Transcript Slide 1

Ninth Grade Transition:
“A Year In Review”
Small Learning Communities
Miami Jackson Senior High School
Ms. Deborah Love, Principal
Ms. Evelyn Torres-McHale, Vice Principal
Ms. Sandra Tilton, Teacher Leader
Ms. Willa Young, Mentor
June 2006
Abstract Of Study
Transition in life can be difficult for many people. The transition from eighth to ninth grade is a
critical year for many students. Given this statement, the researchers investigated the
implementation of a transition year for ninth grade students. If the staff, students, and
parents were trained, more prepared and involved, would the ninth grade students be more
successful?
Transition classes, academies, and small learning communities have been designed to meet the
needs of students in a critical time in their educational experience. Research has shown that
increases in services, individualized focus on student performance and an increase in student
and parent involvement can lead to an increase in transition successes.
Surveys of students and staff gave the researchers an insight into areas of strengths and
weaknesses. The students indicated their future career choices, and demonstrated increases in
Algebra I and FCAT. These scores rose because the individual student was serviced by many
different people in the school. The Transition teachers, Math teachers, and Reading/English
teachers worked to instill positive methods and delivery of curriculum. The staff indicated there
was a need for more training, involvement in academy planning, and continued effort to
improve attendance of students.
The implications of this research has lead the researchers to focus on the student, staff, and parental
needs, knowledge base, and involvement in the transition year of ninth grade students.
Further research and data will help this project become a working model of improvement in
transition years for all stakeholders.
Introduction
The idea of a transition academy in the ninth grade is on the forefront
of educational trends at this time. Research indicates that more
students fail ninth grade than any other grade, low reading and
Algebra I achievement rates lead to higher dropout rates, and poor
and minority students are twice as likely as others to be retained.
The typical classroom environment for high school students is teacher
centered, lecture driven and students working independently. The
school counselors are concerned with scheduling classes and are
unable to meet the needs of the ninth grade students that require
guidance academically and/or socially.
The transition year is difficult for many students, however, if there are
key teachers, counselors, and staff in place to help these students
the rates of truancy, absenteeism, and drop out rate would
decrease and academic achievement increase.
School Profile
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Miami Jackson Senior High School
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Location 1751 N.W. 36th Street Miami, Florida 33142
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School Established: 1925
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Grade Organization: 9 – 12
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District: Regional Center IV
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School Improvement Zone
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New Building Under Construction
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Magnet Program: National Academy Foundation (NAF)
International - Academy of Business and Finance (AIBF)
The first year of high school or tenth grade, has proven to be the pivotal year in terms of
adjustment and achievement (Alspaugh, 2000). The efforts made by schools in addressing
student attendance, discipline, academics, and social adaptation, particularly with struggling
students, are crucial in determining high school success.
Characteristics of Students
White Non-Hispanic:
Ninth Grade Specific
1%
Black Non-Hispanic:
46%
Hispanic:
53%
Asian/Indian/Other:
0%
Title I:
Yes
Free/Reduced Lunch
75%
ESOL:
13%
ESE:
13%
School
Year
%
%
%
%
White
NonHispanic
Black
NonHispanic
Hispanic
Asian
Indian
Other
20032004
2%
43%
56%
+0
20042005
1%
46%
53%
+0
20052006
1.2%
46.8%
51.8%
+0
Data provided by Miami-Dade County Public School’s Profiles Report.
Research Question
Will increasing the knowledge base of the stakeholders
(student, community, parents, teachers, staff) when
transitioning into academies and/or small learning
communities influence teacher practices in the
classroom and affect student achievement in the ninth
grade?
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How will small learning communities affect student
achievement?
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How will teacher professional development, preparation
and follow-up help facilitate ninth grade student
success?
Literature Review
SREB (Southern Regional Education Board) research provides extensive proof
of the need for measures to be taken to help ease the transition of students to
and through ninth grade. Among the compelling statistics they have released
are the following:
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More students fail ninth grade than any other grade.
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Poor and minority students are twice as likely as others to be retained.
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Students who repeat at least one year are three times more likely to drop out of school
than students who have not failed a grade.
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Career-bound students who take college preparatory (CP) courses in high school average
16 points higher on the High Schools That Work Assessment than their counterparts in
practical level classes.
