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

Strategic Intervention

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

Grade 9 Pre and Post RAD Results: Initial

Grade 9 Pre and Post RAD Results: Final

Grade 10 Pre and Post RAD Results: INTIAL

Grade 10 Pre and Post RAD Results:FINAL

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)

Behavioural Referrals

138

83

0

20

40

60

80

100

120

140

160

Period: October to May

Nu

mb

ero

f R

efer

rals

Oct-Jan

Feb-May

Completed Social Skills Group

1

3 3 3

5

2

4

5

3

9

0 0

4 4

2

11

3

1 1

3

0

1 1

2

3

1 1

2

0 0 00

1

2

3

4

5

6

7

8

9

10

Student A

Student B

Student C

Student D

Student E

Student F

Student G

Student H

Student I

Student J

Student K

Student L

Student M

Student N

Student O

Student P

Participant

Nu

mb

er o

f Be

ha

vio

ur R

efe

rrals

Oct-Jan Feb-May Oct-Jan Trend Feb-May Trend

What did we do to get these results?

Grade Wide Meetings:

Action PlansFollow up with data

referralsattendanceRADmarks

Development of a two prong attack

•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

Student

RAD ResultsTeachers

Administration

Parents

Case Managers/

Counsellors

Student Filters

Why did it work?

Addresses the needs, both academically and socially, of the student

Provides individual attention Have a collaborative supportive school

structure

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

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)