Rainshadow Community Charter High School Vol.

II Issue II

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Readin To Do L Use of Useful Accred

in This issue The Fu tur

e of g ist Course 1 2 2 2 3 4 Ropes

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Review Year 2 Goals an Progre ss d Year 3 Goals an Progre ss d

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The Future of Reading:

Upcom Reflecti

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Review of Teaching Exceptional Children Vol. 43, No.1

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This past month, Teaching Exceptional Children focused on some key reading strategies that work for out of the box students. As we look to develop our Reading Intervention time, take a look at some of these ideas and see if you can implement them in your class. Readers Theatre This strategy can be used in any class. It connects classroom information with research-based practices. It is different from performing a play in that there are no costumes, acting, facial gestures, etc. required. It also allows for time to read and reread information as a class, or as smaller groups within a class. Readers Theatre can help improve reading fluency. Scripts can be purchased, downloaded (often for free), or developed with your class.

See the article Internet Resources for Conducting Readers Theatre by Lila Carrick for more information. (www.readingonline.org/electronic/ elec_index.asp?HREF=carrick/index. html) Name That Word: Using Song Lyrics to Improve Decoding Skills This strategy encourages students to evaluate the lyrics of songs they know already. Students may already have memorized the words to the song, so the words are in their mind. They may not truly know what the song is saying. Evaluating lyrics provides an opportunity for students to learn new vocabulary while having more buyin and motivation than with standard reading exercises. Three phases are described for instructional sequences

related to the use of lyrics. The first is that students read lyrics, either with instructor support or without. The next phase is that students will read high frequency words in isolation (this is especially useful for students with more extreme reading issues). If the student is a stronger reader, new vocabulary in the lyrics can be investigated as well as the meaning (both implicit and explicit). Finally, students can generalize their word knowledge by investigating rhyme patterns of the words. (continued from page 1) The RAP on Reading Comprehension This strategy provides a very simple way for students to self-regulate their reading. RAP stands for: read a

Rainshadow Community Charter High School

2010

Creating Empowered Community Members Through Real World Education As staff and faculty, we work hard to expose students to a variety of experiences in the local community. We want our students out learning from the world and feeling empowered to have an active voice in changing the world. Our students should be out there getting their hands dirty and their minds active as they grow as young adults.

To Do List For This Staff Development...

September 30, 2010
paragraph, ask yourself what the maine idea and two details were, and put information into your own words (paraphrase). To embed this strategy for students, the strategy must be developed. The goal is for students to do this strategy without teacher prompting. The process for this development iis to begin by providing background knowledge (allowing students to learn main ideas and supporting details in the paragraph, then discuss the RAP strategy with students. Model RAP, and work with students to memorize the model. Finally, the teacher must support the strategy throughout all reading passages, using scaffolding until the student is independent in his/ her use of the strategy. This is one example of a way to provide students with self-regulated model to check for their own understanding. These three strategies are simple to employ, and when used in conjunction with core curriculum, can engage students in more meaningful ways.

Team Building (Alissa Wilmet) Administrative Review (Steve West) Curriculum and Accreditation Review (Toby Wiedenmayer) Core Standards Review and Superintendent Video(Victoria Velazquez & Rachael Tullar) investigate the research behind this tool. Why ropes? There have been several studies done looking at at-risk students who participate in ropes courses. In most cases, students report through anonymous surveys that they feel a greater connection to each other and the program, especially when the working groups are smaller. The biggest concern that has come back from these surveys is that many students report that while they now feel as though they are more interested in succeeding and completing tasks, they do not see the relevance of a ropes course to an educational experience. Skills learned through these field experiences, such as group cohesion and teamwork, should not be lost out in the wilderness. Finding ways to support students to make connections with their outdoor experience when they return to Rainshadow will be a key responsibility of all facilitating staff members. One way to accomplish this feat is for the instructor to highlight what was accomplished in the form of specific activities, and the objectives associated with those activities. This will require collaboration with Sierra Nevada Journeys, or it might be that teachers remember to bring up key moments in the experience during the teachable moments that arise in the classroom setting. The dynamic of the individual class participating in the ropes course will present itself, and will also dictate how the group functions as a cohesive unit. While some groups in the study made great gains in their perception of themselves as a unit, some did not. It is the responsibility of the instructor to help bottle the experience and