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The performance of students in Algebra I is the single most reliable indicator of their
earnings at age 25.
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Among 14 – 15 year –olds who struggle with basic reading and mathematics skills, 20%
drop out of school within two years.
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A study of 56 Georgia and Florida high schools found that schools with extensive
transition programs had significantly lower failure and dropout rates than those schools
that did not offer comprehensive programs.
(Meeting the Challenge: The Transition To and Through Ninth Grade, The School District of Greenville County, 2002)
Literature Review
NASSP (National Association of Secondary School Principals) study nearly 20
years ago by middle school experts John Lounsbury and J. Howard Johnston.
Extensive study of ninth grades in 48 states and the District of Columbia.
Shadowing ninth-graders and observing their daily school experiences,
Lounsbury and Johnston found:
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Most instruction teacher centered, with teachers lecturing and students
taking notes and completing assignments.
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Most high schools offered little or no guidance to help ninth-graders adjust
academically and socially
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Even in well-managed high schools that appeared to be running smoothly
the researchers said, “something was missing” –especially in the “ flat
and narrow” teacher-student interactions
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(The Pivotal Year, Black, Susan, American School Board Journal, February
2004: Vol. 191, No. 02.)
Methodology/Intervention
Ninth Grade Transition
A ninth grade class was designed specifically to assist and
personalize the transition into high school. “Classroom Inc. “
and “Tools for Success” curriculum programs were utilized for
the transition course . Pre and post tests designed by
Classroom Inc. were given to the students for this program
and the results were tallied (pending). Special sessions were
developed for ninth grade students ( “Planning For Life”, “Hey
Girlfriend” (girls only), “Future Academies” and
“Understanding Your Grades”). Additionally pre and post tests
were given to ensure comprehension and understanding of
the sessions. Ninth grade students were polled to establish
future academy interests and students were assigned an
academy based on their individual preference for tenth grade.
Selected ninth grade students participated in three community
service activities sponsored by the city of Miami.
Methodology/Intervention
Ninth Grade Transition
Small Learning Community Focus Teams were established to ensure the success and
understanding of the schools future framework. Seventy percent (70%) of Miami
Jackson’s teachers and staff were involved in a retreat designed with break out
sessions and staff development focusing on Small Learning Communities and
development of future Academies. Teachers were polled for their Academy
preference and surveyed to analyze their understanding of Secondary School
Reform.
An Attendance Team was established (administrators, community involvement
specialists, and student service members) to monitor students with fifteen or
more absences.
A comparative analysis was conducted utilizing truancy reports, attendance records,
FCAT scores, Algebra I passing rates and drop out rates. The Classroom Inc.
course pre/post test (pending national office findings) data is being processed.
Findings, patterns and student achievement levels when implementing the ninth
grade transitional program were utilized to establish a baseline of program
effectiveness.
Selected ninth grade students participated in three community service activities
sponsored by the City of Miami to increase community involvement and
awareness of social issues.
Data Collection
DATA SOURCES
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Classroom Inc. Pre and Post Test
Student Career Academy Interest Survey
Student Individual Career Academy Choice
Staff Retreat for SLC Training and Development
Teacher Career Academy Interest Survey
Teacher Individual Career Academy/
Teaching Choice
“How Well Does Your School Serve Each Student”
survey
Teacher Needs Assessment
Truancy Report
School Profile Reports
Algebra I (passing grade A, B, or C)
(FCAT) Florida Comprehensive Assessment Test
2005 and 2006
(PSAT) Preliminary Scholastic Aptitude
Test 2004 and 2005 Reports
DATES OF COLLECTION
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January 2006 and May 2006
March 2006
May 2006
February 2006
February 2006 and May 2006
May 2006
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February 2006
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May 2006
Years 2005-2006
Years 2003-2006
Year 2005 and 2006
Years 2004 and 2005
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Years 2004 and 2005
Data Analysis
Florida Comprehensive Assessment Test 2006
Grade Nine (FCAT) READING and MATHEMATICS
READING
MATH
Level 1 decreased 11%
Level 3 increased
4%
Level 5 increased 100%
Level 1 decreased
Level 3 increased
Level 5 increased
MEAN SCALE SCORE
MEAN SCALE SCORE
Increased 12 Points
Increased 7 points
5%
1%
100%
Data Analysis
Ninth Grade Algebra I
Population
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“The performance of students in Algebra I
is the single most reliable indicator of
student earnings at age 25”.
