The Academic Support Center Presented by Curtis Johnson and Sharon Perry

Purpose  The program serves two major purposes: credit recovery and remedial tutoring.  The credit recovery portion of the program is used to help students make up credits. Students who have failed one or more courses for the year in English, math, social studies, or science will be given a chance to recover these credits by taking remedial courses at the Academic Support Center.  The remedial tutoring portion of the program will be used to assist students currently in need of support in their academic courses. Students who are failing one or more major content areas at the end of each quarter will be referred to the program.  The program serves two major purposes: credit recovery and remedial tutoring.  The credit recovery portion of the program is used to help students make up credits. Students who have failed one or more courses for the year in English, math, social studies, or science will be given a chance to recover these credits by taking remedial courses at the Academic Support Center.  The remedial tutoring portion of the program will be used to assist students currently in need of support in their academic courses. Students who are failing one or more major content areas at the end of each quarter will be referred to the program.

Staff  Remedial Program  Alane Farber, Bill Lukens, Laura Contino, Marianne Bowers, Brett Wilson, Karen Stoehr  Recovery Program  Lisa Adams, Donna Bach, Carol Yeagley, Bill Lukens, Skyra Blanchard, and Shai McGowan  Remedial Program  Alane Farber, Bill Lukens, Laura Contino, Marianne Bowers, Brett Wilson, Karen Stoehr  Recovery Program  Lisa Adams, Donna Bach, Carol Yeagley, Bill Lukens, Skyra Blanchard, and Shai McGowan

Objectives  Provide a no cost option to make up failed courses  Offer an alternative means of making up credits that are more aligned to the State College curricula and the Pennsylvania Academic Standards, other than correspondence courses  Offer students more assistance through teaching and tutoring by certified teachers  Reduce the failure rate  Reduce the drop out rate  Provide students with additional academic and emotional support  Provide parents with additional options, support, and feedback  Provide a no cost option to make up failed courses  Offer an alternative means of making up credits that are more aligned to the State College curricula and the Pennsylvania Academic Standards, other than correspondence courses  Offer students more assistance through teaching and tutoring by certified teachers  Reduce the failure rate  Reduce the drop out rate  Provide students with additional academic and emotional support  Provide parents with additional options, support, and feedback

Population  Recovery Program  10 th -12 th grade students who have failed a core course for the year  Students transitioning from placement or detention to the high school  New students enrolling into the high school  Students placed for disciplinary reasons  Remedial/Tutoring Program  9 th -12 th grade students who are currently failing a course  Recovery Program  10 th -12 th grade students who have failed a core course for the year  Students transitioning from placement or detention to the high school  New students enrolling into the high school  Students placed for disciplinary reasons  Remedial/Tutoring Program  9 th -12 th grade students who are currently failing a course

Baseline Data for  29 students dropped out of the high school ( th graders, th graders, and th graders)  39 students took a total of 47 remedial correspondence courses  Of those 39 students, 10 failed the remedial correspondence course - equaling a 25.6% failure rate  Approx. student enrollment by grade as of 9/07: 9 th grade 591; 10 th grade -660; 11 th grade – 614; 12 th grade – 635  29 students dropped out of the high school ( th graders, th graders, and th graders)  39 students took a total of 47 remedial correspondence courses  Of those 39 students, 10 failed the remedial correspondence course - equaling a 25.6% failure rate  Approx. student enrollment by grade as of 9/07: 9 th grade 591; 10 th grade -660; 11 th grade – 614; 12 th grade – 635

Baseline Data - Failures 07-08

New Data  Total Failures for the 1st quarter = 136  Total Failures for the 2 nd quarter = 194  Enrollment  9th grade571  10th grade602  11th grade646  12th grade592

