Part I: Assessment 5: Plan for Leadership to Support Student Learning
Title: Student Achievement and Character Building Mentorship Program
Name: Marcus Petty
1. Identify the data-based research strategies that were used to determine the vision. Use such
relevant information sources such as student assessment results, student and family
demographic data, and an analysis of community needs (ELCC 1.2).
Historically, research has shown that a student’s performance in ninth grade often predicts their
success in high school and beyond. Ninth grade is a start over point for most students due to the prior
year they were in the eighth grade and achieved seniority over the rest of the students in their school
(sixth & seventh graders). Furthermore, in some cases parental involvement declines for students in
high school due to various reasons. Data also shows students in the ninth grade make up the
highest percentage of the overall high school population. Promotion rates between the ninth and tenth
grade are lower than any other grades at the high school level.
School Enrollment Numbers
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Grade
2011-2012
2012-2013
2013-2014
9th Grade
451
445
468
10th Grade
402
412
432
11th Grade
427
400
445
12th Grade
445
401
447
Total Students
1725
1658
1792
The data shows in the 2013-2014 school year the promotion percentage was 92% for 9th grade
students.
The data includes a large population of engineering students in the 9th grade cohort.
Non-Success students’ promotion percentage was 90%.
Ninth grade promotion rates are a continuing concern at the high school level. The goal is to continue
to improve on time promotion rates. It is accepted that ninth grade promotion rates impact the drop
out percentage and in addition the on time graduation rates. The focus of my project is to improve the
promotion rate for ninth grade students who have been identified as an at-risk student.
2. Develop the vision and objectives for addressing the problem and promoting student success
(ELCC 1.1).
As the new coordinator of the Success Program, the department has been tasked to improve ninth
grade promotion rates. The program will target 135 at-risk 9th grade students as identified by middle
school teachers and counselors with the goal of improving academic performance (promotion rates)
while providing them a stable and welcoming school environment. The Success Program will instruct
and expose students to character education curriculum, philanthropy/enrichment, and give students an
opportunity to earn free field trips based on achievement performance. The ninth grade students are
paired with upper-class mentors (11th & 12th grade) who formally participated in the Success Program
as a ninth grader who is responsible for tracking grades, ensuring that zero’s on assignments are
identified and completed, in addition to tutoring and studying. The mentors also offer advice and are
student role models. All of the responsibilities assigned to the mentor will be overseen by the teacher.
Weekly, ninth grade students along with their mentor will have to report to their Success teacher their
progress in regard to their academic performance. Any classes where students have zeros or current
grade is below 75% will be required to write an action plan with their mentor to improve performance.
The classroom teacher will review and sign off on the plan which will be followed up on weekly and
adjustments made as needed.
Curriculum Content includes
but not limited to:
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G.P.A. - what is it &
how to calculate it?
Classes needed to
graduate.
Time management.
Using a planner.
Character components.
Relationships.
Importance of Sleep.
Importance of school.
Study Tips, Test Prep
Tips, & Reading
Strategies.
How to write smart
goals.
Future planning.
Tutoring in all subjects.
Philanthropy/Enrichment
Activities/Provision of needed
school supplies
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Donut & Juice
Breakfast.
Community Outreach
Christmas Mother.
Needed school supplies
(book bags,
pens/pencils, etc.).
Community Outreach
Victory Games;
students are buddies to
the physically disabled
athletes.
Ronald McDonald
House Dinners.
All grade levels in
Success and Mentors
are eligible for
Achievement Awards
(Qualifications Apply)
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Field Trip for Term 1
grade qualifiers, Movie
& CC’s Pizza.
Pizza Lunch for 3.0
Honor Roll Term 1.
Field trip for T2 grade
qualifiers; Bowling &
CC’s.
Pizza Lunch for 3.0
Honor Roll T2.
Field Trip for T3 & T4
combined; Richmond
Zoo & CC’s.
Pizza Lunch for 3.0
Honor Roll T3 & T4.
Special Field
Trip/enrichment activity
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Current Events.
Presentation Skills.
Responsibility Training.
In building math
teachers providing
tutoring to Success
students assigned as a
teacher duty.
Decision Making Steps
Motivation- types &
how to get it and keep
it.
Improving SelfDiscipline.
SOL Review.
enrichment activities.
for students who were
able to maintain a 3.0
G.P.A. for the entire
year.
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All grade levels in
Success and Mentors
are eligible for
enrichment activities
each term if the student
is passing all classes at
the time of the activity.
