Final Par Report - Tarvyd

Running Head: INTERVENTIONS TO SUPPORT HIGH SCHOOL FRESHMEN 1
Interventions to Support High School Freshmen
Katherine E. Tarvyd
Pepperdine University
Foundations of Participatory Action Research
EDEL 776
Dr. Hendricks
March 30, 2018

INTERVENTIONS TO SUPPORT HIGH SCHOOL FRESHMEN 2
Table of Contents
Background 4
Setting 4
Problem Statement 5
Purpose Statement 6
Overarching Inquiry Question 6
Potential Importance of Study 6
Definition of Key Terms 7
Ethical Plan 8
Study Methodology 9
Part II: Cycle Stories 9
Cycle One 9
Research Question 9
Literature Review 9
Actions and Measurements 18
Outcomes, Lessons Learned, and Plans for Cycle Two 20
Cycle Two 24
Research Question 24
Literature Review 24
Outcomes, Lessons Learned, and Plans for Cycle Two 29
Cycle Three 32
Research Question 32
Literature Review 32
Outcomes, Lessons Learned, and Next Steps 38
Part III: Study Findings, Study Conclusions, Implications, and Recommendations 39
Study Findings 39
Study Conclusions 41
Implications for Policy, Practices, and Recommendations 42
Part IV: Leadership Learning and Leading Change 43
Leadership Learning 43
Leading Change 45
References 48
Appendix A – TEAM 9 Student Survey Results 52
Appendix B – TEAM 9 Parent Survey Results 57
Appendix C – Chiron Survey Results 62
Appendix D – Former TEAM 9 Student Survey Results 71
Appendix E – Focus Group Teachers 77
Appendix F – Parent Questionnaire 79
Appendix G – Parent Questionnaire Results 80
Appendix H – TEAM 9 Teacher and Administrator Survey 81
Appendix I – TEAM 9 Teacher Survey Results 82
Appendix J – TEAM 9 Administrator Survey Results 84

Interventions to Support High School Freshmen
Background
Many high school freshmen students have traditionally underperformed in high school
due to their lack of skills and preparation for high school (Neild, 2009). These students do not
earn enough credits to keep them on track for graduating within the four years they are in high
school. High School is the first experience students have where they are expected to pass all
courses to satisfy graduation requirements. Some students lack academic skills, whereas other
students lack study skills (Neild, 2009). This topic was chosen to explore the interventions
needed to support freshmen students as they transition to the high school and during their
freshmen year to ensure they complete their A-G graduation requirements and complete their
diploma with their graduating class.
Setting
This study is set at Sunshine High School (SHS), a high school located in a small district
in the West Los Angeles area. The district has five elementary schools, one middle school, and
one traditional high school. I serve as the Assistant Principal of the TEAM 9 program and have
worked at the high school for over 20 years. My experience provides me the knowledge of the
school’s programs and personnel and places me in an administrative position to make changes to
the program.
The Teach, Encourage, Advocate, Mentor (TEAM) 9 program is in its fifth year at the
high school, though no data-driven assessment has been completed of the program. Three
teachers served as TEAM 9 lead teachers. Each teacher implemented the program differently,
though each used upperclassmen mentors to assist and tutor the TEAM 9 students.
Students who do not culminate from the feeder middle school are recommended by their
Middle School counselor for the TEAM 9 course to gain study skills and organizational skills to
assist them during their foundation year at the high school. Eleven students, composed of seven
males and four females, were enrolled in the TEAM 9 class during the 2016-17 school year.
Seven upperclassmen mentors were assigned to the class as mentors to work with the TEAM
students. Special Education students are not placed in the TEAM program as they receive
targeted support from their case carriers.
The collaborators for this program include the school’s Intervention Coordinator, the
TEAM 9 teacher, and the former TEAM 9 teacher. The TEAM 9 teacher left on extended
maternity leave during March and will not return to the school until Fall 2019. Hence a long-
term substitute teacher taught the class for the remainder of the 2016-2017 school year, and a
replacement teacher for the TEAM 9 program will take over while the TEAM 9 teacher is on
maternity leave.
Problem Statement
Sunshine High School (SHS) is the sole feeder high school from Sunshine Middle School
(SMS); they are physically next door to one another. Therefore, administrators have easy access
to one another. SHS identified a high failure rate amongst freshmen with over 60% of students
earning at least one F in their freshmen year. Four years ago, SHS identified their school-wide
goals which include: all freshmen will earn 60 credits. Anecdotal discussions between the SHS
and SMS administrative staffs and informal conversations with staff identified concerns
regarding freshmen preparedness for high school. Primary concerns focused on high school
freshmen that did not culminate from middle school. Administrators and counselors were
concerned about this group’s success in high school.

