English 10 11 and AP English 10 Marsh Fork High School Raleigh County 2 years ID: 680223
Download Presentation The PPT/PDF document "BrightBytes Early W arning" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
BrightBytes Early Warning System
Beth Webb, Principal
Wayne Middle School
Lori Staley, Assistant Principal
Wayne Middle SchoolSlide2
Who we are…Beth Webb –
Taught English 10, 11 and AP English 10 Marsh
Fork High School, Raleigh County (2 years)
Taught Title I Reading / 8
th
Grade Reading Wayne
Middle School, Wayne County
(
7 years)
Taught English 9 & 10 Spring
Valley High School, Wayne County (1 year)
Taught English 9, 10 and Honors English 10 Wayne
High School, Wayne County
(
1 year)
Assistant Principal Wayne Middle School, Wayne County (3 years)
Principal Wayne Middle School, Wayne County (3 years)
Lori Staley –
Taught English 9, 10, and Honors English 9 (1 year)
Taught Language Arts 6, 7, 8 and yearbook Wayne Middle School, Wayne County (4 years)
Taught English 9, 10, 11, 12, and Honors English 9 Wayne High School, Wayne County (5 years)
Assistant Principal Wayne Middle School, Wayne County (1 year)Slide3
Our school…550 students – 6th
through 8
th
5 feeder schools
Low SES (approximately 45% directly qualify)
No Title I funding
High teacher turnover (approximately 33% annually)
Entering 3
rd
year of Priority School StatusSlide4
Putting the system’s use in perspectiveI. District Level Considerations
Identifying schools with academic and / or attendance issues
Quick rewards versus game changers
II. School Level Administrative / Counselor Considerations
Identify specific students with truancy issues
Identify specific students with behavioral / social issues
Identify specific students with academic issues
III. Impact on Scheduling, Curriculum, and Teaching
Creating flexible schedules and structures for SPL
Meeting the academic needs of the bottom 25%Slide5
District considerations District level personnel have access to every school in the district and can drill down to specific schools as needed.
Information is key to resource allocation and strategic planning.
Provides a platform that is objective for conversations with committees and schools.
Reports are customizable to allow data to reflect general overviews or specific targets
.
Quick Rewards Versus Game Changers
One of the strengths of the data results is the generation of strategies for quick rewards and game changers.
Eliminates the “we’ve tried everything” mentality.Slide6
School Level Administrative ConsiderationsIdentify specific students with truancy issues
Quick wins
Connect frequently absent students with an adult mentor
Hold back to school workshops for parents
Create school-wide incentives for attendance
Reach out in September
Game Changers
Set the standard for attendance through lessons and consistency in policies
Create a family-school communication planSlide7
School Level Administrator / Counselor Considerations
Identify students with behavioral / social issues
Incorporate clear transitions
Reach out to
parents
Set a positive classroom
tone
Help your students focus
Reconfigure your classroom
Prepare students by teaching good citizenship
Focus on interpersonal skillsSlide8
School LevelAcademic Considerations
Closing the achievement gap by identifying students with specific academic
issues
Academic data, such as test scores, one consideration in the Early Warn system.
Two supplemental
sources of information used to identify the specific academic needs of students.
Benchmark scores
Report with average of all tests taken
Report with individual test
records
Standards based report
Teacher recommendationSlide9
Impact on Scheduling Resource Management and Priorities
Targeting
a changing bottom 25%
Flexibility
important as student needs change to minimize disruption to their schedule of core classes
Not all students will need to remain in targeted SPL
New at risk students will be identified throughout the year
Teacher communication
Active monitoring Slide10
Impact on Curriculum and Teaching
Meeting the academic needs of the bottom 25% to close the achievement gap
Through data analysis, needed basic skills embedded in Next Generation standards addressed in targeted SPL classes
Needs met in core and related arts classes through communication
Conversations in grade level and curricular meetings
Meetings facilitates collaborative efforts for continued progress toward closing achievement
gap
Discussions
lead to increased use of best practices and overall student successesSlide11
Summary DistrictsUse for identifying areas of concern for the district and individual schools
Objective data for justification of resource allocation
Platform for difficult conversations
Identify areas of need
Academics
Attendance
Behavior
Schools
Use for identifying students with difficulty
Use in planning
School level initiatives
Classroom interventions
Curriculum development
Identifying students in critical areas for SPL and counseling services