3. Develop a literature review which addresses best practices for the problem you have chosen.
Include at least 4-5 citations. Demonstrate how your literature review can be used to show an
understanding of appropriate research strategies to promote an environment for improved
student achievement (ELCC 2.3).
Citation 1:
The author focuses on what adolescents experience during their transition to high school. The author
explains student’s experiences in a larger student body then in middle school. When students start
high school they feel they don’t fit it as well due to being there with older students who in large they
don’t know. Students experience a more competitive, and grade-oriented environment than in middle
school. The author points out high school buildings are bigger and the expectations of teachers
changes greatly. Students in high school begin to make more curricular and extracurricular activity
choices. In many cases student academic performance and attendance begin to decline.
Eccles (Parsons), J., Midgley, C., & Adler, T. F. (1984). Grade-related changes in the school environment: Effects
on achievement motivation. In J. G. Nicholls (Ed.), Advances in motivation and achievement, (vol. 3, pp. 283331). Greenwich, CT: JAI Press.
Citation 2:
The focus of this study was the appropriate practices for students transitioning to high school. The study
found that fewer students repeated the transitional grade when middle school students participated in a high
school transitional program. Additional, the study pointed out the transition program must have a variety of
supports systems and enrichment activities in order to be effective. The study reported students were less
likely to drop out when schools provided programs that offered support services to students such as
counseling, school visits, and special summer courses to help students get accustomed with their new school.
Mac Iver, D. J., & Epstein, J. L. (1991). Responsive practices in the middle grades: Teacher teams, advisory
groups, remedial instruction, and school transition programs. American Journal of Education, 99(4), 587-622.
Citation 3:
The focus of this study was the effects of parental support during the transition between middle school
and high school. This study found when parents are involved in the transition; students perform better,
adjust to the new school faster, and are less likely to drop out or be retained. When effective parents
are involved they understand students' opportunities and the long-term effects of course choices in
regard to student success and on time graduation which allows the parent, student, and school to work
together.
Paulson, S. E. (1994). Relations of parenting style and parental involvement with ninth-grade students'
achievement. Journal of Early Adolescence, 14(2), 250-267.
Citation 4:
This study points out the importance of friendships and social interactions to ninth grade students. The
study also states the change to a new school interrupts the prior network of friends and social
interactions. As a result student success is put in jeopardy. The study urges the importance of giving
ninth grade students opportunities to meet other incoming students as well as building positive
relationships with upper classman. This strategy helps transition programs be more effective and help
ninth grade students get adjusted better.
Barone, C., Aguirre-Deandreis, A. I., & Trickett, E. J. (1991). Mean-ends problem-solving skills, life stress, and
social support as mediators of adjustment in the normative transition to high school. American Journal of
Community Psychology, 19(2), 207-225
4. Describe how the vision for the problem and vision for promoting student learning will be
communicated to all stakeholders (ELCC 1.2 & 1.4).
Administrators: I will give a copy of the proposal for the Success Program to administration for their
review and feedback. Since the proposal was approved administration has agreed to financially back
the program. The administrative team will receive a copy of results after each nine weeks along with
evaluations of the effectiveness of the strategies.
Teachers: Communicate with teachers about their role in the program and how it will benefit the
students and them. Teachers will be responsible for identifying students in their class that need
additional support, working with students who need to make up work pending on the situation, and
continually communicating any concerns or ideas to the Success Coordinator that will benefit the
students or the teachers. This will help teachers ensure students are getting every opportunity to be
success in their class and pass the SOL’s.
Students: Communicate to students the goal of the program is for them to have a well-rounded and
positive experience during their first year of high school. This means for them to pass the ninth grade
the first time (passing all classes) and pass all of the required SOL’s. Discuss with them the mentor
pairing process and the variety of enrichment activates they will be able to participate in free of charge
providing they meet the criteria.
Parents: Communicate to parents the goal of the program is to provide their child a well-rounded and
positive experience during their first year of high school. This means for them to pass the ninth grade
the first time (passing all classes) and pass all of the required SOL’s. Discuss with them the mentor
pairing process and the variety of enrichment activates they will be able to participate in free of charge
providing they meet the criteria. Inform parents of our ability to help with school supplies if the need
arises. In addition, inform the parents of the ninth grade students the need to write down their daily
assignments in their planner and get their teacher to sign them. This is a requirement to be in the
Success Program and parents will be able to see what assignments students have nightly due to this
planner.
5. Describe how the objectives for addressing the problem and promoting student learning will
focus on effective organization and management of fiscal, human, and material resources, giving
priority to student learning (ELCC 3.1 & 3.2).
Monetarily, the county and building administration provided safety net funding in order to provide free
enrichment activities and school supplies to students in the program.
