New freshman wing called a success

As of the first quarter of this school year, after the implementation of the freshman wing of the school and freshman teams, only approximately 15 percent of freshmen were ruled academically ineligible for extracurricular activities. This percentage is less than those from years in the past, which were usually around 30 to 35 percent, according to freshman administrator Linda Wolf.

In past years, the ineligibility rates of freshmen during the first quarter ranged from as high as 40 percent in 1998 to around 20 percent in 2002. The rate rose back up to about 27 percent last year. This year's 15 percent is the lowest Blair has seen since 1997, according to information compiled by ESOL resource teacher Joseph Bellino.

Wolf, like many teachers, was impressed with the success of the freshman wing, especially after not knowing what to expect from the new idea. "I was hopeful but a little apprehensive," said Wolf, adding that the success of the freshman wing "has far exceeded my expectations."

According to Wolf, national statistics have proved that the transition into ninth grade is one of the most difficult for kids. If it goes poorly, the transition can steer students in the wrong direction for the rest of their lives. Consequently, the Blair staff brainstormed ideas to ease this transition and came up with the freshman wing of the school, which isolates freshmen together with the same students for most of their classes in one section of the school.

The wing was designed to aid freshmen in many ways. The freshman class is divided into seven teams with designated teachers for Connections, U.S. History, English and science classes for each team. Every team of teachers carefully keeps track of their students by meeting for a minimum of three hours a week during normal planning time to discuss progress and problems.

Before the teams were created, social studies and English teachers were the only ones who shared students. U.S. History teacher Anne Manuel believes that having teams with numerous teachers in contact is responsible for much of the freshmen's progress. "Having a team with science and Connections really helps kids not fall through the cracks," stated Manuel.

This system has been very successful in making sure that all freshmen stay on task. For example, if a student skips one class, it is easy for teachers to notice because of their increased communication with each other. Also, by having many classes in the same vicinity of the school and having a tardy cowbell that is rung right before the official bell, teachers and administrators drastically decreased student tardiness. According to freshman English teacher Adam Clay, there is a strong correlation between attendance and success. "We stay on top of the kids," Clay asserted.

Clay also believes that the Connections course has been very helpful. The class gives students a time to learn good study habits with familiar students and provides them with a place to find help with other classes. Clay uses the Connections class to remind students of assignments from other classes because the Connections class is organized based on the students' team of teachers. "There are a lot of systems to support students," remarked Clay.

However, complaints have come from students who think they are too isolated because there are not as many opportunities to meet students on other teams besides their own. This issue is being addressed by having kickball games scheduled between different Connections classes, and a social was held solely for freshman students.

Overall, there are not many complaints about the wing, and teachers see it continuing into the future. "I definitely think its here to stay," stated Clay.