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Keeping Ninth Grade Students Engaged

Keeping Ninth Grade Students Engaged. ASCA Conference Boston, Massachusetts July 4, 2010. Elizabeth Fasteson Pawtucket (RI) Public Schools Donald Labossiere Central Falls (RI) Public Schoools. A Critical Juncture for Students.

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Keeping Ninth Grade Students Engaged

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  1. Keeping Ninth GradeStudents Engaged ASCA ConferenceBoston, MassachusettsJuly 4, 2010 Elizabeth FastesonPawtucket (RI) Public SchoolsDonald LabossiereCentral Falls (RI) Public Schoools

  2. A Critical Juncturefor Students • Transition to ninth grade is a critical step for all students, not just at-risk students • Nationally, more than one-third of the students lost from the high school pipeline failed to move from 9th to 10th grade (Diplomas Count, 2007). • We realized, “if you want to improve the drop-out rate, then we better begin with our freshmen”

  3. Expected Lifetime Earnings in Rhode Island

  4. Expected LifetimeTax Payments

  5. Net Lifetime Fiscal Contributions

  6. Research Examples of effective middle to high school transition programs: • Academies and small learning communities of students within a school • A special school to prepare ninth-graders for high school to focus on their academic studies in the first year of high school

  7. Research • 9th grade “a minefield for the most vulnerable students,” especially those who become disengaged and discouraged • 70 to 80 percent of students who fail to pass ninth grade will not graduate from high school • “Ninth Grade has become the holding tank for high schools”

  8. Research • 9th Grade outcomes add substantially to our ability to predict dropout. • Most high school offered little or no guidance to help ninth graders adjust academically or socially • 25% of ninth graders nationally repeat

  9. Why KidsDrop Out of School • Academic Difficulty and Failure • Poor Attendance • Retention • Disengaged from School • Transition to New School • Other Life Factors (pregnancy, family issues)

  10. Warning Signs for Students at Risk of Dropping Out • Repeating one or more grades • Ongoing pattern of absenteeism/ tardiness • Multiple suspensions o r behavior problems • Performing below level in sixth gradeor earlier • Poor grades or achievement on tests • Lack of connection in school • Failing one or more subjects (especially English and Math) in ninth grade

  11. Kids Count Recommendations • Early identification and supports with struggling students • Access to high quality educational opportunities • School climate • Community and Family involvement

  12. Demographics • Central Falls • Pawtucket • 90% Free/ Reduced Lunch • Student Population 72% Hispanic 15 % African-Amer. 13% White • 34% Mobility • >80% Free/ Reduced Lunch • Student Population 30% Hispanic 35% African-Amer. 25% White 10% Asian • 40% Mobility

  13. Feinstein 9th GradeRenaissance Academy Central Falls High School Central Falls, Rhode Island

  14. FeinsteinRenaissance Academy • Purpose of the 9th Grade Academy is to foster a positive and effective transition from middle to high school • Housed in one building created a personalized environment

  15. Feinstein Approach • Meet and Greet every day on the way in and out • Surveyed the students about how to make the school better (refined results and re-surveyed) • Used data to institute supports for students

  16. Feinstein Results • 30 First Time Honor Roll Students • The number of dropouts fell from 34 to 4 • After school tutoring saved 76% of students from failing

  17. Community Supports • Targeted students with poor attendance • Tutoring for students failing • Restorative Practices • Toyota Advisory • Family Care & Community Partnerships

  18. Personalization Adults Who Know Their Students Well

  19. Student Perceptions about Adults at School

  20. Teaching Students theImportance of Attending School Personalization

  21. FeinsteinAttendance Data

  22. An Effective Way toKeep Students in School Personalization

  23. Feinstein Dropout Data

  24. Failing Students’ Data

  25. Failing Students’Intervention Data

  26. Next StepsFor Grade Nine • Continue Personalized Approach • Meet and greet • Survey students for input • Restorative Practices • Use Data to • Identify problems • Demonstrate impact of program on student achievement • Keep Advisory and ILPsrelevant

  27. Shea High SchoolPawtucket, Rhode Island

  28. Shea High School • Urban Comprehensive High School • The physical set-up of grade nine stayed the same • Took a more personalized approach to grade nine • Dedicated one counselor to grade nine

  29. Shea Approach 9th Grade Problems Intervention • High # of repeaters • Poor attendance rate • Lack of personalization • Dedicated counselor grade 9 • Truancy referrals /calls home • Advisory/English Classes: Setting goals

  30. 9th Grade Problems Intervention Shea Approach • Difficult transition from middle school • High failure rate with trimesters • High # of discipline referrals • High # dropout • Transition Activities • Course changes and Credit Recovery • “My Turn” Advisor • Partnering with Vice Principal

  31. Percentage of Shea 9th Graders in Truancy Court 6% 6%

  32. Endicott Survey12/2009

  33. Endicott Survey12/2009

  34. 9th Grade Discipline

  35. 9th Grade Dropouts 7% 4%

  36. Trimester Two Grades

  37. Attendance & Tardies

  38. Trimester One Promotions 41% were promoted to Grade 10

  39. ILP Student Survey Data I know what is required of meto graduate from high school

  40. ILP Student Survey Data I understand the importance ofdeveloping an ILP each year

  41. ILP Student Survey Data I feel that adults in my schoolcare that I am successful

  42. 9th Grade StatisticsSeptember-June • 294 Current total of 9th graders • 13 were promoted to 10th grade after trimester one • 70 transferred out • 68 entered Shea during the year • Approx. 100 students participated in after school tutoring (S.T.A.R.) • 28% are currently repeating (62 could be promoted with summer school)

  43. Next Steps at Shea2010-2011 • Mentoring by academically successful upper class students is a key element in providing positive role models • Shea switching to a Lower House (9/10) and an Upper House (11/12) • Increase in Advisory and ILP time • Continue to use ILP data to enhance student achievement

  44. The Courage to Persevere Success is not final, failure is not fatal: it is the courage to continue that counts. Winston Churchhill

  45. Questions?

  46. Donald LabossiereGuidance Counselor Central Falls High School24 Summer StreetCentral Falls, RI 02863401-727-7710 Labossiered@cfschools.net Elizabeth Fasteson Guidance Chair Shea High School 485 East Avenue Pawtucket, RI 02860 (401) 729-6458 fastesone@psdri.net Contact/Resource Information Rhode Island School Counselor AssociationWebsite: www.rischoolcounselor.org

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