Retention: Current Research and Best Practices

Retention: Current Research and Best Practices
By Megan Andrew, Maryam Scaffidi, and Kimberly Tzikas

Welcome Parents! KWL chart
In the first column, record what you KNOW about retention. In the second column, record what you WANT to know about retention. Do: Pass out KWL chart to all participants. Sample Presentation Language: To begin, I/we would like to do a KWL chart in order to tap your prior knowledge about the practice of grade retention and get our brains thinking about what we want to learn in this workshop. Read: All bullets on the slide. Do: Give group approximately 5 minutes to record on their chart. Say: Can I/we have a few volunteers share what they wrote?

Retention: Current Research & Best Practices Workshop Outline
Perceptions Current Research Policy Outcomes Break When is retention appropriate? Alternatives Sample Presentation Language: Here is my/our workshop outline. I/We will be referring back to this throughout the training to keep you aware of what I/we have, and will be, covering. Read: Roman numerals.

Audiences’ Personal Perceptions:
Discussion Sample Presentation Language: At this time, talk to your neighbor about what your perceptions of retention are. For example, does it work? And, when is it appropriate? What are your experiences with children who have been retained? Do: Give participants 1 minute to talk to their neighbor. Say: What did you come up with? Can I/we have some volunteers to share? Do: List perceptions on a whiteboard, poster board, or chalkboard.

Common Perceptions in Research: Parents & Students
Sample Presentation Language: Now, I/we are going to discuss the perceptions of both parents and students regarding retention. This is an important point of view that can often be overlooked.

Parent Perceptions on Grade Retention
Akmal and Larsen (2004) Some parents agreed with the decision to retain, or asked for their child to be retained. Parents requested their child be retained, it was a way of showing punishment for “failing to show initiative or cooperation.” Jimerson et al. (2004) Information should be given to parents in order to provide them with a better understanding regarding the possible effects of retention on their child. Schools should provide effective interventions and resources that parents can access to further their understanding of grade retention. Sample Presentation Language: I/We will discuss how parents viewed retention. Read: All bullet points on the slide. Say: According to Akmal and Larsen, parents did not have an understanding regarding the research on retention, and they weren’t provided with information regarding the possible effects that grade retention may have on their child. Some parents used retention as a way a punishment or negative consequence for failing.

Student Perceptions on Grade Retention
Yamamoto & Byrnes, 1987 By the time a student was in the 6th grade, only the loss of a parent and going blind would create a more stressful event than grade retention. Sample Presentation Language: The following illustrates what many students may think about retention. Read: All bullet points on the slide. Say: Clearly, retention is very scary and stressful to students; they don’t view it as a positive solution to them struggling in school.

Student Perceptions on Grade Retention
Penna & Tallerico, 2005 Not much changed the second or third time around; rather they received the same instruction, textbooks, and assignments that they failed the previous year. Redundant routine in the classroom was ultimately boring and frustrating. Students reported receiving less help, and at times, being the subject of public humiliation by the teacher. Ridiculed by their peers through both verbal remarks and demeaning behaviors. Mocked, picked on, bullied, and berated because of their age and retained status. Sample Presentation Language: Here is more research stating student’s experience on retention. Read: All bullet points on the slide. Say: On another study by Penna &Tollerico retained students were later interviewed about their experience. Overall, students stated the negative effects of retention: academically, socially, and their own immediate and longer-term emotional reactions to these academic setbacks and peer pressures.

Perceptions Current Research Policy Outcomes Break When is retention appropriate? Alternatives Sample Presentation Language: At this point, we will move on to current research findings on different aspects of retention.

Current Research: Statistics on Grade Retention
Rates of grade retention Demographics of those at risk for retention Effects of age at time of retention Sample Presentation Language: More specifically, I/we will address the following. Read: All bullet points on the slide.

Rates of Grade Retention
Approximately three million children each year fail a grade (Poland, 2009). Rates are as high as 15%, demonstrating that within school populations of about 48 million students, more than 5.5 million students have been retained (Griffith, Lloyd, Lane, & Tankersley, 2010). The National Association of School Psychologists (NASP) (2003) also approximates that 15% of all American students are retained each year, with 30-50% being held back at least once before the ninth grade. Sample Presentation Language: Here are nation-wide statistics of retention rates. Read: All bullet points on the slide.

Increase In Retention Rates
The percentage of students retained has shown a steady increase over the last 25 years to about 40% (Rafoth & Knickelbein, 2008). No Child Left Behind Act of 2001, led to an increase in retention rates, making all students meet minimum academic standards. Sample Presentation Language: Retention rates have increase over the past few decades. Read: All bullet points on the slide. Say: Prior to the implementation of NCLB, students who did not meet grade level standards were promoted on to the next grade level, rather than retained.

