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Project Success A Ninth Grade Transitioning Program Chippewa Falls Senior High School
Project SuccessA Ninth Grade Transitioning Program
Chippewa Falls Senior High School
•Approximately 95% of the student population is Caucasian
•5% are made up of Black, Asian, Hispanic, and American Indian
•Approximately 50% of our students attend a four-year college
•32% attend a two-year college or technical school
•7% enter the military.
What is Project Success?Project Success is a concerted effort to ease
the transition of students from middle school to high school. It consists of three major components and a newer sophomore component (SLIP):
Teacher Teaming
Transition Study Halls
Tutoring Services
*SLIP
Teams
PS Study Halls
Project Assist
- Tutoring
•Track grades
•Refer for tutoring
•Students attend
tutoring during SH
•Coordinator for
scheduling kids
from SH into
tutoring
•Weekly meetings during prep
•Discuss students of concern
•Set up interventions
•Send progress reports
•Counselor attends
meetings
•Available to all 9th graders; some
required depending on 8th grade success
•Monitor grades
•Help with organization skills
•Social connection
Students referred
to tutoring by
teams or SH
teachers
•Assist with organization
•Track progress
•Released with improved
grades
Admin. meets
with freshmen
regarding poor
grades
What Are Our Goals?
• Reduce freshmen failures.
• Decrease number of credit deficient students.
• Connect freshmen with our school.
• Offer leadership opportunities to junior/senior students. (PALS)
Teacher Teaming
• Each freshman
assigned to one of
three teams
• Assigned common
planning time to
teachers
The Red Team
•Communicate
student concerns and successes
•Monitor the needs, interests,
aspirations, and academic
progress
•Strongly
recommend study
hall for students failing 2 or more
required classes
STUDENT NAME:_____________________________ STUDENT NAME:_____________________________ STUDENT NAME:_____________________________ STUDENT NAME:_____________________________
Team__________________Team__________________Team__________________Team__________________
PROJECT SUCCESS: POSSIBLE INTERVENTION CHECKLISTPROJECT SUCCESS: POSSIBLE INTERVENTION CHECKLISTPROJECT SUCCESS: POSSIBLE INTERVENTION CHECKLISTPROJECT SUCCESS: POSSIBLE INTERVENTION CHECKLIST
(Not necessarily in order)
_______Discuss student at team meeting_______Discuss student at team meeting_______Discuss student at team meeting_______Discuss student at team meeting
DATE(S):DATE(S):DATE(S):DATE(S):
_______Contact Project Success study hall teacher (if in one)_______Contact Project Success study hall teacher (if in one)_______Contact Project Success study hall teacher (if in one)_______Contact Project Success study hall teacher (if in one)
Project Success Teacher:Project Success Teacher:Project Success Teacher:Project Success Teacher:
DATE(S):DATE(S):DATE(S):DATE(S):
_______Contact guidance counselor/check records_______Contact guidance counselor/check records_______Contact guidance counselor/check records_______Contact guidance counselor/check records
DATE(S):DATE(S):DATE(S):DATE(S):
_______Send out progress report as team/or individual_______Send out progress report as team/or individual_______Send out progress report as team/or individual_______Send out progress report as team/or individual
DATE(S):DATE(S):DATE(S):DATE(S):
_______ Have student report to resource room during L&L_______ Have student report to resource room during L&L_______ Have student report to resource room during L&L_______ Have student report to resource room during L&L(on their own, check to see if they followed through. If not, then place in SH)
_______Place into Project Success study hall if need be_______Place into Project Success study hall if need be_______Place into Project Success study hall if need be_______Place into Project Success study hall if need be
_______Refer to tutor program_______Refer to tutor program_______Refer to tutor program_______Refer to tutor program
DATE(S):DATE(S):DATE(S):DATE(S):
______ Refer to Rachel Wallace (AODA related concern)______ Refer to Rachel Wallace (AODA related concern)______ Refer to Rachel Wallace (AODA related concern)______ Refer to Rachel Wallace (AODA related concern)
DATE(S):DATE(S):DATE(S):DATE(S):
_______Contact parent (ongoing)_______Contact parent (ongoing)_______Contact parent (ongoing)_______Contact parent (ongoing)
DATE(S):DATE(S):DATE(S):DATE(S):
_______Team meeting with student_______Team meeting with student_______Team meeting with student_______Team meeting with student
DATE(S):DATE(S):DATE(S):DATE(S):
_______Team meeting with parent and student and counselor_______Team meeting with parent and student and counselor_______Team meeting with parent and student and counselor_______Team meeting with parent and student and counselor
DATE(S):DATE(S):DATE(S):DATE(S):
_______Administrator meet with student if failed 1_______Administrator meet with student if failed 1_______Administrator meet with student if failed 1_______Administrator meet with student if failed 1stststst semester classessemester classessemester classessemester classes
DATE(S):DATE(S):DATE(S):DATE(S):
Intervention List
Ninth Grade Transition Study Halls
Early identification of
students who will benefit from Project Success.
