Chapter 4 reflection
As I compare chapter 4’s suggested programs to help low –SES
to Rugby’s District policies I feel in general our district is on the right
track in developing their programs.
Chapter 4 divides the approaches into schoolwide and classroom focused strategies. Our
district has implemented policies
towards a schoolwide approach and the staff works toward policies in the
classroom to help SES students.
Jensen uses the acronyms
SHARE to take an approach toward providing a positive experience in the school
atmosphere. S-Support of the whole
child, I feel our district tries to engage the whole child not just
academically but knowing the needs of the child. As a district we collaborate to address
issues concerning all needs of the child.
H=Hard data, Rugby’s district compiles data and I know there is a lot of
useful data in our resources. I’m not
sure we have a system to use it. Data is
reported to the staff and we gain knowledge of our students but I think we have
room to improve implementing data.
A-Accountability, this approach is one of our districts positive
traits. Staff at rugby holds themselves
high in accountability toward providing a positive experience to the
students. Teachers work hard to provide
a safe and academically sound experience for their students. R-Relationship
Building is the newest approach our district is focusing on. I feel this new goal has started out in a
positive way and will grow to create a more positive situation for the students
of RHS. E-Enrichment Mind-set, currently
this policy is in progress too. The PLC
and engagement goals are steering our classrooms to a more productive mind-set
to have our students grow in problem solving.
Enrichment in the classroom is challenging. Trying to balance the classroom for special
needs students and then enriching the minds of the high achievers isn’t easy. Using our Scope and sequence plans and I can
statements will help us as a staff to reach this goal.
I feel our district is doing positive policies to address
the low –SES students, but I feel there still is a lot of growth needed. The biggest challenge will be to communicate
with the resources of the community to provide special services the student
needs. A teacher cannot be trained to
provide these special services a low-SES student may need. To incorporate a full SHARE approach more
resources from social services, doctors, counselors, nurses and psychologists
will need to collaborate with schools like rural Rugby.
