After a surge in ninth graders held back, schools step up support
More high schoolers are off track to graduate. Here’s how schools can help.
How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens
How Schools Can Use Life Transitions To Help Students Feel They Belong
What Makes the BARR Program Effective in Helping Ninth Graders in Virtually Every Type of School?
Personalized Learning: Mistakes, Moving Furniture and Making it Work
How Being Part of a 'House' Within a School Helps Students Gain A Sense of Belonging
How Deeper Understanding of a Student’s Life Helps with Plans for Success
What Will Digital Portfolios Mean for College-Bound Students?
Sponsored
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Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When high schools in Gwinnett County, Georgia opened their doors last fall, many more freshmen than usual walked in.\u003c/p>\n\u003cp>The main reason? Many ninth graders didn’t earn enough course credits to move on to 10th grade last year, officials say. While the district has seen its freshman class hover between 15,300 and 15,600 in recent years, this year’s class numbered more than 16,800.\u003c/p>\n\u003cp>“We understand, with that increase we saw in terms of the number of students who were not successful in terms of ninth grade promotion, that we need to double down on our efforts to get them on track,” said T. Nakia Towns, the district’s deputy superintendent. “It’s our highest priority.”\u003c/p>\n\u003cp>Many districts across the country have seen a similar spike in their freshmen class this school year. While some expected a bigger class because of higher birth rates — along with some continued pandemic-related school mobility — many school officials say the big driver is the larger-than-usual share of ninth graders who were held back.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thirteen states, including Georgia, saw at least a 5% increase in their ninth grade class this past fall, according to data across 34 states provided by Burbio, a private company tracking school enrollment. The freshman class shot up by 10% or more in Arkansas, Maryland, New Mexico, North Carolina, and West Virginia.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/8/22923631/ninth-grade-credit-recovery-high-school-graduation-pandemic\" target=\"_blank\" rel=\"noopener noreferrer\">Coupled with other state data\u003c/a> showing more ninth graders are off-track to graduate in four years, the data raise questions about whether schools will be able to help this larger group of struggling ninth graders catch up. Already, some school districts are pouring money and staff into new efforts to get these students back on track.\u003c/p>\n\u003cp>“If we don’t do something to intervene right now, and with urgency, we could see that play out three years later in ways that would not be good for kids and for families,” Towns said. “We’re determined not to let that happen.”\u003c/p>\n\u003cp>That scenario is playing out in Fort Worth schools in Texas, where about 990 of 7,300 freshmen were repeating the grade this past fall. Those students pushed ninth grade enrollment beyond where it’s been in recent years — typically between 6,300 and 7,000 students.\u003c/p>\n\u003cp>To respond, the district added two required reading classes for struggling ninth graders that offer extra time to practice foundational skills students missed out on in middle school during the pandemic.\u003c/p>\n\u003cp>Fort Worth also placed a “freshman success” coach at each of its high schools, \u003ca class=\"Link\" href=\"https://www.fwisd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=1326&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=92184&PageID=1\" target=\"_blank\" rel=\"noopener noreferrer\">part of a new initiative\u003c/a> funded with federal COVID relief dollars. The 23 coaches, along with teachers, pay particularly close attention to ninth graders’ academics, attendance, and emotional well-being, and work intensively with a smaller group of students who need it most.\u003c/p>\n\u003cp>Marcey Sorensen, the district’s chief academic officer, says staffers are looking for warning signs earlier and intervening sooner. If a ninth grader fails a class in the first semester, they’re targeted for credit recovery in the second semester, instead of over the summer. The thinking is rooted in \u003ca class=\"Link\" href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\" target=\"_blank\" rel=\"noopener noreferrer\">research that has shown\u003c/a> ninth graders who fail even one core class are much less likely to graduate within four years.\u003c/p>\n\u003cp>“That feels a lot like being a warm demander,”\u003cb> \u003c/b>Sorensen said. “It’s when there is an adult that is connected to a child to say: ‘You have to be on \u003ca class=\"Link\" href=\"https://www.edgenuity.com/products-and-services/credit-recovery/\" target=\"_blank\" rel=\"noopener noreferrer\">Edgenuity\u003c/a>’ or ‘You have to go to credit recovery,’ or ‘I’m checking and monitoring your attendance and it is at this percentage,’ or ‘I’m taking you to the counselor.’”\u003c/p>\n\u003cp>So far this year, just over a quarter of the freshmen who were repeating the grade have moved up to 10th grade, or some 280 students.\u003c/p>\n\u003cp>Gwinnett County is trying to take a more proactive approach, too. For example, ninth graders who failed a core class in their first semester were assigned a “power hour” class in January so they could work on making up that half-credit. The district is also offering 30 minutes a day of intensive tutoring to ninth graders — math and science are the big needs — and paying teachers extra to work with students after school and on Saturdays.\u003c/p>\n\u003cp>The idea is “stopping in the middle of the year and saying: ‘Let’s actually remediate right now,’” Towns said, “instead of waiting until the end and digging a bigger hole for kids to get out of.”\u003c/p>\n\u003cp>State data show the district’s freshman class dipped by some 570 students this spring, after some ninth graders successfully moved up to 10th grade.\u003c/p>\n\u003cp>In Allentown, Pennsylvania, schools started with 450 more freshmen than the prior year, about 300 of whom were repeat ninth graders.\u003c/p>\n\u003cp>This year, the district added more credit recovery classes staffed by teachers during the school day and after school. Officials also revamped the summer bridge program that prepares rising ninth graders for high school. In the past, the program had been shorter and poorly attended, but this year the district lengthened it and saw a big increase in participation. Officials plan to run it again this summer.\u003c/p>\n\u003cp>“We knew the needs that we were going to get,” said Brandy Sawyer, who oversees secondary education for the district. “It was a big transition. These kids weren’t in school for a full year since fifth grade and here they are, ninth graders.”\u003c/p>\n\u003cp>So far, the district has seen 55 repeat ninth graders move up to 10th grade — more than four times the number who moved up last year.\u003c/p>\n\u003cp>Houston ISD in Texas is offering more vacation “boot camps” to struggling ninth graders. In the past, the district paid teachers to offer that extra help only at select schools, but all schools could offer the program this year.\u003c/p>\n\u003cp>Principal Orlando Reyna, who heads Austin High School, says that strategy prevents students from getting bogged down by make-up classes.\u003c/p>\n\u003cp>“Those credit recovery boot camps are a way to keep our students on track,” Reyna said. “We want to be able to keep their schedules as open as possible to be able to serve them better.”\u003c/p>\n\u003cp>That support comes as the district enrolled 17,700 ninth graders this past fall, up from 15,000 to 16,300 in recent years. Connie Smith, who oversees high school curriculum for the district, estimates that around 12% of those students were repeating the grade, often after they missed class to work or because they got sick or exposed to COVID. The district also saw an uptick in ninth graders due to the arrival of unaccompanied minors from Central America and refugees from Haiti, who have their own particular needs.\u003c/p>\n\u003cp>The district has been urging students to earn credits over the summer to build “cushion” into their schedules later if they have to retake a class.\u003c/p>\n\u003cp>“I’m feeling hopeful,” Smith said. “They are moving in the right direction.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2022/5/12/23068627/ninth-grade-retention-credit-recovery-pandemic\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Ninth grade is a pivotal year for determining high school graduation. COVID made it harder for students to succeed. ","status":"publish","parent":0,"modified":1653033017,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1264},"headData":{"title":"After a surge in ninth graders held back, schools step up support - MindShift","description":"Ninth grade is a pivotal year for determining high school graduation. COVID made it harder for students to succeed. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"After a surge in ninth graders held back, schools step up support","datePublished":"2022-05-13T06:36:32.000Z","dateModified":"2022-05-20T07:50:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59414 https://ww2.kqed.org/mindshift/?p=59414","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/12/after-a-surge-in-ninth-graders-held-back-schools-step-up-support/","disqusTitle":"After a surge in ninth graders held back, schools step up support","nprByline":"Kalyn Belsha, Chalkbeat","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59414/after-a-surge-in-ninth-graders-held-back-schools-step-up-support","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2022/5/12/23068627/ninth-grade-retention-credit-recovery-pandemic\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>When high schools in Gwinnett County, Georgia opened their doors last fall, many more freshmen than usual walked in.\u003c/p>\n\u003cp>The main reason? Many ninth graders didn’t earn enough course credits to move on to 10th grade last year, officials say. While the district has seen its freshman class hover between 15,300 and 15,600 in recent years, this year’s class numbered more than 16,800.\u003c/p>\n\u003cp>“We understand, with that increase we saw in terms of the number of students who were not successful in terms of ninth grade promotion, that we need to double down on our efforts to get them on track,” said T. Nakia Towns, the district’s deputy superintendent. “It’s our highest priority.”\u003c/p>\n\u003cp>Many districts across the country have seen a similar spike in their freshmen class this school year. While some expected a bigger class because of higher birth rates — along with some continued pandemic-related school mobility — many school officials say the big driver is the larger-than-usual share of ninth graders who were held back.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thirteen states, including Georgia, saw at least a 5% increase in their ninth grade class this past fall, according to data across 34 states provided by Burbio, a private company tracking school enrollment. The freshman class shot up by 10% or more in Arkansas, Maryland, New Mexico, North Carolina, and West Virginia.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www.chalkbeat.org/2022/2/8/22923631/ninth-grade-credit-recovery-high-school-graduation-pandemic\" target=\"_blank\" rel=\"noopener noreferrer\">Coupled with other state data\u003c/a> showing more ninth graders are off-track to graduate in four years, the data raise questions about whether schools will be able to help this larger group of struggling ninth graders catch up. Already, some school districts are pouring money and staff into new efforts to get these students back on track.\u003c/p>\n\u003cp>“If we don’t do something to intervene right now, and with urgency, we could see that play out three years later in ways that would not be good for kids and for families,” Towns said. “We’re determined not to let that happen.”\u003c/p>\n\u003cp>That scenario is playing out in Fort Worth schools in Texas, where about 990 of 7,300 freshmen were repeating the grade this past fall. Those students pushed ninth grade enrollment beyond where it’s been in recent years — typically between 6,300 and 7,000 students.\u003c/p>\n\u003cp>To respond, the district added two required reading classes for struggling ninth graders that offer extra time to practice foundational skills students missed out on in middle school during the pandemic.\u003c/p>\n\u003cp>Fort Worth also placed a “freshman success” coach at each of its high schools, \u003ca class=\"Link\" href=\"https://www.fwisd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=1326&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=92184&PageID=1\" target=\"_blank\" rel=\"noopener noreferrer\">part of a new initiative\u003c/a> funded with federal COVID relief dollars. The 23 coaches, along with teachers, pay particularly close attention to ninth graders’ academics, attendance, and emotional well-being, and work intensively with a smaller group of students who need it most.\u003c/p>\n\u003cp>Marcey Sorensen, the district’s chief academic officer, says staffers are looking for warning signs earlier and intervening sooner. If a ninth grader fails a class in the first semester, they’re targeted for credit recovery in the second semester, instead of over the summer. The thinking is rooted in \u003ca class=\"Link\" href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\" target=\"_blank\" rel=\"noopener noreferrer\">research that has shown\u003c/a> ninth graders who fail even one core class are much less likely to graduate within four years.\u003c/p>\n\u003cp>“That feels a lot like being a warm demander,”\u003cb> \u003c/b>Sorensen said. “It’s when there is an adult that is connected to a child to say: ‘You have to be on \u003ca class=\"Link\" href=\"https://www.edgenuity.com/products-and-services/credit-recovery/\" target=\"_blank\" rel=\"noopener noreferrer\">Edgenuity\u003c/a>’ or ‘You have to go to credit recovery,’ or ‘I’m checking and monitoring your attendance and it is at this percentage,’ or ‘I’m taking you to the counselor.’”\u003c/p>\n\u003cp>So far this year, just over a quarter of the freshmen who were repeating the grade have moved up to 10th grade, or some 280 students.\u003c/p>\n\u003cp>Gwinnett County is trying to take a more proactive approach, too. For example, ninth graders who failed a core class in their first semester were assigned a “power hour” class in January so they could work on making up that half-credit. The district is also offering 30 minutes a day of intensive tutoring to ninth graders — math and science are the big needs — and paying teachers extra to work with students after school and on Saturdays.\u003c/p>\n\u003cp>The idea is “stopping in the middle of the year and saying: ‘Let’s actually remediate right now,’” Towns said, “instead of waiting until the end and digging a bigger hole for kids to get out of.”\u003c/p>\n\u003cp>State data show the district’s freshman class dipped by some 570 students this spring, after some ninth graders successfully moved up to 10th grade.\u003c/p>\n\u003cp>In Allentown, Pennsylvania, schools started with 450 more freshmen than the prior year, about 300 of whom were repeat ninth graders.\u003c/p>\n\u003cp>This year, the district added more credit recovery classes staffed by teachers during the school day and after school. Officials also revamped the summer bridge program that prepares rising ninth graders for high school. In the past, the program had been shorter and poorly attended, but this year the district lengthened it and saw a big increase in participation. Officials plan to run it again this summer.\u003c/p>\n\u003cp>“We knew the needs that we were going to get,” said Brandy Sawyer, who oversees secondary education for the district. “It was a big transition. These kids weren’t in school for a full year since fifth grade and here they are, ninth graders.”\u003c/p>\n\u003cp>So far, the district has seen 55 repeat ninth graders move up to 10th grade — more than four times the number who moved up last year.\u003c/p>\n\u003cp>Houston ISD in Texas is offering more vacation “boot camps” to struggling ninth graders. In the past, the district paid teachers to offer that extra help only at select schools, but all schools could offer the program this year.\u003c/p>\n\u003cp>Principal Orlando Reyna, who heads Austin High School, says that strategy prevents students from getting bogged down by make-up classes.\u003c/p>\n\u003cp>“Those credit recovery boot camps are a way to keep our students on track,” Reyna said. “We want to be able to keep their schedules as open as possible to be able to serve them better.”\u003c/p>\n\u003cp>That support comes as the district enrolled 17,700 ninth graders this past fall, up from 15,000 to 16,300 in recent years. Connie Smith, who oversees high school curriculum for the district, estimates that around 12% of those students were repeating the grade, often after they missed class to work or because they got sick or exposed to COVID. The district also saw an uptick in ninth graders due to the arrival of unaccompanied minors from Central America and refugees from Haiti, who have their own particular needs.\u003c/p>\n\u003cp>The district has been urging students to earn credits over the summer to build “cushion” into their schedules later if they have to retake a class.\u003c/p>\n\u003cp>“I’m feeling hopeful,” Smith said. “They are moving in the right direction.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://www.chalkbeat.org/2022/5/12/23068627/ninth-grade-retention-credit-recovery-pandemic\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59414/after-a-surge-in-ninth-graders-held-back-schools-step-up-support","authors":["byline_mindshift_59414"],"categories":["mindshift_1"],"tags":["mindshift_21343","mindshift_20877"],"featImg":"mindshift_59415","label":"mindshift"},"mindshift_59067":{"type":"posts","id":"mindshift_59067","meta":{"index":"posts_1591205157","site":"mindshift","id":"59067","score":null,"sort":[1644392783000]},"guestAuthors":[],"slug":"more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help","title":"More high schoolers are off track to graduate. Here’s how schools can help.","publishDate":1644392783,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ctime>Feb 8, 1:31pm EST\u003c/time>\u003c/p>\n\u003cp>More ninth graders fell off track to graduate last year as \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing grades\u003c/a> and \u003ca href=\"https://chicago.chalkbeat.org/2021/12/16/22839529/illinois-chronic-absenteeism-covid-reopening-quarantine\">absences\u003c/a> stacked up, new data from a handful of states show.\u003c/p>\n\u003cp>\u003ca href=\"https://www.illinoisreportcard.com/state.aspx?source=trends&source2=freshmenontrack&Stateid=IL\">In Illinois\u003c/a>, the share of freshmen on track to graduate within four years dropped by 7 points in the spring of 2021, a reflection of students failing multiple semesters of core classes like math and English. \u003ca href=\"https://www.oregonlegislature.gov/lfo/APPR/APPR_ODE_2021-09-29.pdf\">In Oregon\u003c/a>, freshmen on-track rates fell 12 points last year, too.\u003c/p>\n\u003cp>\u003ca href=\"http://nevadareportcard.nv.gov/di/report/reportcard_1?report=reportcard_1&scope=e10.y12.y13.y14.y15.y16.y17.y18&organization=c2269&fields=309%2C310%2C311%2C313%2C318%2C320&hiddenfieldsid=309%2C310%2C311%2C313%2C318%2C320&scores=816%2C818%2C820%2C822%2C817%2C819%2C821%2C823&num=160&page=1&pagesize=20&domain=students&\">In Nevada\u003c/a>, the percentage of ninth graders behind on course credits rose by 14 points. And North Carolina schools retained about one in six ninth graders in 2021, a rate that was \u003ca href=\"https://www.wral.com/1-in-6-nc-9th-graders-didn-t-make-it-to-10th-grade-this-fall/20038925/\">twice as high as the year before\u003c/a>.\u003c/p>\n\u003cp>The data provide more evidence of the difficulties high schoolers have faced while learning during a pandemic. After the first full school year disrupted by COVID, \u003ca href=\"https://www.chalkbeat.org/2022/1/24/22895461/2021-graduation-rates-decrease-pandemic\">many states saw lower graduation rates for the class of 2021\u003c/a>. And since ninth grade success is considered a \u003ca href=\"https://chicago.chalkbeat.org/2019/1/28/21108453/freshmen-on-track-the-data-point-that-reshaped-chicago-s-high-schools\">key predictor\u003c/a> of whether a student will graduate on time, some educators are now particularly worried about younger teens whose entire high school trajectories have been shaped by COVID.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They can’t see the light at the end of the tunnel,” said Franciene Sabens, a counselor who’s noticed the ninth and 10th graders at her southern Illinois high school are struggling more than older students this year. “They’re trying to find their groove, and they haven’t had real, normal school in two years.”\u003c/p>\n\u003cdiv>\n\u003cp data-pym-src=\"https://s3.amazonaws.com/chalkbeatgraphics/dailygraphics/national-graduation-ontrack-20220127/index.html\">\u003ca href=\"https://s3.amazonaws.com/chalkbeatgraphics/dailygraphics/national-graduation-ontrack-20220127/index.html\">\u003cimg class=\"alignnone wp-image-59068\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127.png\" alt=\"Chart indicating lower high school graduation rates\" width=\"1920\" height=\"972\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127.png 2446w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-800x405.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-1020x516.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-768x389.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-1536x777.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-2048x1037.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-1920x972.png 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003ca href=\"https://ny.chalkbeat.org/21507536/coronavirus-high-school-bronx-nyc\">Many ninth graders\u003c/a> had an especially \u003ca href=\"https://tn.chalkbeat.org/2020/9/17/21439725/starting-high-school-covid-19\">rocky transition\u003c/a> to high school last school year without the support of in-person classes and \u003ca href=\"https://chicago.chalkbeat.org/2020/11/23/21587636/a-story-on-dark-days-how-one-chicago-students-anime-club-is-creating-community-during-a-pandemic\">after-school activities\u003c/a>. Some \u003ca href=\"https://tn.chalkbeat.org/2020/12/22/22179244/its-not-there-a-memphis-student-scrambles-to-catch-up-on-missing-assignments\">fell behind\u003c/a> in their \u003ca href=\"https://tn.chalkbeat.org/2021/4/16/22368217/its-like-were-not-even-there-a-memphis-student-longs-for-a-fresh-start\">virtual classes\u003c/a> or while they were in quarantine, and are now struggling to make up missed credits. Others got overwhelmed as they tried to balance school with caring for younger siblings or other responsibilities.\u003c/p>\n\u003cp>Now, schools are trying to help younger high schoolers get back on track, from hiring staff specifically to work with struggling students to \u003ca href=\"https://www.chalkbeat.org/2021/7/15/22579393/pandemic-failing-grades-credit-recovery-high-school\">rethinking how students can make up failed classes\u003c/a>. Some schools are getting more hands-on with advising or making small tweaks to get students the help they need during the school day.\u003c/p>\n\u003cp>Like many high schools, Oregon’s South Salem High School typically offered students who’d failed a class the chance to retake it in person or to make it up online with a credit recovery program.\u003c/p>\n\u003cp>But after many students saw their grades plummet during remote learning, the school looked for another option. This fall, the school offered make-up English, history, math, and science classes for 10th graders that were more tailored to students’ individual needs. The students worked with a teacher to figure out exactly which standards they’d failed, and came up with a plan to make up only those missing assignments.\u003c/p>\n\u003cp>“It has been incredibly successful,” said counselor Ben Handrich. “A lot of our ninth graders were not engaging with distance learning, and they just started flying through” these shorter make-up plans.\u003c/p>\n\u003cp>In Chicago, where researchers \u003ca href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">helped pioneer the use of freshmen on-track indicators\u003c/a>, coaches at the \u003ca href=\"https://ncs.uchicago.edu/page/vision-and-mission-0\">Network for College Success\u003c/a>, which works with 18 high schools in the city, have been helping teachers make small changes to support ninth graders.\u003c/p>\n\u003cp>A key question they’ve been focusing on is: “As a teacher, what’s in my locus of control to change?” said Sarah Howard, who oversees the group’s coaching work.\u003c/p>\n\u003cp>That could look like surveying students about what worked, and what didn’t, after a lesson. It could also mean anticipating times in the school calendar where student motivation slumps — like when the weather is cold or there’s a long stretch without a holiday — and keeping that in mind when assigning work and setting deadlines.\u003c/p>\n\u003cp>“I can think about, what’s the rhythm in my classroom that gives kids more space, more room, more flexibility,” Howard said.\u003c/p>\n\u003cp>At Elverado High School in Illinois, Sabens has found that many of the younger high schoolers who’ve failed classes struggled to break their homework assignments up into manageable chunks. Recently, Sabens sat down with the school’s science teacher and came up with a plan to help those students work on their organizational skills.\u003c/p>\n\u003cp>Sabens took home the ninth grade science book and typed up the text’s vocabulary words and unit questions so students knew exactly what their teacher wanted them to answer. The teacher also tried setting more mini-deadlines for students and offered more class time to finish homework.\u003c/p>\n\u003cp>But Sabens still worries about a group of freshmen who failed science earlier this year, which she likens to “building a house with a cracked foundation.” Often, she says, a student might think: “What’s the big deal? I’ll just make it up.” But that can lead high schoolers “to the point where the outs run out.”\u003c/p>\n\u003cp>“I want to see them walk across the stage in four years with their friends,” Sabens said. “But their habits are a little bit difficult to break.”\u003c/p>\n\u003cp>\u003cem>Matt Barnum contributed reporting.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"More personalized attention and sticking tightly to standards are just some ways educators are helping students on the path to graduation in their third academic year of the pandemic.","status":"publish","parent":0,"modified":1644392783,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":902},"headData":{"title":"More high schoolers are off track to graduate. Here’s how schools can help. - MindShift","description":"More personalized attention and sticking tightly to standards are just some ways educators are helping students on the path to graduation in their third academic year of the pandemic.