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Summerland Secondary's

Summerland Secondary's. Step-Up Program. Presentation by: Dave Searcy, principal at Summerland Secondary– dsearcy@summer.com Donna Moroz, vice-principal at Summerland Secondary – dmoroz@summer.com Cherrie Wells, English teacher at Summerland Secondary – cwells@summer.com.

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Summerland Secondary's

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  1. Summerland Secondary's Step-Up Program Presentation by: Dave Searcy, principal at Summerland Secondary– dsearcy@summer.com Donna Moroz, vice-principal at Summerland Secondary – dmoroz@summer.com Cherrie Wells, English teacher at Summerland Secondary – cwells@summer.com

  2. Strategic Intervention • A strategic intervention for grade 9/10 students who were at risk of not transitioning to the next grade.

  3. Grade 9 Pre and Post RAD Results: Initial

  4. Grade 9 Pre and Post RAD Results: Final

  5. Grade 10 Pre and Post RAD Results: INTIAL

  6. Grade 10 Pre and Post RAD Results:FINAL

  7. Marks • 42 students at the end of term 1 had at least 2 C- grades • 7 students at the end of term 2 (3 didn’t do the program)

  8. Behavioural Referrals

  9. Completed Social Skills Group

  10. What did we do to get these results? Grade Wide Meetings: • Action Plans • Follow up with data • referrals • attendance • RAD • marks • Development of a two prong attack

  11. Discussion with • Gr.9 wide meeting (developed action plans) • Collect Data • Grade wide meeting - 2 (prong attack) • Extracting info at January Staff Meeting • Step-Up Program (literacy / social skills) • Results (Post.) for asterisk list • Grade wide 9/10 RADS Focused School Pro-D on Literacy Sept Oct Nov Dec Jan Feb March Apr May June Sept ’08 Timeline

  12. Parents Student Filters Administration Case Managers/ Counsellors Student Teachers RAD Results

  13. Why did it work? • Addresses the needs, both academically and socially, of the student • Provides individual attention • Have a collaborative supportive school structure

  14. Where are we going now? • Addressing the complex needs of our students – socially, emotionally & academically • Develop a school culture where this is part of our teaching practice • Imbed the literacy part in the school wide curriculum • Work at sustaining the literacy & social skills support from year to year

  15. Marks • 42 students at the end of term 1 had at least 2 C- grades • 7 students at the end of term 2 (3 didn’t do the program)

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