SHS implemented a Summer Bridge Program from middle school to high school and a
TEAM 9 Study Skills course for students who did not culminate from middle school to high
school. However, neither of these programs has been evaluated to understand their effectiveness.
Thus, SHS doesnot know which interventions best support these students in completing their A-
G requirements and graduating on time. Furthermore, middle school culmination rates and
freshmen course completion rates were not reviewed.
Therefore, a need exists to study appropriate interventions for freshmen high school
students to support them in completing their A-G requirements [i.e., The University of California
(UC) and California State University (CSU) course requirements for entering freshmen] and
graduating on time with their class.
Purpose Statement
The purpose of this study is to investigate the interventions needed for freshmen students
who did not culminate from middle school to ensure that they remain on track for completing 60
credits aligned with A-G requirements, so they will stay on track for graduating on time.
Overarching Inquiry Question
What interventions are needed to support freshmen students who did not culminate from
middle school in completing 60 credits aligned with A-G requirements, so they will stay on track
for graduating on time?
Potential Importance of the Study
High schools will be interested in this study to learn best practices to support their
freshmen students during their first year of high school. Middle schools will be interested in this
study to learn the supports freshmen students need during their first year of high school so the
middle school can initiate these supports during middle school to ease the transition of their
eighth graders to high school. The outcomes of this study may be applied in a high school
setting to develop programs and activities to support freshman students during their first year of
high school. This Participatory Action Research (PAR) project will add a case study of a high
school implementing interventions for targeted ninth graders to existing literature. This study is
compelling at this time as it presents strategies to support high school freshmen students who did
not culminate from the middle school. The California Department of Education drives high
schools to ensure that their graduates are A-G ready to prepare them for university entrance.
Providing students with interventions and supports during their freshmen year will increase high
school graduation rates and A-G readiness.
Definition of Key Terms
TEAM 9. TEAM 9 is an intervention course built into the master schedule to support
freshmen students who did not culminate from the middle school. Middle school
counselors identify 8th grader students to enroll in this program during their freshman
year of high school. Freshmen students work with peer tutors to learn study skills, learn
about navigating the high school, and gain assistance with their academic coursework
(“Sunshine High School,” n.d.).
Chiron. The high school’s mascot is a Centaur. Greek mythology identifies a Chiron as
an elder and wiser Centaur. A Chiron is an upperclassmen mentor who provides support
within the school’s intervention programs. TEAM 9 students work with eleventh-grade
Chirons (“Sunshine High School,” n.d.).
Culmination. Sunshine Middle School includes a promotion contract in the Parent-
Student handbook identifying the requirements students must satisfy to participate in the
culmination or promotion ceremony at the end of the eighth grade. Requirements include
maintaining a minimum of 2.0-grade point average, failing no classes, and maintaining
satisfactory attendance and discipline as identified within the parent-student handbook
(“Sunshine Middle School”, 2016).
A-G Readiness. A-G readiness is completing the minimum eligibility requirements for
entrance into a public four-year university within the state of California including a
University of California campus or a California State University campus. Although A-G
readiness includes the minimum number of entrance requirements, most University of
California campuses require additional coursework due to their impacted campuses. A-G
readiness includes completing the following coursework within the high school years:
two years of Social Science, four years of college preparatory English, two years of a
foreign language in one language, three years of mathematics with a minimum of Algebra
I, two years of a laboratory science though four years are recommended, one year of a
visual and performing arts elective, and a year of an approved college preparatory
elective (“Sunshine High School”, 2016).
Ethical Plan
No formal proposal was necessary for this study as it is not considered a major research
project. To conduct a PAR study at Sunshine High School, the project was discussed and
approved by the Principal. As it will not be a published study, it will not need to be approved by
the District or Board of Education. Students were asked to participate in surveys and were given
the opportunity to opt-out. The TEAM 9 teacher, former TEAM 9 teachers, the Intervention
Coordinator, the Assistant Principal over Curriculum and the Principal served as critical friends
and guided me to assure the study’s rigor, confidentiality, validity, honesty, and impartiality. I
was forthcoming with my background as a former teacher and site Administrator of the TEAM 9
program to represent the researcher’s lens to my critical friends while working on this study.
Study Methodology
This PAR is a mixed-methods bounded case study conducted in a suburban high school.
Quantitative data in the form of surveys completed by students, parents, and student Chirons are
used in this study. Qualitative data in the form of notes taken during a focus group with the
TEAM 9 teacher, former TEAM 9 teacher, and the Intervention Coordinator. Triangulation is
used to compare the data from the different sources.
Cycle One
Research Question
What interventions are needed to support freshmen students who did not culminate from
middle school in completing 60 credits with A-G requirements so that they will stay on track for
graduation on time?
Literature Review
Five themes emerged from the ten peer-reviewed articles used as research on
interventions to assist students as they transition from middle school through their freshmen year
in high school. Successful interventions include a type of freshman academy, peer mentors,
summer bridge programs, teacher/counselor supports, and additional supports. Schools
embedding at minimum one of these strategies show increased engagement and success with
their freshmen students (McCallumore & Sparapani, 2010).
McCallumore and Sparapani (2010) state “increased graduation requirements and rocky
transitions from middle school to high school seem to comprise a majority of the reasons for
students struggling, failing, and dropping out” (p. 447). Students who fail to pass all of their
classes in ninth grades have an elevated risk of dropping out (Neild, 2009). Providing
interventions to high school students, specifically as they transition from middle to high school,
contributes to the success of students towards earning their high school diploma.
Neild (2009) discusses that freshmen students have reduced parental supervision as they
transition to high school, many are unprepared for the demands of high school, and that breaking
the bonds with their middle school teachers and peers also have an impact on the transition to
high school. On average, freshmen students attend high school with 60% of their middle school
classmates. Neild argues that each of these factors require different programs or responses to
support the students to remain on track for graduation. Should a ninth-grade student not earn
enough credits, he will not promote to the sophomore class requiring the student to stay longer in
high school and creating social complexities.
For the first time in their academic career, freshmen students face the reality of rigorous
classes that one must pass to earn credits towards graduation. Social promotion is no longer in
practice. Fritzer and Herbst (1996) argue that that students “have declining academic
performance, increased absences, increased behavioral disturbances, and decreased participation
in extracurricular programs” during the transition to a new school (p.7). Ninth-graders have a
22% repeat rate due to these factors. Struggling high school readers fall behind their peers and
have difficulty in understanding the grade-level texts (Lang et al., 2009).
After reviewing data at West High School in Bakersfield, California, Emmett, and
McGee (2012) found that 22% of freshman in that school did not promote to the sophomore
status as they had not earned enough credits to promote. Behavior problems have an impact on
academic success. McIntosh, Flannery, Sugai, Braun, and Cochrane (2008) stated, “the presence
of low academic skills often interfere with social behavior, but the presence of problem behavior
nearly always interferes with academic learning” (p. 251). Hence, supporting the students in all
aspects of their life is essential.
Neild (2009) states “ultimately, it is the high schools that bear the most immediate
responsibility for putting in place the curriculum, school organizational feature, and strong
teachers who will increase a ninth grader’s chances of making a good transition to high school”
(p. 72). One high school had a 43 percent discipline referrals rate for their 9th-grade students
during the 2006-07 school year (Frank, 2011).
During their freshmen year, students not only face biological changes as their body is
changing, but they also meet new friends, may face social problems such as bullying and must
pass rigorous courses to stay on track for earning their diploma (McCallumore & Sparapani,
2010). These changes, combined with reduced parental supervision and a change in a school
setting, contribute to transition problems. Programs implemented in some school show success
in supporting freshmen students.
Freshmen-type Academies. Whereas many middle schools have a school schedule that
meets with a few subjects each day, typical high schools include six periods a day. Managing
this new schedule and a large campus overwhelms students (Morgan & Hertzog, 2001). Morgan
and Hertzog (2001) suggest providing freshmen with a copy of the school map and schedule to
ease the transition to the new school. Freshmen will use these resources to navigate the campus
and arrive at classes on time.
Freshmen-type academies appear in different formats across the research (Emmett &
McGee, 2012; Frank, 2011, Fritzer & Herbst, 1996; Neild, 2009). They are designed to
personalize the support for the social and emotional needs of the students and to provide targeted
remediation for the students who have academic deficiencies (Emmett & McGee, 2012). The
overarching theme amongst these academies is to support freshmen students through their
transition and to meet the social, emotional and academic needs of the students. West High
School implemented a freshman academy that was a concept rather than a physical space
(Emmett & McGee, 2012). Fritzer and Herbst (1996) present the idea of a ninth-grade “House”
concept which includes a separate physical area for the students.
Remediation of subjects is necessary sometimes to prepare the students for advancement
in school. Incoming freshmen at West High School took the STAR Diagnostic Reading
Assessment: results of this assessment identified fifty percent of the students reading at the
sixth-grade level, and only 18 percent of the incoming freshmen at reading at or above grade
level (Emmett & McGee, 2012). Hence, the students were at a disadvantage by not possessing
the reading ability to understand the grade-level textbooks. Neild (2009) discusses the academic
skills that freshmen need to be successful in high school and the need to read at grade level.
Neild (2009) explains “for students who enter high school below grade level, trying to read and
comprehend standard high school texts is deeply frustrating, and many simply give up” (p. 61).
These feelings may impact a freshman student’s success in high school.
Emmett and McGee (2012) discuss a Freshmen Academy that is a concept rather than an
identified space. This type of school setting allows for freshmen students to mix amongst the
rest of the students in the school and make the transition to the next school year easier. Teachers
share a group of students and offer a double period of English which embeds Scholastic’s Read
180 program to focus on developing English skills (Emmett & McGee, 2012). Class size is
maxed at 30 students per class to foster relationship building. Emmett and McGee (2012) state
“the idea was to offer smaller classes where teachers could have more one-on-one time with
students. Smaller classes would also help with maintaining control of student behavior” (p. 76).
Fritzer and Herbst (1996) present the idea of a Ninth Grade House in a separate physical
area of campus from the other students. A faculty team, including counselors, work with the
freshmen to ease their transition to the high school. An interdisciplinary, themed curriculum is
planned during a common planning period and presented by the team of teachers to assist
students in connecting the ideas across the curricula (Fritzer & Herbst, 1996). The teacher team
uses the common planning period to meet with students, their colleagues, and to hold parent-
student-teacher conferences during the school day. The House-assigned counselor and
administrator work directly with their students to support and guide them as their transition into
high school. The suburban school that implemented the Freshmen House had success with their
program and extended it the following year to include a freshmen school orientation and a
weekly motivational assembly for the freshmen class during the first three weeks of school. This
not only motivated the students but also ingrained in them the school expectations and rules.
Project Transition provides a “personalized school environment for teachers and
students” (Neild, 2009, p. 64). Students and teachers are placed in interdisciplinary teams to
create lessons, facilitate meetings, coordinate professional development and to coach the teachers
on the lessons. Common planning time for the teachers is effective as the teachers use the time
to work on lessons and discuss student progress with their colleagues. This collaborative
instruction focus leads to a more personalized learning environment at one school where students
earned higher grade point averages and more credits (Neild, 2009). The Ninth Grade Success
Academy, another freshman academy model, placed their students in physical proximity to one
another to facilitate communication and problem-solving amongst the students (Neild, 2009).
Talent Development Schools use a block schedule with their freshmen students to limit the
courses freshmen take to four at a time. Additionally, students take two English classes and two
math classes “to catch up on academic skills” (Neild, 2009, p.66). The second class is a
supplement to accelerate the learning and prepare them for college preparatory course sequences.
Summer Bridge Programs. Some districts provide a Summer Bridge program during
the summer from eighth to ninth grade. Students familiarize themselves with the physical
campus at the high school, focus on skill development in math and reading before starting the
school year, and meet high school personnel and their peers (Neild, 2009). The Step Up to High
School program in Chicago targets students ranked in the 35th to 29th percentiles in reading and
math for their summer bridge program (Neild, 2009). This district focuses on these students as
there was a high probability that they would struggle in high school. A study found that students
who participated in this program “had significantly and substantially higher rates of being on
track after ninth grade” (Neild, 2009, p. 70).
At another school, a summer orientation for 26 identified at-risk students took place a
week before school started where ninth-grade students were paired with upperclassmen mentors.
Students planned joint activities and fundraisers to cement the time they would work together
(Frank, 2011). These activities established the bond between the students and their mentors and
created a connection to the school.
Peer Mentors. Peer mentoring frequently appears in the research as an effective
intervention for freshmen students. Fritzer and Herbst (1996) discuss the value of using
upperclassmen as peer mentors in school clubs and sports. Freshmen students have an easier
time becoming involved in school activities when teamed with an upperclassmen student.
Pairing the freshmen students with “active and influential members of the Senior class” helps to
encourage the students to become involved in their school (Fritzer & Herbst, 1996, p. 8).
State, Harrison, Kern, and Lewis (2017) present information about a “Check and
Connect” program where mentor students collect weekly data (i.e., absences, suspensions,
grades, missing assignments, and office discipline referrals) and meet with their mentees to
review the information and problem-solve on how to improve upon it (p. 29). Mentors work
with the students after securing appropriate permissions due to the sensitive and confidential data
with which they work.
Creating a buddy system for freshmen by teaming them with upperclassmen has eased
the transition for the ninth graders. Some districts implement a one-day orientation before
school students to create this bond (Neild, 2009). Link Crew leaders, upperclassmen nominated
by their teachers, receive a two-day training to work with the underclassmen. The Link Crew
members participate in a freshmen orientation and implement freshmen activities throughout the
school year. At one school, they worked as peer tutors with freshmen English classes (Emmett
& McGee, 2012).
A peer mentoring club existed at a high school that encompassed individualized meetings
with at-risk freshmen students and their senior mentors. The frequency of the meetings
contributed to the 65% success rate of the freshmen student earning the credits to advance to
sophomore status (Frank, 2011). Each mentoring meeting lasted 43 minutes, sometimes meeting
daily and was under the supervision of the librarian. Students focused on organizational and
study skills. Mentors monitored their mentees grades to determine where to focus their
intervention efforts. Mentors also accompanied their mentees to discuss problems with their
teachers (Frank, 2011). At the end of the school year, mentees and mentors participated in a trip
to a theme park as a reward. Students were not required to spend the day together at the theme
park; most pairs did spend the day together thus demonstrating the bond the two groups of
students had formed. Frank (2011) found “peer mentoring is about forming relationships. The
freshmen realize that their mentors care about them and have high expectations of them” (p. 68).
Establishing the mentor-mentee bond had a positive impact on the students.
Teachers, Counselors, support. Creating a bond with an adult at school enhances a
student’s success rate in high school. Ninth grade teachers need to be experienced and
implement solid classroom management skills to support the students (Frank, 2011). Frank
(2011) found “teachers who are assigned to ninth graders are more likely than teachers in the
upper grades to be uncertified, new to the profession, new to the school and sometimes all three”
(p. 62). Assigning experienced teachers to this grade level and providing adequate training and
support will contribute to the success of the students. At one high school, six high school
teachers chose to adopt and mentor an identified at-risk student by providing guidance and
support during the school year. This team expanded to include a program coordinator, the school
psychologist, and the school librarian to support the program.
Providing reading opportunities across the curriculum so students can develop
comprehension and reasoning strategies supports the students (Lang et al., 2009). At one school,
reading programs were identified, and teachers trained in their implementation. Providing the
targeted support to the teachers trickled down to empowering the skills of the students.
The Talent Development schools implement a professional development program for
teachers assigned to freshmen courses. Teachers participate in several days of professional
development before the school year starts to learn vital instructional strategies to use with
freshmen. Neild (2009) states “teachers receive intensive support from classroom coaches, who
preview upcoming curriculum units, provide feedback on lessons that they observe, model key
instructional strategies, and research additional instruction materials” (p. 66). Supporting
teachers who work with freshmen students is essential to ensure they meet the needs of the
students, so the students learn the curriculum and pass their classes.
The implementation of consistent classroom procedures (e.g., expectations, routines) and
student interventions (e.g., study and organizational skills) have a positive impact on the
emotional and behavioral development of high school students (State, Harrison, Kern, & Lewis,
2017, p. 26). Students have emotional and behavioral challenges if they lack support. Teacher
training, teacher efficacy, and collaboration are critical components of working with freshmen
students to support their academic and social needs of their students (Emmett & McGee, p. 74).
Additional Supports. Parents also need to be supported through the transition to high
school. McCallumore and Sparapani (2010) present the idea of a parent information night where
parents learn about the school, its programs, its expectations and meet some of the personnel
including freshmen teachers. Morgan and Hertzog (2001) suggest inviting groups of 15-20
parents to coffee or tea hosted by the school administrators to discuss school procedures and
policies. Supporting the student and parent through the transition will provide a smoother
transition to the high school.
A High School 101 course is offered to freshmen students during the school year in
another high school. In this course, “students are taught essential high school survival skills such
as time management, decision-making skills, study skills, test-taking strategies, social tolerance,
computer research skills, and career alignment” (McCallumore & Sparapani, 2010, p. 448).
Preparing the students for the rigors of high school and teenage social interactions contribute to
academic success.
The five themes identified in the research to assist students as they transition from middle
school through their freshmen year in high school include a freshman academy, peer mentors,
summer bridge programs, teacher/counselor supports, and additional supports. These themes
will guide the application of this Participatory Research Project (PAR). Although Sunshine High
School has implemented some of these support programs, their successes have not been
evaluated. The next steps in the PAR project will be to evaluate the effectiveness of the TEAM
9 intervention program and the use of upperclassmen mentors within the program.
Freshmen students need interventions as they transition to the high school where they
experience a new school setting with new teachers, peers, curriculum, and academic
expectations. Students entering high school lacking reading and math skills are at a disadvantage
to other students when trying to complete the credits for the freshmen year (Lang et al., 2009).
These deficiencies contribute to student misbehaviors and discipline referrals to the office while
pulling the students from the needed academic time (McCallumore & Sparapani, 2010).
Neild (2009) states, “it goes almost without saying that one of the most important things
that school districts can do to support ninth-grade reform is to encourage interventions at the
school level that have research support” (p. 69). Successful research-based freshmen support
systems include freshmen-type academies, summer bridge programs, upperclassmen mentors,
targeted training and support for teachers and counselors, parent information nights, and the need
for freshmen students to participate in school extracurricular activities. Each type of support will
not be successful without one or more of the other identified support systems (Neild, 2009).
Actions and Measurements
During Cycle One of the PAR process, research on high school interventions explicitly
focusing on interventions for freshmen students was reviewed. Questionnaires were developed
and administered to eleven currently enrolled freshmen students in SMS’ TEAM 9 support class.
Questionnaires were also developed and administered to eleven parents of current TEAM 9
students and to former TEAM 9 students to determine the impact of the program. (See
Appendices A, B, C, and D).
A focus group including the current TEAM 9 teacher, the former TEAM 9 teacher, and
the Intervention Coordinator was held to discuss the program, its successes, and changes that
could be implemented to strengthen the program. The discussion of needed changes to the
school’s freshmen intervention program was held, hence implementing the use of double-loop
learning. Teachers within the intervention program think outside of the box to determine
supports for the intervention course. The Intervention Coordinator shared book resources and
lessons she obtained while attending a conference to support freshmen students. A day-by-day
layout of the freshmen support program was discussed and will be laid out for future TEAM 9
teachers. It was determined that the incoming TEAM 9 teacher did not have the necessary
support to understand and structure the program for the TEAM 9 class. A guidebook should be
created for the TEAM 9 teacher for the types of lessons and supports to be implemented for the
TEAM 9 students. This information will assist the teacher in organizing and structuring the
students to support them and to guide the Chiron mentors in assisting their TEAM 9 mentee.
A second focus group including the Intervention Coordinator, former TEAM 9 teacher,
future TEAM 9 teacher, and the future TEAM 11/12 teacher took place to discuss changes to the
program and to introduce the new TEAM teachers to the program. Results from the surveys
were discussed and considered as the program is being revamped for the new school year. The
group discussed visiting the mentor school upon which SMS’ modeled their intervention
program. The team discussed components of the mentor school’s program and which ones to
include in SMS’ TEAM program. Once again, the implementation of double-loop learning was
used within the meeting as the teachers thought outside of the box to creatively meet the needs of
the intervention students.
Finally, a parent information night took place at a local restaurant. TEAM 9 students,
their Chiron upperclassmen mentors, and the TEAM 9 students were invited to learn about the
program, meet the teachers and administrator over the program, and most importantly for the
TEAM 9 parent and the Chiron to meet to discuss the progress the TEAM 9 student made over
the school year. The connections made between the student, student mentors, parents, and
teacher will continue to support the TEAM 9 students through their freshmen year of high
school.
Outcomes, Lessons Learned, and Plans for Cycle Two
TEAM 9 students and former TEAM 9 students felt they learned English and math skills
from their Chirons while in the TEAM 9 program.
Table 1
Comparison of Survey Results
TEAM 9 Student TEAM 9 Student
(current) (former)
Agree/Strongly Agree Neutral Agree/Strongly Agree
Improved as a Student 88.9% 11.1% 100%
Learned English skills 44.4% 33.3% 88.9%
Learned Math Skills 55.3% 44.4% 100%
Table 1 compares results from the TEAM 9 students and the former TEAM 9 student
respondents. Whereas 100% of the former students agreed or strongly agreed that they improved
as a student, only 88.9% of the current TEAM 9 students agreed or disagreed. The current
TEAM 9 students also had neutral as a response on their survey. The researcher feels the
numbers would have increased in the agree/strongly agree category on the current TEAM 9
survey for all questions had neutral not been a choice and students were forced between agreeing
or disagreeing with the statement. This hold true for the other questions also. Overall, current
and former student respondents felt they improved as a student, learned math, and learned
English skills while enrolled in the TEAM 9 program.
Hord et al. (2006) discuss that “concerns can be a highly effective guide to actions that
school leaders or others might take to facilitate the implementation of change (p. 43). The
TEAM 9 teacher expressed a need for a course guidebook to be created for the TEAM 9 teacher
including the types of lessons and supports implemented within the TEAM 9 program. Lack of
clarity in a program will lead to personal preferences when implementing a program (Bolman &
Deal, 2008). This information will assist the teacher in organizing and structuring the students to
support them and to guide the Chiron mentors in assisting their TEAM 9 mentee. Some Chirons
feel there should be more structure to the program and that the teacher should be more proactive.
Some Chrions felt that the grading procedures need addressing as they are too focused on
paperwork being turned in (i.e., progress reports). The primary concerns are information and
management concerns which will be developed (Holt, Rutherford, Huling, & Hall, 2006). These
expressed concerns guide the program to more efficient development.
The Administrator of the program and the new TEAM 9 teacher visited their mentor
school whose intervention program SMS’ TEAM 9 program is modeled upon to learn more
about their intervention program. The team observed their training for mentors and discussed
their intervention program with their Intervention Coordinator. Clarity and a sense of direction
are part of the structural frame of an organization (Bolman & Deal, 2008). Implementing
patterns and policies will provide clarity and a sense of direction for teachers.
Teachers suggested that TEAM 9 students be scheduled with the same teachers in their
core subjects to assist with helping students complete assignments. The TEAM 9 administrator
discussed the possibility of like scheduling with the administrator who oversees the master
schedule. The teacher and mentors felt this would impact the program as they assisted students
from one English teacher rather than five English teachers. Hence, the teacher and mentors
would be able to provide more targeted support for homework and projects. Bolman and Deal
(2008) state “an organization’s structure represents its best efforts to align internal workings with
outside concerns” (p. 97). Aligning the students with like teachers is a minor change that should
have a substantial impact on the success of the program.
The TEAM teachers decided to hold two parent/student/Chiron evenings - one each
semester. The fall meeting, scheduled during the first month of school, presented an introduction
to the program to parents. Although parents felt that their students benefit from participating in
the TEAM 9 program, a parent stated that he was not clear on how he could support and
reinforce the TEAM 9 goals. At the Fall parent meeting, the TEAM 9 teachers presented
supports parents could use with their TEAM 9 students to impact their freshmen year.
Strengthening the symbolic frame of the program by communicating its goals and sharing
knowledge with the parents will make the program stronger (Bolman & Deal, 2008).
Student surveys indicated they feel they are making progress in the TEAM program.
Some do not like the paperwork associated with the program (i.e., progress reports), though 78%
of the students were neutral or feel like they learn English skills from their Chiron. TEAM 9
math skills were positively impacted by their Chiron; 100% of the TEAM 9 students stated they
were neutral or felt like they learned math from their Chiron. TEAM 9 students recognized the
benefits they received from being part of the TEAM program; 100% of the TEAM 9 students
stated they were neutral or agreed they improved as students during the 9th grade due to their
participation in the intervention program. Students felt they learned study skills, to be more
responsible, to organize themselves, and to be more social. Students who look the least engaged
are often the most committed ones of the group (Zander & Zander, 2008).
TEAM students benefited from the study hall time and being able to obtain tutoring from
their Chiron. Students noted their Chiron is “supportive and not strict like some teachers.” A
student stated in his survey that he felt like his Chiron is “stuck to them like glue.” In the future,
the TEAM teacher will explain the role of the Chiron to the TEAM students and Chiron to
establish a clear understanding of their roles; additionally, the teacher will train Chirons on
effective mentorship strategies. Students stated their Chiron helps them remain on track at
school. The TEAM 9 teacher, Intervention Coordinator, and the administrator of the program
will use this information to make decisions for the program
The success of the TEAM program is not solely attributed to the teacher. According to
Zander and Zander (2000), “a leader does not need a podium; she can be sitting quietly on the
edge of any chair, listening passionately and with commitment, fully prepared to take up the
baton” (p.76). Chirons, the upperclassmen mentors in the TEAM program, lead from their chair
in the TEAM 9 classroom. Recruitment of Chirons will be implemented as some Chirons had to
work with more than one student. The upperclassmen mentors feel that the program would have
more impact if a one-to-one ratio existed in the TEAM program. Many times, students work on
assignments for different teachers which reduced the amount of time each mentor had for each
mentee if he was working with more than one student. Holt, Rutherford, Huling, and Hall (2006)
discuss “a prime responsibility of change facilitators is to guide the change process to the point
of successful implementation (p.54). I will work with the Intervention Coordinator to recruit
more Chirons for the TEAM program to empower this intervention program for its participants.
Bolman and Deal (2002) recognize that “frequent glances in a school’s rearview mirror
are as necessary as having a vision of the future” (p. 104). Analyzing a school’s program is
necessary to ensure its impact and to make progress. Effective leaders ask questions and lead
their school through the steps to necessary change. I learned a wealth of knowledge through the
first cycle of this PAR and plan on fine-tuning the project with minor adjustments in cycle two.
Cycle Two
Research Question
The research questions for cycle two of PAR are:
1. What steps, if any, need to be taken to improve the TEAM 9 program at Sunshine High
School?
2. What resources, if any, need to be made available to TEAM 9 teachers to enhance their
program?
Literature Review
Three themes emerged from the six new research articles read on the needs of students,
resources for teachers, and the needs of teachers to improve the TEAM 9 program at Sunshine
High School. The literature review for this cycle identified student needs, teachers, and parents
as the prevailing themes. The programs that embed more than one of these supports for high
school freshmen will have the highest impact on freshmen students. As students transition to
high school, they face a more impersonal learning environment that many times does not meet
their developmental needs (Ellerbrock, 2012).