ACADEMIC FOCUS
•Early identification of PALS (Peers Actively Leading & Serving).
•Training Seminar for PALS.
Here are the positive things freshmen are saying about Project Success Study Halls…
“The PALS keep us in line
and make sure our grades are good.”
“My PAL’s
cool and
makes sure
my grades
stay up.”“My grades are going up.”
Paired through questionnaire
(ratio 4:1)
Credit/Service Credit
Daily Planner Checks
Quiet Study Hall
Weekly Grade Checks
Social Connections
In-house/Required Tutoring
“Walk and Talk”
Incentives—
Weekly/Quarterly
Typical PALS Study Hall
Tutoring Services
Referrals
•Team
•Individual
Teacher/Counselor
•PALS Study Hall
Teacher or PAL
•Parent or student
Part-time Teachers
Substitute Teachers
Teachers—Paid Prep
Student Teachers—Not Paid
Tutors
•Check for grades and
missing assignments on weekly basis
•Require referred
students in study halls to report for tutoring
•Parent Notification
•Tutoring Services
fluid and scheduled
Tutoring Basics
Chi Hi Bell Schedule
8:35-9:25 – first hour
9:30-10:20 – second hour
10:23-11:12 – third hour
11:17-12:06 – fourth hour
12:11-12:31 –LUNCH/Lunch and Learn/SLIP
12:31-1:01 – LUNCH/SLIP
1:05-1:55 – fifth hour
2:00-2:49 – sixth hour
2:54-3:43 – seventh hour
Student Lunch Improvement Program
SLIP
• Sophomore level academic intervention
• Premise: 1-hour lunches are earned
• Sophomores with an F at grade check time are placed in
SLIP. (Begins with freshman grades).
• Once grades are on “solid ground” students are removed
from SLIP and can enjoy a 1-hour lunch.
OBSTACLES
• Consistency between teachers
• Communication between coordinator and
teachers and PALS
• Finding enough tutors for certain hours
• If PALS aren’t working out
• Early semester SLIP rooms
What Do We Know?
• Improved the school climate.
• Improved ACT and AP scores.
• Improved WKCE scores from 8th to 10th
grade.
• Decreased failures in the past four years.
• It has taken several years to see progress!
PROJECT SUCCESS—Quick and Dirty Outline
YEAR 1—No money ����
•University Tutors
YEAR 2—Still no money ����
•Volunteer Teaming—1 experimental team
•Intervention list created
YEAR 3—Finally got some money!!!
•Second team added
•Hired tutors
•Attended State Superintendent’s
Conference in Madison
•Trip to Adlai Stevenson
High School in Lincolnshire,
Illinois
YEAR 4—Even more money
•Third team added
•PALS Coordinator added
•Trip to Madison West High School
YEARS 5-6—Maintain, Revise, Evaluate
YEAR 7 – Added SLIP
YEAR 8 - Maintain, Revise, Evaluate
For More Information
CONTACT
Pam Bowe [email protected]
Warren Bowe [email protected]
Nick Gagnon [email protected]
Tami Slowiak [email protected]
Chippewa Falls Senior High School
735 Terrill Street
Chippewa Falls, WI 54729
