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Freshmen SuccessBrigid Flannery & Mimi McGrath Kato

University of OregonVersion 2.0

Fall 2014*Prior to dissemination, please contact [email protected] or

[email protected]

Freshmen Success v 2.0 Flannery & Kato, University of OregonCLASSROOM GUIDELINES FOR FRESHMEN SUCCESS

The Freshmen Success model is designed to support the academic, organizational and social needs of all freshmen students. It is a universal level prevention-oriented model designed to (a) build school engagement skills in transitioning freshmen, (b) create a supportive, predictable environment, and (c) foster self-management skills. In the delivery of Freshmen Success, teachers are encouraged to use strong basic teaching strategies, including:

• Providing clear expectations for participation and assignment completion. • Incorporating students’ interests into lesson activities and discussions.0059• Basing instructional decisions on student progress data. • Scaffolding instruction to meet students’ varied skill levels. • Including frequent opportunities to respond, review, and practice each skill. • Including various modes of response (verbal, written, artistic expression, word processing, etc.)

Daily Agenda

Updated and posted every class period Includes:

o Daily Entry Task that reviews previous topics through activityo Current day’s activitieso Schedule of homework completion days for the week,- see if regularly doing this, but

not do just on our dayso Exit / Application activity

Daily Entry Task Posted on the board every class period. Brief 5-7 minute academic activity. Students are prompted to complete independently upon entering the classroom. Activity orients students to lesson at hand, OR, reviews previous skills

Daily Activity/Instruction

Identify Big Idea and Learning Expectations (students will be able to…..) that all students are required to learn

Clarify pre-requisite skills & routines and review with class Teach new information Provide frequent and purposeful ways for students to demonstrate learning Practice Activity

Exit/Application Activity

Review/Summarize Big Idea and Learning Expectations Provide instruction for application activity

Classroom Routines

Ensure classroom routines are taught and reviewed regularly for:o Turning in homeworko Working in groupso Making up late or missed worko Arrival and Departure

Classroom Management

Classroom Expectations for behavior:o Are taught and reinforced frequently o Are clearly posted in room for reference

Follow the school-wide model:o Reminder/Reteacho Warning/Reteach/Present Choiceo Consequence

Reminder statements for inappropriate classroom behavior:o State the desired behavior o Are positively worded o Respect the dignity of the student being remindedo Are followed by verbal praise for appropriate classroom behavior.

Freshmen Success v 2.0 Flannery & Kato, University of Oregon

ROLE OF UPPERCLASSMEN IN FRESHMEN SUCCESS

In the implementation of the lessons, check-ins and boosters in the Freshmen Success curriculum, it is recommended that upperclassmen work together with faculty to deliver the content in order to make effective use of daily time and establish credibility. This approach will provide leadership opportunities for the upperclassmen, who often are looking for such opportunities and are more than willing to help (Balfanz, et al., 1997; MacIver, 1990; Mizelle, 2005; Mizelle & Irvin, 2000). Additionally, upperclassmen more clearly understand what is required for success in their school – they have lived it and freshmen can relate to them (and often look up to them. The delivery of information by 11th and 12th graders can assist in addressing the transition to high school by reducing the amount of flux and complexity of the school setting, decreasing sense of anonymity, and facilitating the increase of peer support (Felner, et al., 1982). As important is that student engagement can be positively impacted by having relationships with older peers (Karcher, 2005; Dennison, 2000). As part of typical development, freshmen are beginning to strive for autonomy, especially from adult influence, and often look to peers for information and support.

There are three key ways in which upperclassmen can be involved:1. Teaching lessons2. Participating in Panel Discussions within lessons3. Conducting Follow-ups/Check-ins


WHY CHECK INS?

The transition into high school is an extended process, not a single event. The current literature advocates for the delivery of new content related to this 9th grade transition with more intensity at the beginning of the year to develop knowledge and practice skills. This is a critical start, but it alone is not enough. Research also demonstrates that the real benefit comes from the application of these skills across the year. Students need to be reminded of the content and be given scaffolded support as they try to apply it in their day to day school life. This requires short interactive sessions throughout the year that check-in with students on the implementation of the knowledge and skills initially shared in the lessons.

These ‘Check-Ins’ are designed to be brief reminders to students of material they have been taught. These are intended to take only about 3-5 minutes and can happen at any time during the week in which they are scheduled. On a number of weeks, there is more than one check-in. These can be done in different class periods across the week at the teacher’s discretion. The key, however, is for each check-in to be made as scheduled in order to support students to integrate the new information, practice the use of it, and become more independent across time.

HOW TO SCHEDULE FRESHMEN SUCCESS CURRICULUM

As noted above, it is suggested that the curriculum lessons included in Freshmen Success be delivered in the beginning of the school year with Check Ins providing ongoing reminders and application opportunities of lesson content throughout the year. You may choose to schedule lessons according to other activities happening in your building. We recommend scheduling the lessons within the first few weeks of the school year, and beginning the Check Ins schedule shortly thereafter. Most of the lessons are also not designed to be delivered in any particular order, to allow schools to use them in the way that best fits the building context and other activities that may also be scheduled. For example, a school may deliver the graduation overview lesson during a Freshmen Orientation day, so they could then begin the check in activities for that lesson in the following week. In this way, the curriculum allows for flexibility of implementation.


KNOW THE REQUIREMENTS – GRADUATION OVERVIEW

Big Idea: Students need to understand the general requirements for graduation; that graduation is important and relevant to their future; that they can attain it; and there are people who can help them get there .

Learning Expectations:1. Know graduation is attainable 2. Identify what the graduation requirements are and where to find them 3. Identify what credits are required to be “on track” after freshmen year

Teach New Information:

1. Introduce students to what the graduation requirements are for this school/state, or review if introduced previously

Provide a quick table overview of the requirements for graduation be sure to include:o There is a total number of credits and a specific number for different groups of

courses. o Credits can accrue by fractions of credits (e.g., ¼ credit) and that this varies by

courseo There are guidelines of how many credits and what credits you should complete

each year to be on tracko Some extra items (e.g., Essential Skills, Extended Learning, ) that have been found

critical to success in postsecondary education and/or work

Discuss with students how these requirements are different than those in middle school.

2. Show students where to locate these requirements (i.e. in student handbook, on school webpage, etc.) It is recommended that students are shown multiple locations where they can find these requirements.

Show where it is in their handbook, planner? Using the In Focus projector briefly introduce them to your electronic system (e.g.

Naviance) - where they can find the credits required, where they can see how many they have earned, etc. Note: This is to familiarize them with the system, you will need to set aside more time to actually teach each student to log into and obtain information from the system.

3. Provide students with more detail as to what is required for being on track for graduation at the end of freshmen year.

Show what they should try to complete their freshmen year so that they stay on track for graduation.

Provide an example of a student who fails to complete one or more of these requirements and how it impacts his/her future years…

Freshmen Success v 2.0 Flannery & Kato, University of Oregon4. Share that the school will be hectic but fun and that we are committed to helping them meet

these expectations and that graduation is attainable. Balloon Activity: You will need a clear space in your classroom for this activity, as well

as 5-6 balloons blown up. Ask three students to volunteer and ask them to keep three balloons in the air by tapping them up gently. This is the beginning of high school – it’s not really easy, but you can manage, you are able to do this OK. Add a few balloons and tell them to keep all 5-6 in the air. This is school work getting more difficult, falling behind, breaking up with a boyfriend or girlfriend, and/or problems at home. It’s harder to stay on track and keep all those balloons in the air. Then ask one student to come up and help, then another. This demonstrates how we can all work together and it makes the work easier. All of those credits that we just went over may seem overwhelming at this point, and it’s pretty easy to fall behind and drop some balloons – fail a hard math class, come up short a credit in science. But if we have people supporting us and helping us along – including your friends, family, teachers, etc. - we can all make it to graduation.

