Chapter 14 reflection (week 7)

I believe our school is using a program similar to the HPI approach called CECA, challenging each child to achieve. As a whole, our school is trying to increase our standards of teaching by incorporating Michigan’s new grade level content expectations as well as the new graduation requirements. CECA enables teachers to collaborate and design individual plans to meet the needs of each learner while integrating the Michigan GLECEs. Students are tested three times a year, once in the fall, once in the winter and again in the spring, using the MAP computerized test. Teachers are divided into CECA teams according to subject and grade level. CECA teams meet three times a year right after the MAP test data is posted to evaluate each learner and the class based on MAP data (present and past), MEAP data history, and teacher assessments. In the fall, teams meet for the first time to develop grade level criteria for accelerated learners in math and reading, at-risk learners in math and reading, and general math and reading that are specific to a learning goal. Learners are grouped according to the criteria for a content area or a learning goal. For example, content area for reading or learning goal for informational text comprehension might be used. Teams concentrate on the at-risk learners as one group. A list is formed with the level of intervention needed and an action plan to help the at-risk learner succeed. Along with the intervention list, teams define how they will assess the learner periodically throughout the next few months and determine when the interventions are no longer needed. The process is repeated for accelerated learners. Finally, teachers contact accelerated learner’s and at-risk learner’s parents to discuss the individual plan designed for their learner’s needs. Teams meet again in the winter for a checkup and in the spring for the final evaluation of the learners to create tips for next year’s teachers. The cycle begins again next year. CECA is one technique that approaches the idea that students are not one-size-fits-all learners.