TEACHER HANDBOOK
Teacher Handbook
12/13/201307/21/2014 Formatted: Font color: Auto
COPYRIGHT POLICY
All materials produced by Responsive Education Solutions are copyrighted under the copyright laws of
the United States of America. Responsive Education Solutions maintains exclusive ownership of
copyrights to copy, duplicate, publish, or reproduce in any way its own materials and is equally protective
of other materials for which it is authorized to use or sell. Consistent with our commitment to quality
educational products, it is the policy of Responsive Education Solutions normally not to authorize the
copying, duplicating, or reproducing in any form any of its paper or electronically produced products to
any person, group, or organization. This manual and all materials received from Responsive Education
Solutions shall be for the exclusive use in Premier High Schools, Vista Academies, iSchool High and
Quest Middle Schools unless other arrangements have been made.
The Student Handbook may be copied or duplicated to whatever extent each school may desire. A copy
of the Student Handbook shall be given to each student upon enrollment.
The Staff Handbook may be copied or duplicated and given to each member of the staff.
Responsive Education Solutions produces numerous forms to ensure the smooth implementation and
operation of its program. Having uniformity is critical when it comes to students transferring to another
school and maintaining system consistency. Copies of these forms may be made for exclusive use in
Premier High Schools; however, they should never be given out to other schools or organizations. The
only exception to this rule would be those forms that must be transferred with a student’s records.
No copies may be made of audio, video, or software materials unless otherwise indicated for use by
Premier High School.
Responsive Education Solutions Formatted: Font color: Auto
1301 Waters Ridge Drive
Lewisville, Texas 75057
Tel. 972-316-3663
Fax. 972-315-9506
[email protected]
www.responsiveed.com
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1
TABLE OF CONTENTS 3
4
Welcome 5
Philosophy 10
Introduction 12
Staff Responsibilities 13
Curriculum Terms and Structure 17
Terminology 18
Premier High Schools: Learning Principles 22
Diagnosis and Prescription 38
Goals, Controls, and Rewards 43
Measuring Achievement 47
Charting the Pursuit of Knowledge 48 Formatted: Not Highlight
Premier High Schools: Today and Tomorrow
Addendum: Charting the Pursuit of Knowledge
Copyright 2005 by Responsive Education Solutions Formatted: Font color: Auto
1301 Waters Ridge Drive, Lewisville, TX 75057
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WELCOME Comment [TR1]: Deleted 7/24/2014 tr
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Welcome to Responsive Education Solutions. We believe you have entered one of the
greatest professions in the world—Teaching. Next to parents, teachers probably have Comment [TR2]: Amended 7/24/2014 tr
the ability to make the greatest impact on a child’s life. Our goal at Responsive Formatted: Font color: Auto
Education Solutions is to provide you with the most best educational program available Formatted: Font color: Auto
for personalized education that will affect our students’ lives. We are pleased that the Formatted: Font color: Auto, Not Highlight
professional community has recognized our quality program by our accreditation status
with AdvanceED.
The Responsive Education Solutions curriculum and learning program is a proven
educational system that has been successfully used for over 30 years in the private
sector. Some educators may feel compelled to make exceptions and to alter the
procedures found in this manual. However, in most of these cases, weaknesses can
show up within student’s overall educational program if changes are made. For this
reason, it is necessary that you follow the procedures in this manual to the letter for
maximum success.
This manual gives you step-by-step guidelines on the many details of our Learning
System and the Learning Principles upon which this system is based. This manual is
not meant to solve all of your problemsissues you may encounter in your learning
center; however, many of the situations you may face are covered in these procedures.
Many of the techniques described have proven to be very effective and are based on
the experiences of thousands of educators around the globe. The more familiar you are
with the material in this training manual, and the more faithful you are in carrying it out
exactly as laid out, the more likely you are to have a successful educational program.
Sincerely,
The Executive Team
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PHILOSOPHY
Responsive Education Solutions has the largest number of campuses in the state and Formatted: Not Highlight
strives to build collegial and mutually beneficial relationships with local school districts.
While many within the charter school community may seek to portray local school
districts in a negative light, Premier High School understands that these institutions are
equipped to reach the majority of Texas students. Knowing this, Premier High School
does not foster an anti-ISD climate and does not compete with any educational entity.
Good educators have a broad vision. Knowing the complexity of today’s student, good
educators understand that there must be more than one approach to educating a child.
While the local school district effectively reaches most, the overwhelming research and
observational studies show that there is a growing population of students who are not
and will not respond to traditional methodologies. These students need an approach
not bound by barriers that can sometimes hinder local school districts.
Premier High School is an organized valid system of schools who are developing and
implementing an innovative approach for these students. While appreciating all that
traditional environments can offer, Premier High School aggressively seeks to provide
an education for the disenfranchised student. Premier High School truly fulfills the two
basic tests of charter schools:
I. Total commitment to researching, developing, and implementing methodologies
for disengaged students needing an education.
II. Different methodologies from what the local school districts can offer.
The philosophy of Premier High School creates an environment and a truth upon which
all educators can agree: all Texas students need the best start into adulthood they can
get. These students will become adults in Texas communities. They will be looking for
jobs and will be raising families in our towns and cities. Studies have shown that the
young adult with a high school diploma will have greater opportunities. Rather than
spending any energy or effort attempting to downplay the importance of any educational
entity, Premier High School is devoted to ensuring that every student who needs an
innovative approach to get that diploma will have the chance to succeed.
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INTRODUCTION
I. Mission Comment [TR3]: Amended 7/24/2014 tr
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To provide hope for students through an innovative, character-based,
personalized learning environment where they are academically successful and Formatted: Not Highlight
develop into lifelong learners. Comment [TR4]: Amended 7/24/2014 tr
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Premier High School is committed to providing students with a quality education
through an individualized learning approach. This innovative program is
designed to strengthen students’ weak areas and accelerate the learning
process, thus allowing students to successfully earn credits toward graduation.
From the moment students enroll, they are taught to take ownership of their
progress. By utilizing a both a paper and computer-driven, character-based
curriculum in a safe, positive environment, students are able to discover their
capabilities and achieve their maximum potential.
II. Methodology
What makes Premier High School different from the traditional, local Independent
School District? The G.R.I.D.
Premier High School has created a methodology designed to blend several
teaching styles into one system. This methodology is called the G.R.I.D. This is
an acronym for: Group instruction and Reinforced learning with an Individualized
focus equals Dedicated mastery.
Premier High School focuses on the learning benefits of an individualized
environment. Students are diagnosed and placed on an individual graduation
plan that meets their needs.
Group instruction is conducted by providing pullouts during the school day.
These pullouts are geared specifically to address student needs, target areas for
a more direct approach to instruction, and prepare students for state testing
(STAAR/EOC or TAKS).
Reinforced learning occurs in the Learning Center of the school. Students have
individual student carrels where they can work on their assignments. These
carrels may also have computers designed to provide internet access or network
curriculum. Teachers are directly involved in the students’ learning process
through academic engagement and meaningful interaction, as needed.
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Individualized focus is the heart of the Premier program. Premier High School Comment [TR5]: Amended 7/24/2014 tr
believes that every student can learn. Focused measures are taken to provide a Formatted: Not Highlight
school system that can address the individual needs of every student. Formatted: Not Highlight
Comment [TR6]: Amended 7/24/2014 tr
Dedicated mastery of a subject means that all Premier students must Formatted: Not Highlight
successfully pass every area of a subject before they move to the next level. Formatted: Not Highlight
This ensures that students can build upon prior knowledge as they progress.
III. The Disenfranchised Student
Premier High School provides opportunities for students with varied backgrounds
and needs. Traditional school systems cannot meet the needs of every student.
Some students do respond well to the typical classroom environment. However,
traditional systems rarely adjust to the student who may need a different
approach. These students become “disenfranchised”. The word
disenfranchised simply means that someone has “a right or privilege taken from
them.” Students deserve to be part of a learning environment in which they can
respond effectively. If the system does not adjust to the student, but rather
expects the student to adjust to the system, then the student will become
disenfranchised.
Disenfranchised students come from different learning backgrounds and abilities.
The average student needing a different setting in a smaller environment will find
that Premier provides just that. Accelerated students who want to accomplish
more at a quicker pace will flourish in the system provided by Premier High
School.
However, the greatest need for the independent learning model is proving to be
in the area of the at-risk student. As total student population increases across
the state, so does the population of students who are not responding to
traditional methods and practices. Many times these students are no longer
concerned about success. They are concerned about survival. They have fallen
behind a prescribed schedule for achievement in a traditional school system.
Theorists would like to have us believe that these students will see the challenge
and will resolve to conquer this setback. However, the reality is that the
population of dropouts and underachievers grow consistently.
