Click on the flyer below to read more about this great opportunity!

ACT Prep

The Purpose of Lexile Measurements are:

• To assess the reading difficulty of texts
• To assess student’s ranges of reading comprehension
• To predict how well a student is likely to comprehend a particular text

If a student’s Lexile score and a textbook’s Lexile are the same (or very close to the same), you can expect the student to read and comprehend 75% of the material presented.

What is a Lexile and how is it determined?

A Lexile measure is an indicator of how difficult a text is to comprehend based upon:

• Word Frequency (not frequency in passage but in English language)
• Sentence length (best predictor of the difficulty of a sentence is its length)

What doesn’t a Lexile measure?

• Content
• Quality
• Complexity (syntax, irony, symbolism, etc.)
• Jargon
• Interest
• Design

What comprehension skills are tested?

• Paraphrase information in passage
• Drawing conclusions from a passage
• Making inferences
• Identifying supporting details
• Making generalizations from passage

The data for the class of 2015, 2014, 2013 are presented in the links below:

9th Grade Proficiency Summary Report

10th Grade Proficiencey Summary Report

11th Grade Proficiencey Summary Report

A quick synopsis of the data informs us that 71% of our students assessed in these cohorts are reading at the proficient of advanced levels based on the Lexile measure.  The chart below will provide you with information on the percentile rank of readers by Lexile measure:

Lexile Percentile Table

As we move to the Common Core State Standards, the current Lexile ranges (also called bands) will be “stretched” to align with the associated rigor increases.   Grades 9 & 10 have been linked as seen below:

Current Proficiency Lexile Band                                    “Stretch” Lexile Band

9th & 10th:  960-1115                                                          9th & 10th: 1080 – 1305

11th: 1070 – 1220                                                                  11th: 1215 – 1355

The Common Core Standards advocate a “staircase” of increasing text complexity, beginning in grade 2, so that students can develop their reading skills and apply them to more difficult texts.  At the lowest grade in each band, students focus on reading texts within that text complexity band.  In the subsequent grade or grades within a band, students must “stretch” to read a certain proportion of texts from the next higher text complexity band.  This pattern repeats itself throughout the grades so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level.

Mr. Schlaff, counselor at R-PHS does a very nice job in capturing “What’s Your Extra?” in video format that’s presented to our students.  The videos, part I & II are posted below:

If you’re a student reading this post, and you’re not currently involved in an “Extra”, now’s the time to get involved!

As I took a walk down memory lane, I listed the clubs, organizations and sports that I took part in while attending Whitehall High School. 

A long time has passed since I looked so youthful but my memories of being a part of the groups listed are ingrained in my memory as experiences that helped shape my interpersonal skills, work ethic and my understanding of what it meant to be part of something greater than myself.

One of our goals at R-PHS is to connect every student to a group, ensemble, club, sport or other school-related organization to broaden their connection to R-PHS beyond their coursework.

We’re asking students to get involved.  We’re asking students:  ”What might be an area of interest that we can support you through the formation of a club or support group. ”   What’s great is our students are responding with multiple ideas which are quickly turning into newly founded student groups.  Since the start of the school year, we’ve added a chess club, GSA, two Bible study groups and our IMPACT student leadership team.

Our Positive Behavior Supports Team has been very busy assisting students with the communications relative to connecting an EXTRA  with their current lifestyle.  Our most recent video is linked below to give you a glimpse into what our plan is to expand student opportunities at R-PHS.

What Is Your Extra?

Great things are happening at R-PHS!

All four R-PHS Choirs: Madrigals, Vocal Fusion, R-P Chorale and Chorus, will have the opportunity to perform two selections each, and then have a clinic work session with Dr. Adams.  “This is such a fantastic opportunity for our high school singers to work with such a highly esteemed Choral Professional.  I can’t wait to see what insights Dr. Adams will bring to our choirs,” says Schlaff, R-PHS Choir Teacher.

The Performance Clinic will start at 7 p.m., and is open to the public free of charge. 

Dr. KIMBERLY DUNN ADAMS is the Director of Choral Activities and Assistant Professor of Music at Western Michigan University, where she conducts the University Chorale, Collegiate Singers, and Grand Chorus.  She holds a doctorate in choral conducting from the University of Wisconsin-Madison, an M.M. in choral conducting from Yale University, a B.M. in Voice Performance from Oberlin Conservatory, and a B.A. in Religion from Oberlin College. 

