Grades seven, eight group offers suggestions to stem dropouts

The seventh- and eighth-grade group of the Task Force on Increasing Student Success in the Mount Washington Valley has come up with several draft recommendations to reverse a rising rate of students dropping out of school. The task force is expected to share its recommendations in a meeting Thursday with three other groups (K-6, 9-12 and advanced/enrichment) at 3 p.m. at Granite State College.Here's a sampling.The group was asked to answer "what are the primary changes you expect to occur in your population?" All will have at least one connection with an adult in the school and in the community. They will improve their academic scores, though relevant and flexible programming so students meet the competencies. That all will feel they have a voice in their education. Parents of this group will have access to the help they need to improve their skills and involvement. They will be better prepared for the new high school environment.Another question to tackle: "What are the supports/outreach/programs your group recommends?"1) Engage all at-risk middle school students in school and community with strategies: School strategies: Develop a coordinated approach to advisories in all three middle schools so that the advisories are meaningful and engaging for all youth. This would include common expectations for teachers, common language, teacher training, flexibility so that all at-risk youth will be followed, encouraged and advocated for by their advisor. The role of the advisor would include looking at mid-term grades, homework and discipline issues and clearly communicating with the ninth-grade advisors as to what works and what is needed for that child. Evidence of success: fewer students falling through the cracks. Ask at-risk eighth graders to submit a few names of students who they would like in their ninth grade classes who would help them stay focussed. The ninth-grade team would then make sure the at-risk students would have one friend in each of these student classes like a "buddy system." Evidence of success: fewer students changing classes mid stream and more feeling connected to another peer. Develop a common language and approach to bullying, discipline, behavior "simple rules." All staff need to participate and follow through with these guidelines (using the process like Positive Behaviors In School). Evidence of success: More students are able to learn in a safer environment. Create middle school environments where all staff have a high investment and a positive attitude toward our at-risk youth so they feel safe, respected and cared for.Community linking strategies: Hire a family liaison to increase communication within home and school, coordinate parent outreach efforts, connect needy families to outside agency support. Evidence of success: Students and parents feel a sense of belonging, support and connections. Develop a coordinated approach to valley-wide after-school activities for sixth through ninth graders and involve all agencies for those students in need of more connections. Evidence of success: increased connections in the community and higher percent of at-risk youth involved in positive activities. Continue to encourage outside agency involvement in the schools for at-risk youth. Evidence of success: at-risk students get social supports needed to succeed and we catch problems such as substance use earlier.2) Provide relevant curriculum to at-risk youth and clear, meaningful academic and behavioral expectations so that they have a successful experience in middle school. Simple, consistent policy on homework and grading among the three middle schools and then have a similar or transitional policy in the ninth grade that is communicated to students ahead of time. The group felt that 0's for homework and 50's were unacceptable failure scores. Grades should allow failing students to have at least a shot at success. Sample concern: "Hard to make up credits, get discouraged, didn't get meaningful help, gave up. I got a 'I' after half a year of classes then I really improved and got a 60 but still failed." More vocational/elective opportunities for at-risk hands-on learners at eighth and ninth grades. Evidence of success: less ninth-grade failures. Heterogeneous grouping, block scheduling, differential instruction. "Work on pace so we get the concept before moving on." Teacher training and support to allow this to happen. Special extra credit opportunities in the community for those who are doing poorly in certain classes. Some sort of high school credit for success in the career camps with independent work. Study skills training.3) Involve at-risk students in decision-making and encourage their voice to the issues facing them. Actively recruit their voice as to what would help them to succeed. Conduct forums/surveys of youth as to specific after-school and community programming needs (this is already being worked on at the high school level through Trish Jacobson and the Peer Educators). Actively encourage more diversity in student clubs.4) Recommend that the policies and programs proposed at the middle school continue in the ninth grade so that transition will be easier. Clarify (rectify) and communicate to students the varying different philosophies and practices between middle school and high school and help students prepare for those changes to avoid "shell shock." Study skills training and meaningful directed study, perhaps with credit. Continue team building in ninth grade and wean as they get older.The group is facilitated by Josiah Bartlett Elementary School Principal Joe Voci, with members Kevin Richard, principal of Kennett Middle School; Noel DeSousa, principal of the K.A. Brett School in Tamworth; Johnna Remillard, a student at Kennett High; Betsy Gemmecke, School to Career; Peter Benson of the Jackson School Board; Mike Douglass, director of the JAGS program at Kennett High (Jobs for America's Graduates, or JAG, is a school-to-career program); Linda Burns, secretary at Kennett Middle School; Mike DiGregorio, Conway School Board member; and Dick Klement, Conway School Board member.