keeping ninth grade students engaged asca conference boston, massachusetts july 4, 2010 elizabeth...
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Keeping Ninth Keeping Ninth GradeGrade
Students EngagedStudents Engaged
ASCA ConferenceASCA ConferenceBoston, MassachusettsBoston, Massachusetts
July 4, 2010July 4, 2010
Elizabeth FastesonPawtucket (RI) Public Schools
Donald LabossiereCentral Falls (RI) Public Schoools
A Critical JunctureA Critical Juncturefor Studentsfor Students
Transition to ninth grade is a Transition to ninth grade is a critical step for all students, not critical step for all students, not just at-risk studentsjust at-risk students
Nationally, more than one-third Nationally, more than one-third of the students lost from the of the students lost from the high school pipeline failed to high school pipeline failed to move from 9th to 10th grade move from 9th to 10th grade (Diplomas Count, 2007). (Diplomas Count, 2007).
We realized, “if you want to We realized, “if you want to improve the drop-out rate, then improve the drop-out rate, then we better begin with our we better begin with our freshmen”freshmen”
2
Expected Lifetime Expected Lifetime Earnings in Rhode Earnings in Rhode
IslandIsland
Expected LifetimeExpected LifetimeTax PaymentsTax Payments
Net Lifetime Fiscal Net Lifetime Fiscal ContributionsContributions
ResearchResearch
Examples of effective middle to high Examples of effective middle to high school transition programs:school transition programs:
Academies and small learning Academies and small learning communities of students communities of students within within a school a school
A special school to prepare A special school to prepare ninth-graders for high school ninth-graders for high school to focus on their academic to focus on their academic studies in the first year of studies in the first year of high school high school
99thth grade “a minefield for the most grade “a minefield for the most vulnerable students,” especially vulnerable students,” especially those who become disengaged those who become disengaged and discouragedand discouraged
70 to 80 percent of students who 70 to 80 percent of students who fail to pass ninth grade will not fail to pass ninth grade will not graduate from high schoolgraduate from high school
““Ninth Grade has become the Ninth Grade has become the holding tank for high schools”holding tank for high schools”
ResearchResearch
99thth Grade outcomes add substantially Grade outcomes add substantially to our ability to predict dropout.to our ability to predict dropout.
Most high school offered little or no Most high school offered little or no guidance to help ninth graders adjust guidance to help ninth graders adjust academically or sociallyacademically or socially
25% of ninth graders nationally repeat 25% of ninth graders nationally repeat 8
ResearchResearch
Why KidsWhy KidsDrop Out of SchoolDrop Out of School
Academic Academic Difficulty and Difficulty and FailureFailure
Poor Poor AttendanceAttendance
RetentionRetention
Disengaged from Disengaged from SchoolSchool
Transition to New Transition to New SchoolSchool
Other Life Factors Other Life Factors (pregnancy, family (pregnancy, family issues)issues) 9
Warning Signs for Warning Signs for Students at Risk of Students at Risk of
Dropping Out Dropping Out Repeating one or Repeating one or
more gradesmore grades Ongoing pattern of Ongoing pattern of
absenteeism/ tardinessabsenteeism/ tardiness Multiple suspensions o r Multiple suspensions o r
behavior problemsbehavior problems Performing below level Performing below level
in sixth gradein sixth grade or earlier or earlier
Poor grades or Poor grades or achievement on achievement on teststests
Lack of connection Lack of connection in schoolin school
Failing one or more Failing one or more subjects (especially subjects (especially English and Math) English and Math) in ninth gradein ninth grade
10
Kids Count Kids Count RecommendationsRecommendations
Early identification and supports Early identification and supports with struggling studentswith struggling students
Access to high quality educational Access to high quality educational opportunitiesopportunities
School climateSchool climate
Community and Family involvementCommunity and Family involvement
11
DemographicsDemographics
90% Free/ 90% Free/ Reduced LunchReduced Lunch
Student PopulationStudent Population
72% Hispanic72% Hispanic
15 % African-Amer.15 % African-Amer.
13% White13% White
34% Mobility34% Mobility
>80% Free/ >80% Free/ Reduced LunchReduced Lunch
Student PopulationStudent Population
30% Hispanic30% Hispanic
35% African-Amer.35% African-Amer.
