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 SchoolJ. 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.

Brinkley High School Class of 2010

GPA Data

Ave

rag

e G

PA

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, andexperiences I wouldn’t have without them.”

Tyler Foster“I love how some high school teachers teach. I learnlots 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

Num

ber

of D

ays

Abs

ent

Subgroups

Trouble Keeping Friends

Brinkley High School

Class of 2010

Brinkley High School

Class of 2010

Discipline Referrals

Num

ber

of R

efer

rals

Subgroups

Factor Eleven Drop out rates increase for poorly transitioned,

especially minority students, in schools using high stakes testing.

Brinkley High SchoolGraduation 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:

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 After School Tutoring Counseling Services Pinnacle Program

Resources Needed 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 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 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

90-Minute AlgebraHS 101Mentors

Volunteer Tutoring

Peer TutoringTutoring By Coaches

Mandatory P/T Conference with Counselor

ALE

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 SchoolEOC Algebra ISpring 2008

Changes in 2008 - 2009 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

Organize Data Before Students Report Be Honest Continuous Data Analysis in Crucial

Sample of 9 Weeks DataStudent Name English 9 Physical Science Algebra 1 Civics Other

Albert * 60/D 59/F 57/F Agri. 37/F

Brittany * 52/F 60/D

Crystal 59/F Band 33/F

Dennis 55/F 47/F 53/F

Emma 59/F

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%)

Analysis

Target List of StudentsName 8th Grade Language Arts Benchmark Score  

Nicholas 961Justin 959 Advanced

Haley 914 ProficientDominique 878 BasicCarl 706 Below BasicKeith 706Kendra * 696Jacob 696

Angel * 476Jeremy 447

Interim Assessment DataName 8th Grade

Language Arts Benchmark Score

Reading TLI Test 1

Writing TLI Test 1

Reading TLI Test 2

Writing TLI Test 2

Reading TLI Test 3

Writing TLI Test 3

Reading Average

Writing Average

Literacy Average Teacher

Angela 619 60 42 60 62 15 33 45 45.66667 45.33333 Staff

Brian 789 50 66 75 59 66 70 63.66667 65 64.33333 Staff

Cody681 25 30 59 65 75 50 53 48.33333 50.66667 Staff

Donna827 38 55 69 38 75 85 60.66667 59.33333 60 Staff

Eli13 26 36 80 55 49 34.66667 51.66667 43.16667 Staff

Frank 366 25 15 30 59 45 28 33.33333 34 33.66667 SE

Grace681 50 60 65 70 12 36 42.33333 55.33333 48.83333

Highly Mobile

Heather568 50 65 65 80 25 75 46.66667 73.33333 60 Staff

Ivan958 50 75 66 89 79 86 65 83.3333 74.1667 Staff

Interventions Planned for2009 – 2010 School Year

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 for2009 – 2010 School Year

Professional Development William Jenkins “Failure Is Not An Option Ruby Payne Rigor Modifications and Accommodations Authentic Assessment of Student Work Differentiated Instruction

Interventions Planned for2009 – 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 for2009 – 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

judy.hubble@brinkleyschools.com