Practice Activity:

Give students 2-3 minutes to independently jot down 2-3 of the graduation requirements that they remember without looking. Next, ask students form a group with 3-4 students who are sitting close by and through the use of all of their individual lists, generate a new list of requirements. Last, as a whole class, review all requirements as a group – did any group get all of them? Share with student show by themselves it would have been much harder to come up with all of these, but as a group, they were able to get many more. They should look for support from peers and other staff on campus.

Exit Ticket Question(s):

1. How many total credits of math or English do you need to graduate? 2. Where would I look to find out what the graduation requirements are?3. How many credits do you need to get this year to be on track for 10th grade?

Check-ins:

Three times over the following three weeks, ask students questions about the graduation requirements – this should happen very quickly and take only 3-5 minutes. Sample questions may include:

1. How many credits do you have to earn to become a sophomore?2. How many credits will you earn for [this, Math, History] class if you earn a C or better? 3. What is the minimum grade you can in a class to still earn credit for it? 4. How many credits do you need to graduate?5. What else do you need to do to graduate besides earn credits for classes?

Clarify any incorrect information and remind students to check their progress regularly and where to find the graduation requirements in full (student handbook, school website, etc.)

Freshmen Success v 2.0 Flannery & Kato, University of OregonName: ___________________________

EXIT TICKET

Know the Requirements: Graduation Overview

1. How many total credits of math & English do you need to graduate?

Math: _____ English: _____

2. Where would I look to find out what the graduation requirements are?

3. How many credits are required to be “promoted” to 10th grade?

Name: ___________________________

EXIT TICKET

Know the Requirements: Graduation Overview

1. How many total credits of math or English do you need to graduate?

Math: _____ English: _____

2. Where would I look to find out what the graduation requirements are?

3. How many credits are required to be “promoted” to 10th grade?


FINDING OUT HOW I AM PROGRESSING TOWARD GRADUATION

Big Idea:Students need to understand what it takes to graduate and that it is their responsibility as well as the school’s to monitor how they are progressing toward meeting those requirements – credits and competencies accomplished.

Note: This lesson would need to occur after the students have received ‘official’ credits – either after the quarter or semester depending on how/when the school assigns credits.

Learning Expectations:1. Identify where to look to know current status toward meeting graduation requirements

(Review from Lesson 1)2. Identify their role in monitoring “on track” to graduation3. Identify current standing toward meeting graduation requirements using transcripts and list of

district standards4. Identify resources for getting back on track

Teach New Information:1. Quickly review from last class the requirements for graduation and where to find these

requirements. Possible develop a handout of the list of the requirements for staying ‘on track’ each year. Discuss what it means to be ‘on track’ to graduation. Talk with students about the importance of being “on track” for graduation and how things have changed in high school from middles school. They now have a big role and responsibility in monitoring their progress, both within classes (e.g., homework turned in, tests taken or re-taken) and in whether they have the credits to progress and graduate on time.

2. Invite 3-4 upperclassmen to talk for about 20 minutes about how they track the requirements, different ways they met the requirements and how they have gotten help when off track. Try to get a variety of types of students as well as variety of strategies they may have used.

3. Brainstorm with students about resources and strategies the students talked about to get back “on track” (e.g., meet with teacher, meet with counselor, take specific classes next term, change study strategies) and have students add ideas of their own. Have the students look back at their transcripts and identify 1-2 potential next steps to help the one of the students who are “off track” to get back on track

Practice Activities:

1. Provide students with several transcripts for different years (Freshmen, Sophomore) and some that are “on track” and some that are “off track”. Have students work in pairs to determine the student’s current standing toward meeting graduation requirements by identifying which transcripts are for students who are “on track” and which are for students “off track” for graduation. Tell students to be ready to say why. Last, have the students look

Freshmen Success v 2.0 Flannery & Kato, University of Oregonback at the transcripts for students and identify 1-2 potential next steps to help the one of the students who are “off track” to get back on track .

2. At the end of the first semester, have students look up their credits in the electronic system and complete the Monitoring on Track for Graduation worksheet to identify if they are on track and steps/resources to improve.

Exit Ticket Question(s):

1. What are two things I can do to get help if I am off track to graduate on time?

Check-ins:

Two weeks after class content is presented, check in with students on status of their action steps. Develop strategy to help those students who are struggling, possibly using others in the building such as counselors, paraprofessionals, etc.


Monitoring On Track for Graduation Worksheet

Subject Area Credits Earned This Year

Credits Needed this Year

Graduation Requirements 2016

English/Language Arts 4Mathematics 3 (Algebra I and above)Science 3Social Science 3Physical Education 1Health 1Second Language 3ArtsCareer & Technical EducationElectives 6Total Credits 24

Action Steps to Improve SuccessWhat Who Can Help By When

Essential SkillsHow Plan to Meet Requirement Status

Read and comprehend a variety of textWrite clearlyand accuratelyApply mathematics in a variety of settings

Other requirementsHow Plan to Meet Requirement Status

Education Plan and ProfileCareer Related ExperiencesExtended Application


Name: __________________________

EXIT TICKET

Find Out How I Am Progressing Toward Graduation


Name: __________________________

EXIT TICKET

Find Out How I Am Progressing Toward Graduation



FINDING OUT HOW I AM DOING IN CLASS

Big Idea:Students understand that they are responsible for monitoring their own progress within their classes and there are systems to support them to be more successful

Learning Expectations:1. Identify if currently “on track” and what can be done to get/stay “on track” 2. Identify next steps they can use to improve their current academic status

Teach New Information:1. Describe the school grading policies. Talk with the students about the school or “freshmen

wide” expectations and rules on how your school calculates GPA's, which grades actually show up on your transcript, the cutoff percentages for each letter grade, how missing homework or tests impact grades, etc. Talk about how important to get back on track early.

2. Describe that the ways to know if they are “on track” in their classesa) Demonstrate how to access the school’s electronic assignment/grade/credit system to

review status in class (grades, assignments, etc.). Discuss general strategies about when to look at this and what one might do if they have question or if it doesn’t seem accurate. Note: This is to familiarize them with the system, you will need to set aside more time to actually teach each student to log into and obtain information from the system.

b) Talk about how the teachers all do this differently – some teachers update this every week, some update it now and then or only some sections and some teachers have their own way. List out the freshmen teachers and have students talk about how they know how they are doing in each of the classes.

3. Invite a group of upperclassman to talk about how they manage tracking the requirements and how they have gotten help when they have been off track academically. Allow time for Q&A. Then brainstorm with students ways they could get back “on track”.

4. Talk with students about the importance to monitor their academic status and to develop steps early to improve their academic status. Share with students the example of how completing 1-2 homework assignments or retaking a test and bringing it up a grade can change their end of term grade – making them remain on track for graduation.

Practice Activities:

Have students look up their own grades/assignments in the system and teach students to complete and use the one of the action planning sheets (Grades/Assignments & Action Planning Worksheet, Grade Check and Weekly Planning Sheet) that identify areas of concern and steps to increase success. If possible have this be a weekly task. If it is hard for students to easily access your “grade monitoring” system but it allows you to print out all missing assignments by student you could print these for the students.

