2007 Iowa High School Summit

Implementing a 9th Grade Academy: What Works

Jane Artman-Andrews, Principal

Dr. Betsy Fair, Associate Principal
Jean Borgstadt, Counselor
James Crandall, Math Teacher
Robert Gipson, Science Teacher
Esther Molyneux, English Teacher
Doug Slothower, Social Studies/Special Education Teacher
North High School
Davenport, Iowa
December 10-11, 2007
 North High School Profile
• North High School
• 1070 students
• 38.3 % Minority Students
• 37% of students eligible for Free &
Reduced Lunch 
• 12.8% IEP
 Why 9th Grade Academy?
• Freshmen will need increased skills in the 21st
Century workplace. The 9th Grade Academy
promotes interpersonal skills, effective use of
resources and a high degree of accountability.

• All students will have to reach high standards in

reading writing, math, speaking, listening and thinking
skills.

• Students will understand that there are no acceptable

excuses for poor attendance, incomplete school work,
or inappropriate behavior.
 Research
• “Educators say students who complete
9th grade are likely to earn a diploma.
Studies have shown that if students
earn fewer than 3 credits, rather than
the normal 6, as freshmen, there’s a 90
% probability they’ll drop out.”Washington
Post
• “Studies show that the students in the
9th grade have the highest number of
discipline incidents and retentions are
most likely to drop out.” National School
Board Association
 Research
“Most 9th graders move to a larger school where
they are expected to adapt to a variety of
instructional styles and conform to a different set of
rules and expectations. 9th graders often get
overwhelmed by al the changes in a large,
anonymous and sometimes alienating high school.
At the same time, parents tend to become less
involved in their child’s education. Some schools
provide support to 9th graders to gain self-
confidence, important social and academic skills.”
National School Board Association
Who teaches in 9th Grade Academy?

 Teachers with these characteristics:

--flexibility, persistence, positive
attitude, dedication
--willingness and ability to
work with at-risk students
--believe content is important
--believe students can learn content
--believe teacher can make a
difference
--possess communication skills
9th Grade Teachers Must Believe in 3 things:

• Believe that teaching the subject matter is

important.

• Believe that the students can learn the

subject matter.

• Believe that the you (teacher) can make a

difference in the lives of students.
 North’s Team Design*
• Three collaborative teams (Houses).
• Four teachers from the four core areas focusing first on
student decision-making and student success.
• Associate Principal & counselor assigned to supervise
academy
• Teachers on each team share a common time during the
day.
• Students are mixed heterogeneously/randomly—no weak
team.
• 9th Grade Academy includes all first-time freshmen.
• Academy classrooms are located on the main hall way
as of 2007-8.
• Academy expectations are taught in ALL team classes.
*Based on Breaking Ranks twelve key practices that have the most tangible and replicable results.
 Administrator’s Role
• Identify the need—Get faculty to identify areas
of concern, put data in front of teachers and
give them time to interpret it, and get faculty
to accept responsibility for improving matters.
• Create interest in supporting freshmen and
mentor 9th grade teachers to collaborate and
to reach consensus.
• Make it happen! Inspect what you expect on
regular/routine basis.
• Keep it fueled long-term; prove it works; and
ensure sustainability.
 What Works in 9th Grade Academy?
• Collaboration of administrators, teachers,
students, parents/guardians
• A culture that is welcoming, accepting,
hopeful and flexible.
• Standardized expectations, established
routine, persistence, and consistent.
• Organization & Time Management
Effective use of Planners /Passes
• Seating Charts-Changing often
• Student Recognition
• Family/Parent Contact
• On-going evaluation and Data Collection
 What happens in team time?
• September-Meet for 30 minutes each day. October-Meet
3 times a week for 30 minutes. November through May
meet 2 times a week for 45 minutes.
• Teachers discuss students of concern, student
academics, program development, student schedules,
classroom management, contact parents, hold parent
conferences and meet with students to address student
attitudes and behaviors.
• Discuss strategies how to reach individual students.
Focus on choices student’s make.
• When students meet the team, student leaves after
signing an action plan to improve academics/behavior.
• Student is first intervention along with counselor;
parent contact is next step to address inaction by
student.
Common Classroom Expectations
• Be on time and in the room when the
bell rings prepared for class.
• All assignments are completed and
turned in when due.
• Students should respect themselves,
each other, teachers and classroom
equipment, use only school-
appropriate and responsible language,
and maintain school appropriate
physical contact in the classroom at
all times.
 Consistent Common Classroom Discipline
Procedure