Who is at Risk? Characteristics such as age, gender, socioeconomic background, and race/ethnicity are risk factors for early grade retention. Relatively younger students, especially grades kindergarten through third grade, and boys, are more likely to be held back (Cannon, Lipscomb, Public Policy Institute of California, 2011). More African Americans than Caucasians, more boys than girls, and more students from low SES households (Griffith, Lloyd, Lane, Tankersley, 2010). Sample Presentation Language: There is no systematic method or criteria for deciding whether a student would be retained. Certain characteristics place students at risk of retention. Read: All bullet points on the slide. Say: Students with specific learning disabilities are retained at least once prior to the time when they are determined to be eligible for special education.

Who is at Risk? Students with (Griffith et al., (2010):
low academic performance; failure to meet grade level standards; social immaturity; behavior problems; English as a second language; lack of parental involvement; lack of attendance and missed instruction. Sample Presentation Language: Other risk factors are as follow: Read: All bullet points on the slide. Say: Physical size- simply being physically “small” in comparison to same age peers.

Grade Retention: Effects of Age
Research regarding when retention is most effective is inconclusive. Early grade retention (kindergarten through second grade) did not yield advantages in reading from first to eighth grade, relative to students retained later (third through fifth grades) (Silberglitt, Appleton, Burnes, Jimerson, 2006). Retention may decrease in effectiveness as grade level increases (Pomplun, 1998). Sample Presentation Language: There have been many questions regarding the age at which a student should be retained. It is assumed that the younger a student is when retained, the more likely he or she is to succeed academically, both short-and long-term. Say: A study conducted by Silberglitt, Appleton, Burns, & Jimerson in 2006, found that early grade retention, occurring in kindergarten through second grade, did not yield advantages in reading from first to eighth grade; this was relative to students retained later, in the third through fifth grades. However, in 1998 Pomplun noted that retention may decrease in effectiveness as grade level increases. Due to these differing viewpoints, it is apparent that research regarding at what age retention is most effective, is inconclusive.

Academic Redshirting Definition:
Intentional delay of school entry into kindergarten in order to give the child extra time to mature and gain skills. Delay is generally an additional year. Sample Presentation Language: Academic redshirting is the intentional delay of school entry into kindergarten in order to give the child extra time to mature and gain skills. The delay is generally an additional year. Deciding if their child is ready to start kindergarten can be a daunting decision for many parents.

Effects of Academic Redshirting
Delayed entrants into kindergarten had lower achievement test scores later on, in addition to higher rates of high risk behaviors in adolescence (Rafoth & Knickelbein, 2008). Late entry into kindergarten also denies children an opportunity for cognitive growth through social interaction with their age-mates (National Association of Early Childhood Specialists, 2000). A study conducted by Loeb (2007), found young kindergarten students made similar progress during their kindergarten year, when compared to their older peers. Sample Presentation Language: Your district most likely has a cut-off date to determine when children enter kindergarten based on their birth date. When helping parents with this decision, it is important to keep the following research in mind. Click and Read: Bullet 1 Click and Read: Bullet 2 Click and Read: Bullet 3

Effects of Academic Redshirting
Quirk, Furlong, Lilles, Felix, and Chin (2011) The practice of redshirting was not associated with school readiness or accelerated achievement. The strongest predictor of school readiness is high quality preschool. The youngest children within the sample with preschool, were rated more ready for kindergarten than the oldest students without preschool. Sample Presentation Language: These researchers have done recent research on the practice of redshirting with similar findings to the researchers on the previous slide. Read: Each bullet point on slide. Say: The sum of this research suggests delayed entry should not be used as a means of intervention.

Perceptions Current Research Policy Outcomes Break When is retention appropriate? Alternatives Sample Presentation Language: At this point, we will move on to the policy of grade retention, as written in educational law. This will be a brief overview so you, as parents, are knowledgeable on what an appropriate policy should include.