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"More high schoolers are off track to graduate. Here’s how schools can help.","datePublished":"2022-02-09T07:46:23.000Z","dateModified":"2022-02-09T07:46:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59067 https://ww2.kqed.org/mindshift/?p=59067","disqusUrl":"https://ww2.kqed.org/mindshift/2022/02/08/more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help/","disqusTitle":"More high schoolers are off track to graduate. Here’s how schools can help.","nprByline":"Kalyn Belsha, \u003ca href=\"https://www.chalkbeat.org/\">Chalkbeat\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59067/more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ctime>Feb 8, 1:31pm EST\u003c/time>\u003c/p>\n\u003cp>More ninth graders fell off track to graduate last year as \u003ca href=\"https://www.chalkbeat.org/2020/12/7/22160183/students-struggle-with-remote-learning-teachers-grapple-with-failing-grades\">failing grades\u003c/a> and \u003ca href=\"https://chicago.chalkbeat.org/2021/12/16/22839529/illinois-chronic-absenteeism-covid-reopening-quarantine\">absences\u003c/a> stacked up, new data from a handful of states show.\u003c/p>\n\u003cp>\u003ca href=\"https://www.illinoisreportcard.com/state.aspx?source=trends&source2=freshmenontrack&Stateid=IL\">In Illinois\u003c/a>, the share of freshmen on track to graduate within four years dropped by 7 points in the spring of 2021, a reflection of students failing multiple semesters of core classes like math and English. \u003ca href=\"https://www.oregonlegislature.gov/lfo/APPR/APPR_ODE_2021-09-29.pdf\">In Oregon\u003c/a>, freshmen on-track rates fell 12 points last year, too.\u003c/p>\n\u003cp>\u003ca href=\"http://nevadareportcard.nv.gov/di/report/reportcard_1?report=reportcard_1&scope=e10.y12.y13.y14.y15.y16.y17.y18&organization=c2269&fields=309%2C310%2C311%2C313%2C318%2C320&hiddenfieldsid=309%2C310%2C311%2C313%2C318%2C320&scores=816%2C818%2C820%2C822%2C817%2C819%2C821%2C823&num=160&page=1&pagesize=20&domain=students&\">In Nevada\u003c/a>, the percentage of ninth graders behind on course credits rose by 14 points. And North Carolina schools retained about one in six ninth graders in 2021, a rate that was \u003ca href=\"https://www.wral.com/1-in-6-nc-9th-graders-didn-t-make-it-to-10th-grade-this-fall/20038925/\">twice as high as the year before\u003c/a>.\u003c/p>\n\u003cp>The data provide more evidence of the difficulties high schoolers have faced while learning during a pandemic. After the first full school year disrupted by COVID, \u003ca href=\"https://www.chalkbeat.org/2022/1/24/22895461/2021-graduation-rates-decrease-pandemic\">many states saw lower graduation rates for the class of 2021\u003c/a>. And since ninth grade success is considered a \u003ca href=\"https://chicago.chalkbeat.org/2019/1/28/21108453/freshmen-on-track-the-data-point-that-reshaped-chicago-s-high-schools\">key predictor\u003c/a> of whether a student will graduate on time, some educators are now particularly worried about younger teens whose entire high school trajectories have been shaped by COVID.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They can’t see the light at the end of the tunnel,” said Franciene Sabens, a counselor who’s noticed the ninth and 10th graders at her southern Illinois high school are struggling more than older students this year. “They’re trying to find their groove, and they haven’t had real, normal school in two years.”\u003c/p>\n\u003cdiv>\n\u003cp data-pym-src=\"https://s3.amazonaws.com/chalkbeatgraphics/dailygraphics/national-graduation-ontrack-20220127/index.html\">\u003ca href=\"https://s3.amazonaws.com/chalkbeatgraphics/dailygraphics/national-graduation-ontrack-20220127/index.html\">\u003cimg class=\"alignnone wp-image-59068\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127.png\" alt=\"Chart indicating lower high school graduation rates\" width=\"1920\" height=\"972\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127.png 2446w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-800x405.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-1020x516.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-768x389.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-1536x777.png 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-2048x1037.png 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/national-graduation-ontrack-20220127-1920x972.png 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003c/div>\n\u003cp>\u003ca href=\"https://ny.chalkbeat.org/21507536/coronavirus-high-school-bronx-nyc\">Many ninth graders\u003c/a> had an especially \u003ca href=\"https://tn.chalkbeat.org/2020/9/17/21439725/starting-high-school-covid-19\">rocky transition\u003c/a> to high school last school year without the support of in-person classes and \u003ca href=\"https://chicago.chalkbeat.org/2020/11/23/21587636/a-story-on-dark-days-how-one-chicago-students-anime-club-is-creating-community-during-a-pandemic\">after-school activities\u003c/a>. Some \u003ca href=\"https://tn.chalkbeat.org/2020/12/22/22179244/its-not-there-a-memphis-student-scrambles-to-catch-up-on-missing-assignments\">fell behind\u003c/a> in their \u003ca href=\"https://tn.chalkbeat.org/2021/4/16/22368217/its-like-were-not-even-there-a-memphis-student-longs-for-a-fresh-start\">virtual classes\u003c/a> or while they were in quarantine, and are now struggling to make up missed credits. Others got overwhelmed as they tried to balance school with caring for younger siblings or other responsibilities.\u003c/p>\n\u003cp>Now, schools are trying to help younger high schoolers get back on track, from hiring staff specifically to work with struggling students to \u003ca href=\"https://www.chalkbeat.org/2021/7/15/22579393/pandemic-failing-grades-credit-recovery-high-school\">rethinking how students can make up failed classes\u003c/a>. Some schools are getting more hands-on with advising or making small tweaks to get students the help they need during the school day.\u003c/p>\n\u003cp>Like many high schools, Oregon’s South Salem High School typically offered students who’d failed a class the chance to retake it in person or to make it up online with a credit recovery program.\u003c/p>\n\u003cp>But after many students saw their grades plummet during remote learning, the school looked for another option. This fall, the school offered make-up English, history, math, and science classes for 10th graders that were more tailored to students’ individual needs. The students worked with a teacher to figure out exactly which standards they’d failed, and came up with a plan to make up only those missing assignments.\u003c/p>\n\u003cp>“It has been incredibly successful,” said counselor Ben Handrich. “A lot of our ninth graders were not engaging with distance learning, and they just started flying through” these shorter make-up plans.\u003c/p>\n\u003cp>In Chicago, where researchers \u003ca href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">helped pioneer the use of freshmen on-track indicators\u003c/a>, coaches at the \u003ca href=\"https://ncs.uchicago.edu/page/vision-and-mission-0\">Network for College Success\u003c/a>, which works with 18 high schools in the city, have been helping teachers make small changes to support ninth graders.\u003c/p>\n\u003cp>A key question they’ve been focusing on is: “As a teacher, what’s in my locus of control to change?” said Sarah Howard, who oversees the group’s coaching work.\u003c/p>\n\u003cp>That could look like surveying students about what worked, and what didn’t, after a lesson. It could also mean anticipating times in the school calendar where student motivation slumps — like when the weather is cold or there’s a long stretch without a holiday — and keeping that in mind when assigning work and setting deadlines.\u003c/p>\n\u003cp>“I can think about, what’s the rhythm in my classroom that gives kids more space, more room, more flexibility,” Howard said.\u003c/p>\n\u003cp>At Elverado High School in Illinois, Sabens has found that many of the younger high schoolers who’ve failed classes struggled to break their homework assignments up into manageable chunks. Recently, Sabens sat down with the school’s science teacher and came up with a plan to help those students work on their organizational skills.\u003c/p>\n\u003cp>Sabens took home the ninth grade science book and typed up the text’s vocabulary words and unit questions so students knew exactly what their teacher wanted them to answer. The teacher also tried setting more mini-deadlines for students and offered more class time to finish homework.\u003c/p>\n\u003cp>But Sabens still worries about a group of freshmen who failed science earlier this year, which she likens to “building a house with a cracked foundation.” Often, she says, a student might think: “What’s the big deal? I’ll just make it up.” But that can lead high schoolers “to the point where the outs run out.”\u003c/p>\n\u003cp>“I want to see them walk across the stage in four years with their friends,” Sabens said. “But their habits are a little bit difficult to break.”\u003c/p>\n\u003cp>\u003cem>Matt Barnum contributed reporting.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chalkbeat is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59067/more-high-schoolers-are-off-track-to-graduate-heres-how-schools-can-help","authors":["byline_mindshift_59067"],"categories":["mindshift_1"],"tags":["mindshift_21348","mindshift_20877","mindshift_21236"],"featImg":"mindshift_59069","label":"mindshift"},"mindshift_53892":{"type":"posts","id":"mindshift_53892","meta":{"index":"posts_1591205157","site":"mindshift","id":"53892","score":null,"sort":[1561705138000]},"guestAuthors":[],"slug":"how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens","title":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens","publishDate":1561705138,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>BRYANT POND, Maine\u003cem> — \u003c/em>EB Hoff, 14, was running for class treasurer of the Class of 2022.\u003c/p>\n\u003cp>She announced her candidacy at her school’s wooden lectern, decorated with a drawing of a howling wolf. It was early June, and EB’s no-nonsense attire — a pale yellow sweater and black, ironed shorts — made her stand out from the slouching, jean-clad candidates lined up beside her.\u003c/p>\n\u003cp>She read confidently from her prepared statement. “Every fundraiser we did this year, every school event, every time one of my commitments needed something, I was there.”\u003c/p>\n\u003cp>Speaking at length of her vision and qualifications — at one point she reminded her 47 classmates that she had faithfully executed officer duties “since I was elected in fourth grade” — EB looked up every so often at her peers, sprawled on the grass in front of her. A few boys were laughing and poking each other with sticks, but most of the students seemed to listen with genuine interest. All clapped respectfully when she finished.\u003c/p>\n\u003cfigure id=\"attachment_53894\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53894\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Emily-Kaplan-DCD8DC49-B9F9-4B88-9F67-E8DC63089BA0-e1561704541585.jpeg\" alt=\"\" width=\"1920\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Demonstrating confidence and speaking about the responsibilities she has fulfilled, EB Hoff, 14, announces her candidacy for class treasurer at the Telstar Freshman Academy’s 4-H center campus in rural Maine. \u003ccite>(Emily Kaplan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kind of leadership and responsibility that shone through EB’s speech is actively encouraged at this unusual program in rural Maine. Called the Telstar Freshman Academy, or TFA, it involves all its district’s ninth graders in a hands-on learning method that uses outdoor-based projects and community-building activities as ways to teach across several disciplines.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The program is aimed at helping students feel connected to each other and their community in a place where — as in so many rural areas hit hard by the opioid epidemic and the 2008 recession — connectedness and a shared sense of purpose have been in short supply.\u003c/p>\n\u003cp>Kelly Dole, the school’s science teacher, says that when she first started teaching at Telstar High School, in 1998, students were often unprepared for life after high school. Coming from rural townships in western Maine, half of them qualified for free or reduced-price lunch, and many were part of families experiencing unemployment, domestic violence or substance abuse. In her decades at the traditional high school, she saw her students becoming increasingly aimless and disengaged.\u003c/p>\n\u003cfigure id=\"attachment_53901\" class=\"wp-caption alignnone\" style=\"max-width: 2286px\">\u003cimg class=\"size-full wp-image-53901\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar.jpeg\" alt=\"\" width=\"2286\" height=\"1883\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar.jpeg 2286w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-160x132.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-800x659.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-768x633.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1020x840.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1200x988.jpeg 1200w\" sizes=\"(max-width: 2286px) 100vw, 2286px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Dole, who has taught science to freshmen in her Maine school district since 1998, says the recent shift to outdoor project-based learning in the Telstar Freshman Academy “has been a real positive in kids’ lives.” \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But since 2014, she says, when the district introduced this new outdoor project-based approach, students’ ambition and sense of identity have dramatically improved. Instead of going to a traditional high school, all freshmen in MSAD 44 — a western Maine district including the rural towns of Bethel, Newry, Woodstock and Greenwood — spend every morning at the Bryant Pond 4-H center (which also serves as a summer camp), and return to the main high school to have lunch and take math and elective classes. As part of the program, the freshmen engage in intensive community-building exercises, including tending to animals, learning to rock climb, running a restaurant — and coaching each other as they run for student government.\u003c/p>\n\u003cp>“This style of learning, this family atmosphere that we have here, it’s a real positive in kids’ lives,” Dole said. “The kids just have opportunities through this program that are really quite astonishing.”\u003c/p>\n\u003cp>David Murphy, who has served as the district’s superintendent since 2002 (and has worked in the district since 1984), explained that the approach was born of necessity. “High school is not really working for most kids,” he said. “And it’s certainly not working for small schools with rural kids.”\u003c/p>\n\u003cp>Prior to 2014, students were distracted and disengaged, often doing the bare minimum to graduate from high school (if they did at all). To change these attitudes toward school, Murphy reasoned that the district needed to reimagine students’ first, pivotal year in high school, after they move from eighth to ninth grade. “If that transition feels scary or intimidating for kids, or if they don’t feel supported, or if they just feel overwhelmed, it’s hard to get that time back,” he said.\u003c/p>\n\u003cp>Working with Ryder Scott, the statewide director of the University of Maine 4-H Camp and Learning Center, Murphy created a program that merged outdoor and farm-based education with academic instruction, ultimately creating a faculty of five: a humanities teacher, a science teacher, an outdoor education teacher and two 4-H professionals. Together, they created a curriculum that incorporates state academic standards into personalized learning projects that reflect students’ particular needs and interests, such as caring for the campus goats and planting a self-sustaining classroom garden.\u003c/p>\n\u003cfigure id=\"attachment_53900\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53900\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar-2-e1561704488910.jpeg\" alt=\"\" width=\"1920\" height=\"1258\">\u003cfigcaption class=\"wp-caption-text\">Tara Pocock, an educator and 4-H professional, fixes the rain gutter on the campus barn. \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, they take advantage of private grants to support, among other experiences, a class trip to Washington, D.C. — which is particularly meaningful for the many students who have never traveled outside western Maine — and a mentorship program for students who have experienced trauma.\u003c/p>\n\u003cp>Dole said that this holistic, student-centered paradigm has changed her approach to teaching — for the better. Now, she said, as she approaches her lesson planning and her teaching, she asks herself questions she never asked before: “Do I need every kid to really deeply understand plate tectonics? versus, as a 14-year-old, What does it mean to be a student? What does it mean to work in a group or get along with others? Or to communicate in an effective manner? Or to be a positive force in your community?”\u003c/p>\n\u003cp>Though the program is still relatively new, schools leaders say students’ academic growth (as measured by standardized tests) has improved, and an external report by the Maine Mathematics and Science Alliance found that students themselves reported an increase in their sense that they can make a difference in their communities and that they are learning skills that will help them in the future. However, according to faculty and students alike, the benefits of TFA’s approach are difficult to quantify.\u003c/p>\n\u003cp>EB Hoff, the candidate for treasurer, put it succinctly. At the end of her speech, she smiled at her classmates and spoke of their next chapter, 10th grade: “I can’t wait to start making a difference.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about outdoor project-based learning for ninth-graders was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Daily outdoor activities and farm projects helped make the pivotal transition into high school smoother for ninth grade students in rural Maine. They were able to develop relationships and meaningful experiences with their peers. ","status":"publish","parent":0,"modified":1561705138,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1171},"headData":{"title":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens | KQED","description":"Daily outdoor activities and farm projects helped make the pivotal transition into high school smoother for ninth grade students in rural Maine. They were able to develop relationships and meaningful experiences with their peers. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens","datePublished":"2019-06-28T06:58:58.000Z","dateModified":"2019-06-28T06:58:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53892 https://ww2.kqed.org/mindshift/?p=53892","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/27/how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens/","disqusTitle":"How Daily Farm Work and Outdoor Projects Make Learning in High School Better for Teens","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Emily Kaplan, The Hechinger Report\u003c/a>","path":"/mindshift/53892/how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>BRYANT POND, Maine\u003cem> — \u003c/em>EB Hoff, 14, was running for class treasurer of the Class of 2022.\u003c/p>\n\u003cp>She announced her candidacy at her school’s wooden lectern, decorated with a drawing of a howling wolf. It was early June, and EB’s no-nonsense attire — a pale yellow sweater and black, ironed shorts — made her stand out from the slouching, jean-clad candidates lined up beside her.\u003c/p>\n\u003cp>She read confidently from her prepared statement. “Every fundraiser we did this year, every school event, every time one of my commitments needed something, I was there.”\u003c/p>\n\u003cp>Speaking at length of her vision and qualifications — at one point she reminded her 47 classmates that she had faithfully executed officer duties “since I was elected in fourth grade” — EB looked up every so often at her peers, sprawled on the grass in front of her. A few boys were laughing and poking each other with sticks, but most of the students seemed to listen with genuine interest. All clapped respectfully when she finished.\u003c/p>\n\u003cfigure id=\"attachment_53894\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53894\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Emily-Kaplan-DCD8DC49-B9F9-4B88-9F67-E8DC63089BA0-e1561704541585.jpeg\" alt=\"\" width=\"1920\" height=\"1260\">\u003cfigcaption class=\"wp-caption-text\">Demonstrating confidence and speaking about the responsibilities she has fulfilled, EB Hoff, 14, announces her candidacy for class treasurer at the Telstar Freshman Academy’s 4-H center campus in rural Maine. \u003ccite>(Emily Kaplan for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The kind of leadership and responsibility that shone through EB’s speech is actively encouraged at this unusual program in rural Maine. Called the Telstar Freshman Academy, or TFA, it involves all its district’s ninth graders in a hands-on learning method that uses outdoor-based projects and community-building activities as ways to teach across several disciplines.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The program is aimed at helping students feel connected to each other and their community in a place where — as in so many rural areas hit hard by the opioid epidemic and the 2008 recession — connectedness and a shared sense of purpose have been in short supply.\u003c/p>\n\u003cp>Kelly Dole, the school’s science teacher, says that when she first started teaching at Telstar High School, in 1998, students were often unprepared for life after high school. Coming from rural townships in western Maine, half of them qualified for free or reduced-price lunch, and many were part of families experiencing unemployment, domestic violence or substance abuse. In her decades at the traditional high school, she saw her students becoming increasingly aimless and disengaged.\u003c/p>\n\u003cfigure id=\"attachment_53901\" class=\"wp-caption alignnone\" style=\"max-width: 2286px\">\u003cimg class=\"size-full wp-image-53901\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar.jpeg\" alt=\"\" width=\"2286\" height=\"1883\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar.jpeg 2286w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-160x132.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-800x659.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-768x633.jpeg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1020x840.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/Telstar-1200x988.jpeg 1200w\" sizes=\"(max-width: 2286px) 100vw, 2286px\">\u003cfigcaption class=\"wp-caption-text\">Kelly Dole, who has taught science to freshmen in her Maine school district since 1998, says the recent shift to outdoor project-based learning in the Telstar Freshman Academy “has been a real positive in kids’ lives.” \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But since 2014, she says, when the district introduced this new outdoor project-based approach, students’ ambition and sense of identity have dramatically improved. Instead of going to a traditional high school, all freshmen in MSAD 44 — a western Maine district including the rural towns of Bethel, Newry, Woodstock and Greenwood — spend every morning at the Bryant Pond 4-H center (which also serves as a summer camp), and return to the main high school to have lunch and take math and elective classes. As part of the program, the freshmen engage in intensive community-building exercises, including tending to animals, learning to rock climb, running a restaurant — and coaching each other as they run for student government.\u003c/p>\n\u003cp>“This style of learning, this family atmosphere that we have here, it’s a real positive in kids’ lives,” Dole said. “The kids just have opportunities through this program that are really quite astonishing.”\u003c/p>\n\u003cp>David Murphy, who has served as the district’s superintendent since 2002 (and has worked in the district since 1984), explained that the approach was born of necessity. “High school is not really working for most kids,” he said. “And it’s certainly not working for small schools with rural kids.”\u003c/p>\n\u003cp>Prior to 2014, students were distracted and disengaged, often doing the bare minimum to graduate from high school (if they did at all). To change these attitudes toward school, Murphy reasoned that the district needed to reimagine students’ first, pivotal year in high school, after they move from eighth to ninth grade. “If that transition feels scary or intimidating for kids, or if they don’t feel supported, or if they just feel overwhelmed, it’s hard to get that time back,” he said.\u003c/p>\n\u003cp>Working with Ryder Scott, the statewide director of the University of Maine 4-H Camp and Learning Center, Murphy created a program that merged outdoor and farm-based education with academic instruction, ultimately creating a faculty of five: a humanities teacher, a science teacher, an outdoor education teacher and two 4-H professionals. Together, they created a curriculum that incorporates state academic standards into personalized learning projects that reflect students’ particular needs and interests, such as caring for the campus goats and planting a self-sustaining classroom garden.\u003c/p>\n\u003cfigure id=\"attachment_53900\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53900\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/Telstar-2-e1561704488910.jpeg\" alt=\"\" width=\"1920\" height=\"1258\">\u003cfigcaption class=\"wp-caption-text\">Tara Pocock, an educator and 4-H professional, fixes the rain gutter on the campus barn. \u003ccite>(Emily Kaplan for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Additionally, they take advantage of private grants to support, among other experiences, a class trip to Washington, D.C. — which is particularly meaningful for the many students who have never traveled outside western Maine — and a mentorship program for students who have experienced trauma.\u003c/p>\n\u003cp>Dole said that this holistic, student-centered paradigm has changed her approach to teaching — for the better. Now, she said, as she approaches her lesson planning and her teaching, she asks herself questions she never asked before: “Do I need every kid to really deeply understand plate tectonics? versus, as a 14-year-old, What does it mean to be a student? What does it mean to work in a group or get along with others? Or to communicate in an effective manner? Or to be a positive force in your community?”\u003c/p>\n\u003cp>Though the program is still relatively new, schools leaders say students’ academic growth (as measured by standardized tests) has improved, and an external report by the Maine Mathematics and Science Alliance found that students themselves reported an increase in their sense that they can make a difference in their communities and that they are learning skills that will help them in the future. However, according to faculty and students alike, the benefits of TFA’s approach are difficult to quantify.