• Warning
• Consequence for continuing behavior
after warning, i.e., another talk with
student and a phone call home
• Referral to office as well as student
meeting with all teachers during team
meeting
 9th Grade Transition Activities
 Parent/Student Registration Night-January
 School Board Presentation-February/December 2007
 Shadow Day—April/May
 Jump Academy-August
 9th Grade Cookout & Orientation-August
 Lock-In—Overnight in school--September
 9th Grade Recognition/Role Models Feb/May
 Quarterly Motivation Speakers—Superintendent,
College admissions director, etc.
 “Thinking About Your Future: What you need to know!”
“GPA, Credits, Graduation Requirements Overview”

 9th Grade Picture/Music CD

 Parent Manual
 Teen Screen
 Bandag-Covey Leadership Training
 ACT-Plan Test-November--Follow-up-10th Grade
 On-Going 9th Grade Transition Activities…
• North sponsored a “Shadow Day” for students identified
by teachers, counselors and administration at feeder
intermediate schools to attend classes at the high school
in April/May accompanied by a current 9th grade
ambassador.
• Students had a short question and answer period hosted
by North’s Student Ambassadors prior to the start of the
school day and at the end of the day. The students then
paired up with their Student Ambassador and attended
classes with them for the remainder of the day. Students
participating received a North T-Shirt.
• 9th Grade Lock-In held at school after football game.
Administration, staff, National Guard volunteers, parents
and other community volunteers spent from 10:00 PM to
6:00 AM with 9th grade students. Movies were set up in
IMC, athletic activities occurred in the gym, video games
were played in the foyer to the large gym, groups could
swim at the Y, dancing was in the cafeteria and board
games/cards as well.
 Shadow Day

• North sponsored a “Shadow Day” for students identified by

teachers, counselors and administration at feeder intermediate
schools to help make the transition from intermediate school to
the high school an easier one.
9th Grade Lock-In
9th Grade School Board Presentation

Teachers and students shared their reflections of academy

with a presentation to the school board in February.
9th Grade Recognition Assembly

Students received certificates for academics,

improvement, citizenship, and leadership skills.
 Mandatory 5th Block
• These mandatory extra help sessions support
freshmen to fulfill the high school expectation that in
high school homework completion is expected and
necessary—no excuses.
• Parents are informed that their student must attend
either by note, phone call or email.
• Two ninth grade core content area team members
supervise each session.
• If students make up missing tests or turn in missing
assignments by the morning of the scheduled required
extra help session, the student will be excused from
5th Block.
 5th Block Works
• Student results are very positive.
• Approximately one-third of the students
assigned, make up their missing work before
they have to attend 5th Block.
• One-third of the students who are assigned
attend and make-up their incomplete work.
• The remaining one-third of students has not
attended for a number of reasons.
 What did teams learn…..
• Students do not comprehend GPA, credits or
state extra-curricular eligibility regulations.
• Students make poor decisions that impact
their academic and career decisions.
• Some students do not want any help.
• 9th Grade Academy teachers’ efforts make a
difference!
• 9th Grade Academy prevented some students
from dropping out of school.
 Continued…
• Freshmen discipline referrals were lower in
2006-7.
• 9th Grade Academy helped some students earn
sufficient credits to move on to sophomore
credit status.
• Freshmen attendance increased in 2006-7.
• Freshmen parent contacts surpasses previous
years.
• Freshmen failures are lower in 2006-7.
 What does data show?
North High School 9th Grade Academy Data 2006-7
The following chart is our 9th Grade Academy data collected during our first year of implementation.

