Ninth Grade Transition: “A Year In Review”Small Learning CommunitiesMiami Jackson Senior High School

Ms. Deborah Love, PrincipalMs. Evelyn Torres-McHale, Vice Principal

Ms. Sandra Tilton, Teacher LeaderMs. Willa Young, Mentor

June 2006

Abstract Of StudyTransition in life can be difficult for many people. The transition from eighth to ninth grade is a critical

year for many students. Given this statement, the researchers investigated the implementation of a transition year for ninth grade students. If the staff, students, and parents were trained, more prepared and involved, would the ninth grade students be more successful?

Transition classes, academies, and small learning communities have been designed to meet the needs of students in a critical time in their educational experience. Research has shown that increases in services, individualized focus on student performance and an increase in student and parent involvement can lead to an increase in transition successes.

Surveys of students and staff gave the researchers an insight into areas of strengths and weaknesses. The students indicated their future career choices, and demonstrated increases in Algebra I and FCAT. These scores rose because the individual student was serviced by many different people in the school. The Transition teachers, Math teachers, and Reading/English teachers worked to instill positive methods and delivery of curriculum. The staff indicated there was a need for more training, involvement in academy planning, and continued effort to improve attendance of students.

The implications of this research has lead the researchers to focus on the student, staff, and parental needs, knowledge base, and involvement in the transition year of ninth grade students. Further research and data will help this project become a working model of improvement in transition years for all stakeholders.

IntroductionThe idea of a transition academy in the ninth grade is on the forefront

of educational trends at this time. Research indicates that more students fail ninth grade than any other grade, low reading and Algebra I achievement rates lead to higher dropout rates, and poor and minority students are twice as likely as others to be retained.

The typical classroom environment for high school students is teacher centered, lecture driven and students working independently. The school counselors are concerned with scheduling classes and are unable to meet the needs of the ninth grade students that require guidance academically and/or socially.

The transition year is difficult for many students, however, if there are key teachers, counselors, and staff in place to help these students the rates of truancy, absenteeism, and drop out rate would decrease and academic achievement increase.

School Profile• Miami Jackson Senior High School

• Location 1751 N.W. 36th Street Miami, Florida 33142

• School Established: 1925

• Grade Organization: 9 – 12

• District: Regional Center IV

• School Improvement Zone

• New Building Under Construction

• Magnet Program: National Academy Foundation (NAF) International - Academy of Business and Finance (AIBF)

The first year of high school or tenth grade, has proven to be the pivotal year in terms of adjustment and achievement (Alspaugh, 2000). The efforts made by schools in addressing student attendance, discipline, academics, and social adaptation, particularly with struggling students, are crucial in determining high school success.

Data provided by Miami-Dade County Public School’s Profiles Report.

SchoolYear

%WhiteNon-

Hispanic

%BlackNon-

Hispanic

%Hispanic

%AsianIndianOther

2003-2004

2% 43% 56% +0

2004-2005

1% 46% 53% +0

2005-2006

1.2% 46.8% 51.8% +0

Characteristics of Students Ninth Grade Specific

White Non-Hispanic: 1%

Black Non-Hispanic: 46%

Hispanic: 53%

Asian/Indian/Other: 0 %

Title I: Yes

Free/Reduced Lunch 75%

ESOL: 13%

ESE: 13%

Research Question

Will increasing the knowledge base of the stakeholders (student, community, parents, teachers, staff) when transitioning into academies and/or small learning communities influence teacher practices in the classroom and affect student achievement in the ninth grade?

• How will small learning communities affect student achievement?

• How will teacher professional development, preparation and follow-up help facilitate ninth grade student success?

Literature ReviewSREB (Southern Regional Education Board) research provides extensive proof of the need for measures to be taken to help ease the transition of students to and through ninth grade. Among the compelling statistics they have released are the following:

• More students fail ninth grade than any other grade.

• Poor and minority students are twice as likely as others to be retained.

• Students who repeat at least one year are three times more likely to drop out of school than students who have not failed a grade.