Insurance: AFLAC and other options (John Kukulika, Donna Lacasse) Infinite Campus Review (Mark Skoff)

Upcoming: Green Schools Training, Gang Issues (Walt Frazier), Testing Review, EQ Conference Review revisit the experience throughout the school year. Discuss what it was like, and how the group helped each other overcome particular elements when the group returns to school. Dont be afraid to implement other experiences that provide time for the group to work as a team. Teamwork is just as vital, if not more vital, than the core curriculum itself when working with at-risk young adults.
Conley, L., Calderella, P., & Young, E. (2007). Evaluation of a ropes course experience for at-risk secondary school students. Journal for Experiential Learning, 30(1), p. 21-35.

Useful Sites
Enhancing Your Artsy Side: http://rhinopoetry.org www.artsonia.com Encouraging Tolerance If you are having issues in your class related to tolerance of new students, dont forget about: www.tolerance.org www.safeyouth.gov Other great sites:

The Use of Ropes Courses as a Means of Increasing Group Cohesion

Rainshadow is now a member of the GreenPower schools. This implys that we are interested in making sure that our students have access to and an appreciation of the outdoors. Over the course of the next month, students at Rainshadow will all engage in an experiential learning process in the outdoors. Students will go to the Grizzly Creek Ranch to participate in a high ropes course. So, while we may have a sense of what the benefits of this process might be, I decided to

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Accreditation Review and Goals

The priority goals were identified by involving all stakeholders in a consensus building model. After reviewing Section 1 and Section 2, it became clear that there were several needs to be addressed at Rainshadow. The difficulty was in finding a way to address the needs effectively. Parents and students had the opportunity to respond to highlighted needs through a follow-up survey that was focused on 1) attendance and retention by investigating the role of parental involvement, community involvement, and culture and 2) academic accountability measures by investigating the role of a variety of assessments, their importance, and the effectiveness of Rainshadow in helping students accomplish their goals. The beliefs of Rainshadow make the priority needs imperative: 1. Students learn personal and social responsibility by being empowered through democratic ownership of their school community and their individual education. 2. Students participate in creating a stable community of learners to ensure academic, personal, social, and career growth. 3. Students use community-based interdisciplinary activities, projects, and experiences to make meaningful connections to the real world. Attendance and retention are major factors in creating a stable community or learners. In addition, attendance and retention are gauges as to whether or not students are taking ownership of their individual education. Students at Rainshadow typically come to the school having had minimal success at their previous school. Measures of academic accountability, especially performance on statemandated tests, has caused concern. Rainshadow has had to provide Certificates of Attendance in lieu of a Standard Diploma to students who have completed all coursework, but

have not passed one or more areas of the Nevada High School Proficiency Exam (NV HSPE). In the case of the Rainshadow students involved, it was the math portion of the exam that was not passed. Once again, a belief of Rainshadow is that using communitybased interdisciplinary activities will prepare students academically. There seems to be a gap between the expectations of the Rainshadow curriculum, and the performance on the NV HSPE in the area of math. Central causes were investigated for each priority need: Priority Need 1: Improve Attendance and Retention 1.Rainshadow is not meeting the cultural needs of the community as described in the parent and student surveys. 2.Rainshadow needs to do a better job of involving parents and community members to support a more positive public perception. 3.The school climate of Rainshadow needs to be improved. Priority Need 2: Improve Measures of Academic Accountability 1.The performance of Rainshadow students on state mandated assessments has place the school In need of improvement for the past two years. 2.The portfolio system needs to be improved upon to ensure a rigorous educational programming that meets the needs of students in an academic and social-emotional way. 3.The use of alternative assessments should have uniformly agreed upon requirements that link to standards to demonstrate mastery. 4.Students at Rainshadow are not involved in transitional planning, and post-school outcomes are not investigated as a part of the curriculum in a standard way. The master plan addresses a number of interventions, goals, and strategies that Rainshadow hopes to employ as it moves into the next phase of its existence. Some of the goals are ideas that stakeholders have prior to knowing the strengths and limitations of the

