The document summarizes the implementation and results of a Freshman Academy program across three years from 2005-2008. It provides statistics showing declines in failure rates, discipline incidents, and increases in attendance and credits earned for students in the Freshman Academy program compared to non-Academy students. Teacher teams developed common assessments, interventions, and communication with parents to support freshman students. Evaluation of the program's continued success will focus on student performance in later grades and the development of collaborative teaching practices.

1. Freshman Academy A Focus on Student Learning October 15, 2008

2. Timeline of Implementation 2005 – 2006 2006 – 2007 2007 – 2008 Data was collected for end of the year Students Involved 2005 – 2006 2006 – 2007 2007 – 2008 Students Involved

3. Statistical Data Collected Failures for 1,2,3, and 4 or more Core classes vs. All Classes Discipline Data (OSS, SS, and Superintendent’s Hearings) Attendance Rate Credits for graduation Perception Data Collected Surveys administered to parents, students and staff in the form of electronic with surveymonkey.com and hard copies Focus groups with students conducted by Robin Frost and Billie Gammaro Data Collection

4. Areas of Concern Advisory Class is not for every student Advisory Class has no merit Students are being babied Students cannot take the electives they need Advisory has been redesigned into an Approaches To Learning (ATL) course that directly supports the goals of MYP ATL prepares students for MYP Personal Project and directly supports district goal of relationship building Safeguards have been developed to support a successful transition from middle school ATL course earns one-half credit toward graduation and is scheduled to meet every other day Our response

5. Teachers are forced to teach six classes Teachers do not use the advisory time wisely Discipline is covered-up Grading easier Some teachers take it more seriously than others A Memo of Understanding has been developed with the Corning Teachers Association (CTA) and the class is a voluntary assignment Collaborative teams of teachers have established common assessments and essential elements The emphasis is on classroom management and relationship building, but disciplinary procedures are consistent with school and district policies Common assessments are being developed to assure that students are learning the same skill set and a common ATL rubric has been developed Collaborative teams meet every other day and teachers have developed an agreed upon set of expectations Areas of Concern Our response

6. Professional Development Forward to Data Parent Communication Academic Intervention Grading Policy Middle Years Program Collaborative Team Agreements Team Planning Time Professional Development

7. Team Planning Time Back to Professional Development Freshman Academy organizes teachers into teams, provides teams with time to collaborate, and ensures that each team addresses the four critical questions of learning: What do students need to know and be able to do? How will we know when they have learned it? What will we do when they have not learned it? What will we do when they already know it? Collaborative teams of teachers agree upon essential outcome for each course/grade level and use these essential outcomes to plan instruction and assure an appropriate scope and sequence.

8. Collaborative Team Agreements Back to Professional Development Freshman Academy Vision Statement All incoming 9 th grade students will learn in an environment that supports their academic endeavors and develops responsible behaviors through the use of a team approach. Freshman Academy Core Values Create a student centered learning environment Focus on ways for students to take ownership of their academics Instill a sense of accomplishment and responsibility. Develop approaches in the classroom that are psychologically and age appropriate Develop solid academic, social, and emotional skills Develop and foster relationships with all stakeholders Use new strategies when something isn’t working Support the development of a rigorous and relevant curriculum

9. Middle Years Program Back to Professional Development The teachers of the Freshman Academy ATL are using the seven criteria for the Personal Project to articulate and guide students’ learning for the skills necessary to complete the project during the tenth grade year. This includes: SMART goals Design Cycle Application of the Areas of Interaction Personal Project Written Statement

10. Grading Policy Back to Professional Development The teachers of the Freshman Academy team have mutually agreed to provide a “safety net” for all students by awarding a quarterly grade of no lower than a 50 percent for the first two marking periods. Our grading policy reflects a commitment to “doing whatever it takes” to help students become successful by modifying our grading system to meet the varying pace of student development and maturity.

11. Academic Intervention Back to Professional Development Every 5 weeks, student academic performance will be reviewed and discussed by the team. Students who are failing, in danger of failing, or have a significant drop in their grades will be identified and assigned Working Lunch as needed. Identified students will be invited to meet with the team and asked to make a plan for success. Students will be asked to share their plan with their parent/guardian. A designated team member will contact the parent/guardian to share the team’s concerns. Continual academic problems will be followed up by contacting the student’s guidance counselor and administrator for additional intervention.