• Career-bound students who take college preparatory (CP) courses in high school average 16 points higher on the High Schools That Work Assessment than their counterparts in practical level classes.

• The performance of students in Algebra I is the single most reliable indicator of their earnings at age 25.

• Among 14 – 15 year –olds who struggle with basic reading and mathematics skills, 20% drop out of school within two years.

• A study of 56 Georgia and Florida high schools found that schools with extensive transition programs had significantly lower failure and dropout rates than those schools that did not offer comprehensive programs.

(Meeting the Challenge: The Transition To and Through Ninth Grade, The School District of Greenville County, 2002)

Literature ReviewNASSP (National Association of Secondary School Principals) study nearly 20

years ago by middle school experts John Lounsbury and J. Howard Johnston. Extensive study of ninth grades in 48 states and the District of Columbia. Shadowing ninth-graders and observing their daily school experiences, Lounsbury and Johnston found:

• Most instruction teacher centered, with teachers lecturing and students taking notes and completing assignments.

• Most high schools offered little or no guidance to help ninth-graders adjust academically and socially

• Even in well-managed high schools that appeared to be running smoothly the researchers said, “something was missing” –especially in the “ flat

• and narrow” teacher-student interactions

(The Pivotal Year, Black, Susan, American School Board Journal, February 2004: Vol. 191, No. 02.)

Methodology/Intervention Ninth Grade Transition

A ninth grade class was designed specifically to assist and personalize the transition into high school. “Classroom Inc. “ and “Tools for Success” curriculum programs were utilized for the transition course . Pre and post tests designed by Classroom Inc. were given to the students for this program and the results were tallied (pending). Special sessions were developed for ninth grade students ( “Planning For Life”, “Hey Girlfriend” (girls only), “Future Academies” and “Understanding Your Grades”). Additionally pre and post tests were given to ensure comprehension and understanding of the sessions. Ninth grade students were polled to establish future academy interests and students were assigned an academy based on their individual preference for tenth grade.

Selected ninth grade students participated in three community service activities sponsored by the city of Miami.

Methodology/Intervention Ninth Grade TransitionSmall Learning Community Focus Teams were established to ensure the success and

understanding of the schools future framework. Seventy percent (70%) of Miami Jackson’s teachers and staff were involved in a retreat designed with break out sessions and staff development focusing on Small Learning Communities and development of future Academies. Teachers were polled for their Academy preference and surveyed to analyze their understanding of Secondary School Reform.

An Attendance Team was established (administrators, community involvement specialists, and student service members) to monitor students with fifteen or more absences.

A comparative analysis was conducted utilizing truancy reports, attendance records, FCAT scores, Algebra I passing rates and drop out rates. The Classroom Inc. course pre/post test (pending national office findings) data is being processed. Findings, patterns and student achievement levels when implementing the ninth grade transitional program were utilized to establish a baseline of program effectiveness.

Selected ninth grade students participated in three community service activities sponsored by the City of Miami to increase community involvement and awareness of social issues.

Data Collection

DATA SOURCES

• Classroom Inc. Pre and Post Test• Student Career Academy Interest Survey• Student Individual Career Academy Choice• Staff Retreat for SLC Training and Development• Teacher Career Academy Interest Survey• Teacher Individual Career Academy/• Teaching Choice• “How Well Does Your School Serve Each Student”

survey • Teacher Needs Assessment• Truancy Report• School Profile Reports• Algebra I (passing grade A, B, or C)• (FCAT) Florida Comprehensive Assessment Test

2005 and 2006• (PSAT) Preliminary Scholastic Aptitude • Test 2004 and 2005 Reports

DATES OF COLLECTION

• January 2006 and May 2006• March 2006• May 2006• February 2006• February 2006 and May 2006• May 2006

• February 2006

• May 2006• Years 2005-2006 • Years 2003-2006• Year 2005 and 2006• Years 2004 and 2005

• Years 2004 and 2005

Data Analysis Florida Comprehensive Assessment Test 2006 Grade Nine (FCAT) READING and MATHEMATICS

READING

Level 1 decreased 11%Level 3 increased 4%Level 5 increased 100%

MEAN SCALE SCORE

Increased 12 Points

MATH

Level 1 decreased 5%Level 3 increased 1%Level 5 increased 100%

MEAN SCALE SCORE

Increased 7 points

Data Analysis Ninth Grade Algebra I

• “The performance of students in Algebra I is the single most reliable indicator of student earnings at age 25”.

