Personalizing the High School: Lessons Learned in the Middle

1996 ◽  
Vol 80 (584) ◽  
pp. 17-24 ◽  
Author(s):  
John H. Lounsbury
Keyword(s):  
High School ◽  
Lessons Learned

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1170-1187
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1127-1142
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

Teacher Insight on RTI Implementation at the Middle and High School Levels

2016 ◽  
pp. 1100-1117
Author(s):  
Pam L. Epler
Keyword(s):  
High School ◽  
School Counselors ◽  
School Environment ◽  
Administrative Support ◽  
Lessons Learned ◽  
School Level ◽  
School Site ◽  
Diagnostic Practices ◽  
Rti Implementation ◽  
Rti Model

The Response to Intervention (RTI) service delivery model has been incorporated at the elementary school level with success but is still lagging behind within the secondary school environment. This chapter demonstrates how two secondary schools, one a middle school and the other a high school, implemented the RTI model efficiently and effectively. The chapter shows that the RTI model can be successfully executed in different ways depending on a school's needs, funding, and personnel. The chapter provides details on the diagnostic practices, data collection methods, intervention strategies, administrative support, and professional development of each implemented model and includes insight from actual teachers and school counselors who participated in the implementations. A reflection on lessons learned from each school site is included.

scholarly journals NM GRADS: Lessons Learned from Implementing a School-Based Program for Young Parents Across New Mexico

2020 ◽  
Vol 24 (S2) ◽  
pp. 163-170 ◽  
Author(s):  
Jessica Harper ◽  
Dean Hopper ◽  
Betsy Keating ◽  
Jessica Harding
Keyword(s):  
High School ◽  
New Mexico ◽  
Large Scale ◽  
Lessons Learned ◽  
District Leaders ◽  
Program Administrators ◽  
School Based ◽  
Young Fathers ◽  
Care And Support ◽  
Parenting Students

Abstract Purpose The New Mexico Graduation Reality and Dual-role Skills (GRADS) program provides services for expectant and parenting students at high schools. The GRADS program has operated since 1989, serving more than 17,000 youth. This study summarizes the GRADS program model and program administrators’ lessons learned from implementing this comprehensive, large-scale program. Description The GRADS program is a multicomponent intervention that can include a classroom intervention, case management, linkages to child care and health care, and support for young fathers. The program aims to support expectant and parenting youth in finishing high school, delaying a repeat pregnancy, promoting health outcomes for their children, and preparing for college and career. This study presents program administrators’ lessons learned to increase understanding of how to implement a statewide program to support expectant and parenting students. Assessment During the 2010–2017 school years, the GRADS program operated in 26–31 sites each year, serving a total of 2691 parenting youth. Program administrators identified lessons learned from implementing the GRADS program during that period of expansion, including allowing variation across sites based on resources and needs, providing centralized implementation support, fostering buy-in from school and district leaders, and collecting consistent data to better understand participant outcomes. Conclusions Although not based on a rigorous impact or implementation study, this article provides lessons learned from a statewide, school-based program that may be a promising way to serve a large number of expectant and parenting youth and help them overcome challenges for completing high school.

The power of partnerships

2019 ◽  
Vol 47 (2) ◽  
pp. 193-202
Author(s):  
Christy Groves
Keyword(s):  
High School ◽  
High Schools ◽  
Best Practices ◽  
Information Literacy ◽  
Academic Libraries ◽  
Lessons Learned ◽  
College Level ◽  
Content Type ◽  
Formal Assessment ◽  
The Impact

Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness. Findings The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives. Originality/value The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

scholarly journals Lessons Learned from Teaching Machine Learning and Natural Language Processing to High School Students

2020 ◽  
Vol 34 (09) ◽  
pp. 13397-13403
Author(s):  
Narges Norouzi ◽  
Snigdha Chaturvedi ◽  
Matthew Rutledge
Keyword(s):  
Machine Learning ◽  
High School ◽  
High School Students ◽  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Teaching Machine ◽  
Lessons Learned ◽  
School Students ◽  
Gender Discrepancies

This paper describes an experience in teaching Machine Learning (ML) and Natural Language Processing (NLP) to a group of high school students over an intense one-month period. In this work, we provide an outline of an AI course curriculum we designed for high school students and then evaluate its effectiveness by analyzing student's feedback and student outcomes. After closely observing students, evaluating their responses to our surveys, and analyzing their contribution to the course project, we identified some possible impediments in teaching AI to high school students and propose some measures to avoid them. These measures include employing a combination of objectivist and constructivist pedagogies, reviewing/introducing basic programming concepts at the beginning of the course, and addressing gender discrepancies throughout the course.

Preparing Students for College: Lessons Learned From the Early College

2017 ◽  
Vol 101 (2) ◽  
pp. 117-141 ◽  
Author(s):  
Julie A. Edmunds ◽  
Nina Arshavsky ◽  
Karla Lewis ◽  
Beth Thrift ◽  
Fatih Unlu ◽  
...  
Keyword(s):  
College Students ◽  
High School ◽  
College Readiness ◽  
Small Schools ◽  
Secondary School Principals ◽  
School Setting ◽  
Lessons Learned ◽  
Early College ◽  
Early College High Schools ◽  
High School Setting

This article utilizes mixed methods—a lottery-based experimental design supplemented by qualitative data—to examine college readiness within an innovative high school setting: early college high schools. Early colleges are small schools that merge the high school and college experiences and are targeted at students underrepresented in college. Results show that early college students are more likely to have successfully completed the courses they need for entrance into college; early college students also graduated from high school at a higher rate. Interview and survey data show that early college students are generally considered similarly prepared to more traditional postsecondary students. The interview data also provide detailed descriptions of the kinds of strategies the schools use to support college readiness. The article concludes with lessons learned for secondary school principals.

scholarly journals Lessons learned from continued TB outbreaks in a high school

PLoS ONE ◽  
2017 ◽  
Vol 12 (11) ◽  
pp. e0188076 ◽  
Author(s):  
Young Kim ◽  
Byeong Ki Kim ◽  
Hong Jo Choi ◽  
Sung Weon Ryu ◽  
Eui Sook Kim ◽  
...  
Keyword(s):  
High School ◽  
Lessons Learned

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

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