Freshmen Success v 2.0 Flannery & Kato, University of OregonExit Ticket Question(s):

1. Where do I look to see if I have all of my assignments in?

Check-ins:

Have students check electronic class grades/assignments for update on status and adjust action plan accordingly:

1. Each week for 2 weeks after the class period this lesson is developed2. At least one time two weeks before the end of the quarter, and 3. At least one time at the end of each term for the rest of the year.


Grades/Assignments & Action Planning Worksheet

Class Current Grade

Missing work What I can do to improve

Science C- Project2 HW assignments: 9/14, 9/22

Talk with teacher about making up projectCan I still turn in late HW?

Action Steps to Improve Success

What Who Can Help By When

Freshmen Success v 2.0 Flannery & Kato, University of OregonGRADE CHECK AND WEEKLY PLANNING SHEET for Week # ___/___

Week # _____/ _____ Name: ________________________________ Date: ________

Block Class Grade Percentage Number of Missing Assignments

1

two highest point missing assignments that can still be turned in:

2


3


4


5


6


7


8

Freshmen Success v 2.0 Flannery & Kato, University of Oregontwo highest point missing assignments that can still be turned in:

I have tests, quizzes, or projects coming up in:

I’m currently not happy with my grade (or have a D or F) in the following classes:

I have missing homework or tests/quizzes that I can retake to improve my grade in:

My top 3 priorities and areas of focus for this/next week need to be:

1.

2.

3.


Name: __________________________

EXIT TICKET

Finding Out How I Am Doing In Class


2. How do my teachers let me know how I am doinga) Which of my teachers use “Jupiter” and keep it up to date each week?b) Which of my teachers are usually current but might want to check in with them?c) Which of my teachers have their own way of tracking my progress – what do they do and

what do I need to do to check ion on it?

Name: __________________________

EXIT TICKET

Finding Out How I Am Doing In Class


4. How do my teachers let me know how I am doingd) Which of my teachers use “Jupiter” and keep it up to date each week?e) Which of my teachers are usually current but might want to check in with them?f) Which of my teachers have their own way of tracking my progress – what do they do and

what do I need to do to check ion on it?


GETTING & GIVING HELP : ACCESSING RESOURCES

Big Idea:High schools have numerous resources and some are more visible than others. Students need to understand what some of the more common resources are and how to access them.

Student Learning Expectations:1. Identify school resources/supports: academic and social 2. Identify how and when to ask for help

Teach New Information:Identify key resources in the school that are important for students to know. Be sure to include at least: school counselor, vice principal/dean of students, transition staff, attendance staff, ELL staff, academic support staff (tutoring center, etc.). Invite these individuals to come to class for a panel discussion to share what resources are available and how students might access these. This panel should last about 20-25 minutes, and focus on making students aware of what the resources are and get them familiar with which staff is connected with each.

Practice Activities: Conduct a Resources Scavenger Hunt. After the panel, the panel members should go back to their office/regular location. Provide students with a map of the school that has the locations of the panel members’ offices identified. Send students in small groups out to get signatures from someone at each of the resource locations. Be sure to include at least all of the resources included on the panel, but if there are other resources available and relevant, they can also be added to the scavenger hunt. Tip: to make it more fun and encourage students to go quickly, provide an incentive, such as “every group of students who completes this will get X, but the first three teams to complete will get Y.” This can be free time, extra credit, get out of jail free card for an assignment, or items like candy.

Exit Ticket Question(s):1. Name one resource available at school to help me in my classes. 2. Name one resource available at school that will help me with things outside of the classroom

(e.g. help finding a job, problems with other students, problems at home).

Check-ins: Three times over the following three weeks, ask students (can happen in any class) questions about the resources available to them in the school – this should happen very quickly and take only 3-5 minutes. Clarify any incorrect information and remind students to check into these places if they haven’t already. Sample questions include:

1. Where would you go to discuss your schedule?2. Who should you talk to if you are struggling with a class?3. Where would you go to get help finding a job?4. Where would you go to talk to someone about problems at home?

Name: _____________________________ Name: _____________________________

Freshmen Success v 2.0 Flannery & Kato, University of OregonName: _____________________________ Name: _____________________________

RESOURCES SCAVENGER HUNT

As a team, locate each of the resources on the list below and get a signature from that location to verify that you found it. When you get all signatures completed, return to the classroom.

LOCATION SIGNATURE

Counseling Office

Attendance Office

Transition Specialist

Vice Principal/Dean of Students

ELL office

Tutoring Office

Name: __________________________

EXIT TICKET

Getting and Giving Help – Accessing Resources


1. Name one resource available at school to help me in my classes.

2. Name one resource available at school that will help me with things outside of the classroom (e.g. help finding a job, problems with other students, problems at home).

Name: __________________________

EXIT TICKET

Getting and Giving Help – Accessing Resources

1. Name one resource available at school to help me in my classes.

2. Name one resource available at school that will help me with things outside of the classroom (e.g. help finding a job, problems with other students, problems at home).

GETTING INVOLVED

Big Idea:It is important for students to feel a sense of belonging to their school and community. They need to be connected to people but also participate in events that happen at school. One way for this to happen is to be sure students understand what activities are available through the school, what are the requirements, timeline and process for enrollment or participation.


Student Learning Expectations:1. Identify what extracurricular opportunities are available in the school and community and

participate (observer or active)2. Identify school activities that align with interest areas and describe how to get involved

Teach New Information:1. Discuss with students the importance of being connected to the school and larger community.

Whether in sports, theater, chess, band or other clubs or activities, being involved in something at school has a positive impact in a lot of ways. Ask a few students to list some of the clubs or activities they are involved in to provide examples. Be sure to include not only sports, but also less traditional opportunities available at your school.

Practice Activities:1. As a class, complete the included bingo activity based on the activities/clubs available in your

school. Make a poster of the grid, or display it using a document camera. Ask students in the class to say what they have participated in so far this year. Cross off activities as they are listed by students, and try to get as many ‘bingo’s as possible.

2. For clubs or activities on the chart but not attended yet, provide information to the class on how to attend/participate and encourage them to do so.

3. Optional: Keep the grid posted (or if used document camera save paper) and revisit in 3-4 weeks. Are additional activities included now? Can the class make more “bingos”?

Exit Ticket Question(s):1. Name 2 school sponsored extracurricular activities that are of interest to you. (Note:

Encourage students to investigate and participate in these.)

Check-ins:One month after this lesson is delivered, pass out notecards to each student in class and ask them to write down at least two extracurricular opportunities that are of interest to them and whether they have participated in them. Follow up with any students who are not connected. Are they involved in activities outside of school? Do they need information, encouragement or assistance in getting connected to a school activity?

Freshmen Success v 2.0 Flannery & Kato, University of OregonSchool Activities BingoAs a class, try to achieve as many “bingo’s” as possible. To cross off a square, students need to have attended or participated in the event.

Attend a School Play

Chess Club Baseball SoccerBefore School

Homework Help

Swimming

Freshmen Success v2.0 Flannery & Kato, University of Oregon

Name: __________________________

EXIT TICKET

Getting Involved

1. Name 3 school clubs/sports/ activities.

Name: __________________________

EXIT TICKET

Getting Involved

1. Name 3 school clubs/sports/ activities.


GETTING TEACHERS ON YOUR SIDE

Big Idea:Teachers are great resources and it’s important to interact with them positively. If students have a good relationship with their teachers, they are more likely to get help when they need it, get the benefit of the doubt when needed, and overall do better in class.

Learning Expectations:1. Identify at least four behaviors that earn “teacher credits” and four behaviors that

spend “teacher credits”

Teach New Information:1. Ask the students the following questions and have a brief discussion about how positive

interactions benefit all parties:a. Think about times when you have helped others; your friends, siblings, parents.