Student needs. As students transition to high school, schools need to provide support
systems to meet the emotional, educational, and developmental needs of their freshman students
to ensure a successful freshmen year (Ellerbrock, 2012). Whereas some freshmen students suffer
from low self-esteem and depression, others may feel isolated or not connected to the school
(Ellerbrock, 2014). Therefore, services must be available at the schools to meet the needs of
their students. Ellerbrock (2012) states “6% of all dropouts leave school by their 10th-grade
year” (p. 35). Hence it is essential to ensure that freshmen students receive the services and
attention they need to stay in school.
The transition to high school for students may be difficult. Bohnert, Wargo Aikins, and
Arola (2013) studied the impact that involvement in organized activities has upon students
transitioning from middle to high school. High schools tend to have a larger enrollment, few
support services available to their students, and higher expectations of students completing
things on their own (Bohnert et al., 2013). Middle school students involved in school-based
organized activities before their transition to high school have established social groups and
deeper friendships which are more likely to continue over time which eases the transition
(Bohnert et al., 2013). Though the type of activities a student is involved in also has an impact
on the ease of transition from one level to the next. Students involved in the more popular
activities such as sports and clubs have a more comfortable transition time; students involved in
the less visible activities such as band are less popular students and tend to have a hard time
transitioning (Bohnert et al., 2013). Transitioning to high school with pre-established friendships
will provide support for students as they transition to the new school environment (Bohnert et al.,
2013). Students who participate in school-related activities feel connected to the school which
reduces the drop-out rate (Roybal, Thorton, & Usinger, 2014).

