the 9 th grade academy port huron high school
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The 9 th Grade Academy Port Huron High School. 9 th Grade Academy Goals. 1. All students will be engaged in active learning that is relevant and rigorous . 2. All students will be prepared academically to move into 10 th grade. - PowerPoint PPT PresentationTRANSCRIPT
The 9th Grade AcademyPort Huron High School
9th Grade Academy Goals
1. All students will be engaged in active learning that is relevant and rigorous.2. All students will be prepared academically to move into 10th grade.3. All students will have a personal graduation plan in place.
9th Grade Academy: Goal #1
All students will be engaged in active learning that is relevant and rigorous.
Measured: AP monitoring of lesson plans with suggestions given through departmental and team collaboration.
Student and parent surveys
Number of Intervention Room referrals, tardies and truancies decreasing through the year.
9th Grade Student Samples
ELEVANCE
Active Reading
Strategies
RIGOR
RELATI NSHIPS
All
stud
ents
will
be
enga
ged
in a
ctiv
e le
arni
ng th
at is
rele
vant
and
rigo
rous
.
Students Speak: Fall Perception Survey
“I like all of my teachers I have and they help me learn in new,
different ways.”“I like when we’re in groups
because it gives us an opportunity to interact and have fun learning new things…it’s helping me learn
a lot.”
“All of my classes are fun and the teachers help me with any problems I have.”
All
stud
ents
will
be
enga
ged
in a
ctiv
e le
arni
ng th
at is
rele
vant
and
rigo
rous
.
Addressing Engagement
Tardies Truancies0
100
200
300
400
500
600
700
2009/20102010/20112011/2012
191
405
643
176
91 47
All
stud
ents
will
be
enga
ged
in a
ctiv
e le
arni
ng th
at is
rele
vant
and
rigo
rous
.
All students will be prepared academically to move into the 10th grade.
Measured: Student passage rate for core area classes:
* Year 1: 80% +* Year 2: 85% +* Year 3: 90% +
Close monitoring of grades and early intervention strategies enacted for struggling students.
Practice ACT given to all 9th graders before Christmas break; Explore in March.
9th Grade Academy: Goal #2
The Student Notebook
All students will be prepared academically to move into the 10th grade.
• Organizational binder system
• Required for core classes
• Different colored “folder” for each core
• Table of contents kept for each core
• Checked by core teachers
Homework LunchThe Process:
* Student is behind in assignments
* Teams meet, refer students to HWL
* Progress reports given weekly to
notify students of HWL referral
* Parents notified through all-call
* Students attend HWL to complete
missing work
• 2059 Student contacts made
• 3988 Completed assignments
All students will be prepared academically to move into the 10th grade.
Interventions
All
stud
ents
will
be
prep
ared
aca
dem
ical
ly to
mov
e in
to th
e 10
th g
rade
.
• Immediate intervention & assistance
• Located in the heart of the freshmen wing
• Back on track, back in class• After school tutoring• Test retakes• Credit recovery
StaffAssistant Principal: Jeff DennisCounselor: Cara Bagley-AurandIntervention Coordinator: Sue HarderCo-op Student: Terez Watkins
All students will have a personal graduation plan in place.
Measured: Student and parent, with help from
PHHS staff, will create a personal
plan for graduation.
Plan is monitored over the school
year by PHHS staff, parent, and
student.
9th Grade Academy: Goal #3
9th Grade Academy Results: ELA
1st MP 2nd MP 3rd MP Semester0
10
20
30
40
50
60
70
80
90
100
2010/20112011/2012
80.7
1%
= 80% Goal
83.4
2%
86.1
4%90.5
6%
80.0
0%
74.8
7%
77.9
2%
71.4
3%
ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .
9th Grade Academy Results: Math
1st MP 2nd MP 3rd MP Semester0
10
20
30
40
50
60
70
80
90
2010/20112011/2012
78.2
2%
= 80% Goal
65.4
5%
77.6
1%
64.7
7%
79.6
0%
49.0
9%
79.4
7%
78.9
6%
ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .
9th Grade Academy Results: Science
1st MP 2nd MP 3rd MP Semester0
10
20
30
40
50
60
70
80
90
2010/20112011/2012
= 80% Goal
81.5
3%76
.10%
77.4
9%69
.95%
85.1
5%72
.51%
79.4
2%80
.26%
ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .
9th Grade Academy Results: Social Studies
1st MP 2nd MP 3rd MP Semester0
10
20
30
40
50
60
70
80
90
2010/20112011/2012
= 80% Goal
82.4
7%
72.7
3%
78.8
8%
64.1
6%
84.6
5%
76.5
0%
83.4
1%76
.30%
ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .
Student Success
ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .
Big Red Champs Program At the end of each marking period, Big Red Champs
are given the opportunity to participate in special events. To qualify as a Big Red Champ a student must:
Earn all A, B, and C grades Have no assigned retentions or suspensions Have no more than three absences
Big Red Champs• First Marking Period
Eligible Students: 477
• Second Marking Period
Eligible Students: 526
• Third Marking PeriodEligible
Students:
523
• Fourth Marking Period
Eligible Students: 550
• Fifth Marking Period
Eligible Students:435
“Excellence is the gradual result
of always striving to do better.”
Pat Riley
Notable Changes 2012-2013• Notebooks used as self
assessment tool for
students and monitored by
teachers bi-weekly.
• HWL – students who are
below 70% will be referred
to HWL.
• Our leadership class will
assist/mentor 9th grade
students on Tuesdays and
Thursdays during HWL.
• Enrichment Fridays; SRT
• 3 tier intervention system
Notebooks were teacher driven and
monitored.
HWL was not able to service all students under the criteria of 1 missing
assignment.
HWL was the only intervention available during
the parameters of the school day.
Data Team
Goals:1) Use data to drive rigorous and relevant instruction.2) Use data for targeted interventions.
Background FactsThe team examined itemized data from important
standardized tests available in Data Director:
• EXPLORE (8th grade)• PLAN (9th grade)• Practice ACT (10th grade)
At department meetings …• Data reports for the EXPLORE, PLAN, and
Practice ACT tests were provided to departments.
• Departments were split into 9th, 10th, and 11th grade level groups
• These groups brainstormed ways to utilize the data to benefit students
Examples of changes• Address deficiencies as bell work/warm ups• Test Taking strategies are modeled• Common assessments are being altered to
mirror ACT/MME questions and CCSS. • Overall, departments are implementing
literacy strategies.
ACT Intervention:Identification of Students
Data Committee utilized EXPLORE, PLAN, and Practice ACT results for the students in the junior class. We compared their results to the College Readiness Benchmark Scores established by ACT.
College Readiness Benchmark Scores
Subject Test
EXPLORE (8th)
PLAN (9th) Practice ACT
ACT
Math 17 18 19 22
Reading 15 16 17 21
English 13 14 15 18
Science 20 20 21 24
The expected growth a student should gain between their 10th and 11th grade tests is approximately three points each for math, reading, and English. We focused our program on these areas.
• We chose students based on their growth over the course of their previous tests, and their overall Practice ACT test scores.
• All students were within approximately five points of the college readiness standard in each subject area.
ACT Intervention:Identification of Students
• Intervention took place one hour each day during the two week period prior to testing.
• Math and English assistance were offered on a rotating schedule.
• The majority of the identified students were able to participate in the intervention process. Some were unable to attend due to scheduling conflicts. These students act as our control group.
ACT Intervention:Identification of Students
Score Comparison
Math Reading English0123456789
10111213141516171819
InterventionNon-Intervention
Student FeedbackAfter testing, a random sample of participants were polled to discuss their opinions and provide ideas for future preparation.
• “It helped me remember information taught earlier.”
• “The review of the equations really helped.”
• “I was more confident because I knew what to expect.”
• “It was a lot like the SC4 review. We need it and it was helpful.”
• “It really helped me work on my timing.”
• “It helped being two weeks before the test.”
• “I wish that we had more time to review.” (Time was lost due to a snow day and a gas leak day.)
Student Feedback
Notable Changes 2012-2013
• Teachers will continue to use data to guide instruction.
• All Juniors will be given a practice ACT test in the fall to address the following:• Timing issues for students• Increase students confidence/comfort level
• Develop ACT Intervention programs for students at varying levels.
Other Notable Changes 2012-2013
• SRT time will provide all students an opportunity during the school day to increase academic achievement.
• After months of organizing and planning, the SRT Program was piloted on Friday, May 18, 2012, and will be held again on June 8, 2012. The overwhelming response from teachers and students alike is positive.
• Each hour is shortened by a few minutes every other Friday to provide a 51 minute time slot. Students sign up for academic assistance and enrichment options for the period.
• 10th grade teams of math and English teachers have been formed to further monitor student success