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Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
Transfer Students: Providing a Path to Connection
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Transfer Students: Providing a Path to Connection

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How does your school welcome students who enroll throughout the year? What system exists to ensure the academic, social, and emotional needs of students are met? What structures should be present to …

How does your school welcome students who enroll throughout the year? What system exists to ensure the academic, social, and emotional needs of students are met? What structures should be present to ensure fidelity of practice regardless of personnel? Drawing upon current research in education, presenters will discuss the necessary structures to consider when developing and implementing an induction program. Participants will leave with tools useful for planning and implementation.

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  • 1. Intervention Strategies – Prevention Programming – Student Support 1 AMLE 2013: Conference for Middle Level Education - Session 1258
  • 2. Photo: “Road” cc licensed by geodesic (2005) 2 http://bit.ly/14HwFO4
  • 3. Today’s Presenters Chris Hubbuch, Principal chubbuch@estigers.k12.mo.us @ChrisHubbuch Keelie Stucker, Assistant Principal kstucker@estigers.k12.mo.us @KeelieStucker Bob Mason, Counselor rmason@estigers.k12.mo.us @ESMSCounseling Transfer Students: Providing a Path to Connection 3 Tigerpd.blogspot.com
  • 4. Grades: 6-8 Enrollment: 639 Community: Suburban Demographics: 86% White, 4% Hispanic, 2% Black, 8% other 47% free or reduced lunch eligible Faculty: 39 teachers, 2 instructional coaches, 2 counselors, 2 administrators
  • 5. State & Regional Presentations         Central RPDC Administrator Network (2013) Midwest Symposium for Leadership in Behavior Disorders (2013) North Kansas City School District (2013) UMKC RPDC Administrator Network (2013) Missouri School-wide PBS Summer Institute (2013, 2012, 2011, 2010) Interface Conference (2013, 2012) SW-PBIS Secondary Summit (2011) MO-CASE (2012, 2009) State Level Recognition     Gold Level Award for effective PBS practices (2013) Silver Level Award for effective PBS practices (2012, 2011) Featured middle school in Missouri PBS Annual Report (2011) Bronze Level Award for effective PBS practices (2010) Transfer Students: Providing a Path to Connection 5 Tigerpd.blogspot.com
  • 6. Publications  Hubbuch, C., & Stucker, K. (2012). Middle level web: Beyond zero tolerance. Principal Leadership, 13(3), 44-46.  Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing a path to connection. Middle Ground, 16(1), 24-25. Resources  Professional Development Blog tigerpd.blogspot.com  PBIS Development Blog tigerpbis.blogspot.com Transfer Students: Providing a Path to Connection 6 Tigerpd.blogspot.com
  • 7. http://tigerpd.blogspot.com/ Transfer Students: Providing a Path to Connection 7 Tigerpd.blogspot.com
  • 8. http://todaysmeet.com/AMLE1258 #AMLE2013 Transfer Students: Providing a Path to Connection 8 Tigerpd.blogspot.com
  • 9. http://tinyurl.com/amle1258 Transfer Students: Providing a Path to Connection 9 Tigerpd.blogspot.com
  • 10. Transfer Students: Providing a Path to Connection 10 Tigerpd.blogspot.com
  • 11. Beginning of the School Year Introductory Activities  Enrollment night  Staff introductions  Ice-breakers / team building  Syllabus review  Teaching of school-wide expectations  Open house Transfer Students: Providing a Path to Connection 11 Tigerpd.blogspot.com
  • 12. Summary of the First Semester Transfer Students: Providing a Path to Connection 12 Tigerpd.blogspot.com
  • 13. Traditional Enrollment Process Complete enrollment paperwork Meeting with Admin and/or Counselors Possible Tour of the Building Arrive at the Classroom Door Possibly introduced to your teachers Assigned a buddy for the day or week Transfer Students: Providing a Path to Connection 13 Tigerpd.blogspot.com
  • 14. Transfer Students: Providing a Path to Connection 14 Tigerpd.blogspot.com
  • 15. Challenges for Mobile Students  Highly mobile students face the following challenges: “low achievement due to differences in curriculum between schools, behavior problems, problems developing relationships with peers, and a greater risk of dropping out” (Education Week, 2004). Transfer Students: Providing a Path to Connection 15 Tigerpd.blogspot.com