25% White25% White
10% Asian10% Asian
40% Mobility40% Mobility12
Central Falls•
Pawtucket
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Feinstein 9Feinstein 9thth Grade GradeRenaissance AcademyRenaissance Academy
Central Falls Central Falls High SchoolHigh School
Central Falls, Central Falls, Rhode IslandRhode Island
FeinsteinFeinsteinRenaissance AcademyRenaissance Academy
Purpose of the 9Purpose of the 9thth Grade Academy is Grade Academy is to foster a positive and effective to foster a positive and effective transition from middle to high schooltransition from middle to high school
Housed in one building created a Housed in one building created a personalized environmentpersonalized environment
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Feinstein ApproachFeinstein Approach
Meet and Greet every day on the Meet and Greet every day on the way in and outway in and out
Surveyed the students about how to Surveyed the students about how to make the school better (refined make the school better (refined results and re-surveyed)results and re-surveyed)
Used data to institute supports for Used data to institute supports for studentsstudents
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Feinstein ResultsFeinstein Results
30 First Time Honor Roll 30 First Time Honor Roll StudentsStudents
The number of dropouts fell The number of dropouts fell from 34 to 4from 34 to 4
After school tutoring saved After school tutoring saved 76% of students from failing76% of students from failing
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Community SupportsCommunity Supports
Targeted students with poor Targeted students with poor attendanceattendance
Tutoring for students failingTutoring for students failing
Restorative PracticesRestorative Practices
Toyota AdvisoryToyota Advisory
Family Care & Community Family Care & Community PartnershipsPartnerships
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PersonalizationPersonalization
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Adults Who Know Adults Who Know Their Students WellTheir Students Well
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Student Perceptions about Adults at School
Teaching Students theTeaching Students theImportance of Attending Importance of Attending
SchoolSchool
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PersonalizationPersonalization
21
FeinsteinAttendance Data
An Effective Way toAn Effective Way toKeep Students in SchoolKeep Students in School
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PersonalizationPersonalization
23
Feinstein Dropout Data
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Failing Students’ Data
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Failing Students’Intervention Data
Next StepsNext StepsFor Grade NineFor Grade Nine
Continue Personalized ApproachContinue Personalized Approach
― Meet and greetMeet and greet― Survey students for inputSurvey students for input― Restorative Practices Restorative Practices
Use Data to Use Data to
― Identify problems Identify problems ― Demonstrate impact of program Demonstrate impact of program
on student achievementon student achievement
Keep Advisory and ILPsKeep Advisory and ILPs relevantrelevant26
Shea High SchoolShea High SchoolPawtucket, Rhode Pawtucket, Rhode
IslandIsland
Shea High SchoolShea High School
Urban Comprehensive High SchoolUrban Comprehensive High School
The physical set-up of grade nine The physical set-up of grade nine stayed the samestayed the same
Took a more personalized Took a more personalized approach to grade nineapproach to grade nine
Dedicated one counselor to grade Dedicated one counselor to grade ninenine
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Shea ApproachShea Approach
99thth Grade Problems Grade Problems InterventionIntervention
High # of High # of repeatersrepeaters
Poor attendance Poor attendance raterate
Lack of Lack of personalizationpersonalization
Dedicated counselor Dedicated counselor grade 9grade 9
Truancy referrals Truancy referrals /calls home/calls home
Advisory/English Advisory/English Classes: Setting goals Classes: Setting goals
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Shea ApproachShea Approach
99thth Grade Problems Grade Problems Intervention Intervention
Difficult Difficult transition from transition from middle schoolmiddle school