Roybal, Thorton, and Usinger (2014) argue that freshmen students need to learn “study
skills, test-taking skills, time management, stress management, reading strategies, and note-
taking skills” to be successful in high school (p. 483). Many times, these skills are not taught in
the core classes but are necessary to ensure their success in school. Freshmen students lack
preparation for the rigor in high school (Pharris-Ciurej, Hirschman, & Willhoft, 2011). Pharris-
Ciuref et al., (2011) state “about 1 in 6 entering 9th graders has a GPA of less than 1.0, and
another 21% have a GPA between 1.0 and 2.0” (p. 715). Students must learn the skills they need
to be successful in high school.
Roybal et al. (2014) argue that students need to experience positive relationships while in
school – with peers, adults, and teachers (p. 478). Positive relationships impact student
connectedness to school, work ethic, and achievement in school (Roybal et al., 2014). Some
students state peer rejection as a reason why they dropped out of school (Roybal et al., 2014).
Students need to feel connected to the school through relationships, activities, and academics or
their academic performance will suffer (Roybal et al., 2014).
Teachers. Teachers earn their teaching credentials by taking classes, but the real
experience comes in the classroom. Teachers who pair with colleagues or teach with
interdisciplinary teams reap the benefits of having a supportive team (Ellerbrock, 2012).
Research shows that having a common planning period and classrooms near each other help
teachers in planning, implementing lessons and working with students (Ellerbrock, 2012).
Ellerbrock (2012) argues when teachers pair with other teachers that they benefit more from this
than the students benefit as they have support from their colleagues. Teachers also report a
positive school and work environment when they work with a team of teachers, have higher
student expectations, offer more challenging instruction and engage students in more creative
lessons (Ellerbrock, 2012). Team teaching with teachers provides the opportunity for some
teachers to work with colleagues they would not typically have the opportunity with which to
work (Ellerbrock, 2012).
Ellerbrock (2012) discusses the impact a team of two to five teachers has on a group of
125 students. Ellerbrock (2012) shares “school personnel frequently shared stories about how a
certain team teacher who had a good relationship with a student helped a fellow team teach by
intervening on his or her behalf” (p. 49). These interactions improve the learning environment
and make a positive impact on the educational environment. Roybal et al. (2014) state “teachers
play critical roles in building a sense of connectedness between students and high school” (p.
479). Positive teacher-student relationships contribute to an effective educational environment.
Roybal et al. (2014) affirm that “teachers who are considerate and caring are much more likely to
ease the transition process for students while those who are inflexible and intimidating make it
more challenging” (p. 479). Freshmen benefit from caring teachers during their first year of high
school which tends to be full of changes.
As noted under the student section, students need to learn necessary skills to be stronger
students in high school. Educators teach homework skills and time management skills to
students which will improve their academic achievement (Nunez et al., 2014). Teachers are also
able to share these skills with the parents so they can assist their students (Nunez et al., 2014).
Parents. As students enter high school, parents tend to provide them with more freedom.
Parents are still an essential partner in their student’s education at this phase in their life.
Ellerbrock (2012) establishes that student academic achievement correlates to the strength of
student homework behaviors and the amount of parent involvement with homework. Quality of
time is more important than the quantity of time a parent spends working with his child on
homework (Nunez et al., 2014). As students advance into the upper grades, students believe they
need less assistance from their parents on their homework (Nunez et al., 2014). Parental
involvement in homework also changes as students advance in grades; in the upper grades, the
involvement tends to be control and support (Nunez et al., 2014).
Parents who involve their students in activities at a younger age and keep them active in
those activities throughout the school years contribute towards their student being successful in
high school (Bohnert et al., 2013). At the upper school levels, parents assist with fundraising and
serving as chaperones (Bohnert et al., 2013). Parents model active school involvement to their
children, which reinforces the importance of school with the student (Chen & Gregory, 2010).
The role of parents may change over the course of their child’s school years, but their
involvement is still needed. Chen and Gregory (2010) argue “partnership between home and
school may promote adolescents’ adaptive behavior” (p.53). Parents and the school need to
team as a partnership to provide the students the support they need during their transition to high
school (Chen & Gregory, 2010).
Chen and Gregory (2010) argue that students achieve more if they have parents who have
high expectation of their academic and educational achievements. Parents push their students to
attain high grades. Chen and Gregory’s (2010) study found that parental involvement in school
activities has little impact on student performance.
During Cycle Two of the PAR process, research on student needs, teacher needs, and the
role of the parents was reviewed. A questionnaire was developed and administered to the parents
after the Fall Parent Night and Back to School Night (See Appendix F). The questionnaire
sought feedback on the TEAM 9 program, the Fall Parent Night, and asked parents about their
needs to support students.
A focus group with the current TEAM 9 teacher and the former TEAM 9 teacher was
held to discuss the impact of the Fall Parent Night and the needs of the teachers to provide an
effective program to the students (See Appendix E). The TEAM teachers discussed the need to
embed specific study skills into weekly lessons to empower the students. The current TEAM 9
teacher pointed out that the TEAM 9 students need to learn the skills, which the content teacher
has no time to teach them, to be successful in high school. TEAM students also need to learn
how to use Google Docs to manage their coursework. Chirons provide some lessons for the
students, but a curriculum or bank of lessons would assist the teacher in preparing TEAM 9
students for the rigors of high school.
A parent questionnaire (See Appendix F) was created and distributed through students
following Back to School Night and the TEAM Parent Night. Questions sought feedback on
prior parental knowledge about the TEAM 9 program before their student enrolled in the
program and the supports students receive in the program. During Cycle One, the parent
questionnaire was sent out via email. This cycle it was sent home with students in hopes of
obtaining a higher completion rate.
Outcomes, Lessons Learned, and Plans for Cycle Three
Parents knew little about the TEAM program before attending the TEAM 9 Parent Night
or Back to School Night. Parents indicate they feel their student feels supported in the TEAM
program. Survey results show that students obtain homework assistance and study skills through
the TEAM 9 program. One parent expressed her desire for a parent meeting each semester to
obtain support and another parent expressed her desire to learn how she can assist her students at
home. An additional comment inquired if the TEAM program will be available to students in the
upper grades (See Appendix G).
Embedding organized activities into the TEAM 9 program and perhaps making them
available to eighth-grade students identified as TEAM 9 candidates may benefit eighth graders as
they transition to high school. Involvement in organized activities provides the social support as
students transition to high school as students stay connected to their peers who support them
during this period of academic, psychological, and physical change (Bohnert et al., 2013). The
TEAM teacher would like to start working in the school’s garden as a class activity. In doing so,
she hopes to help build the relationships amongst the students and Chirons and make them
resilient. The implementation of organized activities within the TEAM 9 program may benefit
these students.
Scheduling regular TEAM teacher meetings including the administrator of the program,
the Intervention Coordinator, and the TEAM teachers from the different grade levels will provide
the support the teachers need to empower the TEAM program. Teachers need support to develop
curriculum and work with challenging students (Ellerbrock, 2012). TEAM colleagues may share
new insights on specific students with their colleagues that will enhance the learning experiences
for the student and teacher. Teachers also need access to study skill activities and lessons to
implement within the TEAM class. No specific curriculum is provided to the TEAM teachers at
SHS.
Parental involvement in their freshman student’s academics is essential. Their role may
change, but they need to understand their student’s academic needs and be able to support them
(Chen & Gregory, 2010). The TEAM 9 program needs to maintain communication with parents
and provide them with information and skills to support their students. Teachers need to include
teaching study skills sessions into their parent nights to provide parents with the information they
need to support their student. Regular parental communication should include study skills and
support suggestions.
TEAM 9 teachers and students would benefit from a resource of effective study skills
high school students need to be successful. Although my role has changed over the program,
“your title may be chief financial officer; your role may be advocate” (Galford & Maruca, 2006,
p. 79). I can advocate for the TEAM program at our school by continuing to work with the new
administrator over the program and with the TEAM teachers. A good leader can explain why
specific actions are necessary to enhance a program (Gostick & Elton, 2012). Cycle three will
include researching study skills to compile resources for the TEAM teacher.
The Fall Parent Night is an asset to the TEAM program. Unfortunately, it was scheduled
the day after Back to School Night which resulted in a low turnout of TEAM 9 parents. Next
year, the Parent Night will be more thoughtfully scheduled, and outreach to parents will take
place. Information shared during the evening benefits the school-parent relationship, the Chiron-
parent relationship, and the Chiron-student relationship (K.Y., personal communication,
November 20, 2017). As an administrator, I need to listen to the people I serve to identify and
implement changes that are needed (Gostick & Elton, 2012). I will also speak with the new
administrator of the TEAM program and suggest that an Administrator speaks at all TEAM
parent functions. Programs appear legitimate when an administrator addresses parents at
functions (K.Y., personal communication, November 20, 2017).
Three parents completed the parent survey which was emailed to parents and distributed
via hard copy through the students. Parent feedback is a necessary component to obtain
feedback on meeting the needs of the parents and students. Personal contact with parents will be
made to entice them to provide feedback on the school’s program and their needs.
Roybal et al. (2014) argue “educators cannot wait for the students to fail; proactive
interventions at multiple levels are necessary. The educators must develop and implement
effective programs to promote student success” (p. 480). SMS must implement activities and
enhance the TEAM 9 program to meet the needs of the students.
Cycle Three
Research Question
The research questions for cycle three of PAR are:
1. What resources, if any, do the TEAM 9 students, teachers, and administrators need to
support the TEAM 9 students?
2. What skills, if any, need to be embedded into the TEAM 9 program to support the
TEAM 9 students?
Literature Review
Study and Life Skills, and Support Programs were the two themes that emerged from the
eight sources reviewed in the third cycle. Educators teach students necessary skills to prepare
them to be successful members of society (Montgomery & Hirth, 2011). High school
administrators and educational teams need to identify students early who may be at-risk or
potential dropouts and provide them with interventions to engage them in completing their high
school diploma (Montgomery & Hirth, 2011). Students who have poor academic preparation
tend to have weak transitions to high school (Horowitz & Snipes, 2008). Neild, Balfanz, and
Herzog (2007) identify a correlation between students who fail math or English and whose
attendance rate is under 80% for the school year with students who have an unsuccessful
transition to high school.
Montgomery and Hirth (2011) suggest that “every student is unique and each high school
different in providing specific options and programs for helping the student meet with success”
(p. 248). High schools determine which programs will meet the needs of their specific students;
hence intervention programs will look different in schools. Additionally, students need to
understand the correlation between the curriculum they learn and its application to their future
(Montgomery & Hirth, 2011). When educators make the correlation to the students effectively,
students connect more to the curriculum (Montgomery & Hirth, 2011).
Effective ninth grade transition programs have the support of school administration
(Montgomery & Hirth, 2011). Teachers who feel supported tend to contribute their maximum
effort to ensure a successful program (Montgomery & Hirth, 2011). Teachers working in an at-
risk program should have the same planning period to work with their colleagues. They need to
feel supported by their colleagues and have the opportunity to plan, problem-solve with them,
and vent frustrations (Montgomery & Hirth, 2011). The common planning period will provide
time to meet with administrators regarding problem students and to plan interventions
(Montgomery & Hirth, 2011). Students also need to be supported and feel a connection to the
school, establish relationships, learn life-skills and have teachers who are passionate about
working with at-risk students and have high expectations for these students (Montgomery &
Hirth, 2011). Administrators not only support a program through planning and participation, but
they allocate monies to be used for field trips, incentives, supplies and parental out-reach
(Montgomery & Hirth, 2011). Programs cost money to engage students and provide them with
incentives and rewards for the success they gain through participation in the at-risk program.
Freeman and Simonsen (2015) contend that school policies and practices be examined regularly
to ensure they meet the needs of the students and school.
Administrators, teachers, and counselors easily identify some students who need
interventions. However, often there is a quiet group of students who fall through the cracks.
Therefore, school personnel needs to regularly monitor the students with low academic
performance, poor attendance, and lower extracurricular involvement as these students may
potentially need interventions (Freeman & Simonsen, 2015).
Montgomery and Hirth (2011) highlight that “teaching and learning are intertwined with
the ability of teachers to develop relationships with students to effectively communicate and
correlate knowledge” (p.262). Student-teacher relationships are meaningful in life and have an
impact on student successes. Intervention programs need to build student-teacher relationships
and relationships between students and other adults on school campuses to provide students with
the support system they need (Montgomery & Hirth, 2011).
Study and Life Skills. Montgomery and Hirth (2011) discuss a transition program called
HEART which stands for Helping Everyone Aim for the Right Target (p. 246). Students
participating in the HEART program enrolled in intensive math and intensive English courses in
a block-schedule to improve their skills in these curricular subjects (Montgomery & Hirth,
2011). Findings from the study on the HEART program found a positive correlation between the
intensified English and math classes and the success of the students in the program. These
students had a higher grade point average and completed more credits in their freshmen year as
opposed to the students who did not participate in the program (Montgomery & Hirth, 2011).
Hence, the HEART program has a positive impact on at-risk students.