At Responsive Education Solutions, district and campus personnel working with
the Premier High Schools devotes time to researching the at-risk student.
Research tells us that Ttoday’s at-risk students are victims of “learned
helplessness”. Secondary school students, because of systemic barriers placed
early in their lives, have become convinced they will fail. They have an intrinsic
fear of the academic world. They are the students who could not keep up, never
seemed to ‘get it’, or just couldn’t do the work. However, “learned helplessness”
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is more than just failing. Students suffering from “learned helplessness” are Comment [TR7]: Amended 7/24/2014 tr
convinced that they are on the wrong end of the bell curve. They have agreed to
accept defeat. They rarely have any fire left in their eyes. They have a highly Comment [TR8]: Amended 7/24/2014 tr
developed sense of failure that will dictate much of their lives , should there be no Formatted: Not Highlight
without any external intervention. Formatted: Not Highlight
Research also tells us that Aat-risk students will suffer from “stereotype
vulnerability”. Extensive, research-based studies have been conducted on
students and their ability to perform well on tests. Research shows that students
who must identify certain characteristics about themselves, such as race or
economic status, will consistently score lower than if they were to remain
anonymous. These students have an intrinsic belief that these characteristics
identify them as failures. Though in reality these characteristics have nothing to
do with performance, there is valid evidence to show that a student’s
performance is negatively affected by “stereotype vulnerability”.
No matter the term or the reason, today’s at-risk students are disengaged from
the learning process. There is a reality among educators that the population of
these students will not decrease but will continue to increase over time.
Therefore, Premier High School is committed to providing venues for students to
be successful and earn their diplomas, thereby increasing their opportunities to
succeed as members of their community.
IV. Belief Statements
1. Each student can learn.
2. Each student should be taught to be an independent learner.
3. Each student has worth and should be treated with honesty, dignity, and
respect.
4. Self-esteem and a positive mental attitude are fundamental to student
fulfillment.
5. The goal of education is to produce lifelong learners.
6. Education is a partnership among students, parents, educators, businesses,
and the community.
7. The uniqueness of each student should be addressed through the
teaching/learning process.
8. Quality teacher-student interaction is critical to learning.
9. Each student should be served with consistent academic integrity.
10. Discipline and accountability must be consistent and appropriate.
11. Our graduates are prepared to become productive parts of their community
and society.
12. Literacy, knowledge, and character are fundamental to a free and
democratic society.
V. Goals
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A. Premier High School Student-Centered Goals Comment [TR9]: Amended 7/24/2014 tr
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1. To provide for the special needs of disenfranchised students, adjudicated Formatted: Not Highlight
teens, and dropouts in a comfortable, non-threatening learning Comment [TR10]: Amended 7/24/2014 tr
environment. Formatted: Not Highlight
2. To demonstrate how all students can pre-test and post-test on national
achievement tests and average in excess of a year of achievement during
their first year. spacing
3. To provide a personalized, on-going general course of study toward
graduation or a college-bound course (College Transitions); to equip the
student for the university of his/her choice.
4. To focus education on the priorities of reading, mathematics, computer
mastery, writing, and speaking skills as well as gaining knowledge of life
skills.
5. To provide students with access to the Internet and put the libraries of the
world at their fingertips.
6. To give students a dream for success; to diagnose their learning gaps; to
prescribe a personalized learning course of study unique to students’
particular needs; to provide a quality learning environment; to teach the
method of setting learning objectives and daily goals; and to motivate
them towards a lifestyle of achievement and success.
B. Premier High School Goals
1. To demonstrate the Premier Learning Principles integrated into a system
of mastery-based, personalized curriculum, and learning procedures.
2. To demonstrate how to reintroduce traditional values that will increase
personal responsibility, character development, positive citizenship, and
accountability.
3. To demonstrate how to motivate underachievers and disenfranchised
youth to desire to work towards their highest possible level of performance
and achievement.
4. To demonstrate how to reduce the rate of dropouts, grade level retentions,
and to eliminate social promotions through measurable learning, academic
safety nets, and “Quality Control”.
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5. To demonstrate how to incorporate into the learning process personalized
technology through computer mastery, computer-enhanced curriculum,
and multimedia learning.
6. To expand Premier High School to other inner cities and rural
communities by opening Individualized Learning Centers.
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VI. Mission Statement, Core Values, and Student Core Values
A. MISSION STATEMENT
To provide hope for students through an innovative, character-based, and
personalized learning environment where they are academically successful
and develop into lifelong learners.
B. PREMIER HIGH SCHOOL CORE VALUES
1. Develop and utilize innovative methodologies that reinforce individualized
learning environments
2. Practice the belief that every child can learn
3. Expect student ownership of the learning process
4. Put the student first
5. Provide venues for character development
6. Build partnerships with stakeholders
7. Celebrate diversity
C. STUDENT CORE VALUES
To be a CHAMPION for life I will:
1. Respect Myself
2. Respect Others
3. Respect Authority
4. Respect Learning
5. Respect Property
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STAFF RESPONSIBILITIES Comment [TR11]: Amended 7/24/2014 tr
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Below is a brief outline of each staff member’s responsibilities in the Learning Center.
These responsibilities are not necessarily the only responsibilities of each staff member. Comment [TR12]: Amended 7/24/2014 tr
It is the responsibility of the Campus Director to assign tasks as deemed necessary for
the successful operation of the school. Comment [TR13]: Amended 7/24/2014 tr
Comment [TR14]: Amended 7/24/2014 tr
Campus Director Formatted: Not Highlight
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The Campus Director is the senior administrator of the school at the local level. He/ Comment [TR15]: Amended 7/24/2014 tr
She is responsible for the overall operation and administration of the school and reports
directly to the Regional Superintendent and Central Administration. Responsibilities of
the Campus Director include:
1. Prepare facilities
2. Establish community relations
3. Supervise school operations
4. Establish school-home relations
5. Hire staff and hold weekly meetings for direction, inspiration, and motivation
6. Conduct staff orientation and training at the local level
7. Screen and admit students
8. Conduct Student/Parent Orientations
9. Maintain the school calendar and schedule
10. Promote the school
11. Prepare weekly and monthly reports, as needed by the Administration
12. Approve all orders for curriculum
13. Discipline and counsel students and parents
14. Monitor and manage the State’s Assessment Program
Administrative ProfessionalSecretary
The school secretary administrative professional is responsible for assisting the
Campus Director in the following areas:
1. Promote the school
2. Maintain Cumulative Student Records
3. Maintain a filing system for the school
4. Make regular contact withFollow up with truant students that are truant
4.5. Facilitate and sstudent withdrawals
5.6. Assist in completing weekly and monthly reports as needed by
Administration
6.7. Operate the campus Student InformationRecords Management System.
(Applidesk)
7.8. Produce monthly school newsletter
8.9. Answer the telephone and is an effective public relations person
9.10. Coordinate and prepare curriculum orders
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10.11. Assist with other tasks as assigned by the Campus Director
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Lead Teacher Comment [TR16]: Amended 7/24/2014 tr
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The Lead Teacher has the main responsibility for academic achievement in the learning Formatted: Not Highlight
center and reports directly to the Campus Director. The Lead Teacher’s responsibilities
are as follows: Comment [TR17]: Amended 7/24/2014 tr
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1. Inspiring and motivating students one-on-one at all times that students are in Formatted: Not Highlight
school—Student Duty Comment [TR18]: Amended 7/24/2014 tr
2. Training students in the Premier High School system
3. Training students to set reasonable and achievable daily goals
4. Conducting diagnostic testing
5. Supervising student testing, prescribing curriculum, reporting student academic
results, compiling and filing academic records
6. Setting up software curriculum for students on OdysseyWare®. Supervising
students’ daily progress through completion of the Student Academic Profile,
following this section, monitoring students’ progress continuously
7. Distributing the KnowledgeUnit curriculum
8. Expediting daily Learning Center routine in answering academic questions,
quizzing students, etc.
