ISTE Illinois Burlington Central #301 School District Credit Recovery Best Practices

About Central Academy The Central Academy program is designed as a Tier 3 Intervention for students who have failed multiple courses at CHS. Students who are enrolled in the program are at risk for early high school dropout and/or delayed graduation. The purpose is to provide instruction using a blended online learning approach. This blended learning setting allows students to be exposed to an alternate approach to learning.

Student Criteria Must be a junior or senior (freshman or sophomores only in extremely rare cases) Failure of a minimum of one full year in a subject (ex: failed Algebra 2 Semester 1 and 2) Academic standing must be a minimum of 1.5 credits behind graduation progress Must have a history of previous tier 1 / 2 interventions attempted Placement must be discussed, agreed upon and recommended by the Problem Solving Team The Problem Solving Team consists of: CHS Counselors, Social Workers, School Psychologist, Central Academy Teacher, RTI Coordinator, Assistant Principal of College and Careers, and the Dean The student and parent must read, discuss, agree upon, and sign the CHS Central Academy Program: Policy and Procedures Agreement Form

Summer School Demographics Learning Difficulties       Social/Emotional Issues Executive Functioning Deficits          Low Motivation

Summer School Courses Pre Algebra Algebra 1 & 2 Geometry English 1 & 2 Earth Science Environmental Science Health

Factors that Led to Success Staff Collaboration Communication Classroom/Course/Program Procedures Course Procedures and Grading

Staff Collaboration Math Alignment & Unit Assessments Algebra 1, Algebra 2 and Geometry 1 & 2  courses were aligned with the Central High School course curriculums.  The Math Department collaborated with the Intervention Team to develop these custom courses, covering the essential curriculum of each course.   The Math Department created unit assessments for all courses.  This ensured students were being assessed on the same essential curriculum as the regular school-year course(s). English Alignment English 1, English 2 and English 3 courses were aligned with the Central High School course curriculums a year ago.  Possible assessments and/or added writing prompts/assignments may be added for 2018.

Staff Collaboration English Alignment English 1, English 2 and English 3 courses were aligned with the Central High School course curriculums a year ago.  Possible assessments and/or added writing prompts/assignments may be added for 2018.

Communication Day 1 meeting: All students met as a large group with staff to go over rules, expectations, and procedures. It was made clear that the procedures put in place focus on the students’ role in summer school and the time commitment and effort involved. Two major points of emphasis: Staff is here to “help you succeed”!   Goal as a group was that 100% earn a credit As a staff, we placed an emphasis on creating positive relationships with the students, using motivational tactics, and celebrating successes publicly!

Guided Notes Guided Notes were created for Algebra 1 & 2, Geometry 1 & 2, English 1, 2, and 3 using a scaffolding concept.  As students progress through the courses, the detail and assistance in the notes are gradually removed and students are expected to compose self-guided notes. Early Units have extensive guided notes and include a high level of content information along with various note-taking methods such as the Cornell structure, outlines, charting, graphic organizers, concept mapping, etc. Mid-Units have less content information provided, but still have organizational structures and essential information guidance. Late Units are self-guided independent notes that students create themselves  but attempt to emulate prior unit notes. Students are encouraged to utilize note-taking strategies learned in earlier Units.

Guided Notes Benefits Student on-task time increased to over 85%!   Teachers were then free to conference with students, provide any needed individual instruction/intervention, and continuously monitor progress Students were observed initiating discovery learning with each other without prompts This structure provides the best of both worlds: The Guided Notes forced higher-ability level students to complete the notes prior to assessments, which in turn made them work through the course rather than rush through and be able to complete a course with minimal effort.   The Guided Notes provided a strict structure of learning for lower-ability level students, thus taking organizational issues, understanding and distinguishing what is essential material, etc. out of the equation  

Assessments & Grading Students are required to complete guided notes for a tutorial prior to taking mastery tests (quizzes). All assessments must be taken at school Students are allowed to use guided notes and mastery test notes on all assessments Students may work at their own pace at home to complete guided notes (Best Practice: Notes - Home, Tests - CHS) All mastery tests are completed online.  All unit tests are completed on paper.

Assessments & Grading Policy: 50% Mastery Tests 50% Unit Tests (no “points” for notes)

Assessments Procedures Complete notes for tutorial.  (Students may work ahead on additional tutorials) Show teacher completed notes. If notes are acceptable, take mastery test using notes. (if student’s notes are unacceptable, teacher will require modification) If students receive an 80% or higher, they  may move on to next tutorial / mastery test, etc. If students do not receive 80% or higher, they may choose to retake the mastery test                                                    Teacher will conference with students regarding skills missed in tutorial. Teacher will collect students’ guided notes. Teacher will distribute blank “independent notes.” Students will complete entire tutorial of new “independent notes.” Students will show completed independent notes. Teacher will open mastery test for students to retake. Once all tutorials are completed for a unit, the teacher will administer the unit test. Students may use all notes on unit tests! Unit Test retake requirements: The student is below a 60% at the end of the course. The student would be required to redo all guided notes for each tutorial in the Unit.

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