Students come from varied home experiences and sometimes lack the skills to operate in
a social and school setting (Montgomery & Hirth, 2011). Students participating in the HEART
program acquire skills “to cope with problems, act appropriately in class, treat other people with
respect, show compassion, and conflict resolution” (Montgomery & Hirth, 2011, p. 259).
Learning these skills assist students in the transition to high school. More importantly, they learn
skills that will assist them in life. Learning these life skills in high school will overlap into the
student’s post-secondary-lives (Montgomery & Hirth, 2011).
Lewandowski, Berger, Lovett, and Gordon (2016) contend there is no difference in the
levels of test anxiety of students with and without learning disabilities. Training students on how
to take tests and alleviate test anxiety is labor-intensive, so accommodations are provided to
students with learning disabilities rather than teaching the needed skills (Lewandowski et al.,
2016). Students need to be taught how to recognize visual cues, how to eliminate multiple-
choice items, and how to make educated guesses so they can perform more successfully on tests
(Lewandowski et al., 2016). Academic vocabulary development as an intervention would
benefit students as reading comprehension is a crucial skill in secondary education and beyond
(Lewandowski et al., 2016).
Covey (1998) presents seven habits teens need to develop to be highly effective. These
habits include “be proactive; begin with the end in mind; put first things first; think win-win;
seek first to understand, then be understood; synergize, and sharpen the saw” (p. 5). Covey
explains the habits in a teen-friendly voice and demonstrates the importance of developing these
habits. A personal workbook accompanies the book which includes exercises teens can work on
to improve each habit (Covey, 2014).

