1 / 54

Making Dynamic Changes for Students Entering the High School Realm

Making Dynamic Changes for Students Entering the High School Realm. Bronwyn Palmer Judy Hubble May 2009. Brinkley High School Demographics. School Improvement Year 5. America’s Choice Year 3. - School Leadership - Classroom Instruction - Professional Learning Communities.

shelly
Download Presentation

Making Dynamic Changes for Students Entering the High School Realm

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Dynamic Changes for Students Entering the High School Realm Bronwyn Palmer Judy Hubble May 2009

  2. Brinkley High School Demographics

  3. School ImprovementYear 5 America’s Choice Year 3

  4. - School Leadership - Classroom Instruction - Professional Learning Communities America’s Choice

  5. Students Transitions from Middle School to High School J. Allen Queen

  6. Queen’s Twelve Factors for Success • “Much of the success individuals have in life can be contributed to how successful they are in transitioning.” J. Allen Queen

  7. Factor One • The lower students’ grades drop, the higher the probability of dropping out.

  8. Brinkley High School Class of 2010GPA Data Average GPA Subgroups

  9. Factor Two • Students who fail during transition and drop out experience lifelong difficulties physically, socially, emotionally, and economically.

  10. Factor Three • The larger the high school, the greater the negative impact of transition on ninth grade students.

  11. Factor Four • Students, once in school, who experience two or more transitions prior to ninth grade have a greater probability of quitting high school

  12. Factor Five • High School Drop out rates are higher for middle school students than for students attending K-8 schools.

  13. Factor Six • Ninth grade students’ adjustments to high school are complicated by their perceptions of a bigger school, different environment, changed class schedule, and smaller classes. “I was afraid I wouldn’t be able to find my classes, but I did.” Mariah Teague

  14. Factor Seven • Fear of getting lost in the building is by far the number one fear of ninth grade students. • Our students’ number one fear: Losing credit “There was just so much pressure on me to do well!” Monica Halliburton “One thing that really scared me was the fact that this year my grades start to matter. Credits start and my grades make a difference. “ Meredith Nowlin “I fear flunking!” Broderick Aldridge

  15. Factor 8 • Ninth Grade students view high school teachers as less helpful than middle school teachers. “The teachers here are all very different from each other.” Ashley Carroll “ The principal is cool. He listens and understands the students.” T.J. Yarbrough

  16. Factor Nine • Ninth grade students must have at least one adult in their lives for genuine support in order to become academically and socially successful. “Many of the teachers here offer extra help, tutoring, and experiences I wouldn’t have without them.” Tyler Foster “I love how some high school teachers teach. I learn lots of new things in exciting ways!” Danielle Hicks “We do fun activities and projects! Michael Devine

  17. Factor Ten • Ninth grade students who have negative experiences during the transitional period have poor attendance, low grades, and fewer friends. They tend to become behavior problems and have greater vulnerability to negative peer influence. “My only bad experience is that my friends get me in trouble here a lot.” Shaquita Rhys

  18. Number of Days Absent Subgroups

  19. Trouble Keeping Friends Brinkley High School Class of 2010

  20. Brinkley High School Class of 2010 Discipline Referrals Number of Referrals Subgroups

  21. Factor Eleven • Drop out rates increase for poorly transitioned, especially minority students, in schools using high stakes testing.

  22. Brinkley High SchoolGraduation and Dropout Rates

  23. Factor Twelve • Social and economic factors negatively impact graduation rates, especially in large urban areas.

  24. Strategies For Success • Concerns and needs of highest priority: • Clear understanding of graduation requirements • Uniform application of classroom expectations and consequences • Resources for students, parents, teachers, and social workers • Parental Involvement

  25. Resources Available • Social Worker • After School Tutoring • Counseling Services • Pinnacle Program

  26. Resources Needed • Parent Center for High School • Pinnacle Training for parents at school and in the community. • Mandatory orientation for entering ninth grade students attended by a parent/guardian

  27. Transition Strategies and Actions • Open House/Course Selection Night • High School 101 • Mentors • In School Tutoring • Ramp Up to Algebra • Double Blocked Classes – Algebra 1 • Ramp Up to Advance Literacy

  28. Transition Strategies and Actions • America’s Choice Navigator – Math and Literacy •  Rewards for no discipline referrals • 25 Book Campaign • Special Focus on 9th grade students

  29. Pyramid of Interventions Extended Year ALE Mandatory P/T Conference with Counselor Peer Tutoring Tutoring By Coaches Volunteer Tutoring 90-Minute Algebra HS 101 Mentors

  30. High School 101 • All Freshmen • All Classes the Same Period • 9 Week Rotation • Students Earn ½ Elective Credit • Scavenger Hunt • All Student do at Beginning of Year • Location of Necessary Services, etc. • School Rules and Consequences

  31. High School 101 • Tutoring for Students in Need • Classroom Speakers from Community • Life Skills • Telephone/Internet Etiquette • Character Education • Current Events • Time Management • Conflict Resolution

  32. High School 101 • Study Skills • Note Taking • Research Skills • Library Use and Etiquette • Writing Biographies • Calculator Skills • Reading Skills for Content Areas • Search Engines

  33. High School 101 • Financial Preparation • Banking (checking/deposits, etc.) • Credit Cards/Loans • Job Search • Job Applications • Job Interviews • Résumés

  34. High School 101 • Vocabulary Development • America’s Choice Navigator • Math and Literacy

  35. Mentor Program • Each Teacher Assigned 2 – 3 Students • Meet with Students 3 times Per Nine • Weeks • Teachers Document • Turn In Log Forms Each Nine Weeks

  36. Double Blocked Classes • Ramp Up to Algebra • For 8th Grade Students Who Scored • Below Proficient on Benchmark • Ramp Up to Advance Literacy • For 9th Grade Students Who Scored • Below Proficient on Benchmark

  37. Double Blocked Classes • Algebra I • One Period with Classroom Instruction • One Period in I Can Learn Lab

  38. Brinkley High School EOC Algebra I Spring 2008

  39. Changes in 2008 - 2009 • Intervention Classes – Math and Literacy • No Zero Policy – All 9th Graders • Remediation Classes During Day • Interventions For Those Student With a Grade of 60% or Less First 9 Weeks

  40. Data is Key to Intervention • Organize Data Before Students Report • Be Honest • Continuous Data Analysis in Crucial

  41. Sample of 9 Weeks Data Analysis

  42. Target List of Students

  43. Interim Assessment Data

  44. Interventions Planned for2009 – 2010 School Year • Build remediation/Intervention classes into master schedule (9-12) • Provide time for teachers to work together to assess open response type questions • Double block geometry classes • No Zero Policy for grades 9 – 12

  45. Interventions Planned for2009 – 2010 School Year • Professional Development • William Jenkins • “Failure Is Not An Option • Ruby Payne • Rigor • Modifications and Accommodations • Authentic Assessment of Student Work • Differentiated Instruction

More Related