making dynamic changes for students entering the high school realm bronwyn palmer judy hubble may...
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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
America’s Choice
- School Leadership
- Classroom Instruction
- Professional Learning
Communities
Students Transitions from Middle School to
High SchoolJ. Allen Queen
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
Factor One The lower students’ grades drop, the higher the
probability of dropping out.
Brinkley High School Class of 2010
GPA Data
Ave
rag
e G
PA
Subgroups
Factor Two Students who fail during transition and drop
out experience lifelong difficulties physically, socially, emotionally, and economically.
Factor Three The larger the high school, the greater the
negative impact of transition on ninth grade students.
Factor Four Students, once in school, who experience
two or more transitions prior to ninth grade have a greater probability of quitting high school
Factor Five High School Drop out rates are higher for
middle school students than for students attending K-8 schools.
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
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
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
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, andexperiences I wouldn’t have without them.”
Tyler Foster“I love how some high school teachers teach. I learnlots of new things in exciting ways!”
Danielle Hicks“We do fun activities and projects!
Michael Devine
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
Num
ber
of D
ays
Abs
ent
Subgroups
Trouble Keeping Friends
Brinkley High School
Class of 2010
Brinkley High School
Class of 2010
Discipline Referrals
Num
ber
of R
efer
rals
Subgroups
Factor Eleven Drop out rates increase for poorly transitioned,
especially minority students, in schools using high stakes testing.
Brinkley High SchoolGraduation and Dropout Rates
Factor Twelve Social and economic factors negatively
impact graduation rates, especially in large urban areas.
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
Resources Available Social Worker After School Tutoring Counseling Services Pinnacle Program
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
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
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
Pyramid of
Interventions Extended Year
90-Minute AlgebraHS 101Mentors
Volunteer Tutoring
Peer TutoringTutoring By Coaches
Mandatory P/T Conference with Counselor
ALE
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
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
High School 101-Study Skills
- Note Taking- Research Skills- Library Use and Etiquette- Writing Biographies- Calculator Skills- Reading Skills for Content Areas- Search Engines
High School 101- Financial Preparation
- Banking (checking/deposits, etc.)- Credit Cards/Loans- Job Search- Job Applications- Job Interviews- Résumés
High School 101- Vocabulary Development- America’s Choice Navigator
- Math and Literacy
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
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
Double Blocked Classes
- Algebra I- One Period with Classroom Instruction- One Period in I Can Learn Lab
Brinkley High SchoolEOC Algebra ISpring 2008
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
Data is Key to Intervention
Organize Data Before Students Report Be Honest Continuous Data Analysis in Crucial
Sample of 9 Weeks DataStudent Name English 9 Physical Science Algebra 1 Civics Other
Albert * 60/D 59/F 57/F Agri. 37/F
Brittany * 52/F 60/D
Crystal 59/F Band 33/F
Dennis 55/F 47/F 53/F
Emma 59/F
Total Number of Freshman Students 65
Freshman Students Failing Language Arts 2/65 (3%)
Freshman Students with “D” in Language Arts 2/65 (3%)
Freshman Students Failing Algebra 1 9/65 (14%)
Analysis
Target List of StudentsName 8th Grade Language Arts Benchmark Score
Nicholas 961Justin 959 Advanced
Haley 914 ProficientDominique 878 BasicCarl 706 Below BasicKeith 706Kendra * 696Jacob 696
Angel * 476Jeremy 447
Interim Assessment DataName 8th Grade
Language Arts Benchmark Score
Reading TLI Test 1
Writing TLI Test 1
Reading TLI Test 2
Writing TLI Test 2
Reading TLI Test 3
Writing TLI Test 3
Reading Average
Writing Average
Literacy Average Teacher
Angela 619 60 42 60 62 15 33 45 45.66667 45.33333 Staff
Brian 789 50 66 75 59 66 70 63.66667 65 64.33333 Staff
Cody681 25 30 59 65 75 50 53 48.33333 50.66667 Staff
Donna827 38 55 69 38 75 85 60.66667 59.33333 60 Staff
Eli13 26 36 80 55 49 34.66667 51.66667 43.16667 Staff
Frank 366 25 15 30 59 45 28 33.33333 34 33.66667 SE
Grace681 50 60 65 70 12 36 42.33333 55.33333 48.83333
Highly Mobile
Heather568 50 65 65 80 25 75 46.66667 73.33333 60 Staff
Ivan958 50 75 66 89 79 86 65 83.3333 74.1667 Staff
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
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
Interventions Planned for2009 – 2010 School Year
Transition to Middle School Program (working with elementary teachers i.e.: co/team teaching) (math and literacy)
Extend the Instructional Day
Interventions Planned for2009 – 2010 School Year
Double Blocking for math and literacy 7th Grade – Literacy - for students who are not
proficient or advanced 8th Grade – math (not advanced classes) for
students who are not proficient or advanced
Questions?
Contact Information
Judy Hubble
Brinkley High School
100 Tiger Dr.
Brinkley, AR 72021
(870) 734-5196
judy.hubble@brinkleyschools.com
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