MAY RON ASHCRAFT ALLISON ATCHLEY JESSICA CRISCI DAMIEN CROUCHER KATRINA FRANCIS THOMAS FYVIE ANTHONY PECONIE LINDA RISLEY Male Learner PLC

S.M.A.R.T. GOAL SPECIFIC – To identify male students in grades 9-12 who exhibit at risk behaviors using the following criteria: student attendance, academic performance, frequency of disciplinary actions, and credit accrual. In addition, the Male Learner PLC will examine the development of a sustainable Male Mentoring Program at SGHS. MEASURABLE– The Male Learner PLC will utilize Progress Reports, Report Cards, Attendance, and Disciplinary Reports to monitor student progress. In addition, we will utilize quarterly failure reports as well as yearly graduation rates to assess student progress. ATTAINABLE- The Male Learner PLC will examine existing mentoring models in order to assist at risk students at SGHS to meet the following goals: improved attendance, a reduction in disciplinary actions, improved academic performance, and increased involvement in extra curricular activities. RESULTS ORIENTED – The Male Learner PLC will evaluate student progress quarterly.

Student Data Middle School Restriction List: Students with a failing average through the 3 rd quarter in 2 or more core subject areas (Math, Science, English, Social Studies) th Grade10 Males2 FemalesMales represent 83% of student failures Total Represents 6% of Grade 6 7 th Grade18 Males8 FemalesMales represent 69% of student failures Total Represents 12% of Grade 7 8 th Grade18 Males8 FemalesMales represent 69% of student failures Total Represents 13% of Grade 8

Student Data High School Restriction List: Students with a failing average in 2 0r more courses in a specific quarter. September 2011: Based on 4 th Quarter averages in June th Grade32 Males12 FemalesMales Represent 72 % of Student Failures 11 th Grade26 Males22 FemalesMales Represent 54 % of Student Failures 12 th Grade26 Males13 FemalesMales Represent 67% of Student Failures

Student Data High School Restriction List: Students with a failing average in 2 0r more courses in a specific quarter. November 2011 Quarter One 9 th Grade21 Males9 FemalesMales Represent 70% of Student Failures 10 th Grade22 Males14 FemalesMales Represent 61% of Student Failures 11 th Grade13 Males12 FemalesMales Represent 52% of Student Failures 12 th Grade13 Males5 FemalesMales Represent 72% of Student Failures

Student Data High School Restriction List: Students with a failing average in 2 0r more courses in a specific quarter. February 2012 Quarter Two 9 th Grade19 Males9 FemalesMales Represent 68% of Student Failures 10 th Grade24 Males24 FemalesMales Represent 50% of Student Failures 11 th Grade19 Males16 FemalesMales Represent 54% of Student Failures 12 th Grade17 Males9 FemalesMales Represent 65% of Student Failures

Student Data High School Restriction List: Students with a failing average in 2 0r more courses in a specific quarter. April 2012 Quarter Three 9 th Grade16 Males14 FemalesMales Represent 53% of Student Failures 14 % of 9 th Graders are failing two or more courses 10 th Grade20 Males18 FemalesMales Represent 53% of Student Failures 19% of 10 th graders are failing two or more courses 11 th Grade24 Males13 FemalesMales Represent 65 % of Student Failures 16% of 11 th graders are failing two or more courses 12 th Grade20 Males13 FemalesMales Represent 61% of Student Failures 15% of 12 th graders are failing two or more courses

What Does the Research Reveal About Student Performance in Schools Today There are many factors that contribute to a students overall performance in school. School Based Factors I. Disregard of individual learning styles II. Lack of relevant curriculum III. Lack of participation in school governance by key constituents IV. Lack of effective student assessment V. Lack of diversity in instructional styles VI. Lack of meaningful professional development opportunities VII. Lack of appropriate role models VIII. Low expectations from staff IX. Low parent/community involvement in school X. Passive Instructional Strategies XI. Raised academic standards without adequate school support

What Does the Research Reveal About Student Performance in Schools Today There are many factors that contribute to a students overall performance in school. Family / Home Factors I. Low socioeconomic status II. Numerous family responsibilities III. Single parent / separated household IV. No parent involvement in school V. Low parent expectations VI. Non-English speaking home VII. Child abuse or neglect VIII. Domestic Violence IX. High mobility X. Homelessness XI. Little opportunity for learning outside of school XII. Low educational attainment of parents

What Does the Research Reveal About Student Performance in Schools Today There are many factors that contribute to a students overall performance in school. Community Factors I. Lack of community support services II. Lack of community support for schools and linkages with schools III. High incidence of criminal behavior IV. Unsafe neighborhoods V. High unemployment VI. Exploitation of youth VII. Lack of adequate health care VIII. Lack of affordable housing IX. Proliferation of controlled substances

A Community Schools Approach A Community Schools Approach must include support from: I. School staff: To provide academic support as well as mentoring. II. Student Resources: To address social, interpersonal and communication needs. III. School families: To encourage and develop family involvement, learning support systems, and increase opportunities for family involvement. IV. Community Support: Child rearing, housing, health care, and employment. V. Combined Supports: Provide student assistance year round as well as before, during, and after school.

Local Models There is no comprehensive model in the immediate Capital District that addresses the challenges that our students are facing. Some school districts have created supports to address certain aspects of a Community Schools Approach Burnt Hills Ballston Lake HS Academic Assistance Period (AAP) – Tues. Wed. Thur. Extended school day model (2:25-3:15 PM) for students to receive additional academic support for their academic classes. Guilderland FAST Program ( Freshmen Academic Success Team): Academic support Staff Support Student Support: Upper classmen tutoring 9 th grade students, community service Community Support Component: Collaboration with local university Has been absorbed into a full scale Freshmen House that includes: transition support, mentoring, and academic support.

Sources I. At Risk Youth: Identification, Programs, and Recommendations II. Changing Schools and Communities: A Systemic Approach to Dropout Prevention: Massachusetts Department of Education III. “Why Does Family Wealth Affect Learning”; American Educator; Daniel T. Washington IV. Coalition for Community Schools V. Burnt-Hills Ballston Lake CSD VI. Guilderland CSD