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Roosevelt High School
Yonkers, NY
School Type: Public
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School Setting: Urban
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Level: High
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School Design: Magnet
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Content Presented By:
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The Education Alliance at Brown University
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Summary
The practice:
Adapting School Organization to Promote Student Success
Administrators distribute power among the staff and students. They also encourage the adaptation of school policies and structures to meet the learning needs of students.
To improve student achievement at the Roosevelt High School in Yonkers, New York, Principal Bill Moore and a school-based Design Committee worked to establish smaller learning communities. The goals of the small learning community program were to increase parent involvement, community involvement, professional development for staff, and the use of technology.
Teachers at this urban school of 1600 students contribute to the ongoing development of the new models being used at the school.
- Teachers and other staff serve on a school-wide Design Committee, which helped identify school weaknesses and developed a program to implement a teaming model at the school.
- Staff members serve on numerous subcommittees, including a data committee and an "out-of-the-box" committee.
- Teachers regularly observe programs at other schools and bring back best practices to share.
To address attendance issues, administrators adapted school policies:
- Administrators changed the start of the school day to accommodate some students who had problems with the city's public transportation schedule. Those who had difficulty arriving on time now begin their school day at the start of the second period. This has dramatically decreased problems related to punctuality.
This site also exemplifies the following practice(s):
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