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

Session Outline Why Freshmen? Features of Freshmen Supports Examples

Core Features of Implementation Key HS Focus Areas School Engagement and Success SOCIAL BEHAVIOR ACADEMIC SUCCESS PERSONALIZA- TION / SCHOOL BELONGING FRESHMEN SUPPORT High School Implementation of SWPBIS HS Contextual Influences Key Foundational Systems Size Culture Developmental Level Communication Leadership Data

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

Research indicates that students are twice as likely to fail a class in 9 th 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 8 th grade class were found to be off track by the end of their 9 th grade year. FICTION – 25% OF HIGH ACHIEVING STUDENTS The national SWIS dataset demonstrates that 9 th 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 9 th grade is a stronger indicator that a student will drop out than any other 8 th grade predictor, including test scores, other indicators of academic achievement, and age. FACT Students who fall behind in 9 th grade have a graduation rate 30% lower than that of student who are able to stay on track during the 9 th grade year. FICTION – 59% LOWER GRAD RATE IF OFF TRACK AS FRESHMEN 9 TH GRADE IS A CRITICAL YEAR ALL STUDENTS STRUGGLE ACADEMIC AND BEHAVIOR 9 TH GRADE IS A CRITICAL YEAR ALL STUDENTS STRUGGLE ACADEMIC AND BEHAVIOR

Activity References 1.Southern Regional Educational Board. (2002). Opening doors to the future: Preparing low achieving middle grade students to succeed in high school. Atlanta, GA: Author. 2.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 3.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, doi: / Jerald, C. D. (2006). Dropping out is hard to do: Issue Brief. Center for Comprehensive School Reform and Improvement. Washington, DC. Retrieved from 5.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

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

Engagement, Defined BEHAVIORAL COGNITIVEEMOTIONAL 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

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

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

MS/HS Transition: Start Earlier Transition meetings with middle schools beginning early – Holds vertical SST teams starting in 7 th 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

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

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 I Want You to Know I don’t like timelines I work hard I play hard Interests Animals Cooking Outdoors Name: John McNaught Address: Rabbits Foot Rd Hinton, VA DOB: You’re Invited Date: Time: 10:00 am

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

 To have all materials  Almost always  Get all things together the night before  We write assignments in planner  Reminders in calendar  Remind 101  We smile and greet each other  Sometimes  Model for each other  All  We encourage one another  Sometimes Model for each other  All  We work together to earn social time  Seldom  Create class incentive program  Mrs. Clarke  Say hello and smile when we are in other areas of the building  Invite others to join when sitting alone  Seldom  Model for each other  All  Get acknowledgement from our teacher  Sometimes  Follow class rules and routines- encourage one another  All Our Good Day Classroom Plan Good Day What happens on a Good Day? Now How often does it happen ? Action What can I do to make it a Good Day? Who can Help?

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

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

1st quarter2nd quarter3rd quarter4th quarter Charger Expectations Life Long Learning Honor & Respect Success & Life Skills Math Continue 2nd quarter skills class Pick up 2nd skills class LiteracyLeadershipPeer Ambassador Behavioral Support Social/Emotional Graduate to Leadership Hershfeldt, 2012

DBDM: Activity Mid quarter Freshman roster

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

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

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

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

Freshmen Career Class 45 minutes inst. 45 minutes support 1:1 Peer Mentoring Small Group Check In Skills Clinic Study Cafe

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

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

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

Early Warning Indicators Course Performance in Core Subjects GPA Credits State Tests Attendance Office Discipline Referrals Additional Factors On-Track Indicators On-Track Meeting all graduation requirements Cs or better in all areas 2.5 or moreMeeting credit graduation requirement for grad plan year Level 3 or above or concordant scores within the same school year 4% or less absences per quarter or semester 3 or less Level I and/or minor referrals Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeles s Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture At-Risk for Off Track Lacking 1 graduation requirement 2.0 to 2.49Behind 1 Credits Level 2 on State Tests 5% or more absences per quarter or semester 4 or less Level I and/or minor referrals Level II ODRs per semester Off-Track Lacking 2 graduation requirements Failing 1-3 classes Less than 2.0Behind 3 creditsNot passed both sections of 10 th grade State Tests or retakes No concordant scores 10% absences per quarter or semester 5 or more Level I and/or Level II ODRs per semester Highly Off- Track Lacking 2 or more graduation requirements Currently failing 3 or more classes Less than or equal to 1.5 Behind 4 or more credits Not passed 10 th grade State Tests or retakes No concordant scores 15% or more absences per quarter or semester 5 or more Level II ODRs for fighting/ profanity/ disruption per semester Extremely Off-Track Meeting no graduation requirements 2-3 Years Behind Less than or equal to 1.0 Not meeting cohort graduation plan Not passed 10 th grade State Tests or retakes No concordant scores 20% or more absences per quarter or semester Established pattern of severe behavior Level II & III ODRs

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

SYSTEMS – What supports do staff need? Scheduling? Planning? Training? PRACTICES – How should we structure Freshman supports to meet these needs? DATA: What do our freshman need? Step 1: What does the data say? ____________________________ Step 4: What will we do to support staff? _________________________________ _________________________________ _________________________________ Step 3: What will we do to support student behavior? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Step 2: What is the goal? __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

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?

Group Discussion What are 9 th grade 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?

Contacts Patti Hershfeldt Mimi McGrath Kato