Investing in Freshmen: data, systems and practices to support 9th graders

1. Investing in Freshmen: data, systems and practices to support 9th graders Patti Hershfeldt Johns Hopkins University GRADUATION 9 Mimi McGrath Kato University of Oregon

2. Session Outline

3. Activity: Fact or Fiction • Review the statements on the Fact or Fiction sheet • Determine which are true and which are incorrect • If you think a statement is incorrect, try to correct it

4. 9TH GRADE IS A CRITICAL YEAR • ALL STUDENTS STRUGGLE • ACADEMIC AND BEHAVIOR Research indicates that students are twice as likely to fail a class in 9th grade than in any other grade. FICTION – 3-5 TIMES MORE LIKELY In a large multi-school study, 15% of students performing in the top quartile of their 8th grade class were found to be off track by the end of their 9th grade year. FICTION – 25% OF HIGH ACHIEVING STUDENTS The national SWIS dataset demonstrates that 9th grade behavioral infractions in high schools across the country dramatically outnumber those of students in the upper grades. FACT Lower attendance during the first 30 days of 9th grade is a stronger indicator that a student will drop out than any other 8th grade predictor, including test scores, other indicators of academic achievement, and age. FACT Students who fall behind in 9th grade have a graduation rate 30% lower than that of student who are able to stay on track during the 9th grade year. FICTION – 59% LOWER GRAD RATE IF OFF TRACK AS FRESHMEN

5. Activity References • Southern Regional Educational Board. (2002). Opening doors to the future: Preparing low achieving middle grade students to succeed in high school. Atlanta, GA: Author. • Allensworth, E. M., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. Chicago, IL: Consortium on Chicago School Research. Retrieved from www.consortium-chicago.org/publications/p78.html • Flannery, K. B., Fenning, P., McGrath Kato, M., & Bohanon, H. (2013). A descriptive study of office disciplinary referrals in high schools. Journal of Emotional Behavior Disorders, 21, 138-149.doi: 10.1177/1063426611419512 • Jerald, C. D. (2006). Dropping out is hard to do: Issue Brief. Center for Comprehensive School Reform and Improvement. Washington, DC. Retrieved from www.cenerforsci.org/files/CenterIssueBriefJune06.pdf • Allensworth, E. M., & Easton, J. Q. (2007). What matters for staying on track and graduating in Chicago Public High Schools. Chicago, IL: Consortium on Chicago School Research.Retrieved from http://ccsr.uchicago.edu/content/publications.php?pub_id=116

6. Features of Freshmen systems • Teaching/reinforcing of knowledge and skills • Use of Data-Based Decision Making • Delivery of tiered supports • Engagement-focused

7. Engagement, Defined • Doing school work • Positive Conduct • Participation (classwork & extracurricular) • Relevance of school • Motivation; willingness to apply effort • Ability to self-regulate • Sense of belonging • Connection to school • Sense of support at school

8. Tier 3 Individual students sends one to all Teachers prior to school year starting Tier 2 Students at-risk for failing class Create one for teachers Tier 1 Triangle Activity: Applying the Three-Tiered Logic Entire 9th grade class during 1st week of school

9. Examples • Universal Supports • MS/HS Transition Focus • Freshmen Academy • Freshmen Teaming • Freshmen Success • Higher Needs Supports • Skills Clinics • Weekly Check In Groups

10. MS/HS Transition: Start Earlier • Transition meetings with middle schools beginning early • Holds vertical SST teams starting in 7th grade (students w/intensive needs) • High school transition conversations begin earlier • High schools gains access to ‘specific’ middle school data for identified students • High school requests specific data points

11. Incoming freshman report for Summer Leadership Academy • Skills for success in high school (self determination) • Receive agendas • Make adult connections • Culminate with a trip to local university and community college

12. Name: John McNaught Address: Rabbits Foot Rd Hinton, VA DOB: 01-07-75 You’re Invited Date: 08-04-09 Time: 10:00 am • Interests • Animals • Cooking • Outdoors • I Want You to Know • I don’t like timelines • I work hard • I play hard • Learning Preferences • I like to have new concepts modeled • Enjoy working in groups • I often get the “big” picture and have to work to note the details • Accommodations that Work • Extended time • Help from my friends • Working with people with different learning styles

