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anonymous

Collier school district working to reduce absences among its top students : Education :... - 0 views

  • While the attendance rate for the district is very good, Stockman said, 26.6 percent of the Top 50 students in the district’s seven high schools have missed between 10 and 19 days of school and 6.3 percent missed 20 days or more.
  • “We have students who miss 50 days of school and graduate in the Top 50 of their class. And we know the reasons. A lot of them are working on Florida Virtual School to get (Advanced Placement) and honors credits.”
  • students who have accrued 10 or more absences in a semester to the intervention team to be considered for denial of credit. Credit denial results in an “L” being placed next tot he semester grade on the student’s report card and in the student’s grade history. The grade will not be figured into the student’s grade point average.
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  • Stockman said the consequences reflect the School Board’s philosophy that “the classroom experience is of unique value and it cannot be duplicated by make-up work. Student interaction and the development of ideas through discussion are lost when a student is absent.”
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    Is this a sign of things to come? What do YOU think of the idea of punishing the kids who don't come to school yet get good grades?
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    Is this a sign of things to come? What do YOU think of the idea of punishing the kids who don't come to school yet get good grades? Is this school resisting the inevitable?
Michelle Krill

Steve Barkley Ponders Out Loud: COACHING AND LEADERSHIP - 0 views

  • Coaches’ leadership skills that communicate trust building will increase teacher vulnerability and therefore teacher growth.
  • Quality coaches integrate the agendas of teachers, principals, and central office staff to bring the best learning opportunities to the students.
  • One of the key leadership skills of coaches is to identify the common vision of student achievement that drives the work of all stakeholders.
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  • There is insufficient time in a coach’s schedule for enough one-on-one coaching of staff to bring about the desired growth. Effective coaches create partnerships, teams, and professional learning communities that provide coaching to each other in the coach’s absence.
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    Coaches' leadership skills that communicate trust building will increase teacher vulnerability and therefore teacher growth.
Silevia Centrin

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Silevia Centrin

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