summer bridge program for rising grade 9 students college & career readiness webinar series...

Summer Bridge Program for Rising Grade 9 Students

College & Career Readiness Webinar SeriesNovember 12, 2013

Massachusetts Department of Elementary & Secondary Education

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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

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Part I: Current State of Grade 9 Students in Massachusetts


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

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Grade 9 Courses Completed and Not Passed

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Status of All Courses # of Students % of StudentsNo Courses Completed 304 0.4%Completed and Passed 55,302 76.6%Completed and Not Passed 16,599 23%Total 72,205 100%

# of Completed Courses Not Passed

Percent of Students Not Passing All Courses

N= 16,5991 38.0%2 18.9%3 11.9%4 10.8%

5 or more 20.4%


Grade 9 Course Results by Subgroup

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Subgroup Total All Courses Passed Not All Courses Passed

# % # %White 48,918 39,985 81.7% 8,933 18.3%Black/ Afr. Amer. 6,423 4,091 63.7% 2,332 36.3%Asian 3,982 3,507 88.1% 475 11.9%Hispanic 11,062 6,385 57.7% 4,677 42.3%Multi Race, non Hispanic 1,578 1,163 73.7% 415 26.3%Low Income 26,257 16,040 61.1% 10,217 38.9%LEP 4,032 2,185 54.2% 1,847 45.8%Students with disabilities 11,679 7,358 63.0% 4,321 37.0%High Needs 32,366 20,733 64.1% 11,633 35.9%


Grade 9 Courses Not Passed by Content Areas

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Course Name Total Students Completing Course

# Not

Passed

% Not

PassedAlgebra I:Algebra I; Algebra I Part I; Algebra I Part II 39,914 5,274 13.2%

Geometry 17,572 403 2.3%Biology: Biology; Biology-Advanced Studies 36,554 2,582 7.1%

ELA: Gr. 9-12 ELA; GR. 9/10 English/ Literature 64,548 4,129 6.4%

Physics:Physics; Physics-Advanced Studies 10,398 1,217 11.7%World History: World Hist. Overview; Modern World Hist.; World Hist. and Geography

36,536 2,162 5.9%

US History: US Hist.-Comprehensive; Early US Hist. 18,123 1,607 8.9%


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

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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

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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

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Part II: Research on 9th Grade


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

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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

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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

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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

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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

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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

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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

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Summer Bridge Programming: 8 High Impact Practices

1. 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

2. Student data are provided to teachers before the program begins, and teachers personalize instruction and supports

3. 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

4. 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

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Summer Bridge Programming: 8 High Impact Practices

5. The curriculum is based on clear learning goals and expectations that have been aligned with 9th grade courses and standards

6. 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

7. The curriculum includes orientation activities for both students and families, assistance with study skills and organizational habits, and proactive postsecondary-planning guidance

8. 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

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Part III: Summer bridge program example - Attleboro


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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.


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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.


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Relationship Building

ParentsProgram Staffing

Team Work

Community Building


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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.


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Engaging High Interest Academic Activities

Math

Reading & Writing

Communication & Problem Solving


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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


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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.


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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?


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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


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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


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For more information… Susan LeVine Title I and K-12 Academic Support Coordinator

[email protected] (508)222-0012 ext: 1355

Martin Tighe Dean / SWS Coordinator [email protected]

mailto:[email protected]


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:

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Date TitleDecember 17, 2013 CCR: Integration of the Academic, Workplace Readiness, and

Personal/ Social DomainsJanuary 21, 2014 Individual Learning PlansFebruary 25, 2014 Graduation and Dropout Rate DataMarch 18, 2014 Structured Learning Time: Extended Day, 990, and Alternative

StructuresApril 15, 2014 Transition for Students with DisabilitiesMay 20, 2014 MassCoreJune 10, 2014 Early College Designs

http://www.doe.mass.edu/grants/grants14/rfp/619-592.html


Research Resources and Tools

• Consortium for Chicago School ResearchWhat 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 PartnershipNinth Grade Counts 3-Part Guide:

http://www.greatschoolspartnership.org/resources/ninth-grade-counts/

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summer bridge program for rising grade 9 students college & career readiness webinar series...

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