• “Among 14-15 year-olds who struggle with basic reading and mathematics skills, 20% drop out of school within two years”.

• Ninth grade students in 2004-2005 and the 2005-2006 academic years were compared to gauge student progression in Algebra I.

NOTE: The teachers and students are

different each year.

For the purposes of this study students attaining an “A”, “B”, or “C” were considered making progress.

SCHOOLWIDE 2004-2005 44% 40%increase

2005-2006 84%

REGULAR 2004-2005 43% 45%increase

2005-2006 88%

ESE 2004-2005 60% 1%decreas

e

2005-2006 59%

ESOL 2004-2005 43% 24%increase

2005-2006 67%

Population Year Passing % Increase %

(Meeting the Challenge: The Transition To and Through Ninth Grade, The School District of Greenville County, 2002)

Tools for Success and Classroom Inc.• Tools for SuccessRecent national studies prepared by

the Manhattan Institute for Policy Research and Florida Department of Education indicated that the graduation rate for students in Miami-Dade County Public School is 58% and our school system is ranked 30th out of 50 districts evaluated throughout the country. The “Tools for Success: Preparing Students for Senior High School and Beyond” was developed to be informational, developmental, project-based, and include authentic assessments and real-world experiences.

• Classroom Inc.The goal of the program was to

improve students’ mathematics and literacy skills, improve attendance, and increase engagement.

The program’s centerpiece was Sports Network, an engaging, industry-based computer simulation in which students assumed the role of managing editor of an ESPN-like sports entertainment network. Students worked collaboratively on the computer as they applied reading and mathematics skills to solve real-world problems.

Overall, the Classroom, Inc. program provided 100 hours of instructional activities.

Classroom Inc. DataTeachers reported students made

the following improvements...

• 84% in cooperating and collaborating with others

• 74% in using computers to access important information

• 65% in ethical, moral, and social justice issues

• 60% in the world of work• 56% in problem solving• 54% in mathematics• 54% in speaking• 52% in listening• 48% in reading• 47% in writing

Student outcomes

• When compared matched pre and posttest scores on the Math-Level Indicator developed by American Guidance Service, Inc., there was a average 2% gain.

• When compared matched pre and posttest scores on the Reading-Level Indicator developed by American Guidance Service, Inc., there was an average 5% improvement.

Data Analysis

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Secondary School Reforrm

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Secondary School Reform

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Rigor

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Rigor

Secondary School Reform Faculty/Staff Retreat Needs Assessment

1. I am familiar with Secondary School Reform (SSR).

Scale 1 to 51=Absolutely Nothing 3=Some 5=Extremely/Totally Informed

1. I am familiar with Secondary School Reform (SSR).

Pre-Test Post-Test

2. I know what rigor in the curriculum means. 2. I know what rigor in the curriculum means.

Data Analysis

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Relevance

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Relevance

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Relationship

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Relationship

Secondary School Reform Faculty/Staff Retreat Needs Assessment

Pre-Test Post-Test

Scale 1 to 51=Absolutely Nothing 3=Some 5=Extremely/Totally Informed

3. I know what relevance in the curriculum means.

4. I know what relationship in the curriculum means.

3. I know what relevance in the curriculum means.

4. I know what relationship in the curriculum means.

Data Analysis “How Well Does Your School Serve Each Student ?“ Survey

• Four focus questions from the “How Well Does Your School Serve Each Student?” Survey.

• Step 1: Each teacher was asked to write a “best guess response” to each question.

