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Existing culture of non-learning: 9th grade & 10th grade less important than 11th and 12th grade

We consider important years to be 9th grade and 11th grade; 11th grade demonstrates abilities learned in earlier years; 10th grade considered a transition phase

Conversation needs to occur with staff/faculty to identify important years

Remind students importance of every year; each year builds foundation and creates bridge to next year/level.

12th grade should not be the focus (damage control?)

Consistency is necessary throughout ENTIRE high school career

Enable student understanding of what credit deficiency is; how it will affect their future years

Focus on career readiness equally as college readiness

Reference: Action/Services 1-9-1-0

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Additional help for struggling students in mathematics 

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Additional help for struggling students in mathematics 

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CHS

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More Tech PD for teachers needed

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Perhaps having a mandatory class for all 9th grade students to teach study skills etc and provide the necessary support?

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Sinks in the classroom so that teachers who teach science have access to running water
Teachers edition text books.

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Perhaps having targeted "early' interventions for 9th/10th grade students in the Action Plan.

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We want a vehicle to take students on field trips for community outreach and college/ career readiness.

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Can ELRT team can more of a focus on instructional leadership?

Can a Freshman support class be added? Can master schedule meet this need?

There needs to be a system in place where direct contact between teachers, parents and counselors is in place so services can be provided to students as efficiently as possible.

Create a coordinated system of corrective teaching  for students who have D's and F's

1-4-1-0 and 1-5-1-0 need to be emphasized more at the site

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- More teachers and/or assistants to provide extra support & smaller class size (Extra Services)
-DF rate has decreased for EL subgroup
-How can we target most at-risk students to increase graduation rate?

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Improving D/F rates is a team approach with teacher and school. First interventions happen in the classroom, admin creates outside the classroom supports

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Increase class size reduction allocation

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1. Given the data, Action 1-4-1-0 is highly important to meet the needs of ELs
2. With the school going 1:1, continued professional development around its use.
3. Opportunities for student involvement in clubs and activities.
4. Relationship develop between students.
5. Focus on increasing social emotional services in the development of our MTSS model.

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Lots of 12+ students at Condor as they fell behind at old schools. they help lots of students to graduate.

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We can reduce the D/F rate by mandating tutoring for students that are currently failing or earning D's.

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We notice that D/F rates are increasing overall and for subgroups.