Transcript Hialeah-Miami Lakes Senior High School Superintendent’s

Hialeah-Miami Lakes Senior High School
Superintendent’s Urban Principal Initiative
The Effect of Small Learning Communities
With 9th Graders
Research Team:
 Karen L. Robinson
 Lisa B. Garcia
 Stephen E. Papp
2007-2008
Abstract of the Study
A Small Learning Community
(SLC) was developed with our
ninth grade students in order
to improve reading and
attendance at Hialeah-Miami
Lakes High School. Over a
period of eight months the
small learning community
helped to increase reading
scores and improve
attendance with our ninth
grade students.
Abstract Continued
The Trojan Academy was established in
two self contained buildings, where all
core classes and Freshman Experience
classes were offered. An Administrator
was also housed in the Academy to
offer teachers additional support.
Teachers were involved in
collaborative planning and participated
in biweekly academy meetings in order
to develop and implement goals and
strategies for the Trojan Academy.
Introduction/Background
Hialeah-Miami Lakes Senior High School is located in
the city of Hialeah proper with approximately 2,400
students in grades 9 to 12. HML draws from three
diverse socio-economic areas: the northwestern
portion of the city of Hialeah, The town of Miami
Lakes, and the city of Opa-Locka. The composition of
the student population is 67% Hispanic, 28% Black,
4% White and 1% other. Our special needs
population 14.2%, economically disadvantaged is
53%, and 11% English Language Learners. HML has
a 56% graduation rate among students who
graduated within four years of initial entry into grade
nine.
Introduction/Background
Hialeah-Miami Lakes Senior High School
Faculty and Administration have noticed that
9th grade students have difficultly transitioning
to high school from middle school. School data
revealed below average attendance among 9th
grade students. FCAT reading scores ranging
from 2004 through 2007 indicate that our 9th
grade students have not performed on a
consistent basis in the reading content
clusters. HML has a total of 509 ninth grade
students. Of those,193 are level 1 students in
reading and 129, rank in the school’s lowest
25%. Based on these two critical factors the
implementation of a 9th Grade Academy was
crucial.
Research Question
How will the SLC teaching
approach affect performance in
9th grade reading at HialeahMiami Lakes Senior High School?
 How will the SLC teaching
approach affect attendance in 9th
grade at Hialeah-Miami Lakes
Senior High School?
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Literature Review
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According to Pappas (2001), ninth grade can
be a difficult transition for many students,
and the Academy is designed to give
students more structure and oversight to
assist with the transition to high school.
Multiple studies have associated small
schools with students' positive attitudes
toward school, as well as the lower
incidence of negative social behaviors such
as truancy, classroom disruption, vandalism,
aggressive behavior, theft, substance abuse
and gang participation (Anonymous, 2002).
Literature Review
In many large, non-selective urban high
schools, fewer than half the students who
enter the ninth grade go on to graduate.
Research suggests that the largest leak in the
educational pipeline (that is, the point at
which most students fail to move on) occurs
in the transition from the ninth to the 10th
grade. As many as 40 percent of students in
urban high schools fail to get promoted from
ninth to 10th grade on time, and fewer than
20 percent of those students recover from the
failure and go on to graduate. (Kemple, J.,
Connell, J., Klem, A., Legters, N. and Eccles, J.
2006)
Literature Review


Large high schools can become impersonal.
When [schools] are organized around small
learning communities, there is a chance for
students and teachers to get to know one
another better. (Delisio, 2001)
Small learning communities provide
opportunities for meaningful participation,
encouraging students to take responsibility
for learning. (California Department of
Education, 2006)
Literature Review
The outcomes typically produced by SLC’s,
in contrast to large schools, include:
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Higher achievement
Reduction of the negative affects of poverty on
achievement
Increased student affiliation with their school
community
Greater safety and order
Much less truancy and many fewer drop-outs
Similar college entrance exam scores, acceptance
rates, GPAs, and completion
Higher levels of parent and community involvement,
and greater satisfaction
More positive teacher attitudes and satisfaction
Comparable core curricula
Lower costs per student graduation
(Cotton, 2001)
Intervention
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All 9th grade students were housed in two
self contained buildings, and all core
classes were offered, including a
Freshman Experience course.
