The high school experience is intended to build a strong educational foundation preparing students for their future after high school. This is a time when the family and school can work together helping students realize their full potential.
Our foundational beliefs at Chetek-Weyerhaeuser High School include:
• Take Care of Each Other (Relationships)
• Work Hard (Rigor)
• Perform at High Levels (Relevance)
Chetek-Weyerhaeuser High School is focused on providing a high quality education to all students. Students have access to a wealth of opportunities including liberal arts curriculum, vocational curriculum, encore or exploratory curriculum, college preparatory curriculum, as well as advanced placement curriculum. Students are encouraged to challenge themselves by being involved in academic as well as co-curricular opportunities.
It is our expectation that if students challenges themselves appropriately, they will be prepared to pursue their dreams, perform at high levels, and compete with any student from any high school in the country.
Some students need more intensive guidance than others to access curricular opportunities. Below summarizes some of the interventions used to better met students needs and increase student learning.
Core Curriculum and High Quality Instruction
Extensive curriculum work has been conducted with extensive work done in the development of unit design for all courses. On-going staff development has been necessary to ensure high quality instruction. Course selections have been increased significantly to allow for more offerings for students.
All students are given equal opportunity to learn with the use of co-teaching. Expectations for students have been increased with a higher rate of success then noted in previous years. For students with special education needs least restrictive environment is considered carefully. The most important “intervention” may be presuming that the student is competent to learn age-appropriate general education content in the general education classroom.
Optional and Mandatory Tutoring
All students are provided a resource period. Students that are failing any class will be assigned to the specific “Academic Resource” (mandatory tutoring) and then return to the “Honors Resource” (optional tutoring) when they are passing. Academic resource is provided to failing students by content teachers in their area of difficulties.
Targeted instruction at this point is only offered in the area of reading. Approximately 30 high school students are provided very intensive and focused reading instruction as an English elective. The class is a yearlong class that meets 60 minutes daily. The class is taught as a co-teaching station approach using the Read 180 program and is taught by a special education and a general education teaching team. Student individual progress is monitored using oral reading fluency and lexile scores.
A small number of students at the high school level require more significant options in order to obtain a high school diploma or in order to increase their skills. Some of these options include credit recovery, Alternative School Programming, and HSED. On-line classes, evening classes and skill tutor programs have all been utilized. The Learning Options Program (LOP) has a mission of “Every Child a Graduate”. The goal of this program is to recognize all styles of learners and designs individual learning plans for students involved in the Learning Options Program. Programs available include online classes, credit recovery, and advanced placement. The credit recovery program is designed for students who struggle academically and are behind in their class in graduation requirements. The program modifies the learning program to get students who are motivated to get back on track to graduate.
Individual Education Planning
Although the term individual education planning is commonly thought of as special education specific, in the school district of Chetek-Weyerhaeuser, it refers to the planning that is done specifically to any child who is not making satisfactory progress when provided targeted instruction. Only a very small number of students require this level of individual planning. Individual planning requires problem solving to develop an intervention plan. Intervention plans vary from student to student and could include anything determined appropriate by high school staff.