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What evidence proves that this FOT represents true learning? How do we know it isn't only true on paper but demonstrates student growth and preparation for life/success/post-secondary education?  Where is the proof that this work is not just adults taking more responsibility for student success and actually teaching dependence and lack of ownership of success in students?  How do we avoid this?  Specific to dos would be very helpful!

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How do you measure the "strength" of relationships between adults and students?

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What if we eradicated the traditional views and practices around grades?

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How do you protect the efforts toward Freshman Success from becoming pressure to look good on paper and not true growth and learning for students?

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If teachers embrace mindset that student success is about their teaching practice, how do they continue to communicate student responsibility for success as well?

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What are best practices (in research or from other practitioners' experience) in supporting 9th grade English Language Learners who either: are newcomers to the country; have experienced disrupted education in their home countries; may be well-over-age for 9th grade due to that disrupted education? Often the challenge is less in conversational language acquisition, but more in making up for educational disruption. Also, sometimes these newcomers are in need of SPED services as well, but it takes time to realize that with language barrier as first challenge.

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How do we prioritize equity practices and mindset shifts when start of year training is primarily COVID and DL?

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How can we maintain quality while pushing students for B's or Better or On-Track Rates?

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Is there an earlier chance to begin changing the course for 9th graders? How can growth mindset and the idea of "freedom" be embedded into the curriculum earlier than 9th grade?

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How can we best support teachers in shifting mindsets  (quality teaching, attendance, feedback, belief in subsets of students) around adult responsibility to ensure student success and build a school schedule that fosters connectedness and identity building.

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Talk about negative cases--   schools where the work didn’t take hold, places where adult attitudes don’t change, places where buy-in doesn’t happen as expected?  Places where program supports are less robust than in Chicago.  Where are the minefields and how does one navigate them?

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Where does student voice/agency show up in Freshman Success teams? Are there examples of schools embracing student agency and including them in the work of transforming a school to one that reflects the needs-desires of the stakeholders?

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In order to see 9th on track move to 10th-11th-12th, what is the best way to address the shift needed in mindset as it relates to grading practices  so we aren't seeing behavior, effort, attendance, etc. show up?

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The To&Through Project has identified that "The most important lessons students can learn during freshman year are the study habits, mindsets and positive academic identities that will equip them for the rest of high school or college."

Has anyone here had experience and success with integrating this philosophical approach into their practice, and also being able to instill these values in their freshmen?

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How can we improve transition into high school? How can we build a supportive, learning culture within the first few weeks of school? A learning environment which will include all students, but focus on Latino/African American males. How do we begin to build strong relationships with students that can last all 4 years?

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How do we empower students without making adults feel belittled and/or devalued?

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How can this insight and the development of this knowledge in addition to research based strategies, be used to intentionally improve and include other student cohorts within the school community to engage in this process?

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How do we effectively build a lasting structure for On Tracks from 9th to 12th grades.

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What will remote learning look like for our Freshmen students given that the students have not met the staff formally?
How do we build agency with our students?
How to build a relationship with our students that will be trusting and lasting?

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Also, relationships are key to making freshman year a success, how can we make sure we are developing relationships with our students?

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How (what are best practices/strategies) do we effectively engage 9th grade instructional teams in working to continuously support every 9th grade student to pass all classes with a B or higher? (regardless of the content area each individual teacher supports)

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We tend to have a large freshmen team of teachers, which we are trying to cut back on, but this makes it hard for us to sometimes create consistency across all classes. How do we ensure all our freshmen are getting the same message, no matter the teacher?

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With the "freshman specialists" teams and grade level collaboration at 9th grade, what does the research show for 10th-12th grade success if those same supports are missing? Is it vital to have these teams at all grade levels or is focusing on freshman year sufficient for the success of students?

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How do you facilitate school-wide conversations that use a developmental lens on 9th grade outcomes and promote transparency and buy-in with teachers, families and students?

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What are the best practices for monitoring and supporting freshman students for sustained growth and success?

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How do we increase parent involvement in our high school transition systems?

