Download - Massachusetts Department of Elementary & Secondary Education Summer Bridge Program for Rising Grade 9 Students College & Career Readiness Webinar Series

Massachusetts Department of Elementary & Secondary Education

Summer Bridge Program for Rising Grade 9 Students

College & Career Readiness Webinar SeriesApril 14, 2015


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Welcome!

Please type your question or comment in the chat window at any point during the presentation

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PowerPoint slides will be sent to all registered participants

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Agenda

• Part I: Current state of grade 9 students in Massachusetts

• Part II: Research on 9th grade

• Part III: Lawrence Public Schools

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Part I: Current State of Grade 9 Students in Massachusetts


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Following a cohort of 9th graders entering in 2007…

- 86% of those 9th graders graduated high school in 5 years- 6 out of 10 9th graders enrolled in college the fall after graduation

- 5 out of 10 9th graders persisted to the second year of college

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Following a cohort of low income 9th graders in 2007…

- 75% of those 9th graders graduated high school in 5 years- 4 out of 10 of those 9th graders enrolled in college the fall after

graduation- 3 out of 10 of those 9th graders persisted to the second year of

college

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Nearly 1 in 10 first time 9th graders are not promoted to 10th grade

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Across the state, over 20% of 9th graders fail at least one course

8Source: DART SAHS

http://www.doe.mass.edu/apa/dart/SAHS.xlsx


For First Time 9th Graders 2013-14 Course Passing

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Group TotalState

Total Urban

All Courses Passed Not All Courses Passed

State Urban State Urban

White 46,708 5,815 86.7% 73.0% 13.3% 27.0%

Hispanic 11,669 7,732 61.5% 54.0% 38.5% 46.0%

Black/ Afr. Amer. 6,181 3,665 66.6% 62.9% 33.4% 37.1%

Asian 3,927 1,541 90.7% 83.0% 9.3% 17.0%

Low Income 26,559 14,042 64.9% 58.5% 35.1% 41.5%

ELL 4,567 3,632 55.6% 51.8% 44.4% 48.2%

Students w/disabilities 11,261 3,417 67.3% 52.1% 32.7% 47.9%

High Needs 31,296 14,134 68.4% 59.7% 31.6% 40.3%


First Time 9th Graders 2013-14

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Course NameNumber of

Students Failing - State

N=13,569

Algebra I (incl. Parts I and II) 4,918 36.2%Geometry 401 3.0%Biology 2,507 18.5%ELA 3,696 27.2%Physics 1,032 7.6%World History 1,874 13.8%US History 1,502 11.1%

Course NameNumber of

Students Failing - Urban

N=6,925

Algebra I (incl. Parts I and II) 2,874 41.5%Geometry 186 2.7%Biology 1,538 22.2%ELA 2,104 30.4%Physics 806 11.6%World History 1,090 15.7%US History 1,099 15.9%


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Using EWIS

The outcome indicator for EWIS for 7th, 8th and 9th graders is risk of not passing all ninth grade coursework, this tool is ideal for helping to flag/identify students who may be in need of assistance.


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First Time 9th Graders 2012-13 and Drop Out 2013-14

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Group – State Number of Students

Number of Dropouts

Dropout Rate

Students Passing All Courses 55,302 152 0.3%

Students Not Passing All Courses 16,903 731 4.3%

Group – Urban Number of Students

Number of Dropouts

Dropout Rate

Students Passing All Courses 12,152 76 0.6%

Students Not Passing All Courses 7,388 481 6.5%


First Time 9th Graders 2012-13 MCAS Results (2013-14)

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Group - State Number of Students

10th Grade Tested ELA

% Proficient or Advanced

10th Grade Tested Math


Students Passing All 55,302 53,352 94.0% 53,388 86.5%

Students Not Passing All 16,903 12,377 79.5% 12,396 56.7%

Group - Urban Number of Students

10th Grade Tested ELA


10th Grade Tested Math


Students Passing All 12,152 11,420 86.1% 11,426 74.9%

Students Not Passing All 7,388 4,599 66.3% 4,623 39.6%


Part II: Research on 9th Grade


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Recent General Research Findings

• 9th grade announces, and often defines, a school’s commitment to equity and to preparing every student for life

• The messages students receive in 9th grade, and the self-beliefs they adopt, can define their high school years

• High rates of 9th grade academic course failures are more related to non-cognitive skills and behaviors than academic skill deficits

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Recent Research Findings

• 9th grade professional learning communities that meet regularly, review data, and collaborate on planning and teaching are essential

• 9th grade performance is highly predictive of a student’s likelihood of graduating high school

• 9th grade is either a gatekeeper to opportunity or springboard to success

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9th Grade as a Gatekeeper

• Assumption that students arrive ready for high school level work

• Belief that students know how to take advantage of the opportunities provided

• Perception that only some students are “college material”

• Courses, schedules, and curriculum built around teacher and institutional needs and desires

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9th Grade as a Gatekeeper

• Academic courses and support are separate and uncoordinated

• More resources are allocated to higher level courses and older students

• Teachers work in isolation

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9th Grade as a Springboard

• Assumption that all students need personalized support and attention

• Belief that teachers need to guide or coach students to make good choices

• Perception that all students can succeed academically and go onto post secondary education

• Courses, schedules, curriculum and instruction are built around student needs

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9th Grade as a Springboard

• Academic courses and support are deeply coordinated

• Adequate resources and staff are allocated to support incoming students

• Teachers collaborate regularly within the school day and with potential out of school (both space and time) opportunities

