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Project Parkway

Subcommitte 2/A/4 Essential Question:
How will we determine if Parkway's alternative programs are meeting the needs of our students?

9/28/2009: What data will be collected to reveal current reality?

  • Program goals
  • For whom is the program designed
  • Number of students attending the program(s)
    • o How many start?
    • o How many finish?
  • (In and out of school) suspension rates before/during/after the program
  • Post-graduation (from the program and from high school) information—did the students benefit from the program? If so how? How are students doing if/when they return to the traditional setting? Do they learn skills in the alternative program that they apply in the traditional setting (e.g. REACH to high school; PACE back to high school, ADC back to middle or high school; Fern Ridge to post-secondary education or vocation)?
  • Climate surveys for the alternative programs
  • GED data—Does this data address our alternative programs or the kids our traditional and alternative programs have not serviced?

3/1/2010: Key Findings

A. Positive Observations Revealed by the Data
  • Elementary/middle/high schools in Parkway do offer a variety of individual programs/interventions (often pro-active) that are school-based.
  • Parkway does have alternative programs available to some students (ADC, PACE, REACH, Missouri Options, Fern Ridge).
  • Some of the data indicates that students at Fern feel safe and have positive adult connections when compared to their cohorts at the four traditional high schools.
  • Data associated with the REACH program indicates it has a positive impact on student achievement.
B. Identified Needs
  • There is no public data to indicate the presence of formal, district-wide alternative programs at the elementary level addressing student behaviors, emotions or social well being.
  • Is there a unified, district-supported mission and vision for Parkway’s existing alternative programs?
  • How are Parkway’s elementary students being monitored regarding student behaviors, emotions and social well being?
C. (If Necessary) Additional Data Needed
  • Are Parkway’s existing alternative programs measuring their own effectiveness? If so, how and how often? Is existing district data being used: grades, standardized test scores, attendance, discipline records, other?
  • What are the school-based alternative programs/interventions that currently exist in Parkway’s elementary, middle and high schools? How are these existing programs measuring their own effectiveness?
  • Are students who choose not to participate when offered Parkway’s alternative programs being monitored? If so, how?
  • Are there students in grades k-7 who could benefit from a district-supported alternative program?
  • Are students currently enrolled in Parkway’s existing alternative programs, yet still not successful, being monitored?
D. Comments
  • This subcommittee has focused our discussion around programming for suspended and at-risk students. However, when considering Parkway’s alternative programs that address student behaviors, emotions and social well being, this could also include Parkway’s gifted program, Mosaics. One aspect of the Mosaics mission is to assist students in their social/emotional development.
  • If Parkway’s existing alternative programs have defined the needs of the population with whom they work, which tools are being used to measure their effectiveness?