Remedial Program – 1 st Quarter Update  136 Students Failed 1st Quarter – a letter was mailed to each family about the academic support center and followed up with a phone call  34 Students Enrolled  35 Students Declined  Reason – 4 RIT; 2 Manito; 2 Placement; 1 GED; 1 Delta; 1 Withdrew; 1 Dropped class; 2 Transferred; 1 Not interested; 8 Not now; 2 Passing; 1 Grade change; 4 Teacher change; 3 Dropped level; 1 Correspondence.  67 No Response  136 Students Failed 1st Quarter – a letter was mailed to each family about the academic support center and followed up with a phone call  34 Students Enrolled  35 Students Declined  Reason – 4 RIT; 2 Manito; 2 Placement; 1 GED; 1 Delta; 1 Withdrew; 1 Dropped class; 2 Transferred; 1 Not interested; 8 Not now; 2 Passing; 1 Grade change; 4 Teacher change; 3 Dropped level; 1 Correspondence.  67 No Response

Remedial Program – 1 st Quarter Update  9 Students passed the same course the 2 nd quarter and attended the program  11 Students failed the same course the 2 nd quarter and attended the program  12 Students failed the same course 2 nd quarter but did not attend the program  11 Students passed the same course 2 nd quarter but did not attend the program  9 Students passed the same course the 2 nd quarter and attended the program  11 Students failed the same course the 2 nd quarter and attended the program  12 Students failed the same course 2 nd quarter but did not attend the program  11 Students passed the same course 2 nd quarter but did not attend the program

Remedial Program – 2 nd Quarter Update  194 Students Failed 1st Quarter – a letter was mailed to each family about the academic support center and followed up with a phone call  26 Students Enrolled  40 Students Declined  Reason – (1)1 on 1 teacher; (2) private tutor; (2)-1 on 1 tutoring; (3) – counselor; (1) scheduling conflicts; (1) RIT; (2) Manito; (1) GED; (1) Withdrew (ASC); (5) Transferred; (1) Delta; (11) Not interested; (5) Not now; (2) Dropped level; (1) Semester course; (1) Working  128 No Response  194 Students Failed 1st Quarter – a letter was mailed to each family about the academic support center and followed up with a phone call  26 Students Enrolled  40 Students Declined  Reason – (1)1 on 1 teacher; (2) private tutor; (2)-1 on 1 tutoring; (3) – counselor; (1) scheduling conflicts; (1) RIT; (2) Manito; (1) GED; (1) Withdrew (ASC); (5) Transferred; (1) Delta; (11) Not interested; (5) Not now; (2) Dropped level; (1) Semester course; (1) Working  128 No Response

Recovery Program - Update  Students who failed a course for the school year received a letter/brochure informing them about the Recovery Program  33 Students Enrolled  23 Students taking 31 courses  10 Students Dropped  Reasons - 1 RIT; 1 Transferred; 1 Manito; 3 GEDs; 2 Dropped out; 1 Quit; 1 Medical Reason  We have three completers – 2 English and 1 Social Studies  Students who failed a course for the school year received a letter/brochure informing them about the Recovery Program  33 Students Enrolled  23 Students taking 31 courses  10 Students Dropped  Reasons - 1 RIT; 1 Transferred; 1 Manito; 3 GEDs; 2 Dropped out; 1 Quit; 1 Medical Reason  We have three completers – 2 English and 1 Social Studies

Unforeseen Benefits  Greg Somers has supplied us with peer tutors from the Math Club to be math tutors for the remedial program  Used PLATO to educate a student who was placed in an alternative academic setting  RIT is exploring the possibility of using PLATO in their program  Greg Somers has supplied us with peer tutors from the Math Club to be math tutors for the remedial program  Used PLATO to educate a student who was placed in an alternative academic setting  RIT is exploring the possibility of using PLATO in their program

Unforeseen Benefits  Shai McGowan is using PLATO program in her College Prep II math class of 10 th and 11 th graders  the Pennsylvania Anchors 11 th Grade Mathematics Learning Path 1 – to practice on individual anchors  8 th Grade Pennsylvania Mathematics Standards- Based Benchmark Test – Review 8 th Grade Standards and prescribe their own prescription  Shai McGowan is using PLATO program in her College Prep II math class of 10 th and 11 th graders  the Pennsylvania Anchors 11 th Grade Mathematics Learning Path 1 – to practice on individual anchors  8 th Grade Pennsylvania Mathematics Standards- Based Benchmark Test – Review 8 th Grade Standards and prescribe their own prescription