The Challenge:
Low-Performing Students Need Immediate Help to Reach Proficient Status
While the District embarks on comprehensive efforts to increase student achievement through improved curriculum and instructional practices, there is an immediate need to help low-performing students make swift academic gains. The urgency to address these low-performing students’ academic needs is driven by:
Many schools are in various stages of Program Improvement based on CST performance of particular sub-groups, including Hispanic/Latino, Socio-Economically Disadvantaged, and English Language Learners.
English Language Learners in these subgroups have seldom made sufficient advancement, as measured by the CELDT test, to be re-classified as English Proficient.
Meeting these students’ immediate academic needs requires more human capacity than their classroom teachers are able to provide, and requires diagnostic testing and individually prescriptive curriculum currently unavailable to these students. Further, these students need more time for instruction than exists during the regular school day.
The Opportunity:
Schools Meet AYP by Targeting Students with Additional Assistance
By targeting a relatively small number of “bubble” students (those close to “Proficient” on the CST) with additional, individualized academic support from Extreme Learning, schools can meet their 2006-2007 AYP targets for a very reasonable cost.
The Solution:
Targeted Extended Day Program
To supplement the efforts of classroom teachers, Extreme Learning will provide an on-site, after-school tutoring program to students at selected Program Improvement elementary schools. This Extended Day program will target students who have a combination of factors:
Have scored “Basic” on the CST test
Are members of the sub-groups identified as not meeting AYP targets
Have remained at a CELDT level of 1-4 for more than one year (ELD students)
The Targeted Extended Day Program will consist of 2 hours per day, 2 days per week with:
Individual learning plans focused on specific standards and benchmarks, incorporating:
CST scores, CELDT scores, and District benchmark assessment data
Standards-based diagnostic assessments provided by Extreme Learning
Teacher recommendations of targeted knowledge and skills to emphasize during tutoring
Standards-based multi-sensory instructional software with:
Mathematics
English Language Arts (ELA)
English Language Development (ELD)
Formative assessments requiring 80% mastery before advancing
Summative assessments correlated to the CST
Individual tutoring on:
CST Blueprint Released Test Items
Homework Help
Assistance with instructional software content when needed
Technology training (for middle school students) focused on improving writing skills
The Benefits:
Students, Schools, and the District all Gain from Program
Providing the Targeted Extended Day Program will result in benefits to students, school staff members, and the District, including:
Schools meeting their AYP targets and emerging from Program Improvement Status
District meeting its AYP target and avoiding Program Improvement Status
Students being more successful on their classroom homework and improving their grades
Students who are English Language Learners being reclassified as English Proficient
