1. Investing in Freshmen: data, systems and practices to support 9th graders GRADUATION 9 Mimi McGrath Kato University of Oregon Brigid Flannery University of Oregon

2. Session Outline Overview Why Freshmen? Features of Freshmen Supports Examples

3. Session Objectives Clarify why freshmen require additional supports Identify & describe key features of a universal freshmen support system Begin to identify what freshmen systems, practices, and data you might consider implementing in your building

4. School Engagement BEHAVIORAL COGNITIVEEMOTIONAL Doing school work Positive Conduct Participation (classwork & extracurricular) Relevance of school Motivation; willingness to apply effort Ability to self-regulate Sense of belonging Connection to school Sense of support at school

5. Is This A Whole New Initiative? The fundamental purpose of PBIS is to make schools more effective, efficient & equitable learning environments. – PREDICTABLE – CONSISTENT – POSITIVE – SAFE 9 9 10 11 12

6. A Few Words About Building Commitment: At the Start: Obtain initial Commitment Ongoing: Maintain commitment and increasing involvement during implementation 6

7. Obtaining Initial Commitment Be sure you address: – Why Freshmen? – Establish an understanding of effectiveness – District commitment – Show alignment with existing efforts – WIFM (What’s In It For Me) 7

8. Research indicates that students are twice as likely to fail a class in 9 th grade than in any other grade. In a large multi-school study, 15% of students performing in the top quartile of their 8 th grade class were found to be off track by the end of their 9 th grade year. The national SWIS dataset demonstrates that 9 th grade behavioral infractions in high schools across the country dramatically outnumber those of students in the upper grades. Lower attendance during the first 30 days of 9 th grade is a stronger indicator that a student will drop out than any other 8 th grade predictor, including test scores, other indicators of academic achievement, and age. Students who fall behind in 9 th grade have a graduation rate 30% lower than that of student who are able to stay on track during the 9 th grade year. Why Freshmen: FACT or FICTION???

9. Research indicates that students are twice as likely to fail a class in 9 th grade than in any other grade. FICTION – 3-5 TIMES MORE LIKELY In a large multi-school study, 15% of students performing in the top quartile of their 8 th grade class were found to be off track by the end of their 9 th grade year. FICTION – 25% OF HIGH ACHIEVING STUDENTS The national SWIS dataset demonstrates that 9 th grade behavioral infractions in high schools across the country dramatically outnumber those of students in the upper grades. FACT Lower attendance during the first 30 days of 9 th grade is a stronger indicator that a student will drop out than any other 8 th grade predictor, including test scores, other indicators of academic achievement, and age. FACT Students who fall behind in 9 th grade have a graduation rate 30% lower than that of student who are able to stay on track during the 9 th grade year. FICTION – 59% LOWER GRAD RATE IF OFF TRACK AS FRESHMEN 9 TH GRADE IS A CRITICAL YEAR ALL STUDENTS STRUGGLE ACADEMIC AND BEHAVIOR 9 TH GRADE IS A CRITICAL YEAR ALL STUDENTS STRUGGLE ACADEMIC AND BEHAVIOR

10. Fact or Fiction References 1.Southern Regional Educational Board. (2002). Opening doors to the future: Preparing low achieving middle grade students to succeed in high school. Atlanta, GA: Author. 2.Allensworth, E. M., & Easton, J. Q. (2005). The on-track indicator as a predictor of high school graduation. Chicago, IL: Consortium on Chicago School Research. Retrieved from www.consortium-chicago.org/publications/p78.html 3.Flannery, K. B., Fenning, P., McGrath Kato, M., & Bohanon, H. (2013). A descriptive study of office disciplinary referrals in high schools. Journal of Emotional Behavior Disorders, 21, 138-149. doi: 10.1177/1063426611419512 4.Jerald, C. D. (2006). Dropping out is hard to do: Issue Brief. Center for Comprehensive School Reform and Improvement. Washington, DC. Retrieved from www.cenerforsci.org/files/CenterIssueBriefJune06.pdf 5.Allensworth, E. M., & Easton, J. Q. (2007). What matters for staying on track and graduating in Chicago Public High Schools. Chicago, IL: Consortium on Chicago School Research. Retrieved from http://ccsr.uchicago.edu/content/publications.php?pub_id=116

11. Obtaining Initial Commitment Be sure you address: – Why Freshmen? – Establish an understanding of effectiveness – District commitment – Show alignment with existing efforts – WIFM (What’s In It For Me) 11 Be Prepared for the “Yeah Buts”!

12. Food for Thought: Building Commitment What is your current level of building commitment around investing in the support of freshmen? What processes have you used/will you use to measure and build commitment among all staff?

13. 6 Features of PBIS Leadership Team Data & Decision System Consequences Acknowledge- ments Expectations Classroom Systems 6 Features of Freshmen Supports

14. Freshmen Leadership Team 3-5 representative Freshmen teachers Freshmen support personnel (counselors, transition specialists, etc.) Administrator Effective Meeting Strategies Roles (Facilitator, Data Analyst, Minute Taker) Effective Meeting Strategies Roles (Facilitator, Data Analyst, Minute Taker)

15. Freshmen Leadership Team Responsible for implementing SYSTEMS to support freshmen: – Use of Data – Consistent, Predictable & Positive Environment – Acknowledgement & Consequence System Monitoring Fidelity & Outcomes Scaffolded approach to SWPBIS TIER 1 ~ 80% TIER 2 ~ 15% TIER 3 ~ 5% Upper Tiers Team – all grade levels Schoolwide Team – all grade levels 9

