Transcript Creating Freshmen Success - Upland Unified School District

Creating Freshmen Success
Task Force Report
High School Study Session
Board Presentation
January 30, 2007
Background
UHS Design for Excellence
 Model Schools Conference
 Analysis of Freshmen Performance Data
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FS Task Force Purpose
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Ensure Success for All Freshmen
Increase Student Achievement in Rigorous,
Standards-Based Curriculum
Design for Excellence from Beginning of High
School
Fulfill the District Vision and Mission:
“All students will acquire and apply knowledge.”
“Student achievement results will show mastery
of standards by individual students as well as by
student subgroups…with no significant differences
in performance between groups.”
FS Task Force Process
Five Meetings in Nov – Dec 2006 to:
Analyze Achievement Indicators
 Listen to Teachers and Students
 Review Effective Strategies
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Within UUSD
Nationally
Develop Recommendations for Board of
Education
FS Task Force Participants
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Teachers and Administrators
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High School
Junior High School
District Office
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Superintendent
Educational Services Asst.
Supt./Directors/Coordinator
Freshmen Achievement – First Quarter
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35% of Freshmen – 1 or more “Fs”
“Fs” Increased from Previous Year
7443 “F” Grades
608 “D” Grades
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Courses with Highest “Fs”
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English
Math
Science
PE
Wood I
Grade 9 First Quarter F’s
180
160
140
120
100
80
60
40
20
0
163
70
66
4
P Eng I
16
Literacy
55
45
9 13
13
HS Alg A-I
2005
2006
Alg A-I
P Geom
Grade 9 First Quarter F’s
120
104
100
78
80
85
69
60
44
40
20
11 18
8 11
18
33
10
0
HS Earth
P Earth
HS Bio
2005
P Bio
2006
PE
Wood I
Why an Increase in F’s
Students less prepared?
 Expectations higher?
 Summer intervention effective?
 Homework completion?
 Late assignment acceptance?
 Grading practices?
 Use of scaffolding?
 F’s to motivate…or create hopelessness?
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Freshmen Profile
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Rigor
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Academic Preparation
Relationships
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Participation
Attendance
Behavior
Rigor:
Grade 8 CST English Lang. Arts
Percent Prof/Adv
100
80
60
40
35
40
50
51
2005
2006
20
0
2003
2004
Entering Freshman:
CST ELA Trends 2003 - 2006
Increasing Performance
 All Students
 Every Subgroup
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African-American, Asian, Hispanic, White
Disabled, Disadvantaged, English Learners,
Males, Females
Rigor:
Grade 8 Algebra I
100
Participation
Performance
Percentage
80
62
60
40
20
23
17
2003
2004
23
71
85
62
29
0
2005
2006
2003
2004
2005
2006
Entering Freshman:
Math Trends 2003 - 2006
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General Math
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Fewer Students – Steady Performance
Algebra I
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Increasing Students – Increasing Performance
Relationships
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Participation – Extracurricular Activities
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Freshmen:
Seniors:
51%
74%
HS Level:
35%
P Level:
69%
Honors/AP: 93%
Connections – Participation in
Extracurricular by Grade (05-06)
100
Percent
80
60
61
68
74
51
40
20
0
Gr. 9
Gr. 10
Gr. 11
Gr. 12
Connections – Participation in
Extracurricular by Level (05-06)
100
93
Percent
80
69
60
40
35
20
0
HS Level
College Prep
Honors/AP
Relationships
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Attendance - Absences
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No difference from previous freshmen
Behavior – Suspensions and Expulsions
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Same or better than previous freshmen
Student Voices
Appreciate
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Thorough explanations
of subject
Teaching with graphic
organizers
Teacher tutoring
Grade improvement
options
Challenges
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Remembering class
explanations during
homework
Learning from lectures
Disconnected homework
Lack of grade
improvement options
Task Force Recommendations
Seamless Transition 8th – 9th Grade
 Rigorous Expectations
 Common Core of Teachers
 Administrative Support
 Personalization
 Interventions
 Program Identification
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Seamless Transition 8th – 9th
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Begin early in 8th grade
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Teachers, Counselors, Students
Plan jointly for at-risk students
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Class placements, Supports
Continue Summer Bridge Program
 Meet HS Link Crew students in 8th grade
 Maintain Parent-Teacher communication
with use of homework agenda in 9th grade
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Rigorous Expectations
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Use learning strategies and graphic organizers
Make homework relevant, varied and
meaningfully connected to course work
Provide in-school and after-school tutoring and
homework assistance
Use older students to tutor freshmen
Report grades every three weeks
Implement grading policies that are fair and
support earning credit through the semester
Common Core of Teachers
English, math, science, Special Education,
EL, and PE teacher teams
 Common prep periods for teams
 Additional common planning time
 Professional development in reading
strategies
 Loop Options: 8th – 9th – 10th
 Teachers who speak parents’ languages
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Personalization
Recognition for High Achievement &
Progress
 Recruit freshmen for activities
 Parent outreach and positive
communication
 Team-building
 Student culture for mutual support
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Interventions
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Diagnostic reading and math assessments for all
at-risk 9th graders
Extended school year
Double-blocked literacy/math
Comprehensive Pyramid of Interventions
Referral process for timely identification
Instruction in effective learning strategies
Peer tutoring during/after school
Master schedule to accelerate achievement –
block scheduling, 7 period day, advisement
Program Identification
Name cores to support effective character
traits for success
 Consider facility needs for
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Teacher communication/collaboration
Students’ sense of belonging
Other programs