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May 2 - Chapter 5: At our halfway point, reflect on your experience with the reading thus far..."I used to think, but now I think..."

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May 2 - Chapter 5: At our halfway point, reflect on your experience with the reading thus far..."I used to think, but now I think..."

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Share an "a-ha moment" from this section of the reading. Include a page number if applicable.

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Identify at least one wondering from this section of the reading. Include page numbers if applicable. Be prepared to share this in a small group.

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Read Chapter 4 and select a photo or image that reminds you or is inspired by something that you read.

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May 23 - Chapter 7 - Reflect on a student's experience

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May 23 - Chapter 7 - Reflect on a student's experience

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June 6 - Identify a quote that really resonates with you. 

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June 6 - Identify a quote that really resonates with you. 

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What question/questions would you like answered/addressed through engaging in this book study?

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How should I interpret the symbolism of the open lock on the cover? - Justin

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How should I interpret the symbolism of the open lock on the cover? - Justin

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What are the most effective strategies to ensure success for all freshmen. How do they monitor & support students?

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Should we structure our freshmen into clusters, so that we can monitor them better?

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How does freshman success result in high school success?

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How does freshman success result in high school success?

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How do we first get started in this endeavor? How do we involve the school community and partners in this process?

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What strategies can we adapt/adjust to identify student needs of our Freshman and give them the resources they need?

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How does freshman success result in high school success?

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"Like Malik, students across the district were struggling with their newfound level of freedom, which they interpreted as an invitation to work less. When no one seemed to notice or offer additional assistance, they withdrew further."

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"Roderick was coming to believe that one of the biggest problems in high school was just how easy it was for Malik and other students in her study to skip class, itself an indication of a larger pattern of benign neglect, if not outright negligence."

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"Roderick thought she did know the secret behind Alex's turnaround. Alex hadn't changed, but his surroundings had. He had found a school where he felt known and supported, where adults focused on the best, rather than the worst, version of him, a school determined to prevent failure."

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"...And one day I told the story to M.A. [Pitcher, another colleague], who started yelling at me, 'LISTEN, are you going to save ONE KID AT A TIME, or create a SYSTEM that saves THEM ALL?"

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There is a focus in chapter 1 on the role family and home environment plays in setting up valuing education. My research this year into motivational factors affecting desire for academic success identified family as far and away the primary influence on students desire to be successful in school.

Chapter 1 gives a brief history of the development of the cultural expectation that all children earn a high school diploma. I wonder if we are still immersed in that culture shift.

Note: a significant amount of my students parents barely finished elementary or middle school. and current students parents would have graduated high school between early 90's to mid 2000's

-Torrey

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The indicator used in the UChicago Freshman On Track status "proved more predictive of eventual graduation than prior academic achievement or background characteristics, such as students' race or gender or the level of their family or community resources did. In fact, it proved more predictive than all of those factors combined" (p. 5)

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The indicator used in the UChicago Freshman On Track status "proved more predictive of eventual graduation than prior academic achievement or background characteristics, such as students' race or gender or the level of their family or community resources did. In fact, it proved more predictive than all of those factors combined" (p. 5)

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'Identity is the "linchpin" between the social aspect of high school ( relationships among students, and between students and teachers) and academic performance. Students who believe that they do not belong in high school tend to adopt coping mechanisms, such as skipping school, that harm their academic performance" (p.50).

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'Identity is the "linchpin" between the social aspect of high school ( relationships among students, and between students and teachers) and academic performance. Students who believe that they do not belong in high school tend to adopt coping mechanisms, such as skipping school, that harm their academic performance" (p.50).

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Page 43, Paragraph 1 - Institutions failed to:
1. Help students succeed during the transition (8th - 9th grade)
2. Help students recover when they encounter difficulty
3. Encourage students to form strong attachments to their school and build upon their strengths

That being said, I wonder how we at OHS measure up to these same things.

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"These findings suggested that students...drop out because, for a constellation of reasons, they struggle at age fourteen and don't receive enough support to bounce back"

I'm eager to read on about strategies to support our freshmen in "bouncing back" from a tough first semester or two.

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"In short, a high school diploma is the first line of defense against the corrosive effects of poverty"

This is a great message to all students who are struggling to put forth the effort in their academics.

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How can we make this a tangible goal that doesn't overwhelm staff and allows for the program and students to be successful.

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In regards to dropouts being viewed with a negative connotation. A lot of students are transferring to surfside because of the ability to work independently.

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...high school teachers seemed to think, "If you fail, you just fail. It ain't our fault. You're the one that's dumb."

How many of our students think we feel this way?