What are some things that made you want to help them? (Targeted responses: They are nice to me. They have helped me in the past. They asked nicely.)

b. What are some things that made you want to help them a second time? (Targeted responses: They said thank you. They paid me. They really appreciated my help.)

c. Would you rather help someone you know and whom you have had positive interactions with, or someone that does not appreciate your help or ignores you?

2. Discuss with students that a lot of adults in the school and community are good sources of information about their classes, the school or community. Explain that all of these people, much like the students (tying to the responses from questions above in #2,) would also rather help people who interact with them positively.

3. Teach students that teacher ‘credits’ are like money in that you can earn them by doing certain things, while you can spend them by dong others. Having positive interactions with the teacher earns credits, while asking for help or making poor decisions spends teacher credits. Provide examples of behaviors that earn teacher credits and others that spend them. Show a bowl of coins and as you state an “earning” behavior add coins to the bowl, and take coins out of the bowl for each “spending” behavior. Attempt to leave coins in the bowl at the end of the activity. Allow students to share some of their own examples of both types of behaviors. Behaviors That Earn Teacher Credits Greeting the teacher Paying attention during the lessons Showing that you care about school Saying thank you for any help you receive Asking for help appropriately (see below) Listening carefully while receiving help


Behaviors that Spend Teacher Credits Asking for help inappropriately (see below) Ignoring the teacher Talking while the teacher is speaking Distracting your peers

4. One really important way to either earn or spend teacher credits is asking for help, depending on how it is done. Describe the three ‘Be’s to asking for help:

a. Be sure that you need help Listened carefully to teacher instructions Read the directions completely Quietly asked a nearby neighbor for the directions Quickly checked your notebook for information”

b. Be prepared Try to figure out your problem independently before asking for help Ask for help early enough to give your teacher time to help Be ready to follow through once you get the information you need

c. Be specific Explain to the teacher exactly where you need help so that the teacher does not

have to ask you. State your problem clearly and point to the area of the page, if appropriate, that the problem is located. Saying “I don’t get this” is not specific. Saying “I understand how to find the perimeter of this trapezoid, but I am confused about how to find the area” is specific.

*Important note: Be sure to explain to students that when they ask for help, that doesn’t mean the teacher is going to do the work for them – they still need to be prepared to do the work themselves.

Practice Activities:1. Have students complete the Teacher Credits worksheet, on which they identify behaviors

that earn and spend teacher credits. 2. Have four students volunteer to act out a 1-2 minute skit. Have two of the students act as

the teacher and two students act as students. One teacher/student pair is to demonstrate a positive interaction (greeting, eye contact, asking for help in class). The other teacher/student pair is to demonstrate the same behaviors but with a less positive interaction (not paying attention, interrupting, making negative comments, asking for help rudely and not saying thank you). This one will likely be funny. Be sure at least one pair focuses on the asking for help content. If not, ask another pair to demonstrate that. After the skits, ask the class a) which student is more likely to get help from the teacher? b) which student is more likely to be cut some slack if they have a bad day? c) which student is more likely to ….?


Exit Ticket Question(s): 1. Name four behaviors that earn “teacher credits” and four that spend” teacher credits”.2. What are the three ‘Be’s’ of asking for help?

Check-ins: For the next two weeks, use language with students of earning and spending teacher credits. For example, if a student asks a great question during a class discussion, point out that they have earned teacher credits. Include prompts to remind students of the three ‘Be’s’ of asking for help. Have fun with this!

Note: This lesson was adapted from work done by Chris Pinkney, PhD.


Name: __________________________

EXIT TICKET

Getting Teachers On Your Side

1. Name four behaviors that earn “teacher credits” and four that spend” teacher credits”.

EARN TEACHER CREDITS SPEND TEACHER CREDITS1. 1.

2. 2.

3. 3.

4. 4.

2. List the three ‘Be’s’ of asking for help. a. Be ________________________________________.b. Be _________________.c. Be _________________.

Name: __________________________

EXIT TICKETGetting Teachers On Your Side

1. Name four behaviors that earn “teacher credits” and four that spend” teacher credits”.

EARN TEACHER CREDITS SPEND TEACHER CREDITS1. 1.

2. 2.

3. 3.

4. 4.

2. List the three ‘Be’s’ of asking for help. a. Be ________________________________________.b. Be _________________.c. Be _________________.


Teacher Credits

+Things that earn “teacher credits”

-Things that spend “teacher credits”


SCHOOLWIDE EXPECTATIONS

Big Idea: To establish a positive school culture it is best to explicitly teach and acknowledge the expected schoolwide behaviors. These are the behaviors that all teachers, staff have agreed upon and will acknowledge the schoolwide expectations, those accepted and acknowledged by all students and staff. Teaching and acknowledging these expectations to incoming freshmen is a critical part of setting the stage for their high school experience and easing the transition into high school.

Learning Expectations:1. Students will be able to state the 3-5 expectations that are common across the whole school

and provide examples of the expected behaviors in different settings

Teach New Information:If you do not have these develop them and also place them in your school handbook. Most schools have a matrix to demonstrate these expectations across multiple settings (sample attached). Examples:

1. Share your schoolwide expectations by stating the expectation and providing examples of what that behavior looks like in different settings. Explain to the students that it is not enough just to say “we need to be respectful” but we need to demonstrate this all day, in different settings. In this lesson you will discuss the schoolwide expectations and rules that will help us have a common language so we know what we should see and do in our school. Expectations are broadly stated descriptions of what we are expected to behave/do in this school. They apply to all people in all settings. Rule statements describe the specific behaviors that clarify these broad expectations in the specific settings. For example: Perseverance: If you don’t get the first summer job you applied for, you apply a second

and third time until you find a job. Your perseverance will help you find a job and make money over the summer. Strive for perfect attendance

Respect: Treating your teachers with respect, by listening while they are giving instruction. This is a skill you will use in the workplace when listening to your supervisor or boss. Follow the school dress policy. Pick up and discard litter in receptacles. Move to the side in the hall to let others pass by. Keep the walls and stalls in bathroom graffiti free.

Responsible: Coming to class prepared and on time is a way to demonstrate responsibility. If you are late with your homework you say, “I’m sorry, I didn’t finish that yet. Can I turn it in later today?” instead of “Why do you always assign us so much homework anyway?” you are showing responsibility. Be where you are supposed to be and on time. Unless involved in after-school activities, leave school promptly at dismissal.

2. Distribute the schools expectations and rule statements for the different locations. Have students get together in groups of 2 or 3 and generate 3 more of their own examples of rule statements (descriptions of the specific behaviors for a specific location that align with schoolwide expectations. Then share out as a group.

Freshmen Success v2.0 Flannery & Kato, University of Oregon 3. Show videos portraying examples and non-examples of the expected behaviors. Sample

videos can be found at http://vimeo.com/mjk/videos

A Word on Schoolwide Expectations (if your school hasn’t established these): It is best to identify 3-5 expectations that exemplify what your school wants students to exhibit. Many high schools select expectations that will create an acronym such as R.I.S.E. (Respect Individuals, Self and Environment), or P.R.I.D.E. (Perseverance, Respect, Integrity, Diversity, Excellence). These acronyms are also sometimes linked to the school mascot (Panther PRIDE) or the initials for their school (Spirit, Honor and Success). These approaches to identifying expectations help support the positive school culture or school spirit.

Practice Activities:1. Give students the mnemonic for your schools expectations (e.g. PRIDE) and see how quickly

students can name them. 2. Give the students an expectation and a location and have students provide an example of the

behavior that demonstrates that expectation in that location3. Students turn to a page in their handbook with the expectations listed and will conduct a self-

assessment on how well they are meeting these expectations using a 1-5 scale: 5 if meeting it 100% of the time, 4 for Most of the time, 3 for 50% of the time, 2 if Not very often, and 1 for Never meeting it.