9. Communicating with parents regarding academics and student attendance
10. Coordinating curriculum orders and stocking with school secretary
11. Taking responsibility for STAAR/END OF COURSE(EOC) (End-of-Course)
TESTSstate assessment and/ or Exit Level TAKS (Texas Assessment of
Knowledge and Skills) state assessment preparation in all content areas for
students in their learning centersclassrooms
Academic Specialist
Academic Specialists have the major responsibility of preparing all students
to successfully master and passpass the STAARR/EOC and/orOR EXITxit LEVELevel
TAKS (Texas Assessment of Knowledge and Skills) Test. The Academic Specialists’
responsibilities are as follows:
1. Scheduling and maintaining daily pullout sessions with all students
2. Working hand-in-hand with Lead Teachers in the Learning Center to monitor
each student’s academic progress in his respective core academic area
3. Participating in Before School, After-School, and Saturday Tutorials for students
who need additional academic help
4. Utilizing benchmark assessments to identify objectives not mastered and to
target teach according to identified learning gaps
Paraprofessionals (Teacher’s Aides)
Teacher’s Aides assist the teachers in the following areas:
1. Checking student goals daily as directed by Lead Teacher
2. Observing scoring stations and testing tables
3. Assisting the teacher in securing and distributing unit curriculum
4. Assisting in assigning OdysseyWare software curriculum
5. Assisting the teacher in completing attendance reports, grading tests, etc.
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6. Assisting the teacher in communicating with parents regarding academics and
attendance
7. Assisting with other tasks as assigned by the teacher and/or Campus Director
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Curriculum Terms and Structure
Due to the fact that Premier High School is different in its system of education, there are
a number of terms that educators of Premier High School must learn. Without
knowledge of these, understanding of the program and procedures may be limited.
Individualized Curricula
The various individualized curricula used by Premier High School are usually divided
into 10 Units for a full two-semester course and 5 Units for a one-semester course.
There may be a few exceptions. Each Unit generally has several sections of lesson
material including activity questions. Each section concludes with a Quiz over that
section. After all sections are completed, there may be a Unit Practice Test covering
the entire Unit. The Unit is completed when the student passes the Unit Test. Lesson
activities, Quizzes, and the student, under staff supervision, usually scores Unit Practice
Tests. The teacher will need to score any subjective questions, writing assignments or
projects throughout the Unit. The teacher always grades Unit Tests.
Currently, the various curricula use different terminology when referring to the various
Quizzes and Tests. The table below attempts to clarify the terms used, but there may
still be some inconsistencies from course to course, even in the same curriculum. In
this manual, we will use the terms in the left-hand column.
Curriculum Unit Structure
Terms used OdysseyWare® DiscoveryUnit™ KnowledgeUnit™ Study Guide VideoText™ Comprehend™
(Video lessons (internet based
in this (network based (printed) (printed) (accompanies with printed computer
exercises and curriculum)
manual computer textbook) quizzes)
program)
Lesson(s) Lessons Sections Sections Lessons Lessons Sections
Lessons Sections Lessons
Chapters
Quiz Quiz Self-Test Quiz Quiz Quiz Form A Quiz
Practice Test
Unit Practice No Unit No Unit Review Unit Practice Test Self-Test Practice Test Unit Practice
Test Review Test. Test. Student Let’s Review Test Test
Student should should review
Unit Test review previous Practice Test Test
previous Self-Tests.
Quizzes. Unit Test Test
Test Test
*Unit Tests for most printed Units are included with the Unit and must be removed before issuing the Unit
to the student. These tests are in the center or at the back of the unit.
*VideoText Unit Tests are on the school network and must be printed out as needed.
*OdysseyWare Unit Tests are built-in but must be blocked by the teacher when the course is assigned
and unblocked when the test is ready to be taken.
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TERMINOLOGY
Academic Achievement Record (AAR or Transcript) – A record of student
achievement made upon completion of each academic course for credit toward
graduation often referred to as a transcript
Academic Balance – With academics traditionally divided into grade levels of 12 years
of work, and with students tending to perform at differing levels in different subjects,
bringing each individual up to grade level in all subjects requires a creative daily amount
of work in each subject. If the student is on grade level in theory, he should do an equal
amount of work in each subject and maintain academic balance. If he is not, it takes
creative daily goals determined by differing numbers of pages to bring the student to a
balance of progress in the four core areas—English, Math, History, and Science
Academic Projection – An instrument employed by staff, legal guardians, and students
to plan courses leading toward graduation within a reasonable period of time
A.C.T. – American College Testing; instrument designed to measure a student’s
academic ability to perform in college work (used in college admissions decisions).
Teachers should encourage all college bound students to take the A.C.T. when they are
within 100 UNITs of graduation. The website for test registration is www.act.org
Applidesk – A computerized record-keeping system for every student that enrolls at a
particular Premier High School. This system keeps track of student’s enrollment
information, attendance, academic progress, work productivity, etc. Staff must regularly
input student grades into Applidesk (refer to Applidesk User Guidelines)
Chronological Grading – Placing students on a perceived “grade level” according to
their chronological age
Core Curriculum – Math, English, Social Studies, and Science
Diagnosis – The placement of the student in the curriculum based on the results of the
diagnostic test in each subject skill area
Diagnostic Test – An instrument used to identify learning gaps and the performance
level of a student’s individual academic proficiency. Diagnostic Tests assist the teacher
in placing the student at his own individual academic skill level
EOC – End of Course are state tests given to students to fulfill graduation requirements
in Texas.
Flag – A tool used to get the teacher’s attention when the student needs help. A
student raises a yellow flag for academic help and a black flag for all other questions.
This allows the teacher to know at a glance the type of question a student may have
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Goal Check Report – A form used daily by the staff to check student academic
progress, attendance, privilege status, and behavior
Goals – Objectives set daily by students and entered on a Goal Card placed in front of
the student in his Student Carrel. Goal setting is an integral part of the Premier High
School Learning System. A student’s daily goals become his daily individualized lesson
plan
G.R.I.D. – Group instruction and Reinforced learning with an Individualized focus equals
Dedicated mastery. This methodology blends several teaching styles into one system.
Honor Roll – A standard of academic achievement that is given meritorious recognition
Individualized (Personalized) – Of or pertaining to the individual student personally as
opposed to group treatment
Individually Diagnosed & Prescribed (IDP) – Each student who enters a Premier
High School receives an individual diagnosis and curriculum prescribed according to his
individual need
KnowledgeUnit™ – A self-instructional division of coursework. There are usually 10
KnowledgeUnits in a full-year course.
Learning Center – A classroom where all activity recognizes and focuses on the
student’s individual “learning” rather than teaching and group educational activities
Learning Gap – Diagnosing of weaknesses that are below a student’s performance
level. These weaknesses may be in just a few concept areas and within a given
subject. For example, a student may have a 7th grade performance level in math with a
weakness shown in the area of fractions. He may perform on a 6th grade level in
English with a weakness in the knowledge of subject-verb agreement.
Learning Level – A point at which the student has theoretically learned all material in
an academic scope and sequence and is at his performance level with future learning
identified and scheduled
Learning Style – The way that each person learns and retains new and difficult
academic information
Lock stepping – The academic activity directed at a group of students who learn
together from day to day
Multi-Media – Contains video clips with the teacher, computer instructions, voice
instruction, animation for demonstration, classical music for inspiration, character songs,
animated characters which interact with principles being taught, drill, games for mastery
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of principles, timed-tested drill that measures learning, space repetition of lesson upon Formatted: Font: (Default) Arial, Not Highlight
lesson, etc. Formatted: Font: (Default) Arial, Not Highlight
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NorthwestORTHWEST EvaluationVALUATION AssociationSSOCIATION (NWEA) Formatted: Font: (Default) Arial, Not Highlight
MEASUREeasure ofOF ACADEMICAcademic PROGRESSrogress (MAP) Premier Formatted: Font: (Default) Arial, Not Highlight
High School utilizes NWEA MAP diagnostic software, a program designed to measure Formatted: Font: (Default) Arial, Not Highlight
a student’s understanding of grade level concepts, terms, and skills. The NWEA MAP Formatted: Font: (Default) Arial, Not Highlight
test results indicate the student’s academic grade level in each subject. Formatted: Font: (Default) Arial, Not Highlight
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OdysseyWare® – Premier High School utilizes OdysseyWare® educational software, Comment [TR19]: Recorded, added/edited
a personalized approach to learning. Using this curriculum, a student can work at his 7/24/2014 tr
own level of understanding, regardless of age or grade Formatted: Font: (Default) Arial
Performance Level – The academic level at which a student functions in each of his
subjects
Prescription – Educational materials selected on the basis of diagnostic testing
Progress Report – A computer printout in which student progress is reported to legal
guardians for each grading period
Pull Out – A method for providing small group instruction for all students. The “pull out”
is geared specifically toward addressing student needs, targeting areas for a more
direct approach to instruction, and preparing students for state testing
Repeat – A Unit that must be repeated. When a student scores below 70% on a Unit
Test, he is issued a new Unit and must repeat the material, gain mastery, and repeat
the Unit Test with a passing score of 70%.
S.A.T. – The Scholastic Aptitude Test is an instrument designed to measure a student’s
academic ability to perform in college work (used in college admissions decisions).
