Summer Bridge Program for Rising Grade 9 Students

1. Summer Bridge Program for Rising Grade 9 Students College & Career Readiness Webinar Series November 12, 2013

2. Welcome! Please type your question or comment in the chat window at any point during the presentation All phones will be muted PowerPoint slides will be sent to all registered participants

3. Agenda Part I: Current state of grade 9 students in MA Part II: Research on 9th grade Part III: Summer bridge program example - Attleboro Q&A and discussion

4. Part I: Current State of Grade 9 Students in Massachusetts

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

6. Grade 9 Courses Completed and Not Passed

7. Grade 9 Course Results by Subgroup

8. Grade 9 Courses Not Passed by Content Areas

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

10. Following a cohort of 9th graders 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

11. 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

12. Part II: Research on 9th Grade

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. Summer Bridge Programming: 8High Impact Practices 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 Student data are provided to teachers before the program begins, and teachers personalize instruction and supports 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 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

21. Summer Bridge Programming: 8High Impact Practices The curriculum is based on clear learning goals and expectations that have been aligned with 9th grade courses and standards 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 The curriculum includes orientation activities for both students and families, assistance with study skills and organizational habits, and proactive postsecondary-planning guidance 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

22. Part III: Summer bridge program example - Attleboro

23. Attleboro Public Schools • Summer Transition to High School • The goal of the program is to help students accelerate their academic skills over the summer, build relationships, and form meaningful connections to the High School which will support a smooth transition into school in September.

24. Students Served • The grade 8 target population is students that have received a warning or needs improvement on the MCAS, lack motivation, have poor attendance, are struggling academically, socially and/or emotionally in school, and need to form a meaningful connection to school. • EWIS data, classroom teacher, coaches, adjustment counselor, ELL/McKinney Vento and Title I Coordinators and the 5-8 SPED Coordinator recommendations are used to ensure that all students that are at risk will be invited to participate in the summer program. • Usually, 180 students are invited and about 35 attend.

25. Relationship Building Parents Program Staffing Community Building Team Work

26. Program Features • Qualified/certified staff • 2 Math • 2 ELA • 2 Team Building / Study Skills • 1 Paraprofessional • received paid individual and common planning time before and during the programs. • Program ran for 3 weeks, Monday – Thursday from 9-12. All of the students were engaged, moving and learning • The program was held in air-conditioned rooms at Attleboro High School • Transportation was provided both ways for the students that were eligible for it. • 3 concentrated learning communities that focus on Reading & Writing, Math, and Study Skills/ Team Building activities.

27. Engaging High Interest Academic Activities Math Reading & Writing Communication & Problem Solving

28. Team Building Activities • Setting individual and team goals • Provide students a safe and challenging opportunity to work together • Develop collaboration and communication skills • Ability to address conflict in a proactive way

29. Successes to Date • Parent/student contract – students followed what was outlined in the contract 95% of the time • Small group instruction with engaging hands-on standards based activities and qualified staff • Relationship building between students and teachers • Parent/student meetings – 95% attendance on the first day and only 80% on the last day. • 99% student attendance rate • Team building activities, along with positive interaction and participation • During the parent meeting on the last day, on their own, 75% of the students sat up front with each other.

30. Challenges to Date • How can we keep all students engaged in their learning and connect their learning with real life situations that mean something to them in their current lives/situations? • How can we ensure that teachers keep the students engaged and understand the meaning of project based learning that excites students and makes them want to learn?

31. Advice for Other Districts • Required parent meeting on the first day of the program is very effective. All parents and students heard the goals of the program and the anticipated outcomes at the same time. All families heard, read and signed the parent/student contract that laid out all of the expected rules and the consequences. • Also having a parent/student meeting on the last day has been beneficial for families. Having staff from the High School talk to all the families about the different supports, programs and people that are available to help their children. • Team Building activities • Video shows student participation, cooperation, determination, happiness, and confidence

32. Next Steps • Train six student peer leaders to work alongside teachers in presenting curriculum to upcoming 9th graders • Develop a workshop for parents to attend, focusing on expectations of a parent in high school • Technology the pro’s and con’s • Motivational speaker, graduate of AHS

33. For more information… • Susan LeVine Title I and K-12 Academic Support Coordinator Slevine@attleboroschools.com (508)222-0012 ext: 1355 • Martin Tighe Dean / SWS Coordinator Mtighe@attleboroschools.com

34. Questions or Comments? Upcoming opportunities: Collaborative Partnership for Student Success (CPSS) Competitive Academic Support Grant: http://www.doe.mass.edu/grants/grants14/rfp/619-592.html College & Career Readiness Webinars:

35. Research Resources and Tools Consortium for Chicago School Research What 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 Partnership Ninth Grade Counts 3-Part Guide: http://www.greatschoolspartnership.org/resources/ninth-grade-counts/