14. You’re Invited To: Date: Time: With: Name: Address: Phone: DOB: • My Strengths Courses I’m Working On • Changes I’d Like to Make Goals I Want to Achieve • My Hobbies/ Interests What Helps Me Work

15. Our Good Day Classroom Plan Good Day Now Action How often does it happen ? What can I do to make it a Good Day? Who can Help? What happens on a Good Day?

17. Parent Involvement • Three opportunities for parents to attend parent version of the Leadership Academy • Support from local food bank, social service agencies, MDS3 grant, • Targets! • Welcome families to the high school experience and encourage ongoing participation – debunk the myths • Shared the school’s climate survey data • Shared stories from previous ‘graduates’ of the Summer Academy • High school success skills • Interagency supports and resources • Families left w/food baskets • Extracurricular involvement

18. Freshman Support Class: Lackey High School’s approach • A universal support for all students • A highly structured time for the classroom • Expectations are taught continuously • Skills- based placement – according to data • Goal setting and progress monitoring

19. Hershfeldt, 2012

20. DBDM: ActivityMid quarter Freshman roster

21. Freshmen Teaming: Springfield School District • 4 teams • Core teachers (Math, English, Science, Special Education) • CCR9 class/support • Collaboration Period for Teachers • Student meetings • Parent contact • Data review • Planning • Collaboration with advance tier support providers

22. Freshmen Success • Systems • Preventative MTSS • Freshmen-wide Leadership Team • Data-based Decision Making • Teacher Agreements • Curriculum • Engagement-focused Content • Acquisition and Application • Peer Navigator Support

23. Freshmen Success Leadership System • Freshmen Leadership Team • Separate team or subteam of SW Leadership Team • Regular meetings • Use Data for Decision Making • Focus in on Freshmen-wide efforts – a scaffolded approach to SWPBIS

24. Freshmen Success Curriculum • 12 lessons • Approximately 45 minutes • Delivered by Teacher & Peer Navigators • Lessons w/ Exit Tickets • Check-Ins • Front-loaded in year

26. Skills Clinics • Use of academic and behavior data to identify students who require additional support • Delivery of targeted support in groups

27. Small Group Check In • 3-5 students per group • Quarterly • Goal setting • Personalized instruction & support • Data monitoring

28. Data Systems • Attention to Behavior AND Academics • Complicated by need to integrate multiple data sources BEHAVIOR ACADEMICS

31. Decision Making Rules WHY? • We need to know when a student(s) requires additional support or no longer needs support • Decision making points will assist teachers to indicate need as it occurs • Provides a formalized system for teachers to make decisions quickly and effectively

32. How will we progress monitor? Student progress? Effectiveness of our efforts Step 4: What will we do to support staff? ______________________________________________________________________________________________________________________________________________________________________________________________________ Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ DATA: What do our freshman need? SYSTEMS – What supports do staff need? Scheduling? Planning? Training? Step 2: What is the goal? ______________________________________________________________________________________________________________________________________________________________________________________ Step 3: What will we do to support student behavior? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PRACTICES – How should we structure Freshman supports to meet these needs?

33. Activity • Break into groups • Using the 3-circle “problem solving” model discuss and answer the questions: • Data: What do our freshman need? • Practice: How do we structure this to meet the needs for ALL Freshman? • Systems: What supports do staff need? What scheduling priorities need to be addressed? Is there flexibility with scheduling quarter-to-quarter?

34. Group Discussion • What are 9thgrade teachers already doing? What does the rest of the faculty/staff need to do? Need to know? • What is working? • What needs improvement? • What does your data say about Freshman strengths and needs? • What would you like you like to see happen by formalizing Freshman supports?

35. Contacts Patti Hershfeldt phershfeldt@mds3online.org Mimi McGrath Kato mmkato@uoregon.edu