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

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.