new facility. The school also hopes to grow in size in the next couple of years, and will undergo a charter renewal in the spring of 2009. In all of these activities, it is believed that the needs must be consistently monitored as they reflect the success of Rainshadow in accomplishing its mission and beliefs. The master plan was investigated and written throughout the week of August 13, 2008 when staff members at Rainshadow returned for curriculum planning. It looks at the priority needs, and sub-focuses and describes plans to improve each of the areas.

Activity:
Please see attached pages to evaluate how we have progressed on our goals. With a partner, fill in the blanks with our progress (or lack of progress).

Year 2 Goal 1: Improve Attendance and Retention

Action Steps: Increase Parental and Community Involvement 1. A compilation of all the outside individuals who support the school will be written for access of teachers, students, parents, and community members. 2. Community advertising campaign that sends newsletters, thank you notes, etc. to community organizations annually. 3. Use the school to provide access to families for community and social services. Action Steps: Increase cultural sensitivity 1. Utilize school as a place for after school clubs focused on student interests. Progress On Goals List developed of the friends of Rainshadow, potential parent list started and current parent volunteers highlighted to help support this program. A community list was developed in conjunction with the art show. This list will be used for future events. Progress On Goals Community linkage with the Holland Project, Empire Improv, and most recently the puppet play A Christmas Carol provide outlets for students after school hours. Extensive club list developed for students during school hours including knitting, foreign languages, music appreciation, meditation, film, figure drawing, and comedy. Several groups have been developed at Rainshadow including the GLBT group, teen mothers group, stress management group, student success group. Progress On Goals Incentive Program designed and modified by current Leadership Team.

2. Utilize group counseling and classroom guidance to investigate differences and similarities between groups. Action Steps: Improve School Climate 1. Develop a rewards system based on attendance. For chronic nonattenders, develop an attendance plan that looks at improvement over time using research based interventions. 2. Peer mediation group development.

Leadership Team Development, meets once per week. 3. Investigation of alternative schedules that will Move to a four day per week schedule, Monday allow are students to be more successful (i.e. through Thursday 8-3:30 p.m. In addition, resunrise/sunset) search being done by academic dean into the possibility of shifting the day schedule to support student learning. 4. Communicate a clear attendance policy to Use of an orientation with mandatory participastudents, and include this description to parents. tion of parents, and the development of TERMS This should include rules for operating communi- (Trust, Equality, Respect, Maturity = Success) ties.

Year 2 Goal 2: Improve Accountability Measures

Action Steps: Alternative Assessment 1. Use of curriculum anchored in everyday situations and linked to Nevada state standards. 2. Teachers will provide a means for immediate and corrective feedback related to academic and behavioral performance. 3. Improve the requirements and follow through of the senior project. Progress On Goals Current goal of integrating thematic teaching and cadres across the school. Adoption of Infinite Campus, allowing students and parents to see exactly how they are performing. Senior Project was presented with success in the Spring of 2010 with a new rubric to assess growth.

4. Develop a progress report that better reflects the school mission and beliefs. Action Steps: Improve portfolio expectations Progress On Goals 1. Portfolios will be incorporated into classes on Use of the site Weebly and Facebook to allow an ongoing basis. students to upload work. Investigation of the program e-Pearl. Action Steps: State Mandated Assessment Progress On Goals 1. Continue to improve and enhance math profi- Two math proficiency classes have been adoptciency curriculum. ed, and both investigate individual student need to employ individualized tutoring. 2. Use a base line testing model for all new stu- All students are benchmarked at the beginning dents as a part of the intake and maintain progof the year and monitored throughout the year ress monitoring to identify student strengths and using curriculum based measures. The program weaknesses. Aimsweb was purchased for every student at Rainshadow. Action Steps: Post School Outcomes Progress On Goals 1. Participation in post secondary school fair for The first annual college and career fair was prestudents to meet and learn about local options sented to all Rainshadow students in the spring for post school experiences. of 2010. 2. Transition oriented curriculum that focuses on how to give an interview, how to fill out an application, etc. for second year Rainshadow students.