Current Policy: California Education Code (EC)
Current state law in California requires every school district to have a written Pupil Promotion and Retention (PPR) policy approved by the district’s governing board. Read: Bullet

PPR (2010) policies must include criteria for promotion and retention at the following specific grade levels: between 2nd and 3rd grade; between 3rd and 4th grade; between 4th and 5th grade; between the end of the elementary grades and the beginning of middle school; between the end of the middle school grades and the beginning of high school. Sample Presentation Language: Ed Code states that school districts PPR policies must include criteria for promotion and retention at the following specific grade levels. Click and Read: Bullet 1 Click and Read: Bullet 2 Click and Read: Bullet 3 Click and Read: Bullet 4 Click and Read: Bullet 5

Identification of students who should be retained or who are at the risk of being retained should be based primarily on: proficiency in reading between the 2nd and 3rd grades and between the 3rd and 4th grades; proficiency in reading, English-language arts, and mathematics for the remaining grade levels. EC does not prohibit school districts from retaining a child in more than one grade. Sample Presentation Language: In addition to what specific grade levels need to have retention policy in place, Ed Code also states what retention should be based on at different grades. Read: All bullets on slide.

What data should be used in the decision? Students’ grades Other indicators of academic achievement Standardized Testing and Reporting (STAR) Program results may be included as one indicator of academic achievement; however, STAR testing results may not be the exclusive criterion for promotion or retention. Sample Presentation Language: A district’s PPR policy needs to include students’ grades and other indicators of academic achievement in the decision making process. Students’ results on the Standardized Testing and Reporting (STAR) Program may be included as one indicator of academic achievement; however, STAR testing results may not be the exclusive criterion for promotion or retention.

Who makes the initial recommendation? If a pupil is identified as performing below the minimum standard for promotion, the pupil shall be retained unless their general education classroom teacher determines that retention is inappropriate. If the teacher deems it is inappropriate, the teacher should specify recommendations for intervention other than retention. School districts are also required to provide “programs of direct, systematic, and intensive supplemental instruction to pupils enrolled in grades two through nine who have been recommended for retention or who have been retained.” Sample Presentation Language: Teachers play a pivotal role the decision to retain a student. Read: All bullets (except first question) on slide.

How are parents involved? District’s policy shall provide for parental notification when a pupil is identified as being at risk of retention. Notice shall be provided as early in the school year as practical. School can retain or promote a student without parent or guardian approval. Policy shall provide a process whereby the decision of the teacher to retain or promote a pupil may be appealed. Sample Presentation Language: As we have seen, Ed Code specifies that educators have an integral part in the decision to retain. Parents also play a very important role, however, a school can retain or promote a student without parent or guardian approval. That being said, this decision cannot be made without first notifying the parent and providing information regarding the process to appeal the decision.

Perceptions Current Research Policy Outcomes Break When is retention appropriate? Alternatives Sample Presentation Language: Let’s now look at the positive and negative outcomes found by various researchers.

Current Research: Outcomes of Grade Retention
Positives Negatives Academic Social-Emotional Economic Sample Presentation Language: We will first go through the positive outcomes, then the negative academic, social-emotional, and economic consequences.

Grade Retention: Positive Outcomes
Cannon et al., (2011) Students who were retained in the 1st or 2nd grade, can significantly improve their grade-level skills during the repeated year. Although all groups achieved educationally meaningful gains, students who repeated a grade did not catch up to their original peers’ level of performance. Sample Presentation Language: There are some studies that support the benefits of retention, and the academic success it promotes. Read: All bullet points on the slide.

Witmer, Hoffman, and Nottis (2004) Any small positive effects that have been seen with the retained students usually have not been sustained beyond a few years. Read: All bullet points on the slide. Say: Gains or progress, in this case, were short term.

Wu, Hughes, and West, 2010 Students benefited from retention in both short- and long-term, as reported by teacher-rated behavioral observations. Noted significant academic competence and social improvement. Teacher’s perceive a decrease in hyperactivity and an increase in behavioral engagement. Possible Limitation: Despite benefits through 4th grade, retention may create vulnerabilities which may not appear until the middle grades. Read: All bullet points on the slide. Say: As students approach pre-teen years, they may become more self-conscious about being over-age for a grade.

Lorence (2006) Positive effects of grade retention were specific to the instructional practices students received during their repeated grade. If a student is covering the same material from the previous year, retained students are likely to experience little progress, if any. With supplemental educational support for students who have been retained, retained students’ academic performance increased. Overall, any gains made by low-performing students can be attributed to the number of hours spent in, as well as the intensity of, the intervention, not retention per se (Abbott, Wills, Greenwood, & Kamps, 2010). Read: All bullet points on the slide. Say: Lorence suggests teachers should prepare individual education plans to address the academic needs of the students who repeat a grade. So overall, positive outcome won’t necessary come from being retained. Instead it’s the instruction and support that’s implemented for the retained child.

Grade Retention: Negative Outcomes
Academic Jimerson, Woehr, and Kaufman (2004) Found that using retention as an intervention for academic failure does not improve academic performance. Although initial academic improvement may occur during the year the student is retained, achievement gains decline within 2-3 years of retention. Sample Presentation Language: And now we will look at negative effects and outcomes of retention. First, we will look at negative academic outcomes. Read: All bullet points on the slide.