Teachers should encourage all college bound students to take the SAT when they are
within 10 courses of graduation. The website for test registration is
www.collegeboard.com
Scope and Sequence – The content and order of a curriculum course of study
Score Key (Answer Key) – A booklet containing answers to the questions in a
KnowledgeUnit
Scoring – Grading a learning section in a KnowledgeUnit by comparing completed work
activities to an official Answer Key
Scoring Station – A counter at which the student checks the accuracy of his
KnowledgeUnit responses
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Self-Test – See curriculum unit structure chart on page 12. Comment [TR20]: Recorded/added 7/24/2014
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Staff Control Station – A place in the Learning Center where the staff maintains such Formatted: Font: Not Bold
academic tools that may be needed to address any situation. For example:
dictionaries, staplers, pens, reference books, stack trays for daily filing, etc.
Stanford Achievement Test – An instrument designed to measure a student’s
understanding of concepts, terms, and skills at specific grade levels. The Stanford Test
results indicate the student’s academic grade level in each subject.
Star – The simplest award earned by the student for completing a KnowledgeUnit—to
be displayed for the year on his Progress Chart, posted in his carrel as a daily reminder
of achievement
STAAR – State of Texas Assessment of Academic Readiness
Star Reading – An instrument designed to measure a student’s reading level ability
Student Duty – The time of day when teachers are going from student to student,
working one-on-one with each student to expedite the learning process as they help
each student to master the system while he is in school
Student Carrel – A three-sided student desk area designed to minimize distractions
while the student performs academic responsibilities
Student Progress Chart – A monitoring chart on which colored stars are placed to
indicate successful completion of units
Student Progress Record – Cards on which the staff members record student unit
prescriptions, inventory, and test scores
TAKS – Texas Assessment of Knowledge and Skills are state tests given to students to
fulfill graduation requirements in Texas.
TEKS – Texas Essential Knowledge and Skills defines the State’s Curriculum of
Knowledge and Skills that the students must learn.
Test Key – The teacher’s official test answer key. Students should never have access
to the Test Key.
Testing Station – A table at which the student completes tests on his comprehension
of the unit content
Unit Practice Test – A self-test at the end of most printed KnowledgeUnits that the
student takes to ascertain if he is prepared for the Unit Test
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Unit Test – The final test over a unit
Students are required to score at least 70% on each Unit Test. A score of 65% to 69%
requires that the student be given an opportunity to retest. Any lower score and the
student must repeat the unit material.
VideoText Interactive™– Video lessons for Algebra I & Il and Geometry. These Video
lessons are accompanied by printed worktexts containing exercises, Quizzes, Unit
Practice Tests, and Unit Tests.
21
PREMIER HIGH SCHOOL:
LEARNING PRINCIPLES
How does a student Learn? How can we help a student Learn? Premier High School uses the
following Learning Principles as the foundational concepts of the system:
Diagnosis and Prescription
1. Principle #1: The student must be on his own real DIAGNOSED LEVEL of learning.
2. Principle #2: All LEARNING GAPS in the student’s past must first be identified.
3. Principle #3: The prescribed curriculum must be on an ACADEMIC LEVEL the student
can comprehend.
Goals, Controls, and Rewards
4. Principle #4: The student must set reasonable DAILY GOALS, which he can achieve
in a prescribed period of time.
5. Principle #5: The student’s learning must be CONTROLLED, MOTIVATED, and
REWARDED.
Measuring Achievement
6. Principle #6: The student’s learning must be MEASURABLE so the student can see
his progress.
These Learning Principles are related to the following tenets:
1. DIAGNOSED LEVEL acknowledges that all students are different, that they come from
a different composite of knowledge and understanding, and that they learn at different
rates of speed. Most students have LEARNING GAPS or knowledge they may have
missed in their educational experience. These gaps represent skills in sequences that
often inhibit the student’s ability to move forward.
2. PRESCRIBED CURRICULUM allows the student to work on a level he can understand.
Self-instructional curriculum provides the student with the necessary tools to make him
responsible in his learning situation and allows him to work at his optimum pace without
being left behind or bored with a slow pace.
3. DAILY GOALS reflect good judgment about how much academic work the student can
do in a day.
4. CONTROLLED environment acknowledges the necessity for discipline.
5. MOTIVATED refers to stimulating the student’s inner desire for achievement.
6. REWARDED progress is an experience of inner success and tangible achievement.
7. MEASURABLE results enable the student to experience academic achievement.
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DIAGNOSIS AND PRESCRIPTION
Learning Principle #1: The student must be on his own real diagnosed LEVEL of
learning.
Learning Principle #2: All learning GAPS in the student’s past must be filled in.
Students need REMEDIATION to be successful at their
level of learning.
Learning Principle #3: The prescribed curriculum must be on an ACADEMIC
LEVEL on which the student can perform.
PHILOSOPHY OF DIAGNOSTIC TESTING
The Premier High School curriculum and learning system is designed to allow each
student to work on his own level of achievement, which may vary from subject to
subject. For example, a traditional 8th grade student may be on a 5th grade level in Math
and a 7th grade level in English. In the traditional classroom setting, this student may be
placed in a classroom where the material is too difficult because of skills he may have
missed during his learning experience. This is one reason why many students become
discouraged and eventually drop out of school.
The Learning Principles outlined previously are significant from the very beginning of
the learning experience. As the first principle states, the student must be on his own
real diagnosed level of learning. Just as a doctor gives an individual a diagnosis and
prescription for an illness, Premier High School gives an academic diagnosis and
prescribes curriculum based on each individual student’s need. Placing a student in
curriculum that is too difficult or not challenging does not allow the student to realize his
own true potential. If the curriculum is too easy, he will become bored and will not strive
for higher standards. If the curriculum is too difficult, he will become frustrated, probably
give up, and eventually “drop out” of school.
Diagnosis refers to the testing by which a student’s performance levels in each of the
core subject areas are determined. Since the Premier High School curriculum and
material are personalized, it is absolutely necessary to determine at what level each
incoming student performs in each core subject area. Students must never be
assigned placement in the curriculum based upon the grade level attained in a
traditional ISD school or based upon his chronological age. Instead, the student is
prescribed curriculum on the basis of his diagnosed level of academic achievement.
Proper diagnosis will save much heartache and concern not only for the student, but
also for the teacher and the legal guardians.
Diagnostic testing may determine that a student is weak in one or more skills below his
actual performance level. This weakness is called a learning gap and can be corrected
by assigning Gap Units before the student begins on his performance level.
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METHODS OF DIAGNOSTIC TESTING Formatted: Indent: First line: 0"
Premier High School uses these methods of diagnosing and assessing the student’s
academic achievement level:
1. English Inventory Test – English Grammar skills inventory test for students in
grades 9 through 12
2. Math Inventory Test –Math skills inventory test for students in grades 9 through
12. The Math Inventory does not measure proficiency in Algebra, but new
students should take the test to indicate areas that require remediation before
higher level math can be comprehended efficiently.
3. Stanford Achievement Test – Diagnostic test for language proficiency and
identification for students in the English as a Second Language Program (ESL).
Stanford test results indicate the academic grade level in which the student is
performing in each subject.
4. Northwest Evaluation Association (NWEA) Measure of Academic Progress
(MAP) – Reading, Language Arts, Math and Science diagnostic test for all
students.
5. Star Reading – Reading diagnostic test for all grade levels.
6. Exit Level TAKS Release Test –TAKS Release Tests available for all core
academic subject areas. Since each question is related to a specific learning
objective, these tests can be used to indicate gaps in the student’s knowledge and
skills.
7. STAAR/EOC Release Test – STAAR/EOC Release Tests are available for all
Algebra I, Biology, English I, English II, and U.S. History. Since each question is
related to a specific learning objective, these tests can be used to indicate gaps in
the student’s knowledge and skills.
8. District Benchmark Tests (BMA) – Benchmark tests over certain subjects are
given several times each year. They are graded by the Central Administration.
Results are provided showing how each student is performing on each state
assessment objective. Teachers and Academic Specialists should focus on the
objectives the student missed.
DIAGNOSTIC TESTING PROCEDURES
As you prepare to administer the diagnostic tests, please remind the student that the
tests cannot be passed or failed. They are simply used to determine where the student
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should be placed in the Premier High School curriculum. Some students become tense
when taking a test, if the test is perceived as one that can be passed or failed. Do
everything you can to set the student at ease about the test.
Be sure that you have supplied the student with enough scratch paper and an extra
pencil. This is true whether the student completes the test on paper or on the computer.
Periodically check the student’s progress by observing him as he works. When he
begins to struggle with the questions, encourage him to continue a bit further until he is
unable to answer the questions. Encourage all students to do their best by reminding
them that the better they do on the test, the less work they will have to do to catch up.
SCORING THE TESTS AND RECORDING THE RESULTS
It is extremely important to follow the given Diagnostic Tests procedures for scoring the
students’ tests and determining the students’ Performance Level. (Remember, each
different diagnostic test will have its own set of directions for testing and scoring.
