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

ELEVANCE

Active Reading

Strategies

RIGOR

RELATI NSHIPS

All

stud

ents

will

be

enga

ged

in a

ctiv

e le

arni

ng th

at is

rele

vant

and

rigo

rous

.

Students Speak: Fall Perception Survey

“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.”

All

stud

ents

will

be

enga

ged

in a

ctiv

e le

arni

ng th

at is

rele

vant

and

rigo

rous

.

Addressing Engagement

Tardies Truancies0

100

200

300

400

500

600

700

2009/20102010/20112011/2012

191

405

643

176

91 47

All

stud

ents

will

be

enga

ged

in a

ctiv

e le

arni

ng th

at is

rele

vant

and

rigo

rous

.

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.

9th Grade Academy: Goal #2

The Student Notebook

All students will be prepared academically to move into the 10th grade.

• Organizational binder system

• Required for core classes

• Different colored “folder” for each core

• Table of contents kept for each core

• Checked by core teachers

Homework LunchThe 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

All

stud

ents

will

be

prep

ared

aca

dem

ical

ly to

mov

e in

to th

e 10

th g

rade

.

• Immediate intervention & assistance

• Located in the heart of the freshmen wing

• Back on track, back in class• After school tutoring• Test retakes• Credit recovery

StaffAssistant Principal: Jeff DennisCounselor: Cara Bagley-AurandIntervention Coordinator: Sue HarderCo-op Student: Terez Watkins

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: Goal #3

9th Grade Academy Results: ELA

1st MP 2nd MP 3rd MP Semester0

10

20

30

40

50

60

70

80

90

100

2010/20112011/2012

80.7

1%

= 80% Goal

83.4

2%

86.1

4%90.5

6%

80.0

0%

74.8

7%

77.9

2%

71.4

3%

ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .

9th Grade Academy Results: Math

1st MP 2nd MP 3rd MP Semester0

10

20

30

40

50

60

70

80

90

2010/20112011/2012

78.2

2%

= 80% Goal

65.4

5%

77.6

1%

64.7

7%

79.6

0%

49.0

9%

79.4

7%

78.9

6%

ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .

9th Grade Academy Results: Science

1st MP 2nd MP 3rd MP Semester0

10

20

30

40

50

60

70

80

90

2010/20112011/2012

= 80% Goal

81.5

3%76

.10%

77.4

9%69

.95%

85.1

5%72

.51%

79.4

2%80

.26%

ENGAGED RELEVANT RIGOROUS PREPARED PERSONAL PLAN .

9th Grade Academy Results: Social Studies

1st MP 2nd MP 3rd MP Semester0

10

20

30

40

50

60

70

80

90

2010/20112011/2012

= 80% Goal

82.4

7%

72.7

3%

78.8

8%

64.1

6%

84.6

5%

76.5

0%

83.4

1%76

.30%

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

• Second Marking Period

Eligible Students: 526

• Third Marking PeriodEligible

Students:

523

• Fourth Marking Period

Eligible Students: 550

• Fifth Marking Period

Eligible Students:435

“Excellence is the gradual result

of always striving to do better.”

Pat Riley

Notable Changes 2012-2013• 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

Goals:1) Use data to drive rigorous and relevant instruction.2) Use data for targeted interventions.

Background FactsThe team examined itemized data from important

standardized tests available in Data Director:

• EXPLORE (8th grade)• PLAN (9th grade)• Practice ACT (10th grade)

At department meetings …• 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• 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: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.

College Readiness Benchmark Scores

Subject Test

EXPLORE (8th)

PLAN (9th) Practice ACT

ACT

Math 17 18 19 22

Reading 15 16 17 21

English 13 14 15 18

Science 20 20 21 24

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: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.

ACT Intervention:Identification of Students

Score Comparison

Math Reading English0123456789

10111213141516171819

InterventionNon-Intervention

Student FeedbackAfter 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

Notable Changes 2012-2013

• 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

• 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