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Seeing as how quality instruction, student supports and student success work as a tri-fold system, how can we ensure this system continues to yield student success outcomes as the quality instruction piece sustains yet the student supports may dwindle down as students progress through HS?

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How do we convince our most effective instructors to teach Grade 9 classes?

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Considering the importance of those student-teacher/staff relationships in the Freshman success model, how can we work to ensure that these relationships are fostered via a hybrid/remote learning model?

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What are some of the best practices and or strategies to set up across freshman success teams in our school?

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How can we strategically develop a class dedicated to freshman success? What are key components of what other schools are doing to support freshman success?

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What are some examples of what other schools use as their metrics for success? What is the Tahoma metric for success?

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Are there examples of the protocols and structures set up for the cross-curricular team meetings?

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What strategies can we implement to help foster growth for students with academic struggles?

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How can we help all stakeholders understand the importance of attending school daily?

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What were the high-leverage practices and structures to get staff buy-in and to keep them committed and facilitate effectiveness?

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What will be the most important shifts to make and supports to provide to our students if we have to continue teaching virtually?

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How can we be mindful of our own implicit biases that may influence our instructional practices and how we analyze our student data?

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How do we change the mindset of teachers when it comes to the mindset of failure as motivations?

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What are the best was to  support freshmen if we are online this year?

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Omaha Public Schools, District Leadership Team

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Omaha Public Schools, District Leadership Team

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We have questions about placement and enrollment.  Student self-efficacy (fostered by adult interactions - relationships) plays a role in success along with placement or mis-placement; the social-emotional piece.  How do we eliminate barriers, open doors, and positively influence teacher beliefs about students' abilities?

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What are the high-leverage practices to get 9th grade students on-track and to keep them on-track?

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How can a school scale the successful freshman level practices to a large comprehensive staff?

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What funding sources support this work?

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How can we empower our students to take ownership of their learning and hold us accountable as their teachers?

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During the 3rd video, many external factors were listed as having a significant affect on the transition from 8th to 9th (i.e. attendance, student-teacher relationships, safety, monitoring and support, etc.)
Where does intrinsic motivation of the student fit into freshman on-track success?

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How can we facilitate the mindset shift among staff around the value of the following things critical to 9th grade success:  relationships, equitable grading practices and the importance of the best teachers working with 9th graders?

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What steps are needed to create a transition program from middle to high school?

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We noticed in the data presented in the videos that African American males were consistently at the bottom tiers of the graphs. What particular practices are put into place for African American males to ensure their success  throughout their ninth-grade year, the duration of their high school endeavors, and into college as well?

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Omaha Public Schools, District Leadership Team

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Omaha Public Schools, District Leadership Team

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Digging deeper, why do we see disparity in freshman access to accelerated or advanced educational  opportunities along racial lines?  Are we keeping students out... Should they be an honors student when they come in or when they leave the course? Why is the honors to AP pipeline leaking?  Should recommendations be written as a prescription for success in honors instead of who should not be in the class?

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"Strong and sustained improvement" but why are black students showing less improvement than other races in regards to B's or better. Is the benchmark different for black students?

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How do we support students' development as well as incorporate culture and equity in our own practice?

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How do we create intentional change among staff for academic and developmental improvement?

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Is the minimum of 5 credits in a year to be considered on-track a universal number or is that dependent upon graduation requirements for a particular school/district/state?

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As a leadership team, how do we equip ourselves to have uncomfortable courageous conversations about the Freshman Success Data and implications for practice?

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How do we cultivate a culture where the most skilled teachers are motivated, equipped and supported to teach freshman?

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How can we create a strong transition program/process from middle school to North High?

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What are some high leverage practices to improve attendance for freshman?

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How do we shift the mindset of our staff regarding the importance of teaching freshmen level courses and create building-wide dedication to freshmen success?

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Most likely all schools will be implementing a hybrid schedule, or a schedule that is completely virtual. How can the freshman teachers build the necessary relationships with their students if they are not able to have the same interactions and rapport building that happens in person, day to day?