\u003c/p>\n\u003cp>EB Hoff, the candidate for treasurer, put it succinctly. At the end of her speech, she smiled at her classmates and spoke of their next chapter, 10th grade: “I can’t wait to start making a difference.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about outdoor project-based learning for ninth-graders was produced by\u003c/em> \u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/em> \u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53892/how-daily-farm-work-and-outdoor-projects-make-learning-in-high-school-better-for-teens","authors":["byline_mindshift_53892"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20877","mindshift_21117"],"featImg":"mindshift_53896","label":"mindshift"},"mindshift_53194":{"type":"posts","id":"mindshift_53194","meta":{"index":"posts_1591205157","site":"mindshift","id":"53194","score":null,"sort":[1557294092000]},"guestAuthors":[],"slug":"how-schools-can-use-life-transitions-to-help-students-feel-they-belong","title":"How Schools Can Use Life Transitions To Help Students Feel They Belong","publishDate":1557294092,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“It’s not that we’re saying you’ve made mistakes, it’s OK,” De La Cruz said. “It’s more like, you’ve made a mistake and we’re not going to kick you out of the school. That’s where real learning happens.”\u003c/p>\n\n","blocks":[],"excerpt":"In order to help ease the transition into ninth grade, South Bronx Community Charter has developed a summer program that focuses on helping students bond with one another. That relationship-building work helped students better resolve conflicts and feel a sense of belonging once school started. ","status":"publish","parent":0,"modified":1557347064,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/mvsw-kze3QU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2412},"headData":{"title":"How Schools Can Use Life Transitions To Help Students Feel They Belong | KQED","description":"In order to help ease the transition into ninth grade, South Bronx Community Charter has developed a summer program that focuses on helping students bond with one another. That relationship-building work helped students better resolve conflicts and feel a sense of belonging once school started. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Use Life Transitions To Help Students Feel They Belong","datePublished":"2019-05-08T05:41:32.000Z","dateModified":"2019-05-08T20:24:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53194 https://ww2.kqed.org/mindshift/?p=53194","disqusUrl":"https://ww2.kqed.org/mindshift/2019/05/07/how-schools-can-use-life-transitions-to-help-students-feel-they-belong/","disqusTitle":"How Schools Can Use Life Transitions To Help Students Feel They Belong","path":"/mindshift/53194/how-schools-can-use-life-transitions-to-help-students-feel-they-belong","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Transitions are important in the lives of young people. Moving from elementary school to middle school, or from middle school to high school, represents a big change in academic expectations, schedules, and social lives. These powerful moments of transition are also times when schools can focus on building a sense of belonging among incoming students that could make a lasting impact on their ability to achieve academically. When students feel like they \u003ca href=\"http://mindsetscholarsnetwork.org/learning-mindsets/belonging/#\" target=\"_blank\" rel=\"noopener\">belong to a community\u003c/a>, that they are in the right place, they are more likely to succeed academically. And they’re more likely to stay in school.\u003c/p>\n\u003cp>Universities know \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/21/students-sense-of-belonging-what-the-research.html\" target=\"_blank\" rel=\"noopener\">this research\u003c/a>. That’s why the first week at many colleges is full of bonding activities, chances to make social connections, and intentional planning to heighten the emotional power of an already exhilarating moment in a young person’s life.\u003c/p>\n\u003cp>In their book \u003cem>\u003ca href=\"https://www.amazon.com/Power-Moments-Certain-Experiences-Extraordinary/dp/1501147765\" target=\"_blank\" rel=\"noopener\">The Power of Moments\u003c/a>\u003c/em>, Chip and Dan Heath write:\u003c/p>\n\u003cblockquote>\u003cp>\"What’s indisputable is that when we assess our experiences, we don’t average our minute-by-minute sensations. Rather, we tend to remember flagship moments: the peaks, the pits, and the transitions.\"\u003c/p>\u003c/blockquote>\n\u003cp>The Heaths argue that leaders can learn to spot these powerful moments and plan to heighten their memorableness by shaping them so participants feel they’ve gained new insights, and feel more connected and proud of themselves and their community.\u003c/p>\n\u003cp>Chris De La Cruz knew all this research from working with \u003ca href=\"http://www1.cuny.edu/sites/cunystart/\" target=\"_blank\" rel=\"noopener\">CUNY Start\u003c/a>, a program designed to help incoming community college students who had failed the subject area entrance exams. He knew that when white students struggle in college they assume it is because they don’t know enough, but when students of color struggle they \u003ca href=\"http://lmcreadinglist.pbworks.com/f/Walton+%26+Cohen+(2007).pdf\" target=\"_blank\" rel=\"noopener\">assume there is something wrong with them\u003c/a>. He knew it was important those students feel that they belong in college, that they were valued in the community.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So when De La Cruz started working at \u003ca href=\"http://www.southbronxcommunity.org/\" target=\"_blank\" rel=\"noopener\">South Bronx Community Charter\u003c/a>, a high school in New York City, he thought they should use this research to help their freshmen transition to high school. The school was designed to change the outcomes for the young black men and women in the neighborhood. Instruction is entirely project-based, the commitment to restorative discipline practices is extreme, and relationships are at the core of the model. It always had a summer orientation program, what they call Summer Bridge, but it struggled to meet two competing demands: foster a community and introduce students to project-based learning. In the summer before the school’s third year, De La Cruz decided to try focusing purely on belonging for a better experience.\u003c/p>\n\u003cp>On the first day, students were placed in small groups with a Learning Coach. These groups helped students get to know each other and open up in a smaller setting, like an advisory. A Learning Coach at South Bronx Community Charter is not a credentialed teacher, but rather someone skilled in youth development. Often these folks have experience leading after-school programs or working in the community. During the school year, they co-teach with credentialed teachers, sharing their expertise on relationship building and how to make topics engaging for young people. They also teach some elective classes and lead the school’s advisory curriculum.\u003c/p>\n\u003cp>De La Cruz subscribes to the \u003ca href=\"https://ideas.ted.com/finding-our-way-to-true-belonging/\" target=\"_blank\" rel=\"noopener\">Brené Brown definition of belonging\u003c/a>. She says: “True belonging only happens when we present our authentic, imperfect selves to the world.” He knew from experience that at the start of high school most students are primarily worried about what they’re going to wear and how they’ll fit in. After going through Summer Bridge, he wanted them to know school is a place where they can share their authentic selves and be celebrated.\u003c/p>\n\u003cp>The first activity called on students to talk about a happy memory, something that makes them angry, and something or someone that inspires them with their Summer Bridge small groups. No one was forced to share, but many did, following the example of the learning coaches who modeled being vulnerable and respectful.\u003c/p>\n\u003cp>“I was shocked at the amount they opened up,” De La Cruz said. “And of course there were some students who were resistant. Sometimes you get students who are angry resistant, but it was more like a quiet resistance.”\u003c/p>\n\u003cp>Leaders also introduced students to a self-portrait activity that students worked on throughout the week. They drew outlines of their profiles and filled them in with images and words they felt represented who they are as people.\u003c/p>\n\u003cfigure id=\"attachment_53205\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53205\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/wall-e1557292903987.jpg\" alt=\"Students cultivate teamwork at a ropes course outside the city.\" width=\"1920\" height=\"2560\">\u003cfigcaption class=\"wp-caption-text\">Students cultivate teamwork at a ropes course outside the city. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On the second day, leaders took the incoming ninth-graders out of the city to a ropes course where they worked together in groups to overcome challenges. For many students this was a favorite moment of the week. Everyone was out of their comfort zone and their neighborhood, playing together.\u003c/p>\n\u003cp>“It was some challenges, but as a team we seemed to overcome them,” said freshman Rhaming Williams.\u003c/p>\n\u003cp>Day 3 activities assumed some trust had been built by this point. In the same small groups, students wrote letters to themselves from the perspective of a caregiver (mom/dad/grandparent), saying what they’d like to hear from that person. They shared parts of these letters with the group.\u003c/p>\n\u003cp>“I was hesitant because I didn’t really know these people,” said freshman Hailey Miranda about sharing personal things with the group. But ultimately she decided she felt safe because of the vulnerability her group leader modeled. “She was really opening and she was helping us, even though she didn't really know us,” Miranda said.\u003c/p>\n\u003cp>Adult authenticity and vulnerability is an important part of creating the space for this type of community-building work. De La Cruz acknowledges it can be a tricky balance to strike for teachers. He and his staff did the Summer Bridge activities together before leading students in them, so they had the opportunity to feel out the edges of their own experiences.\u003c/p>\n\u003cp>“You want to share a scar, not a wound,” De La Cruz said. “You want to share something, but something you’ve got a handle on in some way.” When adult mentors share like this with students they demonstrate their trust in them, but don’t inadvertently lean on students for support in an inappropriate way.\u003c/p>\n\u003cp>The intention behind Day 4 was to connect students to the broader freshmen class community beyond their small groups, and to recognize some of the similarities in experiences they all face. In the morning, they played a game called “Cross the Line,” in which students cross the line if the statement applies to them. The statements started out light, but became heavier, including topics like bullying or experiencing trauma. Again, honesty and modeling from leaders helped students feel confident to bravely share.\u003c/p>\n\u003cp>On the afternoon of the fourth day, the school held a graduation ceremony, inviting students’ families to be part of the transition into high school. Students hung their finished self-portraits on the wall, and families did a gallery walk through them. Learning Coaches had also reached out to parents ahead of time, asking them to write an artist bio of their student highlighting their good qualities. Reading these was an emotional experience for many students.\u003c/p>\n\u003cfigure id=\"attachment_53201\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-53201\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg\" alt='A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge.' width=\"640\" height=\"425\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1020x677.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-160x106.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-800x531.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-768x510.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/gallery-walk-1200x797.jpg 1200w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A family member looks at the gallery of student portraits portrayed on \"graduation day\" of Summer Bridge. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My family is big so we don’t have that one-on-one time with our parents that much,” said Rhaming Williams. He said he rarely gets written letters, so it felt extra special. “Reading the letter, being able to feel emotions from my parents, was amazing.”\u003c/p>\n\u003cp>Another student, Marilyn Valentin, said “it was enlightening” to get that letter. “It was a good experience. I felt great to read that.”\u003c/p>\n\u003cp>Students also discovered on the last day of Summer Bridge that the small groups they’d spent all week cultivating would be their advisory groups all year. They'd be entering the first day of school with solid friendships already formed. It took some of the pressure off.\u003c/p>\n\u003cp>“Everybody in this group ended up being really close friends and we share our feelings and thoughts,” Valentin said. She’s learned that when she’s hurt by the actions of a peer, she can go to them and talk about it. She gets support from her advisory group when these issues come up, something she never felt in middle school. There, everyone felt fake, even when they were apologizing. “Before I didn’t know how to handle things like that and it would actually affect me a lot, but now I can handle those things and talk to people more,” she said.\u003c/p>\n\u003cp>\u003cstrong>CONTINUING INTO THE SCHOOL YEAR\u003c/strong>\u003c/p>\n\u003cp>Treating the transition to high school with an emphasis on fostering a sense of belonging has served the school well. The emotional foundation of their advisory groups -- what they call CORE groups (short for Creativity Opportunity Risk and Experience) -- has allowed students to adapt to learning through projects. Knowing their teachers and Learning Coaches care about who they are as people has allowed students to be more vulnerable in academic settings as well. Many students at South Bronx Community Charter start high school behind grade level, but teachers have the attitude that it’s not the kids’ fault when that happens. As teachers they see it as their job to boost students’ skills.\u003c/p>\n\u003cp>The co-teaching model has also allowed the school to benefit from the strengths of every staff member in the building. Teachers are learning ways to build relationships with students, engagement tactics, and how to be effective advisers from Learning Coaches. On the flip side, Learning Coaches are learning strong teaching techniques from teachers, often moving to get their own credentials with a small stipend from the school. And since many of the Learning Coaches are people of color, this model has the added benefit of making sure students have mentors that look like them in school, while helping people up a career ladder toward credentialed teaching.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"700\" height=\"400\" src=\"https://www.youtube.com/embed/mvsw-kze3QU?start=1752\" frameborder=\"0\" allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Within the communities we are serving there are a tremendous number of talented people working with youth in effective ways,” said John Clemente, executive director and co-founder of South Bronx Community Charter School. “We saw there’s a need if we can bring those folks into the classroom and we can offer them a career pathway, that’s going to be very appealing for them, and we think it’s going to be really effective for our young people.”\u003c/p>\n\u003cp>Clemente participated in a New York Department of Education fellowship to design a “breakthrough model” school. He and a cohort of other educators designed a model they thought would create radically different outcomes for low-income teens. They planned to implement the model in four district schools and four charter schools.\u003c/p>\n\u003cp>“Every team member was excited about schools opening in both policy environments, Clemente said. \"The idea was to surface the policy constraints that arise in each and to leverage the strengths in each.”\u003c/p>\n\u003cp>In the end, they were only able to open three district schools, Nelson Mandela School for Social Justice, Epic North, and Epic South, and one charter school -- South Bronx Community Charter. Clemente says his goal is to return to the original mission of charters, incubating ideas that can be spread to district schools.\u003c/p>\n\u003cfigure id=\"attachment_53198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-53198\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/student-portraits.jpg\" alt=\"Examples of self-portraits incoming ninth graders made to depict who they are.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/student-portraits-1200x800.jpg 1200w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Examples of self-portraits that incoming ninth-graders made to depict who they are. \u003ccite>(Courtesy South Bronx Community Charter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Perhaps one of the most radical aspects of the school is its commitment to restorative practices. Clemente noted that on a \u003ca href=\"https://www.chalkbeat.org/posts/ny/2018/12/03/new-york-city-suspension-heat-map/\" target=\"_blank\" rel=\"noopener\">heat map of suspensions \u003c/a>published by Chalkbeat, the South Bronx is deep purple. Students and families expect to be suspended, but educators at this school have worked hard to change the narrative and show with their actions that they want every child to stay in school.\u003c/p>\n\u003cp>“Our students come in with a lot of trauma that’s coming in from the community,” Clemente said. “It takes a lot for us to build community with them so they can trust school as an institution.”\u003c/p>\n\u003cp>In the first week, in their first year as a school, a student got jumped by a group of other students for throwing a gang sign. That was the first test of the school’s commitment to restorative practices. The mother of the kid who was attacked wanted the perpetrators suspended. Clemente told her that wasn’t off the table, but he wanted to try something else first.\u003c/p>\n\u003cp>They asked the boys to write apology letters to both the kid they jumped and his mother. Then they had to stand in the middle of a circle of their entire grade, explain what they did, and ask the community for forgiveness. At this point the whole school was just one grade, 100 kids, small enough that everyone discussed the incident together. Each student had the chance to express how it made them feel. “And we never had another fight that year,” Clemente said.\u003c/p>\n\u003cp>Chris De La Cruz knows the impact of that moment went even deeper. One of the main perpetrators was one of his advisees. When the leadership handled the incident restoratively, the student saw they were committed to him. Now he’s the one spreading the message among peers not to fight, that conflicts can be handled nonviolently.\u003c/p>\n\u003cp>“A lot of aggression happens because there’s been a lot of aggression towards them,” De La Cruz said. He doesn’t think schools acknowledge often enough the structural influences and systemic oppression that students experience throughout their lives.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not that we’re saying you’ve made mistakes, it’s OK,” De La Cruz said. “It’s more like, you’ve made a mistake and we’re not going to kick you out of the school. That’s where real learning happens.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53194/how-schools-can-use-life-transitions-to-help-students-feel-they-belong","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_146","mindshift_20877","mindshift_256","mindshift_20793","mindshift_634"],"featImg":"mindshift_53631","label":"mindshift"},"mindshift_52000":{"type":"posts","id":"mindshift_52000","meta":{"index":"posts_1591205157","site":"mindshift","id":"52000","score":null,"sort":[1535626829000]},"guestAuthors":[],"slug":"what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school","title":"What Makes the BARR Program Effective in Helping Ninth Graders in Virtually Every Type of School?","publishDate":1535626829,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>MINNEAPOLIS – There’s a school improvement model that has gotten consistent results in large schools, small schools, high-performing ones, low-performing ones, those with large achievement gaps, diverse schools, homogenous ones, and schools that are rural, urban and suburban. An impressive track record of hard evidence has made it the only program to earn three levels of competitive grant funding from the federal government since 2010.\u003c/p>\n\u003cp>But you’ve probably never heard of it.\u003c/p>\n\u003cp>The Building Assets, Reducing Risks program, known as BARR, was started by a Minneapolis school counselor in 1999, and remained in relative obscurity for a decade. Since 2010, its creator, Angela Jerabek, has sought research support to test the BARR program in other schools. The BARR mantra – “Same Students. Same Teachers. Better Results.” – has led Jerabek to aggressively seek out schools in different regions, with different demographics, to test her theory. So far, it holds up.\u003c/p>\n\u003cp>At large, diverse Hemet High School in urban southern California, this program helped close the achievement gap between ninth-grade Latino students and their peers within two years. At mid-sized Noble High School in predominantly white, rural southern Maine, ninth-graders participating in the program were absent half as much as their peers who weren’t exposed to it. At large, majority-Latino Bryan Adams High School in Dallas, the number of freshman failing classes dropped from 44 percent to 28 percent in one year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>No matter where a school starts, the BARR model seems to make it better, and it does so without hiring all new teachers, transforming the school curriculum, or spending a lot of money – though it does require a strong commitment in time.\u003c/p>\n\u003cp>BARR targets students during a make-or-break year: ninth grade. The UChicago Consortium on School Research \u003ca href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">has found\u003c/a> that students who earn at least five credits in ninth grade (enough to go on to 10th grade) and get no more than a one-semester failing grade in a core course are 3.5 times more likely to graduate on time.\u003c/p>\n\u003cp>But these students are hard to reach.\u003c/p>\n\u003cp>“If you’re going to change kids’ trajectories, the earlier you do it, the easier it is,” said Johannes Bos, a senior vice president at the American Institutes for Research who specializes in randomized control trials in education and has studied the BARR model for the last two years. “You can have nice solid impacts in early childhood programs, or in first-grade programs or as late as third grade, but once you get into ninth grade, it becomes really difficult to change, especially academic, outcomes.”\u003c/p>\n\u003cp>BARR does it by prioritizing strong relationships and a focus on student strengths. It forces teachers to track student progress closely and creates a structure for stepping in at the first sign something might be wrong.\u003c/p>\n\u003cp>“Our system is to catch those coughs before they become pneumonia,” said Justin Barbeau, technical assistance director at the BARR Center and a former social studies teacher at St. Louis Park High School. “It’s really about giving kids the things they need.”\u003c/p>\n\u003cp>BARR has eight broad strategies, and on their own, they sound like plain old, good schooling: focus on the whole student; prioritize social and emotional learning; provide professional development for teachers, counselors and administrators; create teams of students; give teachers time to talk about the students on their respective teams; engage families; engage administrators; and meet to discuss the highest-risk students.\u003c/p>\n\u003cp>Giving a concrete structure to such a holistic focus is what sets BARR apart.\u003c/p>\n\u003cp>The model requires at least three ninth-grade teachers from core content areas (like English or math) to be on a BARR team. These teachers should have the same students in their classes so they can all bring personal experiences with these kids to their joint conversations. But teachers also split up students and become the main point of contact for a subset of them, which seems to reduce the likelihood anyone will get overlooked.\u003c/p>\n\u003cp>The BARR model dictates teachers should meet at least once per week and a larger team of the BARR teachers plus counseling staff should, too.\u003c/p>\n\u003cp>In both meetings, educators work off spreadsheets that identify the students, their grades in all their classes, their strengths, the things they struggle with (in and out of school), specific problems they’re having, achievable goals to get or keep them on track and a running list of solutions teachers have tried. Having access to this comprehensive information is crucial to the model. It creates accountability for educators as they develop and execute plans to intervene with struggling students, and it keeps a running record of a student’s experiences.\u003c/p>\n\u003cp>Nancy Simard, BARR coordinator and guidance director at Noble High School in Maine, said team meetings have happened at Noble since the 1990s, but BARR made them more effective. Instead of simply bringing up kids whom teachers happened to be worried about that day, teams track all students, monitoring progress and setbacks for everyone, along with attempts to intervene when students need extra support.\u003c/p>\n\u003cp>“If you’re just talking about kids in general, it doesn’t give you the structure to have those really pointed conversations about what’s working and what isn’t working for the child,” Simard said. “It really helps us target, not only our interventions, but thinking about student strengths.”\u003c/p>\n\u003cfigure id=\"attachment_52002\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52002\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Tara-Garcia-Mathewson-BARR4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">St. Louis Park High School students, just outside of Minneapolis, work together to build the tallest straw tower as part of a class exercise related to the Building Assets, Reducing Risks program. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During a BARR meeting with teachers and counselors at St. Louis Park High School just outside Minneapolis this past winter, the team worked through a list of students highlighted on a shared spreadsheet. One had missed a lot of school recently and his grades were low. The team clicked into the school’s learning management system to pull up more information about his attendance, missing assignments and class schedule. A teacher pointed out that he wants to go into the music industry and doesn’t seem to think high school is useful on that path. The team discussed options for working business courses into his schedule, along with more music, and strategized ways to get him more engaged in the rest of his classes. There was general agreement that his grades did not reflect his capacity.