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Portland staff say Grade 9 Academy and cross-grade collaboration aim to keep ninth-graders 'on track'
Summary
District staff told the Curriculum & Student Success Committee that weekly Grade 9 Academy meetings and cross-grade collaboration are being used to monitor ninth-grade progress and coordinate targeted interventions; school-submitted 'on track' snapshots show variation across high schools.
Portland Public Schools staff told the Curriculum & Student Success Committee on Dec. 8 that a districtwide Grade 9 Academy and structured eighth-to-ninth-grade collaboration are central to preventing ninth-graders from falling off track in high school.
Pamela Otonu Thompson, director of secondary innovation and outcomes, said the district uses a clear, districtwide definition of "on track": students must pass all four core academic classes (math, science, ELA and social studies) and at least one elective. "We use a clear district wide definition of on track, and that's students must pass all 4 core academic classes and at least 1 elective," she said.
Why it matters: Ninth grade is a pivotal transition year that research and local data show shapes long-term graduation and postsecondary outcomes. The district's Grade 9 Academy functions as a weekly early-intervention backbone: teams review attendance, grades and behavior, identify students needing support, assign next steps and clarify responsibilities to ensure follow-through.
Staff emphasized that on-track figures presented to the committee were school-submitted snapshots meant for internal planning, not direct cross-school comparisons. According to staff slides, Casco reported 88 percent of ninth-graders on track, Deering reported 78 percent and Portland reported 76 percent; Pamela warned that differences in grading practices and course expectations make those percentages noncomparable and said the data should be used by each school to drive internal supports.
Beyond weekly Grade 9 Academy meetings, staff described additional alignment work: districtwide Grade 9 Academy sessions are scheduled Jan. 28, Feb. 25 and April 29 to build shared systems and train on interventions. Pamela said teams also look for patterns across cohorts so instructional practices and supports can be adjusted proactively. "These meetings ensure that every high school has a consistent structure for monitoring student progress and coordinating support," she said.
The committee also heard about structures that bring middle- and high-school educators together: a cross-grade meeting on Nov. 19 included core teachers, English Learner and multilingual educators, special-education staff, counselors, electives teachers, social workers and assistant principals. Staff said those sessions are intended to create clearer handoffs and plan supports with student assignment lists in hand for the March 25 meeting.
What comes next: Staff asked the committee for recommendations and direction as teams continue to refine monitoring tools, intervention menus and training. The committee signaled interest in continuing the work and asked management to return with more detailed proposals on supports and timelines. The meeting adjourned with staff saying they would follow up with the committee on next steps.
