Sunday, February 1, 2015

Chapter 4 Schoolwide Success Factors


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. 

2 comments:

  1. The use of data is an area identified by AdvancED as an area in need of improvement. We need to help our teachers become more knowledgeable about using data to improve instruction. We certainly have enough data, but using effectively is the challenge. This is an area that the PD team will be focusing on for next school year.

    ReplyDelete
  2. The use of data is an area identified by AdvancED as an area in need of improvement. We need to help our teachers become more knowledgeable about using data to improve instruction. We certainly have enough data, but using effectively is the challenge. This is an area that the PD team will be focusing on for next school year.

    ReplyDelete