An Administrator was housed in the 9th
grade Trojan academy.
Teacher teams were developed.
Teacher teams were placed in close
physical proximity to each other.
Intervention
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Numerous student, parent and team
conferences took place to discuss
student academic and behavioral
progress.
Students were provided after school
and Saturday tutoring.
Trust Counselor and Career Specialist
had multiple student presentations on
the following: Career choices,
employability skills, bullying, conflict
resolution and school safety.
Intervention
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The entire 9th grade academy
participated in a cross curriculum
activity with the creation of their
“Diligence” notebooks.
Teams worked in conjunction with
ninth grade administrator to manage
referrals, attendance and other
student concerns.
All students in the 9th grade academy
were provided with student planners,
which were utilized in all classrooms.
Bi-weekly teacher academy meetings.
Data Collection
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District 9th grade attendance
reports
District interim assessments
School Improvement Zone
assessments (SIZ)
SRI scores
Teacher/student surveys
Data Analysis
9th Grade Trojan Academy Attendance
Attendance %
93.75%
94.00%
93.50%
93.00%
92.50%
92.00%
91.50%
92.53%
Attendance for 1st Quarters
2006-2007
2007-2008
Data Analysis
9th Grade Trojan Academy Attendance
Attendance %
92.77%
93.00%
92.50%
92.00%
91.50%
91.00%
90.50%
91.57%
Attendance for 2nd Quarters
2006-2007
2007-2008
District Reading
Assessment
Words & Phrases
64%
70%
60%
48%
52%
50%
40%
31%
Mastery
30%
20%
10%
0%
1st Qtr
2nd Qtr
Jan. 2008
3rd Qtr
Benchmark Assessments
District Reading
Assessment
Main Idea & Purpose
60%
50%
53%
45%
42%
41%
40%
30%
Mastery
20%
10%
0%
1st Qtr
2nd Qtr
Jan. 2008
3rd Qtr
Benchmark Assessments
District Reading
Assessment
Comparisons
57%
60%
50%
44%
47%
50%
40%
30%
Mastery
20%
10%
0%
1st Qtr
2nd Qtr
Jan. 2008
3rd Qtr
Benchmark Assessments
District Reading
Assessment
Reference & Research
51%
51%
50%
51%
49%
49%
48%
47%
Mastery
45%
46%
45%
44%
43%
42%
1st Qtr
2nd Qtr
Jan. 2008
3rd Qtr
Benchmark Assessments
Results of District
Assessments
The third Reading Benchmark assessment
when compared to the first benchmark
assessment illustrated an overall
improvement in all four clusters. The
following increases were noted: Words &
Phrases by 33%, Main Idea & Purpose 8%,
Comparisons 13%, and Reference &
Research 2%. Upon review of the data it is
evident that the 9th Grade experienced
positive growth with respect to their reading
scores.
School Improvement
Zone Assessment
Words & Phrases
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
48%
37%
40%
31%
Mastery
1st Qtr
SIZ Oct.
SIZ Dec.
SIZ Mock
School Improvement
Zone Assessment
Main Idea & Purpose
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
46%
45%
48%
35%
Mastery
1st Qtr
SIZ Oct.
SIZ Dec.
SIZ Mock
School Improvement
Zone Assessment
Comparisons
60%
50%
51%
45%
44%
40%
32%
30%
Mastery
20%
10%
0%
1st Qtr
SIZ Oct.
SIZ Dec.
SIZ Mock
School Improvement
Zone Assessment
Reference & Research
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
49%
50%
43%
34%
Mastery
1st Qtr
SIZ Oct.
SIZ Dec.