Please read and follow the directions as given.)
Once the student’s performance level has been established, he will complete all units in
succession after he completes the Math or English Grammar Essentials Units. The
Math or English Grammar Essentials Units along with those units on the student’s
performance level becomes the student’s Diagnostic Prescription. The Diagnostic
Prescription for each subject is recorded on the Student Progress Record so that the
staff can record the student’s progress on each unit within the Diagnostic Prescription
and know the next unit the student should receive each time he completes one
successfully.
Students in grades nine through twelve who show mastery of all the concepts covered
in the Math and English Grammar Inventory Tests should be placed in the appropriate
courses for their grade level and transcript history. Be sure that any learning gaps that
were diagnosed are corrected before the student starts on the upper level courses.
LEARNING CENTER ORIENTATION FOR STUDENTS
It is imperative that each Premier High School student participate in a well-designed
learning center orientation. This orientation must take place during the student’s first
week of school. This process is ongoing and must be repeated for each new student
throughout the year. The student learning center orientation includes encouraging and
motivating the student to achieve success all year long, as well as the administration of
one or more of the various diagnostic tests detailed above, realizing the importance of
diagnostic assessments.
Every Premier High School Teacher must plan and implement a comprehensive School
Orientation during the first week of school. The following is one example of an effective
plan:
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Day 1: Welcome student(s) to Premier High School**. This includes each student
reviewing a learning center copy of the Student Parent Handbook, local
Day 2: campus policies/procedures, learning center procedures, a review of the
Day 3: Academic Achievement Record, a review of the Report Card, a review of
Day 4: the Academic Projection, and a general review of the different types of
Day 5: courses and curriculums available in the learning center.
All students take the Star Reading diagnostic assessment. When Comment [TR21]: Edited 7/24/2014
complete, all students take the appropriate NWEA MAP diagnostic Formatted: Not Highlight
assessments. Formatted: Not Highlight
Formatted: Not Highlight
All students complete all sections of the NWEA MAP diagnostic
assessment. When complete, all students take the Math and English
Grammar Inventories diagnostic assessments.
All students complete all sections of the Math and English Grammar
Inventories diagnostic assessment. When complete, students take their
grade appropriate STAAR/EOC or TAKS Release Test.
All students completed all sections of the grade appropriate STAAR/EOC
or EXITxit LEVELevel TAKS Released Tests. When complete, review
both the Academic Progress Chart and Daily Goal Cards for the upcoming
week and set goals for week two.
26
GOALS, CONTROLS, AND REWARDS
Learning Principle #4: The student must set reasonable goals which he can
achieve in a prescribed period of time.
Learning Principle #5: The student’s learning must be controlled, motivated, and
rewarded.
CONTROLS, MOTIVATION, AND REWARDS
Controls and rewards are a combination of negative and positive factors built into the
curriculum, the learning center procedures, and the student-staff relationship. Each is a
vital part of education. Controls are the objective procedures which guide a student
through the learning process. Motivation is the subjective, positive element the staff
members initiate to inspire achievement. Staff consistency, love and interest build the
student’s self-image, and confidence and inspire him to further success.
The student’s learning must be rewarded. Most achievements in life have built-in
rewards. Academic achievement is its own reward that a student always appreciates to
some degree. The staff must reinforce this principle with enthusiasm, inspiration, and a
system of tangible and intangible rewards such as praise, stars, incentives, field trips,
and trophies toward which a student can work. Remember, a student does not care
how much you know until he knows how much you care.
Goal Setting for Printed Units
Our program is NOT self-paced. It is individually-paced. A self-paced student will
choose an easy pace. It is the teacher’s responsibility to keep the student working at a
pace that will optimize his progress without compromising his mastery of the material.
Goal setting is a tool to ensure the student works at optimum pace.
Goal setting holds the key to the student’s success. The student must set reasonable
goals that can be achieved in a prescribed period of time. Learning Principle #4 gives
the student the responsibility for his learning by requiring that he learn how to plan his
work and set achievable daily goals.
Goals are traditionally set for the core subject areas (English, Math, History, and
Science) each day to maintain academic balance. A thorough review of each student’s
transcript will determine accurate course placement; however, all students shall be
enrolled in the appropriate grade level course for each of the four core areas. Students
who have not mastered the state assessments required for each grade level must be
enrolled in the appropriate core subject areas that will be tested.
It may be beneficial for a student with learning limitations to work in only two subjects at
a time in order to attain goals. In such cases, the student should work in the subject or
subjects of his greatest deficiency under the counsel of the Campus Director and the
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Lead Teacher. The student should set sufficient goals in the subjects in which he works
so that he can still complete one test in each subject every three weeks.
Ask the following series of questions to help students learn to set adequate goals:
1. “How many pages should be completed each day?” Since most courses
have 10 units, one unit should be completed in each subject every three weeks
(15 work days) in order to finish in one school year. When the student is issued
a new unit, he should write the total number of pages on the unit front cover, and
then divide the total number of pages by 13 days to give the average number of
pages to be completed per day. This method allows two days for the Unit
Practice Test and for the Unit Test.
These are minimum goals. Since many students attend our schools to
recapture or recover loss of credits, acceleration as an intervention strategy may
require that the student set higher goals. Setting higher standards or goals on a
weekly basis varies by campus and/or Lead Teacher for each student based on
his academic needs.
2. “When should the test on this KnowledgeUnit be taken?” The answer to this
question should be no longer than three weeks from the day that the unit is
issued. If the student is off schedule due to having to repeat a unit, missing
school, or some other reason, he should not take three full weeks to finish the
unit. A student that is behind grade level in a subject should take as little time as
necessary to finish his remediation. If it is remediation, a student can work up to
10 pages a day depending on how easy it is for the student. A student in this
category should work to complete a Unit in two weeks or less. Remember not to
overload the student’s capabilities in trying to “catch him up.” The student that is
behind should do more than the minimum, but not to the extent of becoming
overwhelmed with the amount of work that he must do. Remember, these are
goals. Some lessons are harder than others are. The student should strive to
exceed the goals to make up for those days he could not meet the goal or was
absent.
Goal Setting for OdysseyWare Units
Goals for OdysseyWare are calculated automatically when the Lesson Plan calendar is
set up for the student. Target dates are shown for each Lesson, Quiz, and Test. The
Lesson Plan can also be printed out as needed. However, goals must be checked daily
as they are for printed curriculum. The OdysseyWare goals can also be entered on the
goal card.
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Goal Setting for Comprehend Units
Ask the following series of questions to help students learn to set adequate goals:
1. “How many lessons should be completed each day?” Since most courses
have multiple lessons per units, one or more lessons should be completed daily
so that each unit is completed in each subject every three weeks (15 work days)
in order to finish in one school year. When the student moves into a new unit, he
should identify the total number of lessons and then divide the total number of
lessons by 13 days to give the average number of lessons to be completed per
day. This method allows two days for the Unit Practice Test and for the Unit
Test.
These are minimum goals. Since many students attend our schools to
recapture or recover loss of credits, acceleration as an intervention strategy may
require that the student set higher goals. Setting higher standards or goals on a
weekly basis varies by campus and/or Lead Teacher for each student based on
his academic needs.
2. “When should the test on this Knowledge Unit be taken?” The answer to
this question should be no longer than three weeks from the day that the unit is
issued. If the student is off schedule due to having to repeat a unit, missing
school, or some other reason, he should not take three full weeks to finish the
unit. A student that is behind grade level in a subject should take as little time as
necessary to finish his remediation.
Short and Long-Range Goals
One of the most frustrating things about school for the struggling student is the fact that
he may see his task in learning as insurmountable and overwhelming. Premier High
School KnowledgeUnits place learning within any student’s capabilities. First of all,
every student is placed on his own individually diagnosed performance level. He no
longer has to compete for grades with the other students in a large classroom. He
competes with his own potential (along with the teacher encouraging him to work to that
potential).
Secondly, the student does not come into the Learning Center and receive a huge
textbook with a seemingly insurmountable amount of work. Instead, he receives a
worktext unit about one-tenth the size of a textbook. He plans for the time that it will
take for him to complete the one unit, not for a whole year of work. In fact, after the
student has planned for the completion of the unit in a prescribed period, he only sets
goals for one day at a time. His challenging long-term goal of completing a year’s work
has become an easy-to-accomplish short-term daily goal. In the Learning Center the
student not only finds completing his prescribed schoolwork less frustrating, he learns to
set responsible short-term goals that will help him to learn and think “goal oriented.”
This can easily become a pattern for the rest of his life.
