Struggling Students: Truxton Academy Charter School

One way this is accomplished is by “closing the achievement gap between high- and low performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers” (No Child Left Behind Act, 2001, Section 101). Because there is a great emphasis placed on closing the achievement gaps of those who are disadvantage, it is important to pay attention to all factors that affects the student’s academic performance. If students are experiencing chronic stress and anxiety due to community violence and/or poverty-stricken living conditions, they will experience difficulties with performing academically. Under the NCLB act, the school counselor focus on all aspects of the student, specifically their developmental needs. Teachers are responsible prepping and improving students’ academic achievement.

Chamblee, GA is a small city outside of the metro Atlanta area that is characteristically different racially and ethnically than everything around it. The Hispanic population stands at 58.5% of the total population as of 2010, but in Atlanta and Georgia more broadly, this population only makes up 5.2% and 8.8% respectively. Additionally, only 7% of Chamblee’s population is Black, whereas this group is 54% of Atlanta’s population and 30.5% of Georgia’s. However, my alma mater, Chamblee Charter High School, stood out from the city itself being an amalgamation of a magnet program and a charter public school, bringing in students from around the county with significant representation from the Chamblee area as well. Consequently, the school’s

James is an eleven year old child who is currently going into the seventh grade at the Harlem Success Charter School.

In 1957 there were nine students who interrogated Little Rock High. The students wanted to get an education. Getting into the school was a big challenge the nine students wanted to go to school for an education.

This article states that KIPP Academy has longer school days so students can stay focused longer, it has protocols to reach its demands on (SSLANT). KIPP is an experimental school founded by Teachers to help students succeed. Gladwell interviewed KIPP’s Staff and Students, also used charts and statistics to gather information. The low income families are meant to read and react to this article on how KIPP Academy in The Bronx can give your child the knowledge and inspiration to succeed in school. This article illuminates the topic of education and student success using KIPP Academy. Similar to dweck’s article both share ways on how to get students encouraged to succeed in school. Students can learn even more and stay up or above their grade

The role of the central office in the Response to Intervention (RTI) change initiative at Florence Middle School (FMS) began when the superintendent requested the school board approve the positions of the middle school interventionists in the district. Prior to the 2014-2015 school year, two high schools and the three middle schools in the district requested interventionists in anticipation of the new accountability model from the Mississippi Department of Education (MDE). The new accountability model calculated a school’s academic performance according to students’ growth on state assessments from one year to the next. Therefore, in 2013-2014, the schools requested interventionists be added to their faculties to better meet the needs of struggling students with significant learning gaps. The school board was unable to approve this request because the district’s budget could not afford the expense of the positions.

Students attending John Reith Elementary are at risk because the parents are not preparing their children, teachers are not addressing the needs of each student, and the school is unable to provide additional assistances in the classroom. Parents are not enrolling their child in programs such as head start, preschool, and transitional kindergarten which will prevent the child falling behind in school. The parents and guardians are not reinforcing the topics and concepts at home to better prepare their child. Some parents are unaware of the benefits of attending school before kindergarten, and that common core changed the kindergarten standards to match the first grade standards. Teachers are unable to address every student needs and interest

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

Versyrus is a repeated kindergarten student attending Lake Forest Elementary School of the Arts and Sciences. He is receiving academic direct services with accommodations in an inclusive classroom. Versyrus is a very kind and friendly person who is very sensitive to the needs of his peers. However, he is very kind and friendly, Versyrus will completely shut down when frustrated. His academic strength is reading. He has excelled to the point of being on grade level. According to her i-ready results, Versyrus Test 1 and Test 2 overall scores increased from 338 to 370. He made a 32 point gain. He is on grade level in the areas of high-frequency words, vocabulary and comprehension informational text. He is able to recognize a few level K

Students who were retained in elementary school hold a low high school graduation rate because of it. Retention can affect a students education up until college, without them knowing (Andrew, 2014). Despite the negative outcomes, most teachers retain students because they think it is for their academic or social benefit. However, retaining students held the opposite affect; students who were retained did not benefit. They could have used exposure to the next environment as an achievement gain while benefiting from next level education strategies, achieving the same outcomes as their peers. Keeping children in age appropriate classrooms hold higher benefits than retention, by avoiding students re-learning the same curriculum again when schools do not have the proper funding to adequately reach the needs of struggling students (Hong & Yu, 2007). Promoting students to the next grade exposes them to learning strategies that might reach their need that could not be met in the previous grade. Grade retention as an education intervention plan holds no significant positive affects to student

Madison began the Commack Middle School in the 6th Grade. She continued to receive integrated co-teaching services daily. She also received a special skills class daily for 40 minutes, individual counseling services twice a month for 30 minutes, special seating arrangements, refocusing and redirection, check for understanding, copy of class notes, and extended time. Vision consultation services were provided in the classroom once a month for 45 minutes. In 2014, Madison’s parents considered moving her to a non-integrated class, however she continued to have this support in the 7th Grade. During 7th grade, Madison made improvements with her visual-spatial skills by using open space more effectively; however it was noted on her IEP that providing her lines to write on offered her the best support.

Initially, St. Timothy Parish was designated a parish in 1969, by the Bishop of Richmond, John J. Russell. Simultaneously, Fr. Robert E. Nudd was appointed the first pastor. He served until 1978, when Fr. R. Roy Cosby succeeded him as pastor of St. Timothy Church. Thereafter, Fr. Cosby had a vision to build a school and make a Catholic education available for the children of the parish. Subsequently, in 1980, construction began on the Fr. Nudd Hall. It consisted of eight classrooms, three offices, storage, a gym/social hall, and a professional kitchen. At the outset, Mrs. Valatka was named principal, and interestingly, she was in the unique position of being the first lay principal in the diocese. The building was completed in 1981, and

A major struggle facing Worcester, MA is the prevalence of drug abuse amongst its citizens, including teenagers. In an attempt to combat this, Worcester Recovery High School will be opening this fall. The high school is designed to help teenagers who have struggled with drug addiction receive support in their recovery while still working towards a high school diploma. The school has been tailored to optimize conditions for the students’ success, both with academics and recovery. As a small school, which currently only has four teachers, administration hopes that it will be a tight-knit community, and plan to promote team-building through programs and activities. Students will participate in daily advisory sessions in the beginning and end of their days that will provide the support that school officials believe will help them in their recovery.

In today’s society, you often see so many children lacking the ability to read on grade level or perform basic math operations, but can tell you how to operate any form of modern technology. I noticed so many high school students facing the same issues so it propelled me to dive deep into some possible reasoning as to why it is a recurring problem. I decided to pick an elementary school that had been around for at least 15+ years and had seen both bad and good years. In other words, a school that had passing and failing grades from the state since they had been around. I chose S. A. Hull Elementary because of the urban neighborhood, the academic history, and the fact that they have a high percentage of “economically disadvantaged”

Ex post facto data were collected on 120 students who were 7th graders during the 1985-1986 school year. Their records had been randomly chosen from rural, urban, and suburban school districts in Atlanta,