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ohs 9th grade academy

Presenters. Beth SvenbyAssistant Principal Owatonna High SchoolMargo McKay BrockbergCounselor Owatonna High SchoolGeorgia BrendenEnglish Teacher OHS 9th Grade Afternoon AcademyEmily LecknerScience Teacher OHS 9th Grade Afternoon AcademyWendy StephaniSpecial Education Teacher OHS 9th Grade Afternoon AcademyJohn Weide Social Studies Teacher OHS 9th Grade Afternoon Academy .

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ohs 9th grade academy

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    1. OHS 9th Grade Academy Everyone, Every Day… a Success

    3. Presentation Overview 9th Grade (research tells us) OHS 9th Grade Academy Goals Structure and essential components Data Student/parent comments

    4. Research tells us More students fail 9th grade than any other year. (Wheelock & Miao, 2005; Kerr, 2002). Most high school dropouts fail at least 25% of their ninth grade courses, while only 8% of high school graduates experience the same difficulty. (Letgers & Kerr, 2001)

    5. Research tells us When compared to 8th grade test scores and 8th grade GPA, low attendance during the first 30 days of 9th grade is the strongest indicator that a student will drop out (Jerald, 2006). 9th grade transition programs’ affect on high school dropout rates: with program 8% dropout rate without 24% dropout rate (Reents, 2002)

    6. Link Crew Advisement Peer tutoring Zero tolerance for hazing/bullying Modified classes

    7. In spite of these supports, during the 2006-2007 school year: 32% of OHS freshmen failed at least one class 384 freshmen truancy referrals

    8. OHS demographics and trends

    9. Owatonna High School (OHS) 9th Grade Academy District approval April 2007 Mission: To increase freshmen academic achievement and attendance rate, while reducing discipline referrals and drop out rate. 9th Grade Academy Mission Statement: “Everyone, Every Day… a Success.”

    10. OHS 9th Grade Academy Goals: 75% of students passing all academy classes Note: As 8th graders, these students had a semester one passing rate of 55%. 45% failed at least one English, science, or social studies class. 90% attendance 100% of students increase in reading achievement Increase student engagement 93% Post-secondary participation

    11. OHS 9th Grade Academy Structure 129 Freshmen were enrolled in the program (approx. 1/3 of class) Academy Selection criteria Prevalence of failures in 8th grade Low NWEA reading scores (RIT 210 or less) Poor attendance High number of behavior referrals in junior high Junior high recommendation

    12. OHS 9th Grade Academy Structure 129 students were split into two 9th Grade Academies: (AM and PM) Students spend 2 blocks out of 4 in the Academy (1/2 of the school day) Classes in each Academy are comprised of four, 45-minute “skinny” classes. English, Social Studies, Science, and Seminar. Flexible scheduling Reduced class sizes (20) Students follow a common set of classmates through their academy schedules. Lockers and classrooms are in close proximity.

    13. OHS 9th Grade Academy Structure Teachers share common interdisciplinary planning time. One special education teacher co-teaches English in each Academy and also shares in delivering RTI interventions, seminar planning, parent contact, etc. Paraprofessionals lend support in social studies and science classrooms. 2 adults per room Teachers hold weekly planning/intervention meetings with administration and counselors.

    14. Employment of multiple reading strategies and interventions (RTI) Relationship building and personalization Creation of a positive 9th Grade Academy culture (Academy Awards) 9th Grade Academy: Critical Components

    15. Consistency of expectations and consequences among academy staff Pyramid of Interventions (see appendix II) Behavior Intervention Pyramid Academic Intervention Pyramid Academy Watch List Support from counselors and administration The expectation that the Academy will prepare the students for success at a 2-year or 4-year college. 9th Grade Academy: Critical Components

    16. OHS 9th Grade Academy Data Collected Grades Attendance and discipline referrals Reading scores MCA II constructed response practice Reading fluency (wpm) over a 1 minute-timed passage NWEA reading scores Changes in student attitudes (survey) Anecdotal data (parent/student interviews)

    17. Data Collected: Grades

    18. Data Collected: Grades

    19. Data Collected: Grades

    20. Data Collected: Attendance

    21. Data Collected: Discipline Referrals

    22. Data Collected: MCA II Constructed Response Practice Assessments MCA II Reading Test Overview. Given in sophomore year. Test has two parts: Multiple choice questions Constructed response questions. Constructed response questions Student is asked to read a non-fiction passage and create a written response that answers questions about the reading. Students are not graded on their writing ability, only on their ability to use the text to answer the question completely.