The use of these funds will support student learning by providing upper classmen as mentors to ninth
grade students who also will be able to participate in activities with their mentee free of charge. The
enrichment activities will give students something to strive for being some of the activities students
must qualify for by passing all classes each nine weeks.
In regard to human resources the administration team provided built in math teachers as math tutors
for the Success Program. They were able to provide this by using normal duty time of present teachers
in lieu of hiring outside teachers.
In total the Success Program is comprised of 406 students ranging from 9th-12th graders. This project
will focus on the three ninth grade teachers and the 135 ninth grade students that are participating in
the program.
6. Describe how you will use the plan to focus on the needs of students with special and
exceptional needs (ELCC 4.2).
My proposal is set up to provide all students with an equal opportunity for success in their ninth grade
year. Within the group of students that will be served are students who are economically
disadvantaged and some have individualized education plan. The Success Department will work side
by side with the Special Education Department to ensure students are receiving recommended
services. In addition, class sizes will be no larger than 20 students per classroom. Smaller classes will
enable teachers to provide students with the individual attention needed to be successful.
Unfortunately, this plan does not focus on students with exceptional needs.
7. Describe how the plan will be implemented. Include the vision, objectives, and timelines
(ELCC 1.3).
During teacher work week (week before school starts) teachers will attend a presentation detailing
what the Success Program is and how the program will help our students. Parents will be given
details about the program during back to school night, emails, and system wide calls. Students will be
given details during their eighth grade elective fair and the first day of high school. Informal
communications will continue throughout the school year between administrative team, teachers of all
departments, and parents to ensure the needs are being addressed in a timely manner.
Vision/Objectives
Timelines
Improve ninth grade promotion rates.
By end of 2014-2015 school year.
Present program to faculty & staff (Inform staff
of changes & their role).
August 2014.
Present program to parents (their role).
September 2014 (Back to School Night).
Go over program/class syllabus with students.
September 2014.
Start mentor training & ninth grade curriculum.
September 2014 (Ongoing).
Pair ninth grade students (mentees) with 11th &
12 grade students (mentors).
1st week in October 2014.
Plan philanthropy/enrichment activity (no
qualification needed)
2nd week in October and twice every nine weeks.
Begin weekly grade review for ninth grade
students. Begin action plans.
2nd week in October 2014 (Ongoing).
PLC meeting invite (teachers, support staff, &
administration). Make adjustments as necessary.
Every 4 weeks during the 2014-2015 year.
Plan an enrichment activity in which students
have to qualify.
After grades are finalized each nine weeks.
Review report cards and student G.P.A.’s.
Every nine weeks.
Report progress to administration & department
chairs. Make adjustments as necessary.
Restorative Justice Professional Development
for counseling, administration, security, and all
Success teachers.
January 2015
Provide final promotion rates.
June 2015.
8. Identify how you will ensure parent and community support of the plan and its
implementation to help ensure student learning and student success (ELCC 4.1).
The Success Program will enlist community partners to help with a school supply drive. Community
members and parents will be asked to volunteer time working with students during school hours.
Motivational speakers from the community and abroad will be invited to speak with students about
successful habits and planning for their future. Teachers will be expected to communicate academic
performance with the parent or guardian of each student. Teachers and the technology team will be
expected to help parents gain access to the new grading system Synergy.
9. Describe how the plan will be evaluated and the results used to affect future student learning
to provide an effective instructional program. You may wish to use each objective and describe
how it will be evaluated (ELCC 2.2).
The plan will be evaluated every four weeks in order to make the necessary adjustment to ensure
students are receiving the support they need in order to be successful in all of their classes. The
objective of the program has proven to be difficult to evaluate due to the fluctuations of grades and
the many variables that come in to play in regard to the changing needs of students at any given time.
It appears the most useful data are the final nine week grades due to you know exactly how a student
performed and can make the most meaningful adjustment at that time. On the other side of the double
edged sword you don’t want to act reactively you want to be as proactive as possible to help students.
In the beginning of the year, the Success Program was tasked to improve ninth grade promotion rates
of at risk students. Ninth grade promotion rates are a continuing concern at the high school level. The
goal is to continue to improve on time promotion rates. Promotion rates between the ninth and tenth
grade are lower than any other grades at the high school level. It is accepted that ninth grade
promotion rates impact the drop out percentage and in addition the on time graduation rates.
2013-2014 School Year Results
2014-2015 School Year Results
Promotion percentage was 92% for 9th grade
students.
Promotion percentage improved to 95% for 9th
grade students.
The data includes a large population of
engineering students in the 9th grade cohort.