29
Setting Daily Goals: The Goal Card
The Goal Card as shown on the following page is designed for daily entries during one
week of work. The student must be required to enter specific page numbers or
OdysseyWare lesson numbers on the Goal Card in each subject, using a blue ballpoint
pen. (Such entries as “Score” and “Study” are unacceptable goals.) It is pinned or
clipped on his student carrel in front of him. Each day as the student completes his goal
in a subject, he checks it off by drawing a single diagonal line through his completed
goal and sets reasonable goals for the next day. (Goals are not considered to be
complete until every answer to every assigned question has been scored,
corrected, and re-scored. The student circles the page number in red when every
answer on the page is correct. This is the student’s statement that he has
successfully completed the work required on a given page.)
The Goal Card is printed on both sides and therefore is used for two weeks. On every
other Friday morning, staff members who check goals should give each student a new
card so that new goals may be set for Monday when the current day’s goals are
completed. The old cards are collected on Monday morning and stored. Goal Cards
should be kept at least until the end of the current quarter since they can be helpful
during a legal guardian conference.
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Homework Comment [TR22]: Checked/verified 7.24.2014
Formatted: Font: 12 pt, Bold
Students who do not complete their goals by the end of the day need to take their Formatted: Font: 12 pt, Bold
incomplete work home and finish it before the next school day. No student should have
homework everyday. Continual uncompleted goals are a sign that something is wrong.
Either the student is setting goals that are too large, is in work that is too difficult, or is
not making wise use of his time.
Controls acknowledge the necessity for discipline, while motivation prompts each
student’s inner desire for achievement. The fifth Learning Law places a great degree of
responsibility on the staff to provide students with consistent controls, clear instructions,
and that extra loving push, thereby helping students meet their goal-setting
responsibilities and maintain maximum achievement. Students have the responsibility
to set and complete reasonable goals, and staff members have the responsibility to see
that students do so.
Goal Checking
To maintain this system of controls, the teacher should set a time each day to check
goals, while also monitoring each student’s progress throughout the day. Without a
doubt, the most important part of the staff’s day is checking goals. Goal checking lets
the staff know that the student has completed his goals from the previous day
successfully and that he has set adequate goals for the current day. One staff member
can easily check the goals of 25 students in 30-45 minutes if both the students and the
staff prepare for goal checking in the proper manner. A second and third
paraprofessional can answer flags and provide academic help while goals are being
checked.
To facilitate goal checking in a carrel without computers, each student should arrange
his carrel with his Progress Chart in the upper left corner with the Goal card below it. If
a second shift is used, place the second student’s Progress Chart and Goal Card on the
right-hand side.
The amount of time consumed in checking goals can be lessened if students who
complete all their day’s goals, set their next day’s goals, and have their goals checked
before the school day is over.
Goal Check Report
Staff members should always check the items listed on the Goal Check Report at the
end of this section. Information recorded should be uniform no matter which staff
member checks the goals on a particular day. You will note that the Goal Check Report
has room to record goal check information for a full six-week period, thus allowing the
staff to maintain a consistent record of the student’s progress in meeting
responsibilities.
31
As the goal check is being completed, ask yourself the following questions and make
notes on the Goal Check Report concerning violations and discrepancies:
1. Did the student actually complete the pages indicated in the previous box that is
marked off? Check the pages in the Unit and OdysseyWare lessons to be sure.
2. Is the material that the student has completed correct? A staff member should
spot-check the student’s answers from the previous day.
3. Has the student set a reasonable number of pages for the current day in each
subject? Remember that each unit should be completed in three weeks or less. Be
sure that the number of pages the student has set covers the material logically. For
example, the student should not end his goals in the middle of a Quiz, Review, or
Practice Test. Neither should he end his goals in the middle of a set of questions
concerning material that he has read.
4. Is the student working evenly in all subjects to maintain academic balance? If the
staff is not watchful, a student will gradually slip behind in those subjects in which
the student has trouble and in those he does not like. Remember that a student
should complete a Unit in every subject every three weeks or sooner.
5. Is the student realistically scheduling tests and spending a minimum of real review
time on each of his units? In which subjects will he test this week? Are these
subjects that he requires extra academic help?
6. Is the student’s work neat and complete in each subject?
Any and all discrepancies are noted and recorded on the Goal Check Report. Even if
the student corrects the discrepancy quickly, it should still be recorded since the
information recorded on the Goal Check Report can be vital when conducting a parent
or legal guardian conference. It is hard to remember what occurred on every day during
a period of time, but good records offer evidence that is important and more reliable
than memory. Students who have not completed previous goals, set new goals, or who
have failed in some other way to meet goal setting responsibilities should have a
conference with the Campus Director at some point during the morning hours.
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33
34
LEARNING CENTER DUTY Formatted: Not Highlight
Each lead teacher in the Learning Center is assigned approximately 25-30 students to Comment [TR23]: All changes this paragraph
monitor during the day. During instructionalthe time that that the teacher’s assigned entered and proofed 7/24/2014
students are in the Learning Center, the teacher’s responsibility is to move from student
to student, tutoring, teaching, motivating, encouraging, assisting with goal setting and Formatted: Not Highlight
generally making sure the students are moving forward in their learning experience. Formatted: Not Highlight
There is constant lead teacher/pupilstudent interaction throughout the day as the lead Formatted: Not Highlight
teacher monitors student progress, teaches concepts, and tutors individual students and Formatted: Not Highlight
groups of students. The teacher should cannot use the instructional dayis time to Comment [TR24]: All changes this paragraph
grade tests or do paperwork. When the students are dismissed from class at the end entered and proofed 7/24/2014
of the day, the teacher would have the remainder of antheir 8-hour work day to
complete the necessary paperwork for all assigned the students who are assigned. It is
the lead teacher’s responsibility to monitor students’ completion of curriculum units
continuously to ensure that courses are completed and credits are earned.
THE LEAD TEACHER: A TUTOR, A TEACHER, A FACILITATOR
Individualized instruction provides the opportunity for students to learn at a self-directed
pace; however this process is guided and monitored by the lead teacher. While learning
is the student’s responsibility, the lead teacher must be a tutor, a teacher, and a
facilitator. The lead teacher is a tutor when approached with individual questions by
one student or small groups of students (cooperative learning) and this process can
provide an opportunity to introduce and modelfor peer tutoring. The lead teacher is a
teacher when larger groups of students have similar questions in one or more subject
areas and concepts may need to be taught. The lead teacher is a facilitator by ensuring
that all students are making regular and balanced academic progress in coursework
required for graduation, state assessment preparation, and intervention work. The lead
teacher is also facilitating the completion of the Knowledge Unit when organizing peer
tutoring and cooperative learning.
FLAGS
Black and yellow flags are used in the learning center to efficiently summon help. The
color indicates what kind of help is needed. Students should be taught to continue
working in the same or a different course until the flag is answered. Don’t allow raised
hands. A student can’t work with a raised hand. Keep flags at a lower level in the carrel
when not being used to summon help.
BLACK FLAG
When a student has a need that can be answered with a “YES” or a “NO,” he posts
his black flag. These would be questions such as: “May I score?” “May I go to the
restroom?” “May I sharpen my pencil?” Such questions should be answered within
the framework of the school policy. This system prevents students from wandering
35
around the learning center at will. The black flag provides quicker response and Comment [TR25]: Change not relevant to online
allows the teacher handling academic questions to maximize their time. version
Although the answer to a student’s question may sometimes be negative, the staff Formatted: Indent: Left: 0.29"
member should never be negative in his delivery.
36
YYELLOW FLAG
When a student needs academic assistance, he posts his yellow flag. This
summons one of the staff members who must provide academic assistance. Avoid
the temptation to give the student the answer. Rather, lead the student to find the
answer for himself through questions. The Premier High School curriculum is
designed to facilitate learning rather than teaching. The successful staff member will
become adept at assisting pupils in digging out answers and gaining insights into
learning how to learn. Remember this quote from Dr. C. B. Eavey: “One measure
of the effectiveness of any teacher is the rate at which he makes himself
unnecessary to his pupils. . . .”
When a student requests academic help, a staff member might respond in any of the Comment [TR26]: Changes this entire page are
following ways: not relevant to online version
“What seems to be your difficulty?” Formatted: Don't add space between
paragraphs of the same style, Bulleted + Level:
1 + Aligned at: 0.75" + Indent at: 1"
“Read the instructions for this section of problems aloud to me.”
“Explain in your own words what you think you are supposed to do.”
“Work out the problem while I listen to your explanation.”
“Let’s review the examples that were given to you.”
“Is the question asking for a person, place, name, or date?”
“Would an encyclopedia, atlas, or dictionary help?”
The way that a staff member responds to a request for help affects the learning
process. Responses can either inspire or demean a student. Look at the difference in
the following pairs of responses:
Demeaning statement: “Can’t you figure that out?”