Academic Abbott et al., (2010) Retained students either show declines in achievement over several years after retention, or have academic outcomes that are no better after repeating a grade than those of low-achieving promoted students. It is unwise to return students to the same insufficient academic environment that failed them in the first place. Rafoth & Knickelbein (2008) If a student is not given additional instruction to help him/her learn material missed the previous year, there is little reason to expect simply repeating the curriculum will enhance student learning. Retention is the single most powerful predictor of dropping out of school (Penna & Tallerico, 2005). Read: All bullet points on the slide. Say: Academically, students who have been retained are at risk of not graduating.

Social Emotional The National Association of School Psychologists (NASP) supports conclusions regarding negative social and emotional consequences experienced by retained students. Significant increases in behavior problems; Increased risk of health-compromising behaviors: Emotional distress Cigarette use Alcohol use Drug abuse Suicidal intentions Violent behaviors Sample Presentation Language: Before I/we go into the research around the negative social emotional outcomes experienced by students who are retained, it is important to also recognize some of the limitations of this research. According to Jimerson, Pletcher, & Graydon (2006), a review of research has revealed there are relatively few studies that have addressed the social and emotional outcomes of retention. In addition to being somewhat scarce, research in this area is very heterogeneous with regard to objectives, design, measuring instruments, and longevity of the resulting effects (Bonvin, Bless, & Schuepback, 2008). Thus, some researchers have concluded it is inappropriate to draw any firm conclusions from the available studies (Bonvin et al., 2008; Wu et al., 2010; Lorence, 2006). That being said, other researchers and the National Association of School Psychologists do support conclusions regarding negative social and emotional consequences experienced by retained students. Say: Such as… Read: smaller bullets after NASP statement.

Social Emotional In a longitudinal study of grade retention conducted by Jimerson & Ferguson (2007), results suggested that retained students displayed more aggression than the promoted group of students. Alexander, Entwisle, & Dauber (1994) and Smalls (1997) reported students associate being retained with “flunking”; this association is hard on their self-esteem and resulted in teasing from their peers. Read: Two bullets on slide.

Social Emotional Holmes (1989) A highly published meta-analysis, which concluded that on average, retained students displayed: Poorer social adjustment; More negative attitudes toward school; Less frequent attendance; More problem behaviors in comparison to control groups. Sample Presentation Language: Lastly, a very well known study conducted by Holmes (1989) concluded that on average, retained students displayed… Read: Last 4 bullets on slide. Say: Overall, despite the previously mentioned limitations, it is clear there is evidence to support the contention that students who are retained are at risk for many negative social emotional effects.

Economic School districts around the country spend an estimated $10 billion a year to provide an extra year of schooling for all retainees (Center for Policy Research in Education, 1990). Cost is based on the extra money spent by the tax- payers to educate a student for an additional year, as well as the delayed entry into the workforce (Eide & Goldhaber, 2005). Sample Presentation Language: The implementation of retention is not an inexpensive practice. There are various aspects where extra expense is created, when implementing retention. Say: As stated by the Center for Policy Research in Education in 1990, it is estimated that school districts around the country spend nearly ten billion dollars a year to provide an extra year of schooling for all retainees. The cost of retention can be significant depending on the amount spent locally, as well the cost of additional educational programs, such as tutoring and summer school. The costs of academic interventions are expensive, and typically are the responsibility of the school district; however, the cost of grade retention falls largely on the state as well. Read: Last Bullet

Economic High correlation between grade retention and high school dropout rates. Students who don’t graduate are ill-equipped for the modern workforce and ultimately pay less taxes, adding cost to welfare programs, and are disproportionately represented in crime and incarceration statistics (Rumberger, 1987). From the societal level, the cost associated with grade retention and high school dropout rates, is estimated to exceed $240 billion annually (Jimerson & Ferguson, 2007). Sample Presentation Language: There is a high correlation between grade retention and high school drop-out rates, which can add to the societal cost associated with retention. Say: The cost to the individual, an opportunity cost, associated with delayed entry into the job market, depends ultimately on how much the individuals would have earned in the year that they did not enter the labor market. In addition, as stated earlier, studies show a high correlation between grade retention and high school dropout rates. The increase in dropout rates make students ill-equipped for the modern workforce and ultimately paying less tax, adding cost to welfare programs, and being disproportionately represented in crime and incarceration statistics. From the societal level, the cost associated with grade retention and high school drop-out rates, is estimated to exceed $240 billion dollars annually.