16. Freshmen Success Data Behavior Course Performance Attendance ABCs

17. Early Warning Indicators Course Performance in Core Subjects GPA Credits State Tests Attendance Office Discipline Referrals Additional Factors On-Track Indicators On-Track Meeting all graduation requirements Cs or better in all areas 2.5 or moreMeeting credit graduation requirement for grad plan year Level 3 or above or concordant scores within the same school year 4% or less absences per quarter or semester 3 or less Level I and/or minor referrals Disengagement No extra curricular involvement Substance Abuse High Mobility Mental health issues Free/Reduced lunch Foster/group home Transient/Homeles s Parent unemployment Student employment Changes in behavior/ appearance More recent traumatic event Missed guidance appointments No show for yearbook picture At-Risk for Off Track Lacking 1 graduation requirement 2.0 to 2.49Behind 1 Credits Level 2 on State Tests 5% or more absences per quarter or semester 4 or less Level I and/or minor referrals Level II ODRs per semester Off-Track Lacking 2 graduation requirements Failing 1-3 classes Less than 2.0Behind 3 creditsNot passed both sections of 10 th grade State Tests or retakes No concordant scores 10% absences per quarter or semester 5 or more Level I and/or Level II ODRs per semester Highly Off- Track Lacking 2 or more graduation requirements Currently failing 3 or more classes Less than or equal to 1.5 Behind 4 or more credits Not passed 10 th grade State Tests or retakes No concordant scores 15% or more absences per quarter or semester 5 or more Level II ODRs for fighting/ profanity/ disruption per semester Extremely Off-Track Meeting no graduation requirements 2-3 Years Behind Less than or equal to 1.0 Not meeting cohort graduation plan Not passed 10 th grade State Tests or retakes No concordant scores 20% or more absences per quarter or semester Established pattern of severe behavior Level II & III ODRs

18. SYSTEMS – What supports do staff need? Scheduling? Planning? Training? PRACTICES – How should we structure Freshman supports to meet these needs? DATA: What do our freshman need? Step 1: What do the data say? ____________________________ Step 4: What will we do to support staff? _________________________________ _________________________________ _________________________________ Step 3: What will we do to support student behavior? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ Step 2: What is the goal? __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________

19. Food for Thought: Leadership & Data Brainstorm who would be on your freshmen leadership team. If you have a team already, is anyone missing? What data are you already using to monitor freshmen? What might you consider adding?

20. 6 Features of PBIS Leadership Team Data & Decision System Consequences Acknowledge- ments Expectations Classroom Systems 6 Features of Freshmen Supports

21. Consequence Systems Correct Inappropriate Behavior Acknowledge Appropriate Behavior Consequence System

22. Consequence Systems Higher need = Higher frequency + higher intensity (acknowledgements) …. Applies to all freshmen! Consider: – Tangible … verbal – Group … individual Reflected in SW data?

23. 6 Features of PBIS Leadership Team Data & Decision System Consequences Acknowledge- ments Expectations Classroom Systems 6 Features of Freshmen Supports

24. Identifying Freshmen Expectations Layering on top of your SW expectations Universal: “How to do school” SCHOOL ENGAGEMENT SELF-DIRECTED LEARNERS!

25. Freshmen Expectations School Engagement Self-Directed Learners Behavioral: Getting Work Done  Prioritizing  Using a Planner  Study Strategies  Developing a Study Plan Cognitive: Getting to Graduation  On Track to Graduation  On Track in Classes  Reading a Transcript Emotional: Getting Connected  Communication  Getting Involved  Teacher Allies  Accessing Resources

26. Where to implement If you don’t have a full class period….. Freshmen Career Class Assembly Schedule Rolling Class Advisory Schedule Power Hour @ Lunch ?

27. Freshmen Expectations Define Teach Reinforce Consider use of Upper- classmen!

28. Check in What knowledge and skills is it essential for your freshmen to know and be able to do? REMEMBER: The smallest change to yield the biggest impact! REMEMBER: The smallest change to yield the biggest impact!

29. 6 Features of PBIS Leadership Team Data & Decision System Consequences Acknowledge- ments Expectations Classroom Systems 6 Features of Freshmen Supports

30. Classroom Systems: Teacher Agreements Consistent, Predictable, Positive Environment Common teacher practices to support student learning

31. Classroom Systems: Teacher Agreements Post lesson objectives and daily assignments PRE-Failure protocol Planner use protocol (student-led) Grades updated by the 1st and 15th of each month Make one positive parent phone call per week **Whatever you choose, they need to align with the freshmen expectations you develop and teach

32. 6 Features of PBIS Leadership Team Data & Decision System Consequences Acknowledge- ments Expectations Classroom Systems 6 Features of Freshmen Supports

33. Connecting Outcomes & Fidelity LuckySustaining Positive outcomes, low understanding of how they were achieved Replication of success is unlikely Positive outcomes, high understanding of how they were achieved Replication of success likely Losing GroundLearning Undesired outcomes, low understanding of how they were achieved Replication of failure likely Undesired outcomes, high understanding of how they were achieved Replication of mistakes unlikely Fidelity Outcomes

34. Monitoring Fidelity and Outcomes Related to Freshmen Expectations Fidelity: Did we do what we said we were going to do? We have to know the answer to this question BEFORE we can ask if it worked! – Initial Teaching – Agreements – Acknowledgements Outcomes: Did it work? – Freshmen Expectations Knowledge & Skills – ABC’s

35. Recommendations for Implementation Never stop doing what already works Only implement practices that are evidence based Always look for the smallest change that will produce the largest effect Do not add something new without also defining what you will stop doing to make the addition possible Be sure you have a solid system for monitoring fidelity and outcomes

36. Contact Mimi McGrath Kato mmkato@uoregon.edu Brigid Flannery brigidf@uoregon.edu