\u003c/p>\n\u003cp>“He has so much ability, but he’s putting in so little effort,” said Sara Peterson, the ninth-grade science teacher.\u003c/p>\n\u003cp>As they wrapped up their conversation, they filled out a Google form, describing the plan to help keep the student on track, noting his strengths and interests. This automatically populated the spreadsheet and created a record for teachers to review as they followed up with the student and helped change his schedule for the next semester.\u003c/p>\n\u003cp>These meetings happen weekly, as teams cycle through all the ninth-graders.\u003c/p>\n\u003cp>When teacher teams run out of ideas for how to help students in trouble, they pass along the challenge to a school “risk review team,” made up of administrators, counseling staff members and others. This team meets weekly to discuss the highest-need students, struggling with severe mental health problems, family dysfunction and serious crises.\u003c/p>\n\u003cp>The goal in all of these meetings is to discuss students’ strengths and capitalize on them. The various elements of BARR serve as a safety net of sorts. They ensure adults are watching every kid, ready to step in when needed.\u003c/p>\n\u003cp>The program will be in more than 100 schools in 15 states this coming academic year (up from 80 last year), and the BARR Center expects to expand to 250 schools by 2020, thanks to money from the federal government to support its scale-up.\u003c/p>\n\u003cp>John B. King Jr., president and CEO of the Education Trust and former secretary of education in the Obama Administration, said what he likes best about BARR, besides its promising early results, is that it “is grounded in the simple idea that relationships matter.”\u003c/p>\n\u003cp>\"The BARR model reflects the conviction that all students can excel regardless of race, zip code, or family income when they are provided with the right supports,\" King said at a BARR conference last year.\u003c/p>\n\u003cfigure id=\"attachment_52005\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52005\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Tara-Garcia-Mathewson-BARR1-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">Freshmen at St. Louis Park High School, just outside of Minneapolis, take time out of their social studies class for a team-building exercise that is part of the school’s Building Assets, Reducing Risks program. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Along with all the behind-the-scenes work by teachers, the BARR program features a weekly period for students called “I-Time,” which replaces a portion of one core class. (The “I” in I-Time is for the pronoun, with the period focusing on individuals.) The BARR teachers take turns teaching an I-Time, choosing from a list of lessons concerned with developing students’ social and emotional skills, addressing issues like bullying and substance abuse, and giving students a chance to get to know both their peers and their teachers in a more relaxed, social setting.\u003c/p>\n\u003cp>Relationships developed in I-Time are meant to increase student engagement in the school community and increase the likelihood kids will show up. Steady attendance means students are present to learn the material that will help them pass classes and do well on tests, two metrics that BARR schools track to consider the program’s success.\u003c/p>\n\u003cp>Sarah Lindenberg, a ninth-grade social studies teacher at St. Louis Park, started one I-Time class with a straw tower construction project. Students were split into small teams and given 40 straws plus two feet of tape. Their task was to construct the largest free-standing tower they could in 15 minutes. The challenge required them to work together, practice design thinking and move quickly.\u003c/p>\n\u003cp>“Communication is key,” Lindenberg called out as she walked around the room, monitoring team progress.\u003c/p>\n\u003cp>Students picked up on the friendly competition, urging their teams on to win. While a handful weren’t particularly active contributors in their groups, most were highly engaged.\u003c/p>\n\u003cp>I-Time lessons range widely, content-wise, from fun games to serious discussions. At nearby St. Anthony Village High School, a small suburban school just northeast of Minneapolis that is in its third year with BARR, ninth-grader Alice Grooms, 15, said she particularly liked an I-Time that her math teacher had led earlier this year. Students put pieces of paper on their backs and let their peers write notes to them, anonymously. At the end of the activity, students could read through the comments.\u003c/p>\n\u003cp>Grooms, whose hair is dyed bright orange, got several notes commending her style and celebrating that she isn’t afraid to be herself.\u003c/p>\n\u003cp>“People that I didn’t really know were giving me compliments, so that felt really nice,” Grooms said. I-Time offers a chance to get to know peers on a deeper level, she said: “I really like spending time with kids in my class who I see every day but I feel like I don’t know that well.”\u003c/p>\n\u003cfigure id=\"attachment_52004\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52004\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Tara-Garcia-Mathewson-BARR2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Alicia Grooms, 15, is a freshman at St. Anthony Village High School, where she has been able to get to know some of her classmates better through the Building Assets, Reducing Risk program. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers get some of the same benefits from I-Time. They learn more about students that can inform intervention plans and deepen their understanding of why students are behaving in certain ways. I-Time generates great fodder for the “strengths” column on the BARR teachers’ spreadsheets.\u003c/p>\n\u003cp>Bos, the A.I.R. researcher, said BARR is less intensive than many programs aimed at high schoolers. It doesn’t require a lot of training for teachers — just six days over three years — and schools don’t have to overhaul their curriculum, purchase new products or hire a number of new staff members.\u003c/p>\n\u003cp>“Most interventions are definitely more intensive, more expensive and more invasive,” Bos said. Most also target smaller groups of students, based on some specific risk factor, rather than an entire grade level. And when it comes to impact, focusing intensive services on a small population can garner big results within it. Because BARR focuses on all students, its measured effects can be considered relatively modest. But they’re consistently present, and Bos said BARR is one of the best programs he has studied when it comes to value for the money.\u003c/p>\n\u003cp>Its power also lies in the universality of its potential impact. In all the different types of schools in which it has been tried, BARR has led to fewer course failures among ninth graders, higher attendance, better standardized test scores, and reports from both teachers and students that they feel more supported.\u003c/p>\n\u003cp>Astein Osei, the superintendent of St. Louis Park Public Schools, sees the root of BARR’s success in its focus on positives.\u003c/p>\n\u003cp>“In education, unfortunately there is a lot of emphasis on deficits,” Osei said. “We’re always trying to figure out how to help students with their deficits. The BARR model flips that on its head.” It asks, he said, what are students good at and how can we connect with them?\u003c/p>\n\u003cp>And the benefits flow from there.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The ‘Building Assets, Reducing Risks’ model focuses on relationships and student strengths. The model uses a holistic approach with students to “catch those coughs before they become pneumonia.”","status":"publish","parent":0,"modified":1535610667,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":2344},"headData":{"title":"What Makes the BARR Program Effective in Helping Ninth Graders in Virtually Every Type of School? | KQED","description":"The ‘Building Assets, Reducing Risks’ model focuses on relationships and student strengths. The model uses a holistic approach with students to “catch those coughs before they become pneumonia.”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Makes the BARR Program Effective in Helping Ninth Graders in Virtually Every Type of School?","datePublished":"2018-08-30T11:00:29.000Z","dateModified":"2018-08-30T06:31:07.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"52000 https://ww2.kqed.org/mindshift/?p=52000","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/30/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school/","disqusTitle":"What Makes the BARR Program Effective in Helping Ninth Graders in Virtually Every Type of School?","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Tara García Mathewson, The Hechinger Report\u003c/a>","path":"/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>MINNEAPOLIS – There’s a school improvement model that has gotten consistent results in large schools, small schools, high-performing ones, low-performing ones, those with large achievement gaps, diverse schools, homogenous ones, and schools that are rural, urban and suburban. An impressive track record of hard evidence has made it the only program to earn three levels of competitive grant funding from the federal government since 2010.\u003c/p>\n\u003cp>But you’ve probably never heard of it.\u003c/p>\n\u003cp>The Building Assets, Reducing Risks program, known as BARR, was started by a Minneapolis school counselor in 1999, and remained in relative obscurity for a decade. Since 2010, its creator, Angela Jerabek, has sought research support to test the BARR program in other schools. The BARR mantra – “Same Students. Same Teachers. Better Results.” – has led Jerabek to aggressively seek out schools in different regions, with different demographics, to test her theory. So far, it holds up.\u003c/p>\n\u003cp>At large, diverse Hemet High School in urban southern California, this program helped close the achievement gap between ninth-grade Latino students and their peers within two years. At mid-sized Noble High School in predominantly white, rural southern Maine, ninth-graders participating in the program were absent half as much as their peers who weren’t exposed to it. At large, majority-Latino Bryan Adams High School in Dallas, the number of freshman failing classes dropped from 44 percent to 28 percent in one year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>No matter where a school starts, the BARR model seems to make it better, and it does so without hiring all new teachers, transforming the school curriculum, or spending a lot of money – though it does require a strong commitment in time.\u003c/p>\n\u003cp>BARR targets students during a make-or-break year: ninth grade. The UChicago Consortium on School Research \u003ca href=\"https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation\">has found\u003c/a> that students who earn at least five credits in ninth grade (enough to go on to 10th grade) and get no more than a one-semester failing grade in a core course are 3.5 times more likely to graduate on time.\u003c/p>\n\u003cp>But these students are hard to reach.\u003c/p>\n\u003cp>“If you’re going to change kids’ trajectories, the earlier you do it, the easier it is,” said Johannes Bos, a senior vice president at the American Institutes for Research who specializes in randomized control trials in education and has studied the BARR model for the last two years. “You can have nice solid impacts in early childhood programs, or in first-grade programs or as late as third grade, but once you get into ninth grade, it becomes really difficult to change, especially academic, outcomes.”\u003c/p>\n\u003cp>BARR does it by prioritizing strong relationships and a focus on student strengths. It forces teachers to track student progress closely and creates a structure for stepping in at the first sign something might be wrong.\u003c/p>\n\u003cp>“Our system is to catch those coughs before they become pneumonia,” said Justin Barbeau, technical assistance director at the BARR Center and a former social studies teacher at St. Louis Park High School. “It’s really about giving kids the things they need.”\u003c/p>\n\u003cp>BARR has eight broad strategies, and on their own, they sound like plain old, good schooling: focus on the whole student; prioritize social and emotional learning; provide professional development for teachers, counselors and administrators; create teams of students; give teachers time to talk about the students on their respective teams; engage families; engage administrators; and meet to discuss the highest-risk students.\u003c/p>\n\u003cp>Giving a concrete structure to such a holistic focus is what sets BARR apart.\u003c/p>\n\u003cp>The model requires at least three ninth-grade teachers from core content areas (like English or math) to be on a BARR team. These teachers should have the same students in their classes so they can all bring personal experiences with these kids to their joint conversations. But teachers also split up students and become the main point of contact for a subset of them, which seems to reduce the likelihood anyone will get overlooked.\u003c/p>\n\u003cp>The BARR model dictates teachers should meet at least once per week and a larger team of the BARR teachers plus counseling staff should, too.\u003c/p>\n\u003cp>In both meetings, educators work off spreadsheets that identify the students, their grades in all their classes, their strengths, the things they struggle with (in and out of school), specific problems they’re having, achievable goals to get or keep them on track and a running list of solutions teachers have tried. Having access to this comprehensive information is crucial to the model. It creates accountability for educators as they develop and execute plans to intervene with struggling students, and it keeps a running record of a student’s experiences.\u003c/p>\n\u003cp>Nancy Simard, BARR coordinator and guidance director at Noble High School in Maine, said team meetings have happened at Noble since the 1990s, but BARR made them more effective. Instead of simply bringing up kids whom teachers happened to be worried about that day, teams track all students, monitoring progress and setbacks for everyone, along with attempts to intervene when students need extra support.\u003c/p>\n\u003cp>“If you’re just talking about kids in general, it doesn’t give you the structure to have those really pointed conversations about what’s working and what isn’t working for the child,” Simard said. “It really helps us target, not only our interventions, but thinking about student strengths.”\u003c/p>\n\u003cfigure id=\"attachment_52002\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52002\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Tara-Garcia-Mathewson-BARR4-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">St. Louis Park High School students, just outside of Minneapolis, work together to build the tallest straw tower as part of a class exercise related to the Building Assets, Reducing Risks program. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During a BARR meeting with teachers and counselors at St. Louis Park High School just outside Minneapolis this past winter, the team worked through a list of students highlighted on a shared spreadsheet. One had missed a lot of school recently and his grades were low. The team clicked into the school’s learning management system to pull up more information about his attendance, missing assignments and class schedule. A teacher pointed out that he wants to go into the music industry and doesn’t seem to think high school is useful on that path. The team discussed options for working business courses into his schedule, along with more music, and strategized ways to get him more engaged in the rest of his classes. There was general agreement that his grades did not reflect his capacity.\u003c/p>\n\u003cp>“He has so much ability, but he’s putting in so little effort,” said Sara Peterson, the ninth-grade science teacher.\u003c/p>\n\u003cp>As they wrapped up their conversation, they filled out a Google form, describing the plan to help keep the student on track, noting his strengths and interests. This automatically populated the spreadsheet and created a record for teachers to review as they followed up with the student and helped change his schedule for the next semester.\u003c/p>\n\u003cp>These meetings happen weekly, as teams cycle through all the ninth-graders.\u003c/p>\n\u003cp>When teacher teams run out of ideas for how to help students in trouble, they pass along the challenge to a school “risk review team,” made up of administrators, counseling staff members and others. This team meets weekly to discuss the highest-need students, struggling with severe mental health problems, family dysfunction and serious crises.\u003c/p>\n\u003cp>The goal in all of these meetings is to discuss students’ strengths and capitalize on them. The various elements of BARR serve as a safety net of sorts. They ensure adults are watching every kid, ready to step in when needed.\u003c/p>\n\u003cp>The program will be in more than 100 schools in 15 states this coming academic year (up from 80 last year), and the BARR Center expects to expand to 250 schools by 2020, thanks to money from the federal government to support its scale-up.\u003c/p>\n\u003cp>John B. King Jr., president and CEO of the Education Trust and former secretary of education in the Obama Administration, said what he likes best about BARR, besides its promising early results, is that it “is grounded in the simple idea that relationships matter.”\u003c/p>\n\u003cp>\"The BARR model reflects the conviction that all students can excel regardless of race, zip code, or family income when they are provided with the right supports,\" King said at a BARR conference last year.\u003c/p>\n\u003cfigure id=\"attachment_52005\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52005\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Tara-Garcia-Mathewson-BARR1-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\">\u003cfigcaption class=\"wp-caption-text\">Freshmen at St. Louis Park High School, just outside of Minneapolis, take time out of their social studies class for a team-building exercise that is part of the school’s Building Assets, Reducing Risks program. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Along with all the behind-the-scenes work by teachers, the BARR program features a weekly period for students called “I-Time,” which replaces a portion of one core class. (The “I” in I-Time is for the pronoun, with the period focusing on individuals.) The BARR teachers take turns teaching an I-Time, choosing from a list of lessons concerned with developing students’ social and emotional skills, addressing issues like bullying and substance abuse, and giving students a chance to get to know both their peers and their teachers in a more relaxed, social setting.\u003c/p>\n\u003cp>Relationships developed in I-Time are meant to increase student engagement in the school community and increase the likelihood kids will show up. Steady attendance means students are present to learn the material that will help them pass classes and do well on tests, two metrics that BARR schools track to consider the program’s success.\u003c/p>\n\u003cp>Sarah Lindenberg, a ninth-grade social studies teacher at St. Louis Park, started one I-Time class with a straw tower construction project. Students were split into small teams and given 40 straws plus two feet of tape. Their task was to construct the largest free-standing tower they could in 15 minutes. The challenge required them to work together, practice design thinking and move quickly.\u003c/p>\n\u003cp>“Communication is key,” Lindenberg called out as she walked around the room, monitoring team progress.\u003c/p>\n\u003cp>Students picked up on the friendly competition, urging their teams on to win. While a handful weren’t particularly active contributors in their groups, most were highly engaged.\u003c/p>\n\u003cp>I-Time lessons range widely, content-wise, from fun games to serious discussions. At nearby St. Anthony Village High School, a small suburban school just northeast of Minneapolis that is in its third year with BARR, ninth-grader Alice Grooms, 15, said she particularly liked an I-Time that her math teacher had led earlier this year. Students put pieces of paper on their backs and let their peers write notes to them, anonymously. At the end of the activity, students could read through the comments.\u003c/p>\n\u003cp>Grooms, whose hair is dyed bright orange, got several notes commending her style and celebrating that she isn’t afraid to be herself.\u003c/p>\n\u003cp>“People that I didn’t really know were giving me compliments, so that felt really nice,” Grooms said. I-Time offers a chance to get to know peers on a deeper level, she said: “I really like spending time with kids in my class who I see every day but I feel like I don’t know that well.”\u003c/p>\n\u003cfigure id=\"attachment_52004\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-52004\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Tara-Garcia-Mathewson-BARR2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\">\u003cfigcaption class=\"wp-caption-text\">Alicia Grooms, 15, is a freshman at St. Anthony Village High School, where she has been able to get to know some of her classmates better through the Building Assets, Reducing Risk program. \u003ccite>(Tara García Mathewson/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers get some of the same benefits from I-Time. They learn more about students that can inform intervention plans and deepen their understanding of why students are behaving in certain ways. I-Time generates great fodder for the “strengths” column on the BARR teachers’ spreadsheets.\u003c/p>\n\u003cp>Bos, the A.I.R. researcher, said BARR is less intensive than many programs aimed at high schoolers. It doesn’t require a lot of training for teachers — just six days over three years — and schools don’t have to overhaul their curriculum, purchase new products or hire a number of new staff members.\u003c/p>\n\u003cp>“Most interventions are definitely more intensive, more expensive and more invasive,” Bos said. Most also target smaller groups of students, based on some specific risk factor, rather than an entire grade level. And when it comes to impact, focusing intensive services on a small population can garner big results within it. Because BARR focuses on all students, its measured effects can be considered relatively modest. But they’re consistently present, and Bos said BARR is one of the best programs he has studied when it comes to value for the money.\u003c/p>\n\u003cp>Its power also lies in the universality of its potential impact. In all the different types of schools in which it has been tried, BARR has led to fewer course failures among ninth graders, higher attendance, better standardized test scores, and reports from both teachers and students that they feel more supported.\u003c/p>\n\u003cp>Astein Osei, the superintendent of St. Louis Park Public Schools, sees the root of BARR’s success in its focus on positives.\u003c/p>\n\u003cp>“In education, unfortunately there is a lot of emphasis on deficits,” Osei said. “We’re always trying to figure out how to help students with their deficits. The BARR model flips that on its head.” It asks, he said, what are students good at and how can we connect with them?\u003c/p>\n\u003cp>And the benefits flow from there.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://www.hechingerreport.org\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52000/what-makes-the-barr-program-effective-in-helping-ninth-graders-in-virtually-every-type-of-school","authors":["byline_mindshift_52000"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21183","mindshift_20784","mindshift_1040","mindshift_146","mindshift_20877","mindshift_943"],"featImg":"mindshift_52003","label":"mindshift"},"mindshift_51901":{"type":"posts","id":"mindshift_51901","meta":{"index":"posts_1591205157","site":"mindshift","id":"51901","score":null,"sort":[1534490496000]},"guestAuthors":[],"slug":"personalized-learning-mistakes-moving-furniture-and-making-it-work","title":"Personalized Learning: Mistakes, Moving Furniture and Making it Work","publishDate":1534490496,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>SAN DIEGO — Vista High School principal Anthony Barela had a vivid image of what school here could look like after a $10 million grant to reimagine learning: Rolling desks and chairs, with students moving freely and talking about their work. Better attendance, class participation and graduation rates.\u003c/p>\n\u003cp>One year later, Barela has watched some of this vision flourish — including new classes and ways of teaching — while other parts never took off.\u003c/p>\n\u003cp>“Oh, I hate [the furniture],” observed teacher Catherine Connelly one spring morning, as she watched a student propel himself across the room in a rolling chair. Connelly, who is pioneering a new course in social and emotional wellness, added: “I don’t know who thought white desks and rolling chairs were good ideas for high school students.”\u003c/p>\n\u003cp>Vista’s trials and errors started when the school became an \u003ca href=\"http://vhs.vistausd.org/vhs-reimagined/xq-super-school/\">XQ\u003c/a> Super School Project, with a five-year grant by the national nonprofit to bring a personalized-learning approach to this suburban district. With year one down, teachers, students and administrators are still negotiating the promise and pitfalls of personalized learning on a large scale, lessons that may shed light on the relatively new reform that so far seems to be facilitating \u003cstrong>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/08/15/what-emerging-research-says-about-the-promise-of-personalized-learning/\">modest achievement gains. \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Barela contends that Vista’s approach is making a tangible impact in an area he’s long considered paramount: attendance. More kids are coming to school; attendance rates among last year’s ninth-grade class were up 15 percent from the previous year’s freshmen, according to Barela, and 10 percent from the same class’s eighth-grade rates. The average GPA for freshmen was slightly higher (0.2 percent) as well.\u003c/p>\n\u003cp>This nearly majority-Latino city began its experiment with personalized learning three years ago, after a districtwide survey revealed that thousands of high schoolers felt their education wasn’t relevant. District officials theorized that students’ disillusionment with the curriculum contributed to Vista High’s 10 percent dropout rate. In response, they launched an experimental Personalized Learning Academy for 150 juniors and seniors deemed at risk of dropping out.