Note: An additional suggestion for a longer term activity is to make a class video similar to the ones shown to the class in #2 of Teach New Information above

Exit Ticket Question(s):1. Name the three school-wide expectations and provide one example for each.

Check-ins:At least one month into school, select one of the expectations (e.g. respect) where school office discipline referrals have been high: a) describe/discuss the expectation (e.g. respect: In our school we have the expectation that we are respectful of one another, b) break students in groups and given them sample office discipline referrals and the student handbook definition , c) have the students give an appropriate and realistic oral or written response to the given prompts (teacher’s discretion)

How does a situation get to this point? What could the student do differently to prevent this situation? What could the teacher do differently to prevent this situation? What would be an appropriate consequence? Do you need more information to decide on a consequence for this situation? If so, what

information would be helpful?

It is also beneficial to pre-correct behavior by briefly reviewing specific rules related to certain events (assembly, school dance, etc.) prior to those activities.


Name: ________________________________

EXIT TICKET

Schoolwide Expectations

1. Name the three school-wide expectations and provide one example for each.

Name: ________________________________

EXIT TICKET

Schoolwide Expectations

1. Name the three school-wide expectations and provide one example for each.


CLASSROOM EXPECTATIONS

Big Idea:Students will perform better if there are explicit classroom expectations and class routines. One of the changes from middle school to high school is that classroom expectations change (e.g., no late assignments, no re-dos, etc.).

Learning Expectations:Identify and demonstrate the expectations and routines for the classroom in which the lesson is being taught.

Teach New Information:Prior to this lesson each classroom teacher or better yet, all freshmen teachers, agree on a set of classroom expectations that are shared and consistent across freshmen classrooms. Some freshmen-wide expectations to consider are:

Late homework policies Test make-up policies Where to locate homework assignments (online, always written in upper right hand corner of

board, etc.) Tardy and absence Cell phones/technology use

Some routines to consider are: What to do if you miss a class What to do if you miss a test What to do if you miss a deadline or assignment due date How to work in a group (getting into groups, listening to others, providing input, etc.)

How to enter the classroom if you are late (with a pass and without a pass)Also, post the classroom expectations and routines in your classroom, and have students put copies in their notebooks, so you can easily refer students to them to prevent or correct errors.

Teach the students your classroom expectations during the first week of school are review them often throughout the remainder of the school year. Be explicit in your description of them and, if possible, align these with the schoolwide expectations. Share some examples and non-examples.

Practice Activities:1. Review the classroom rules and show where the students can find theses – syllabus, posters

on the wall, website… Be specific and share some examples/non examples.2. Divide the class into two teams. Ask questions about the classroom expectations and

routines and have them compete to get the answers correct first. For example, ask “What is the late homework policy?” or “If you are late to class, how do I want you to enter the classroom?”

Exit Ticket Question(s):1. What is the late homework policy in [class/teacher in the cohort]?

Freshmen Success v2.0 Flannery & Kato, University of Oregon 2. Where do I look to see if I have all of my assignments in?

Check-ins:Review your classroom expectations with students at least 4 different times throughout the year, especially at key times (i.e. before a speaker comes to class, before a big test, etc.). It is ok if your expectations are still posted in your classroom and/or students still have them in their notebooks as it shows they know where to get the information.

Freshmen Success v2.0 Flannery & Kato, University of Oregon Name: ________________________________

EXIT TICKET

Classroom Expectations

1. What is the late homework policy in [class/teacher in the cohort]?


Name: ________________________________

EXIT TICKET

Classroom Expectations

1. What is the late homework policy in [class/teacher in the cohort]?



Grizzly Power

In

LearningEnvironments

(Classrooms, Gym, Labs,Auditorium, and Library)

Common Areas(Hallways, Commons, Buses, Parking, Offices, Bathrooms,

and Locker Rooms)

Activities/ Athletics(Assemblies, Dances, Field Trips,

Sporting Events, Competitions, and Artistic Performances,)

urpose

Set goalsExplore possibilitiesPromote accomplishmentsYour work and grooming reflects your self-esteem

Treat it like your ownShowcase talentsStay focused, know where and why you are going

Contribute support to MHS CommunityBring honorSeek to recognize each person’s giftsAppreciate the efforts of others

Safe

wnership

Value your own workSeek motivation to learnPractice academic honestyBe on time and preparedFind opportunities for input

Take responsibility for your actions

Leave things cleaner than you found them

Show that safety is number 1

Dispose of your litterOwn our team or eventSupport our teams no matter the outcomeUse your strengths

ork Ethic

Consistently strive to give your best effort to each taskBe prepared everydayLook for opportunities to learn

Do your best to be on timeBe patient; the halls are crowdedHave pride in your surroundings and try to make them even better

RecyclePick up after yourselfRepresent yourself and your school wellPersistence is reflected in performance

mpathy

Value everyone’s perspectiveLook beyond stereotypesShow appreciation of others’ strengths and contributionsFocus on the positives

Invite others into your groupUse non-offensive languageExpress gratitude and respectBe aware of the impact of non-verbal communication

Pay attention – know what is going onGet involved, show you care Offer encouragement and supportBe positive, praise the efforts of others Identify ways to provide assistance

POW

E


espect

Look and listen to your teacher and other speakersFollow directions the first time Use supplies & equipment safelyBe on time – meet deadlinesConform to electronics policies

Use appropriate voice & languageClean up after yourselfKeep your locker worthy of pride Gather and step to the side to talkRefrain from PDA Get and use a proper hall pass

Use appropriate voice & languageCheer don’t booRespectfully listen to the National Anthem Appreciate the effort of presentersR

PRIORITIZING

Big Idea: In order for freshmen to improve upon their organization and time management skills, it is first important for them to be able to prioritize tasks, activities and responsibilities. Prioritizing well allows students to determine goals and make important decisions about how to spend their time.

Learning Expectations:

List and describe the three levels of priorities: Rock, Pebble and Water


1. Ask students to share some of their regular activities in a week (sports practice, band, church, homework, studying, etc.). Write these on the board in no particular order. Point out to students that they all clearly have a lot to get done each day/week. Ask: Given all of these ‘to do’ items, what are your top priorities? Why? How do you decide what your top priorities are? It’s hard to do, isn’t it!

2. Conduct Jar demonstration to illustrate the different levels of priority. If you can’t to the actual demonstration, draw on the board.

a. Place a large jar so that all students can see it. Tell them this jar represents one day/week (whatever time period you chose for #1). This is how much time you have in that period. You can only put so many things into this jar, right?

b. Put rocks into the jar until it is full. Point out that our day/week can fill up fast. Ask, is this jar full? There is no more room for rocks, but…

c. Add small pebbles to the jar; help them settle through the rocks so that they are filling in space between rocks. When there was no room for more rocks, there was still room for plenty of pebbles. Now ask, is the jar full? There is no room for more pebbles, but…

d. Add water to the jar. There is even still more room for water. Now the jar is certainly full.

e. Discuss the students that the rocks, pebbles, and water are meant to represent all the things they have to do in a day/week. The rocks are our top priorities – the things we choose to do first, that we think are most important. It is important that we prioritize the right things, and sometimes that’s hard. Is the rock priority, the top priority, studying for the test or hanging out with friends? We WANT to hang out with our friends, but we also NEED to study for that test.

i. Clarify with students that things that we have to do, even if they are not things we want to do, are all Rock priorities – like doing homework, studying for a test, getting up early for practice, or going to our grandmother’s house for dinner on Saturday night when we’d rather go out with friends.

ii. Pebble priorities are things we enjoy but still schedule: meeting up with a friend, going to a concert or game, dinner with family.

iii. Water priorities are things that we don’t need to schedule: watching TV, being online, listening to music, hanging out.

iv. Point out to students that the key to the demonstration is the order in which we put things into the jar: if we had filled the jar up with water first (watching TV),

Freshmen Success v2.0 Flannery & Kato, University of Oregon there would have been no room at all left for the rocks (studying) and pebbles (going to a movie). When we have a clear sense of what our top priorities are and we give attention to those first, we still have room in our day/week for the smaller but possibly more fun (pebble and water) priorities.

