Spring Lake Park High School’s intervention efforts to help kids falling behind in their grades have proven to be successful.
by Elyse Kaner
Staff Writer
Spring Lake Park High School’s intervention efforts to help kids falling behind in their grades have proven to be successful.
The school at the end of the first trimester has seen a 50 percent decrease in the number of ninth-graders who received two or more F-grades on their report cards. That translates to a decrease from 6. 2 percent to 3.6 percent of the 337 students, according to Principal Frank Herman.
The 10th-grade success rate was similar. Tenth-graders receiving two or more Fs decreased from 8.4 percent to 6 percent out of 358 students during the same time period.
So what’s behind the improved grades?
Herman said students’ involvement in smaller learning communities (of about 120 students) and remaining in classes with their core teachers is a factor. It allows for the building of relationships.
“Basically, failure is not an option,” Herman said, repeating his mantra backing District 16’s motto “high expectations for all.”
Interventions are also key for the higher passing rate.
This is the first year the high school has implemented a full-blown course of interventions. It’s more of a systemic approach providing for more support to students and teachers, rather than when teachers worked in near isolation in their own classrooms.
And lower performing students are now identified earlier. A community of core teachers, school counselors and special education teachers meet in teams every week to look at student data. Here, they can discuss and share what behavior and academic concerns are working in their classrooms.
New this trimester, the school started a reading and math support class for kids falling behind. Those students get an extra skill-development class scheduled during the day.
To identify lower performing students, the high school looks at MAP (Measure of Academic Progress) test scores in ninth-grade and the Explore test in eighth-grade. The school also tracks reading assessment tests.
Herman said that student scores in the extra-skills class will be frequently monitored so that when students succeed, they will be moved to another level or out of the classes.
“I think it has a lot of potential,” Herman said.
Although Herman said it could be a while before benefits are realized with the extra-skills courses, he is hoping students will be better prepared for the MCA (Minnesota Comprehensive Assessments) tests.
“The hope is we can identify them so they get the feel to be successful,” Herman said. “Smaller groups to build engagement and connections and more assessment, giving feedback and focusing on levels of instruction creates a better picture of trying to help kids.”
Elyse Kaner is at elyse.kaner@ecm-inc.com