Inspiring statement: “That is a difficult one. Maybe we can figure it out together.”
Demeaning statement: “Surely you know the answer to that simple question.”
Inspiring statement: “That type of question sometimes confuses me, too. I
usually try to pick out a key word. Let’s see if we can find
one.”
37
Demeaning statement: “Anybody with any sense should know the answer to that.”
Inspiring statement: “That is a tricky question. Let’s read it over together to see if
we can find a clue.”
Never let the student feel that you are tired of or bored with them. The greatest thing
that you have to give them is not your knowledge. It is you.
38
ACADEMIC PROGRESS CHART Comment [TR27]: Changes made 7/24/2014
The Academic Progress Chart is aan annual record of work completed. At the
beginning of the school year, the staff should place the first name the student prefers to
be called neatly across the top of the Progress Chart using brightly colored peal-and-
stick letters. Throughout the academic year, when the student successfully completes a
Unit, a star is placed opposite the Unit in the exact week the Unit Test was passed.
Stars are color-coded as follows:
GOLD for Math
RED for English
GREEN for Social Studies
BLUE for Science
Other star colors are selected for reading, computer, and other elective subjects defined
objectively. No other marks should be made on the Progress Chart.
As insignificant as a star may seem, it represents a tangible achievement and reward
when the student places it on the Progress Chart in front of him. Achievement and
reward are almost synonymous, for they both contain built-in motivational value.
CONGRATULATIONS SLIP
Recognizing student achievement and communicating with legal guardians on a positive
basis is encouraged through the use of the Congratulations Slip (a sample copy is on
the next page). The Congratulations Slip is presented to students who successfully
completed a Unit Test. It represents achievement and identifies academic progress
with a tangible reward.
Staff members complete the form when the Unit Test scores are recorded on the
Student Progress Record. The Campus Director/Staff should hand out Congratulations
Slips each morning during opening exercises and offer praise to those students
receiving them. The Campus Director/Staff should read the subject, but not the Unit
number or score unless the score is 100%. After all Congratulations Slips are handed
out, the staff and students should applaud and show enthusiasm for those students.
Legal guardians should be encouraged to lavish praise over the Congratulation Slips at
home.
Progress Charts and Congratulations Slips should be used with both printed and
computerized courses.
39
40
Date ____/ ____ / ____
CONGRATULATIONS!
_____________________________________________ has successfully completed the following UNITs:
UNIT # Score Annual to Date
________ Math ______ ______
________ English ______ ______
________ Social Studies ______ ______
________ English ______ ______
________ Social Studies ______ ______
________ Science ______ ______
________ Elective ______ ______
________ Elective ______ ______
_________________________________________
Teacher’s Signature
HONOR ROLL
Students should be encouraged to strive for Honor Roll. Legal guardians should be
encouraged to support their child’s efforts to reach Honor Roll. The requirements for
each six-week grading period are as follows:
1. At least two stars in each academic subject.
2. A qualifying total Unit Test average of 90% or more for the “A” Honor Roll which is
also known as the Superintendent’s Honor Roll or a Unit Test average of 80% to
92% for the “B” Honor Roll, also known as the Campus Director’s Honor Roll.
The list of students that qualify for the Honor Roll should be given to the local city
newspaper for publication.
41
AWARDS CEREMONY Comment [TR28]: Change made 7/24/2014
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An Awards Ceremony should be a part of the end of year activities on campus.
Students should be notified at the beginning of the year about the different types of
academic awards that are available. As time grows closer for the awards ceremony,
the staff should develop an area in the Learning Center to display the awards to be
presented. Students should know what they are striving to earn. Awards will be small
trophies, plaques, ribbons, and certificates.
Planned Awards
Highest Unit average
Most Units completed
Neatest Student Carrel award (award can also be given weekly to encourage
neatness in the Learning Center)
Perfect Attendance
Honor Roll
Literature Award (given to the student who reads the most books)
Miss Improved Student
Mr. Improved Student
School Spirit Award
Community Service Award
Assistant Teacher’s Award (to be picked by the Assistant Teacher based on
cooperative, courteous spirit)
Teacher’s Award (to be picked by each Teacher based on cooperative and
courteous spirit)
Campus Director’s Award
Regional Director Award (picked by staff to be the best overall student in the
school)
Outstanding Character Award.
GRADUATION
The highest level of motivation and reward for the Premier High School student should
be Graduation. At the end of each school year, each Premier High School conducts a
Graduation Ceremony/Commencement Exercise to honor all students that have met the
State of Texas graduation requirements.
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ACADEMIC PROJECTIONS
Curriculum prescription for graduation begins with the diagnostic testing described
earlier. A student entering a Premier High School who are in ninth grade and above
should have an Academic Projection completed at the beginning of the year after the
diagnostic testing is completed. The Academic Projection is the course plan that will
take the student through graduation. The Academic Projection should be completed as
follows:
1. The staff member fills in courses and credits previously earned at another school, if
any. This information is taken from the official transcript received from the school
from which the student withdrew. It is important to remember that you cannot
change the credits received from the student’s previous school. There will be
occasions in which the student’s diagnosis shows academic capabilities far lower
than his previous credits indicate. Simply place the student in the Premier High
School curriculum at his performance level and assign him remediation course work
based on his diagnostic prescription to fill in his learning gaps.
2. Courses projected for the student should be in line with the requirements of the
Texas Education Agency graduation requirements. Plans for the student’s
coursework through graduation should be made in conjunction with those
requirements, with the legal guardian’s desire for the student, and with the student’s
desire for himself. Both the legal guardian and the Campus Director/Teacher
should sign the Academic Projection. The student should initial the projection
beside the legal guardian’s name.
3. An Academic Projection is not carved in stone. Although it is a plan to help the
student proceed toward graduation, the student, legal guardian, or Campus
Director/Teacher can amend it. However, the amendments should come only after
a conference between those individuals. The revised projection should be dated
and signed by all three parties.
A FEW RULES
Rules that are too numerous for the students to memorize are too many to be set.
Rules should be few and fair to all. Never make a rule that all students cannot obey.
Each school may need a few rules that are native only to it. Below is an example of
positive rules that can be posted in the learning center:
10 Rules for Learning:
1. Be on time each day.
2. Have all Units, supplies, and be ready to learn.
3. Set and complete all goals.
4. Respect others’ right to learn.
5. Leave your desk only with permission.
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6. Work quietly.
7. Score properly.
8. Talk only at break times.
9. Raise your flag to speak with the teacher.
10. Work diligently for 4 hours of learning.
LEARNING CENTER PROCEDURES
Remember that once a Learning Center has gotten out of control, it is very hard to get it
back under control. Experience has shown that whenever procedures are not followed,
the individualization process becomes one of chaos. Keep in mind these tips:
1. All students should complete their coursework in the student carrel that is
assigned to them. No one should complete coursework while sitting at the scoring
station, or sitting at someone else’s Student Carrel. Students should face into their
Student Carrel while completing schoolwork. Sitting, facing the side, will open the
student up to numerous distractions and situations where the temptation to do
something mischievous is great.
2. Students must be observed at all times. Never should there be a meeting with a
legal guardian in the office during the time that students are at school.
Appointments, interviews, and conferences should be after school. Should a staff
member need to be away from the assigned work area for a short period, the other
staff should be notified so that the students can still be under observation.
Remember: Unit tests should be scored after the students are dismissed for the day
and new Units should be pulled for the next day at that time. One of the staff
members should be assigned break duty for each break and students should take
their break in a designated area.
3. Loudness produces loudness. A quiet word will bring quicker results than a
loud one. A staff member should never get in a shouting match with a student.
Remember to praise publicly and chastise privately and quietly. Theodore
Roosevelt’s style of diplomacy is best. “Speak softly and carry a big stick.” The big
stick is not literal nor is it an empty threat. Threats do not produce respect. They
destroy it. A student who continually causes problems may not need to remain in
the school. (You must follow due process, which is covered in the Student
Handbook, with each student.) Meet with the student who is causing trouble and
ascertain if he wants to remain in the school. You set forth the criteria that are
necessary for the student to remain in the school. If the student states that he wants
to be there have him sign a statement as to how he plans to conduct himself while
he is at school. You may need to have the student’s legal guardian present so that
the legal guardian knows what the student is agreeing to. Remind the student and
the legal guardian that failure to comply with the Student Code of Conduct or failure
to abide by the rules, responsibilities, and guidelines of Premier High School may
jeopardize his privilege of attending the school.
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4. Continued absenteeism is a deterrent to good discipline. Students who are
absent fall behind on schoolwork and fail to hear announcements that affect them.