\u003c/p>\n\u003cp>Grades and attendance rates for students who signed up for the new academy rose slowly over the next two years, giving Vista officials sufficient evidence that their approach could work on a larger scale. They applied for and \u003ca href=\"http://www.sandiegouniontribune.com/news/education/sd-no-vista-superschool-20160914-story.html\">won\u003c/a> the $10 million XQ grant, which meant that they would need to replicate the features that had made their academy successful on a much larger scale: creating smaller communities, making changes gradually, giving students more control, and focusing on students’ social and emotional wellness.\u003c/p>\n\u003cp>\u003cstrong>Smaller communities\u003c/strong>\u003c/p>\n\u003cp>Vista school officials started by trying to replicate the academy’s intimate structure, in which four teachers shared the same group of 150 students and got a block of time each day to plan lessons together and review who needed additional help. Sharing information helped them develop closer relationships with students and better tailor their lessons.\u003c/p>\n\u003cp>For the 2017-18 school year, they broke up Vista’s freshman class of almost 700 students into six self-contained “houses.” Teachers say they appreciate the chance to work more closely with the students, along with a small group of their colleagues, and believe it’s helped contribute to a drop in disciplinary incidents.\u003c/p>\n\u003cp>“Because of the relationships and collaborations between the teachers,” said freshman math teacher Amanda Peace, “those issues are able to get settled a lot faster than they would in a previous year.”\u003c/p>\n\u003cp>Yet some teachers also said that the intimacy of the house system — in which freshmen often ended up in three or more classes with the same students — caused friction.\u003c/p>\n\u003cp>While students in the pilot academy chose to join the close-knit community, last year’s freshmen had no choice. When they had conflicts, they didn’t get time away from each other, so Peace said her team decided to switch several students’ schedules midyear.\u003c/p>\n\u003cp>But even with such frustrations, the house system kept freshmen who would otherwise be scattered across Vista’s sprawling outdoor campus feeling “like a little family,” said 14-year-old, then-freshman Peyton Kemp.\u003c/p>\n\u003cp>And having small groups of teachers sharing the same students also paid academic dividends.\u003c/p>\n\u003cp>\"I think the students were a little shocked by the connection between teachers,” freshman science teacher Lexi Kunz said. “They hadn’t seen that before. We would have times when they’re working on one assignment and there’d be a very explicit connection in another class, and I think they went, ‘Oh, this is real, they’re really talking to each other.’ ”\u003c/p>\n\u003cfigure id=\"attachment_51904\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51904\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Vista’s large freshman class was broken down into “houses” as part of the transformation, creating closer relationships and more interdisciplinary learning. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Making changes gradually\u003c/strong>\u003c/p>\n\u003cp>Teachers and administrators in the academy also found that for change to stick, it had to come gradually; students and teachers both needed time to adjust. At the beginning of the 2017-18 school year, freshman history teacher Matt Stuckey, one of the school’s most experienced personalized-learning practitioners, told students that change wouldn’t happen all at once.\u003c/p>\n\u003cp>“Some days, it’s going to feel like what school felt like last year,” Stuckey told them. “Then there’s going to be times when you’re really going to have the independence to show what you’re learning in different ways.’ ”\u003c/p>\n\u003cp>\u003cstrong>More student control over learning\u003c/strong>\u003c/p>\n\u003cp>Personalized learning encompasses a range of techniques meant to give students more control over what they learn and how they learn it. Much of the momentum has come from foundations with roots in Silicon Valley, whose founders believe that a proliferation of cheap technology allows new possibilities for personalizing education. The idea has also appealed to educators who see benefits in letting students learn at their own pace, after years of standardized testing.\u003c/p>\n\u003cp>In Kunz’s windowless freshman physics class on an April school day, a group of about 15 mixed special and general education students squinted up at a projection of a graph.\u003c/p>\n\u003cp>“I had a lovely conversation with Ms. Peace about graphing,” Kunz explained to her students. Peace teaches in the same house as Kunz, and had noticed that this group of students struggled when choosing increments for labeling the x-axis of a graph.\u003c/p>\n\u003cp>Kunz devoted the entire lesson to reinforcing the skill. Students worked quietly — a couple listened to music through headphones — and the special education teacher who co-teaches the course walked around spending additional time with some students.\u003c/p>\n\u003cp>That kind of communication — in which Kunz and Peace tag teamed their teaching of the same concept — is a clear benefit of the house system and of personalized learning’s approach, and simply wouldn’t have happened in previous years, teachers say.\u003c/p>\n\u003cp>But communicating with each other about where to focus is just the first step, according to Craig Gastauer, the former science teacher who’s now in charge of training Vista’s teachers in personalized learning.\u003c/p>\n\u003cp>For example, if Kunz’s reinforcement lesson on graphing had allowed students to fill in the x-axis in the way they thought was correct, then compare answers, they would have understood the process more deeply because they would have found the answers on their own, Gastauer said.\u003c/p>\n\u003cp>From his tiny office in an out-of-the way corner of the campus, Gastauer said that the whole experiment is about trial and error; he ultimately wants to overhaul the school’s grading system, removing letter grades and switching to “competency-based” diplomas that would allow students more flexibility in how to demonstrate they’ve acquired the knowledge necessary to graduate from high school.\u003c/p>\n\u003cp>“We want to make sure first we have a curriculum that’s inviting to the students where they can work with teachers to co-create parts of the curriculum,” he said.\u003c/p>\n\u003cp>Teachers have come a long way since the beginning of the last school year, when many said they felt “under the microscope” and fearful they’d be criticized for not adapting quickly enough to the changes, Gastauer said. They felt additional pressure from amped-up media around the XQ grant, which celebrated its 10 “super schools” last September with a flashy national TV event featuring actor Tom Hanks.\u003c/p>\n\u003cfigure id=\"attachment_51905\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">With part of the grant money, Vista turned its library into a “learning commons.” The space now serves as one of the school’s primary gathering spaces, a gallery for student art and a technology hub. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>War, peace and Chromebooks\u003c/strong>\u003c/p>\n\u003cp>History teacher Caroline Billings embraced the changes. Instead of the traditional global history course she’d taught in the past, in 2017-18 she led a “challenge” class in which freshmen designed self-directed projects based on the \u003ca href=\"http://www.unfoundation.org/features/globalgoals/the-global-goals.html\">United Nations Sustainable Development Goals.\u003c/a>\u003c/p>\n\u003cp>On an April morning in Billings’ class, students chatted in groups and surfed the internet on Chromebook laptops, as part of a unit on peace. Later, as a final project, the groups would propose ways to incorporate the study of peace into the 2018-19 history curriculum.\u003c/p>\n\u003cp>Billings assigned each group of three a different aspect of peace studies to research. One group typed “France” into the Google search bar, another browsed search results for “domestic peace.”\u003c/p>\n\u003cp>Avery Mortensen, 14, appreciated that Billings started the unit by having students read a critique of teaching peace in history class, and called the class more “student involving” than previous history courses.\u003c/p>\n\u003cp>Other students struggled with the freedom of toting the personal Chromebook laptops the school gave out. “It’s more like a personal thing when you get distracted on the Chromebook, not the Chromebook itself,” said 15-year-old Emiah Mills.\u003c/p>\n\u003cp>Finding the right balance with the new technology is a focus for teacher training. Gastauer instructs teachers to “plan learning and then ask how can tech enhance. Don’t start with the app.”\u003c/p>\n\u003cp>Before the Chromebooks, Mills had to borrow her grandmother’s computer. Now she gets more done at home, although she admits she also video chats with her friends while working on essays.\u003c/p>\n\u003cp>\u003cstrong>Can wellness be taught?\u003c/strong>\u003c/p>\n\u003cp>Teachers knew that students would at times struggle with the increased freedom and responsibility of personalized learning, and they were ready with a solution they’d piloted in the academy: “wellness” classes dedicated to helping students cope with social and emotional discomfort.\u003c/p>\n\u003cp>Wellness teacher Cindy Brooks said the course supports the broader goal of Vista’s personalized learning push “to get those kids that get lost in the shuffle. Try to bring them in.”\u003c/p>\n\u003cp>Ultimately, wellness class became something of a metaphor for the rollout of personalized learning as a whole, illustrating the challenge of making a concept that worked with a small, self-selecting group succeed on a much larger scale.\u003c/p>\n\u003cp>Eight teachers volunteered to teach the course and write the curriculum, but they had no idea where to start. “It’s a class that no other place was doing,” said wellness teacher Rick Worthington. They cobbled together curriculum materials meant for guidance counselors and health teachers.\u003c/p>\n\u003cp>“We’re literally learning as we go along,” Worthington said. “You can know what stress is and what anxiety is, but how do you teach a teenager?”\u003c/p>\n\u003cp>In the beginning, students were antagonistic. “That’s the worst beginning of a school year I’ve ever had,” Worthington said. The eight teachers were directly encountering aspects of their students’ lives they used to see only from a distance, but had little framework for teaching them coping skills for what came after school.\u003c/p>\n\u003cp>The wellness class gave teachers a chance to “step back from the content area of teaching to make that a priority,” former English teacher Cindy Brooks added.\u003c/p>\n\u003cp>In addition to daily lessons on topics like how to receive a compliment, wellness teachers checked in with students every week about grades and helped mediate conflicts in other classes.\u003c/p>\n\u003cp>Gradually, students started to look forward to wellness class. “It’s a good break from school work,” said 15-year-old Namrit Ahluwalia. “Regular school days take our mind away from who we actually are.”\u003c/p>\n\u003cp>At some point in the school year, administrators realized that none of the eight wellness teachers had experience with English Language Learners. ELL specialists like Kim Collier tried to help, but Collier had no experience with the curriculum wellness teachers were creating on the fly.\u003c/p>\n\u003cp>“We tried to make some adjustments, but the train was moving,” Collier said. This year, Collier will run a training with wellness teachers before school starts to make sure the course is accessible to ELL students.\u003c/p>\n\u003cp>\u003cstrong>What changes are ahead?\u003c/strong>\u003c/p>\n\u003cp>There will be other adjustments going forward as well. This fall, Vista’s house system will migrate to the 10th grade, and will expand each year until the whole school runs under the new system.\u003c/p>\n\u003cp>There are still open questions about how the school will shift into its second year. Some freshmen teachers want to follow their current students to the 10th grade. There will also be a new leader: Principal Barela stepped down to be near family in Colorado. He will be replaced by \u003ca href=\"http://vhs.vistausd.org/about/welcome-vista-high-school/\">Kyle Ruggles,\u003c/a> a former elementary school principal who most recently oversaw academic and behavioral support programs for the Vista school district.\u003c/p>\n\u003cp>Much of Barela’s vision will remain. And science teacher Blaine Darling says teachers sound different now when speaking about personalized learning. “For the first time, it’s given everyone a common language,” Darling said. “The conversations that are happening are happening outside of staff meetings.”\u003c/p>\n\u003cp>That’s exactly what Vista is hoping for: a new kind of teaching that will last, long after the grant is spent. It’s why science teacher Gastauer wasn’t upset at criticism of the moving furniture: Already, Vista has introduced a new version with individual desks instead of long tables, and has gotten much better feedback from teachers.\u003c/p>\n\u003cp>“The focus has always been on our teachers feeling like they’re comfortable,” Barela said, “and making sure the reason we’re doing that is for our students to be able to leave here better off than when they arrived.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In the first year of a new personalized learning program, a large San Diego district experiences small victories despite growing pains.","status":"publish","parent":0,"modified":1534490496,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":2566},"headData":{"title":"Personalized Learning: Mistakes, Moving Furniture and Making it Work | KQED","description":"In the first year of a new personalized learning program, a large San Diego district experiences small victories despite growing pains.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Personalized Learning: Mistakes, Moving Furniture and Making it Work","datePublished":"2018-08-17T07:21:36.000Z","dateModified":"2018-08-17T07:21:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51901 https://ww2.kqed.org/mindshift/?p=51901","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/17/personalized-learning-mistakes-moving-furniture-and-making-it-work/","disqusTitle":"Personalized Learning: Mistakes, Moving Furniture and Making it Work","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Mike Elsen-Rooney, The Hechinger Report\u003c/a>","path":"/mindshift/51901/personalized-learning-mistakes-moving-furniture-and-making-it-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>SAN DIEGO — Vista High School principal Anthony Barela had a vivid image of what school here could look like after a $10 million grant to reimagine learning: Rolling desks and chairs, with students moving freely and talking about their work. Better attendance, class participation and graduation rates.\u003c/p>\n\u003cp>One year later, Barela has watched some of this vision flourish — including new classes and ways of teaching — while other parts never took off.\u003c/p>\n\u003cp>“Oh, I hate [the furniture],” observed teacher Catherine Connelly one spring morning, as she watched a student propel himself across the room in a rolling chair. Connelly, who is pioneering a new course in social and emotional wellness, added: “I don’t know who thought white desks and rolling chairs were good ideas for high school students.”\u003c/p>\n\u003cp>Vista’s trials and errors started when the school became an \u003ca href=\"http://vhs.vistausd.org/vhs-reimagined/xq-super-school/\">XQ\u003c/a> Super School Project, with a five-year grant by the national nonprofit to bring a personalized-learning approach to this suburban district. With year one down, teachers, students and administrators are still negotiating the promise and pitfalls of personalized learning on a large scale, lessons that may shed light on the relatively new reform that so far seems to be facilitating \u003cstrong>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/08/15/what-emerging-research-says-about-the-promise-of-personalized-learning/\">modest achievement gains. \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Barela contends that Vista’s approach is making a tangible impact in an area he’s long considered paramount: attendance. More kids are coming to school; attendance rates among last year’s ninth-grade class were up 15 percent from the previous year’s freshmen, according to Barela, and 10 percent from the same class’s eighth-grade rates. The average GPA for freshmen was slightly higher (0.2 percent) as well.\u003c/p>\n\u003cp>This nearly majority-Latino city began its experiment with personalized learning three years ago, after a districtwide survey revealed that thousands of high schoolers felt their education wasn’t relevant. District officials theorized that students’ disillusionment with the curriculum contributed to Vista High’s 10 percent dropout rate. In response, they launched an experimental Personalized Learning Academy for 150 juniors and seniors deemed at risk of dropping out.\u003c/p>\n\u003cp>Grades and attendance rates for students who signed up for the new academy rose slowly over the next two years, giving Vista officials sufficient evidence that their approach could work on a larger scale. They applied for and \u003ca href=\"http://www.sandiegouniontribune.com/news/education/sd-no-vista-superschool-20160914-story.html\">won\u003c/a> the $10 million XQ grant, which meant that they would need to replicate the features that had made their academy successful on a much larger scale: creating smaller communities, making changes gradually, giving students more control, and focusing on students’ social and emotional wellness.\u003c/p>\n\u003cp>\u003cstrong>Smaller communities\u003c/strong>\u003c/p>\n\u003cp>Vista school officials started by trying to replicate the academy’s intimate structure, in which four teachers shared the same group of 150 students and got a block of time each day to plan lessons together and review who needed additional help. Sharing information helped them develop closer relationships with students and better tailor their lessons.\u003c/p>\n\u003cp>For the 2017-18 school year, they broke up Vista’s freshman class of almost 700 students into six self-contained “houses.” Teachers say they appreciate the chance to work more closely with the students, along with a small group of their colleagues, and believe it’s helped contribute to a drop in disciplinary incidents.\u003c/p>\n\u003cp>“Because of the relationships and collaborations between the teachers,” said freshman math teacher Amanda Peace, “those issues are able to get settled a lot faster than they would in a previous year.”\u003c/p>\n\u003cp>Yet some teachers also said that the intimacy of the house system — in which freshmen often ended up in three or more classes with the same students — caused friction.\u003c/p>\n\u003cp>While students in the pilot academy chose to join the close-knit community, last year’s freshmen had no choice. When they had conflicts, they didn’t get time away from each other, so Peace said her team decided to switch several students’ schedules midyear.\u003c/p>\n\u003cp>But even with such frustrations, the house system kept freshmen who would otherwise be scattered across Vista’s sprawling outdoor campus feeling “like a little family,” said 14-year-old, then-freshman Peyton Kemp.\u003c/p>\n\u003cp>And having small groups of teachers sharing the same students also paid academic dividends.\u003c/p>\n\u003cp>\"I think the students were a little shocked by the connection between teachers,” freshman science teacher Lexi Kunz said. “They hadn’t seen that before. We would have times when they’re working on one assignment and there’d be a very explicit connection in another class, and I think they went, ‘Oh, this is real, they’re really talking to each other.’ ”\u003c/p>\n\u003cfigure id=\"attachment_51904\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51904\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Vista’s large freshman class was broken down into “houses” as part of the transformation, creating closer relationships and more interdisciplinary learning. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Making changes gradually\u003c/strong>\u003c/p>\n\u003cp>Teachers and administrators in the academy also found that for change to stick, it had to come gradually; students and teachers both needed time to adjust. At the beginning of the 2017-18 school year, freshman history teacher Matt Stuckey, one of the school’s most experienced personalized-learning practitioners, told students that change wouldn’t happen all at once.\u003c/p>\n\u003cp>“Some days, it’s going to feel like what school felt like last year,” Stuckey told them. “Then there’s going to be times when you’re really going to have the independence to show what you’re learning in different ways.’ ”\u003c/p>\n\u003cp>\u003cstrong>More student control over learning\u003c/strong>\u003c/p>\n\u003cp>Personalized learning encompasses a range of techniques meant to give students more control over what they learn and how they learn it. Much of the momentum has come from foundations with roots in Silicon Valley, whose founders believe that a proliferation of cheap technology allows new possibilities for personalizing education. The idea has also appealed to educators who see benefits in letting students learn at their own pace, after years of standardized testing.\u003c/p>\n\u003cp>In Kunz’s windowless freshman physics class on an April school day, a group of about 15 mixed special and general education students squinted up at a projection of a graph.\u003c/p>\n\u003cp>“I had a lovely conversation with Ms. Peace about graphing,” Kunz explained to her students. Peace teaches in the same house as Kunz, and had noticed that this group of students struggled when choosing increments for labeling the x-axis of a graph.\u003c/p>\n\u003cp>Kunz devoted the entire lesson to reinforcing the skill. Students worked quietly — a couple listened to music through headphones — and the special education teacher who co-teaches the course walked around spending additional time with some students.\u003c/p>\n\u003cp>That kind of communication — in which Kunz and Peace tag teamed their teaching of the same concept — is a clear benefit of the house system and of personalized learning’s approach, and simply wouldn’t have happened in previous years, teachers say.\u003c/p>\n\u003cp>But communicating with each other about where to focus is just the first step, according to Craig Gastauer, the former science teacher who’s now in charge of training Vista’s teachers in personalized learning.\u003c/p>\n\u003cp>For example, if Kunz’s reinforcement lesson on graphing had allowed students to fill in the x-axis in the way they thought was correct, then compare answers, they would have understood the process more deeply because they would have found the answers on their own, Gastauer said.\u003c/p>\n\u003cp>From his tiny office in an out-of-the way corner of the campus, Gastauer said that the whole experiment is about trial and error; he ultimately wants to overhaul the school’s grading system, removing letter grades and switching to “competency-based” diplomas that would allow students more flexibility in how to demonstrate they’ve acquired the knowledge necessary to graduate from high school.\u003c/p>\n\u003cp>“We want to make sure first we have a curriculum that’s inviting to the students where they can work with teachers to co-create parts of the curriculum,” he said.\u003c/p>\n\u003cp>Teachers have come a long way since the beginning of the last school year, when many said they felt “under the microscope” and fearful they’d be criticized for not adapting quickly enough to the changes, Gastauer said. They felt additional pressure from amped-up media around the XQ grant, which celebrated its 10 “super schools” last September with a flashy national TV event featuring actor Tom Hanks.\u003c/p>\n\u003cfigure id=\"attachment_51905\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">With part of the grant money, Vista turned its library into a “learning commons.” The space now serves as one of the school’s primary gathering spaces, a gallery for student art and a technology hub. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>War, peace and Chromebooks\u003c/strong>\u003c/p>\n\u003cp>History teacher Caroline Billings embraced the changes. Instead of the traditional global history course she’d taught in the past, in 2017-18 she led a “challenge” class in which freshmen designed self-directed projects based on the \u003ca href=\"http://www.unfoundation.org/features/globalgoals/the-global-goals.html\">United Nations Sustainable Development Goals.\u003c/a>\u003c/p>\n\u003cp>On an April morning in Billings’ class, students chatted in groups and surfed the internet on Chromebook laptops, as part of a unit on peace. Later, as a final project, the groups would propose ways to incorporate the study of peace into the 2018-19 history curriculum.\u003c/p>\n\u003cp>Billings assigned each group of three a different aspect of peace studies to research. One group typed “France” into the Google search bar, another browsed search results for “domestic peace.”\u003c/p>\n\u003cp>Avery Mortensen, 14, appreciated that Billings started the unit by having students read a critique of teaching peace in history class, and called the class more “student involving” than previous history courses.\u003c/p>\n\u003cp>Other students struggled with the freedom of toting the personal Chromebook laptops the school gave out. “It’s more like a personal thing when you get distracted on the Chromebook, not the Chromebook itself,” said 15-year-old Emiah Mills.\u003c/p>\n\u003cp>Finding the right balance with the new technology is a focus for teacher training. Gastauer instructs teachers to “plan learning and then ask how can tech enhance. Don’t start with the app.”\u003c/p>\n\u003cp>Before the Chromebooks, Mills had to borrow her grandmother’s computer. Now she gets more done at home, although she admits she also video chats with her friends while working on essays.\u003c/p>\n\u003cp>\u003cstrong>Can wellness be taught?\u003c/strong>\u003c/p>\n\u003cp>Teachers knew that students would at times struggle with the increased freedom and responsibility of personalized learning, and they were ready with a solution they’d piloted in the academy: “wellness” classes dedicated to helping students cope with social and emotional discomfort.\u003c/p>\n\u003cp>Wellness teacher Cindy Brooks said the course supports the broader goal of Vista’s personalized learning push “to get those kids that get lost in the shuffle. Try to bring them in.”\u003c/p>\n\u003cp>Ultimately, wellness class became something of a metaphor for the rollout of personalized learning as a whole, illustrating the challenge of making a concept that worked with a small, self-selecting group succeed on a much larger scale.\u003c/p>\n\u003cp>Eight teachers volunteered to teach the course and write the curriculum, but they had no idea where to start. “It’s a class that no other place was doing,” said wellness teacher Rick Worthington. They cobbled together curriculum materials meant for guidance counselors and health teachers.\u003c/p>\n\u003cp>“We’re literally learning as we go along,” Worthington said. “You can know what stress is and what anxiety is, but how do you teach a teenager?”