Archives for category: Louise Losos

Currently the director of curriculum for Confluence Academy Schools in the St. Louis area, Louise Losos cares about issues that affect students. In October 2013, she wrote an op-ed on cyber-bullying for the St. Louis Post-Dispatch.

Cyber-bullying is much more serious than the face-to-face threats students faced in the past. Today’s bullies use the wide reach of the Internet as a tool of intimidation. According to a 2004 study by i-SAFE America, 42 percent of children in grades four through eight have experienced online bullying.

There are, however, ways to reduce this problem. School districts can train teachers and parents to recognize signs of bullying or cyber-bullying. Students might be experiencing cyber-bullying if they ask their parents to drive them to school so they won’t have to walk or take the bus. Affected children might also pretend to be sick, avoid friends, or refrain from attending school activities.

If parents suspect bullying of any kind, they should alert school officials, and if needed, the police. Websites such as the Megan Meier Foundation’s contain useful information. Most importantly, parents should communicate with their children with understanding and sympathy. Helping children express their feelings may help heal them emotionally.

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Experienced educator Louise Losos currently serves as Director of Curriculum at Confluence Academy Schools, a struggling school district in the St. Louis, Missouri, area. A former high school principal, Louise Losos is dedicated to helping at-risk students succeed academically.

According to data from the 2012 Program for International Student Assessment, the United States ranks 14th in science, 17th in reading, and 25th in mathematics worldwide. For many experts, poor academic performance lies not necessarily in student motivation, but rather in a lack of research. In order to achieve educational success, teachers and administrators must be given the necessary tools to identify at-risk students and ways to adjust instruction methods accordingly.

Research conducted by the Organization for Economic Cooperation and Development shows that while one-on-one student instruction is the highest in the United States, the country has the highest rate of impoverished students (38 percent). Much of the problem lies in educational resources in low-income areas. In addition to giving schools in these areas access to better resources, other methods can be implemented to help at-risk students succeed. These include childhood education, success-based bonuses for teachers and students, and a reduction of class size.

Dr. Louise Losos is the former principal of Clayton High School in St. Louis, Missouri. An experienced educator and advocate for social improvement, Dr. Louise Losos currently serves as director of curriculum at Confluence Academy Schools, a struggling district in the St. Louis area.

Creating a functional educational system hinges upon accountability and progress at every level. Below are a few ways to improve struggling schools and raise the standard for nationwide academic performance:

Innovation: Schools must develop new and creative ways to increase participation and eliminate inefficient ways of educating students.

Accountability: Student success begins with leadership, and defining what each staff member is responsible for is a crucial step in achieving this. One way to do this is by introducing progress reports that ensure standards are being met.

Consequences: Administrative bodies must implement consequences, both positive and negative, that provide incentives for achieving success.

Leadership: Educators must place a greater emphasis on connecting with students on a personal level. This includes instructional programs that help struggling students improve.

Size Reduction: Smaller learning environments are proven more effective in helping students learn. Decreasing incoming enrollment is one way to achieve this.

As former assistant principal at Parkway West High School in Ballwin, Missouri, Louise Losos assumed the role of master scheduler in 2004. Louise Losos created the master schedule implemented in the 2004-2005 academic year.

With only a finite number of hours in a school day, schedulers frequently find themselves challenged by the question of how to effectively divide the available time and fit in required content. The traditional model relies on six to eight classes per day, each led by a different teacher and presenting different material. While this may optimize quantity of instruction, both students and teachers often find that the resultant short periods make in-depth exploration difficult. In addition, the frequency of transitions in this model reduces student focus and creates an assembly-line atmosphere where students lack the opportunity to bond with teachers.

As a result, many contemporary schedule creators have facilitated the introduction of longer class blocks within the school day. This allows for more focused study of a particular content area, which can include more involved, active learning that would be difficult to achieve in a 45-minute period. This model also allows struggling learners to take time away from class for support and lets teachers get to know students’ needs better, which directly supports student success. These longer periods can be introduced via a number of block-scheduling structures, from a team approach to a dual-day schedule that places half of a student’s courses in one day and half in the next.

Education professional Louise Losos served Clayton High School as principal for seven years. During her tenure, Louise Losos was instrumental in helping 90 percent of students pass their Advanced Placement (AP) examinations, with almost 15 percent of senior students receiving national merit recognition.

images (10)Created by the College Board, AP tests evaluate North American high school students’ knowledge of college-level curriculum. AP tests take place in May of each year, and the College Board releases the scores, which can be used for issuing college course credit, in July. Since 2013, the College Board has enabled students to access their AP scores online.

In scoring the tests, the College Board utilizes computers to assess multiple-choice answers, whereas college professors and teachers specialized in the AP program score free responses. These two results are combined and placed on a five-point scale, with a score of five being the greatest qualification and a score of one being the lowest possible score. Many universities and colleges grant placement and offer course credits for students who achieve a score of three or more, but the decision to grant credit or placement is determined by individual institutions.