12. Parent Communication Back to Professional Development In an effort to improve communication about grades, home work assignments, and classroom expectations, the Freshman Academy team of teachers has committed to: issuing grade reports for core curriculum courses approximately every three weeks creating a monthly news forum entitled “Parent Support Center” Place west here Place west here

13. Parent Support Center Back to Parent Communication

14. East High School Data Failures – Freshman Year Only Core Classes vs. All Classes # of Failures 1 2 3 4 1 2 3 4 % of Students in 2007-2008 10% 7% 4% 3% 10% 6% 2% 10% % of Students in Pilot in 2006-2007 13% 4% 9% 1% 13% 5% 4% 9%

15. East High School Data Failures – Keeping Track of Pilot Group Academy vs. Non-Academy # of Failures 1 2 3 4 1 2 3 4 % of Students as 9 th Grade Core 13% 4% 9% 1% 16% 6% 13% 14% % of Students as 9 th Grade All Courses 13% 5% 4% 9% 16% 4% 5% 31% % of Students as 10 th Grade Core 20% 8% 7% 3% 21% 8% 7% 3% % of Students as 10 th Grade All courses 21% 8% 3% 7% 22% 8% 6% 15%

16. West High School Data Failure Rates – 9 th Grade Students in Freshman Academy Core Classes vs. All Classes # of Failures 1 2 3 4 1 2 3 4 % of Students in 2007-2008 17% 7% 1% 5% 16% 8% 3% 10% % of Students in 2006-2007 16% 4% 5% 2% 12% 5% 5% 13% % of Students in Pilot in 2005-2006 30% 8% 2% 5% 22% 11% 7% 14%

17. West High School Data Failure Rates – Keeping Track of Freshman Academy Students – Pilot Group Pilot Group vs. Non-Freshman Academy Students # of Failures 1 2 3 4 1 2 3 4 % of Students: 9 th Grade 2005-2006 30% 8% 2% 5% % of Students: 10 th Grade 2006-2007 % of Students: 11 th Grade 2007-2008

18. West High School Data Failure Rates – Keeping Track of Freshman Academy Students – Year 2 # of Failures 1 2 3 4 % of Students: 9 th Grade 2006-2007 % of Students: 10 th Grade 2007-2008

19. East High School Discipline Discipline Data OSS ISS/SS Superintendent Hearings 2007-2008 students in 9 th grade 5% 10 students 92 days 12% 26 students 121 days 2% 4 students 2006-2007 Students in 9 th grade Pilot 4% 3 students 10 days 16% 12 students 41 days 1% 1 student 2006-2007 Non-Academy Students in 9 th grade 8% 11 students 58 days 16% 21 students 89 days Freshman Academy Pilot Group in 10 th grade 3% 2 students 9 days 10% 7 students 8 days 1% 1 student Non-Freshman Academy in 10 th grade 7% 6 students 30 days 22% 20 students 113 days 3% 3 students

20. Attendance Rates – East and West 2007-2008 9 th Grade 10 th Grade EHS 93.9% WHS 95.6% 95.2% 2006-2007 WHS 95.0%

21. West High School Discipline Discipline Data : 2007-2008 OSS ISS/SS Superintendent Hearings Full 9 th grade 6% 13 students 133.5 days 15% 31 students 117 days 2% 4 students Full10 th grade 5% 12 students 225 days 19% 44 students 177 days 4% 9 students Freshman Academy Pilot Group in 11 th grade 2% 2 students 51 days 25% 22 students for 61.5 days 1% 1 student Non-Freshman Academy in 11 th grade 1% 2 students 11 days 23% 31 students for 103 days 1% 1 student

22. East High School Credits Are our students on track to graduate? Students in 2007 – 2008 Target number of Credits Percent “on track” to graduate 9 th Grade 5.5 or more 83% 10 th Grade Pilot 11 or more 92% 10 th Grade Non-Academy 11 or more 88%

23. West High School Credits Are our Freshman Academy students on track to graduate? Students in 2007-2008 Target Number of Credits Percent “On Track to Graduate” 9 th Grade 5.5 or more 87% 10 th Grade 11 or more 80% 11 th Grade – Freshman Academy Pilot 16.5 or more 61% 11 th Grade – non-Freshman Academy 16.5 or more 87%

24. Highlights

25. Tomorrow’s Success Begins Today Monitor and evaluate success of Personal Project process and presentations in 10 th grade Support the development of emerging Professional Learning Community with collaborative teacher teams Develop communication tools to serve all stakeholder groups Track progress of students throughout their high school experience (our first pilot group at West graduates at the end of this year). Next Steps