STORIES BEHIND THE DATA
Behavior changes improve academic performance.
Students begin developing skills and attitudes about post-secondary achievements at a very young age. Because of that we help them make connections between how they behave in school and those skills required for success after they graduate from high school. This is a story about one of the successes.
A kindergarten student who enrolled at Marsh in September 2016 had some pretty big adjustment issues. His parents shared their concerns for his success, especially since he was entering kindergarten with an IEP that included speech and behavior concerns. Classroom routines and managing social situations proved to be a significant challenge for this student during his first few weeks and additional staff members were required to support him as he learned to adapt to school behavior expectations.
For the first month, the staff at Marsh consulted with parents and held weekly meetings, monitoring his behavior with data entered into the SWIS (School-Wide Information System). Building on student strengths, staff members made adjustments to his plan, implementing research-based interventions tailored to helping him maintain his behavior within his own classroom as much as possible. Our Positive Behavior Intervention and Support model provided the guide for the actions implemented. With support from professional support staff, the classroom teacher established a trusting relationship with her student, and his behavior began to improve.
When the Marsh RtI team reviewed Michael’s behavior referrals, we found them declining in a consistent pattern of improvement until they had reached zero by mid-October. His academic performance began to improve, showing gains (ranging from small to approaching grade level in some areas) by mid-year. Our staff and his family celebrate this child’s success and anticipate continued academic and behavior gains.
High School Success Academy provides every student one-to-one adult support for students in a variety of important academic planning and future focused skills. Click here for more details..
Differentiated Instruction Leads to Immense Growth in Woodworking class
Aaron Woodke’s Intro to Woodworking class at Monte Vista High School included, as usual, many beginning students with very little exposure to woodworking. Freshman Parker Randolph was no exception and absorbed all of the newly acquired skills and was proud of his first ever woodworking project completed - a working dinosaur note-holder. His attention to detail was noticed by Mr. Woodke; therefore, Parker was challenged, along with a few other quickly progressing students, to take on a different more technical second project than the rest of the class. After designing and making over 12 chess boards, Parker took on the task of learning to 3D print the chess pieces with the help of the Gifted and Talented program and Art teacher Dan Garcia. This cross-curricular project, along with his architectural design lessons in Introduction to Engineering class, led Parker to to submit a design for a “Tiny House” style Ticket Booth for the high school stadium. The Principal, Athletic Director and Superintendent approved his design and his next woodworking project culminated with a fully functional ticket booth by the end of his Freshman year. For his Sophomore year, he took on the challenge of building a pool table from a downed beetle-kill pine tree. Throughout the year in Woodworking class, he calculated, measured, and shaped the logs from the tree into a beautiful creation – a slate backed pool table. The progression from his first note-holder to this family heirloom pool table would not have been possible without the differentiated and rigorous specialized instruction provided at Monte Vista High School!