SIZ Mock
Results of School
Improvement Zone
Assessments
Upon comparisons of the 1st
Benchmark Assessment to the SIZ
Mock Assessment, there was an
increase in all clusters except for
Reference & Research. There was
an increase of 11% in Words &
Phrases, 3% Main Idea & Purpose,
and 1% in Comparisons.
Grade 9 SRI Results
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Advanced
Proficent
Basic
Below Basic
Aug. 2007
Jan. 2008
Apr-08
Results of 9th Grade SRI
Based on the 9th grade SRI
results, our 9th grade students
increased 3 percent at the basic
level. The number of 9th grade
students at the below basic level,
decreased by 3 percent.
Teacher Survey Questions
1.
2.
3.
4.
Do you feel the 9th grade Trojan
Academy made a difference in
student attendance?
Do you feel the 9th grade Trojan
Academy made a difference in
student behavior?
Do you feel the 9th grade Trojan
Academy made a difference in
student academic improvement?
Do you feel the 9th grade Trojan
Academy meetings were productive?
Results of Teacher Survey
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree
Agree
Disagree
Strongly Agree
Question #1
Question #2
Question #3
Question #4
Student Survey Questions
1.
2.
3.
4.
5.
Was the 9th grade Trojan academy helpful in your
transition to high school?
Would you have done as well in the 9th grade if you
were not in the 9th grade Trojan Academy?
Do you feel it was beneficial to be housed in
buildings separate from the school?
Did the 9th grade Trojan Academy allow you to have
closer relationships with your teachers?
Do you feel you were successful as a student
because you were placed in the 9th grade Trojan
Academy?
Results of Student Survey
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Agree
Agree
Disagree
Strongly Agree
Question
#1
Question
#2
Question
#3
Question
#4
Question
#5
Findings and Results
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The teacher surveys and district attendance reports
revealed that student attendance improved as a
result of the 9th grade Trojan academy.
The teacher surveys also revealed an improvement
in academic performance and student behavior in
the 9th grade. District assessments also
demonstrated an improvement in reading scores
throughout the year.
The results of the teacher surveys also indicated
that teachers found the bi-weekly academy
meetings to be productive.
Findings and Results
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Although students felt that it was not
beneficial to be housed separately, they
indicated they would not have been as
successful if they had not been in the
academy.
Students also reported having closer
relationships with their teachers.
Overall findings showed that the Small
Learning Community had a positive impact
on our ninth grade students.
Implications
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Academy teams need to be better
structured.
Schedule common planning for all members
on the same team.
Increase parent involvement and
participation in the academy.
Increase community based projects and
opportunities for all students to participate.
More cross curriculum projects within
team members.
Add a counselor to the ninth grade “Trojan”
academy.
References
Resilience & Youth Development Module (2002). Prepared by WestEd and the Safe
and Healthy Kids Program Office. Sacramento: California Department of
Education, 2002, p. 8.
Retrieved April 28, 2008 from
http://www.wested.org/chks/pdf/rydm_aggregate.pdf
Anonymous. (2002). National Conference of State Legislatures: The Forum for
America’s Ideas. “Small Learning Communities”.
Retrieved April 29, 2008 from http://www.ncsl.org/programs/employ/slc.htm
Pappas, P. (2001-9). Small Learning Communities that Work.
Retrieved April 29, 2008 from http://www.edteck.com/slc/
Delisio, E. (2001).“Grants Allow Students to Develop Small Communities”. Education
World.
Retrieved on April 28, 2008 from
http://www.educationworld.com/a_issues/issues166.shtml
Cotton, K. (2001). New Small Learning Communities: Findings from Recent Literature
(PDF; Outside Source)
Retrieved on April 29, 2008 from http://www3.scasd.org/small_schools/nlsc.pdf
Kemple, J. (2006). Making the Move: How Freshman Academies and Themaetic Small
Learning Communities can Support Sucessful Transitions to and through High
School. U.S. Department of Education.