Year 3 Goal 1: Improve Attendance and Retention

Action Steps: Increase Parental and Community Involvement 1. GEM program: Greet, Eat, and Meet event inviting parents and community members together on a semi-annual basis 2. Updated user friendly website that conveys the latest practices at Rainshadow, ad allows community members to understand. Action Steps: Increase cultural sensitivity 1. Develop a library of student created work related to cultural diversity including student writings and other student chose materials. Action Steps: Improve School Climate 1. Teachers will have the opportunity to visit each others classroom on a semester basis to get new ideas and provide peer support. Teachers will have the opportunity to evaluate one another 2. Develop entrance and exit surveys for students and parents. Progress On Goals

Website was updated and has been maintained since 2009, and Rainshadow is also on Facebook, Myspace, and Twitter. Progress On Goals

Progress On Goals

Year 3 Goal 2: Improve Accountability Measures

Action Steps: Alternative Assessment 1. Individual meetings between students and teachers to occur semi-annually to discuss progress. Unified format for this meeting to be developed. 2. Improve and maintain the thematic connection within the core classes. Progress On Goals

3. Document Rainshadow student projects teacher effectiveness through film and other media, use for reflection and discussion of best practices. Action Steps: Improve portfolio expectations Progress On Goals 1. Rainshadow faculty will visit with other schools that use portfolios to assess. Students will take part in local schools portfolio presentations. Action Steps: State Mandated Assessment Progress On Goals 1. Offer after school tutoring/study groups to focus on individual tests. Action Steps: Post School Outcomes Progress On Goals 1. Opportunity to visit local colleges of businesses as a component of third year Rainshadow student (or junior by credit)

Focus to create thematic course of study based upon the students year at Rainshadow. Current goal is to link the third year students to the theme Microworlds and Models and first year students to the theme The Quality of Life. By the year 2012, all years will be linked.

Upcoming Events

Ongoing: 28
End of Quarter, Half Day Mon.-Weds. 6-9 pm A Christmas Carol practice Thurs. Empire Improv Group Fri.-Sat. Holland Project Events Mon.-Fri. Cafe Open Weds.-Sat. Pizzeria Open Staff Meetings: Monday October 4, 18 3:30-4:30 pm 7:30-2:30 pm 3-9:00 pm

October
5, 6, 7, 18, 21
Ropes Course

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Coming In Hot Performance for Community Nevada Day

25

Professional Development

27

Coming in Hot Performance at Rainshadow

Embedding the Theme Across the Curriculum: A Reflection

After one month of school, how has implementing the themes across the school Spend a Moment Everyday started? Are you working with your thematic partner? __________________________________________________________________ Thinking About Someone to __________________________________________________________________ Love __________________________________________________________________ __________________________________________________________________ In our day to day experience, we often What are your next steps to help foster your plan?

Dont Sweat the Small Stuff, a Reminder:

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Every morning I wake up, I close my eyes __________________________________________________________________ and take a few deep breaths. Then I ask __________________________________________________________________ myself a question, who shall I send love Have you been able to implement any of the resources that have been gathered? How might you implement these resources in the future? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Describe any other resources you have gathered. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
to today? Instantly a picture of someone will pop into my mind-- a family member, a friend, someone I work with, etc. To me, it doesnt really matter who it is because the idea is to gear my mind toward love. Once the person to whom Im directing the love is clear, I simply wish them a day filled with love. I might say to myself, I hope you have a wonderful day filled with loving kindness. When Im finished, which is within seconds, I usually feel that my heart is ready to begin my day. If you give this exercise a try, I think youll find your day is a little more peaceful.

spend much more time thinking about things that irritate us. This reminder is about thinking of people in your life that are important to you so you dont get caught up in the negative. It also is about thinking of all the good things that happen throughout the course of a day.

Carlson, Richard. Dont Sweat the Small Stuff and Its All Small Stuff. (1997).