RETENTION: CURRENT RESEARCH AND BEST PRACTICES By Megan Andrew, Maryam Scaffidi, & Kimberly Tzikas.

RETENTION: CURRENT RESEARCH AND BEST PRACTICESBy Megan Andrew,

Maryam Scaffidi, &

Kimberly Tzikas

Welcome Educators!

KWL chart In the first column, record what you KNOW

about retention. In the second column, record what you

WANT to know about retention.

Retention: Current Research & Best Practices

Workshop Outline

I. PerceptionsII. Current Research III. PolicyIV. OutcomesV. IntermissionVI. When is retention appropriate? VII. Alternatives

Audiences’ Personal Perceptions:

Discussion

Common Perceptions in Research: Educators

Administrators Teachers

Administrative Perspectives on Grade Retention

• Los Angeles Unified School District (LAUSD) Study Many principals acknowledged that grade

retention can have short-term benefits, but were concerned regarding the long-term consequences that may occur;

Some did not believe that retention was an effective way of improving students’ long-term performance;

Others found that grade retention could be effective in certain cases.

Administrative Perspectives on Grade Retention

• Overall Consensus Among Principals Should be implemented in the earlier grade

levels, rather than the later; Academics considered the main indicator of

retention; Student’s maturity and social skills should be

taken into consideration; Importance of parental input; Use of assessment data (including progress

monitoring) and student grades.

Teacher Perspectives on Grade Retention

More likely to base their decisions to retain students on personal experience and advice from colleagues rather than research (Kagan, 1992).

Many believe retention provides students with the opportunity to improve on foundational knowledge and skills and to acquire social and behavioral skills, prior to the next grade level (Cannon et al., 2011).

Although students may have some advantage over peers when the school year first begins, Goos et al. (2011) found that teachers continued to rate the retained student as lower performing in math and language, than their younger-aged peers.

Summary of Perspectives in Current Research: Educators

Mixed views between educators Often not based on research A need for continued education on

current research

Common Perceptions in Research: Parents & Students

Parents Students

Parent Perceptions on Grade Retention

Akmal and Larsen (2004) Some parents agreed with the decision to retain, or

asked for their child to be retained. Parents requested their child be retained, it was a way

of showing punishment for “failing to show initiative or cooperation.”

Jimerson et al. (2004) Information should be given to parents in order to

provide them with a better understanding regarding the possible effects of retention on their child.

Schools should provide effective interventions and resources that parents can access to further their understanding of grade retention.

Student Perceptions on Grade Retention

Yamamoto & Byrnes, 1987 By the time a student was in the 6th grade,

only the loss of a parent and going blind would create a more stressful event than grade retention.

Student Perceptions on Grade Retention

Penna & Tallerico, 2005 Not much changed the second or third time around;

rather they received the same instruction, textbooks, and assignments that they failed the previous year.

Redundant routine in the classroom was ultimately boring and frustrating.

Students reported receiving less help, and at times, being the subject of public humiliation by the teacher.

Ridiculed by their peers through both verbal remarks and demeaning behaviors.

Mocked, picked on, bullied, and berated because of their age and retained status.


Workshop Outline


Current Research: Statistics on Grade Retention

Rates of grade retention Demographics of those at risk for

retention Effects of age at time of retention

Rates of Grade Retention

Approximately three million children each year fail a grade (Poland, 2009).

Rates are as high as 15%, demonstrating that within school populations of about 48 million students, more than 5.5 million students have been retained (Griffith, Lloyd, Lane, & Tankersley, 2010).

The National Association of School Psychologists

(NASP) (2003) also approximates that 15% of all American students are retained each year, with 30-50% being held back at least once before the ninth grade.

Increase In Retention Rates

The percentage of students retained has shown a steady increase over the last 25 years to about 40% (Rafoth & Knickelbein, 2008). No Child Left Behind Act of 2001, led to an

increase in retention rates, making all students meet minimum academic standards.

Who is at Risk?

Characteristics such as age, gender, socioeconomic background, and race/ethnicity are risk factors for early grade retention. Relatively younger students, especially grades

kindergarten through third grade, and boys, are more likely to be held back (Cannon, Lipscomb, Public Policy Institute of California, 2011).

More African Americans than Caucasians, more boys than girls, and more students from low SES households (Griffith, Lloyd, Lane, Tankersley, 2010).

Who is at Risk?