You do a student no favor when you allow him to be absent continually. Be sure to
call the legal guardian when a student is absent. Follow through with a legal
guardian conference when unexcused absences total three. Nevertheless, if a
student’s attendance does not improve, you should meet with your Campus Director
and School Secretary to take the proper steps for filing Truancy against the
student/legal guardian at your local Justice of the Peace.
5. Students respect those who show them the boundaries. Be fair but be firm.
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DISCIPLINE Comment [TR29]: Corrected
Discipline is not what you do to the student. It is what you do for him. Discipline is a Formatted: No bullets or numbering
corrective, as well as a preventive action. Discipline is more positive than it is Formatted: Not Highlight
negative. It is very surprising how the rebellious student becomes more disciplined Formatted: Not Highlight
and respectful when he is placed in an atmosphere of love and respect and on a Comment [TR30]: Corrected 7/24/2014
level where he can perform. It is also amazing how the students’ actions in the Formatted: Not Highlight
Learning Center improve when the Learning Center procedures are followed.
Things as simple as setting goals, students completing those goals while facing the
front of the Student Carrel, and raising flags for permission to do various things such
as scoring, help to bring about an environment conducive to learning and limit the
student’s ability to get into trouble.
However, in any group, there are times when a student will disobey and/or rebel
against authority. In fact, some students will feel the need to “find the boundaries.”
When you sense this searching either an under-reaction or an over-reaction can
produce some very unpleasant side effects.
Since discipline is both preventive and positive, here are some very good
suggestions in dealing with what you consider to be a problem student.
11. . Think about the student and ask yourself these questions:
What do I really know about this student?
What color are his eyes?
Who are his friends?
What did he do last weekend?
What does he do as a hobby?
What is family life like for him?
What goes on in his home?
What could I do to make life better for him?
What could I do to make him laugh?
Does he have any pets?
Have I shown a real interest in him?
What does he consider his most important accomplishment?
What does he like most about me?
What does he like least about me?
3. 2. Problem students usually react against a need in their lives. Always Ccheck
the
following potential problemsissues that may create an adverse reaction in the
learning center and see if you can correct some of them.
Is there sufficient light for his carrel?
Is his chair adequate?
Does he have a physical need or abnormality that can be corrected?
46
Is there a deficiency in phonetic or math skills? Formatted: Not Highlight
Does he come to school with some real emotional needs? Formatted: Not Highlight
Does the student have a poor diet that contributes to a poor metabolism? Formatted: Not Highlight
Does the student lack self-confidence that I can help bolster? Formatted: Not Highlight
Does the student have a poor self-image that he is trying to cover up? Formatted: Not Highlight
Is he seated near distractions?
Has he experienced a recent crisis in life that is affecting his attitude and Formatted: Not Highlight
Formatted: Not Highlight
actions? Formatted: Not Highlight
Examine yourself to see if you are responsible for any of the rebellion. Formatted: Not Highlight
Formatted: Not Highlight
1. Is he rebelling against certain mannerisms in my life which may be offensive to Formatted: Not Highlight
him? (griping, anger, absence, inconsistency, partiality, insensitivity) Formatted: Not Highlight
Formatted: Not Highlight
2. Have I offended the student by:
Not listening when he had something to say? Formatted: Not Highlight
Assuming that he was guilty without proof?
Making cutting, sarcastic remarks about his abilities, talents, or appearance?
Misinterpreting his comments toward me?
Not spending enough time with him?
3. Have I been consistent in my own actions and expectations about the following:
Appearance? (Do I practice the dress code?)
Food/beverages? (Do I drink or eat in the Learning Center? Remember that
staff can never do what students cannot do.)
Books and magazines? (Do I read materials prohibited to students?)
Schedules? (Have I been prompt to school and in answering flags?)
Reaction to others?
Time spent with students?
Enforcement of rules? (Do I threaten without punishing? Am I partial in
enforcement? Remember, you cannot allow one student to do what all
students cannot do.)
Fairness in student disputes?
When a student applies for enrollment at Premier High School, the legal guardian is
interviewed along with the student. Both are required to sign a contract. The child
must agree before his legal guardian that he will obey the rules or will not be permitted
to remain enrolled. The choice of appropriate behavior is up to the student.
47
MEASURING ACHIEVEMENT
Learning Principle #6: The student’s learning must be measurable.
The Premier High School curriculum is designed to facilitate learning. Its combination of
quality academics and built-in controls enable a student to attain the highest levels of
scholastic achievement. Premier High Schools provide each student with the
opportunity to obtain course credit in different individualized ways:
1. Knowledge Units™ – Knowledge Units are composed of consumable
workbooks that consist of lesson activities, projects, Quizzes, Practice Tests, and
Unit Tests. Each course usually has 10 consumable workbook Units for a one-
year course. Because these Units are smaller than the traditional ISD course
textbook, students are less intimidated by the coursework and quickly move
through the assigned 10 Units to earn course credit.
2. Comprehend™ – Comprehend consists of internet based units that contain
lesson activities, projects, Quizzes, Practice Tests, and Unit Tests. Each course
usually has 10 computer Units for a one-year course.
3. OdysseyWare® – Premier High Schools utilizes OdysseyWare educational
software, a personalized approach to learning. Using this computer-based
curriculum, a student works at his own level of understanding. Based on an
initial evaluation, teachers create a personalized academic program uniquely
tailored to meet the student’s needs. As a result, weak academic areas are
strengthened and areas of strength are enhanced. As a student masters the art
of learning, he proceeds through his academics on the computer without waiting
on classmates.
4. State Adopted textbooks with Study Guides – Some campuses have Study
Guides written and developed by Premier High School staff. In order to earn
course credit using Premier High School Study Guides, students are assigned a
State Adopted Textbook, along with the appropriate Study Guide to read and
complete. These guides are similar to Knowledge Units and Discovery Units in
that they, too, pace the students through their courses in smaller quantities of
coursework.
5. VideoText Interactive™ – Algebra I, Algebra II, and Geometry courses use a
combination of video lessons accompanied with printed worktexts.
Regardless of which form of Premier High School curriculum a student and his teacher
decide to use, the student’s learning must continue to be controlled and measured.
One control previously discussed is the Goal Check. Other controls discussed in this
section are associated with measurement. These forms of measurement include
Quizzes, Unit Practice Tests, and the Unit Test.
48
SCORING PRINTED Knowledge Units
The student is responsible for scoring his daily work including the sections entitled
Quizzes and Unit Practice Test. The staff must score the Unit Test and those sections
of the unit where the student is instructed to ask the staff to score his work. Each
Learning Center must contain one or more scoring stations.
When a student needs to score his work, he should raise his black flag, get a staff
member’s permission, and go to the scoring station to score. The staff member should
review the Unit before granting permission to score. (Be sure that the student has done
sufficient work to score and that he does not just want to go to the scoring station in
order to visit with a friend or to copy answers from the score key.) By initialing the last
page that needs scoring, the staff can keep track of how many trips to the scoring
station the student makes. The student takes only his unit with him to the scoring
station. Pencils, pens, and paper are not to be carried to the scoring station. The only
mark that the student makes while at the scoring station is an “X” near the number of
any incorrect answer. This “X” is to be made using a red pen provided at the scoring
station. (Red pens are provided at the scoring station and should never be taken to the
Student Carrels, nor should a student ever have another red pen at his Student Carrel.)
After scoring, the student returns to his carrel to research and correct his mistakes.
After he has made the corrected entries, he should request permission to go back to the
scoring station and re-score his work. When his answer is correct, he circles the “X” in
red ink. When all answers on a page are correct, the page number is also circled in red
ink.
Throughout the Unit the student will encounter a number of section Quizzes. Before the
student begins one of these, he should raise a flag and request a staff member’s initials.
Before the giving of initials, the staff member should review the material that the student
has just completed and spot check the student’s answers for accuracy. It is wise for the
staff also to quiz the student verbally before allowing him to proceed on the Quiz. If a
Quiz is to be done at home, the student should obtain initials at the time that he
requests his homework slip. This will give the staff a means of evaluating his learning.
Once the student has completed and scored a section Quiz, he should record the score
at the top of the page and request a staff member’s initials before proceeding. A score
of less than 90% on the Quiz requires that the student erase his answers, review the
material that he covered in the section, and then re-take the Quiz. In OdysseyWare, the
Quiz can be cleared by the teacher and reassigned. Do not give the student permission
to move to the next section of the Unit until he successfully completes the Quiz with a
score of 90%. Do not give him your initials until the score is satisfactory since your
initials grant him permission to proceed. On printed Units, the student should correct all
incorrect answers and at the staff’s discretion may be required to place the page
number where he found each answer beside the number of the question on the Quiz.
This procedure (Cross-referencing) should help facilitate the student’s retention of the
material.
49
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