The 9 th Grade Academy Port Huron High School

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The 9 th Grade Academy Port Huron High School. 9 th Grade Academy Goals. 1. All students will be engaged in active learning that is relevant and rigorous . 2. All students will be prepared academically to move into 10 th grade.
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The 9th Grade AcademyPort Huron High School 9th Grade Academy Goals 1. All students will be engaged in active learning that is relevant and rigorous. 2. All students will be prepared academically to move into 10th grade. 3. All students will have a personal graduation plan in place. 9th Grade Academy: Goal #1 All students will be engaged in active learning that is relevant and rigorous.
  • Measured:
  •  AP monitoring of lesson plans with
  • suggestions given through departmental
  • and team collaboration.
  • Student and parent surveys
  • Number of Intervention Room referrals, tardies and truancies decreasing through the year.
  • 9th Grade Student Samples All students will be engaged in active learning that is relevant and rigorous. Active Reading Strategies ELEVANCE R I G O R RELATINSHIPS Students Speak: Fall Perception Survey All students will be engaged in active learning that is relevant and rigorous. “I like all of my teachers I have and they help me learn in new, different ways.” “I like when we’re in groups because it gives us an opportunity to interact and have fun learning new things…it’s helping me learn a lot.” “All of my classes are fun and the teachers help me with any problems I have.” Addressing Engagement All students will be engaged in active learning that is relevant and rigorous. 643 405 191 176 91 47 9th Grade Academy: Goal #2 All students will be prepared academically to move into the 10th grade. Measured:  Student passage rate for core area classes: * Year 1: 80% + * Year 2: 85% + * Year 3: 90% +  Close monitoring of grades and early intervention strategies enacted for struggling students.  Practice ACT given to all 9th graders before Christmas break; Explore in March. The Student Notebook
  • Organizational binder system
  • Required for core classes
  • Different colored “folder” for each core
  • Table of contents kept for each core
  • Checked by core teachers
  • All students will be prepared academically to move into the 10th grade. Homework Lunch
  • The Process:
  • * Student is behind in assignments
  • * Teams meet, refer students to HWL
  • * Progress reports given weekly to
  • notify students of HWL referral
  • * Parents notified through all-call
  • * Students attend HWL to complete
  • missing work
  • 2059 Student contacts made
  • 3988 Completed assignments
  • All students will be prepared academically to move into the 10th grade. Interventions Staff Assistant Principal: Jeff Dennis Counselor: Cara Bagley-Aurand Intervention Coordinator: Sue Harder Co-op Student: Terez Watkins
  • Immediate intervention & assistance
  • Located in the heart of the freshmen wing
  • Back on track, back in class
  • After school tutoring
  • Test retakes
  • Credit recovery
  • All students will be prepared academically to move into the 10th grade. 9th Grade Academy: Goal #3 All students will have a personal graduation plan in place.
  • Measured:
  • Student and parent, with help from PHHS staff, will create a personal plan for graduation.
  •  Plan is monitored over the school year by PHHS staff, parent, and student.
  • 9th Grade Academy Results: ELA = 80% Goal 86.14% 83.42% 90.56% 71.43% 77.92% 74.87% 80.00% ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN . 9th Grade Academy Results: Math = 80% Goal 79.47% 79.60% 77.61% 64.77% 78.96% 49.09% 65.45% ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN . 9th Grade Academy Results: Science = 80% Goal 85.15% 81.53% 79.42% 77.49% 72.51% 69.95% 76.10% 80.26% ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN . 9th Grade Academy Results: Social Studies = 80% Goal 83.41% 84.65% 78.88% 82.47% 76.30% 76.50% 64.16% 72.73% ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN . Student Success ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN . Big Red Champs Program At the end of each marking period, Big Red Champs are given the opportunity to participate in special events. To qualify as a Big Red Champ a student must: Earn all A, B, and C grades Have no assigned retentions or suspensions Have no more than three absences Big Red Champs
  • First Marking Period
  • Eligible Students: 477
  • Fourth Marking Period
  • Eligible Students: 550
  • Second Marking Period
  • Eligible Students: 526
  • Fifth Marking Period
  • Third Marking Period
  • Eligible Students: 435 Eligible Students: 523 “Excellence is the gradual result of always striving to do better.” Pat Riley Notable Changes 2012-2013 better.”
  • Notebooks used as self assessment tool for students and monitored by teachers bi-weekly.
  • HWL – students who are below 70% will be referred to HWL.
  • Our leadership class will assist/mentor 9th grade students on Tuesdays and Thursdays during HWL.
  • Enrichment Fridays; SRT
  • 3 tier intervention system
  • Notebooks were teacher driven and monitored. HWL was not able to service all students under the criteria of 1 missing assignment. HWL was the only intervention available during the parameters of the school day. Data Team better.” Goals: Use data to drive rigorous and relevant instruction. Use data for targeted interventions. Background Facts better.” The team examined itemized data from important standardized testsavailable in Data Director:
  • EXPLORE (8th grade)
  • PLAN (9th grade)
  • Practice ACT (10th grade)
  • At department meetings … better.”
  • Data reports for the EXPLORE, PLAN, and Practice ACT tests were provided to departments.
  • Departments were split into 9th, 10th, and 11th grade level groups
  • These groups brainstormed ways to utilize the data to benefit students
  • Examples of changes better.”
  • Address deficiencies as bell work/warm ups
  • Test Taking strategies are modeled
  • Common assessments are being altered to mirror ACT/MME questions and CCSS.
  • Overall, departments are implementing literacy strategies.
  • ACT Intervention: better.”Identification of Students Data Committee utilized EXPLORE, PLAN, and Practice ACT results for the students in the junior class. We compared their results to the College Readiness Benchmark Scores established by ACT. ACT Intervention: better.”Identification of Students
  • The expected growth a student should gain between their 10th and 11th grade tests is approximately three points each for math, reading, and English. We focused our program on these areas.
  • We chose students based on their growth over the course of their previous tests, and their overall Practice ACT test scores.
  • All students were within approximately five points of the college readiness standard in each subject area.
  • ACT Intervention: better.”Identification of Students
  • Intervention took place one hour each day during the two week period prior to testing.
  • Math and English assistance were offered on a rotating schedule.
  • The majority of the identified students were able to participate in the intervention process. Some were unable to attend due to scheduling conflicts. These students act as our control group.
  • Score Comparison better.” Student Feedback better.”
  • After testing, a random sample of participants were polled to discuss their opinions and provide ideas for future preparation.
  • “It helped me remember information taught earlier.”
  • “The review of the equations really helped.”
  • “I was more confident because I knew what to expect.”
  • “It was a lot like the SC4 review. We need it and it was helpful.”
  • “It really helped me work on my timing.”
  • “It helped being two weeks before the test.”
  • “I wish that we had more time to review.”
  • (Time was lost due to a snow day and a gas leak day.)
  • Student Feedback better.” Notable Changes 2012-2013 better.” Teachers will continue to use data to guide instruction. All Juniors will be given a practice ACT test in the fall to address the following: Timing issues for students Increase students confidence/comfort level Develop ACT Intervention programs for students at varying levels. Other Notable Changes 2012-2013 better.” SRT time will provide all students an opportunity during the school day to increase academic achievement. After months of organizing and planning, the SRT Program was piloted on Friday, May 18, 2012, and will be held again on June 8, 2012. The overwhelming response from teachers and students alike is positive. Each hour is shortened by a few minutes every other Friday to provide a 51 minute time slot. Students sign up for academic assistance and enrichment options for the period. 10th grade teams of math and English teachers have been formed to further monitor student success
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