Students with (Griffith et al., (2010): low academic performance; failure to meet grade level standards; social immaturity; behavior problems; English as a second language; lack of parental involvement; lack of attendance and missed instruction.

Grade Retention: Effects of Age

Research regarding when retention is most effective is inconclusive.

Early grade retention (kindergarten through second grade) did not yield advantages in reading from first to eighth grade, relative to students retained later (third through fifth grades) (Silberglitt, Appleton, Burnes, Jimerson, 2006).

Retention may decrease in effectiveness as grade level increases (Pomplun, 1998).

Academic Redshirting

Definition: Intentional delay of school entry into

kindergarten in order to give the child extra time to mature and gain skills.

Delay is generally an additional year.

Effects of Academic Redshirting

• Delayed entrants into kindergarten had lower achievement test scores later on, in addition to higher rates of high risk behaviors in adolescence (Rafoth & Knickelbein, 2008).

• Late entry into kindergarten also denies children an opportunity for cognitive growth through social interaction with their age-mates (National Association of Early Childhood Specialists, 2000).

• A study conducted by Loeb (2007), found young

kindergarten students made similar progress during their kindergarten year, when compared to their older peers.

Effects of Academic Redshirting

Quirk, Furlong, Lilles, Felix, and Chin (2011) The practice of redshirting was not

associated with school readiness or accelerated achievement.

The strongest predictor of school readiness is high quality preschool.

The youngest children within the sample with preschool, were rated more ready for kindergarten than the oldest students without preschool.


Workshop Outline


Grade Retention: Current Policy

Discussion California Education Code (EC) on grade

retention Is your district’s policy in line with Ed

Code?

Current Policy: Discussion

What is your district’s current policy?

Current Policy: California Education Code (EC)

Current state law in California requires every school district to have a written Pupil Promotion and Retention (PPR) policy approved by the district’s governing board.


History of Current Changes to Policy (“Pupil Promotion and Retention,” 2010) Until 1998, California law only required school

districts to have policies pertaining to Pupil Promotion and Retention (PPR), without specifying any requirements for those policies.

With a growing concern about the "social promotion" of students who do not meet grade-level standards, legislation outlined a promotion process based on student attainment of grade-level content standards.


PPR policies must include criteria for promotion and retention at the following specific grade levels: between 2nd and 3rd grade; between 3rd and 4th grade; between 4th and 5th grade; between the end of the elementary grades

and the beginning of middle school; between the end of the middle school

grades and the beginning of high school.


Identification of students who should be retained or who are at the risk of being retained should be based primarily on: proficiency in reading between the 2nd and

3rd grades and between the 3rd and 4th grades;

proficiency in reading, English-language arts, and mathematics for the remaining grade levels.

EC does not prohibit school districts from retaining a child in more than one grade.


What data should be used in the decision? Students’ grades Other indicators of academic achievement

Standardized Testing and Reporting (STAR) Program results may be included as one indicator of academic achievement; however, STAR testing results may not be the exclusive criterion for promotion or retention.


Who makes the initial recommendation? If a pupil is identified as performing below the minimum

standard for promotion, the pupil shall be retained unless their general education classroom teacher determines that retention is inappropriate.

If the teacher deems it is inappropriate, the teacher should specify recommendations for intervention other than retention.

School districts are also required to provide “programs of direct, systematic, and intensive supplemental instruction to pupils enrolled in grades two through nine who have been recommended for retention or who have been retained.”


How are parents involved? District’s policy shall provide for parental

notification when a pupil is identified as being at risk of retention.

Notice shall be provided as early in the school year as practical.

School can retain or promote a student without parent or guardian approval.

Policy shall provide a process whereby the decision of the teacher to retain or promote a pupil may be appealed.

Current Policy: District vs. The Education Code

Is your district in line with the current Education Code policy on grade retention?


Workshop Outline


Current Research:Outcomes of Grade Retention

Positives Negatives

Academic Social-Emotional Economic

Grade Retention: Positive Outcomes

Cannon et al., (2011) Students who were retained in the 1st or 2nd

grade, can significantly improve their grade-level skills during the repeated year.

Students showed improvement in English Language Arts, with many improving at least one proficiency level.

Although all groups achieved educationally meaningful gains, students who repeated a grade did not catch up to their original peers’ level of performance.


