School-wide Program by Lia Berry

Dimensions of school climate

lsberry — 2018-04-30 02:52:18 UTC

Safety, teaching and learning, interpersonal relationships, institutional environment and social media dimensions impact the school climate (O’Brennan & Bradshaw, n.d.). At Freedom High School, the administration relies on the school climate survey issued to the staff and students to get responses. Based on the data, the school improvement plan is amended to match the interests of the students and boost morale of them and the staff. What the administrative team decided to focus on for students this school year was small groups talking about consistency of signing the name on hall passes, and students understand the culture of the building. There have been areas of growth.

Relationship between the program and the dimensions

lsberry — 2018-04-30 02:53:07 UTC

The relationship between the program and the dimensions is the program is designed according to the needs of the students learning levels and interests with how they answered the school climate survey. It is how norms are established from the first day of school and consistently reinforced daily. When students practice the right thing to do that build habits of excellence, every moment we allow our students to do less, lowering the expectations, we become the contributors to their bad ha its (Bambrick-Santoya & Lemov, 2012). Following the rules and doing what is right helps students build habits of excellence. They take every valuable moment from school and apply it to their daily routine, becoming intellectual leaders. There’s no wasted time because it is a valuable moment for a learning opportunity (Bambrick-Santoya & Lemov, 2012).

Program dimensions

lsberry — 2018-04-30 02:53:22 UTC

Expectations set by students and the teacher, instructional planning is set to teach bell to bell, build great positive relationships with students, and let them be involved in their own learning. Additionally, there is a college readiness program where students in high school, starting in their freshman year, can take classes at NOVA Community College for free, earning college credit hours, so that when they receive their high school diploma, they can have an associate degree. These credit hours can be transferred to the university they attend, and their degree plan is shortened for the amount of time it takes to finish their undergraduate degree program.

Positive impact of this program

lsberry — 2018-04-30 02:53:41 UTC

The positive impact of this program is that high school graduates can have enough college credit hours qualifying as an associate degree. Students who choose to go through this program are exposed to college rigor while in high school for four years, and the transition to a university is easier. This free community college education is funded by the state of Virginia, and in most cases when a student furthers their studies at a university in the state, their education is subsidized and is generally free. This allows the student to get the necessary training to prepare them for real life in the workplace as an executive contributor. It is imperative that students maintain a 2.85 average to remain in the program.

Negative impact of this program

lsberry — 2018-04-30 02:54:03 UTC

The negative impact of this program is that some high school students admitted do not take advantage of the free resources to gain college credit hours. Some who are in the program have failed the courses which results in funding being lost for someone else who wants to do more for their lives and future careers early on in high school.

Methods used to quantify those aspects

lsberry — 2018-04-30 02:54:55 UTC

I would use common cores standards, according to the Virginia Board of Education, to teach SOL based classes. Also, I would insist that students have common assessments per subject (O’Brennan & Bradshaw, n.d.). Students who fail the state-based assessment and or the class are generally not ready for the rigors of college. Additionally, they must have balance their academic pursuit with extra-curricular activities (O’Brennan & Bradshaw, n.d.). Another choice is having high school students have college-readiness by taking Advanced Placement (AP), International Baccalaureate (IB), and SAT preparatory classes. This sets higher targets for proficiency on leveled reading and algebraic assessments (O’Brennan & Bradshaw, n.d.).

Other methods used to quantify those aspects

lsberry — 2018-04-30 03:02:17 UTC

One other quantifying aspect are school leaders choosing to use Curriculum sequence-aligned assessments that establish the appropriate level of rigor, making sure the assessment is aligned to the curriculum (O’Brennan & Bradshaw, n.d.). In six or eight weeks prior to the assessment, instructors must be teaching the standards that will appear on the assessment. Alas, develop interim assessments that meet high bars by developing their own. This process can be time consuming (O’Brennan & Bradshaw, n.d.)

lsberry — 2018-04-30 03:03:50 UTC

References: Bambrick-Santoya, P., Lemov, D. (6/11/12). Leverage Leadership: A Practical Guide to Building Exceptional Schools. [Bookshelf Online]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781118225387/ O’Brennan, L., & Bradshaw, C. (n.d.). Importance of School Climate. National Education Association,1-4. Retrieved from http://moodle.averett.edu/pluginfile.php/734176/mod_resource/content/1/School%20Climate.pdf.

Access to School-wide program

lsberry — 2018-04-30 03:12:34 UTC