Submitted by Mr. Paulson The sophomore class went on an afternoon field trip August 27 to Katoski Park and the Black Hawk Creek greenbelt. While at the prairie the student’s preformed quantitative and qualitative observations on sections of the restored [...]
The Hudson Community School District is honored to be partnering with the University of Northern Iowa this year for the implementation of a year-long student teaching pilot. This distinction is only being provided to a very few select school districts [...]
Hudson Community School District is proud to announce the addition of several key teaching faculty for the 2014-2015 school year. Filling vacancies left by retiring teachers or those who have taken on new leadership positions in the district, we are [...]
Welcome to the 2014-2015 school year! We have had a very busy summer, completing a ton of projects and improvements to our facilities. This summer can be characterized as one of the busiest summers at Hudson in some time. It [...]
Students who pre-ordered a 2014 yearbook (of the 2013-2014 school year) will be able to pick up their yearbook during the open house scheduled for Tuesday, August 12, 5-7 p.m. Yearbooks will be available at a table by the elementary, [...]
We apologize for the confusion surrounding the application of technology fees and deposits. A few phone calls have prompted the necessity of providing this addition guidance. After a discussion with our auditors, it was determined that it would be more [...]
Voss Blog Log
Educational Issues in Iowa Public Schools.
At Hudson, we have a very robust system of interventions and programming available to meet the needs of these students. Some, are like the homework policy most of you have heard of (and may have experienced) at some point. The idea behind this policy is simple: you must do your homework no mater what. If you don't get it done, plan on staying after school until it is done. We are interested in the learning that occurs through the completion of the homework rather than the punitive measures that we can hand out for not completing an assignment. While the policy has its detractors from time to time, you certainly can't argue with the results. The after school program goes hand in hand with the homework policy, as does the 2.0 rule. In addition to those services, we boast a counseling staff that is trained and certified in mental health and family counseling.
Funding for At-Risk programming is tied directly to the number of students that meet at least two markers identifying them as such. At Hudson, those markers include students with a poor attendance record (either chronic absenteeism or tardiness). This is pretty obvious isn't it? If students aren't in school, then they are going to miss out on valuable instruction, that can lead to the next marker: credit accrual and progress in school. Specific to this marker, we pay close attention to students who are failing any class or were retained in school. If students have failed a course, then obviously they will not earn the credit toward graduation, which will put them behind their peers when it comes to meeting graduation requirements. The next item of consideration when determining a students' at-risk status is their connection to school. Students who do not participate in extra-curricular activities, express feelings of not belonging (limited number of friends), or have a history of disciplinary sanctions are are certainly at-risk! Finally, we look at those who have low achievement scores in reading or math. These two content areas are among the most important skills that young people need not only to graduate from high school, but to function in society!
What is missing from our list of potential markers for at-risk students is poverty. This is because the state doesn't recognize the inclusion of socio-economic status as a factor in determining a student's at-risk status. The interesting point to be made here is that of all the factors listed, the effect size of poverty is far greater than all of the others. When we desegregate our student achievement data, this becomes very obvious. That is the primary reason that we support the inclusion of socio-economic status as a factor in determining the funding algorithm for dropout prevention programming in the next legislative session.