• Witmer, Hoffman, and Nottis (2004) Any small positive effects that

have been seen with the retained students usually have not been sustained beyond a few years.


Wu, Hughes, and West, 2010 Students benefited from retention in both

short- and long-term, as reported by teacher-rated behavioral observations.

Noted significant academic competence and social improvement.

Teacher’s perceive a decrease in hyperactivity and an increase in behavioral engagement.

Possible Limitation: Despite benefits through 4th grade, retention may create vulnerabilities which may not appear until the middle grades.


Lorence (2006) Positive effects of grade retention were specific to the

instructional practices students received during their repeated grade. If a student is covering the same material from the previous

year, retained students are likely to experience little progress, if any.

With supplemental educational support for students who have been retained, retained students’ academic performance increased.

Overall, any gains made by low-performing students can be attributed to the number of hours spent in, as well as the intensity of, the intervention, not retention per se (Abbott, Wills, Greenwood, & Kamps, 2010).

Grade Retention: Negative Outcomes

Academic Jimerson, Woehr, and Kaufman (2004)

Found that using retention as an intervention for academic failure does not improve academic performance.

Although initial academic improvement may occur during the year the student is retained, achievement gains decline within 2-3 years of retention.


Academic Abbott et al., (2010)

Retained students either show declines in achievement over several years after retention, or have academic outcomes that are no better after repeating a grade than those of low-achieving promoted students.

It is unwise to return students to the same insufficient academic environment that failed them in the first place.

Rafoth & Knickelbein (2008) If a student is not given additional instruction to help him/her

learn material missed the previous year, there is little reason to expect simply repeating the curriculum will enhance student learning.

Retention is the single most powerful predictor of dropping out of school (Penna & Tallerico, 2005).


Social Emotional The National Association of School Psychologists

(NASP) supports conclusions regarding negative social and emotional consequences experienced by retained students. Significant increases in behavior problems; Increased risk of health-compromising behaviors:

Emotional distress Cigarette use Alcohol use Drug abuse Suicidal intentions Violent behaviors


Social Emotional In a longitudinal study of grade retention

conducted by Jimerson & Ferguson (2007), results suggested that retained students displayed more aggression than the promoted group of students.

Alexander, Entwisle, & Dauber (1994) and Smalls (1997) reported students associate being retained with “flunking”; this association is hard on their self-esteem and resulted in teasing from their peers.


Social Emotional Holmes (1989)

A highly published meta-analysis, which concluded that on average, retained students displayed:

Poorer social adjustment; More negative attitudes toward school; Less frequent attendance; More problem behaviors in comparison to control

groups.


Economic School districts around the country spend

an estimated $10 billion a year to provide an extra year of schooling for all retainees (Center for Policy Research in Education, 1990).

Cost is based on the extra money spent by the tax-payers to educate a student for an additional year, as well as the delayed entry into the workforce (Eide & Goldhaber, 2005).


• Economic High correlation between grade retention and

high school dropout rates. Students who don’t graduate are ill-equipped for the

modern workforce and ultimately pay less taxes, adding cost to welfare programs, and are disproportionately represented in crime and incarceration statistics (Rumberger, 1987).

From the societal level, the cost associated with grade retention and high school dropout rates, is estimated to exceed $240 billion annually (Jimerson & Ferguson, 2007).

Intermission

Questions Break


Workshop Outline


When is Retention Appropriate?

Most of the studies cited by those against retention are insufficiently sound to support the contention that making students repeat a grade is always wrong (Lorence, 2006).

There are no specific indicators that predict which children could benefit from retention (Jimerson et al., 2004).


NASP (2003) also agrees that no study has been able to predict accurately which children will benefit from being retained.

According to the NASP position statement, under some circumstances, retention is less likely to yield negative effects for students who have: relatively positive self-concepts; good peer relationships; social, emotional, and behavioral strengths; fewer achievement problems.


NASP Position Statement (2003) It may be appropriate to retain a student who has

difficulty in school due to a lack of opportunity for instruction, rather than lack of ability; however, retention is only appropriate if this lack of opportunity is due to attendance and mobility, and these problems have been resolved.

Students should be no more than one year older than his or her classmates.

Students should receive specific remediation to address skills or behavioral deficits, and promote achievement and social skills during the repeated grade.