\u003c/p>\n\u003cp>In the beginning, students were antagonistic. “That’s the worst beginning of a school year I’ve ever had,” Worthington said. The eight teachers were directly encountering aspects of their students’ lives they used to see only from a distance, but had little framework for teaching them coping skills for what came after school.\u003c/p>\n\u003cp>The wellness class gave teachers a chance to “step back from the content area of teaching to make that a priority,” former English teacher Cindy Brooks added.\u003c/p>\n\u003cp>In addition to daily lessons on topics like how to receive a compliment, wellness teachers checked in with students every week about grades and helped mediate conflicts in other classes.\u003c/p>\n\u003cp>Gradually, students started to look forward to wellness class. “It’s a good break from school work,” said 15-year-old Namrit Ahluwalia. “Regular school days take our mind away from who we actually are.”\u003c/p>\n\u003cp>At some point in the school year, administrators realized that none of the eight wellness teachers had experience with English Language Learners. ELL specialists like Kim Collier tried to help, but Collier had no experience with the curriculum wellness teachers were creating on the fly.\u003c/p>\n\u003cp>“We tried to make some adjustments, but the train was moving,” Collier said. This year, Collier will run a training with wellness teachers before school starts to make sure the course is accessible to ELL students.\u003c/p>\n\u003cp>\u003cstrong>What changes are ahead?\u003c/strong>\u003c/p>\n\u003cp>There will be other adjustments going forward as well. This fall, Vista’s house system will migrate to the 10th grade, and will expand each year until the whole school runs under the new system.\u003c/p>\n\u003cp>There are still open questions about how the school will shift into its second year. Some freshmen teachers want to follow their current students to the 10th grade. There will also be a new leader: Principal Barela stepped down to be near family in Colorado. He will be replaced by \u003ca href=\"http://vhs.vistausd.org/about/welcome-vista-high-school/\">Kyle Ruggles,\u003c/a> a former elementary school principal who most recently oversaw academic and behavioral support programs for the Vista school district.\u003c/p>\n\u003cp>Much of Barela’s vision will remain. And science teacher Blaine Darling says teachers sound different now when speaking about personalized learning. “For the first time, it’s given everyone a common language,” Darling said. “The conversations that are happening are happening outside of staff meetings.”\u003c/p>\n\u003cp>That’s exactly what Vista is hoping for: a new kind of teaching that will last, long after the grant is spent. It’s why science teacher Gastauer wasn’t upset at criticism of the moving furniture: Already, Vista has introduced a new version with individual desks instead of long tables, and has gotten much better feedback from teachers.\u003c/p>\n\u003cp>“The focus has always been on our teachers feeling like they’re comfortable,” Barela said, “and making sure the reason we’re doing that is for our students to be able to leave here better off than when they arrived.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51901/personalized-learning-mistakes-moving-furniture-and-making-it-work","authors":["byline_mindshift_51901"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_495","mindshift_20784","mindshift_1040","mindshift_21195","mindshift_21088","mindshift_20865","mindshift_20877","mindshift_421","mindshift_21194","mindshift_943","mindshift_21199"],"featImg":"mindshift_51903","label":"mindshift"},"mindshift_50960":{"type":"posts","id":"mindshift_50960","meta":{"index":"posts_1591205157","site":"mindshift","id":"50960","score":null,"sort":[1526362265000]},"guestAuthors":[],"slug":"how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging","title":"How Being Part of a 'House' Within a School Helps Students Gain A Sense of Belonging","publishDate":1526362265,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sept. 30, 2016 was a big day for Lake Canyon Elementary. Students, teachers, and staff arrived at the Galt, California, school wearing white shirts and before long were sent to stand by one of six large cardboard boxes. After a drum roll, cannons sprayed confetti over each cluster of students. The color matched one of six new banners, like the orange one reading “Sebete” and featuring a bear meant to symbolize courage. As music played, the boxes were ripped open to reveal matching T-shirts. Pulling them over their heads, students began doing something they’d continue every day until graduating: representing their house. Three semesters later, Principal Judi Hayes said, “Every part of our school culture now flows through the lens of the house system.”\u003c/p>\n\u003cp>If the image calls to mind Harry Potter being assigned to Gryffindor, that’s not far off the mark. The term “house” derives from English boarding schools where students once lived in a series of modest dwellings. More than a few U.S. universities, including Notre Dame and Rice, still give their dormitories a larger significance by, for example, allowing each “residential college” its own advisers and social events. The attachments formed tend to be so significant that alumni, upon meeting one another, frequently ask, “What college were you?”\u003c/p>\n\u003cp>That sense of camaraderie and identity is part of what schools like Lake Canyon are trying to develop. “We have first-graders on our campus that would never have the opportunity to become buddies with a fifth-grader,” Hayes said, “but now they see each other at the house meeting every Friday.” Sixth-grade teacher Val Seamons added, “They really deck out for those,” with kids even donning house-colored socks and tutus in a bid for extra points. Three days a week for the first two trimesters of the year, students eat lunch with their houses, and every morning the winning house from the previous day is announced. The house system also gives children the opportunity to interact with teachers they normally would have no cause to know, Hayes said, “creating smaller communities within the larger community where they can make stronger bonds and connections.”\u003c/p>\n\u003cfigure id=\"attachment_50964\" class=\"wp-caption alignnone\" style=\"max-width: 853px\">\u003cimg class=\"wp-image-50964 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/unspecified-45.jpg\" alt=\"\" width=\"853\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45.jpg 853w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-520x780.jpg 520w\" sizes=\"(max-width: 853px) 100vw, 853px\">\u003cfigcaption class=\"wp-caption-text\">Lake Canyon Elementary School ceremony assigning students to a house. (Katie Fewell Photography)\u003c/figcaption>\u003c/figure>\n\u003cp>Those ties can be critical when dealing with children touched by trauma. Seamons described a first-grader who lost her mother, a teacher at the school, when a colloid cyst burst in the 34-year-old’s brain. Seamons said she expressed concern to the students of Sebete: “And the first kid stood up, and he said, ‘The Sebete house has got her.’ And this went all down the line. The kids were all like, ‘We’ve got her. The house has got her.' ”\u003c/p>\n\u003cp>Other opportunities to develop leadership skills arise from the patterns established by the house system, Seamons said. Sixth-graders shepherd kindergartners from their classrooms to house meetings, and some students have been tapped to take over house planning duties from the teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Principal Hayes believes these mentoring activities are to thank for helping reduce bullying and other behavioral problems. Since the house system was introduced at Lake Canyon, suspensions went from nine to zero, she said, and instances of students being sent to the office for discipline greatly decreased.\u003c/p>\n\u003cp>A sense of inclusion and engagement in a common enterprise can have academic benefits as well as social-emotional ones, according to Jennifer Kloczko, the principal of Stoneridge Elementary School in Roseville, California. Two teams of her teachers traveled to observe Lake Canyon’s house system in action as they launched their own. “When kids are really excited about school,” Kloczko said, “they are happier and they tend to learn more.” It’s a proposition supported by \u003ca href=\"https://eric.ed.gov/?id=EJ1031094\">scholarly research\u003c/a> tying a heightened sense of belonging to increased achievement.\u003c/p>\n\u003cfigure id=\"attachment_51220\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51220\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-31-1-e1526318014603.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Signs indicating Marrakech house at Hillsdale High School. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>HELPING KIDS TRANSITION\u003c/strong>\u003c/p>\n\u003cp>Another touted benefit of houses is easing transitions. Last year the incoming kindergarten students at Lake Canyon were welcomed by sixth-graders who had planned a new tradition. The big kids formed a cheering tunnel, placed a Hawaiian lei in one of the house colors around each little one’s neck, and invited them to play. Jeff Gilbert, the principal of Hillsdale High School in the San Francisco Bay Area, credits his school’s house system with helping ninth-graders acclimate to a student body of nearly 1,500 and what can be an overwhelming roster of classes and teachers.\u003c/p>\n\u003cp>Each Hillsdale ninth-grader spends five periods a day—math, English, social studies, science and advisory—with their 111 housemates. Four teachers coordinate with one another in mostly adjacent classrooms as they teach those subjects, and each takes responsibility for advising 28 of the house’s students, whom they follow through the end of sophomore year.\u003c/p>\n\u003cp>“You talk about students all the time,” Gilbert said. “You know every family, and you know every student. You stop dealing with them in these sort of large abstract cohorts.” In addition to allowing for “much more individualized responses,” he said, the house system helps replicate the coherence of the elementary experience. “Our honors students know our special ed students,” he said. “It’s not always perfect, but those cliques and those tensions have dramatically reduced.”\u003c/p>\n\u003cfigure id=\"attachment_51216\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51216\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-2-e1526074491987.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Teachers within the same house meet on a regular basis to discuss needs of students. Hillsdale High School English teacher Andrew Hartig (left), math teacher Michael McCall and other teachers within Marrakech House share observations on students and discuss solutions for how they can help. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Modern elementary and secondary house systems aren’t just a California thing. The 735 kindergarten through fifth-grade students at Richard J. Lee Elementary School in the small Dallas suburb of Coppell, Texas, eat lunch with their houses. Ottway Elementary in Greenville, Tennessee, provides students with lanyards marked by the colors and names of the school’s four houses, each named for a rare gemstone. And at Jackson Road Elementary School in Griffin, Georgia—where houses have not just missions, colors, chants and symbols but also hand signs and mottos—each classroom contains four colored containers. Students who earn a house point are given a bean to place in their house’s container which, along with the others, gets periodically emptied into a larger one near the front office.\u003c/p>\n\u003cp>\u003cstrong>BENEFITS TO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators at schools like these claim additional systemic advantages. Gilbert said he thinks Hillsdale’s house system empowers teachers and in so doing gives the high school an edge in recruitment and retention. Kloczko said Stoneridge’s houses help attract parents in Roseville’s choice system: “It makes us special.” And according to Hayes, the staff at Lake Canyon is more united “because now they have another small group … they are collaborating with.”\u003c/p>\n\u003cp>Of course, the specific successes of Lake Canyon might have something to do with the way the school rolled out the idea. In the spring of 2016, Hayes, Seamons and six others traveled to the Ron Clark Academy in Atlanta, a nonprofit middle school created to serve as a model school for educator training programs. After observing a house system in action there, the group volunteered to form a committee, calling themselves “the Hags” for “House Advisory Group.”\u003c/p>\n\u003cp>They introduced staff to the concept before school let out for summer and asked for help choosing the six character traits that would determine the house identities. “We really wanted a buy-in from the rest of the staff,” Seamons said. “They were familiar with the Harry Potter books,” Hayes added, “so it wasn’t a completely foreign concept,” but she made sure to hammer home the potential benefits. She was also careful not to demand too much extra work from teachers, setting aside about 25 minutes out of each 90-minute staff meeting for planning house meeting activities.\u003c/p>\n\u003cp>“There was no rhyme or reason” to the way Lake Canyon split students, teachers and staff up into six groups. They didn’t even pay attention to gender, but Hayes said, “It all kind of worked out.” (One thing the committee did massage: placement of children with special needs to ensure proper support.) Some people anticipated problems with students wanting to switch houses, but Hayes said that hasn’t really happened. “With the older kids, maybe their best friend is in a different house, and that’s an issue at lunch perhaps,” Seamons said, “but not really.”\u003c/p>\n\u003cp>\u003cstrong>TOOLS FOR IMPLEMENTATION \u003c/strong>\u003c/p>\n\u003cp>One focus the Hags maintained throughout was positivity. In order for the house system to function as an effective way to reinforce desired behavior, unlike at Hogwarts, teachers and staff at Lake Canyon only award points, never taking them away. Seamons said teachers also take steps to emphasize the “friendly” part of “friendly competition,” because students need to be taught “how to compete successfully.”\u003c/p>\n\u003cp>Dan Green helped launch a house system at California’s Goleta Valley Junior High in 2003. In a \u003ca href=\"https://eric.ed.gov/?id=EJ745589\">paper on the topic\u003c/a>, he wrote that some teachers worried competition might decrease collegiality and self-esteem. Administrators there responded by carefully calibrating the point system “to award participation, effort and growth just as much as achievement,” Green reported.\u003c/p>\n\u003cp>Lake Canyon’s experience would seem to provide a roadmap for successful implementation, but it might not be that simple. Hayes paid for things like the banners and T-shirts with a portion of \u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">federal funds the district won in 2012\u003c/a>. At Stoneridge, Kloczko relied on the financial support of the school’s Parent Teacher Club, as well as nine teachers who fundraised to attend the Ron Clark Academy. Gilbert said Hillsdale received a smaller learning community planning grant in the late 1990s and another grant in 2002.\u003c/p>\n\u003cp>Aside from some expense, “it requires a long-term commitment,” Hayes said, as well as whole-school involvement.\u003c/p>\n\u003cp>There also doesn’t yet seem to be reliable data on the efficacy of houses. Lake Canyon’s suspensions decreased, yes, but causation is difficult to establish since the school launched a restorative justice discipline model around the same time.\u003c/p>\n\u003cp>Hayes was careful to add a final caveat: For a house system to succeed, there has to be something substantive behind it, an underlying ethos being reinforced. At Lake Canyon, that’s a \u003ca href=\"https://lc-gjuesd-ca.schoolloop.com/lakecanyonessential33\">list of 33 “soft skills”\u003c/a> such as “do not brag” and “be courteous.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“The houses are not just a thing that you do,” Kloczko agreed. “It’s really your whole school culture.”\u003c/p>\n\n","blocks":[],"excerpt":"Some larger schools are creating smaller \"houses\" across grade levels and classes to help kids feel a greater sense of belonging and school engagement. ","status":"publish","parent":0,"modified":1526362824,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1878},"headData":{"title":"How Being Part of a 'House' Within a School Helps Students Gain A Sense of Belonging | KQED","description":"Some larger schools are creating smaller "houses" across grade levels and classes to help kids feel a greater sense of belonging and school engagement. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Being Part of a 'House' Within a School Helps Students Gain A Sense of Belonging","datePublished":"2018-05-15T05:31:05.000Z","dateModified":"2018-05-15T05:40:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50960 https://ww2.kqed.org/mindshift/?p=50960","disqusUrl":"https://ww2.kqed.org/mindshift/2018/05/14/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging/","disqusTitle":"How Being Part of a 'House' Within a School Helps Students Gain A Sense of Belonging","nprByline":"\u003ca href=\"https://twitter.com/gailcornwall\">Gail Cornwall\u003c/a>","path":"/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sept. 30, 2016 was a big day for Lake Canyon Elementary. Students, teachers, and staff arrived at the Galt, California, school wearing white shirts and before long were sent to stand by one of six large cardboard boxes. After a drum roll, cannons sprayed confetti over each cluster of students. The color matched one of six new banners, like the orange one reading “Sebete” and featuring a bear meant to symbolize courage. As music played, the boxes were ripped open to reveal matching T-shirts. Pulling them over their heads, students began doing something they’d continue every day until graduating: representing their house. Three semesters later, Principal Judi Hayes said, “Every part of our school culture now flows through the lens of the house system.”\u003c/p>\n\u003cp>If the image calls to mind Harry Potter being assigned to Gryffindor, that’s not far off the mark. The term “house” derives from English boarding schools where students once lived in a series of modest dwellings. More than a few U.S. universities, including Notre Dame and Rice, still give their dormitories a larger significance by, for example, allowing each “residential college” its own advisers and social events. The attachments formed tend to be so significant that alumni, upon meeting one another, frequently ask, “What college were you?”\u003c/p>\n\u003cp>That sense of camaraderie and identity is part of what schools like Lake Canyon are trying to develop. “We have first-graders on our campus that would never have the opportunity to become buddies with a fifth-grader,” Hayes said, “but now they see each other at the house meeting every Friday.” Sixth-grade teacher Val Seamons added, “They really deck out for those,” with kids even donning house-colored socks and tutus in a bid for extra points. Three days a week for the first two trimesters of the year, students eat lunch with their houses, and every morning the winning house from the previous day is announced. The house system also gives children the opportunity to interact with teachers they normally would have no cause to know, Hayes said, “creating smaller communities within the larger community where they can make stronger bonds and connections.”\u003c/p>\n\u003cfigure id=\"attachment_50964\" class=\"wp-caption alignnone\" style=\"max-width: 853px\">\u003cimg class=\"wp-image-50964 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/04/unspecified-45.jpg\" alt=\"\" width=\"853\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45.jpg 853w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-240x360.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-375x563.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/04/unspecified-45-520x780.jpg 520w\" sizes=\"(max-width: 853px) 100vw, 853px\">\u003cfigcaption class=\"wp-caption-text\">Lake Canyon Elementary School ceremony assigning students to a house. (Katie Fewell Photography)\u003c/figcaption>\u003c/figure>\n\u003cp>Those ties can be critical when dealing with children touched by trauma. Seamons described a first-grader who lost her mother, a teacher at the school, when a colloid cyst burst in the 34-year-old’s brain. Seamons said she expressed concern to the students of Sebete: “And the first kid stood up, and he said, ‘The Sebete house has got her.’ And this went all down the line. The kids were all like, ‘We’ve got her. The house has got her.' ”\u003c/p>\n\u003cp>Other opportunities to develop leadership skills arise from the patterns established by the house system, Seamons said. Sixth-graders shepherd kindergartners from their classrooms to house meetings, and some students have been tapped to take over house planning duties from the teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Principal Hayes believes these mentoring activities are to thank for helping reduce bullying and other behavioral problems. Since the house system was introduced at Lake Canyon, suspensions went from nine to zero, she said, and instances of students being sent to the office for discipline greatly decreased.\u003c/p>\n\u003cp>A sense of inclusion and engagement in a common enterprise can have academic benefits as well as social-emotional ones, according to Jennifer Kloczko, the principal of Stoneridge Elementary School in Roseville, California. Two teams of her teachers traveled to observe Lake Canyon’s house system in action as they launched their own. “When kids are really excited about school,” Kloczko said, “they are happier and they tend to learn more.” It’s a proposition supported by \u003ca href=\"https://eric.ed.gov/?id=EJ1031094\">scholarly research\u003c/a> tying a heightened sense of belonging to increased achievement.\u003c/p>\n\u003cfigure id=\"attachment_51220\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51220\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-31-1-e1526318014603.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Signs indicating Marrakech house at Hillsdale High School. \u003ccite>(KQED/Samantha Shanahan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>HELPING KIDS TRANSITION\u003c/strong>\u003c/p>\n\u003cp>Another touted benefit of houses is easing transitions. Last year the incoming kindergarten students at Lake Canyon were welcomed by sixth-graders who had planned a new tradition. The big kids formed a cheering tunnel, placed a Hawaiian lei in one of the house colors around each little one’s neck, and invited them to play. Jeff Gilbert, the principal of Hillsdale High School in the San Francisco Bay Area, credits his school’s house system with helping ninth-graders acclimate to a student body of nearly 1,500 and what can be an overwhelming roster of classes and teachers.\u003c/p>\n\u003cp>Each Hillsdale ninth-grader spends five periods a day—math, English, social studies, science and advisory—with their 111 housemates. Four teachers coordinate with one another in mostly adjacent classrooms as they teach those subjects, and each takes responsibility for advising 28 of the house’s students, whom they follow through the end of sophomore year.\u003c/p>\n\u003cp>“You talk about students all the time,” Gilbert said. “You know every family, and you know every student. You stop dealing with them in these sort of large abstract cohorts.” In addition to allowing for “much more individualized responses,” he said, the house system helps replicate the coherence of the elementary experience. “Our honors students know our special ed students,” he said. “It’s not always perfect, but those cliques and those tensions have dramatically reduced.”\u003c/p>\n\u003cfigure id=\"attachment_51216\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-51216\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/05/HillsdaleHigh-2-e1526074491987.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Teachers within the same house meet on a regular basis to discuss needs of students. Hillsdale High School English teacher Andrew Hartig (left), math teacher Michael McCall and other teachers within Marrakech House share observations on students and discuss solutions for how they can help. \u003ccite>(Samantha Shanahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Modern elementary and secondary house systems aren’t just a California thing. The 735 kindergarten through fifth-grade students at Richard J. Lee Elementary School in the small Dallas suburb of Coppell, Texas, eat lunch with their houses. Ottway Elementary in Greenville, Tennessee, provides students with lanyards marked by the colors and names of the school’s four houses, each named for a rare gemstone. And at Jackson Road Elementary School in Griffin, Georgia—where houses have not just missions, colors, chants and symbols but also hand signs and mottos—each classroom contains four colored containers. Students who earn a house point are given a bean to place in their house’s container which, along with the others, gets periodically emptied into a larger one near the front office.\u003c/p>\n\u003cp>\u003cstrong>BENEFITS TO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Educators at schools like these claim additional systemic advantages. Gilbert said he thinks Hillsdale’s house system empowers teachers and in so doing gives the high school an edge in recruitment and retention. Kloczko said Stoneridge’s houses help attract parents in Roseville’s choice system: “It makes us special.” And according to Hayes, the staff at Lake Canyon is more united “because now they have another small group … they are collaborating with.”\u003c/p>\n\u003cp>Of course, the specific successes of Lake Canyon might have something to do with the way the school rolled out the idea. In the spring of 2016, Hayes, Seamons and six others traveled to the Ron Clark Academy in Atlanta, a nonprofit middle school created to serve as a model school for educator training programs. After observing a house system in action there, the group volunteered to form a committee, calling themselves “the Hags” for “House Advisory Group.”\u003c/p>\n\u003cp>They introduced staff to the concept before school let out for summer and asked for help choosing the six character traits that would determine the house identities. “We really wanted a buy-in from the rest of the staff,” Seamons said. “They were familiar with the Harry Potter books,” Hayes added, “so it wasn’t a completely foreign concept,” but she made sure to hammer home the potential benefits. She was also careful not to demand too much extra work from teachers, setting aside about 25 minutes out of each 90-minute staff meeting for planning house meeting activities.