Through an initiative to improve GED student outcomes, during school year 2005-2006
school administration held a series of brainstorming meeting with all stakeholders and critically
analyzed student performance data to identify areas of program improvement. Administration
also held student focus groups and visited other successful GED programs. The recommenddations gathered from these sources led to the following restructuring of the class format: further
differentiation of instruction by holding concurrent lessons at two skills levels in math and
reading, and allowing for students to receive more individualized instruction. Also, one day per
week has been assigned as independent study, when students work on individualized lesson plans
that address the specific areas students need to study to pass the GED exam.
The Supportive Services Department
responded to enrollment increases by bringing
more employers to hold job fairs in the school.
The job fairs help increase students’ employment
opportunities, in addition to the one-on-one job
counseling available to students. During school
year 2005-2006, two major job fairs were held, by
Pepsi-Cola and by Verizon.
Also in response to enrollment increases,
the Supportive Services Department expanded to
include another bilingual staff member in order to
increase the availability of counseling services.
The registration department also increased its
capacity to serve students with the addition of
an Amharic speaking staff member.
A recruiter advises a student during a job fair.
3. What program changes or improvements will be undertaken or are under consideration as
a result of the most recent Program Development Review findings?
An in-depth review of the school’s English as a Second Language curriculum, student
performance data, the Charter School Board Program Development Review, and several
meetings with teachers and academic administrators led to the readjustment of curricular levels
during the current school year. ESL levels Orientation-Level 4 were divided into smaller
segments to become Orientation-Le vel 6. This allows for more time in the semester to lay a
strong foundation for the students in English language acquisition before promoting them to the
next level, thereby ensuring continued student success.
Based upon recommendations from the Charter School Board Program Development
Review, students who were repeating a level were placed together in the same class so that the
teacher could target students’ specific needs. The strategy of this special class provides students
the opportunity to review curricular content with a different textbook, giving them variety and a
fresh look on topics. This practice is still being followed.
Carlos Rosario International Public Charter School, Annual Report SY 2005-2006
- 56 -