The data includes a large population of
engineering students in the 9th grade cohort.
The promotion percentage of students who
participated in the Success Program was 94%
which improved the overall promotion
percentage for the ninth grade cohort.
The promotion percentage of students who
participated in the Success Program was 97%
which improved the overall promotion
percentage for the ninth grade cohort.
Non-Success students’ promotion percentage
was 90%.
Non-Success students’ promotion percentage
was 92%.
The Success Program will continue to reflect on the strategies used for the previous year and fine tune
them. The teachers who are a part of the program will continue to seek professional development that
will aid in the improvement of the program. In addition, the Success program will continue to partner
with all stakeholders in order to provide the best support possible for all students.
Part II: Assessment 5: Leadership to Support Student Learning
Reflection: Write a reflection paper (4 pages maximum) of your Part I Plan on Leadership to
Improve Student Learning. (ELCC 5.2, 7.1 & 7.2)
This project was a great experience for me. This was my first year in the Success Program in addition
to serving as the programs coordinator so I was excited about getting started. This project helped me
to fine tune the Success program’s efforts in achieving our objective. In the beginning, I had an
elaborate idea that I presented to the Principal. I wanted to make a huge contribution to the school my
first year. The Principal liked my idea however, thought it was a little ambitious for my first year.
The Principal ask me to just focus on ninth grade promotion rates of at risk students. I thought that
was an easy task being last year’s promotion rate was pretty good. After completing a year I’m glad I
followed the advice of my Principal. I’m glad not because I think I would have worked harder in my
original plan, I’m glad because I may have under estimated the challenge of improving promotion
rates not just maintaining them.
I have learned a great deal from this project. When students are entering the ninth grade it is a brand
new experience for them. They spend a great deal of time trying to find how they fit-in in this new
environment. The Success Program offers a great way for students to transition from middle school to
high school. There are numerous variables that impact the academic performance of ninth grade
students. It’s amazing to see how some students start out fast while others start out slower
academically. Nevertheless, both ends of the group and the ones in-between still need varying
degrees of support. The students in this program are very special and have all the potential in the
world. All they need is someone that cares about them and will not give up on them no matter how
dark the situation appears.
The strength of the program is the constant monitoring of students, providing various supports and
enrichments, and the constant evaluation of the program in order to ensure students get what they
need to success. A weakness of the program is the ebb and flow nature that exist within the program
which is a variable that seem to be uncontrollable at this time. In my opinion, it’s difficult to zero in
on some of the strengths and weaknesses of the process. The reason I say that is because of the
constant change that occurs in the program. In our school system, students are given every
opportunity to turn in assignments and make up test even past the due date. As a result, you can have
several students that will appear to be failing a class three weeks before the end of the nine weeks.
Then miraculously decide within the last week that help from the program will allow them to turn in
missing assignments. In many cases, students are losing points for turning in work late however, will
still pass the class. Being that our school system and maybe some others are that way a good number
of students get caught in the last minute cycle because they feel they will have time to turn in the
work at a later date. This circumstance creates a challenge to the Success Program in regard to
motivating students as well as monitoring students’ performance in order to be proactive with
providing needed supports.
I believe the program was received very well by all stakeholders. I feel once teachers realized that the
program was there to help them ensure students were successful in their class and on their SOL’s they
were very supportive and begin asking for assistance for students in their classrooms that needed
additional instruction. The only minor issue we had was taking students on field trips. Even though
we received approval for all trips from administration at times, some teachers felt the trip was not
worth the missed time from class. On that point I disagreed with the sentiment. Enrichment activities
are just as important as classroom content working together for the good of the students in the Success
Program academically and socially. Subsequently, the program going forward will release the field
trip schedule for the year to the school at the beginning of the year in order to help teachers plan
lessons accordingly.
The focus of my project was to increase the ninth grade promotion rates of at risk students. I am
happy to report my project made a positive impact in the success of student learning and ninth grade
promotion rates with a focus on at risk students. The program used a variety of academic support
strategies and enrichment activities in which some had to be earned by way of academic performance
in order for students to participate. Various 21st Century Skills were used during the course of the
project. Critical thinking, collaboration, and problem solving were three of the chief skills used
throughout the year. Students and their mentors had to collaborate with each other in order to solve
problems that would prevent them from being successful in school. At times when students were not
successful completing their action plan critical thinking was used to formulate ideas that would help
students achieve their goals. Communication linking teachers, administrators, and parents allowed
everyone to be on the same page working toward the same result which was the success of students. I
believe the program made a difference and I will continue to be a proponent for transition programs at
the high school level.