Program Goals and Behavior Objectives
Because arbitrary benchmarks such as standardized test scores will not be used in isolation of other student data, the goals of the action plan envisioned herein will be strictly considered in terms of achieving a positive academic outcome as defined as the student successfully graduating from high school with at least a "C" average; this goal would be applied across the board to all students, with an analysis of how many scored above or below this average grade used to fine-tune the individualized plan for each student.
The objectives of the action plan, therefore, will be to provide all students with an individualized plan for their high school experience that includes specific references to what coursework will be required to help them gain admission to college or vocational-technical school in a given course of study, or to help them become better prepared for working in the real world if that is their choice. Appropriate extracurricular and vocational training opportunities would also be included in this plan where appropriate. Behavioral objectives would be based on any identified need such as hyperactivity or other learning disabilities, or, where appropriate, for physically challenged students who may be experiencing emotional problems related to their high school experience.
Subjects and/or Audience
The subjects envisioned for this action plan would consist of all high school students entering their freshman year and their parents or caregivers and would extend through the course of their attendance unto graduation or otherwise.
As the term implies, an "action plan" requires "action." Therefore, the action plan envisioned herein would immediately proceed according to the specific needs, weaknesses and strengths of each student with follow-up counseling being provided on a regular, but individualized basis. To the maximum extent possible, each student's parents or caregivers would be solicited to actively participate in the action plan process to ensure that their concerns are identified and to provide them with the opportunity to demonstrate the importance of their child's education to them.
Evaluation of the effectiveness of the action plan envisioned herein will be based on a combination of interviews, test results and feedback from other faculty members that would be solicited on a routine basis for each student using a hard-copy evaluation form or the school's secure intranet (because of the privacy considerations involved when discussing students' personal information) (Isaacs & Stone, 2003), if one is available.
Expectations if Plan is Implemented
Assuming that money was not an object, and the high school admissions counselor enjoyed the luxury of all of the time that would be required to implement and administer the action plan envisioned herein, the expectations of the program would be to help a significantly larger percentage of all students graduate from high...
The grade results would be assigned their numeric value and a weighted score assigned to the results of the interviews and faculty feedback to develop an overall progress indicator for each student that would then be tracked using SPSS or Excel with trending graphs and narrative analyses of these findings being furnished to the students themselves as well as their parents during subsequent interview sessions. These interviews and the analytical reports could be used in conjunction with the results of any other standardized tests, report cards and so forth, and could serve as yet another opportunity to fine-tune the individualized plan in response to changes in the students' lives, new career goals, aptitude test results, or any disciplinary problems that might arise preceding the scheduled interview.
The research clearly showed that the importance of the high school admissions process has assumed new importance in recent years. Because schools are not factories and young learners are not products, it is critically important to keep in mind that each student is unique and has certain strengths and weaknesses that should be taken into account when formulating any decisions concerning their high school experience and beyond. In order to accomplish this responsibility in an effective and informed manner, high school admissions counselors need a framework in which to proceed and the action plan envisioned herein can be used to help them for this purpose. Moreover, the same approach can be used in a modified fashion to the extent that resources are available for just those students deemed as being at-risk if there are insufficient resources available to provide this level of counseling for every student (which would be the ideal, of course). By encouraging parents or caregivers to become more actively involved in their children's academic lives, the action plan envisioned herein will provide a win-win outcome by helping students identify what they need to do to succeed throughout their high school experience and beyond, as well as demonstrating in a concrete fashion that everyone in their lives in truly concerned about their education and their futures as American citizens in the 21st century.
Arce, J., Borjian, a., Conrad, M., & Luna, D. (2005). No Child Left Behind: Who wins? Who loses? Social Justice, 32(3), 56.
Barrow, L.H. (2001). An analysis of middle school preservice faculty positions. Education, 122(2), 402.
Goldschmidt, P., & Wang, J. (2003). Importance of middle school mathematics on high school students' mathematics achievement. The Journal of Educational Research, 97(1), 3
Hebert, T.P., & Neumeister, K.L. (2001). Guided viewing of film: A strategy for counseling gifted teenagers. Journal of Secondary Gifted Education, 12(4), 224.
Henderson, S.E., & Swann, C.C. (1998). Handbook for the college admissions profession. Westport, CT: Greenwood Press.
Isaacs, M.L., & Stone, C. (2003). Confidentiality with minors: The need for policy to promote and protect. The Journal of Educational Research, 96(3), 140.
Lemus, M.A. (1999). NAFTA and the Trinational Coalition to defend public education. Social Justice, 26(3), 145.
Ling, T.S. (2002). Lifting voices: Towards equal…
Indeed, if students are not encouraged to perform better during these years, they may be lost not only to academics for the rest of their lives, but also to opportunities that they could have created for themselves in the future. They would also be unable to contribute to the manpower and output of the country as a whole. It is therefore not only a losing situation for students and
When this happens, they will recall these concepts and begin utilizing them. In a number of schools, this is enhancing everyone's understanding of the challenges that English language learners and other individuals will face in adapting with their new environment. (Graham, 2009) (Wang, 2010) How does the research relate to these theories? The research is showing that each one of these theories is effective at enhancing diversification inside middle schools. This
Preventing Dropouts Among Minority Middle School Students The dropout rate of minority middle school students is rising. This can be contributed to a number of factors that cultivate frustration and develop low self-esteem among minority adolescent students. Middle school students already struggle with self-image issues, but when the added pressure of factors such as low literacy skills, poverty within the home, early pregnancy and low regard for education are also introduced,
Working with young people in an educational setting can be an enlightening experience, and one can quickly discover that most young students will do almost anything possible to please their teacher. This can be especially true in the elementary grades, but oftentimes the enthusiasm shown by these youngsters begins to wane by the time they reach the middle school groups. Teachers of middle school students are therefore faced with instructing students
A Practical Comprehensive Career Counseling Plan for Middle School Students Thankfully, dreams can change. If we'd all stuck with our first dream, the world would be overrun with cowboys and princesses. – Stephen Colbert Many young people have a general idea about what they “want to be when they grow up,” but as the epigraph above makes clear, these ideas tend to change over time as they learn more about the world
Students should be able to reflect on the process of problem solving. Reasoning and Proof Students should recognize that proofs are a fundamental aspect of mathematics. Within that understanding, they should develop the ability to select and use various types of mathematical reasoning. Communication The standard calls for students to communicate their mathematical thinking in a coherent and clear way to teachers, peers, and others. Students should be able to express their ideas