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Dustin Corrigan

Working as a Team for Student Success: The Middle to High School Transition - Transform... - 0 views

  • Bring the middle and high school administrators, teachers, and counselors together to learn about the courses, curriculum, and requirements of each school; to develop a mutual understanding about the young adolescent; and to create a smooth transition plan. Include input from students and parents. Include in the transition plan visits to the new school, counseling, and summer experiences that help students acclimate to their new schools.Plan activities that provide incoming students with social support, including opportunities to develop relationships with other incoming students and with older students.Provide an advisory program that assigns each student with an advisor or mentor — an adult advocate. Put significant, purposeful effort into engaging parents and families in the school. Parent and caregiver involvement tends to decrease in the middle grades and even more so during the transition to high school. Provide activities throughout the school year that involve students from both the middle and high schools. Peer mentoring programs that connect a ninth grader or older student with an incoming eighth grader are a popular way to accomplish this.
Lauren Parren

Inbox (1,922) - lparren@anesu.org - Anesu.org Mail - 0 views

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    Interactive books at a price.  Parents will want to know about them.  PErhaps your library can get a license?
Dustin Corrigan

High School Readiness Assessment - ParentingPreTeens.BizCalcs.com - 0 views

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    Yes/No checklist for parents to assess teens readiness for high school
Caroline Camara

Lindenwood University - Our Grades Were Broken: Overcoming Barriers and Challenges to I... - 0 views

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    Abstract The purpose of this study was to describe the barriers and challenges school leaders face as they implement a standards-based grading (SBG) system.  The researchers used a multiple case study methodology to investigate how key school leaders described their implementation journey at three schools that differed in size, demographics, and location.  Purposeful sampling was used to identify key administrators at three different schools who were in the process of implementing a SBG system.  Data were collected primarily via semi-structured interviews.  In the analysis, researchers used three phases: horizontalization, thematizing, and textural-structural synthesis.  Each of the three schools had very different implementation stories.  Barriers in the process included: student information and grading systems, parents/community members, the tradition of grading and fear of the unknown, and the implementation dip.  This study suggests that implementation of SBG must be purposeful and well communicated.  That is, in order to enhance the likelihood of success, an intentional plan with a reasonable timeline, ongoing professional development and collaboration, and effective two-way communication about the purpose of grading is needed.  Also maintaining A-through-F final grades-even as they simultaneously implement more progressive assessment and reporting strategies-is often seen as a necessary concession.  Finally, the authors explicate SBG's relationship to competency-based education and professional learning communities (PLCs).
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