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"Roderick's takeaway from the study was one part analytical, and one part moral outrage. Students were not ready to navigate underregulated, often chaotic world of high school, and it was indefensible that nobody was helping them learn" (Phillips 43).

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...Flores-Gonzalez found that schools could "make or break the school-kid identity by offering different educational experiences to students," such as challenging classes or close, personal relationships with teachers. (p. 51)
Relational capacity is important because it immediately opens up the line of communication between students and teachers and helps foster a ongoing connection as well as encouraging them to come to school!

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(P.52) "Each summer, he visited ... elementary feeder schools.."

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(P.52) "Each summer, he visited ... elementary feeder schools.."

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While reading this page I had an interesting thought. Can student success in high school need to start before they even enter?

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"Her job wasn't simply about teaching students how to write a five paragraph essay, it was also about convincing students that they belonged in school" ( p59)

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For real.  I'm really bad" (p 61)
I wonder how many of our students believe this of themselves. How do we change negative self perception?

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Page 63 " Marcus said the B made him think maybe he wasn't so smart after all."

How can we better foster a growth mindset for our students that have hit roadblocks and are concerned (scared) that they aren't smart enough or equipped enough to excel?

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"I was a straight A student. After I got that B, I just stopped trying. I was like, Ain't no point. I probably can't even bring it up..." I wonder how many of our freshmen have also given up after their first semester grades in January, and how we can encourage them that they can always turn things back around.

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"But ninth grade could work the other way, too, offering students a fresh opportunity to craft a new identity and connect to school in new ways" (Phillips 51).
How can we create an environment where students can "reinvent" themselves after potentially unsuccessful middle school experiences and develop healthy identities in high school?

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April 18 - Chapter 3 - Identify a quote that resonates with you.

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April 18 - Chapter 3 - Identify a quote that resonates with you.

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On page 79, paragraph 2:
Educational reform programs may fail because: "there is "a propensity to jump quickly on a solution before fully understanding the exact problem to be solved."

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"It wasn't this well-defined, sexy thing," recalled CPS principal Elizabeth Dozier. "It was relationships with kids, finding ways to gather teachers together to collaborate and talk about kids, making small plans, and then checking to see if the plans worked."

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"Success Reports"... providing up-to-date information on which students were at risk of falling off-track. Allowed individual...interventions before they failed a course freshman year."

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The initial Freshman centered task force "notably did not include any teachers" (Page 82) and therefore had very little feedback or support from teachers. The plan was to increase rigor and accountability but did not take into consideration how to roll out those changes at individual schools. Without teacher buy-in or firm structures in place no significant growth occurred in schools.

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"Many students interpreted failing grades as something that was done to them by teachers, not something they had earned."

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"Freshman OnTrack was a more targeted, accurate way of thinking about dropout risk than race, ethnicity, gender, economic status, neighborhood poverty level, the frequency with which students transferred schools, or whether the student was overage for her grade."

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"'It was building relationships with kids, finding ways to gather teachers to collaborate and talk about kids, making small plans, and then checking to see if the plans worked.'" --Elizabeth Dozier

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"What she had found was that Freshman OnTrack status was actually more predictive of high school graduation than test scores were" (Phillips 92).

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Educators, " ...cannot control the race, ethnicity, income, or prior test scores of the students who walk through their doors, but they do have a shot at helping them pass their freshman year." This is empowering for educators.

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"Many complained--publicly and privately-- that they had been hired to teach subjects like math and science, not to serve as a therapist or counselor." (Referring to some teachers' feelings about advisories.)

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"It didn't happen overnight. Changing the way that teachers related to one another and to their students was critical to the success of Freshman, onTrack, but doing so could be arduous- particularly in very low performing schools, which is what Hancock High School was at the start of the 2008-09 school year."

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How many of our current freshmen are "out of the running for a high school diploma"?

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How many of our current freshmen are "out of the running for a high school diploma"?

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"...57% of Harper's freshmen- 142 of them- failed two or more courses. And just like that, before they were even old enough to drive, they were virtually out of the running for a high school diploma and a spot in the American middle class" (Phillips 105).

