Lincoln High School Advocacy Project

1. Lincoln High SchoolAdvocacy Project Administrators: Principal Peter Hamilton, AVP Cameron Neal & CVP Leslie Butterfield Counselors: Chris Barrar, Sue Butler, Sarah Charles, Tara De Leon & Cathy O’Kelley

2. Problem Summary and Baseline Data • Not all LHS 9th graders are passing core subject areas in the first year at LHS, particularly English and Math. • In 2003-2004, 31% of freshman failed Algebra 1-2. • Out of 84 students who were enrolled in Algebra 1-2 as freshman, 26 did not pass. • In 2003-2004 11% of freshman failed English 1-2. • 34 out of 303 students failed freshman English

3. Advocacy Project Goal: All LHS 9th grade students in 2004 - 2005 will earn a “C” or better in Math and English.

4. Collaboration • Administrators • Teachers • Curriculum council • Parents • Students

5. Strategies to accomplish our goal: (planned in October) • To have all staff support the goal • Academic Support Night • Provide additional academic support for students not passing with a “C” or better in Math and English.

6. Action Step Present Advocacy project to administration team Present goal and data to staff Meet with all freshman teachers to further discuss and collaborate Status Done Done (Peter) Ongoing Actions Steps - Strategy 1:To have all staff support the goal

7. Actions Steps - Strategy 2:Academic Support Night 10/19/2004 Action Step • Identify students at first progress report • Have message printed on progress reports • Invite Freshman teachers to speak at event • Postcard to all students with progress reports reminding them about Academic Support Night • Get attendance data for all attendees • Arrange childcare • Arrange refreshments with PTA Status Done Cancelled Done Done (altered) Done Cancelled Done

8. Actions Steps - Strategy 3: To provide additional academic support for students not passing with a “C” or better in Math and/or English Status Done (K.Humes) Ongoing Ongoing Action Step • Apply for Foundation Grant • Set up clear consequences for not passing Math and/or English. • Provide avenue for students to “make up” or improve non-passing grades.

9. Results So Far – Strategy 1:Staff Support • Curriculum council has ongoing discussions about failing students and made decisions to allocate FTE to student success programs. • Staff supported ongoing required flex for freshman and all students with D’s or F’s in classes. • Teachers of braids met in December for a “braid breakfast” to discuss failing students and to collaborate on strategies to help. Counselors were involved for discussions. • Counselors participate in department meetings to aid communication between departments. • A literacy committee was formed. • Data collected is anecdotal.

10. Results So Far – Strategy 2:Academic Support Night • 189 invitations were sent to freshman and sophomore families who received a progress report; follow up calls were made • 33% (64 students) had parents attend. • 5 teachers spoke about student success, paid hourly wage to attend (from foundation grant). • PTA provided refreshments. • Positive feedback from parents, students and staff in attendance

11. Results So Far – Strategy 3:Provide Additional Academic Support for students not passing English or Math with a “C” or better • With collaborative efforts of the IB coordinator and staff, the Foundation grant was awarded, which allowed additional support programs to take place. • 30 students were invited for Wednesday a.m. Academic Support Program in Algebra 1-2, taught by Chuck Slusher. • Of the 30 invited, 24 students (80%) have attended at least one session with an additional 7 students added. • Of 7 sessions, 73% have attended 3 or more sessions, 60% have attended 4 or more sessions, 33% have attended 5 or more sessions. • Each week has seen a steady increase of student attendance. • Students will be able to retrieve credit and earn up to a “C” grade for first semester, based on completion of stated curriculum goals.

12. Results So Far – Strategy 3:(continued) • Additional FTE was designated for 2 periods a day for Academic Enhancement for the second semester. • 33 students were targeted and scheduled into this class for second semester based on first semester grades. 4 students (12%) failed all 6 classes, 11 students (33%) failed 5 classes, 9 students (27%) failed 4 classes. • To accommodate this class, most students dropped either a science or a foreign language. • No further data regarding success of class is yet available. • Attendance: (11/33 have perfect attendance; 10/33 have only missed one class period; 8/33 have missed 2 class periods and 4/33 have missed 3 or more class periods.) • Wings Program & Tutoring for targeted students coordinated by Andre Hawkins.

13. # of students in Algebra as freshman 2002 - 2003: 121 2003 - 2004: 94 2004 - 2005: 93 # of students in Geometry as freshman 2002-2003: 220 2003-2004: 244 2004 2005: 244 Freshman Math Classes

14. Percent of Students Failing First Year Algebra

15. Percent of Freshman Failing First Year Geometry

16. Freshmen Failing First Year Algebra by Ethnic Group

17. Percent of Students Failing First Year English

18. Freshmen Failing First Year English by Ethnic Group

19. Next Steps • Identify incoming 9th graders below benchmarks for summer support in Math and English. • Research alternative ways to deliver Algebra 1-2 material with collaboration of math department. (possible grants for technology based learning.) • Continue discussions of allocation of resources • Evaluate strategies and improve on current successes. • Enlist support of parent community towards goal, including financial support. • Better tracking of failing students & intervention success • Continue discussions of parent-teacher conferences for failing students. • Professional development for teachers and staff to support our struggling students will be supported by our grant.