Practice Activities:Have students get out their planners. Ask them to identify what they have to do over the next week (both in and out of school) and complete the What are your Priorities? worksheet for this one-week period, categorizing to-do items as Pebble, Rock or Water priorities.

Exit Ticket Question(s): 1. List and describe the three levels of priorities for planning that were discussed in class.

Check-ins: One week following the lesson, review with students what Rock, Pebble and Water priorities are.Three weeks following the lesson, ask students to write down a reflection: Are they prioritizing their time? Is it helping them with their schoolwork? Outside of school?

Name: ________________________________

39


WHAT ARE YOUR PRIORITIES?

List your priorities from your schedule over the next week. Use your planner, course syllabi, assignment sheets, etc. for reference.

My “Rock” Priorities are: (things you have to do such as school, homework, chores, family responsibilities, etc.)____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

My “Pebble” Priorities are: (Things you enjoy doing and for which you want to make time such as spending time with friends/family, sports, specific TV shows, etc.)

____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

My “Water” Priorities are: (Things you enjoy doing but do not feel the need to schedule, such as talking with/texting friends, watching general TV shows, etc.)____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

____________________________________ ___________________________________

40


Name: ________________________________

EXIT TICKET

Prioritizing

1. List and describe the three levels of priorities for planning that were discussed in class.

Name: ________________________________

EXIT TICKET

Prioritizing

1. List and describe the three levels of priorities for planning that were discussed in class.

41

Freshmen Success v2.0 Flannery & Kato, University of Oregon RECORDING AND ORGANIZING TASKS

Big Idea: Students need to know how to plan effectively in order to successfully keep track of assignments and activities and complete things on time.


1. Identify steps essential for planning that align with the student planners.2. Place important tasks and due dates on weekly/monthly calendar in freshmen planner.

Prerequisite:

Students must bring their planners to this class period.

Teach new information:

1. Review the concepts from the Prioritizing lesson (Rock, Pebble, Water priorities) and discuss with students that having a planner or calendar is only a good system if we record and organize the tasks we put in it.

2. Ask students to get out their planners and ask if anyone is already putting homework assignments, tests, etc. into it.

3. Teach students the three step planning process: 1. Write it, 2. Do It, 3. Check it. Step 1: WRITE IT. Talk to students about the importance of writing things down. They have multiple subjects, A/B schedules, etc. and it is very difficult to track assignments, due dates, tests, etc. unless we write them down. Give examples from your own experience. Link to Rock, Pebble and Water priorities – we need to write down Rock and Pebble items. If we write something down we don’t have to remember it, we just learn to check our planner to keep track.

Step 2: DO IT. Writing it down is only half the battle. We then need to train ourselves to check the planner daily and to set aside time to accomplish the things we have written down. Think about the Rock and Pebble priorities – those are things we need to set aside time to be sure they get done. The key to this step is being in control of our own time and scheduling time to get the Rock and Pebble priorities done.

Step 3: CHECK IT. Once you accomplish a task, check it off. Checking things off our list gives us a sense of accomplishment and helps focus on the things that are left. The list isn’t as daunting when there are fewer things on it. Assess your progress regularly – if you set aside an hour to study for a test but didn’t do as well as you wanted to, how can you do better next time? Do you need to set aside more time? A different time?

4. Have students repeat the same exercise independently or in pairs or small groups for the assignments of one or more classes for the next month.

5. Introduce the Planner Rubric and hand one out to each student.

42

Freshmen Success v2.0 Flannery & Kato, University of Oregon Practice Activities:

1. Ask students to trade planners with another student and complete the Planner Rubric to give feedback on how organized the planner is.

Exit Ticket Question(s):What is the three step planning process we learned today in class?

Check-ins:1. Ask the students to trade planners and conduct planner checks using the Planner Rubric every 2-

3 weeks. 2. Ask students to recite the three step planning process.

43


Planner Owner:__________________________

Reviewer Name:__________________________

PLANNER RUBRIC

Easy to find, clearly written

Can find with a little looking or by asking,

readable

Can’t find or can’t read

Name on planner? 2 1 0Assignments/

Tests/Projects written on or listed with dates

due?

2 1 0

Items completed are checked or crossed

off?

2 1 0

Planner Owner:__________________________

Reviewer Name:__________________________

PLANNER RUBRIC

Easy to find, clearly written

Can find with a little looking or by asking,

readable

Can’t find or can’t read

Name on planner? 2 1 0Assignments/

Tests/Projects written on or listed with dates

due?

2 1 0

Items completed are checked or crossed

off?

2 1 0

44


Name:_____________________EXIT TICKET

Recording and Organizing Tasks

1. You have to create a poster and give a presentation to the class on Mitosis next month. Break this large task down into four smaller weekly steps (list week 1: _____, week 2:____, etc.)

Name:_____________________EXIT TICKET

Recording and Organizing Tasks

1. You have to create a poster and give a presentation to the class on Mitosis next month. Break this large task down into four smaller weekly steps (list week 1: _____, week 2:____, etc.)

45

Freshmen Success v2.0 Flannery & Kato, University of Oregon TEST PREPARATION, Part 1

Big Idea: A person is not “good” or “bad” at taking tests – people learn and practice how to do well on tests. There are things you can do to prepare better, practice and do well on all tests, regardless of the subject.


1. Identify & describe three types of test preparation strategies.


1. Ask student with a show of hands: Who is pretty good at soccer? Who is pretty good at working on cars? Who is pretty good at playing an instrument? Discuss with students that taking tests is a skill that can be developed, just like playing a sport or an instrument. We can all learn to develop this skill and become better test-takers. It’s important to find a few strategies that work for you and practice them.

2. Ask students: Before a test, what are we supposed to do? Targeted response: Study. Then ask: but what exactly does that mean? What does ‘studying’ look like? What exactly do we do when we study? Try to get a few students to volunteer examples, such as “quiz yourself on the material” or “make flash cards”.

3. Explain to students that today we are going to learn and practice three specific study strategies. Using a document camera, show the class the examples of each (provided) and explain. Respond to any questions to be sure everyone knows how to do these strategies.

a. Concept Mapsb. Flash Cardsc. Self-Tests

Practice Activities:1. Break the class into six groups (2 for each type of strategy, so there will be two Concept Map

groups, 2 Flash Card groups and 2 Self-Test groups). a. Pass materials out to each group:

i. Copies of the provided sample test material (Grads v. Dropouts)ii. 10 flash cards (Flash Card Groups)

iii. 2 large sheets of blank paper (min 11x14) (Concept Map Groups)iv. 2 sheets of blank lined paper (Self-Test groups) (one for the test and one for the

correct answers –a key). b. Read aloud as a class the sample material, clarify any questions. c. Instruct the groups to prepare their materials. Flash Card teams should create 10 flash

cards; Self-Test teams should create tests with 10 questions; Concept Map teams should include at least 10 facts. Circulate to answer questions and be sure students are following the models provided. When everyone has their materials prepared, ask for some groups to show what they have made.

d. Now tell the groups that we are going to play a game. They have 5 minutes to use their materials to study the information. There will then be a quiz and the group with the

46

Freshmen Success v2.0 Flannery & Kato, University of Oregon most correct responses wins. For the quiz, choose some or all of the questions provided with the sample reading, or create some of your own.