Mrs. Adams has earned numerous accolades throughout her career, having been selected to participate in prestigious master-classes and festivals.  She has also received various academic awards, including the Lorna Wendt Distinguished Doctoral Fellowship at the University of Wisconsin, and the Hugh Giles and Hugh Porter Prizes from Yale.

From 2006-2011, Dr. Adams was on the faculty at Mount Holyoke College in Massachusetts and directed the school’s three choral ensembles.  While at the University of Wisconsin, she served as the Director of the Women’s Chorus & Masters Singers as well as Assistant Conductor of the Concert Choir.  At Yale, Dr. Adams was Director of the Yale Divinity School Chapel Choir, Co-Conductor of the Yale Recital Chorus, and Assistant Conductor of the Yale Camerata.   As an undergraduate, she founded the Oberlin Women’s Choir.  She also maintains an active performing life as both soprano and mezzo-soprano soloist with various ensembles. 

Dr. Adams is an active member of the American Choral Directors Association, the National Collegiate Choral Organization, the Conductors Guild, and Michigan School Vocal Music Association. 

The students recently engaged in Free Hug Fridaywhich they first heard about in one of our seminars (view video from link below) with the goal of freely giving simple, safe and genuine “hugs” to other students wiith the intent of helping them feel cared for.

Recently, the students processed their top five leadership characteristics that they are committing themselves to during the school year. 

After processing through over fifty leadership qualities, the IMPACT students voted on the following five leadership qualities:

Respectful (The Golden Rule)

Selfless/Servant

Trustworthy

Positive

Initiator

The IMPACT team, through their words and actions will work to demonstrate these qualities everyday to maximize their IMPACT on the culture at R-PHS.

In addition using their Moodle site for flipping lessons, the Advanced Placement Chemistry students have also been using the COWS in the laboratory.  The laptops allow the students the opportunity to quickly analyze their collected data by generating titration graphs using a program known as LoggerPro.  Students quickly turn their classic pH titration curves into first and second derivatives, thus increasing their accuracy when calculating the equivalence point.  Mrs. Hanson has estimated that the Moodle site, along with the COWS, have saved at least 4 instructional days so far this school year as compared to previous years.  Please visit the Moodle site for Reeths-Puffer High School at moodle.reeths-puffer.org.   Skim down to find the High School Science link.  Mrs. Hanson’s Moodle sites are found for both Honors Chemistry and Advanced Placement Chemistry.  Log in as a guest and take a look around.  You will be amazed!

R-PHS Positive Focus Films will shine a spotlight on co-curricular and extra-curricular activities over the course of the school year informing our school community of the benefits of connecting with a group, organization, club, sport or ensemble to broaden their experiences with our high school. 

Mr. Paul Schlaff, counselor at the high school, has taken a leadership role in developing the short video vignettes that promote student membership in the offerings we currently provide to our students with respect to co-curricular and extra-curricular activities.

Our first video is linked below for your viewing pleasure!  We hope you enjoy it! 

What is YOUR Extra?

 The following excerpts are taken from “The Case for High School Activities” published by the National Federation of State High School Associations.

At a cost of only one to 3 percent (or less in many cases) of an overall school’s budget, high school activity programs are one of the best bargains around.

ACTIVITIES SUPPORT THE ACADEMIC MISSION OF SCHOOLS.

They are not a diversion, but rather an extension of a good educational program. Students who participate in activity programs tend to have higher grade-point averages, better attendance records, lower dropout rates and fewer discipline problems than students generally.

ACTIVITIES ARE INHERENTLY EDUCATIONAL

Activity programs provide valuable lessons for many practical situations. Through participation in activity programs, students learn teamwork, sportsmanship, winning and losing, the rewards of hard work, self-discipline, build self-confidence, and develop skills to handle competitive situations. These are qualities the public expects schools to produce in students so they become responsible adults and productive citizens.