Break 15 minutes Questions
Sample Presentation Language: At this time, we are going to take a 15-minute break. I/we appreciate everyone’s contribution and attention up to this point. If you would like to ask any questions on your way out, please feel free to talk to me/us as well we be here for the duration of the break.

Perceptions Current Research Policy Outcomes Break When is retention appropriate? Alternatives Sample Presentation Language: Welcome back. The second half of this workshop will focus on the cases when retention may be appropriate, as well as the alternatives to grade retention, when it is inappropriate.

When is Retention Appropriate?
Most of the studies cited by those against retention are insufficiently sound to support the contention that making students repeat a grade is always wrong (Lorence, 2006). There are no specific indicators that predict which children could benefit from retention (Jimerson et al., 2004). Sample Presentation Language: A review of research conducted by Lorence (2006) posited that most of the studies cited by those against retention are insufficiently sound to support the contention that making students repeat a grade is always wrong. However, at this time, there are no specific indicators that predict which children could benefit from retention (Jimerson, Woehr, & Kaufman, 2007). There is obviously a need for future research surrounding what appropriate criteria are needed to determine if retention is worthwhile and what should be the goals of retention.

National Association of School Psychologists (NASP) (2003) also agrees that no study has been able to predict accurately which children will benefit from being retained. According to the NASP position statement, under some circumstances, retention is less likely to yield negative effects for students who have: relatively positive self-concepts; good peer relationships; social, emotional, and behavioral strengths; fewer achievement problems. Sample Presentation Language: If you are notified that your student is at risk for retention, the following slides should help you decide if your student is an appropriate candidate for this controversial practice. Activity: Pass out “When is Retention Appropriate?” Handout Read: All bullets on the slide. Say: These characteristics might be thought of as protective factors to buffer the possible negative effects of retention.

NASP Position Statement (2003) It may be appropriate to retain a student who has difficulty in school due to a lack of opportunity for instruction, rather than lack of ability; however, retention is only appropriate if this lack of opportunity is due to attendance and mobility, and these problems have been resolved. Students should be no more than one year older than his or her classmates. Students should receive specific remediation to address skills or behavioral deficits, and promote achievement and social skills during the repeated grade. Sample Presentation Language: NASP also recommends, when deciding to retain a student… Click and Read: Bullet 1 Click and Read: Bullet 2 Click and Read: Bullet 3

Perceptions Current Research Policy Outcomes Break When is retention appropriate? Alternatives Sample Presentation Language: We’re nearing towards the end of our workshop today, and one of the most important parts is providing you with ideas which can be successful alternatives to retention.

Alternatives to Grade Retention
Parent Centered Preschool School-wide Social & Academic Programs Summer and After-school Programs Parent Involvement School Centered Looping and Multi-age Classrooms School-based Mental Health Programs Early Reading Programs Effective Instructional Strategies Behavior and Cognitive-behavior Modification Strategies Sample Presentation Language: This portion of the workshop is specifically categorized into alternatives that can be done by parents, and alternatives that can be done by schools. As parents, having the knowledge of alternative used in the schools, will increase your awareness on the different school-based interventions available.

Alternatives: Preschool
Poland (2009) suggests that implementation of universal preschool programs benefits children and reduces retention rates. Jimerson, Pletcher, Graydon, Schnurr, Nickerson, and Kundert (2006) Basic literacy skills, pro-social behaviors, and socioemotional development are emphasized in preschool programs. Early emphasis may assist at-risk students before they experience academic challenges by providing a foundation of skills. By enhancing the necessary skills for academic success through preschool programs, retention may be prevented. Sample Presentation Language: I/We will now present possible alternatives to retention. One alternative is early intervention, or attending pre-schools. Read: All bullet points on the slide.

Kgobli and Sorlie (2008) Key Components of Preschool Programs Consultation Training for teachers and preschool staff teaching of common rules; good directions; encouragement; negative consequences; problem solving skills Social skills training emotion regulation; problem solving; anger management Sample Presentation Language: A successful pre-school program should address the following important factors to build a strong foundation and early skills set for children. Read: All bullet points on the slide. Say: Early intervention programs can promote healthy relations among peers, and can prevent the onset of problem behavior.

Early Prevention & Intervention Programs Federally funded programs that focus on high-risk families, who are identified by low income, low parental IQ, and low education: Head Start Project; The Carolina Abecedarian Project; The Milwaukee Project; The Perry Pre School Project Sample Presentation Language: And, here are some specific examples of pre-school programs. This specific one was developed in Norway. Read: All bullet points on the slide. Say: A finding from this study showed that after one year of implementing the EICR, problem behavior was lower in schools that implemented this in comparison to schools that didn’t.