  • 16. Challenges for Mobile Students  Negativity and aggressiveness of mobile students is thought to make it “more difficult on the educator to 1) assimilate the student to his/her new school environment, 2) provide the student with a group of friends for social support, and 3) assess the newcomers’ academic foundations” (Sanderson, 2003). Transfer Students: Providing a Path to Connection 16 Tigerpd.blogspot.com
  • 17. Challenges for Mobile Students  Mobile students “are largely disengaged, with little or no vested interest in the school or the educational process” (Sanderson, 2003).  A negative relationship exists between mobility and student test performance and behaviors (Engec, 2006). Transfer Students: Providing a Path to Connection 17 Tigerpd.blogspot.com
  • 18. Challenges for Schools & Teachers  High mobility rates effectively shift the learning environment focus from lesson plans to classroom management (Weisman, 2012).  The constant introduction of new students into a classroom throughout the year causes massive disruption to lesson plans and student interaction (Weisman, 2012). Transfer Students: Providing a Path to Connection 18 Tigerpd.blogspot.com
  • 19. Challenges for Schools & Teachers  Highly mobile students have a significant impact on the established climate and culture of your classroom and school.  What your school built in the fall does not always matter in the winter or spring to new students. Transfer Students: Providing a Path to Connection 19 Tigerpd.blogspot.com
  • 20. Transfer Students: Providing a Path to Connection 20 Tigerpd.blogspot.com
  • 21. Excelsior Springs Middle School Our Journey as a Learning Community 2007-08 PLC 2008-09 2009-10 2010-11 2011-12 2012-13 PBIS (Tier 1) RtI PBIS (Tier 2) PBIS (Tier 2) PBIS (Tier 3) Transfer Students: Providing a Path to Connection 1605 major ODRs 920 major ODRs 610 major ODRs 548 major ODRs 433 major ODRs 495 major ODRs 21 Tigerpd.blogspot.com
  • 22. Demographic Changes at School FRL Rate Enrollment Minority % 2007-08 2008-09 32.3% 34.4% 659 658 7.7% 8.1% 2009-10 2010-11 2011-12 38.3% 40.8% 47.8% 657 634 620 10.7% 10.3% 12.6% 2012-13 49.1% 630 14.1% Transfer Students: Providing a Path to Connection 22 Tigerpd.blogspot.com
  • 23. Mobility Becomes a School Issue  During winter and spring of 2010-11 a few new students moved into our school.  Our traditional induction approach welcomed students into our learning community. Significant academic and behavior concerns surfaced, consumed school resources and negatively impacted our school climate. Transfer Students: Providing a Path to Connection 23 Tigerpd.blogspot.com
  • 24. Restructuring Becomes an Issue  Restructuring for budgetary purposes (2010-11)  Ten staff members left middle school  Permanent reduction of five staff positions  Teaming structure eliminated at middle school We edited our introductory social skill lessons Then November arrived… Transfer Students: Providing a Path to Connection 24 Tigerpd.blogspot.com
  • 25. Responding to Our Challenges  New students were preparing to enroll  The profile of the new students included: Multiple schools attended (three by November) A pattern of highly disruptive discipline  Between November 2010 and March 2011, our school enrolled over 35 students (over 5% of our student population). Transfer Students: Providing a Path to Connection 25 Tigerpd.blogspot.com
  • 26. Professional Learning Communities  What do we want our students to learn?  How will we know if they have learned it?  How do we respond when students don’t learn? Why didn’t our induction process seek to answer these essential questions? Transfer Students: Providing a Path to Connection 26 Tigerpd.blogspot.com
  • 27. Transfer Students: Providing a Path to Connection 27 Tigerpd.blogspot.com
  • 28. Whatever it Takes: PLC/PBIS/RtI  Through the implementation of PBIS practices and Response to Intervention (RtI), we quickly began to view our traditional new student induction model as a “wait to fail” model. An essential strategy for student success is the degree to which your school is personalized (NASSP, 2006). Transfer Students: Providing a Path to Connection 28 Tigerpd.blogspot.com
  • 29. Transfer Students: Providing a Path to Connection 29 Tigerpd.blogspot.com
  • 30. Transfer Student Induction Model  The goal of the this process is to ensure that every student is known by at least one trusted adult in our building.  We consider this a school-wide, Tier 1 academic and behavioral intervention that supports new students and helps to protect the existing school culture. Transfer Students: Providing a Path to Connection 30 Tigerpd.blogspot.com
