Understanding Life Transitions Transitions and Biopsychosocial Development.
vs. Neighborhood Schools Grade Level Centers Town Hall...Negative effects of transitions between...
Transcript of vs. Neighborhood Schools Grade Level Centers Town Hall...Negative effects of transitions between...
So why consider the change?● Room (Space)
● Shifting Population
● Transportation
● Staffing Analysis Results
Recent Changes● Shift to Full-Day
Kindergarten
● Enrollment for
2016-2017 is 493
students as of
February 10,
2017.
Special Populations● Special Education
○ % of Enrollment
■ 2014- 18%: 2015 - 17%; 2016 - 16.6%
○ Levels of Support
■ Resource and Speech Only, Instructional, Self-Contained
● English Learners
○ EL
○ Bi-Lingual (20+ rule)
■ Arabic
■ Polish
■ Spanish
● Intervention Services
○ Reading
○ Math
○ Enrichment
Students with IEPs By Grade Level CenterGrade Level Center Enrollment Percent
Primary 1,576 27%
Intermediate 1,547 23%
Junior High School 1,835 17%
Students with IEPs% of Time INSIDE the General Education Classroom
0-20%
(Self-Contained)
21-79%
(Instructional)
80-100%
(Resource
and/or Speech)
TOTAL
PreK/EC 32 0 97 129
K-2 40 35 222 297
3-5 46 66 242 354
6-8 45 88 173 306
English Language Learners
School CTL CTR PARK PR HP LIB MR
ESL ✓ ✓ ✓ ✓ ✓ ✓ ✓
Arabic ✓ ✓ ✓ ✓ ✓ Need Need
Polish ✓
Spanish ✓ ✓ ✓ ✓
5 Year Trend of English Learner Population of Orland SD 135
● Number of students being
serviced in the English Learner
(EL) Program has increased by
nearly 140% over the past 5 years
● Orland SD 135’s EL population is
commensurate with state
averages
Data retrieved from Illinois School Report Card
Kindergarten EL Population Growth
● Nearly one-fourth of incoming
kindergartners qualified for EL
services in FY 2017
● 9% increase in EL Kindergartners
from FY 2015 to FY 2016
● 23% increase in EL Kindergartners
from FY 2016 to FY 2017
Data retrieved from K Model Screeners, Orland SD 135
Demographics of Orland SD 135’s EL Program
● 568 students in EL Program
● 11% of Student Population
● 30 Different Languages
● Most Predominant:
○ Arabic
○ Spanish
○ Polish
Powerschool Data as of 11/1/16
Intervention Services at K-5
School CTL CTR PARK PR HP LIB MR
Reading 31 42 43 36 43 41 29
Math 19 17 26 26 23 44 27
Enrichment 4 6 34 32 41
Small grade level cohorts have significant advantages. These include:
● Higher academic achievement
● Greater student participation
● Greater connection among students
● Students feel safer AND are safer
● Teachers have greater sense of ownership
● Increased parent involvement
Positive effects of longer grade spans include:
● Students have strong relationships with more adults
● Schools are safer.
○ Students are better known by more adults.
○ Older students are guides and mentors.
● Younger students can learn from older students.
● Parental involvement remains strong in higher grades.
Positive effects for students in buildings with longer grade spans include:
● Strong student connection to THEIR school.
● Students able to grow with a deep sense of rootedness.
● With more time with students, teachers are able to focus on student and professional development
and successes.
Positive effects for teachers in buildings with longer grade spans include:
● Teachers and other staff in lower grades gain job satisfaction because they see their influence and can watch
students grow.
● Teachers and other staff in higher grades can easily gain insights on students’ learning styles, family context,
successful strategies by talking to their earlier-grade teachers
Neighborhood and community:
● Strong and accessible friendships and community for school children.
● Elementary-age students get to know other children in their neighborhood through school.
● Children walk and bike (and scoot, and roller blade, and...) more within neighborhoods.
● Increased family connectedness, community, and mutual support within neighborhoods.
● More parental (neighborhood) interaction through ongoing association through their children’s shared
school.
Negative effects of transitions between schools include:
● Transitions cause a discernible drop in students’ academic achievement.
●
● Academic drops are often most pronounced for students from disadvantaged socio-economic backgrounds.
● Disrupts familiar social structures and communities.
○ Increased anxiety
○ Lower self- confidence
● Students entering a new school are often less prepared for their new grade because instruction is less well
articulated across the transition.
Transportation / environment / health:
● Shorter commute times for students
○ This means more time at home doing activities.
● More walking and biking to school, supporting healthy and active child and parent lifestyles.
● Schools are safer.