Alternatives: School-Wide Social & Academic Programs
Definition: “Establishing specific guidelines and providing proactive prevention and support for all students and faculty in a given school. The goal is to nurture the emergence of a school culture that promotes positive or appropriate behavior, and operates through collaborative data- based decision making to build a positive school climate” (George, Harrower, and Knoster, 2003). Sample Presentation Language: Another alternative to retention is school-wide social and academic programs. Read: All bullet points on the slide.

Alternatives: School-wide Social & Academic Programs
George, Harrower, & Knoster (2003) recommend six general steps that ensure success when implementing a school-wide support system Establish a foundation for collaboration or operation; Build faculty involvement; Establish a data-based decision-making system; Brainstorm and select strategies within an action planning process; Implement school-wide program through an action plan; Monitor, evaluate, and modify the program. Read: All bullet points on the slide.

Alternatives: Summer School & After School Programs
Research has shown additional time and exposure may help struggling students master academic material (Jimerson et al., 2006) Cannon et al. (2011) suggest the following interventions to increase exposure to academic material for at-risk students. Trained instructional aides to work with students in small groups on specific skills; Learning centers and resource specialists for individual or small groups in the classroom, or in “pull out” sessions; After school tutoring led by trained school staff or volunteers; Summer school or intersession classes. Sample Presentation Language: Another alternative to retention is summer school. Read: All bullet points on the slide.

Smink (2011) School leaders should invest in summer learning, because when students aren’t engaged in learning during the summer, they fall behind in math and reading. Schools can partner with summer school programs facilitated by libraries, parks, or youth employment agencies, in order to stretch public funds. Providing students with summer school instruction would save funds that would be spent on re-teaching students throughout the year. Read: All bullet points on the slide. Say: Smink found that 23 percent increase in students moving from basic to proficient or advanced in math, and 18 percent increase in students basic to provident or advanced in language arts.

Sherman & Catapano (2011) After school programs provide opportunities: To increase student learning, due to an increase in time spent on academic activities. For k-12 students to experience additional academic support in formats that are different from what they experience during the school day. For middle, or high school students, to help tutor younger children as well. Read: All bullet points on the slide. Say: Sherman and Catapano evaluated after school programs and found that teachers reported students were more confident when taking tests and improved computation skills.

Alternatives: Parent Involvement
Lack of parental involvement has been identified as a risk factor for retention. Schools are encouraged to make policy changes that encourage and facilitate a strong home-school connection. Sample Presentation Language: Since parental involvement has been identified as a risk factor for retention, schools are encouraged to make policy changes that encourage and facilitate a strong home-school connection. Jimerson and colleagues recommend increasing understanding among administrators, teachers, and staff regarding the importance of parent involvement and consistently inviting parents to participate in all aspects of their child’s education.

Barriers to Parental Involvement (Lawson, 2003) Language barriers, work schedules, and a sense of disenfranchisement have generally resulted in lower levels of (at least visible) parent involvement by working-class parents; in particular, those from ethnic and racial minorities. The perception of what parent involvement actually is, can also be a barrier. Parents described involvement as “keeping their children safe and getting them to school punctually.” Teachers expected parents to be visible at school. Teachers can view parents as unwilling to help and has resulted in parents feeling unappreciated. Sample Presentation Language: In addition to understanding the importance of parental involvement, educators should also have knowledge of what barriers may be impeding parental involvement in their schools. Lawson (2003) suggests that… Read: all bullets on slide [skip “Barriers to Parental Involvement (Lawson, 2003)”]

Joyce Epstein's Framework of Six Types of Involvement (1995) Parenting: Parents create an environment in the home that supports learning. Communicating: This type of involvement is characterized by communication between parents and school personnel. This occurs when parents regularly attend school conferences and functions, including attending parent-teacher association meetings (Ballantine, 1999). Sample Presentation Language: Although it is apparent that both teachers and parents feel that involvement is important, the lack of agreement around what that involvement actually looks like, should be addressed. Joyce Epstein developed a framework to define different types parental involvement which I/we will briefly go through next. (Pass out handout) Say: The handout provides much more detail on each of these types of involvement, including sample practices and challenges for each. For this part of the presentation, I/we will just go through the definitions of each. Click and Read: #1 Click and Read: #2

Joyce Epstein's Framework of Six Types of Involvement (1995) Volunteering: Parents act as volunteers in their child’s school. This includes parents tutoring children in the classroom (Darch, Miao, & Shippen, 2004) or helping the teacher by reading and grading papers (Ballantine, 1999). Learning at Home: Parents assist their children with homework and ensure that homework is completed. Additionally, parents help their children set goals that motivate the child to learn. This involves parents having high expectations for their child. Click and Read: #3 Click and Read: #4