• Step 2: Teacher’s were then asked to rate their degree of satisfaction with the response they gave using a 5- point scale. (1= Highly Dissatisfied, 2= Dissatisfied, 3=Neutral, 4=Satisfied, 5=Highly Satisfied)

Question Sample “Best Guess” Response

Degree Of Satisfactionwith the response theygave

1. How many of the students who enter your school in9th grade graduate in 4 years?

“70%”, “60%”, “50%”

41% rated 1 (Highly Dissatisfied)

2. What percentage of your graduates must take remedial courses in college or a community college? What percentage of those finish college?

“More than 50%”,”All if they go”

38% rated 1 (Highly Dissatisfied)

6.Are the aspirations, strengths, and weaknesses of each student known by at least one faculty member or other member of your staff? How do you ensure the staff member uses that information appropriately to help the student become successful in all classes and activities?

“Thru workshops, e-mail and meetings”,

“No”

55% combined 1 (Highly Dissatisfied) and 2 (Dissatisfied)

7. What percentage of the classes per week at your school are primarily lecture-driven?

100%, “Don’t know"," Too many”

39% combined 1 (Highly Dissatisfied) And 2 (Dissatisfied)

Findings• Data from the implementation of the course “Classroom Inc.” has been submitted to the

national office for dissagregation. Preliminary responses from students and teachers indicated that these courses helped to personalize the transition into the “High School Years”. Data reveals that some changes are having an affect on student achievement in the ninth grade.

• The ninth grade students increased their “Mean Scale Score” by 12 points in Reading and by 7 points in Mathematics in the 2006 (FCAT) Florida Comprehension Assessment Test.

• The number of ninth grade students who successfully passed the Algebra I course increased by 40% school wide, 1% in ESE and 24% in ESOL as compared to the previous year..

• Four Academies were voted for by the ninth grade students (Academy of Business and Finance, Academy of Fine Arts and Design, Academy of Family and Consumer Sciences and the Academy of Health and Public Services)

• The ninth grade students had a 300% increase in the number of students taking the (PSAT) Preliminary Scholastic Aptitude Test as compared to the previous year.

• Pre and Post Staff Retreat Needs Assessment Surveys indicated a marked increase in understanding the key elements of Secondary School Reform.

• The “How Well Does Your School Serve Each Student” Survey clearly uncovered areas of concern, needs, uncertainty and opportunities for growth (The ninth grade student high school completion rate, knowing each child, personalizing instruction and lecture driven classes, etc.).

Conclusion/RecommendationsThe movement towards establishing a solid foundation for the ninth grade transitional

year opened up a dialogue among students, teachers and the community.

• Continue to schedule all incoming ninth grade students into “Tools For Success” and “Classroom Inc”.

• Monitor and refine the Academies established for all tenth grade students for the 2006 -2007 academic year.

• Increase student/parent awareness and personal understanding of the high school experience.

• Increase staff development and the need to personalize instruction for each child must become an on-going norm.

• Increase articulation between and within schools. Review present practices/ systems (counselors, discipline, attendance, etc.)

• Continue Truancy Team to personalize contact for those most in need.

Resources• Meeting the Challenge: The Transition To and Through Ninth Grade,

The School District of Greenville County, 2002

• The Pivotal Year, Black, Susan, American School Board Journal, February 2004: Vol. 191, No. 02

• Achieving Equity and Excellence: What is Takes to Leave No Child Left Behind, Pedro A. Noguera, Ph.D., Steinhart School of Education, New York University, 2004

• Classroom, Inc., preliminary findings of the 2005-2006 school year at Miami Jackson Senior High School

• Miami-Dade County Public Schools, Division of Career Education and Special Programs, (Manhattan Institute for Policy Research and Florida Department of Education), 2003

Acknowledgements• Miami-Dade County Public Schools

• School Board of Miami-Dade County• School Improvement Zone• Regional Center IV• Ms. Aida Marrero

• The Education Fund• Miami Museum of Science• Wachovia• U.S. Department of Education• Council for Educational Change• Miami Jackson Staff and Students• Dr. Jill Farrell, Barry University