  • 31. Transfer Students: Providing a Path to Connection 31 Tigerpd.blogspot.com
  • 32. Transfer Student Induction Model Step 1 – Introductory Phase Step 2 – Student Connection Step 3 – Screening for Interventions Step 4 – Small Group Instruction Step 5 – Progress Monitoring Transfer Students: Providing a Path to Connection 32 Tigerpd.blogspot.com
  • 33. Transfer Students: Providing a Path to Connection 33 Tigerpd.blogspot.com
  • 34. Step 1 – Introductory Phase  Parent contact information collected  Student is signed up for the activity bus  Meeting with administrator Transfer Students: Providing a Path to Connection 34 Tigerpd.blogspot.com
  • 35. Step 1 – Introductory Phase  Mission, vision, and values discussed  Student handbook policies  Overview of academic interventions Transfer Students: Providing a Path to Connection 35 Tigerpd.blogspot.com
  • 36. Step 1 – Introductory Phase  Attendance brochure provided to parent  Review number of absences year to date  Review number of schools attended during the current year Transfer Students: Providing a Path to Connection 36 Tigerpd.blogspot.com
  • 37. Step 1 – Introductory Phase  Contact district social worker and notify attendance review committee to monitor should this be an area of concern Transfer Students: Providing a Path to Connection 37 Tigerpd.blogspot.com
  • 38. Step 1 – Introductory Phase  PBIS brochure provided to parent  Review student records for behavior issues: (referrals leading to ISS and OSS) Transfer Students: Providing a Path to Connection 38 Tigerpd.blogspot.com
  • 39. Step 1 – Introductory Phase  Identify primary behavior concern  Collaboratively develop an intervention with student and parent input (CiCo, SSG) Transfer Students: Providing a Path to Connection 39 Tigerpd.blogspot.com
  • 40. Step 1 – Introductory Phase  Meeting with counselor  Personal connection  Course offerings  Student activities Transfer Students: Providing a Path to Connection 40 Tigerpd.blogspot.com
  • 41. Step 1 – Introductory Phase  Daily intervention block (ELT & Tiger Hour)  Additional handbook policies Transfer Students: Providing a Path to Connection 41 Tigerpd.blogspot.com
  • 42. Step 1 – Introductory Phase  School-wide bullying policy is discussed  Tiger Pledge is provided to student  Confidential reporting process is explained Transfer Students: Providing a Path to Connection 42 Tigerpd.blogspot.com
  • 43. Transfer Students: Providing a Path to Connection 43 Tigerpd.blogspot.com
  • 44. Step 2 – Student Connection  Student leaders from W.E.B. (Where Everybody Belongs) meet and greet new students Transfer Students: Providing a Path to Connection 44 Tigerpd.blogspot.com
  • 45. Step 2 – Student Connection  Student guided through their class schedule by WEB Leader Transfer Students: Providing a Path to Connection 45 Tigerpd.blogspot.com
  • 46. Step 2 – Student Connection  Student is helped with their locker if necessary  Student is assigned to WEB Group (6th grade only) Transfer Students: Providing a Path to Connection 46 Tigerpd.blogspot.com
  • 47. Transfer Students: Providing a Path to Connection 47 Tigerpd.blogspot.com
  • 48. Step 3 – Screening for Intervention     Screened for fluency (R-CBM) Screened for comprehension (MAZE) SRI Screening (Lexile) Screened for math placement (Acuity) Based on this data and transfer records, student is assigned an academic intervention group Transfer Students: Providing a Path to Connection 48 Tigerpd.blogspot.com
  • 49. Transfer Students: Providing a Path to Connection 49 Tigerpd.blogspot.com
  • 50. Step 4 – Small Group Instruction  Direct instruction of social skills, led by the Assistant Principal during our daily 30 minute intervention block (ELT). Transfer Students: Providing a Path to Connection 50 Tigerpd.blogspot.com
  • 51. Step 4 – Small Group Instruction  Small group instruction provides opportunity to build a relationship with each new student in relaxed environment. Transfer Students: Providing a Path to Connection 51 Tigerpd.blogspot.com
  • 52. Step 4 – Small Group Instruction  New students complete training on our most important social skill lessons before being placed in an academic intervention group. Transfer Students: Providing a Path to Connection 52 Tigerpd.blogspot.com
  • 53. Step 4 – Small Group Instruction  Lessons are held in the office and take about five days to complete once the induction process begins. Transfer Students: Providing a Path to Connection 53 Tigerpd.blogspot.com