Joyce Epstein's Framework of Six Types of Involvement (1995) 5. Decision Making: Parents are involved in school decisions. One way parents accomplish this is by serving as representatives on school committees. 6. Collaborating with Community: Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Click and Read: #5 Click and Read: #6

Strategies to Increase Parent Involvement in Schools (Darch, Miao, & Shippen, 2004) Communicate regularly, rather than just when a problem has occurred. Initiate positive contact with parents at the beginning of each school year, and maintain that contact all year. Have parents complete an interest survey. Call the parents of children identified as having a learning or behavior problem within the first two weeks of school (before other problems surface). Have 3-4 conferences yearly with parents of children with learning and behavior problems. Sample Presentation Language: Multiple researchers have made recommendations for ways to increase parent involvement in schools. For example, Darch, Miao, & Shippen suggest teachers can… Click and Read: 1st sub-bullet Click and Read: 2nd bullet Say: For example, an introduction letter can be sent home to parents that includes information about the teacher, the goals for the year, and an invitation for parents to become involved in the classroom. Click and Read: 3rd bullet Say: This can help teachers identify ways that the parent might enjoy being involved in their child’s education. Click and Read: 4th bullet Say: This is a good way to proactively establish a positive relationship and discuss a time when the teacher and parents can meet. Click and Read: 5th bullet

Strategies to Increase Parent Involvement in Schools (Pogoloff, 2004) Communicate with parents in multiple ways. Each interaction with parents should begin with a positive statement, which will lessen defensiveness. Let parents know that their input is valued. Interact with students and their families in various settings, such as attending the school’s athletic or theatrical activities. Confidentiality must be respected to ensure a positive relationship. Click and Read: 1st sub-bullet Say: The form of communication preferred by the parents should be determined, and whenever possible that method should be used. Click and Read: 2nd bullet Click and Read: 3rd bullet Click and Read: 4th bullet Click and Read: 5th bullet

Strategies to Increase Parent Involvement in Schools (Kyriakides, 2005) Give parents meaningful jobs in the classroom. Educationally related activities Sample Presentation Language: Kyriakides found that parents are often assigned cleaning up jobs, which may result in decreased parent motivation to continue active involvement. If parents are engaged in more meaningful activities, such as reading to students or helping students with assignments, they will be more motivated to continue their involvement.

Alternatives: Looping & Multi-Age Classrooms
Looping: students spend two or more years with the same teacher. Also called teacher rotation, family-style learning, student-teacher progression, and multiyear instruction. Multi-Age: students from two consecutive grades are in the same classroom and taught by the same teacher. Sample Presentation Language: Looping classrooms have students spend two or more years with the same teacher. The practice of looping has been described under various names, including teacher rotation, family-style learning, student-teacher progression, and multiyear instruction. Another alternate classroom structure which may serve as a good alternative to retaining students is the multi-age, or combo class. In this format, students from two consecutive grades are in the same classroom and taught by the same teacher. Many times this classroom structure is used to address uneven numbers of students in consecutive grades. Say: However, research has shown multi-age classes can also address the needs of diverse student abilities and serve as a viable alternative to retention. These classrooms can provide more flexibility for academic instruction, such as, providing more options for ability grouping and access to different grade levels of curriculum. Lastly, many children are recommended for retention due to social and behavioral issues. Multi-age classrooms provide diverse peer resources and older students can model appropriate classroom routines and social interactions

Alternatives: School-Based Mental Health Programs
Students with mental health challenges often fall behind their classmates (Jimerson et al., 2006) and can end up being recommended for retention. Schools provide excellent settings for targeting children’s mental health, their academic performance, and the important connection between the two (Greenwood, Kratochwill, & Clements, 2008). Sample Presentation Language: Successful implementation of school-based mental health programs may be an effective way to decrease retention rates. Read: All bullets on slide.

Alternatives: Early Reading Programs
Low reading achievement is commonly cited as a reason for retention. Reading interventions provide student’s with additional support and instruction in order to gain the skills necessary to succeed in school. Research demonstrates evidence-based reading programs to be an effective alternative to grade retention. Sample Presentation Language: Reading is an essential skill for subsequent knowledge acquisition. Read: Each bullet point on the slide.

