Improving Student Achievement

Mineral Wells High School

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The Problem


US History - In 2015 had an overall passing rate of 91% and 21% commended rate.


Biology - Special ed students had an overall passing rate of 47% and LEP students had a passing rate of 23%.


Algebra 1 - 22.4% of all students taking the Algebra 1 test were re-testers.

Our Solution

We introduced a tutorial period that is built into the normal school day so students would be able to receive the extra help they needed. Tutorial classes were small highly focused groups that enabled students to get additional instruction in needed areas.


Student Criteria for tutorials

Scheduling

Strategies for Tutorial Class

Results

As of today we do not have our STAAR results back from TEA.

FAQs

Why did we choose the groups we did?

Each department looked at their own EOC data to determine an area of need.

  • US History chose improving commended rate because it allowed them to focus on all students not just the "bubble kids" and with the added benefit of improving our AP test scores.
  • Algebra 1 chose re-testers because this is unique group of students who are disengaged from school in general and developing a relationship with these students could help reach them and help them be more successful.
  • Biology worked with sped and LEP students to improve their success on EOC because over the past few year these students seemed to be struggling the most with class and the test.

Where do we go from here?

  • Blended Learning - Incoming 8th graders who were not successful on the 8th grade Math STAAR will be placed in a blended learning classroom.
  • Tutorials
  • ACT Prep Class
  • Specially designed Biology class

Testomonials

Melanie Blakeley from the Science Department says...
  • Students were able to receive the help they needed during the school day.
  • Small group sessions encouraged participation among all students.
  • Students felt more comfortable asking questions.

Melinda Thompson from the Math Department says...

  • My group bonded like a little family, which helped them all feel comfortable asking questions. I especially enjoyed singling these students out in the hallways or out in public to visit with and meet their family. The relationships formed, I believe, helped the students in more ways than just academically. We will look for good results on their tests as well.