Exit Ticket Question(s):1. List and describe the three test preparation strategies that were discussed in class.

Check-ins:Two weeks after the initial lesson, ask students to list and describe the three test preparation strategies that were discussed in class.

47

Freshmen Success v2.0 Flannery & Kato, University of Oregon TEST PREPARATION STRATEGIES

FLASH CARDS

HOW: Put question, keyword, name, vocabulary word on one side. Put correct answer, facts to remember, definition on the other side.

BEST FOR: Facts, Dates, Vocabulary, formulas

CONCEPT MAP

HOW: Put central theme in middle bubble, draw lines to new bubbles with key subtopics. Add details to each subtopic.

BEST FOR: Relationships, comparing/contrasting, lots of related information (i.e. history or English)

SELF-TEST

HOW: Make a test. Write questions that you think will be on the test. Include the types of questions (True/False, Multiple Choice, Short Answer) that are likely to be on the test. Take a break and then take the self-test you made, or trade with a friend and test each other. Be sure to follow up and keep practicing any missed items.

BEST FOR: Any type of information.

48


TEST PREPARATION SAMPLE READING

Graduated High School Students vs. DropoutsBy Neil Kokemuller, Demand Media

Studies of the differential in earnings, employment, relationships and quality of life between high school graduates and dropouts are alarming. The increased opportunity to succeed in each of these areas by completing high school is significant. Students who graduate have the chance to continue with education, gain better work experience, find productive careers and relationships, and avoid negative life experiences.

EmploymentGraduates experience a much higher likelihood of gaining employment. The Bureau of Labor Statistics indicated a 2012 unemployment rate of 12.4 percent among people without a diploma, compared to 8.3 percent with a diploma. Additionally, opportunities to continue with education beyond high school and to gain quality work experiences as young adults contribute to access to higher quality and better paying jobs down the road.

IncomeThe income differential between graduates and non-graduates is staggering. According to 2012 U.S. Census Bureau data, a dropout could expect annual income of $20,241, compared to $30,627 for diploma earners. The Bureau of Labor Statistics found similar results in its 2012 pay assessments. It showed that weekly median income without a diploma was $471, compared to wages of $652 per work for people who graduated. This is a $181 per week difference, or $9,412 per year.

RelationshipsThe Northeastern University Center for Labor Market Studies released a report in November 2011 showing that 18- to 34-year-old residents of Chicago without a diploma have more family and relationship struggles than those who graduate. Thirty percent of those with children were married among the non-graduated population, compared to 46 percent with a high school diploma. Civic and community involvement is also lower among non-graduates -- 26 percent voted in 2010, compared to 40 percent of people with a diploma.

Life ChoicesThe Northeastern University report also showed that dropouts faced a much higher likelihood to land in jail than graduated peers. Males had an especially high incarceration rate of 15 percent compared to 2 percent of female non-graduates. The rate among young black males, at 28.8 percent, was also well above rates of other ethnic groups, including white males at 6.5 percent and Hispanic males at 6.6 percent. Lack of employment, income struggles and limited confidence are among factors contributing to higher rates of criminal activity among non-graduates.

49

http://classroom.synonym.com/DM-Resize/photos.demandstudios.com/getty/article/142/235/89704168.jpg?w=600&h=600&keep_ratio=1


TEST PREPARATION SAMPLE READING QUESTIONS

1. Who has a higher rate of unemployment – graduates or non-graduates?

2. What contributes to higher rates of criminal activity among non-graduates?

3. What is the average annual income for a high school dropout? For a graduate?

50


Name: ________________________________

EXIT TICKET

Test Preparation Strategies

1. List and describe the three test preparation strategies that were discussed in class.

Name: ________________________________

EXIT TICKET

Test Preparation Strategies

1. List and describe the three test preparation strategies that were discussed in class.

51


TEST PREPARATION, Part 2 & TEST TAKING

Big Idea: A person is not “good” or “bad” at taking tests – people learn and practice how to do well on tests. There are things you can do to prepare better, practice and do well on all tests, regardless of the subject.


1. Describe The Five Day Study Plan.


1. The best preparation is done in short sessions over time, not all at once. When a test is coming up, students ideally need to begin studying at least 5 days in advance. That way the studying can be broken up into reasonable chunks and done a little bit every day.

2. Introduce the Five Day Study Plan using the provided handout. Emphasize that the keys to a Five Day Study Plan are to:Space out your learning over at least 5 daysUse short, frequent study sessions

Practice Activities:1. Have students (independently, in pairs or small groups) design a Five Day Study Plan for an

upcoming test. Check on students while they are working and pay special attention to reinforce students who may typically struggle with test preparation. Encourage students to set realistic goals for themselves, while focusing on spreading the work over 5 days at time intervals that are more than they currently do.

Exit Ticket Question(s):1. List and describe the steps to the Five Day Study Plan for test preparation.

Check-ins:1. Prompt students before upcoming tests to work on their five day plan, or better yet, provide

class time for them to develop these plans individually or together. 2. Utilize and practice the preparation and review strategies in other class work to help students

practice these skills.

52


Adapted from “Essential Study Skills” (5th Edition), Linda WongFrom: The Student Success Center Resource File

HOW TO MAKE A FIVE DAY STUDY PLAN

You will perform better on an exam if you spend one hour studying each day for 5 days than if you spend 5 hours studying the day before an exam.

1. Break the material into chunks. If it can be divided by chapter, use that. If not, make up your own chunks based on the structure of the material. It may be helpful to work with you teacher or a friend from class to create the chunks.

2. Plan to spend about 1 hour studying on each of the five days. **Remember, set this goal time wherever it is realistic for you to reach your goal.**

3. Work on the material in 2 ways each day:a. Prepare new study materialb. Review study material already prepared

Preparation Strategies1. Develop concept

maps 2. Make flash cards3. Make self-tests

Review Strategies1. Replicate concept

maps 2. Go through flash cards3. Take self-tests

EXAMPLE OF A FIVE DAY STUDY PLAN

TuesdayPrepare

Wednesday

1st Chunk 30 minutes

Prepare Review 2nd Chunk

1st Chunk

30 minutes30 minutes

ThursdayPrepare Review

3rd Chunks1st, 2nd Chunks


FridayPrepare Review

4th Chunk1st, 2nd, 3rd Chunk


SaturdayReview Self-Test

All ChunksAll Chunks


53


Adapted from “Essential Study Skills” (5th Edition), Linda WongFrom: The Student Success Center Resource File

TEST TAKING STRATEGIES

General: When you first receive your test, do a quick survey of the entire test so that you know how to

efficiently budget your time. Do the easiest problems first. Don't stay on a problem that you are stuck on, especially when

time is a factor. Do the problems that have the greatest point values first. Always read the whole question carefully. Don't make assumptions about what the question

might be. If you don't know an answer, skip it. Go on with the rest of the test and come back to it later.

Multiple Choice: Come up with the answer in your head before looking at the possible answers, this way the choices given

on the test won't throw you off or trick you. Eliminate answers you know aren't right. Read all the choices before choosing your answer.