Lambert and Nowacek (2006) present a concise guide including twenty study skills high
school students should focus on to improve their study skills. Skills focus on listening, note-
taking skills, test-taking skills, time management, and organizational skills (Lambert &
Nowacek, 2006). Embedding these skills into a student’s daily life will help improve their
independent learning and maximize their education.
Support Programs. The HEART program presents a transition program for ninth grade
students as they enter high school (Montgomery & Hirth, 2011). Students identified for the
HEART program “has a lack of academic performance, behavioral issues, truancy, social and
emotional problems, or a combination of these factors” (Montgomery & Hirth, 2011, p. 257).
This program addresses these obstacles and provides a sense of belonging to the students who
participate in it by providing opportunities to be engaged in school (Montgomery & Hirth, 2011).
Teachers build strong relationships with the students, motivate the students towards higher
performance, and show they care that a student graduates from high school (Montgomery &
Hirth, 2011). A school needs to identify the right teachers, counselors, and administrators to
work in an at-risk freshmen transition program (Montgomery & Hirth, 2011). Montgomery and
Hirth (2011) state “working with at-risk student require extra energy from teacher to maintain
their consistent academic effort as this support is not always present at home” (p. 260).
Schools implement multi-tiered systems of support to address the needs of students
(Freeman & Simonsen, 2015). Schools need to address academics, attendance, behavior, and
school-dropout within their interventions to address the needs of their students (Freeman &
Simonsen, 2015). Freeman and Simonsen (2015) reviewed multiple interventions and
determined that more research needs to be completed in each area of concern to recognize which
strategies would help solve the problem. Programs exist targeting a specific concern (i.e.,
academics, attendance, behavior, and school dropout) but no program has successfully addressed
all four problems (Freeman & Simonsen, 2015).
During Cycle Three of the PAR process, research was accessed from six sources about
resources teachers and administrators need to contribute to the success of the students in the
TEAM 9 program. The TEAM 9 teacher and the administrator of the TEAM program completed
a questionnaire including five questions providing input on their needs and the needs to support
the program adequately (See Appendices H, I, and J). Questions were asked about the resources
students, teachers, and administrators need to serve the TEAM 9 students better. In vivo coding
was used to triangulate the results.
The teacher and administrator stated that TEAM students need caring teachers who have
the patience to work with the intervention students. Teachers need to be creative and
knowledgeable about the pedagogical strategies to implement into their lessons to support the
students. Identifying the appropriate students for the TEAM 9 program is vital to ensure the
continuity of the program and the success of the students. Both stated that the TEAM program
needs dedicated funding that can be used to purchase curricular resources for the program,
classroom supplies, incentives for the students, and to fund field trips. Paid teacher planning
time is a critical factor for curriculum planning and collaboration. These additional hours will
take place during the summer and throughout the school year.
The teacher survey identified the importance the Chiron plays in the TEAM 9 program to
support the student. The individually assigned Chiron mentor the TEAM 9 student and teaches
the student to make wise choices, tutors the student, cheers for the student’s accomplishments,
and assists the student in advocating for himself. The teacher identified the need to have bi-
monthly meetings with the other TEAM teachers and the administrator over the TEAM program
to monitor student progress and talk through issues that present themselves in the TEAM
classroom. Participating in the Spring meeting with the middle school counselors to discuss
students they identify for the TEAM program will benefit the teacher in learning background
knowledge about their future students.
The administrator of the TEAM 9 program focused her answers on the skills the teachers,
students, and administrator need to make the TEAM 9 program successful. As the administrator
is new to the program this school year, she has not learned the intricacies of the program. Hence,
she is unable to provide a comprehensive needs assessment of the program.
Outcomes, Lessons Learned, and Plans for the Future
Triple-loop learning was used to determine the needs of the intervention students. Skills
to be embedded into the TEAM 9 program should include test-taking skills, note-taking skills,
organizational skills, and time management skills. The TEAM 9 teacher can use the Covey
(1998) book and its accompanying workbook (Covey, 2014). The readings and exercise are
tailored to teen students and focus on essential skills teens need to master to be successful.
These books will be made available to the TEAM 9 teacher. Students will receive a copy of the
article addressing the methods students may use to improve their study skills (Lambert &
Nowacek, 2006).
Time is an important resource needed by teachers and administrators. The money will
continue to be allocated to fund additional teacher training and collaboration time during the
summer and school year. These additional hours will assist the teachers in learning about and
preparing for their new students as well as continuing the conversation throughout the school
year. Teachers will feel supported and will work hard to adjust interventions to their new
students (Montgomery & Hirth, 2011). Time for bi-monthly meetings between the TEAM 9
teachers and the administrator of the program will be scheduled. Allocating regular time to
discussing the program will embed the program into the culture of the school.
Involving the TEAM 9 teacher in the meeting with the middle school counselors as they
identify students for the program is an essential next step so the teachers will understand the
needs of the students with which they will work. This opportunity will provide the teachers an
opportunity to ask the counselors questions about the students to ensure they place students
appropriately in the program. Planning quarterly teacher meetings with the high school
counselors during the student’s freshmen years will maintain the communication between the
teacher and counselors. Hord et al. (2006) state “change facilitators organize themselves and
build structures to work together as a change facilitator team” (p.87). Effective change will not
happen if one tries to enact it individually.
The administrator of the TEAM 9 program is new to the school and needs to learn more
about the program to support the program, students, and teachers. Maintaining a budget for this
intervention program is essential, and the need must be communicated to the principal. An
identified budget will continue to support classroom supplies, curricular needs, field trips,
additional hours for teachers for training and collaboration, and parental involvement.
Study Findings
Throughout this study, the implementation of triple-loop learning was embedded into the
program following the review of the academic resources. At the end of this PAR study, the need
for identifying empathetic teachers to work in the TEAM program is evident (see Appendices I
and J). TEAM teachers need to have patience, perseverance, and determination (See Appendix
J) to work with students identified as needing interventions. Traditional teaching techniques did
not work in preparing these students for high school. Hence, interventions will prepare them for
the transition to high school (Bohnert, Aikins, & Arola, 2013; Ellerbrock, 2012; Emmett &
McGee, 2012; Frank, 2011; Fritzer & Herbst, 1996; Horowitz & Snipes, 2008); McCallumore &
Sparapani, 2010; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008, Roybal, Thornton, &
Usinger, 2012).
TEAM teachers need a teacher resource book focused on current pedagogical practices
(See Appendix J) to support the teachers in this program and to provide clarity on the type of
lessons ninth grade students need to empower them to be successful in high school. Each year,
over the past three years, the school had a new TEAM 9 teacher who was left to figure the
program out on their own. Time was lost at the beginning of the school year as little structure
was in place for the teacher to follow. Study skills need to be developed and mastered amongst
the ninth-grade students to better prepare them for the upper grades. The TEAM teacher
resource book should include the type of technology training ninth graders need to master to be
successful with high school assignments (See Appendix I) and information to be used while
training the Chirons to work with their mentees (See Appendix I). TEAM classes would benefit
from regular access to technology within the TEAM classroom (See Appendices E and I) to
provide students the opportunity to work on and organize their assignments with guidance from
their Chirons.
The TEAM program needs a dedicated budget to include hours for staff development and
collaboration (See Appendices I and J) and to purchase items to support the program. For
example, the TEAM program uses TEAM swag, prizes, and food to motivate students (See
Appendix I). Additionally, the TEAM program needs a dedicated assigned administrator who is
vested in the program and meets regularly with the TEAM teachers to lead the program and
provide support for the students and teachers (See Appendix I). The change of administrator of
the program last year created some obstacles for the teacher as she felt she could only ask
questions of the former TEAM 9 teacher (See Appendix E).
Study Conclusions
From these study findings, I conclude that the TEAM 9 program is serving the students
identified by their middle school administrators and counselors as needing interventions in the
ninth-grade. TEAM 9 students, past and present, (see Appendices A and D) and TEAM 9
parents (see Appendix B) feel that students benefit from participating in the TEAM 9 program.
Students benefit from the intervention supports provided by the teachers and Chirons. Chirons
use their mastery of skills to guide and support their mentees through the ninth-grade (See
Appendix C). Teachers will benefit from access to resources (Appendices E, I, and J) to
empower the program. Sunshine High School has an intervention program in place and will
benefit from the results of the PAR study to identify needs and the future direction of the
program.
Change within a school or program is a process (Hord et al., 2006). Teachers change
programs to fit the needs of their students and situations, hence creating an innovation (Hord et
al., 2006). The evolution of the TEAM 9 program over the past few years provides research-
based supports (Emmett & McGee, 2012: Frank, 2011; Fritzer & Herbst, 1996; McCallumore &
Sparapani, 2010: McIntosh et al., 2008; Neild, 2009) to incoming ninth-graders. Teachers
identified needs of the students and worked to fulfill those needs with no program, curricular, or
administrative guidance. The program would benefit from formalizing essential standards to
guide the program knowing that they can introduce additional interventions as identified and
needed. I conclude that the interventions provided in TEAM 9 serve the students in need and, in
some instances, extend to other ninth-graders. Interventions such as a Link Crew (Emmett &
McGee, 2012) and a ninth-grade parent night (McCallumore & Sparapani, 2010) have been
implemented at Sunshine High School to support all ninth-grade students as they transition to
high school.
Implications for Policy, Practice, and Recommendations
Through informal discussions with middle school administrators, high school
administrators, teachers, and counselors, it is evident that some eighth-grade students need
interventions as they transition to high school to provide students with the skills and support they
need to be successful in high school and graduate with their class. TEAM 9 students and their
parents (See Appendices A, B, and D) feel the TEAM 9 program positively impacts the students.
Intervention supports are not the norm in high schools and is funded through site funds, hence
making it a principal’s choice to provide these supports or not. State policy should be put into
place for all schools to fund interventions for ninth-grade students as it is a pivotal year
determining whether or not a student will graduate from high school with their graduating class
(Emmett & McGee, 2012; McCallumore & Sparapani, 2010).
An intervention support program needs dedicated and empathetic teachers (See
Appendices I & J) as well as a dedicated budget to fund teacher training, collaboration, and
supports for the program (See Appendices I & J). Credential programs should include the
research-based interventions into the secondary credential programs to introduce future teachers
to these support strategies. They should be the norm in schools, not a supplemental program at
the discretion of site administrators.
If I had the chance to turn back time, I would have asked the principal to not move the
TEAM 9 program under the new administrator at our site. I feel that had the program continued
under my leadership and guidance that the TEAM 9 teachers would have felt better supported
and as a team, we would have made more progress. Communication about the program under
the leadership of the new administrator slowed down and eventually ceased which made the new
TEAM 9 teacher feel she was only supported by the previous TEAM 9 teacher (see Appendix E).
Additionally, I would have administered a survey reflecting the impact of interventions identified
through the research completed for the PAR study. Sunshine High School implemented many of
the interventions I identified through the research, and it would have been interesting to learn
what students, parents, and teacher felt about these interventions.
Further research should be conducted on the impact, if any, the TEAM 9 program has on
its student participants through the implementation of new supports. As the school fine-tunes its
program, it should be presented at conferences as an option to support freshmen as they
transition to high school. Advertising and communicating about components of the program will
provide information to students, parents, teachers, and educators outside of the districts.
Providing clarity on the goals of the program and organization will empower the people within
the organization (Lencioni, 2012). It will also provide others the opportunity to follow suit.
Leadership Learning
As I ventured upon my PAR journey a year ago, I decided my leadership legacy at SMS
would be the TEAM 9 program. My journey instilled upon me the understanding that my
influence can come through a direct or an indirect path (Zander & Zander, 2000). The important
aspect is to listen and to lead. A person can lead from any chair (Zander & Zander, 2000).
Although my role shifted over the TEAM 9 program, I impacted the program by meeting with
the TEAM teachers and working with the new administrator of the program. If a leader does not
allow the voices of the people he works with be heard, then the leader is not leading (Zander &
Zander, 2000). Instead, the leader is trying to implement his ideas which may not serve the
people he leads. I listened to the TEAM 9 teachers and worked hard to build capacity and make
sure they knew they were being heard and would be supported. Building the capacity of others
contributes to the organizational growth and helps to ensure continued implementation of a
program (Bolman & Deal, 2008).
Adams (2009) describes the differences between the Judger and the Learner paths. A real
leader continuously asks questions along the path to ensure he is not making assumptions and
understanding the possibilities of change (Adams, 2009). As a leader, I try to ask as many
questions as possible to encourage input and effectively impact programs. Adams (2009) states
“a question not asked is a door not opened” (p. 133). A leader does not want to miss opening a
door as that door may be the most important one to advance his company. I asked the TEAM 9
students, Chirons, parents, and teachers questions ever opportunity that was presented to me. I
wanted to make sure that students were being provided the opportunities they needed and that
teachers felt supported. I had the opportunity to practice asking questions, and more importantly
to listen to the responses.
A leader shows she is genuine, admits when she is wrong and provides a clear vision to
the people she leads (Gostick & Elton, 2012). One who guides successfully is accessible and
values feedback to make a change (Gostick & Elson, 2012). Through this PAR journey, I
learned that I need to be genuine as a leader to impact change. My clear vision needs to be
presented to the people I serve, and they need to feel that I support them and will guide them
towards excellence. The TEAM teachers trust me to advocate for them and to implement change
but do not necessarily have the same sentiments for the new administrator with which they are
working.
Hord et al. (2006) present the role of the change facilitator and the steps suggested for
effective change. Hord et al. (2006) argue “change is a process, not an event” (p. 5). The
organization should not stop at change but manifest into its new successful being through
change. The TEAM 9 program will continue to evolve as new strategies and interventions are
incorporated into the program. I learned that the only destination is the continual change that
will empower our students to be the best students. Change is not the destination; it is the
journey. Leaders learn to interpret and address the stages of concern while facilitating change
(Hord et al., 2006). As a leader within my organization, I plan to create a shared vision, listen to
the people I lead, and act as the change facilitator to guide my organization to greatness.
This PAR study provided me the opportunity to gain a better understanding of the needs
of ninth-grade students. As a teacher, ninth-grade students drove me crazy. As an administrator
of a school, ninth-graders occupy a lot of my time. This study provided me the opportunity to
research needs for incoming freshmen and to experiment with intervention ideas. It also
provided me the outlet to seek input from all players – students, parents, and teachers. I learned
a lot through the PAR process and plan on continuing to advocate for program change to
empower my students.
Leading Change
As I entered Pepperdine’s Educational Leadership, Administration and Policy (ELAP)
Doctoral program, I hoped to learn skills to become an effective leader. Asking the right
questions and listening (Adams, 2009) to the people I serve are important skills I learned to focus
on through the PAR study. I inquired about the needs of the students and teachers and listened to
their responses. I then used my intuition and influences to fulfill their needs to empower the
program. Leading change can happen from any chair (Zander & Zander, 2000). Though, I am
fortunate to serve as an administrator in my school district which provides me the opportunity to
lead change.
Building and cultivating relationships is essential within organizations (Bolman and Deal
2008). More often than not, things happen because of relationships. I will lead change by
forming, cultivating, and maintain relationships with people to ensure that people feel heard and
supported. Collaborating with people to face change and working through obstacles together
will ensure buy-in from the parties involved in the change (Hord et al., 2006). Change is not a
destination but should be a natural process in life. Hord et al. (2006) present a process to
implement change which includes continuous reflection and re-working the process. Effective
change is implemented through a group process.
Hord et al. (2006) present the six strategies to support change which include a shared
vision of the change, professional learning, an implementation plan and required resources,
implementation progress, ongoing assistance, and a context that supports change. Change
facilitators should implement these strategies into innovations to successfully make a change.
The steps do not need to be followed entirely, but can be adjusted along the journey to change
(Hord et al., 2006). As I lead an organization through change, I will use these steps as a model to
successfully make a change.
Although I am a seasoned administrator, I grew as a leader through the PAR process. I
implemented ideas I learned through the ELAP readings and had the opportunity to reflect upon
them. I experienced an effective change in action. Not only did I learn more about the TEAM 9
program, but I also witnessed its evolution into the program it has become. Cashman (2012)
discusses the importance of pausing and reflecting upon things before implementing change. I
used his ideas to make transformative changes to the TEAM 9 program and plan on continuing to
use his principles to make a change. Sunshine High School is fortunate to offer the TEAM
program as an intervention for ninth-grade students identified to need the supports. I plan on
using the insights I gained through the PAR process as I venture into leading future changes
within, or outside, of my organization.