ACTIVITIES FOSTER SUCCESS IN LATER LIFE

Participation in high school activities is often a predictor of later success - in college, a career, and becoming a contributing member of society.  A 1989, nationwide study by the Women’s Sport Foundation indicated that athletes do better in the classroom, are more involved in school activity programs, and stay involved in the community after graduation. The study, based on an analysis of data collected by the U.S. Department of Education’s High School and Beyond Study, indicated that girls receive as many benefits from sports as boys. Sports involvement was significantly related to a lower dropout rate in some school settings and minority athletes are more socially involved than non-athletes. Research conducted by Skip Dane of Hardiness Research, Casper, Wyoming in 1991 revealed the following about participation in high school sports: (1)

By a 2-to-1 ratio, boys who participate in sports do better in school do not drop out and have a better chance to get through college. (2) The ratio for girls who participate in sports and do well in school is 3-to-1. (3) About 92 percent of sports participants do not use drugs. (4) School athletes are more self-assured. (5) Sports participants take average and above average classes. (6) Sports participants receive above average grades and do above average on skills tests. (7) Student-athletes appear to have more parental involvement than other students.

The American College Testing Service compared the value of four factors in predicting success after high school. The one yardstick that could be used to predict later success in life was achievement in school activities. Not useful as predictors were high grades in high school, high grades in college or high ACT scores. The College Entrance Examination Board’s Scholastic Aptitude Test (SAT) was examined in much the same way. It was found that having a high SAT score did not necessarily indicate success in a chosen career. The best predictor of later success, the study showed, was a person’s independent, self-sustained venture. Teens who were active in school activities, had hobbies or jobs, were found to be most likely to succeed.  Besides higher grades, participation in activities helps students have a better attitude, according to a study conducted at the request of the Utah State Board of Education. In the study, students, parents, teachers and administrators agreed that being part of such activities serves not only as an incentive to do well in academic work, but it relieves tension and increases self-confidence. The following information is a reprint of “RESEARCH UPHOLDS VALUE OF PROGRAMS” by John R. Olsen, CAA, Madison, Wisconsin, Interscholastic Athletic Administration, Spring 1993.

EFFECTS OF EXTRACURRICULAR PARTICIPATION ON VARIOUS ATTITUDES AND BEHAVIORS OF HIGH SCHOOL STUDENTS

School administrators, parents, and taxpayers generally support high school activity programs because of the positive effect these activities appear to have on students of both genders. However, in periods of economic austerity the expenditure of public tax funds for nonessential programs are occasionally challenged as wasteful and lacking in tangible cost benefits.  As balance to various criticisms, excerpts from ten research studies on various effects of high school activities’ participation have been provided. These studies were conducted over a 25-year period in several geographic areas and demonstrate consistent themes of student growth and achievement.  High school sport programs are legitimate offerings for secondary school systems. Teachers feel students derive educational values from high school athletic experiences. Also cited was the positive correlation between athletic participation, academic performance, and self-esteem for 17,000 students. SOURCE: Braddock, Jomills H., II. “Race, Athletics, and Educational Attainment – Dispelling the Myths,”  Youth and Society.

Lack of participation in school activities is associated with a greater likelihood of involvement in delinquent behavior. SOURCE: Dinitz, S. and B.A. Pfau-Vincent. “Self-Concept and Juvenile Delinquency,” Youth and Society.

Our Positive Focus Films this school year will shine the spotlight on extra-curricular and co-curricular activities at R-PHS.  Our goal is to have every student in our school connected with a group, organization, club, sport or ensemble.  I will post the films on this blog throughout the school year so you have an opportunity to see our intentions with our student body.

A strategic preparation plan can manage the support information in a manner that is certain to lessen student anxiety while at the same time, leverage their success.

Consider a plan that focuses on one support every two weeks through to the end of February. 

Oct. 1st – 15th :  ACT Guide

Oct. 16th – Oct 30th: ACT English

Oct. 31st – Nov. 16th: ACT Reading

Nov. 17th – Nov. 30th: ACT Science

Dec. 1st – Dec. 16th:  ACT Math

Dec. 17th – Jan. 1st:  Holiday Break (Take some time off!)

Jan. 2nd – Jan. 18th:  ACT Writing

Jan. 19th – Jan. 30th: General Test Taking Strategies and Study Guide Tips for ACT Test

Jan. 31st – Feb. 15th: Work Keys Assessment Prep

Feb. 16th – Mar. 2nd:  Final Test Taking Strategies:  Reading, Writing, Math, Science

March 5th:  MME Day I

March 6th:  MME Day II

March 7th:  MME Day III