High failure rate with High failure rate with trimesterstrimesters
High # of discipline High # of discipline referralsreferrals
High # dropoutHigh # dropout
Transition ActivitiesTransition Activities
Course changes Course changes and Credit Recoveryand Credit Recovery
““My Turn” AdvisorMy Turn” Advisor
Partnering with Vice Partnering with Vice PrincipalPrincipal
Percentage of Shea 9Percentage of Shea 9thth Graders in Truancy Graders in Truancy
CourtCourt
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6%
2008-20092009-2010
0
5
10
15
20
25
30
In Truancy6%
10%
6%
Endicott SurveyEndicott Survey12/200912/2009
I know who to ask for help at school if I have a personal problem:
76%
77%
78%
79%
80%
81%
82%
83%
84%
9th Graders 10th Graders 32
Endicott SurveyEndicott Survey12/200912/2009
I am comfortable going to the guidance counselor:
66%
67%
68%
69%
70%
71%
72%
73%
9th Graders 10th Graders 33
99thth Grade Discipline Grade Discipline
Discipline
157
4218 11
377
154
0
50
100
150
200
250
300
350
400
2008-2009 2009-2010
Disorderly
FightingSuspensions
34
99thth Grade Dropouts Grade Dropouts
0
5
10
15
20
2008-2009 2009-2010
Drops
7%
4%
Trimester Two GradesTrimester Two Grades
0
20
40
60
80
100
120
140
Passing
5
Passing
3
Passing
1
Progress Grades
Report Card Grades
Attendance & TardiesAttendance & Tardies
0
1000
2000
3000
4000
5000
6000
2008-
2009
2009-
2010
Attendance
Tardies
Trimester One Trimester One PromotionsPromotions
0
5
10
15
20
25
30
35
TrimesterOne
PromotedTotal Eligible
41% were promoted to Grade 10
ILP Student Survey DataILP Student Survey Data
0
5
10
15
20
Strongly
Disagree
Neither
Agree
nor
Disagree
Strongly
Agree
StudentResponses
I know what is required of meI know what is required of meto graduate from high schoolto graduate from high school
ILP Student Survey ILP Student Survey DataData
02468
10121416
Strongly
Disagree
Neither
Agree
nor
disagree
Strongly
Agree
StudentReponses
I understand the importance ofI understand the importance ofdeveloping an ILP each yeardeveloping an ILP each year
ILP Student Survey ILP Student Survey DataData
02468
1012
Strongly
Disagree
Neither
Agree
Nor
Disagree
Strongly
Agree
Student Reponses
I feel that adults in my schoolI feel that adults in my schoolcare that I am successfulcare that I am successful
99thth Grade Statistics Grade StatisticsSeptember-JuneSeptember-June
294 Current total of 9294 Current total of 9thth graders graders
13 were promoted to 1013 were promoted to 10thth grade after trimester grade after trimester oneone
70 transferred out70 transferred out
68 entered Shea during the year68 entered Shea during the year
Approx. 100 students participated in after school Approx. 100 students participated in after school tutoring (S.T.A.R.)tutoring (S.T.A.R.)
28% are currently repeating (62 could be 28% are currently repeating (62 could be promoted with summer school)promoted with summer school)
Next Steps at SheaNext Steps at Shea2010-20112010-2011
Mentoring by academically successful Mentoring by academically successful upper class students is a key element in upper class students is a key element in providing positive role modelsproviding positive role models
Shea switching to a Lower House (9/10) Shea switching to a Lower House (9/10) and an Upper House (11/12) and an Upper House (11/12)
Increase in Advisory and ILP timeIncrease in Advisory and ILP time
Continue to use ILP data to enhance Continue to use ILP data to enhance student achievementstudent achievement
Success is not final, failure is not fatal: it is the courage to continue that counts.
Winston Churchhill
The Courage to The Courage to PerseverePersevere
Questions?
Contact/Resource Contact/Resource InformationInformation
Donald LabossiereDonald LabossiereGuidance CounselorGuidance Counselor
Central Falls High SchoolCentral Falls High School24 Summer Street24 Summer Street
Central Falls, RI 02863Central Falls, RI 02863401-727-7710401-727-7710
[email protected]@cfschools.net
Elizabeth Fasteson Elizabeth Fasteson Guidance Chair Guidance Chair
Shea High SchoolShea High School 485 East Avenue 485 East Avenue
Pawtucket, RI 02860 Pawtucket, RI 02860 (401) 729-6458 (401) 729-6458
[email protected]@psdri.net
Rhode Island School Counselor AssociationRhode Island School Counselor AssociationWebsite: www.rischoolcounselor.orgWebsite: www.rischoolcounselor.org