At-risk students. Xxxxxx’x Funding for At-Risk Students • OPSB and RSD agree to use the Xxxxxx’x funding to address the needs of special populations of all public school students in Orleans Parish by providing for the following citywide programs: o Services for truant students, o A therapeutic setting for students with severe mental health needs, and o Processes and expanded supports for transitions of court-involved students back into schools. • For the Xxxxxx’x payments made during the 2015 calendar year, 50% of the total Xxxxxx’x allocation from the City will be dedicated to the programs listed above. The remaining 50% will be divided proportionately between RSD and OPSB based on student enrollment. • For the 2016 calendar year, 75% of the total Xxxxxx’x allocation from the city will be dedicated to the programs listed above. The remaining 25% will be divided proportionately between RSD and OPSB based on student enrollment. • For the 2017 calendar year, and beyond, both the RSD and OPSB agree to dedicate to the programs listed above at a mutually agreed upon percentage of the total Xxxxxx’x allocation from the city. The RSD and OPSB shall mutually agree to such percentage no later than January 1, 2016. If a percentage is not mutually agreed upon by that time, the annual percentage will remain at 75% until such time as a different percentage is agreed upon. Any remaining Xxxxxx’x funds will be divided proportionately between RSD and OPSB based on student enrollment. • For the 2014-15 school year, the RSD will implement the programs listed above. By March 1, 2015, RSD and OPSB shall jointly determine the entity or entities that will be responsible for implementation of the programs for the 2015-16 school year. • The RSD and OPSB agree to pursue an agreement with City Council for the use of the Xxxxxx’x funds as detailed in this CEA.
At-risk students. The Charter School will consider a variety of interventions for students who either fall below curriculum standards at grade level or who have difficulties which hinder their continuous progress and development. The appropriate intervention for individual students may be determined by the principal, faculty, and parents following a joint review of student outcomes and appropriate diagnostic assessments. Interventions may include, but are not limited to tutoring, the use of alternative instructional methods, and/or the use of alternative instructional materials. Progress will be measured by multiple assessment forms.
At-risk students. The Xxxxxx X. Xxxxxxx Community School in Yuba County, California serves high-risk juvenile offenders, many of whom have learning disabilities. The school switched to Waldorf methods in the 1990s. A 1999 study of the school found that students had "improved attitudes toward learning, better social interaction and excellent academic progress."15 This study identified the integration of the arts "into every curriculum unit and almost every classroom activity" of the school as the most effective tool to help students overcome patterns of failure. The study also found significant improvements in reading and math scores, student participation, focus, openness and enthusiasm, as well as emotional stability, civility of interaction and tenacity.16 Xxx Xxxxxxx, author of The Waldorf Movement in Education from European Cradle to American Crucible 1919–2008, is so convinced that Xxxxxxx holds answers for urban school reform that in August she launched a Waldorf-inspired school of her own: the Community School for Creative Education in nearby Oakland, California, now in its second year of operation (Xxxxxxx,2010) While most Waldorf schools are elementary, the Bill & Xxxxxxx Xxxxx Foundation helped launch the first public Waldorf high school four years ago at the Xxxxxx Xxxxxxxxxx Xxxxxx School of Arts and Science in Sacramento, California. Test scores have since risen dramatically: In 2008, 67 percent of 11th-graders scored “far below basic” or “below basic” in English; in 2011, just 12 percent did. The most comprehensive research to date on North American Waldorf graduates spanned 60 years of US and Canadian Waldorf high school graduates, from 1943-2005 produced these results. 17 Perhaps the most significant support for Waldorf education comes from an unlikely source, findings from the brain sciences and the emerging field of Mind, Brain and Education (MBE). MBE is a program cofounded by one of the central figures in modern holistic approaches to education, Xxxxxx Xxxxxxx. The primary goal of this initiative as defined by another of the founding members, Xxxx Xxxxxxx is “to join biology, cognitive science, development, and education in order to create a sound grounding of education in research” (Xxxxxxx, 2009, p. 3). MBE is a growing field that holds promise for holistic educators (Xxxxx, 2010; Xxxxxxxx-Xxxxxxxx, 2011) and is especially compatible with Waldorf education. . 18 These results support further investigation into the Waldorf approach and indicate it may h...