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Appendix A
TEAM 9 Student Survey Results
Figure A1
Figure A2
Figure A3
Figure A4
What did you expect Do you feel TEAM 9 What changes, if What improvements
for your student and your Chiron any, would you may you suggest for
from TEAM 9 this helped you grow suggest to improve your Chiron for the
year? Were your academically, the TEAM 9 class? rest of the year?
expectations reached socially, emotionally, How can we help
so far? Why or why etc? Why or Why improve academic,
not? not? How? social, emotional
success for all
students?
i expected what s yes it helped me with none not be so pushy
going on right now my homework
to help me with math mainly I need help letting us listen to I do not need help
so I could get at least academically. I think music because that's socially or
a c this year that They have helped when I work my best. emotionally that's not
me a little in math but It helps me to focus my chiron or teachers
there is still room for and stay on task by place. To me the best
improvment including blocking out all way my teacher and
me outside noises. chiron can help me is
academically
I didn't expect Yes, academically The only change I I want my chiron to
anything but I didn't this class helped me want if for there to be stay the same because
know we would have because of all the anymore he is doing everything
someone to help us effort the teacher and presentations because right so far.
and in our own chiron put in. I feel as if it is a waste
person. of time.
Yes they were Yes because I've Less paper work so
because I've improved turned in my work we can have more
my work habits and more often and on time to work on other
I've been more on top time classes
of things
Yeah, i guess because I would change the To not be all over the
they are there to help way the chirons are kids backs and let
when i need it. stuck to us like glue. I them breathe
would just have them sometimes.
do whatever they
have to do and if the
students need help
then they ask for it
What I expected from I feel like my chiron I would change the My chiron is perfectly
TEAM 9 was reached helped me grow progress reports for at fine.
so far. My academically. least once or twice a
expectations were for Because, she has month. I don't like the
my chiron to being helped me be more fact that we have to
able to help me in my independent on my do it every week of
classes that I was assignments for my the month. I just feel
struggling in. classes. like it's more work on
us. We are here in
TEAM 9 to get help.
We're obviously
getting help because
we struggled in our
classes or whatever
reason. So, yeah I
don't like the progress
reports all the time.
I feel like my chiron more time for study Be more social with
helped me hall you chiron
academically because
of the ways he taught
me helped me take
notes and i learned
new ways to do things
academically
Yes, because she More focus on one on show more positive
stayed focus witch one activities that emotion/feelings
helped me. She help with specific when being strict and
always checked in work and group helping your student
with me and always activities as well that keep up and stay on
wanted full details help, like math groups track with work
which made me do and one on one habits.
and focus more. testing.
yes because I was none none
able to learn math a
lot better with my
chiron
What do you like What do you like Please provide any