  • 54. Step 4 – Small Group Instruction  Lessons are placed on the MS intranet and grouped by content Transfer Students: Providing a Path to Connection 54 Tigerpd.blogspot.com
  • 55. Transfer Students: Providing a Path to Connection 55 Tigerpd.blogspot.com
  • 56. Step 5 – Progress Monitoring  Academic and behavioral checks are completed individually at the following intervals: 2, 4, 8, and 12 weeks  Students may be considered for Tier 2 interventions such as Check-in, Check out, a Social Skills Group, or Check & Connect. Transfer Students: Providing a Path to Connection 56 Tigerpd.blogspot.com
  • 57. Transfer Students: Providing a Path to Connection 57 Tigerpd.blogspot.com
  • 58. One Google doc is created for each new student and shared between administrators and counselors Transfer Students: Providing a Path to Connection 58 Tigerpd.blogspot.com
  • 59. Transfer Students: Providing a Path to Connection 59 Tigerpd.blogspot.com
  • 60.  Does your current induction process support your school-wide systems that impact climate and culture? Transfer Students: Providing a Path to Connection 60 Tigerpd.blogspot.com
  • 61.  Are you satisfied with the fidelity of your current induction process? Transfer Students: Providing a Path to Connection 61 Tigerpd.blogspot.com
  • 62.  Does your induction process support the needs of highly mobile transfer students? Transfer Students: Providing a Path to Connection 62 Tigerpd.blogspot.com
  • 63.  How can you personalize the induction process? Transfer Students: Providing a Path to Connection 63 Tigerpd.blogspot.com
  • 64.  Which elements can you implement this year? Transfer Students: Providing a Path to Connection 64 Tigerpd.blogspot.com
  • 65. References & Resources Beesley, A., Moore, L., and Gopalani, S. (2010). Student mobility in rural and nonrural districts in five Central Region states (Issues & Answers Report, REL 2010–No. 089). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central. Retrieved from http://ies.ed.gov/ncee/edlabs. Blankstein, A.M. (2004). Failure is not an option. Thousand Oaks, CA: Corwin Press. Education Week. (2004, Sept. 21). Student mobility. Retrieved from http://www.edweek.org/ew/issues/student-mobility/ Engec, N. (2006). Relationship between mobility and student performance and behavior. The Journal of Educational Research, 99(3), 167-178. Excelsior Springs Middle School. (2013). Transfer student induction model. http://www.essd40.com/userfiles/5/PBS/tsimhandout.pdf Transfer Students: Providing a Path to Connection 65 Tigerpd.blogspot.com
  • 66. References & Resources DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities. Bloomington, IN: Solution Tree Hubbuch, C., & Stucker, K. (2012). Middle level web: Beyond zero tolerance. Principal Leadership, 13(3), 44-46. Hubbuch, C., & Stucker, K. (2012, August). Transfer students: Providing a path to connection. Middle Ground, 16(1), 24-25. Isernhagen, J. C., & Bulkin, N. (2011). The impact of mobility on student performance and teacher practice. Journal of At-Risk Issues, 16(1), 17-24. Jackson, A.W., & Davis, G.A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York, NY: Teachers College Press. Meeker, S. D., Edmonson, S., & Fisher, A. (2009). The voices of high school dropouts: Implications for research and practice. The International Journal of School Disaffection, 6(1), 40-52. Transfer Students: Providing a Path to Connection 66 Tigerpd.blogspot.com
  • 67. References & Resources NASSP. (2006). Breaking ranks in the middle: Strategies for leading middle level reform. Reston, VA: NASSP. Offenberg, R. M. (2004). Inferring adequate yearly progress of schools from student achievement in highly mobile communities. Journal of Education for Students Placed at Risk, 9(4), 337-355. Rhodes, V. L. (2008). Learning on the go: Voices of highly mobile urban students. Learning Inquiry, 2(2), 113-125. Sanderson, D. R. (2003). Engaging highly transient students. Education, 123, 600-605. WEB: The Boomerang Project. Visit http://www.boomerangproject.com/web Weisman, C. (2012). Giving credit where credit is due: advancing the highly mobile student population toward high school graduation. Family Court Review, 50(3), 527-542. Transfer Students: Providing a Path to Connection 67 Tigerpd.blogspot.com
  • 68. Contact Information Chris Hubbuch, Principal chubbuch@estigers.k12.mo.us @ChrisHubbuch Keelie Stucker, Assistant Principal kstucker@estigers.k12.mo.us @KeelieStucker Bob Mason, Counselor rmason@estigers.k12.mo.us @ESMSCounseling Excelsior Springs Middle School ms.essd40.com 68

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