    23. Data Collected: Reading Scores

    24. Data Collected: Reading Fluency/Comprehension (RTI) A benchmark assessment was given in September to determine all 9th Grade Academy students’ reading fluency as measured in words per minute (wpm). September average was 130 wpm 48 students at/below 120 wpm Academy target goal is 150 wpm Weekly progress monitoring was conducted ( for those below 120 wpm) to measure the effectiveness of the reading strategies used. KWL, Main Idea/Supporting Detail, Partner Reading, etc.

    25. Data Results: Reading Fluency/Comprehension (RTI)

    26. Data Collected: NWEA Reading RIT Scores

    27. Data Collected: NWEA Reading RIT Scores

    28. Data Collected: Change in Student Attitudes A survey was given to determine if 9th Grade Academy improved student satisfaction with school. (Details of survey in Appendix I) Approximately 135 Non-Academy and 60 Academy students were surveyed in September 2007 and re-surveyed January 2008. A typical survey query was: “I am proud of my school.” The students were asked to respond: Never, Seldom, Sometimes, Often, Always

    29. % Of students responding “often or always” to….. Survey query: “I think bullying is a problem at school.”

    30. Survey query: “Teachers care about me as an individual.”

    31. Survey query: “Students Respect Each Other.”

    32. Survey query: “My Parents care about my education.”

    33. Survey query : “My parents like my school.”

    34. Survey query: “My parents think going to college is important.”

    35. OHS 9th Grade Academy Goals: 75% of students passing all academy classes Q1= 92% passing 90% attendance Q1= 95% 100% of students increase in reading achievement Q1=93.5% (In progress)

    36. OHS 9th Grade Academy Goals: Increased student engagement High attendance rate: 95% 1st Semester 2007-2008 Fewer discipline referrals 38 (Q1 2006-2007) 18 (Q1 2007-2008) Increase in positive school attitude Survey results. 74% parents like OHS 93% Post-secondary participation 10% increase in student-expressed desired to attend 2 or 4 year program (MSU visit survey)

    37. “Teachers don’t give up on you.” “Family feeling in the Academy” “Feels safe” “Teachers don’t seem to be here just for a job.” “Good to have teachers on you about homework.” “I feel comfortable asking questions.” “I use seminar to get homework done.” “Teachers spoil us.” Data Collected: Student comments

    38. Final Thought It’s the dream of every parent for each child to be given the chance to fulfill his or her potential. It’s the goal of every teacher to have a classroom of students who are learning, challenged, and achieving at high levels.

    39. OHS 9th Grade academy Everyone, Every Day… a Success

    40. Implementation steps taken by OHS Contacted High School Specialist, Minnesota Department of Education (Angie Judd) Selected project facilitators Principal Svenby, Counselor McKay Brockberg Compiled data and research for review by administration and potential academy staff Obtained district approval April, 2007

    41. Implementation steps taken by OHS Introductory meeting with Academy Staff Features and results of other programs discussed Teacher questions answered Further reading assigned Five summer planning sessions held with academy teachers, counselors, and administration Policies developed Materials created (Academy Binder, Behavior and Academic Pyramids, Parent and Student Contracts) Parent Orientation Night Held one week before start of school

    42. Overview of Survey One premise that the 9th Grade Academy operates under is that the establishment of a positive culture can reduce absenteeism and increase academic achievement. To determine if 9th Grade Academy culture increases student satisfaction, the staff developed and administered a student attitude survey. Appendix I :Data Collected: Student Attitude Survey

    43. Appendix I :Data Collected: Student Attitude Survey Overview of Survey On Sept. 30th, 2007 approximately ˝ of the freshmen class responded to a 28 question survey. The survey was given in advisement. Approximately 135 Non-Academy freshmen and 60 Academy freshmen took this survey. A typical survey questions was: “I am proud of my school.” To which the students were asked to respond: Never, Seldom, Sometimes, Often, Always. The students were resurveyed on January 7th, 2008 to determine how student attitudes changed after approximately 1 semester at the high school.

    44. Appendix I :Data Collected: Student Attitude Survey Survey Results The Sept. 2007 survey showed that in general the students in the 9th Grade Academy had a more negative attitude towards school. Most questions on the January 2008 survey showed that both academy and non-academy students had a similar, slightly less positive attitude towards school. For example: In January, both academy and non-academy students indicated that school was 4% less likely to “often” or “always” “be an exciting place”. However, 6 survey questions showed a significant shift, divergence, or difference between academy and non-academy student attitudes. Six slides in this presentation document those results.

    45. Appendix II : Intervention Pyramids

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