Eye of the Tiger
Tool for students in need of help was lost in termination of intervention scheduleWednesday, May 02, 2012 By Keaton Landenberger
Due to the small majority vote on PAWS, the school has decided it is best to implement a rash removal of PAWS the day we returned to school from Spring break on Tuesday, April 10. The majority of the student population, or what I hear, hated PAWS and wanted to get rid of it. But when you look at it closely (how it has affected the school both positively and negatively, its schedule and helping different parts of the school, from ELD students to AP), I believe it has a definite positive effect on students whether other students want to believe it or not. When PAWS started up in the spring of 2010, it was created in response to the school’s newly appointed PI status. Between 2010 and now, nothing has changed about PAWS in my mind. Its definition is unclear, we still don’t have an exact answer of what teachers should be doing with the time and students were just as puzzled. In all honesty, I agree that our current form of PAWS does not conform to our school and without a good infrastructure that is strictly defined by the collaboration of teachers and administration, it will never work. PAWS did aid AP students and their teachers, allowing that 30 minutes to review AP test materials, or practice free response questions. It helped student government, allowing them to have a student senate, which directly affects your voice as a student. It helps the ELD students get more study time into the day and it affects everyone, allowing more review time, without the hassle of learning materials, or time to start homework. I see PAWS being a great thing at RHS, but the way they are carrying it out is not prepared, unclear and not adapting to the diverse RHS. Though the future is unclear amiss all the changes and manipulations, I see PAWS being beneficial for our school IF used correctly. The 5 essentials for PAWS A school culture that believes every student can learn at high levels and should be prepared for high school plus. A collaborative culture where teachers work in PLT's, on the right work, using norms and holding each other accountable. Clearly identifying what we want students to know and be able to do…the Essential Learning’s for each course Using frequent, common formative assessments to measure student progress, identify students in need of re-teaching and having professional discussions about the instructional strategies that work. Developing an embedded intervention schedule to provide support within the school day versus intervention by invitation.