“Among 14-15 year-olds who struggle
with basic reading and mathematics
skills, 20% drop out of school within two
years”.
Ninth grade students in 2004-2005 and
the 2005-2006 academic years were
compared to gauge student progression
in Algebra I.
NOTE: The teachers and students are
different each year.
For the purposes of this study students
attaining an “A”, “B”, or “C” were
considered making progress.
SCHOOLWIDE
REGULAR
ESE
ESOL
Year
Passing %
Increase %
2004-2005
44%
40%
2005-2006
84%
increase
2004-2005
43%
45%
2005-2006
88%
increase
2004-2005
60%
2005-2006
59%
decrease
2004-2005
43%
24%
2005-2006
67%
increase
1%
(Meeting the Challenge: The Transition To and Through Ninth Grade, The School District of Greenville County, 2002)
Tools for Success and
Classroom Inc.
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Tools for Success
Recent national studies prepared by
the Manhattan Institute for
Policy Research and Florida
Department of Education
indicated that the graduation
rate for students in Miami-Dade
County Public School is 58%
and our school system is
ranked 30th out of 50 districts
evaluated throughout the
country. The “Tools for
Success: Preparing Students
for Senior High School and
Beyond” was developed to be
informational, developmental,
project-based, and include
authentic assessments and
real-world experiences.
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Classroom Inc.
The goal of the program was to
improve students’ mathematics
and literacy skills, improve
attendance, and increase
engagement.
The program’s centerpiece was Sports
Network, an engaging, industrybased computer simulation in
which students assumed the role
of managing editor of an ESPNlike sports entertainment
network. Students worked
collaboratively on the computer
as they applied reading and
mathematics skills to solve realworld problems.
Overall, the Classroom, Inc. program
provided 100 hours of
instructional activities.
Classroom Inc. Data
Teachers reported students made
the following improvements...
Student outcomes
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When compared matched pre
and posttest scores on the
Math-Level Indicator
developed by American
Guidance Service, Inc., there
was a average 2% gain.
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When compared matched pre
and posttest scores on the
Reading-Level Indicator
developed by American
Guidance Service, Inc., there
was an average 5%
improvement.
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84% in cooperating and
collaborating with others
74% in using computers to
access important information
65% in ethical, moral, and
social justice issues
60% in the world of work
56% in problem solving
54% in mathematics
54% in speaking
52% in listening
48% in reading
47% in writing
Data Analysis
Secondary School Reform Faculty/Staff Retreat Needs
Assessment
Pre-Test
Post-Test
70
60
50
40
30
20
10
0
1
2
3
4
70
60
50
40
30
20
10
0
5
Secondary School Reforrm
1.
70
60
50
40
30
20
10
0
I am familiar with Secondary School
Reform (SSR).
Scale 1 to 5
1=Absolutely Nothing
3=Some
5=Extremely/Totally
Informed
2
3
4
5
Rigor
2. I know what rigor in the curriculum means.
2
3
4
5
Secondary School Reform
1.
70
60
50
40
30
20
10
0
1
1
I am familiar with Secondary School
Reform (SSR).
1
2
3
4
5
Rigor
2. I know what rigor in the curriculum means.
Data Analysis
Secondary School Reform Faculty/Staff Retreat Needs
Assessment
Pre-Test
60
50
40
30
20
10
0
1
2
3
Post-Test
4
5
Relevance
3. I know what relevance in the curriculum means.
60
50
40
30
20
10
0
1
2
3
4
5
Relationship
4. I know what relationship in the curriculum means.
60
50
40
30
20
10
0
Scale 1 to 5
1=Absolutely
Nothing
3=Some
5=Extremely/
Totally Informed
1
2
3
4
5
Relevance
3. I know what relevance in the curriculum means.
60
50
40
30
20
10
0
1
2
3
4
5
Relationship
4. I know what relationship in the curriculum means.
Data Analysis
“How Well Does Your School Serve Each Student ?“
Survey
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Four focus questions from the “How Well Does Your School Serve Each Student?” Survey.
