2013-2014

4 high schools
60% qualify for
free & reduced
lunch
73% graduation
rate
Relatively diverse

2012-2013

International
Baccalaureate
Program (IB)
48% free and
reduced lunch
<70% graduation
rate
About 580:1
student to
counselor ratio

TJHS Transient Rate

2013-2014
Transfers in
Transfers out

Stability

2012-2013

2011-2012

Transfers in

Transfers in

Transfers out

Transfers out

Stability

Stability

Generally, research suggests that

transferring schools negatively affects
students educational outcomes (Eisele-Dyrli,
2010).
Students switching schools and entering
classes mid-year has the potential to
negatively impact their grades, social life,
and/or overall success (De La Torre &
Gwynne, 2009).

The data were undeniable and demanded our

full-fledged attention. Mobile students in
particular were the most at risk. We saw that
students dropped out and failed classes at
nearly twice the rate of non-mobile students
(p.26).

Several studies find that transferring to a new

high school is positively associated with
dropping out of school (Sutton, Muller, &
Langenkamp, 2013).

Sutton, Muller, & Langenkamps two structures:

1. 4 year high school structure (9th -12th)

Freshman Sophomore Junior Senior

2. Academic year structure (Sept-June)

1st quarter/2nd quarter 3rd quarter/4th quarter
(1st semester)
2nd semester

Different districts/states/countries may not align

and students educational pathways can be
impacted.

TJ did not have a transfer student procedure

Students were registered, given a schedule, and
started their day

Experience was completely dependent on the

student, their personality, and if they came
across an exceptionally helpful peer or
teacher

Counselors and principal identified a need for

a program to support these students

Supportive of transfer students

Positive transition experience
Welcoming culture/connectedness
New students know school resources/clubs
Lower drop-out rates
Higher graduation rates

My experience with transitioning to

Thomas Jefferson was pleasant.
Average response: 2.6

Our goal in 5 years is to raise the average response

from 2.6 to 5.0. In order to reach this goal, each year
the mean response must increase by 0.5.

Year
Year
Year
Year
Year

one: 3.0
two: 3.5
three: 4.0
four: 4.5
five: 5.0

The students at Thomas Jefferson have

helped me feel welcome at school.
Average response: 2.9

Our goal in 5 years is to raise the average response

from 2.9 to 5.0. In order to reach this goal, each
year the mean response must increase by 0.4.

Year
Year
Year
Year
Year

one: 3.3
two: 3.7
three: 4.2
four: 4.6
five : 5.0

The counseling office members at

Thomas Jefferson have helped me feel
welcome at school.
Average response: 2.5

Our goal in 5 years is to raise the average response

from 2.5 to 5.0. In order to reach this goal, each year
the mean response must increase by 0.5.

Year
Year
Year
Year
Year

one: 3.0
two: 3.5
three: 4.0
four: 4.5
five : 5.0

Establish effective intervention strategies

Hiring new counselors and graduation
coaches (Eisele-Dyrli, 2010)

MICRO: Individualized support for identified

students (i.e. transfer students)
The TJ Vet program

MESO: Guidance lessons in TJs Leadership

class on how to create and improve school
climate or improved club advertisement
o

Ensure all students know the resources on how to be

involved and a part of their school.

MACRO: Consistent credit requirements.

The TJ Veteran Program will be a transferring new TJ students first

exposure to our school, the community, and our culture.
The TJ Veteran Program will essentially be a network of TJ Veterans
interested in and dedicated to welcoming new students.
Support and intervention will begin as soon as the registrar and
counseling office are aware of an incoming student. TJ Veteran
Raiders will begin preparing to welcome that student.
The TJ Veterans will act as the new students first ally at school by
helping the student make new friends, find clubs to join, and adjust
to their new school.
TJ Vet program officers will greet the new student, give them a
welcoming packet (welcome letter, campus map, list of clubs, and
program officer contact information), and provide a campus tour.
Questions/concerned addressed
Finally, START their new schedule.

1. Are all the programs current interventions needed?

Not perfecta lot of changes were made through the year.
Buddy system not implemented
One month check-in

1. What was the desired student outcome? 20/20 vision

To improve new students experience with transferring to TJ
To improve new students knowledge of school resources
To improve new students feelings of connectedness at TJ

2. What data were you trying to impact?

Survey results, specifically item #s 1, 2, and 5

Higher graduation rates/lower drop out rates

Intervention

Immediate
Outcomes

Proximal
Outcomes

Distal
Outcomes

TJ Veteran
RAIDERS

Easier/Positive
transfer
experience

Higher feelings
of
connectedness

Higher
graduation
rates/lower
drop-out rates

What does the evidence say about

the effectiveness of the TJ Veteran
Raider Program?

How did the results stack up to the

envisioned yearly benchmarks?

Goal 1: Average response = 3.0

My experience with transitioning to Thomas

Jefferson was pleasant.
Average response: 2.6 3.45

Goa l 2: Average response = 3.3

The students at Thomas Jefferson have helped

me feel welcome at school.
Average response: 2.9 3.8
Goal 3: Average response = 3.0
The counseling office members at Thomas
Jefferson have helped me feel welcome at school.
Average response: 2.5 3.8

About myself as a school counselor

Open to constructive feedback and being OK with
things not working as planned.
Assumptions
A little effort can go a long way
Most importantly, I learned I can successfully
implement a program

About being an advocate in schools?

TEAMWORK
COMMUNICATION
COOPERATION (or lack thereof)

Getting consistent participation

Disseminating needs assessment and posttest

When a student came after 1st period

ELL students
Working with students who move often have
other reasons that factor into why they move.
Scheduling/students entering classes midway
Tracking credits

Get more staff involved earlier

Principal announcement

De La Torre, M. & Gwynne, J. (2009). When schools

close: Effects on displaced students in chicago
public schools. Research Report. Consortium On
Chicago School Research.
Eisele-Dyrli, K. (2010). Using data to reach mobile
students. District Portfolio, 26.
Han, Seunghee. (2014). School mobility and
students academic and behavioral outcomes.

International Journal of Education Policy &

Leadership, 9(6), 1-14.

Sutton, A., Muller, C., & Langenkamp, A. (2013). High

school transfer students and the transition to
college: Timing and the structure of the school
year. Sociology of Education, 86(1), 63-82.