Tuesday, March 25, 2008

Should we bribe the faculty with cookies?

How would faculty become partners to re-enforce skills taught in the skills center? Do we need to come up with a formal communication system?

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Is small beautiful?

Should we designate 10-20 kids as exceedingly high risk and pilot with them? Or use a broader brush?

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Do you want mustard or mayo with that?

After we've identified our target students, what are we going to do with them? Take, for example, reading comprehension. Do we start with letter recognition? Building speed? Working on fluency? Motivating the unmotivated? If we plan on doing all of the above, how do we tailor the services to the individual? Can we?

How would skill center be different from Writing Center, Math Lab, and a host of other programs already in existance?

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Are 9th graders from the moon???

If they are not from the moon (or Mars, Venus, etc.), our incoming 9th graders should have been tested frequently in all sorts of ways. So how does a skill center project access this data to identify the students most at-risk to fail in high school? Who can answer this question??

Here's my bright idea. Middle school teachers recommend tracking for several freshman courses. Why not make skill center mandatory for all C2 students based on their tracking. So if you're C2 math, take a math skill center. C2 in a language based course (does English track??) you take a literacy skill center. Problem then is how do we assess progress?

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