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

Slides:



Advertisements
Similar presentations
WELCOME CLASS OF 2017 TO RIDGEWOOD HIGH SCHOOL. TAKE P.R.I.D.E.
Advertisements

Creating Freshmen Success Task Force Report High School Study Session Board Presentation January 30, 2007.
Investing in Freshmen: data, systems and practices to support 9th graders Patti Hershfeldt Johns Hopkins University GRADUATION 9 Mimi McGrath Kato University.
Successful Transitions. The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from.
Supporting Students for High School Graduation and Beyond Introduction Judy Delgado Indian Education Program California Department of Education Webinar.
Two Strategies to Increase High School Success: Freshmen Success Curriculum and Academic Seminar Mimi McGrath Kato, University of Oregon Jessica Swain-Bradway.
Welcome Mr. Steve Riley, BCHS Principal Mrs. Amy Allen, Trojan Academy Principal Mrs. CheyAnne Fant, Trojan Academy Counselor.
CD2HS EWI Presentation Vy Vu Manager, Applied Research and Data Support 1.
Potential Slide Bank for Academic Seminar For August 2014 Presentation.
RCN Fall Leadership Day November 4, Demographics Population decline Poverty High Unemployment rate Crime index 86% higher than Mi. avg. Schools.
RtI and High School A Comprehensive Student Engagement Intervention Model.
Optional PBIS Coaches Meeting November 15, 2010 Tier 2 and Tier 3 Interventions and Supports.
Dr. Patricia Hershfeldt Sheppard Pratt Health System
Dublin High School College & Career Readiness Proposed Program Schedule.
Monroe Public Schools Graduation Coach Proposal To Implement for the School Year Goal = 95% Graduation Rate by 2013.
Developing School-Based Systems of Support: Ohio’s Integrated Systems Model Y.S.U. March 30, 2006.
The CMSD Pyramid of Success – Implementing the Integrated Systems Model Leadership Team Training – August 2006 The Pyramid of Success: Creating a climate.
Parents and Schools: Working Together Towards Success
Principal: Mr. Montero Assistant Principals: Ms. Soberon and Mrs. Camus 6 th & 7 th grade Guidance Counselor: Ms. Kirker 8 th grade Guidance Counselor:
Seven Hills Elementary Futures Under Construction
 Students have an opportunity to make choices in middle school that are new and exciting and like nothing they have experienced before…
Collaborative Closing the Gap Action Plans: School Counselors, School Social Workers and School Psychologists Working to Close the Gaps.
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
A Fairmont High School (NC) experience …. Can achieve a high school diploma and our belief starts before they walk into our doors.
Middle School Orientation Buena Vista Middle School Tuesday, May 20, 2014.
A major shift in Alabama’s curriculum to better prepare our students for post-secondary life (i.e. life after school). 1.Beginning this school year ( )
Transitioning into High School: Changes that Shape your Child’s Success in School.
Designing Transition Programs That Work Presented by: Cathy Grewe, Counselor, Williamstown High School Kelly Mordecki, School Counselor Lead, Office of.
MTSS: W HAT DOES IT LOOK LIKE IN MIDDLE SCHOOLS ? Shelly Dickinson Janet Stephenson.
Southern Regional Education Board HSTW Raising Achievement and Improving Graduation Rates: How Nine HSTW Sites Are Doing It Gene Bottoms Southern Regional.
+ Early Decision Making Early Help & Early Warning Signs Leisa Gallagher Director, Reaching & Teaching Struggling Learners Coordinator, Superintendent’s.
Seven Hills Elementary Futures Under Construction
Your Transition to Dundee High School & Graduation Goal!!!! Class of 2018.
School/VR Partnerships: Lessons Learned from Project ACCESS OAVSNP February 2011 Jeri Dickinson & Mimi McGrath Kato University of Oregon Special Acknowledgement.
1. Housekeeping Items June 8 th and 9 th put on calendar for 2 nd round of Iowa Core ***Shenandoah participants*** Module 6 training on March 24 th will.
How did our school get involved? Iowa Sustaining Parent Involvement Network i S P I N.
1 Division of Public Schools (PreK -12) Florida Department of Education Florida Education: The Next Generation DRAFT March 13, 2008 Version 1.0 INSERT.
Early Warning Indicators. “High Yield” 9th Grade Indicators IndicatorsBenchmark (red flag) AbsenteeismMissing 10% or more of instructional time Course.
Strengths Challenges  Helped to organize thoughts and activities  Gave better direction  Opportunity to share with fellow counselors and county officials.
Welcome to 3 rd Grade Parent Information Night Mrs. Combs Mrs. Davis Ms. Foley Mrs. Khazzoum Ms. McWilliams Expect Success!
© CCSR ccsr.uchicago.edu. © CCSR Early Warning Indicators of High School Graduation and Dropout Elaine Allensworth.
WHERE WE GROW MATURE, RESPONSIBLE, INDEPENDENT, YOUNG MEN AND WOMEN! Welcome To Sixth Grade.
Freshman Academy Northside High School Fall 2012 Maria Johnson, Principal Kari Page, Freshman Pride Academy.
Focusing on the 8 th to 9 th Transition College and Career Readiness Webinar Series October 13, 2015.
Student Orientation for Competency Courses Being a successful world language learner.
Freshman Academy Update May 13, Freshman Academy Retention Rates  Retention rates are significantly down in all high schools.  Credit recovery.
What is Title I and How Can I be Involved? Annual Parent Meeting Pierce Elementary
Welcome to 4 th Grade Curriculum Night Mr. Flitcroft, Mrs. Blair, Ms. Herr.
MTSS: W HAT DOES IT LOOK LIKE IN SECONDARY SCHOOLS? Janet Stephenson.
Planning for Tier 2. TIER 1, 2, or 3? Are there ANY schools that aren’t motivated to support the difficult, at-risk kids? Answer = NO So, why don’t we.
Lanphier High School The Future of Our SIG Efforts.
Chronic Absenteeism …a student who has missed 10 per cent (about 18 days) or more of the school year or in the previous year missed a month or more of.
Educating Youth in Foster Care Shanna McBride and Angela Griffin, M.Ed.
Review & Re-establish SW PBIS Tier 1 Continuum of Support *
Viera High School: Data Review Fall 2013 Our Current Reality.
Integrating the MTSS Framework at the Secondary Level Dr. Jayna Jenkins, Learning and Development Facilitator, MTSS Shelly Dickinson, MTSS Trainer Charles.
HIGH SCHOOL BEHAVIOR EDUCATION PROGRAM Amy Campbell.
Using Data Unique to High Schools Susan Barrett and Hank Bohanon
BRIDGEWATER RARITAN HIGH SCHOOL DEPARTMENT OF STUDENT SERVICES PRESENTS: Preparing for High School: Parents of Students with IEPs Wednesday January 4,
October 1, 2010 – September 30,  Lincoln Public Schools received a 5-year, $4.5 million grant from the U.S. Department of Education-High School.
RTI Response to Intervention Connecting the Pieces.
Investing in Freshmen: data, systems and practices to support 9th graders GRADUATION 9 Mimi McGrath Kato University of Oregon Brigid Flannery University.
SCEP Evaluation Albany Elementary School.
(MTSS) Multi-Tiered System of Supports Charles R. Eccleston, District MTSS Trainer.
Please sign in and greet your neighbor
Kefi Andersen – ospi Graduation and Equity Specialist
Welcome Class of 2022 Parent Information Night
PBIS PRACTICES.
SWPB Action Planning for District Leadership
Presentation transcript:

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