Making Dynamic Changes for Students Entering the High

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 School J. Allen Queen

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

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

Average GPA Brinkley High School Class of 2010 GPA Data Subgroups

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

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

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

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

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

Factor Nine n 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

Factor Ten n 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

Subgroups Number of Days Absent

Trouble Keeping Friends Brinkley High School Class of 2010

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

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

Brinkley High School Graduation and Dropout Rates

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

Strategies For Success n Concerns and needs of highest priority: n n 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 n After School Tutoring n Counseling Services n Pinnacle Program n

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

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

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

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

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 8 th Grade Students Who Scored Below Proficient on Benchmark - Ramp Up to Advance Literacy - For 9 th 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 School EOC Algebra I Spring 2008

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

Data is Key to Intervention Organize Data Before Students Report n Be Honest n Continuous Data Analysis in Crucial n

Sample of 9 Weeks Data Student Name Albert * English 9 Physical Science Algebra 1 60/D 59/F 57/F Brittany * 52/F Civics Agri. 37/F 60/D Crystal 59/F Dennis 55/F Emma Other 47/F 59/F Analysis 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%) Band 33/F 53/F

Target List of Students Name 8 th Grade Language Arts Benchmark Score Nicholas Justin 961 959 Advanced Haley Dominique 914 Proficient 878 Basic Carl 706 Below Basic Keith 706 Kendra * 696 Jacob 696 Angel * Jeremy 476 447

Interim Assessment Data Name 8 th Grade Language Arts Reading Benchmark Test 1 Score TLI Writing TLI Reading Test 1 Test 2 Test 3 Average Writing Average Literacy Average Teacher Angela 619 60 42 60 62 15 33 45 45. 66667 45. 33333 Staff Brian Cody 789 50 66 75 59 66 70 63. 66667 65 64. 33333 Staff 681 25 30 59 65 75 50 53 48. 33333 50. 66667 Staff 827 38 55 69 38 75 85 60. 66667 59. 33333 13 26 36 80 55 49 34. 66667 51. 66667 366 25 15 30 59 45 28 33. 33333 34 681 50 60 65 70 12 36 42. 33333 55. 33333 568 50 65 65 80 25 75 46. 66667 73. 33333 958 50 75 66 89 79 86 65 83. 3333 Donna 60 Staff Eli Frank Grace 43. 16667 Staff 33. 66667 SE Highly 48. 83333 Mobile Heather 60 Staff Ivan 74. 1667 Staff

Interventions Planned for 2009 – 2010 School Year Build remediation/Intervention classes into master schedule (9 -12) n Provide time for teachers to work together to assess open response type questions n Double block geometry classes n No Zero Policy for grades 9 – 12 n

Interventions Planned for 2009 – 2010 School Year n Professional Development n n n n William Jenkins “Failure Is Not An Option Ruby Payne Rigor Modifications and Accommodations Authentic Assessment of Student Work Differentiated Instruction

Interventions Planned for 2009 – 2010 School Year Transition to Middle School Program (working with elementary teachers i. e. : co/team teaching) (math and literacy) n Extend the Instructional Day n

Interventions Planned for 2009 – 2010 School Year n Double Blocking for math and literacy n n 7 th Grade – Literacy - for students who are not proficient or advanced 8 th 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