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

13

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

14

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

15

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

16

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

17

PersonalizationPersonalization

18

Adults Who Know Adults Who Know Their Students WellTheir Students Well

19

Student Perceptions about Adults at School

Teaching Students theTeaching Students theImportance of Attending Importance of Attending

SchoolSchool

20

PersonalizationPersonalization

21

FeinsteinAttendance Data

An Effective Way toAn Effective Way toKeep Students in SchoolKeep Students in School

22

PersonalizationPersonalization

23

Feinstein Dropout Data

24

Failing Students’ Data

25

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

28

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

29

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

31

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

Labossiered@cfschools.netLabossiered@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

fastesone@psdri.netfastesone@psdri.net

Rhode Island School Counselor AssociationRhode Island School Counselor AssociationWebsite: www.rischoolcounselor.orgWebsite: www.rischoolcounselor.org