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Ninth‑grade support team reports fewer absences, suspensions and course failures after targeted interventions
Summary
The high school’s ninth‑grade support team reported declines in unexcused absences, tardies, disciplinary actions and course failures compared with the prior year; staff credited a data‑driven approach, Link Crew mentoring, mandatory tutoring, and increased early identification and parent communication.
High school administrators presented metrics they said reflect improved outcomes for ninth graders after coordinated interventions by the district’s ninth‑grade support team.
Dr. Juan Desloski summarized the program of weekly team meetings that includes the ninth‑grade counselor, assistant principal, social worker, school psychologist and learning‑support staff. The program uses early identification and a data‑driven approach that flags students before problems escalate, connects students to supports such as mandatory tutoring and targeted flex time in the library, and offers Link Crew mentoring and orientation activities for incoming freshmen.
Desloski reported year‑over‑year improvements for ninth grade: unexcused absences fell from 606 to 363; tardies to school declined from 626 to 444; required student attendance improvement conferences dropped from 45 to 24. On academics, retentions fell from 13 to 2 (two retained students were not present in the building this year) and total class failures for freshmen declined from 113 to 57. On behavior, detentions fell from 295 to 170, in‑school suspensions from 138 to 41 and out‑of‑school suspensions from 58 to 16.
Administrators attributed the gains to a combination of factors: increased attention to early intervention, consistent school‑wide expectations rolled out during a multi‑day orientation, a mandatory tutoring structure for students who fall behind, improved teacher‑to‑teacher and teacher‑to‑counselor communication, and additional counseling and social‑work supports. Staff said some gains reflect a return to post‑COVID normalcy and noted ongoing work to address disproportionate discipline and enhance restorative practices.
The team outlined next steps for the coming year, including continued ninth‑grade team meetings, expanded PBIS (Positive Behavioral Interventions and Supports) recognitions, increased restorative‑practice work and targeted academic flex blocks in the library focused on skills such as English research and writing.