True/False: Usually there are more true answers than false on most tests. If you don’t know the right answer, guess. You have a 50% chance of getting the right answer. Read through each statement carefully, and pay attention to the qualifiers and keywords. If any part of the question is false, then the entire statement is false but just because part of a

statement is true doesn't necessarily make the entire statement true.

Short Answer:

Try not to leave an answer blank. Show your work/write down your thoughts, even if you don't get the exact answer, partial credit is usually awarded.

If you can think of more than one answer for a question, ask the instructor what to do. Read the question carefully and make sure that you answer everything that it asks for. Some

short answer questions have multiple parts.

54


Name: ________________________________

EXIT TICKET

Test Preparation

1. Describe the steps to the Five Day Study Plan for test preparation.

2. List and describe 2 different test taking strategies that were discussed in your class.

Name: ________________________________

EXIT TICKET

Test Preparation

1. Describe the steps to the Five Day Study Plan for test preparation.

2. List and describe 2 different test taking strategies that were discussed in your class.

55


CHECK INS

*Note: this is an example of how Check Ins might be scheduled. Please schedule the Check In activities in your building to align with the schedule for delivery of the Lessons. The goal is to have 3-5 Check Ins per lesson, and to have them spread over a long enough period of time to help students review and retain the content from the

original lesson, so move the Check Ins below around to meet your schedule and needs. Some weeks will have no check ins.

CHECK INs: WEEK 3

PRIORITIZING: Review with students what Rock, Pebble and Water priorities are.

RECORDING AND ORGANIZING TASKS: Ask the students to trade planners and conduct planner checks using the Planner Rubric. Turn in graded rubrics to teacher. Review with students the three step planning process taught in the lesson in Week 2 (Write it, Do It, Check It).

CHECK INs: WEEK 4

FRESHMEN EXPECTATIONS: select a Freshmen-wide expectation (e.g. homework/attendance) where students have struggled and describe/discuss the expectation. Be sure to be clear with students what the desired behavior looks like.

CLASSROOM EXPECTATIONS: review your classroom expectations with students, be sure to focus on any areas where they are struggling and be explicit about what the desired behavior looks like.

CHECK INs: WEEK 5

PRIORITIZING: Review again with students what Rock, Pebble and Water priorities are. Ask students to write down a reflection: Are they prioritizing their time? Is it helping them with their schoolwork? Outside of school?

FINDING OUT HOW I AM DOING IN CLASS: Have students check electronic class grades/assignments for update on status and action plan accordingly, noting identified tasks in their planners.

CHECK INs: WEEK 6

GETTING TEACHERS ON YOUR SIDE: Throughout the week, use language with students of earning and spending teacher credits. For example, if a student asks a great question during a class discussion, point out that they have earned teacher credits. Have fun with this!

CHECK INs: WEEK 7

GETTING TEACHERS ON YOUR SIDE: Review with students the three ‘Be’s’ of asking for help (Be sure you need help, Be prepared, Be Specific). Also, throughout the week, use language with students of earning and spending teacher credits. For example, if a student asks a great question during a class discussion, point out that they have earned teacher credits. Have fun with this!

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Freshmen Success v2.0 Flannery & Kato, University of Oregon GRADUATION OVERVIEW: Ask students questions about the graduation requirements – this should happen very quickly and take only 3-5 minutes. Sample questions may include:



CHECK INs: WEEK 8


ACCESSING RESOURCES: Ask students questions about the resources available to them in the school. Clarify any incorrect information and remind students to check into these places if they haven’t already.Sample questions include:1. Where would you go to discuss your schedule?2. Who should you talk to if you are struggling with a class?3. Where would you go to get help finding a job?4. Where would you go to talk to someone:

a. About problems at home?b. If students were hassling you?c. If you were feeling sad or depressed?

CHECK INs: WEEK 9

TEST PREP PART 1: List and describe the three test preparation strategies that were discussed in class (Concept Maps, Flash Cards, Self-Tests). Discuss/review as necessary.

TEST PREP PART 2: Review with student the steps to create a 5 day study plan (break material into chunks, set a goal time of how long to study each day, prepare one chunk and review another chunk each day)– remind them that the end of the quarter is coming up.

CHECK INs: WEEK 10



CHECK INs: WEEK 11 57

Freshmen Success v2.0 Flannery & Kato, University of Oregon GETTING INVOLVED: One month after this lesson is delivered, pass out notecards to each student in class and ask them to write down at least two extracurricular opportunities that are of interest to them and whether they have participated in them. Follow up with any students who are not connected. Are they involved in activities outside of school? Do they need information, encouragement or assistance in getting connected to a school activity?


CHECK INs: WEEK 12



CHECK INs: WEEK 13

NO CHECK INs THIS WEEK

CHECK INs: WEEK 14

HOW I AM PROGRESSING TOWARD GRADUATION: Remind students that during week 11 (mid – November) they did an activity that looked at their progress toward graduation and they identified action steps to increase their success. Check in with students on the status of their action steps. Also review with them some actions they can take if they are off track to graduate on time.

CHECK INs: WEEK 15


CHECK INs: WEEK 16


CHECK INs: WEEK 17

GRADUATION OVERVIEW: Ask students questions about the graduation requirements – this should happen very quickly and take only 3-5 minutes. Sample questions may include:


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Freshmen Success v2.0 Flannery & Kato, University of Oregon Clarify any incorrect information and remind students to check their progress regularly and where to find the graduation requirements in full (student handbook, school website, etc.)

GETTING INVOLVED: One month after this lesson is delivered, pass out notecards to each student in class and ask them to write down at least two extracurricular opportunities that are of interest to them and whether they have participated in them. Follow up with any students who are not connected. Are they involved in activities outside of school? Do they need information, encouragement or assistance in getting connected to a school activity?

CHECK INs: WEEK 18


CHECK INs: WEEK 19


CHECK INs: WEEK 20

NO CHECK INs THIS WEEEK

CHECK INs: WEEK 21



CHECK INs: WEEK 22


CHECK INs: WEEK 23

HOW I AM PROGRESSING TOWARD GRADUATION: Check in with students on how they are doing with progress toward earning credits. Also review with them some actions they can take if they are off track to graduate on time.

CHECK INs: WEEK 24

GRADUATION OVERVIEW: Ask students questions about the graduation requirements – this should happen very quickly and take only 3-5 minutes. Sample questions may include:

1. How many credits do you have to earn to become a sophomore?2. How many credits will you earn for [this, Math, History] class if you earn a C or better?

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Freshmen Success v2.0 Flannery & Kato, University of Oregon 3. What is the minimum grade you can in a class to still earn credit for it? 4. How many credits do you need to graduate?5. What else do you need to do to graduate besides earn credits for classes?


CHECK INs: WEEK 25


CHECK INs: WEEK 26


CHECK INs: WEEK 27



CHECK INs: WEEK 28


CHECK INs: WEEK 29


CHECK INs: WEEK 30


CHECK INs: WEEK 31


CHECK INs: WEEK 32 60

Freshmen Success v2.0 Flannery & Kato, University of Oregon FINDING OUT HOW I AM DOING IN CLASS: Have students check electronic class grades/assignments for update on status and action plan accordingly, noting identified tasks in their planners.

CHECK INs: WEEK 33


CHECK INs: WEEK 34 (LAST CHECK IN)

TEST PREP PART 1: List and describe the three test preparation strategies that were discussed in class (Concept Maps, Flash Cards, Self-Tests). Discuss/review as necessary.

TEST PREP PART 2: Review with student the steps to create a 5 day study plan (break material into chunks, set a goal time of how long to study each day, prepare one chunk and review another chunk each day)– remind them that the end of the quarter is coming up.

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