ESTABLISH FOUNDATIONAL STRUCTURES AND CONDITIONS FOR 9TH GRADE ON-TRACK WORK
Articulate mission-driven team purpose and working agreements.
Establish a year-long calendar of sacred 9th-grade success team meetings that meet a minimum of twice/month, and ideally every week. Make sure the time is protected and at least 45 minutes.
Establish strong working command of seminal 9th grade success research in both the 9th grade success team and building-wide.
Participate in foundational 9th-grade success trainings and schedule quarterly opportunities for structured collaboration with other schools around best practices and common challenges.
Organize a cross-disciplinary 9th-grade team that includes core and elective teachers, special education and English language teachers 9th-grade counselors, and other relevant members of the student support team that work with 9th graders (e.g. City Year, GearUP) define the roles and responsibilitis of the administrator team lead and team members
Appoint exceptional 9th grade Team Leads and provide them with a reduced teaching load or stipend.
Appoint dedicated 9th-grade administrator at each high school. Appoint dedicated 9th grade counselors for each 9th grade academy or a 9th and 10th-grade counselor in a looping system.
Schedule guarantied common planning time (that is supported and monitored by school leadership) for 9th grade teams to meet at least 2X monthly to analyze and respond to student and systems level barriers to student success opportunities for advancing student success.
Establish a year-long calendar of triangle meetings between administrators team lead(s) and 9th Grade Success Coach.
ESTABLISH SYSTEMS AND PROCESSES FOR OPERATIONALIZING THE WORK OF THE 9TH GRADE TEAM
Routinize the use of action-oriented agendas to guide the focus of each meeting.
Utilize discussion protocols to structure constructive data analysis kid talk conversations, and analysis/discussion of student work.
Examine trend-level data disaggregated by course, gender, race, and program to identify and respond to trends and establish problems of practice every 4-6 weeks. Examine and respond to student level data in 9th Grade Success Team meetings to identify students who need support of intervention based on grades of attendance. Refer these students to the proper type and tier of intervention. The focus of the 9th Grade Success Team should be students who need Tier II supports (weekly).
Set specific short, medium long term goals related to the Key Performance Indicators in the areas of grades and attendance. Teams should also set quarterly and annual goals for the 9th Grade On-Track student connection, and team efficacy.
SYSTEMATIZE 9TH GRADE SUCCESS BY RECRUTIING AND ENGAGING ALL STAKEHOLDERS
Identify other internal (e.g. School Improvement/strategic plans, Instructional Leadership Teams/Iniatives, Student Support Teams etc.) and external systems (e.g. outside agencies families and communities responsible for student success and systematically connect the work of the 9th grade team with those systems.
Articulate a plan to train all stakeholders around 9th grade on track metrics and importance.
Communicate goals and progress with stakeholders quarterly (at minimum).
Celebrate [student, teacher, team, and school] on-track progress quarterly (at minimum).