Workshop Outline


Alternatives to Grade Retention

Preschool School-wide Social & Academic Programs Summer and After-school Programs Looping and Multi-age Classrooms School-based Mental Health Programs Parent Involvement Early Reading Programs Effective Instructional Strategies Behavior and Cognitive-behavior Modification

Strategies

Alternatives: Preschool

Poland (2009) suggests that implementation of universal preschool programs benefits children and reduces retention rates.

Jimerson, Pletcher, Graydon, Schnurr, Nickerson, and Kundert (2006) Basic literacy skills, pro-social behaviors, and

socioemotional development are emphasized in preschool programs.

Early emphasis may assist at-risk students before they experience academic challenges by providing a foundation of skills.

By enhancing the necessary skills for academic success through preschool programs, retention may be prevented.


Kgobli and Sorlie (2008) Key Components of Preschool Programs

Consultation Training for teachers and preschool staff

teaching of common rules; good directions; encouragement; negative consequences; problem solving skills

Social skills training emotion regulation; problem solving; anger management


Early Prevention & Intervention Programs Early Intervention for Children at Risk for

Developing Behavioral Problems (EICR) (Kgobil & Sorlie, 2008) Aimed at preventing and treating problem

behavior in children as young as 3 years old.


Early Prevention & Intervention Programs Incredible Years (IY) Basic Parent Training (PT)

Program (Jones, Daley, Hutchings, Bywater, & Eames, 2007) A community-based program implemented for preschool

children at risk of developing both conduct problems and ADHD.

Promotes positive parenting through the use of: reinforcement through play and child-centered activities; praise, reward, and incentives for appropriate behaviors; guidance in the use of limit setting and structure; strategies for managing non-compliance (Jones et al., 2007).

Parents attended a 12-week course for 2.5 hours per week, lead by a certified facilitator.


Early Prevention & Intervention Programs Federally funded programs that focus on

high-risk families, who are identified by low income, low parental IQ, and low education: Head Start Project; The Carolina Abecedarian Project; The Milwaukee Project; The Perry Pre School Project

Alternatives:School-wide Social & Academic Programs

Definition:“Establishing specific guidelines and providing proactive prevention and support for all students and faculty in a given school. The goal is to nurture the emergence of a school culture that promotes positive or appropriate behavior, and operates through collaborative data-based decision making to

build a positive school climate” (George, Harrower, and Knoster, 2003).

Alternatives: School-wide Social & Academic Programs

Implementation of comprehensive programs may lead to reduction in retention (Jimerson, et al., 2006).

School districts can offer more opportunities for teachers to network and provide ongoing professional development (Bowman, 2005).

Teacher preparation programs should also

make teachers aware of the current research on grade retention.


George, Harrower, & Knoster (2003) recommend six general steps that ensure success when implementing a school-wide support system

1. Establish a foundation for collaboration or operation;

2. Build faculty involvement; 3. Establish a data-based decision-making system;4. Brainstorm and select strategies within an action

planning process;5. Implement school-wide program through an action

plan;6. Monitor, evaluate, and modify the program.


Positive Behavior Support: Comprehensive Assessment Tool (PBS-CAT) (George et al., 2003). Provides a series of prompts relevant to

specific action planning, stemming from the previously mentioned six steps.

Allows administrators to identify areas of need within their school building.

Schools can then develop specific action plans for addressing relative areas of need.

Alternatives: Summer School & After School Programs

Research has shown additional time and exposure may help struggling students master academic material (Jimerson et al., 2006)

Cannon et al. (2011) suggest the following interventions to increase exposure to academic material for at-risk students. Trained instructional aides to work with students in small

groups on specific skills; Learning centers and resource specialists for individual or

small groups in the classroom, or in “pull out” sessions; After school tutoring led by trained school staff or volunteers; Summer school or intersession classes.


Smink (2011) School leaders should invest in summer learning,

because when students aren’t engaged in learning during the summer, they fall behind in math and reading.

Schools can partner with summer school programs facilitated by libraries, parks, or youth employment agencies, in order to stretch public funds.

Providing students with summer school instruction would save funds that would be spent on re-teaching students throughout the year.


Sherman & Catapano (2011) After school programs provide

opportunities: To increase student learning, due to an increase

in time spent on academic activities. For k-12 students to experience additional

academic support in formats that are different from what they experience during the school day.

For middle, or high school students, to help tutor younger children as well.

Alternatives:Looping & Multi-Age Classrooms

Looping: students spend two or more years with the same teacher. Also called teacher rotation, family-style

learning, student-teacher progression, and multiyear instruction.