\u003c/p>\n\u003cp>“There was no rhyme or reason” to the way Lake Canyon split students, teachers and staff up into six groups. They didn’t even pay attention to gender, but Hayes said, “It all kind of worked out.” (One thing the committee did massage: placement of children with special needs to ensure proper support.) Some people anticipated problems with students wanting to switch houses, but Hayes said that hasn’t really happened. “With the older kids, maybe their best friend is in a different house, and that’s an issue at lunch perhaps,” Seamons said, “but not really.”\u003c/p>\n\u003cp>\u003cstrong>TOOLS FOR IMPLEMENTATION \u003c/strong>\u003c/p>\n\u003cp>One focus the Hags maintained throughout was positivity. In order for the house system to function as an effective way to reinforce desired behavior, unlike at Hogwarts, teachers and staff at Lake Canyon only award points, never taking them away. Seamons said teachers also take steps to emphasize the “friendly” part of “friendly competition,” because students need to be taught “how to compete successfully.”\u003c/p>\n\u003cp>Dan Green helped launch a house system at California’s Goleta Valley Junior High in 2003. In a \u003ca href=\"https://eric.ed.gov/?id=EJ745589\">paper on the topic\u003c/a>, he wrote that some teachers worried competition might decrease collegiality and self-esteem. Administrators there responded by carefully calibrating the point system “to award participation, effort and growth just as much as achievement,” Green reported.\u003c/p>\n\u003cp>Lake Canyon’s experience would seem to provide a roadmap for successful implementation, but it might not be that simple. Hayes paid for things like the banners and T-shirts with a portion of \u003ca href=\"https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning\">federal funds the district won in 2012\u003c/a>. At Stoneridge, Kloczko relied on the financial support of the school’s Parent Teacher Club, as well as nine teachers who fundraised to attend the Ron Clark Academy. Gilbert said Hillsdale received a smaller learning community planning grant in the late 1990s and another grant in 2002.\u003c/p>\n\u003cp>Aside from some expense, “it requires a long-term commitment,” Hayes said, as well as whole-school involvement.\u003c/p>\n\u003cp>There also doesn’t yet seem to be reliable data on the efficacy of houses. Lake Canyon’s suspensions decreased, yes, but causation is difficult to establish since the school launched a restorative justice discipline model around the same time.\u003c/p>\n\u003cp>Hayes was careful to add a final caveat: For a house system to succeed, there has to be something substantive behind it, an underlying ethos being reinforced. At Lake Canyon, that’s a \u003ca href=\"https://lc-gjuesd-ca.schoolloop.com/lakecanyonessential33\">list of 33 “soft skills”\u003c/a> such as “do not brag” and “be courteous.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The houses are not just a thing that you do,” Kloczko agreed. “It’s really your whole school culture.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50960/how-being-part-of-a-house-within-a-school-helps-students-gain-a-sense-of-belonging","authors":["byline_mindshift_50960"],"categories":["mindshift_192","mindshift_20827"],"tags":["mindshift_20784","mindshift_1040","mindshift_21195","mindshift_20877","mindshift_21194","mindshift_943"],"featImg":"mindshift_50962","label":"mindshift"},"mindshift_50889":{"type":"posts","id":"mindshift_50889","meta":{"index":"posts_1591205157","site":"mindshift","id":"50889","score":null,"sort":[1522529836000]},"guestAuthors":[],"slug":"how-deeper-understanding-of-a-students-life-helps-with-plans-for-success","title":"How Deeper Understanding of a Student’s Life Helps with Plans for Success","publishDate":1522529836,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The week before winter break, snow is piled up around St. Louis Park High School, a low-slung, rambling brick complex in suburban Minneapolis. And more snow is falling.\u003c/p>\n\u003cp>This is a big, diverse school with proud roots. Alumni include Joel and Ethan Coen, who shot their semiautobiographical 2009 drama, \u003cem>A Serious Man\u003c/em>, in this area, once a Jewish enclave, which today has immigrants from all over the world.\u003c/p>\n\u003cp>But in 1998, when Angela Jerabek was a school counselor for freshmen here, she was \"discouraged.\" For five years running, about half the ninth-grade students had been failing at least one course.\u003c/p>\n\u003cp>\"I went to the principal to say, 'I don't think I'm doing this job well and I feel like I should resign.' \" Her principal had a different idea.\u003c/p>\n\u003cp>\"He said [the problem] wasn't just with me or just with our high school. That this really was an issue that was occurring in high schools across the country, and that we really needed to look at a new solution.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And he challenged her to come up with one.\u003c/p>\n\u003cfigure id=\"attachment_50905\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/d7a1514_custom-a9bf80b805a71bbebbc2161f8531de939481349b-1-e1522702535970.jpg\" alt=\"\" width=\"1920\" height=\"1178\">\u003cfigcaption class=\"wp-caption-text\">Teachers Sarah Lindenberg and Kara Cisco chat with Kelly Brown, the BARR coordinator at St. Louis Park. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the biggest questions in education is whether it's even possible to turn around a low-performing school. The Obama administration spent $7 billion on school turnarounds, and \u003ca href=\"https://ies.ed.gov/ncee/pubs/20174013/pdf/20174013.pdf\">their final verdict\u003c/a> was that nothing really worked.\u003c/p>\n\u003cp>The solution Jerabek developed is called the BARR method, for Building Assets, Reducing Risks. And, she has an unusual amount of evidence. Out of 172 projects in a \u003ca href=\"https://www2.ed.gov/programs/innovation/awards.html\">big federal innovation grant program\u003c/a>, BARR is the only one that progressed through randomized controlled trials to win grants at all three levels: innovation, development and scale-up.\u003c/p>\n\u003cp>\u003cstrong>The ninth-grade shock\u003c/strong>\u003c/p>\n\u003cp>BARR doesn't require changing the teachers or the students in a school. It doesn't overhaul the curriculum or discipline. It doesn't require flashy technology. It's based on something simple, and decidedly unsexy: meetings.\u003c/p>\n\u003cp>Jerabek decided to focus her efforts on freshman year. Many students stumble in the transition to high school — more than any other year of school. A failing grade in that first year significantly raises your risk of dropping out. And that, in turn, can shadow your entire life. Just from one F grade. Researchers call this the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3461187/\">\"ninth-grade shock.\"\u003c/a>\u003c/p>\n\u003cp>So, Jerabek figured out a way that all the adults in a school building could come together to try to cushion that shock.\u003c/p>\n\u003cfigure id=\"attachment_50892\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50892\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/d7a1155_slide-7709c764a42158a31750c2fe0b9735edf6dcd24c-e1522702436215.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Brown chats with Tony between classes \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Up on the third floor here at St. Louis Park, there's a room with no windows, but inspirational posters and free candy on the table. We're here for the weekly block meeting. Here, teachers who share the same group of students sit down over a shared Google doc with the school support staff: the social worker, the counselor, sometimes even the police officer assigned to the school.\u003c/p>\n\u003cp>The core of the BARR method is these meetings, where educators talk about three things. First, the data — on attendance, behavior and grades. Alex Polk, a science teacher, observes of one student: \"She's been late at least 19 times and is late with the same group of people each time.\"\u003c/p>\n\u003cp>Second, the big picture of the students' lives. Daniel Perez, the school social worker, shares his notes from meetings with students: \"He and his mom don't get along, he feels ignored by her, Dad is not in the picture, he does not have friends here at Park and he is not interested in making friends.\"\u003c/p>\n\u003cp>Finally, they come up with a personalized plan for what to do to help each student, like signing them up for tutoring, calling home or holding a mediation.\u003c/p>\n\u003cp>Tjessa Arradando, a sophomore who loves chemistry and writes for the school paper, explains how BARR worked for her.\u003c/p>\n\u003cp>\"I have anxiety, so if I was stressed I'd go down to the counselor's office and they would kind of talk to me, come up with a plan on how to, you know, adjust at certain times.\" She had a pass to get out of class; the counselors let the teachers know about her needs, so Arradando felt like all the adults were on her side. This year, she says, she's managing much better.\u003c/p>\n\u003cfigure id=\"attachment_50898\" class=\"wp-caption alignnone\" style=\"max-width: 5442px\">\u003cimg class=\"wp-image-50898 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/d7a2864_slide-469a9c99e4d34eba4e1a882346cdee3a44eab8f8-1.jpg\" alt=\"\" width=\"5442\" height=\"3628\">\u003cfigcaption class=\"wp-caption-text\">Tjessa Arradando in her advanced English class. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Building a fuller picture of a student\u003c/strong>\u003c/p>\n\u003cp>In most schools, teachers meet regularly to talk about subject areas or administrative duties. In BARR schools, the point of block meetings is to pool knowledge on students. Most teachers only see a student for no more than 45 minutes a day, Jerabek points out. They may not have the background knowledge to understand what is really going on when a student is acting out.\u003c/p>\n\u003cp>Sometimes, piecing together information creates a startling picture.\u003c/p>\n\u003cp>At a BARR school in California, one teacher raised a concern about a specific group of 14-year-old girls that tended to sit with older boys rather than other freshmen at lunch. A second teacher noticed that the same girls were missing class on Mondays and Fridays. A third teacher was concerned about dress code violations. No one was particularly alarmed, but when they cross-referenced the information and followed up, Jerabek says, they discovered that the girls were being trafficked for sex.\u003c/p>\n\u003cp>There's a second BARR meeting each week called Risk Review, about the kids in the toughest situations. Just on one Thursday, we hear about drug issues, fears of deportation, chronic illness, eating disorders and a student who may not have a place to sleep.\u003c/p>\n\u003cp>Even though BARR, by definition, focuses on students with problems, it also highlights strengths. Kelly Brown, the BARR coordinator at St. Louis Park, probes teachers again and again to name what's going right: like a student with a good sense of humor, say, or a supportive parent.\u003c/p>\n\u003cp>This is deliberate, says Jerabek: \"To be able to identify the strengths does require that you've actually built a relationship with a student.\"\u003c/p>\n\u003cp>There's a classroom component to the BARR method as well, a social and emotional curriculum called iTime. It allows students and teachers to get to know each other better and, again, build positive relationships.\u003c/p>\n\u003cp>For example, in Kara Cisco's civics class on the day we visit, students are giving each other awards based on the Preamble to the Constitution. \"Promote the general welfare\" might be a student who shares their snacks.\u003c/p>\n\u003cp>This combination of hard data and soft skills has paid off. In the first year of BARR here at St. Louis Park, the failure rate for freshmen was cut in half, from 50 percent to 25 percent, and those results stuck.\u003c/p>\n\u003cp>\u003cstrong>Gold-standard evidence\u003c/strong>\u003c/p>\n\u003cp>As BARR spread, researchers tested the model by the gold standard: randomized controlled trials. And they found over and over again, it raises test scores and pass rates, reduces absences and suspensions, and students feel more engaged and challenged at school. The effects are particularly large for students of color, male students and students from low-income families.\u003c/p>\n\u003cp>Across big-city schools like St. Louis Park, there's a 40 percent drop in failure rates from BARR, and in small rural schools it's 29 percent on average.\u003c/p>\n\u003cp>The principal here, Scott Meyers says the BARR model does cost some money, because of the adjustment in teacher schedules. And it may be harder to put in place in districts that are really hurting for support staff like counselors. But, Jerabek likes to point out, BARR shows you can make big changes without changing the students or the teachers in a school, just by focusing on relationships.\u003c/p>\n\u003cp>\"Many students, they just work harder when they know that the adults care about them.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>These days, Angela Jerabek spends her time flying from Maine to California. BARR is now in 80 schools in 13 states and Washington, D.C. Over the next five years, Jerabek says, that will triple.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+More+Meetings+Might+Be+The+Secret+To+Fixing+High+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The BARR model, for \"Building Assets, Reducing Risks,\" has serious evidence backing it up as a solution for real improvements in student success.","status":"publish","parent":0,"modified":1522780492,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1361},"headData":{"title":"How Deeper Understanding of a Student’s Life Helps with Plans for Success | KQED","description":"The BARR model, for "Building Assets, Reducing Risks," has serious evidence backing it up as a solution for real improvements in student success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Deeper Understanding of a Student’s Life Helps with Plans for Success","datePublished":"2018-03-31T20:57:16.000Z","dateModified":"2018-04-03T18:34:52.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50889 https://ww2.kqed.org/mindshift/?p=50889","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/31/how-deeper-understanding-of-a-students-life-helps-with-plans-for-success/","disqusTitle":"How Deeper Understanding of a Student’s Life Helps with Plans for Success","nprImageCredit":"Elissa Nadworny","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"596054250","nprApiLink":"http://api.npr.org/query?id=596054250&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/03/31/596054250/how-more-meetings-might-be-the-secret-to-fixing-high-school?ft=nprml&f=596054250","nprRetrievedStory":"1","nprPubDate":"Mon, 02 Apr 2018 09:17:00 -0400","nprStoryDate":"Sat, 31 Mar 2018 06:08:00 -0400","nprLastModifiedDate":"Mon, 02 Apr 2018 09:17:44 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/04/20180401_atc_how_more_meetings_might_be_the_secret_to_fixing_high_school.mp3?orgId=1&topicId=1013&aggIds=130593764&d=247&p=2&story=596054250&ft=nprml&f=596054250","nprAudioM3u":"http://api.npr.org/m3u/1598695859-7e3967.m3u?orgId=1&topicId=1013&aggIds=130593764&d=247&p=2&story=596054250&ft=nprml&f=596054250","path":"/mindshift/50889/how-deeper-understanding-of-a-students-life-helps-with-plans-for-success","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/04/20180401_atc_how_more_meetings_might_be_the_secret_to_fixing_high_school.mp3?orgId=1&topicId=1013&aggIds=130593764&d=247&p=2&story=596054250&ft=nprml&f=596054250","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The week before winter break, snow is piled up around St. Louis Park High School, a low-slung, rambling brick complex in suburban Minneapolis. And more snow is falling.\u003c/p>\n\u003cp>This is a big, diverse school with proud roots. Alumni include Joel and Ethan Coen, who shot their semiautobiographical 2009 drama, \u003cem>A Serious Man\u003c/em>, in this area, once a Jewish enclave, which today has immigrants from all over the world.\u003c/p>\n\u003cp>But in 1998, when Angela Jerabek was a school counselor for freshmen here, she was \"discouraged.\" For five years running, about half the ninth-grade students had been failing at least one course.\u003c/p>\n\u003cp>\"I went to the principal to say, 'I don't think I'm doing this job well and I feel like I should resign.' \" Her principal had a different idea.\u003c/p>\n\u003cp>\"He said [the problem] wasn't just with me or just with our high school. That this really was an issue that was occurring in high schools across the country, and that we really needed to look at a new solution.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And he challenged her to come up with one.\u003c/p>\n\u003cfigure id=\"attachment_50905\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/d7a1514_custom-a9bf80b805a71bbebbc2161f8531de939481349b-1-e1522702535970.jpg\" alt=\"\" width=\"1920\" height=\"1178\">\u003cfigcaption class=\"wp-caption-text\">Teachers Sarah Lindenberg and Kara Cisco chat with Kelly Brown, the BARR coordinator at St. Louis Park. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the biggest questions in education is whether it's even possible to turn around a low-performing school. The Obama administration spent $7 billion on school turnarounds, and \u003ca href=\"https://ies.ed.gov/ncee/pubs/20174013/pdf/20174013.pdf\">their final verdict\u003c/a> was that nothing really worked.\u003c/p>\n\u003cp>The solution Jerabek developed is called the BARR method, for Building Assets, Reducing Risks. And, she has an unusual amount of evidence. Out of 172 projects in a \u003ca href=\"https://www2.ed.gov/programs/innovation/awards.html\">big federal innovation grant program\u003c/a>, BARR is the only one that progressed through randomized controlled trials to win grants at all three levels: innovation, development and scale-up.\u003c/p>\n\u003cp>\u003cstrong>The ninth-grade shock\u003c/strong>\u003c/p>\n\u003cp>BARR doesn't require changing the teachers or the students in a school. It doesn't overhaul the curriculum or discipline. It doesn't require flashy technology. It's based on something simple, and decidedly unsexy: meetings.\u003c/p>\n\u003cp>Jerabek decided to focus her efforts on freshman year. Many students stumble in the transition to high school — more than any other year of school. A failing grade in that first year significantly raises your risk of dropping out. And that, in turn, can shadow your entire life. Just from one F grade. Researchers call this the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3461187/\">\"ninth-grade shock.\"\u003c/a>\u003c/p>\n\u003cp>So, Jerabek figured out a way that all the adults in a school building could come together to try to cushion that shock.\u003c/p>\n\u003cfigure id=\"attachment_50892\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50892\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/d7a1155_slide-7709c764a42158a31750c2fe0b9735edf6dcd24c-e1522702436215.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Brown chats with Tony between classes \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Up on the third floor here at St. Louis Park, there's a room with no windows, but inspirational posters and free candy on the table. We're here for the weekly block meeting. Here, teachers who share the same group of students sit down over a shared Google doc with the school support staff: the social worker, the counselor, sometimes even the police officer assigned to the school.\u003c/p>\n\u003cp>The core of the BARR method is these meetings, where educators talk about three things. First, the data — on attendance, behavior and grades. Alex Polk, a science teacher, observes of one student: \"She's been late at least 19 times and is late with the same group of people each time.\"\u003c/p>\n\u003cp>Second, the big picture of the students' lives. Daniel Perez, the school social worker, shares his notes from meetings with students: \"He and his mom don't get along, he feels ignored by her, Dad is not in the picture, he does not have friends here at Park and he is not interested in making friends.\"\u003c/p>\n\u003cp>Finally, they come up with a personalized plan for what to do to help each student, like signing them up for tutoring, calling home or holding a mediation.\u003c/p>\n\u003cp>Tjessa Arradando, a sophomore who loves chemistry and writes for the school paper, explains how BARR worked for her.\u003c/p>\n\u003cp>\"I have anxiety, so if I was stressed I'd go down to the counselor's office and they would kind of talk to me, come up with a plan on how to, you know, adjust at certain times.\" She had a pass to get out of class; the counselors let the teachers know about her needs, so Arradando felt like all the adults were on her side. This year, she says, she's managing much better.\u003c/p>\n\u003cfigure id=\"attachment_50898\" class=\"wp-caption alignnone\" style=\"max-width: 5442px\">\u003cimg class=\"wp-image-50898 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/d7a2864_slide-469a9c99e4d34eba4e1a882346cdee3a44eab8f8-1.jpg\" alt=\"\" width=\"5442\" height=\"3628\">\u003cfigcaption class=\"wp-caption-text\">Tjessa Arradando in her advanced English class. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Building a fuller picture of a student\u003c/strong>\u003c/p>\n\u003cp>In most schools, teachers meet regularly to talk about subject areas or administrative duties. In BARR schools, the point of block meetings is to pool knowledge on students. Most teachers only see a student for no more than 45 minutes a day, Jerabek points out. They may not have the background knowledge to understand what is really going on when a student is acting out.\u003c/p>\n\u003cp>Sometimes, piecing together information creates a startling picture.\u003c/p>\n\u003cp>At a BARR school in California, one teacher raised a concern about a specific group of 14-year-old girls that tended to sit with older boys rather than other freshmen at lunch. A second teacher noticed that the same girls were missing class on Mondays and Fridays. A third teacher was concerned about dress code violations. No one was particularly alarmed, but when they cross-referenced the information and followed up, Jerabek says, they discovered that the girls were being trafficked for sex.\u003c/p>\n\u003cp>There's a second BARR meeting each week called Risk Review, about the kids in the toughest situations. Just on one Thursday, we hear about drug issues, fears of deportation, chronic illness, eating disorders and a student who may not have a place to sleep.\u003c/p>\n\u003cp>Even though BARR, by definition, focuses on students with problems, it also highlights strengths. Kelly Brown, the BARR coordinator at St. Louis Park, probes teachers again and again to name what's going right: like a student with a good sense of humor, say, or a supportive parent.\u003c/p>\n\u003cp>This is deliberate, says Jerabek: \"To be able to identify the strengths does require that you've actually built a relationship with a student.\"\u003c/p>\n\u003cp>There's a classroom component to the BARR method as well, a social and emotional curriculum called iTime. It allows students and teachers to get to know each other better and, again, build positive relationships.\u003c/p>\n\u003cp>For example, in Kara Cisco's civics class on the day we visit, students are giving each other awards based on the Preamble to the Constitution. \"Promote the general welfare\" might be a student who shares their snacks.\u003c/p>\n\u003cp>This combination of hard data and soft skills has paid off. In the first year of BARR here at St. Louis Park, the failure rate for freshmen was cut in half, from 50 percent to 25 percent, and those results stuck.\u003c/p>\n\u003cp>\u003cstrong>Gold-standard evidence\u003c/strong>\u003c/p>\n\u003cp>As BARR spread, researchers tested the model by the gold standard: randomized controlled trials. And they found over and over again, it raises test scores and pass rates, reduces absences and suspensions, and students feel more engaged and challenged at school. The effects are particularly large for students of color, male students and students from low-income families.\u003c/p>\n\u003cp>Across big-city schools like St. Louis Park, there's a 40 percent drop in failure rates from BARR, and in small rural schools it's 29 percent on average.\u003c/p>\n\u003cp>The principal here, Scott Meyers says the BARR model does cost some money, because of the adjustment in teacher schedules. And it may be harder to put in place in districts that are really hurting for support staff like counselors. But, Jerabek likes to point out, BARR shows you can make big changes without changing the students or the teachers in a school, just by focusing on relationships.\u003c/p>\n\u003cp>\"Many students, they just work harder when they know that the adults care about them.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These days, Angela Jerabek spends her time flying from Maine to California. BARR is now in 80 schools in 13 states and Washington, D.C. Over the next five years, Jerabek says, that will triple.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+More+Meetings+Might+Be+The+Secret+To+Fixing+High+School&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50889/how-deeper-understanding-of-a-students-life-helps-with-plans-for-success","authors":["byline_mindshift_50889"],"categories":["mindshift_192"],"tags":["mindshift_21183","mindshift_20784","mindshift_1040","mindshift_20877"],"featImg":"mindshift_50902","label":"mindshift"},"mindshift_44131":{"type":"posts","id":"mindshift_44131","meta":{"index":"posts_1591205157","site":"mindshift","id":"44131","score":null,"sort":[1458713008000]},"guestAuthors":[],"slug":"what-will-digital-portfolios-mean-for-college-bound-students","title":"What Will Digital Portfolios Mean for College-Bound Students?","publishDate":1458713008,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Sometime during the first few weeks of school at Montgomery Bell Academy, an independent, all-boys college preparatory school in Nashville, Tennessee, college counselor Ginny Maddux gathers all the ninth-graders in the auditorium to talk about college. The freshmen are each given a piece of paper and asked to make a list of every college and university they can think of; once finished, they make it into a paper airplane. Maddux then asks the boys to stand up, count to five and try their best to fly their paper airplanes all the way to the auditorium’s stage.\u003c/p>\n\u003cp>She tells them to keep in mind that some of the airplanes may not make it on the first try, and will need a little help to get all the way to the stage. In this way, she tells them, flying your paper airplane to the stage is a lot like getting into college: “For some of you, it sailed right down here and it seemed a bit seamless. Some of you needed help on how to make an airplane, some of you needed help getting your plane down here, but you all chipped in and different people helped you make that happen.”\u003c/p>\n\u003cp class=\"p1\">Maddux, who has been in the business of college admissions, either at the university or high school level, for 25 years, said that at Montgomery Bell, that’s about as far as they go with beginning to prepare freshmen for college. She even goes so far as to say they encourage most students [and subsequently, their parents] to purposefully \u003ci>not\u003c/i> begin obsessing about college too much until the beginning of the junior year, when they ramp up the process with college visits and forming lists of possible candidates.