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Step 1: Each teacher was asked to write a “best guess response” to each question.
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Step 2: Teacher’s were then asked to rate their degree of satisfaction with the response they gave using
a 5- point scale. (1= Highly Dissatisfied, 2= Dissatisfied, 3=Neutral, 4=Satisfied, 5=Highly Satisfied)
Question
1. How many of the students who enter your school in
9th grade graduate in 4 years?
Sample
“Best Guess”
Response
“70%”, “60%”,
“50%”
Degree Of Satisfaction
with the response they
gave
41% rated 1
(Highly Dissatisfied)
2. What percentage of your graduates must take remedial
courses in college or a community college? What percentage of
those finish college?
“More than 50%”,
”All if they go”
6.Are the aspirations, strengths, and weaknesses of each student
known by at least one faculty member or other
member of your staff? How do you ensure the staff member uses
that information appropriately to help the student become
successful in all classes and activities?
“Thru workshops,
e-mail and
meetings”,
“No”
55% combined 1 (Highly Dissatisfied)
and 2 (Dissatisfied)
100%, “Don’t
know"," Too many”
39% combined 1 (Highly Dissatisfied)
And 2 (Dissatisfied)
7. What percentage of the classes per week at your school are
primarily lecture-driven?
38% rated 1
(Highly Dissatisfied)
Findings
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Data from the implementation of the course “Classroom Inc.” has been submitted to the
national office for dissagregation. Preliminary responses from students and teachers indicated
that these courses helped to personalize the transition into the “High School Years”. Data
reveals that some changes are having an affect on student achievement in the ninth grade.
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The ninth grade students increased their “Mean Scale Score” by 12 points in Reading and by 7
points in Mathematics in the 2006 (FCAT) Florida Comprehension Assessment Test.
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The number of ninth grade students who successfully passed the Algebra I course increased by
40% school wide, 1% in ESE and 24% in ESOL as compared to the previous year..
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Four Academies were voted for by the ninth grade students (Academy of Business and
Finance, Academy of Fine Arts and Design, Academy of Family and Consumer Sciences and the
Academy of Health and Public Services)
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The ninth grade students had a 300% increase in the number of students taking the (PSAT)
Preliminary Scholastic Aptitude Test as compared to the previous year.
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Pre and Post Staff Retreat Needs Assessment Surveys indicated a marked increase in
understanding the key elements of Secondary School Reform.
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The “How Well Does Your School Serve Each Student” Survey clearly uncovered areas of
concern, needs, uncertainty and opportunities for growth (The ninth grade student high school
completion rate, knowing each child, personalizing instruction and lecture driven classes, etc.).
Conclusion/Recommendations
The movement towards establishing a solid foundation for the ninth grade transitional
year opened up a dialogue among students, teachers and the community.
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Continue to schedule all incoming ninth grade students into “Tools For Success” and
“Classroom Inc”.
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Monitor and refine the Academies established for all tenth grade students for the
2006 -2007 academic year.
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Increase student/parent awareness and personal understanding of the high school
experience.
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Increase staff development and the need to personalize instruction for each child
must become an on-going norm.
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Increase articulation between and within schools. Review present practices/
systems (counselors, discipline, attendance, etc.)
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Continue Truancy Team to personalize contact for those most in need.
Resources
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Meeting the Challenge: The Transition To and Through Ninth Grade,
The School District of Greenville County, 2002
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The Pivotal Year, Black, Susan, American School Board Journal,
February 2004: Vol. 191, No. 02
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Achieving Equity and Excellence: What is Takes to Leave No Child Left
Behind, Pedro A. Noguera, Ph.D., Steinhart School of Education, New
York University, 2004
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Classroom, Inc., preliminary findings of the 2005-2006 school year at
Miami Jackson Senior High School
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Miami-Dade County Public Schools, Division of Career Education and
Special Programs, (Manhattan Institute for Policy Research and Florida
Department of Education), 2003
Acknowledgements
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Miami-Dade County Public Schools
• School Board of Miami-Dade County
• School Improvement Zone
• Regional Center IV
• Ms. Aida Marrero
The Education Fund
Miami Museum of Science
Wachovia
U.S. Department of Education
Council for Educational Change
Miami Jackson Staff and Students
Dr. Jill Farrell, Barry University