Alternatives: Early Reading Programs
Reading Intervention Programs Intervention services improve achievement and reduce the need to retain. Specific Reading Programs Corrective Reading Reading Mastery Language! Wilson Reading System Read 180 Sample Presentation Language: Intervention programs provide the opportunity to improve achievement, while reducing the need to retain. These various reading programs provide intervention services to different age groups, as well as vary from small group, to whole class implementation. Read: The list of reading intervention programs numbered 1-5.

Alternatives: Effective Instructional Techniques & Assessment
Implementing effective, research-based teaching strategies and assessment in the classroom, is an important link to student success. Recommended teaching techniques and assessment include: Direct instruction Cooperative learning Mnemonic strategies Systematic Assessment Read: Bullets one and two, saying the four strategies listed as well. Say: I/We are going to further discuss these strategies.

Alternatives: Effective Instructional Techniques & Assessment
Direct Instruction (DI): Model for teaching that emphasizes well-developed and carefully planned lessons. Cooperative learning: Structuring classes around small groups that work together to meet a common goal. Mnemonic strategies: A strategy for understanding and remembering what one learns through creative restructuring of learned material (e.g., rhyming, acronyms, singing, etc.). Systematic assessment: To evaluate a student’s response to intervention and provide consequences for improvement. Sample Presentation Language: Direct Instruction is a well proven teaching technique that contributes to student achievement. Direct Instruction utilizes carefully planned lessons, that are well-developed. The technique is designed to be used in small learning increments, while clearly defining each teaching task. In addition, Cooperative Learning structures classes around small groups. These small groups are able to work together to meet common goals. This technique allows for students to experience learning through various outlets and responsibilities. Another technique involves, Mnemonic strategies allow students to be creative with their learning. This strategy is used for understanding and remembering what one learns, by restructuring the learned material. Lastly, Systematic assessment strategies, such as continual progress monitoring and formative evaluation, allow teachers to adapt instructional strategies to assessment results of students’ progress. This evaluates a student’s response to the intervention, so appropriate positive consequences for improvement can occur.

Alternatives: Behavior & Cognitive-Behavior Techniques
Maladaptive behavior commonly plays a role in the decision to retain. Behavior interventions can serve as prevention and intervention for students at- risk for retention. Use a combination of behavioral approaches to reduce disruptive behaviors and increase on-task time in the classroom. Sample Presentation Language: When using a combination of behavioral and cognitive-behavioral approaches to intervene, a decrease in maladaptive behaviors can occur, this may assist in avoiding retention. These techniques serve as both prevention, and intervention, for students who engage in behaviors that affect their academic and social performance at school. Therefore, the acquisition of these skills may reduce disruptive behaviors and increase on-task time in the classroom.

Specific Strategies to Improve Behavior Peer and adult modeling; Peer and adult monitoring; Feedback; Reinforcement (e.g., token reinforcement systems); Group and Individual counseling. Sample Presentation Language: Additional strategies for intervention include behavior and cognitive-behavior techniques. Read: All bullet points on slide.

Effective in teaching anger control and self- management. Ideas can be generated through the use of a Student Study Team (SST). Provides a collaborative team approach with educators and parents (Jimerson et al., 2004). Assists in identifying an approach that would be most appropriate for a student’s specific behavioral and cognitive needs. Sample Presentation Language: It is important to identify techniques specific to the student’s needs. Say: When identifying and providing support, ideas can be generated through the use of a Student Study Team (SST) as well, which will provide a collaborative team approach. The SST can assist in identifying the approach that would be most appropriate for a student’s specific behavioral and cognitive needs.

Conclusion The goal of this presentation was to help you, as parents, to become more versed in the research surrounding retention, and in turn, be better able to advocate for your child. Lastly, it was imperative that we provide you with alternative strategies, if and when, your child is at risk for retention. Sample Presentation Language: Recent reviews of research conclude that there are no clearly identified benefits to retaining students, and in fact, the practice may have deleterious effects on students’ achievement, self concept, and attitude toward school, and can increase engagement in high-risk behavior, and the likelihood of dropping out of school. Despite the ineffectiveness of this practice that has been found by the majority of current research, the rate of retention continues to increase. Say: The goal of this presentation was to help you, as parents, become more versed in the research surrounding retention. It is hoped that this will better equip you with the knowledge necessary to advocate for your child, and differentiate between when retention is inappropriate and when it may be appropriate. In order to fully support the students who may be struggling, and the educators who are looking for ways to provide effective teaching strategies to these students, it was imperative that we provide you with alternative strategies as well. As a concluding activity, I/we would like you to complete the “Learn” column of your KWL chart. Do: Give participants 2 minutes to complete this activity.

Questions? Say: Thank you so much for your participation in this workshop. At this point, I/we would be happy to answer any questions you might have.

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Retention: Current Research and Best Practices

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