J U LY 2022 | better sch o o ls
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Relentlessly Removing Barriers By Melissa Barlow, Yukon High School Principal
As we begin a new school year, it is vital that we not lose sight of where our students have been, while we prepare to lead them forward to success. Oftentimes we categorize students based on their test scores, graduation progression, or their negative behaviors. However, we must see them for their potential, provide them opportunities that overreach their situations. Educator James Vint encourages us by stating, “You must see in kids what they don’t see in themselves. See them for what they are, and then teach them accordingly. You may be the only hope in the lives of many of your students. Believe in every single one of them every single day.” This dedication, in the form of a vision and mission, propels our work in education as we must re-establish the “why” behind the work we love. Teams at Yukon High School (YHS) consist of administrators, faculty and staff who have committed, through their vision, to sustain high academic and behavioral standards for all students by removing barriers and recognizing the value in every individual. Our commitment to being relentless in removing barriers, begins with the dedicated work that we do within our Professional Learning Community (PLC).
Student-Focused Data Analysis and Intervention During weekly team collaboration time, teachers and facilitating administrators discuss the four critical questions that guide PLC work, placing emphasis on the collection of data on essential standard mastery of every individual student. In the current educational climate, where student learning gaps are deeper than
ever, it is critical that we determine the specific areas of deficiency for every student. Student understanding and classroom success, in the form of qualitative and quantitative data, drives team conversations regarding interventions for struggling students. Collaboration leads to focused data analysis, which in turn leads to the development of intervention geared towards individual students. Intervention, our systematic response to identified deficiencies, requires the removal of multiple barriers for students. Identification leads this process, followed closely by the components of adequate response. Twice a week YHS offers Rethink, thirty minutes of intervention built into the school day. This intervention is often leveled and the instructional responsibility is shared by all members of the teaching team, on a rotating basis. With all teachers
