High School Turnaround

2016 ◽  
pp. 1143-1167
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

High School Turnaround

2017 ◽  
pp. 847-872
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

High School Turnaround

2015 ◽  
pp. 223-249 ◽  
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

High School Turnaround

2016 ◽  
pp. 1188-1214
Author(s):  
Rebecca Stobaugh ◽  
Wanda G. Chandler ◽  
Crystal White
Keyword(s):  
High School ◽  
School Improvement ◽  
Student Assessment ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

From Turnaround to Transformation

2019 ◽  
pp. 214-237
Author(s):  
Rebecca Stobaugh ◽  
Crystal White ◽  
Erin Margarella
Keyword(s):  
School Improvement ◽  
Student Assessment ◽  
School Level ◽  
Individual Student ◽  
High Expectations ◽  
Special Education Director ◽  
Positive School Culture ◽  
District Personnel ◽  
Teachers And Students ◽  
School Faculty

This chapter focuses on a struggling high school in a rural Kentucky community that made a dramatic turnaround within 2 years after establishing response to intervention structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, and school faculty implemented changes that were responsible for the turnaround and for sustaining this success. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.

Explaining the Variability in School Nurse Workload and Educational Outcomes

2021 ◽  
pp. 019394592110179
Author(s):  
Claire McKinley Yoder ◽  
Mary Ann Cantrell ◽  
Janice L. Hinkle
Keyword(s):  
High School ◽  
Educational Outcomes ◽  
Structural Equation ◽  
Secondary Analysis ◽  
School Nurse ◽  
Equation Model ◽  
Individual Student ◽  
Student Records ◽  
9Th Grade ◽  
Nurse Workload

This secondary analysis examined the variability in the effects of school nurse workload on individual student outcomes of 9th grade attendance, being on track to graduate, and high school graduation. A principal axis factor analysis of the variables underlying school nurse workload and a structural equation model of the latent construct school nurse workload in 5th grade and the three outcome variables was tested using data from student records ( N = 3,782). Two factors explained 82% of the variability in school nurse workload: acuity and volume factor and social determinants of health factor. The model had acceptable fit indices and school nurse workload explained between 35% and 52% of the variability in the outcomes with a moderate effect size (.6–.72). Creating school nurse workload assignments that maximize student educational outcomes may improve graduation from high school, which in turn increases the resources available for lifelong health.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Interpersonal Choices Among a Junior High School Faculty

1971 ◽  
Vol 44 (2) ◽  
pp. 198 ◽  
Author(s):  
Ellen Greenberger ◽  
Annemette Sorensen
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Faculty

DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Educational Processes ◽  
Teachers And Students ◽  
The One ◽  
Senior High School Students

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

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