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It's about binding all students and their families to the school community. (page 118, paragraph 2)

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p.129-130
-Nichole

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комикс мем: "you get a zero you get a zero you get a zero"

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создать комикс мем

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мемы с опрой уинфри

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Комикс мем: "You get a zero You get a zero You get a zero"

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Комикс мем: "You get a zero You get a zero You get a zero", Создать комикс мем

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Raider Team, Murrieta Valley High School Meet 

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Raider Team, Murrieta Valley High School Meet 

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Two key debates in Chapter 4:
1. Zero tolerance discipline policies & the school to prison pipeline
2. The "no zero" grading policies

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I've really enjoyed the book and wish more of our colleagues were reading it with us. Most recently with chapter 5 I've had to question my thinking with respect to student ability. I've always been aware that there are student needs that have to be met before I can expect them to engage with my class. But I haven't thought enough of the mismatch created by their developing limbic system and the undeveloped pre-frontal cortex. As the author indicates, this mismatch means that students in 9th grade are not always ready to assume the high school responsibilities we put on them. Overall, I'm excited about being part of the 9th grade team and looking forward how we can put what we've learned from the book into a better program for our 9th grade students.

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I used to think that student success was based on how hard they tried in class but now I understand that it takes a village to help freshman succeed. Chapter 5 was interesting because it makes you think about how different students are at different levels of maturity. Eventually even the toughest students mature enough to make the right decisions.

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"...Sierra and many of her classmates needed as much help navigating peer relationships as they did figuring out algebraic equations" (Phillips, 2019, p.156).  I believe this is true and I see this with many of our kids.  I think the more kids are involved in clubs, sports, and activities, it really helps this issue.  I used to think that activities, sports, etc. were really important and I still do!

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I used to think that Freshman should be prepared to behave like high school students, but now I know students do not have a fully functioning brake system and need more careful monitoring and support to shepherd them through Freshman year. (Page 144)

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Not "I used to think" but I used to do power plays with students, thinking that they would feel intimidated enough by me to listen if they were causing a disruption, LOL. (I haven't done this in a long time, but yeah, it's just not my style.) I used to think "kicking a student out" would be an effective way to maintain control, and now I know that it doesn't do much to serve the student themself. Usually the behavior continues too. I used to take things more personally too (disruption, disrespect) and react. Now I focus more on prevention.

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that students would just do things because we asked them to... while I was in school our teachers or admin asked us to do classwork, take a test, take a survey, or a state test and we would just do it to the best of our ability without pushing back. Through my experience teaching I've noticed that students are always wanting to know the "why" of everything in order for it to matter to them. They always have to have buy in. It is something that frustrates me while I also respect it.

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"Some students struggling in math might require tutoring but others, like Sierra, needed more help with motivation, self-esteem, and relationships, which is what she received." Page 200
Sierra's teacher "was so very determined that Sierra pass math first semester. It wasn't just about ensuring that she did not experience failure, rather it was about disrupting her negative mindset around math." Page 205
Sierra's teachers worked hard and creatively to literally change her mindset and trajectory of her life.

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Page 189 " At a time when teachers felt isolated and under fire, Freshman OnTrack was spreading through networks of peers who supported one another. And at a time when teachers were struggling to meet the nation's growing expectations for what schools and teachers could accomplish- ... Freshman OnTrack made teachers feel empowered and successful."

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His experience learning that his emotional range goes beyond anger. He was able to see how his other emotions we're effecting his output and learned how to regulate his emotions.

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May 30 - Progress: After reading Chapters 8 & 9, what do you imagine is possible for our students at OHS? 

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May 30 - Progress: After reading Chapters 8 & 9, what do you imagine is possible for our students at OHS? 

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A sense of belonging and relationships are keys to better school performance. Kids need to get involved in school clubs, activities, and sports.

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I have had a lot of kids in the past ten years who performed similar to Lucas. They struggled because they had no academic discipline and they exercised poor time management. I believe these must be part of the Compass Course. Also, the section on home visits from p.38 brought back memories from Covid and distance learning. Maybe, we need to bring back the home visits for our struggling students.

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I believe OHS can make this happen but it will take all-hands to truly make FOT work. As long as the resources are available and the teachers have an open mind, open heart, and an open will, FOT will be a success at OHS.

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One of the ideas that I'm still working on wrapping my head around is how we as a staff can objectively look into how the structures we have in place effect students and make positive changes for students.

The quote on page 228-229 has really stood out to me. "You're talking about ways kids are not engaging, but we're talking about ways we are pushing kids away. What structures, what are the ways of doing, the ways of being, that actually are hindering students from fully engaging with us."

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"On Track is so close to the bone for us. It's not even a strategy anymore - it's a part of our DNA." p. 312

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"On Track is so close to the bone for us. It's not even a strategy anymore - it's a part of our DNA."

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I think her final passage was great as we have a lot of students who are faced with real challenges, "I believe that a person who endures unexpected challenges and hardship, yet emerges with an undefeated smile and a modest character, is a great leader."

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Page 308 "... reducing freshman course failure was a starting point for uncovering many others systemic problems facing the school."