Professional Learning Community- Topic: Retention Strategies: March 21, 2013

1. Professional Learning Community- Topic: Retention Strategies: March 21, 2013 Mrs. Jennifer Schultze Wyoming Virtual Academy Music Teacher 7-12 HS Advisor and Senior Advisor

2. What are the biggest struggles you face with the Retaining your Students?

3. March Agenda * Introductions *   Vision/goals- Review of our intended outcome (to solve a problem, tackle a common issue, share best practices, create resources) *   Review or Assignment of Roles- facilitator, note taker, time keeper, norms watcher, collaboration space facilitators, others? *   Review of Norms- come prepared, be on time, no sideline discussions, listen and respect others *   Collaboration space- Review purpose, group due dates, frequency of posts, recordings, notes (blog, uploading resources, etc.) * Review of prior meeting accomplishments *   Last PLC meeting date April 25th at 2pm EST *   Other group items

4. Questions? • Contact the K12 Academic Services Group for Assistance (training, how to use, tips/suggestions) Web form: http://teacherhelp.k12.com (submit a ticket)

5. Completing the session If you Enrolled in this class in K12Training, and participated in the session please fill out the completion form: A Certificate of Completion will be issued within two days in K12Training.com for Enrolled participants verifying full participation and mastery. Find your certificate on My Transcript.

6. Onboarding – Attitudes I’m here to help you! • Quick response to phone calls and K-mails • Patience, validation of frustrations, respect of their time • Faith: Assume the student enrolled to succeed • Empathy: Recall how you felt when you started as a virtual teacher How can we make the process as easy and understandable as possible? Increases student and coach feelings of success, motivation, and commitment

7. Onboarding • Survey: What can we do to make the transition into WYVA as easy as possible? In what areas did you need more instruction? • Having one list of everything I need to do to get started • Completing lessons correctly • Submitting work samples • Techinical problems

8. Onboarding – Middle School • Created one “Getting Started” list • What do they HAVE to do and know to get started? Don’t overwhelm • Created central location for helpful information (field trips, work samples, policies, etc.) • 45-minute presentation on policies and how to complete lessons in EVERY subject area – recorded or live – most prefer recording • After watching, parents complete Google survey

10. Onboarding – Middle School • Students pass “probation period” by completing IOL, Scantron, and all lessons for three days in a row. • Gives them a goal and early sense of accomplishment • Nips progress problems in the bud • List of what students can do while waiting for books. (see next slide We’ve tried to foresee what questions or frustrations parents will have and have created materials and resources accordingly.

12. Transitions - 6th Graders Moving to Middle School End of 6th Grade Year: • Preparing for Middle School Assembly • Differences between K6 and MS • Different teachers • ClassConnects • Work Samples • Offered at several different times • Parents invited • Moderated by a K6 and MS teacher

13. Transitions - 8th Graders Moving to High School End of 8th Grade Year: • Ramped up work sample expectations (to prepare for work demands of high school) • 8th Grade Transition Week (next slide)

15. Retention • Communicating where students should be in progress • Progress Charts (see next slide) • Calls from teachers • Again, make it easy for families to get the information they need. • Social/fun aspect to all ClassConnects • Continuation of “I am here for you” attitude – every student receives a weekly call. • Plan for Success for students who are struggling

17. Arm them with Info from the BEGINNING

18. Vision and Goals for this PLC

19. Review or Assignment of Roles- Facilitator- note taker- time keeper- norms watcher- Collaboration space facilitators- others?

24. Encouragement Works Better than Hounding TRUE or FALSE? • Not every student is Lazy and it’s easy to just think that when you look at data. • What’s their: -Story like? -Home life like? -LC support like? -Work/Study Style like?

25. Remind them to Dream!! • So many of our students forget to look ahead because they are ‘stuck’ where they are right now. • Action Plans are not just about data- it’s about reminding them of short AND long term goals • Be their sounding board to remind them what THEY want- let them have ownership 

26. Let Students Define Success- Let Students Define Goals for each class, each grade, and each “baby step” • LC’s MUST be active- It’s ok to advocate for students and get LC’s more involved! Every AP meeting they should be there, be active in the participation and solutions and goals setting!

28. Share your live and they’ll share theirs!

29. “In light of the hundreds (if not thousands) of things we might do, are we doing what matters?” (Goodwin, 2010, pg. 4)

30. What Matters Most : (Goodwin, 2010, pg. 9)

31. What Matters Most: An effective teacher has more influence on a student’s success than any other factor, including a student’s socioeconomic status or circumstances. (Goodwin, 2010, pg. 9)

32. Personalizing Contact • Talk to Parents Like A PARENT- How would you want to be talked to if it was your student? Remember Parents will always be more emotional! • Talk to students like they are people- “You are WANTED.”

33. Defining Roles • Learn to take the time to coach the parent on what their role is, and don’t be afraid to hold them accountable to that role! • Meet students in blackboard to work if they aren’t logging enough hours. • Prep for Action Plan meetings ahead of time to be organized and more ‘formal’- but make the meeting about the student creating goals • Give the student /LC time to talk- get a good picture of the story

34. Advocating for our Students • Be a GREAT advocate for the students.. and for the parents. • Stay professional at all times • My Philosophy- Let them come to their own conclusions through supportive dialogue and ask GREAT questions to help them make good choices. What will bring this student the BEST possible chance at success? • How can I be support staff for the teachers?

35. Resources help! • Use your resources: • boostup.orgwebsite which has a library of student videos to help motivate and encourage those at risk of dropping out of school. Check it out at this link: http://boostup.org/en/students • Other Teachers- I often will ask about the student from each teacher before going into a meeting or refresh up on TV notes before the meeting so I get a better picture. • Special Education Teachers and IEP documents in SharePoint • Data is probably one of my biggest helpers. I use the omnibus reports to track students log in time, attendance and we use a probation tracker to help assist us in tracking students overall course averages each week.

36. What it’s ALL About!

37. The research in unequivocal… • Parent involvement can have a major impact on student learning, regardless of the social or cultural background of the family • High performing schools have high levels of family and community involvement • Learning Coach participation in education has been found to be twice as predictive of students’ academic success as family socio-economic status

38. You Help Us, to Help your Child! • Greater teaching effectiveness; • Higher expectations of students; • Increased ability to understand family views and cultures; • Greater appreciation of parent volunteers; and, • Improved morale.

39. Benefits for Communities: • Greater strength; • Greater impact of services through comprehensive, integrated approach; • Increased access to services for families.

40. Research on Involvement • Effective parent/family involvement improves student outcomes throughout the school years. • While parent/family involvement improves student outcomes, variations in culture, ethnicity, and/ or socioeconomic background affect how families are involved.

41. KIDS WIN when we help! • Our program views children’s learning as a shared responsibility among everyone involved in the child’s education.

42. What is a Family? • Traditional? • Blended? • Extended? • Multi-generational? • Migrant? • Minority? • Single-parent? • Divorced? • Other?

44. Factors in Involvement • Parents are a child’s first teachers. • The American family has changed dramatically over the last 50 years. • Schools aren’t always knowledgeable in how to encourage involvement. • Parents don’t always recognize the importance of becoming involved or know where to begin.

45. http://www.boostup.org/en

47. Why Students Drop Out

48. Sample AP- Goals that were created by Student- TRACK Progress!

50. Boostup.org