Number of 9th Grade Parent/ Teacher Conferences

2006-7 197 129 125 90
(9-27-06) (11-29-06) (2-21-07 (5-2-07)
Number of 9th Grade Teacher Discipline referrals-2006-7
9th Grade Referrals 9th Grade 9th Grade 9th Grade
First Term Referrals Referrals Referrals
27 /188 2nd Term 3rd Term 4th Term
14% 39/279 37/239 65/253
14% 15% 25%
Number of 9th Grade Teacher parent Contacts- 2006-7
Phone Calls, Emails and 154 255 17l 245
Conferences 1st Term 2nd Term 3rd Term 4th Term
Number of 9th Grade Class Failures- 2006-7
37/7% 49/9.5% Failures 8.5 %
1st Term 2nd Term 1st Semester

46/ 9% 40/ 8.5% 2006-7 All Year

3rd Term 4th Term Failures
8.9%
 What do students say?
• “I like the 9th grade academy because they help you
out more with your work and take out extra time in
helping you get good grades,” comments a 9th grade
student’s reflection on his academy experience
reporting to the school board meeting last spring.
• “…I like the 9th Grade Academy because it gives us a
chance to adapt to high school and all of the new
things it has to offer.”
• “Not having been to this building before, I was totally
lost as to where I was. I had no idea I was going to be
in combined classes with upperclassmen. This
worried me a bit because I didn’t think I was going to
make friends and fit in. I ended up making a lot of new
friends and reuniting with old ones in other classes
that were FRESHMEN ONLY.”
 What do parents say?
“As a parent with a daughter in the 9th grade at
NHS, I just wanted to extend a word of appreciation
to you and the NGA Team for all the efforts you
made this year. As this is the 4th child I’ve had at
North High School, I can truly recognize the
improvement that has been made over the years in
the transition process for these students.

While my daughter started the year with anxiety and

uncertainty, she has blossomed and speaks of her
disappointment that this school year has to come to
an end, because the experience exceeded her
expectations as a freshman. The awards ceremony
yesterday was a testimony to everyone’s efforts.
Keep up the good work.”
Core Course Success Results
2006-7 9th Grade Academy Core Course Success Data

9th Grade Core Courses % of % of # of Total Students

Succe Failur Failures
ss e

Algebra 86% 14% 13` 96

Algebra Principles 85% 15% 15 99

Cognitive Tutor Algebra 88% 12% 10 83

Cognitive Tutor Algebra Principles 95% 5% 8 150

Earth Science 89% 11% 5 93

Molecular Biology 96% 4% 6 148

Investigative Biology 98% 2% 5 244

Intro. To Literature 88% 12% 25 208

English Strategies 85% 15% 31 206

English Foundations 96% 3.75% 3 40

English Honors 96% 3.75% 3 40

Social Studies 9 89% 11% 45 404

 2007-8 Data
2005-6 79 earned less than 6 credits
2006-7 23 earned less than 6 credits
2007-8 Number of 9th Grade Parent Teacher Conferences

219 107
September 26, November 28,
2007 2007

2007-8 Number of Parent/Teacher Contacts

Phone calls, 399

emails and 1 Term
st

team parent
conference
s
 Where do we go from here?
• Reapply for federal Small Learning
Communities Grant—January 2008
• Work on improving existing structure in many
ways.
• Prepare for 10-12 Career Pathways and
eventual thematic career academies based
on the state of Iowa 6 Pathways
• Need to track student interventions that
made a difference.
• Discussion of 10th grade academy in modified
format.
 9th Grade Academy Resources
• Dave Shepard
middlematters@aol.com
• Alan Veach
alan.veach@sreb.org
• Scott Habeeb, Ray Moore, & Aland Seibert
solutioncenter@solutionsetc.org
www.solutionsetc.org
 Bill Denny
billdenney@onlyinternet.net
www.bdenneyconsulting.com
• Billie Donegan
billiedonegan@yahoo.com
 North High School
• Jane Artman-Andrews, Principal
artmanandrewsj@davenportschools.org
 Dr. Betsy Fair, Associate Principal of Academy
fairb@davenportschools.org
Resources on Change and Team Building Skills
Our Iceberg is Melting by John Kotter
New York: St. Martin’s Press, 2006.
Death By Meeting by Patrick Lencioni
Jossey-Bass, 2004.
Five Dysfunctions of a Team by Patrick Lencioni
Jossey-Bass, 2002.
The Fred Factor by Mark Sanborn
New York: Doubleday, 2004.
“Freshman Academies on A Shoestring” Principal Leadership. March
2007.
“Academy Rewards,” NEA Today. March 2007. Freshmen Transition
Initiative. http://gsehd.gwu.edu/gsehd/FTI