ACT EXPLORE (from ACT.org)

ACT Explore data gives educators, students, and families early insight into a student’s level of preparedness for college and career by high school graduation. Access to ACT Explore data will:

• Provide the first step toward longitudinal student monitoring starting in 8th grade through high school.
• Identify areas of academic risk and allow for early intervention.
• Provide teachers with insights into student understanding, to better inform instructional practices and areas needing improvement.

ACT has reviewed the factors impacting student readiness and achievement. The Forgotten Middle, a study conducted in 2008, shows that under current conditions, the level of academic achievement that students attain by 8th grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school. The report also reveals that, on average, 8th-grade students who are not on target for college and career readiness are much less likely to be ready for college and career by high school graduation than those who are on target.

ACT Plan (from ACT.org)

ACT Plan contains four curriculum-based assessments—English, Mathematics, Reading, and Science—and includes a career exploration component that stimulates students’ thinking about future plans and relates personal characteristics to career options.

ACT’s 2009 study, Using PLAN to Identify Student Readiness for Rigorous Courses in High School, examines the relationship between students’ scores on PLAN and their scores on selected AP Exams. In this study, ACT developed new score linkages for AP courses that align in curricular content with the four ACT Plan tests and updated the linkages found in earlier studies. Results from this study show that ACT Plan test scores are good predictors of success in AP courses

Bucyrus Secondary School will be hosting a parent meeting to discuss our most recent Explore and Plan results on February 13, 2013 at 6:30 PM in the Bucyrus Secondary Media Center. Student scores and overview documents will be shared. We will answer any questions you may have about these assessments. Please plan on attending.

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While meting out ways to reduce spending, there are three avenues being investigated across the state:

• Collaboration / Shared Services
• Best Practices
• Structural Changes

All districts are making tough financial decisions in this economic climate, but additional budget reductions are needed.  These additional reductions must focus on costs outside the classroom to protect instructional areas which would negatively affect student achievement.  Best Practices are being reviewed in the areas of food service, transportation, administration and Maintenance/operations.  School districts can and do learn from each other; therefore implementation of best practices in district financial management is paramount to capital preservation.

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Approach this relationship with respect. Treat the teacher-parent-child relationship the way you would any really important one in your life. Create a problem-solving partnership, instead of a relationship clouded by conflict. Allow collaboration to replace confrontation.

Allow your child to develop his/her own relationship with teachers and staff. At the Secondary level, this means allowing your son/daughter to take ownership of their own learning; to seek out solutions to problems or ask for help.

Remember the positives or negatives with your school experience. Be honest with your child about your school experience. Work with the teachers and administrators to avoid re-creating those negative experiences for your child.

Here is what parents can expect from the school as we develop the partnership and maintain the Home-School connection:

• We will contact parents to report positive news.
• We will keep parents informed through letters, newsletter or notice regularly about classroom activities to keep parents in the loop. Parents also appreciate advance notice of upcoming events
• We encourage and invite parental involvement in the classroom.
• We will respond to calls or e-mails as soon as possible.
• We will remember that the parent is our partner.
• We will address problems constructively.
• We will make every attempt to contact the parent as soon as we detect a problem. Our role isn’t merely to inform parents that your child is struggling with a problem—whether it’s academic, behavioral or social. We want to enlist your help in resolving it.
• We will listen to the parent’s input. You as parents have information about your child’s past behavior or academic issues that can help shed light on the situations we are facing at school.

Children gain the most when parents, administrators and teachers work together as a team to support them and guide their development.

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