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Summer Bridge Programming

• Many schools and districts throughout the country are creating summer bridge programs to:- Accelerate academic achievement- Mitigate summer learning loss- Strengthen preparation for high school

• They vary widely in design and purpose, ranging from:- 1-2 day orientations to high school- Rigorous, multi-week academic program

• Some districts specifically target students who are more likely to struggle in high school, while others have open-enrollment policies

• In many cases, districts fund and operate summer bridge programs, but others may be funded by grants and or operated in partnership with community organizations

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Summer Bridge Programming: 8 High Impact Practices

1. Student data are used to identify students who are at greater risk of failing, dropping out, or struggling in high school – and identified students are proactively targeted for participation

2. Student data are provided to teachers before the program begins, and teachers personalize instruction and supports

3. There is an intensive academic focus on the foundational reading, writing, math, and academic skills that are critical to success in high school and in all content areas

4. Courses and learning experiences are taught by experienced, skilled, and qualified teachers—ideally, the same teachers who will instruct program students when they enter ninth grade

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Summer Bridge Programming: 8 High Impact Practices

5. The curriculum is based on clear learning goals and expectations that have been aligned with 9th grade courses and standards

6. Teachers, counselors, and advisors embed social and emotional development into all learning experiences, and they help students prepare for the challenges they are likely to encounter in 9th grade

7. The curriculum includes orientation activities for both students and families, assistance with study skills and organizational habits, and proactive postsecondary-planning guidance

8. Educators and support specialists intentionally build relationships between students and adults—specifically, between students and the teachers, counselors, advisors, and mentors who will instruct and support students in 9th grade

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Research Resources and Tools

• Consortium for Chicago School ResearchWhat Matters for Staying On-Track and Graduating in Chicago Public High Schools:

http://ccsr.uchicago.edu/sites/default/files/publications/07%20What%20Matters%20Final.pdf

• Great Schools PartnershipNinth Grade Counts 3-Part Guide:

http://www.greatschoolspartnership.org/resources/ninth-grade-counts/

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Summer bridge program:Lawrence Public Schools


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Profile of Lawrence High School Campus

• Serves nearly 3,600 students in eight high school schools/programs

• Nearly 92% are Latino/Hispanic, over 90% low income

• Four year graduation rate of 66.9% (up from 46.7% in 2010)

• District in state receivership as a level 5 District


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History of Program In the past, a summer bridge program was

run for a cohort of about 50 students.

For 8th graders most at risk of high school failure; indicators used included:1) # of discipline referrals2) failure in core classes {language arts &

mathematics}3) attendance.

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History of Program

50 students was a small number of the total at risk population

No offerings for on-track or advanced students.

No offerings for 8th graders at city charter schools or parochial schools. Students were awarded high school credits and took classes in language arts, mathematics, school success, & some type of enrichment.

Participants may or may not have been assigned teachers that would be working with them during the regular school year.

This was a problem because with 6 schools on campus, students did not make connections with teachers who would be assigned to them during the calendar school year

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History of Program Middle school staff were primarily responsible for

selecting students for the program.

Not all identified students attended.

If students did not attend, there was not a clear policy on whether they would need to repeat 8th grade of if they could move on to 9th grade.

There are many students that benefit from this type of program, currently 70% of the district’s 8th graders are identified as high/moderate risk in EWIS, that is over 700 students.

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What does the summer program look like now?“LHS READY”

Summer 2014, program ran from June 25th to July 25th. A little more than 4 hours per day English, mathematics, and enrichment All 8th graders in district, charter, and parochial

schools invited to attend. Classes offered for all levels of students. Students assigned to grade 9 teachers of the high

school that they would attend; i.e. a 9th grader assigned to the Health & Human Services High School was assigned to grade 9 HHS teachers during the LHS Ready Program.

472 students attended the program. 32


Connection to School Students were awarded a semester of English and a semester of

mathematics credit.

For students who were behind, there was reinforcement and intervention.

Project Adventure was incorporated for team building as students were coming from neighborhood schools and were meeting many new peers.

As there are 1,500 students bused to campus; students were able to take care of any busing questions during LHS Ready instead of at the start of the academic year.

Summer program teachers continued as their teachers during the academic year.

As their LHS Ready teachers were also their academic year teachers, there was continuous follow-up during the academic year.

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Preliminary SuccessSchool Year

grade 9 retentions

grade 9 retention

%

4 Yr Graduation

RateYear

grade 9 retentions

grade 9 retention

%

4 Yr Graduation

Rate

Business Management and Finance

2010 57 31 44.1 2014 20 16.8 77.7

Health and Human Services

2010 44 22.8 56.3 2014 5 3.5 85.8

Performing Arts Academy

2010 56 31.8 56.8 2014 12 7.7 82.4

The summer programming is just a slice of the pie which has undergone dramatic change since receivership; other things that have contributed are extended instructional hours, vacation instructional academies, evening credit recovery, alternative programming (Phoenix Academy Lawrence & High School Learning Center), etc.

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THANK YOU!Contact: Juan Rodriguez [email protected]

To hear from the youth themselves!https://www.youtube.com/watch?v=qFxTJQmOKEM

mailto:[email protected]

https://www.youtube.com/watch?v=qFxTJQmOKEM

Download - Massachusetts Department of Elementary & Secondary Education Summer Bridge Program for Rising Grade 9 Students College & Career Readiness Webinar Series

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