Cistone and Shneyderman (2004) Looping sample substantially outperformed their

matched counterparts in both subject areas (reading comprehension and mathematics applications).

Number of students in the looping sample retained after the 1999-2000 school year was significantly lower.

Alternatives: Looping & Multi-Age Classrooms

Multi-Age: students from two consecutive grades are in the same classroom and taught by the same teacher. Can help address the needs of diverse

student abilities and can serve as a viable alternative to retention (Darling-Hammond, 1998).

Provides flexibility for academic instruction. A child who is behind socially or behaviorally

(a common reason for retention) can take advantage of the diverse peer resources.

Alternatives:School-Based Mental Health Programs

Students with mental health challenges often fall behind their classmates (Jimerson et al., 2006) and can end up being recommended for retention.

Schools provide excellent settings for targeting children’s mental health, their academic performance, and the important connection between the two (Greenwood, Kratochwill, & Clements, 2008).


Teachers are an integral part of the success of school-based mental health programs. Implement Tier 1 Refer for Tier 2 Should include effective training and ongoing

consultation for teachers. Reinkie, Stormont, Herman, Puri, and Goel (2011)

Teachers view themselves as important participants in addressing their students’ mental health.

Only 34% of teachers reported that they felt they had the necessary skills to support these needs in the classroom.


School-Based Mental Health Interventions Raising Healthy Children (Catalano, Mazza,

& Harachi, 2003) Universal interventions targeting socialization in

classrooms, families, & peers. Social Problem-Solving Curriculum

(Gottfreson, Jones, & Gore, 2002) Social skills classes taught by graduate students

in psychology. 27 lessons focused on social competency skills,

involved role playing and skill practice.


School-Based Mental Health Interventions Reaching New Heights (Klein, 2004)

13 sessions targeted at increasing stress management skills and decreasing perfectionism, levels of academic anxiety and social anxiety.

Improve children’s self-efficacy to implement successful situations.

Increase students’ effectiveness in coping with academic and social stressors.


School-Based Mental Health Interventions Comprehensive School-Based Program (Nelson,

Martella, & Marchand-Martella, 2002) 2-yr. universal, selected, and indicated interventions

for disruptive behaviors consisting of 5 elements: 1) School-wide Program2) Ecological arrangements in school3) Behavioral expectations, discipline policies, and

procedures4) One-on-one tutoring in reading, family management,

conflict resolution5) Individualized function-based behavioral

interventions & support

Alternatives:Parent Involvement

Lack of parental involvement has been identified as a risk factor for retention.

Schools are encouraged to make policy changes that encourage and facilitate a strong home-school connection.


Barriers to Parental Involvement (Lawson, 2003) Language barriers, work schedules, and a sense of

disenfranchisement have generally resulted in lower levels of (at least visible) parent involvement by working-class parents; in particular, those from ethnic and racial minorities.

The perception of what parent involvement actually is, can also be a barrier. Parents described involvement as “keeping their children

safe and getting them to school punctually.” Teachers expected parents to be visible at school. Teachers can view parents as unwilling to help and has

resulted in parents feeling unappreciated.


Joyce Epstein's Framework of Six Types of Involvement (1995)1. Parenting: Parents create an environment

in the home that supports learning.2. Communicating: This type of involvement

is characterized by communication between parents and school personnel. This occurs when parents regularly attend school conferences and functions, including attending parent-teacher association meetings (Ballantine, 1999).


Joyce Epstein's Framework of Six Types of Involvement (1995)3. Volunteering: Parents act as volunteers in their

child’s school. This includes parents tutoring children in the classroom (Darch, Miao, & Shippen, 2004) or helping the teacher by reading and grading papers (Ballantine, 1999).

4. Learning at Home: Parents assist their children with homework and ensure that homework is completed. Additionally, parents help their children set goals that motivate the child to learn. This involves parents having high expectations for their child.


Joyce Epstein's Framework of Six Types of Involvement (1995)5. Decision Making: Parents are involved in

school decisions. One way parents accomplish this is by serving as representatives on school committees.

6. Collaborating with Community: Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.


Strategies to Increase Parent Involvement in Schools (Darch, Miao, & Shippen, 2004) Communicate regularly, rather than just when a

problem has occurred. Initiate positive contact with parents at the beginning

of each school year, and maintain that contact all year. Have parents complete an interest survey. Call the parents of children identified as having a

learning or behavior problem within the first two weeks of school (before other problems surface).

