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Will implementing intervention in the transition year decrease student failure rates?

Will implementing intervention in the transition year decrease student failure rates?. Mindy Sparby , Michelle Cuka , and Dawn McCabe. Research tells us. More students fail 9 th grade than any other year. (Wheelock & Miao, 2005; Kerr, 2002).

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Will implementing intervention in the transition year decrease student failure rates?

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  1. Will implementing intervention in the transition year decrease student failure rates? Mindy Sparby, Michelle Cuka, and Dawn McCabe

  2. Research tells us • More students fail 9th grade than any other year. (Wheelock & Miao, 2005; Kerr, 2002). • More students fail 9th grade than any other grade (Cohen & Smerdon, 2009). • Schools that have little emphasis on ways to ease transition tend to have higher failure and dropout rates. (Ganeson & Ehrich, 2009).

  3. Research tells us • 9th grade transition programs’ affect on high school dropout rates: • with program 8% dropout rate • without 24% dropout rate (Reents, 2002) • 9th graders have the lowest grade point average, the most missed classes, the majority of failing grades, and more misbehavior referrals than any other grade. (McCallumore & Sparapani, 2010). • Grades and attendance aften decline in the ninth grade, which leads to increased failure rates. (Chapman & Sawyer, 2001).

  4. Research tells us • When transitioning, students have reported three areas in which they feel concern (Uvaas & McKevitt, 2013). • Academic • Procedural • Social • Difficulty transitioning can result in decreased attendance, and the combination of low attendance and low academic performance is associated with increased dropout rates. (Uvaas & McKevitt, 2013). • Schools that provide additional student supports report greater student retention and lower dropout rates compared to schools with minimal or no supports. (Uvass & McKevitt, 2013).

  5. Our Research • The Plan: • Examine failure rates for students in the transition year • Owatonna: 9th grade • New Prague: 9th grade • Belle Plaine: 7thgrade • Survey Transition-year Staff perceptions • What do you perceive as the biggest obstacle students transition to high school face? • What, if anything, do you do differently in your instruction for students transitioning to high school? • Do you feel as though your school’s transition intervention has been effective?

  6. Data Collected: Owatonna Failure Rates Percentage of freshman who failed one or more classes Data compares each year’s entire freshmen class.

  7. Data Collected: New Prague Failure Rates Percentage of freshman who failed one or more classes Data compares each year’s entire freshman class.

  8. Data Collected: Belle Plaine Failure Rates Percentage of 7th graders who failed one or more classes Data compares each year’s entire 7th grade class.

  9. Our Quantitative Findings • Owatonna: • Each year of implementation led to fewer F’s overall for all freshmen • There are more F’s during second semester after implementation. • New Prague: • After the first year of implementation their was a slight increase in F’s overall • During the second year of implementation the number of overall F’s went down • There are more F’s during third trimester that the first two. • Belle Plaine: • The number of students with one or more F’s increased each year with implementation • The first semester of each year saw more F’s than the second

  10. The Qualitative Findings: Key Themes • What do you perceive as the biggest obstacle students transitioning to high school face? • Lack of time management, organization, and study skills • Lack of maturity • Realization of now earning credits

  11. The Qualitative Findings: Key Themes • What, if anything, do you do differently in your instruction for students transitioning to high school? • More individualized instruction and support • Teaching study and organization skills • Gradual increase in rigor • Increased communication and guidance • Teaching accountability and self-advocacy skills

  12. The Qualitative Findings: Key Themes • Do you feel as though your school’s transition intervention has been effective? • RtI: • Most teachers feel that the structured assistance in the small group setting can be beneficial and can give students skills and confidence. However, teacher effectiveness is crucial component. • Perception of intervention is that of a study hall. • Some teachers are not seeing a positive effect. • 9th grade academy: • Increase of reading scores is significant • Kids feel more success and belonging • A proactive approach to finding struggling students early • Connectedness and social growth

  13. Data Collected: Student Comments • “Teachers don’t give up on you.” • “Family feeling in the Academy” • “Feels safe” • “Teachers don’t seem to be here just for a job.” • “Good to have teachers on you about homework.” • “I feel comfortable asking questions.” • “I use seminar to get homework done.” • “Teachers spoil us.”

  14. Critical Components for a Successful Transition Program • Focus should be on three areas: • Academic: • Study skills and strategies • Individualized attention • Self-awareness • Procedural: • School layout, navigating the building • Number of transitions throughout the day • Being late, lost • Multiple orientations • Social: • Building a sense of community and belonging • Promote school connectedness

  15. Our Recommendations • Any transition program include the focus areas: • Academic • Procedural • Social • Teacher effectiveness and commitment • Buy-in from all staff and administration, parents, students • Global implementation • Additional supports in place for higher risk students

  16. Campbell, H. (2001). Easing the transition to high school. Education Digest, 67(1), 12. Chapman, M. V., & Sawyer, J. S. (2001). Bridging the gap for students at risk of school failure: A social work-initiated middle to high school transition program. Children & Schools, 23(4), 235. Chmelynski, C. (2004). Ninth-grade academies keep kids in school. Education Digest, 69(5), 48-50. Cohen, J. S., & Smerdon, B. A. (2009). Tightening the Dropout Tourniquet: Easing the Transition From Middle to High School. Preventing School Failure, 53(3), 177-184. Dorman, B. (2012). The supported teen: transitioning to high school. Leadership, 41(5), 22-25. Ehren, B. J., Deshler, D. D., & Graner, P. (2010). Using the Content Literacy Continuum as a Framework for Implementing RTI in Secondary Schools. Theory Into Practice, 49(4), 315-322. doi:10.1080/00405841.2010.510760 Emmett, J., & McGee, D. (2012). A farewell to freshmen. Clearing House, 85(2), 74-79. doi:10.1080/00098655.2011.619592 References

  17. References Jerald, C. D. (2006). Identifying potential dropouts: Key lessons for building an early warning data system—A dual agenda of high standards and high graduation rates. Washington, DC: Achieve, Inc. Retrieved July 8, 2013 from http://www.achieve.org/files/Identifying-Potential-Dropouts.pdf McCallumore, K., & Sparapani, E. F. (2010). The Importance of the Ninth Grade on High School Graduation Rates and Student Success. Education Digest, 76(2), 60-64. Montgomery, G. T., & Hirth, M. A. (2011). Freshman Transition for At-Risk Students: Living With HEART. NASSP Bulletin, 95(4), 245-265. doi:10.1177/0192636511426618 Reents, J. N. (2002). Isolating 9th graders: Separate schools ease the academic and social transition for high school bound students. The School Administrator. Retrieved July 9, 2013 from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=10402&terms=Isolating+9th+graders Sanger, D., Friedli, C., Brunken, C., Snow, P., & Ritzman, M. (2012). Educators' Year Long Reactions to the Implementation of a Response to Intervention (RtI) Model. Journal of Ethnographic & Qualitative Research, 7(2), 98-107. Smith, J. S., Akos, P., Sungtaek, L., & Wiley, S. (2008). Student and Stakeholder Perceptions of the Transition to High School. High School Journal, 91(3), 32-42.

  18. References Thomas, S. B., & Dykes, F. (2010). Promoting successful transitions: What can we learn From RTI to enhance outcomes for all students? Preventing School Failure, 55(1), 1-9. Uvaas, T., & McKevitt, B. C. (2013). Improving Transitions to High School: A Review of Current Research and Practice. Preventing School Failure, 57(2), 70-76. doi:10.1080/1045988X.2012.664580 Wheelock, A., & Miao, J. (2005). The ninth grade bottleneck. The School Administrator.Retrieved June 25, 2013 from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=8728.

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