\u003c/p>\n\u003cp class=\"p1\">But, Maddux points out, this delay comes with an implicit understanding that parents, in sending their child to an exclusive private school, already assume their kids are going to college. In that way, it gives them some room to breathe: They can concentrate on learning what high school is all about, and have a little time to mature and grow before entering what Maddux (and others) call “the arms race” of college admissions.\u003c/p>\n\u003cp class=\"p1\">Not all students have this luxury, however, which in part is what prompted the \u003ca href=\"http://www.coalitionforcollegeaccess.org/\">Coalition for Access, Affordability and Success’s\u003c/a> new free online application and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/07/how-can-the-college-admissions-process-be-improved/\">digital locker\u003c/a>. The digital platform, which will be available beginning in April of this year,\u003cspan class=\"Apple-converted-space\"> \u003c/span>allows all high schoolers, even freshmen and sophomores, to begin storing their projects, papers and even video footage for possible inclusion in future college applications through a “digital locker,” or storage, available in the app.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE NINTH GRADE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The earlier that kids begin planning their college application, the better, and that’s the reason the digital locker can be used as early as ninth grade, according to University of Chicago Deputy Dean of Admissions Veronica Hauad, speaking for the coalition, which is made up of more than 80 top public and private universities and colleges (including the Ivies and distinguished research universities).\u003c/p>\n\u003cp class=\"p1\">She said that even if nothing from the first couple of years of high school is actually ever used in final college applications, the practice of putting quality work into digital storage “gets them thinking critically” about college.\u003c/p>\n\u003cp class=\"p1\">“I hate to say it, because I know there will be people who disagree, but I think it’s never too early,” she said. “The kids just a few blocks from us [at University of Chicago] have never seen what a college looks like, they don’t know what college means. I’m sorry, I think for underrepresented students, it’s never too early to build college-going culture and have exposure to the process. It actually reduces stress if, little by little, you learn [how to build your college resume], rather than waiting until the last couple of weeks to learn how to do everything. I think it’s a great thing.”\u003c/p>\n\u003cp class=\"p1\">To that end, part of the coalitions’s mission is to “level the playing field” for underserved students who may not have thought they had a shot at a big-name expensive school like the University of Chicago. Hauad hopes the coalition will help to change all that: With the free, easy application, free digital storage and collaboration platform that allows mentors or parents to help with the application, they hope to attract students who, for one reason or another, may have been too intimidated to apply before.\u003c/p>\n\u003cp class=\"p1\">“It’s not the polish — that’s great if you’ve had the privilege to produce something with that level of polish, a paper or a video, you’ve got great test scores,” she said. “But we’re not just looking for polish. We’re looking for really interesting, hard-working kids. And that comes with any level of sophistication. And I think that will be easy to tell, whether it’s through a coalition application or any application platform.”\u003c/p>\n\u003cp class=\"p1\">Students can already create profiles using Google Drive or LinkedIn, but startups are also hoping to help students present their whole self — not just their grades and test scores — to admissions officers digitally. Silicon Valley startup \u003ca href=\"http://https://www.zeemee.com/\">ZeeMee\u003c/a> has created a free app that provides a way for students to create a positive online identity to share with colleges, promising to “bring their story to life.” The ZeeMee profile page, which includes details like a student’s interests, passions, family background and a video, can then be added to the Common App or embedded in a university’s application.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=hligWNniHQA\u003c/p>\n\u003cp class=\"p1\">Co-founders Adam Metcalf and Juan Jaysingh said ZeeMee is being used in more than 10,000 high schools in 100 countries, and has partnered with more than 200 colleges and universities that will embed ZeeMee into their applications beginning this fall.\u003c/p>\n\u003cp class=\"p1\">“It doesn’t matter where they come from — private school, public school, charter school, underserved communities — we know they [students] all have a story. But more importantly, they have a smartphone,” said Jaysingh.\u003c/p>\n\u003cp class=\"p1\">Photo and video provide a more complete version of a person, and students feel they're \"more than a piece of paper.\" He thinks that ZeeMee will help level the playing field for students by allowing admissions officers to get a more complete understanding of an applicant by seeing her face, and hearing about her likes and dislikes, passions and her goals directly, instead of through an essay or SAT score.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh agree that today’s high schoolers, who have grown up with Instagram and Facebook, are comfortable with making videos of themselves, and are probably much less likely to be camera-shy or not know how to present themselves well. Videos range from well-curated montages of sports and dance concerts put to music to a teen simply talking straight to the camera in his basement.\u003c/p>\n\u003cp class=\"p1\">“There are kids who are very sophisticated or speak really well on camera,” said Jaysingh. “Then there are kids who are literally — one kid was sitting in his basement with a hood on and said, ‘Hey, I’m Joe, I’m here because I need to do my ZeeMee,’ and the admissions people actually liked it, because he was being himself.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>Videos can show students engaging in their favorite activity, highlighting performances in sports or music or theater, or just talking straight to the camera about their lives, interests and goals.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh don’t see ZeeMee as contributing to self-curation or “selfie culture,” but as a way for a student to stand out to admissions officers in a crowded field of applicants. They’ve also built a K-12 curriculum for teachers and counselors, a mini-course that shows high schoolers the importance of leaving a positive and real online identity not just for college counselors, but also future employers.\u003c/p>\n\u003cp class=\"p1\">“The people who are in admissions, they do this for a living, and they can read students,” said Jaysingh. “And a kid who is real comes across clearly to them. Is this a perfect solution? No. But at least it pushes the needle toward leveling the playing field.”\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>RETHINKING DIGITAL PORTFOLIOS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">But what if adults need to take a harder look at how online portfolios will be used in order to extract their maximum benefit? MIT education technology researcher Justin Reich said that the way to make the digital locker most useful is to first ask some hard questions. \"I think it’s a terrific idea, but I think there are some good questions about ownership and data control that comes up, like, who owns the locker? Who has control over it, how much autonomy will students have? If the system goes bankrupt, who owns the stuff? How do we get it out if we want to put it into other systems?\"\u003c/p>\n\u003cp class=\"p1\">Reich also said that in order to truly change college admissions, more work will need to be done by teachers and schools to think in advance about what the goals of the digital locker are, and how to change current work--assignments, curriculum, and grades, for example--to meet the new challenges of an online portfolio. \"For an idea like this to really take off, there needs to be some kind of coherent conversation between departments, between grade level teams, academies and schools, to say, how do we as adults help think about what we want? How do we help students create this representation of themselves and their work?\" he said. \"They would have to be thinking differently about assignments, submissions, thinking differently about grades and how they curate and reflect upon their work. If there’s not some sort of pedagogical and curricular change that’s going along with the technology, it’s pretty unlikely that merely the existence of a startup or a nonprofit, or a new thing in and of itself is going to make a whole lot of difference for student learning outcomes, or college chances.\"\u003c/p>\n\u003cp class=\"p1\">Carter Maggipinto, a high school senior at public Hillsboro High School in Nashville, started seriously thinking about college during his junior year. Since he knew he wanted to study film production and cinematography, and knew that he wanted to go to the best possible place his family could afford, he applied to four schools: School of Visual Arts, Brooklyn College, Pratt Institute and Middle Tennessee State University. Since three of the four schools required a portfolio for art majors, Maggipinto spent the first part of his senior year scrambling to gather footage of the films he’d made and art projects he’d finished to send along with his application.\u003c/p>\n\u003cp class=\"p1\">A digital locker to store it all at the beginning of high school, he admitted, would have been much easier. “I would love the digital locker,” he said, “because it’s also able to show the progression of your artistic ability over four years.”\u003c/p>\n\u003cp class=\"p1\">Maggipinto admits that he’s not sure how many kids he knows who would have been thinking about their portfolios or college applications at age 14 or 15, but he was. If he’d had a digital locker choice available to him — especially if he had someone to remind him to place his videos and artwork in it from time to time — he would have used it.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>KNOWING SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Digital portfolios are a great idea, said teacher \u003ca href=\"http://www.jessicalahey.com/the-gift-of-failure/\">Jessica Lahey\u003c/a>, author of \"The Gift of Failure,\" when they’re used in the right way — to create meaningful work, ideas and creations.\u003c/p>\n\u003cp class=\"p1\">“As with all things educational, the tool is not in and of itself dangerous or valuable,” she said via email. “Teachers who encourage kids to collect and build on ideas over time, because it’s fun to watch books or pictures or film projects or paintings develop and improve with practice, have the potential to boost creativity and learning. Teachers who encourage kids to build a portfolio solely for college admissions risk cultivating myopia and narcissism, as well as a kid who is overly focused on other people’s assessment of his or her self-worth.”\u003c/p>\n\u003cp class=\"p1\">College counselor Ginny Maddux, who has seen thousands of students go to college over her two decades of experience, said she sometimes worries that technologies like the digital locker may raise the stakes for admissions unnecessarily. Some students may feel pressured to contribute flawless finished products at a time when they were still largely exploring who they are.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">“If we’re fully formed at 18, then who are we going to be when we’re 26? I appreciate the schools where they care about the kids, and they’re not looking for fully formed human beings at the age of 18. Because none of us are fully formed at the age of 18, no matter where you go.”\u003c/p>\n\n","blocks":[],"excerpt":"The Coalition for Access, Affordability and Success is offering a digital locker for college admissions that students can contribute to as early as ninth grade. ","status":"publish","parent":0,"modified":1458713357,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":2233},"headData":{"title":"What Will Digital Portfolios Mean for College-Bound Students? | KQED","description":"The Coalition for Access, Affordability and Success is offering a digital locker for college admissions that students can contribute to as early as ninth grade. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will Digital Portfolios Mean for College-Bound Students?","datePublished":"2016-03-23T06:03:28.000Z","dateModified":"2016-03-23T06:09:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44131 http://ww2.kqed.org/mindshift/?p=44131","disqusUrl":"https://ww2.kqed.org/mindshift/2016/03/22/what-will-digital-portfolios-mean-for-college-bound-students/","disqusTitle":"What Will Digital Portfolios Mean for College-Bound Students?","path":"/mindshift/44131/what-will-digital-portfolios-mean-for-college-bound-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Sometime during the first few weeks of school at Montgomery Bell Academy, an independent, all-boys college preparatory school in Nashville, Tennessee, college counselor Ginny Maddux gathers all the ninth-graders in the auditorium to talk about college. The freshmen are each given a piece of paper and asked to make a list of every college and university they can think of; once finished, they make it into a paper airplane. Maddux then asks the boys to stand up, count to five and try their best to fly their paper airplanes all the way to the auditorium’s stage.\u003c/p>\n\u003cp>She tells them to keep in mind that some of the airplanes may not make it on the first try, and will need a little help to get all the way to the stage. In this way, she tells them, flying your paper airplane to the stage is a lot like getting into college: “For some of you, it sailed right down here and it seemed a bit seamless. Some of you needed help on how to make an airplane, some of you needed help getting your plane down here, but you all chipped in and different people helped you make that happen.”\u003c/p>\n\u003cp class=\"p1\">Maddux, who has been in the business of college admissions, either at the university or high school level, for 25 years, said that at Montgomery Bell, that’s about as far as they go with beginning to prepare freshmen for college. She even goes so far as to say they encourage most students [and subsequently, their parents] to purposefully \u003ci>not\u003c/i> begin obsessing about college too much until the beginning of the junior year, when they ramp up the process with college visits and forming lists of possible candidates.\u003c/p>\n\u003cp class=\"p1\">But, Maddux points out, this delay comes with an implicit understanding that parents, in sending their child to an exclusive private school, already assume their kids are going to college. In that way, it gives them some room to breathe: They can concentrate on learning what high school is all about, and have a little time to mature and grow before entering what Maddux (and others) call “the arms race” of college admissions.\u003c/p>\n\u003cp class=\"p1\">Not all students have this luxury, however, which in part is what prompted the \u003ca href=\"http://www.coalitionforcollegeaccess.org/\">Coalition for Access, Affordability and Success’s\u003c/a> new free online application and \u003ca href=\"http://ww2.kqed.org/mindshift/2016/03/07/how-can-the-college-admissions-process-be-improved/\">digital locker\u003c/a>. The digital platform, which will be available beginning in April of this year,\u003cspan class=\"Apple-converted-space\"> \u003c/span>allows all high schoolers, even freshmen and sophomores, to begin storing their projects, papers and even video footage for possible inclusion in future college applications through a “digital locker,” or storage, available in the app.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>THE NINTH GRADE\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">The earlier that kids begin planning their college application, the better, and that’s the reason the digital locker can be used as early as ninth grade, according to University of Chicago Deputy Dean of Admissions Veronica Hauad, speaking for the coalition, which is made up of more than 80 top public and private universities and colleges (including the Ivies and distinguished research universities).\u003c/p>\n\u003cp class=\"p1\">She said that even if nothing from the first couple of years of high school is actually ever used in final college applications, the practice of putting quality work into digital storage “gets them thinking critically” about college.\u003c/p>\n\u003cp class=\"p1\">“I hate to say it, because I know there will be people who disagree, but I think it’s never too early,” she said. “The kids just a few blocks from us [at University of Chicago] have never seen what a college looks like, they don’t know what college means. I’m sorry, I think for underrepresented students, it’s never too early to build college-going culture and have exposure to the process. It actually reduces stress if, little by little, you learn [how to build your college resume], rather than waiting until the last couple of weeks to learn how to do everything. I think it’s a great thing.”\u003c/p>\n\u003cp class=\"p1\">To that end, part of the coalitions’s mission is to “level the playing field” for underserved students who may not have thought they had a shot at a big-name expensive school like the University of Chicago. Hauad hopes the coalition will help to change all that: With the free, easy application, free digital storage and collaboration platform that allows mentors or parents to help with the application, they hope to attract students who, for one reason or another, may have been too intimidated to apply before.\u003c/p>\n\u003cp class=\"p1\">“It’s not the polish — that’s great if you’ve had the privilege to produce something with that level of polish, a paper or a video, you’ve got great test scores,” she said. “But we’re not just looking for polish. We’re looking for really interesting, hard-working kids. And that comes with any level of sophistication. And I think that will be easy to tell, whether it’s through a coalition application or any application platform.”\u003c/p>\n\u003cp class=\"p1\">Students can already create profiles using Google Drive or LinkedIn, but startups are also hoping to help students present their whole self — not just their grades and test scores — to admissions officers digitally. Silicon Valley startup \u003ca href=\"http://https://www.zeemee.com/\">ZeeMee\u003c/a> has created a free app that provides a way for students to create a positive online identity to share with colleges, promising to “bring their story to life.” The ZeeMee profile page, which includes details like a student’s interests, passions, family background and a video, can then be added to the Common App or embedded in a university’s application.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hligWNniHQA'\n title='//www.youtube.com/embed/hligWNniHQA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Co-founders Adam Metcalf and Juan Jaysingh said ZeeMee is being used in more than 10,000 high schools in 100 countries, and has partnered with more than 200 colleges and universities that will embed ZeeMee into their applications beginning this fall.\u003c/p>\n\u003cp class=\"p1\">“It doesn’t matter where they come from — private school, public school, charter school, underserved communities — we know they [students] all have a story. But more importantly, they have a smartphone,” said Jaysingh.\u003c/p>\n\u003cp class=\"p1\">Photo and video provide a more complete version of a person, and students feel they're \"more than a piece of paper.\" He thinks that ZeeMee will help level the playing field for students by allowing admissions officers to get a more complete understanding of an applicant by seeing her face, and hearing about her likes and dislikes, passions and her goals directly, instead of through an essay or SAT score.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh agree that today’s high schoolers, who have grown up with Instagram and Facebook, are comfortable with making videos of themselves, and are probably much less likely to be camera-shy or not know how to present themselves well. Videos range from well-curated montages of sports and dance concerts put to music to a teen simply talking straight to the camera in his basement.\u003c/p>\n\u003cp class=\"p1\">“There are kids who are very sophisticated or speak really well on camera,” said Jaysingh. “Then there are kids who are literally — one kid was sitting in his basement with a hood on and said, ‘Hey, I’m Joe, I’m here because I need to do my ZeeMee,’ and the admissions people actually liked it, because he was being himself.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>Videos can show students engaging in their favorite activity, highlighting performances in sports or music or theater, or just talking straight to the camera about their lives, interests and goals.\u003c/p>\n\u003cp class=\"p1\">Metcalf and Jaysingh don’t see ZeeMee as contributing to self-curation or “selfie culture,” but as a way for a student to stand out to admissions officers in a crowded field of applicants. They’ve also built a K-12 curriculum for teachers and counselors, a mini-course that shows high schoolers the importance of leaving a positive and real online identity not just for college counselors, but also future employers.\u003c/p>\n\u003cp class=\"p1\">“The people who are in admissions, they do this for a living, and they can read students,” said Jaysingh. “And a kid who is real comes across clearly to them. Is this a perfect solution? No. But at least it pushes the needle toward leveling the playing field.”\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>RETHINKING DIGITAL PORTFOLIOS\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">But what if adults need to take a harder look at how online portfolios will be used in order to extract their maximum benefit? MIT education technology researcher Justin Reich said that the way to make the digital locker most useful is to first ask some hard questions. \"I think it’s a terrific idea, but I think there are some good questions about ownership and data control that comes up, like, who owns the locker? Who has control over it, how much autonomy will students have? If the system goes bankrupt, who owns the stuff? How do we get it out if we want to put it into other systems?\"\u003c/p>\n\u003cp class=\"p1\">Reich also said that in order to truly change college admissions, more work will need to be done by teachers and schools to think in advance about what the goals of the digital locker are, and how to change current work--assignments, curriculum, and grades, for example--to meet the new challenges of an online portfolio. \"For an idea like this to really take off, there needs to be some kind of coherent conversation between departments, between grade level teams, academies and schools, to say, how do we as adults help think about what we want? How do we help students create this representation of themselves and their work?\" he said. \"They would have to be thinking differently about assignments, submissions, thinking differently about grades and how they curate and reflect upon their work. If there’s not some sort of pedagogical and curricular change that’s going along with the technology, it’s pretty unlikely that merely the existence of a startup or a nonprofit, or a new thing in and of itself is going to make a whole lot of difference for student learning outcomes, or college chances.\"\u003c/p>\n\u003cp class=\"p1\">Carter Maggipinto, a high school senior at public Hillsboro High School in Nashville, started seriously thinking about college during his junior year. Since he knew he wanted to study film production and cinematography, and knew that he wanted to go to the best possible place his family could afford, he applied to four schools: School of Visual Arts, Brooklyn College, Pratt Institute and Middle Tennessee State University. Since three of the four schools required a portfolio for art majors, Maggipinto spent the first part of his senior year scrambling to gather footage of the films he’d made and art projects he’d finished to send along with his application.\u003c/p>\n\u003cp class=\"p1\">A digital locker to store it all at the beginning of high school, he admitted, would have been much easier. “I would love the digital locker,” he said, “because it’s also able to show the progression of your artistic ability over four years.”\u003c/p>\n\u003cp class=\"p1\">Maggipinto admits that he’s not sure how many kids he knows who would have been thinking about their portfolios or college applications at age 14 or 15, but he was. If he’d had a digital locker choice available to him — especially if he had someone to remind him to place his videos and artwork in it from time to time — he would have used it.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>KNOWING SELF-WORTH\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Digital portfolios are a great idea, said teacher \u003ca href=\"http://www.jessicalahey.com/the-gift-of-failure/\">Jessica Lahey\u003c/a>, author of \"The Gift of Failure,\" when they’re used in the right way — to create meaningful work, ideas and creations.\u003c/p>\n\u003cp class=\"p1\">“As with all things educational, the tool is not in and of itself dangerous or valuable,” she said via email. “Teachers who encourage kids to collect and build on ideas over time, because it’s fun to watch books or pictures or film projects or paintings develop and improve with practice, have the potential to boost creativity and learning. Teachers who encourage kids to build a portfolio solely for college admissions risk cultivating myopia and narcissism, as well as a kid who is overly focused on other people’s assessment of his or her self-worth.”\u003c/p>\n\u003cp class=\"p1\">College counselor Ginny Maddux, who has seen thousands of students go to college over her two decades of experience, said she sometimes worries that technologies like the digital locker may raise the stakes for admissions unnecessarily. Some students may feel pressured to contribute flawless finished products at a time when they were still largely exploring who they are.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">“If we’re fully formed at 18, then who are we going to be when we’re 26? I appreciate the schools where they care about the kids, and they’re not looking for fully formed human beings at the age of 18. Because none of us are fully formed at the age of 18, no matter where you go.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44131/what-will-digital-portfolios-mean-for-college-bound-students","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_20733","mindshift_785","mindshift_20784","mindshift_1040","mindshift_68","mindshift_20877"],"featImg":"mindshift_44213","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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