Have 3-4 conferences yearly with parents of children with learning and behavior problems.


Strategies to Increase Parent Involvement in Schools (Pogoloff, 2004) Communicate with parents in multiple ways. Each interaction with parents should begin with a

positive statement, which will lessen defensiveness.

Let parents know that their input is valued. Interact with students and their families in various

settings, such as attending the school’s athletic or theatrical activities.

Confidentiality must be respected to ensure a positive relationship.


Strategies to Increase Parent Involvement in Schools (Kyriakides, 2005) Give parents meaningful jobs in the

classroom.

Alternatives: Early Reading Programs

Low reading achievement is commonly cited as a reason for retention.

Reading interventions provide student’s with additional support and instruction in order to gain the skills necessary to succeed in school.

Research demonstrates evidence-based reading programs to be an effective alternative to grade retention.


Key Components of Reading Programs Developmentally appropriate, intensive, and

use direct instructional techniques. Evidence based reading programs should

utilize the following techniques: Small group instruction Scripted presentations Unison responding Pacing Corrections Praise


National Reading Panel: “What Works” Basis Over 100,000 studies reviewed in the year

2000 to compile the “what works” basis. Identified the five key skills and methods

central to reading achievement:1. Phonemic Awareness;2. Phonics;3. Fluency;4. Vocabulary;5. Reading Comprehension


Phonemic Awareness Definition: The ability to hear, identify, and

manipulate individual sounds and phonemes in spoken words.

Importance: Improves children’s word reading, reading comprehension, and improves skills necessary for learning to spell.


Phonemic Awareness Instructional Strategies

Utilize reading programs and intensive interventions to target:

Identification of phonemes; Categorization of phonemes; The practice of blending phonemes to form words; Segmentation of words into phonemes; The process of deleting or adding phonemes to form new

words, and substitute phonemes to make new words; Manipulation of phonemes by using the letters of the

alphabet; Focus on only one or two, rather than several types of

phoneme manipulations.


Phonics Definition: Helps children learn the

relationships between the letters of written language and the sounds of spoken language.

Importance: Leads to an understanding of the alphabetic principle—the systematic and predictable relationships between written letters and spoken sounds.


Phonics Instructional Strategies

Utilize reading programs and intensive interventions to target:

Systematic Instruction: the plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence.

Explicit Instruction: the programs provide teachers with precise directions for the teaching of these relationships.

Ample opportunities for children to apply what they are learning about letters and sounds, to the reading of words, sentences. This can significantly improves children’s word recognition, spelling, and reading comprehension.


Fluency Definition: The ability to read a text

accurately and quickly. Importance: Frees students to understand

what they read.


Fluency Instructional Strategies

Utilize reading programs and intensive interventions to target.

Modeling fluent reading by having students engage in repeated oral reading.

Evaluate instruction and set instructional goals to motivate students.


Vocabulary Definition: The words we must know to

communicate effectively, which includes oral vocabulary and reading vocabulary. Oral Vocabulary: Words that we use in speaking or

recognize in listening. Reading Vocabulary: Words we recognize or use in print.

Importance: Beginning readers use their oral vocabulary to make sense of the words seen in print; therefore readers must know what most of the words mean, before understanding what they are reading.


Vocabulary Instructional Strategies

Utilize reading programs and intensive interventions to target.

The practice of indirectly, engaging students daily in oral language; the opportunity to listen to adults read to them; and the opportunity to read extensively on their own.

Directly, and explicitly teach students both individual words and word-learning strategies.


Text Comprehension Definition: The understanding of the text

being read. Importance: Comprehension is the reason

for reading.


Text Comprehension Instructional Strategies

Utilize reading programs and intensive interventions to target the teaching of comprehension strategies through:

Explicit instruction; Cooperative learning; Helping readers use strategies flexibly and in

combination.


Reading Intervention Programs Intervention services improve achievement

and reduce the need to retain. Specific Reading Programs

1) Corrective Reading2) Reading Mastery3) Language!4) Wilson Reading System5) Read 180


Reading Intervention Program Corrective Reading Description

Implemented in small groups of 4-5 students. Includes 45-minute lessons, that are implemented for four to five days.

Focuses on decoding, fluency, and comprehension.

