Transcript Student Transitions

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

“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.
Average GPA
Brinkley High School
Class of 2010
GPA Data
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, 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

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.
Brinkley High School
Graduation 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:

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Clear understanding of graduation requirements
Uniform application of classroom expectations
and consequences
Resources for students, parents, teachers, and
social workers
Parental Involvement
Resources Available

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Social Worker
After School Tutoring
Counseling Services
Pinnacle Program
Resources Needed
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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

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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

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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
ALE
Mandatory P/T
Conference with Counselor
Peer Tutoring
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 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 School
EOC Algebra I
Spring 2008
Changes in 2008 - 2009

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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

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Organize Data Before Students Report
Be Honest
Continuous Data Analysis in Crucial
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
59/F
Other
47/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
8th 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
8th Grade
Language
Arts
Reading TLI Writing TLI
Benchmark
Test 1
Test 1
Score
Reading TLI Writing TLI Reading TLI Writing TLI Reading
Test 2
Test 2
Test 3
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
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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 for
2009 – 2010 School Year

Professional Development
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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)
Extend the Instructional Day
Interventions Planned for
2009 – 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
[email protected]