Adequacy versus Excellence

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AdequacyversusExcellence

• Janie DeArcos

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Alice in Wonderland

• One day Alice came to a fork in the road and saw
  a Cheshire cat in a tree.
• Which road do I take? she asked.
• Where do you want to go? was his response.
• I dont know, Alice answered.
• Then, said the cat, it doesnt matter.
• (Lewis Carroll, 1965)

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Support Classes and Programs

• Commonalities have been gleaned by studying what
  works in secondary support classes. The
  following recommendations are suggested
• Students and teachers self-select to be part of
  the support class process
• Entrance and exit criteria, per trimester or
  semester, are clearly delineated
• Mixture of curriculum materials and instructional
  delivery methods are implemented, such as text,
  workbook, software, hands-on/creative projects
• Staff development and collaboration time is
  provided to participating teachers

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Support Classes and Programs

• Incentives for improvement are provided for
  students, such as retaking tests to improve
  grades, credit recovery opportunities,
  preparation for high stakes testing (CAHSEE)
• Morning support classes
• Students selected for support classes have
  demonstrated adequate attendance and behavior
  patterns
• Lead teachers and administrators respond quickly
  to help struggling teachers improve skills in
  curricular design, instructional delivery, and
  classroom management
• Teachers and students focus on human capital
  bonding is apparent within the class interactive
  structure

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Characteristics of Future High Schools
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Characteristics of Future High Schools
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Characteristics of Future High Schools
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Characteristics of Future High Schools
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Project Lead the Way
Project Lead the Way
Universities and Colleges UC Davis and
Sacramento State
Students Enter Program
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The End