Target Group 4th to 5th graders


Reading Intervention Program Reading Mastery Description

Addresses the five key areas of reading identified by the National Reading Panel through a one year curriculum.

Contains fast paced and interactive lessons. Target Group

Curriculum for Kinder-6th grade


Reading Intervention Program Language!

Integrates reading, writing, and other language arts skills.

Lesson is implemented over a two day period, for a total of 90 minutes of instruction.

Target Group Primary to 9th grade reading levels


Reading Intervention Program Wilson Reading System

Uses a multisensory and synthetic phonics approach for students with language based difficulties.

Implemented in a 45-90 minute instructional period.

Target Group: 2nd to 12th grade


Reading Intervention Program Read 180

Designed to meet the needs of students struggling within the five areas identified by the National Reading Panel.

Implemented within a 90-minute lesson plan. Target Group:

4th to 12th grade

Alternatives:Effective Instructional Techniques & Assessment

Implementing effective, research-based teaching strategies and assessment in the classroom, is an important link to student success.

Recommended teaching techniques and assessment include:1) Direct instruction 2) Cooperative learning3) Mnemonic strategies4) Systematic Assessment


Direct Instruction (DI) Model for teaching that emphasizes well-

developed and carefully planned lessons. Designed around small learning increments. Clearly defined and prescribed teaching

tasks. Examples of programs that incorporate DI:

Corrective Reading, Language for Learning, and Corrective Math.


Cooperative Learning Structuring classes around small groups

that work together to meet a common goal. Allows for students to:

work together; have group processing; incorporate individual accountability; and provide positive interdependence.


Mnemonic Strategies A strategy for understanding and

remembering what one learns through creative restructuring of learned material.

Examples of Mnemonic Strategies: Rhyming Acronyms Singing


Effective Assessment Techniques Systematic Assessment

To evaluate a student’s response to intervention and provide positive consequences for improvement.

Example of Systematic Assessment: Curriculum Based Measurement (CBM)

Alternatives: Behavior & Cognitive-Behavior Techniques

Maladaptive behavior commonly plays a role in the decision to retain.

Behavior interventions can serve as prevention and intervention for students at- risk for retention.

Use a combination of behavioral approaches to reduce disruptive behaviors and increase on-task time in the classroom.


Can be provided by various trained staff members within the school setting, while attending to different behaviors that contribute to student success.


Mason and McMahon (2009) School counselors facilitated an

intervention with 8th grade students at-risk of retention.

Intervention included weekly meetings, both group and individual, with the student’s school counselor.


Mason and McMahon (2009) Group Meetings

Occurred for 30 minutes. Student’s shared positive achievements (e.g.,

tests, quizzes, projects, etc.). Counselor shared a positive statement from a

student’s teacher and focused on a specific skill that played a role in school success.

Examples: (a) using a student planner for assignments and calendaring; (b) keeping track of grades; and (c) managing time after school.


Mason and McMahon (2009) Individual Meetings

Students discussed grades, shared frustrations, concerns, and stressors.

Promotion criterion for passing 5 of the 7 classes was reviewed.

Counselor reinforced the skills discussed earlier in the group session and provided additional encouragement and motivation.


Mason and McMahon (2009) Results

Participating student’s received 23 less failing grades than received in the first quarter; 15 more A’s and B’s in the 4th quarter.

64% (21) of students improved their overall academic average between the 1st and 4th quarters.

Group and individual meetings offered additional support to help change behavior, and increase academic performance.


Specific Strategies to Improve Behavior Peer and adult modeling; Peer and adult monitoring; Feedback; Reinforcement (e.g., token reinforcement

systems); Group and Individual counseling.


Effective in teaching anger control and self-management.

Ideas can be generated through the use of a Student Study Team (SST). Provides a collaborative team approach

(Jimerson et al., 2004). Assists in identifying an approach that

would be most appropriate for a student’s specific behavioral and cognitive needs.

Conclusion

The goal of this presentation was to help you, as educators, to become more versed in the research surrounding retention, and in turn, be better able to differentiate between when retention is inappropriate and when it may be appropriate for select students. Lastly, it was imperative that we provide you with alternative strategies to address the needs of struggling students.

Questions?

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RETENTION: CURRENT RESEARCH AND BEST PRACTICES By Megan Andrew, Maryam Scaffidi, & Kimberly Tzikas.

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