best about TEAM 9 least about TEAM 9 other suggestions or
so far? Why? so far? Why? comments you have
about TEAM 9.
its very fun and the blue sheet

helpful
the snack and getting Some of the let us listen to music
help in math restrictions and please
strictness. I also do
not like being told
what to do or
micromanaged
I like the chirons the I don't like all of the
most because they presentations because
encourage everyone it takes up time for us
all the time. to study.
The help and extra Some of the paper No comment
time I get in here to work I get in here
work cause its very cause it takes away
useful for when I´m from the time I could
busy outa school be using for subjects
with lower grades
I like that we get help About how the I don have any.
and that we have chirons are all over
someone by our sides. our backs.
What I like bestis the The progress reports.

help that we get so
that I can improve in
my classes.
I like the study hall it We should get more
helps me a lot with time of study hall
my study skills and
helps me get work
done in class
That everyone gets
included so no one
feels left out.
The Chirons are none none
supportive and not
strict like some
techers
Appendix B
TEAM 9 Parent Survey Results

Figure B1
Figure B2
Figure B3
Figure B4
What did you expect Do you feel TEAM 9 What changes, if What improvements
for your student and your student’s any, would you may you suggest for
from TEAM 9 this Chiron helped your suggest to improve your Chiron for the
year? Were your student grow the TEAM 9 class? rest of the year?
expectations reached academically, How can we help
so far? Why or why socially, emotionally, improve academic,
not? etc? Why or Why social, emotional
not? How? success for all
students?
I Expected more Yes, because, So far, very pleased. She is doing a good
motivation, self Academically his work !!
coonfidence, and grades went up and
responsabilty. My socially ineracting
expectations where specially with his
definitely reached. Chiron created a
Bond , Emotionally,
He feels more
Confident . (Better
Grades)
I was surprised that Emily was the perfect Possibly more contact I'm not certain that I
this program existed, Chirons for my son. with the teachers can give a general
it is something that I Academically he still syllabus for the suggestion without
believe that many has alot to work on, student, that way the knowing how the
students could benefit more specifically his Chirons can help keep other Chirons work.
organization skills and
from. Our particular the student on track I'm certain every
staying on task. But, I
results could be much can honestly say that Chiron has their own
higher, but that lays she has been a positive way of approaching
solely on the my son ( influence on his overall schoolwork, unless
the student) and I, experience with school. the Chirons go
(the parent) It's comforting that she through some sort of
shows genuine concern generalized training.
for him and his
achievements. For a
teenage boy in his stage
of development he is
constantly around other
teens that are quick to
be negative about
eachother. She has a
nurturing energy about
herself, and my son has
even said that he feels
lucky to have her as an
advocate as well as a
peer.
I expected support Yes. My child It wasn't clear to me My son's Chiron is a

and assistance in struggles with school. initially how I could great kid. He is
helping my child He has the potential support and reinforce conscientious and
reach his potential. but not the the TEAM 9 goals. very caring.
My expectations were motivation. TEAM 9 I reached out to Ms. However, He is also
exceeded. Ms. Ta is makes him Ta to learn more. She very smart in math.
amazing! She is able accountable and his was more than Math is a subject my
to look past a child's Chiron has been an accommodating. son struggles with.
deficient and see their excellent role model It might be helpful to He feels he is not
potential. I met with and support for him. "check in" with "good" at it. He also
her and we created a His Chiron even individual parents to feels that people who
plan together with invested time to help see if they really are are "good" at math
her, me and my child. him with his math understanding how expect struggling
The plan has really after school hours. He the program works. people to catch on
helped him to become "faced-time" with my faster than they can. I
more motivated and child to give him am not sure if my
invested in his own extra help. I am so son's perspective is
learning. appreciative of the correct or not but he
support my son has did feel
received.
Improved She's great but I think Someone the child None
organization skills, there's only so much can connect with on
one on one teacher she could do. all levels. Someone
engagement. Basic perhaps a little older
study planning. with recent high
Unfortunately we're school experiences.
not there yet.

about TEAM 9.
it gave my son a we like every thing Thanks for the

space to grow and oportunity.
mature emoconally
more than any thing .
Everyone associated I can't say I dislike It's important for me
with the program is anything about it. to mention that my
focused on providing son still needs to
a positive atmosphere. improve his academic
That I believe is the scores, however his
foundation of any overall disposition
learning program has greatly improved
this year. That is
ultimately my greatest
concern.
Ms. Ta! Ms. Ta is I can't think of I am a little anxious
amazing. I have not anything I don't like. since Ms. Ta is going
met many teachers on maternity leave. I
especially in middle am not sure how the
to high school who program will be since
are so committed to she is leaving. I think
their students. She it would have been a
has done so much to good idea if the new
help my son. He has teacher would
been able to meet introduce him/herself
with her after school and tell us what if any
to complete changes will be taking
homework place and to know a
assignments are to little more about
receive help with him/her.
math. She answers
my emails promptly
and is always
available. She really
is special. I am so
glad he had the
opportunity to work
with her.
The effort is in place I haven't seen
to help the students. improvement.
I'm not clear about the
structure.
Appendix C
Chiron Survey Results
Figure C1
Figure C2
Figure C3
Figure C4
What did you expect Do you feel you are What changes, if What improvements
for your student making a difference any, would you may you suggest for
from TEAM 9 this with your mentee suggest to improve your mentee for the
year? Were your (academically, the TEAM 9 class? rest of the year?
expectations reached socially, How can we help
so far? Why or why emotionally)? Why improve academic,
not? or why not? social, emotional
success for all
students?
I expected my Yes. I feel as though I To improve TEAM 9, For the rest of the
students to see their am helping them get I would try to find year, i can suggest
grades improve, while used to high school, more chirons, because that my mentees
adjusting to high making sure they feel working with two really buckle down in
school life. My they have support students can be school, being that
expectations were from me. Both of my challenging. there is about half a
reached for the most mentees know I care semester left.
part. They are for them and will help Socially, I am going
adjusting to high them with anything. to encourage them to
school life well, but Academically, I think go out of their
their grades have not I am also making a comfort zone little
shown as much difference, but not as bit, to try new things
improvement as I much as i have hoped. and make new
have hoped. friends.
To have my student Yes, I do believe that Nothing Try to put more effort
put in the same I am making a into school, push the
amount of effort that I difference in my students that getting
put into this process. mentee's life good grades is
No, my expectations academically because needed.
were not reached my students grades
because I still have to have improved since
continuously ask my middle school. But, I
students to do still believe that my
something over and students could do
over again. better if they put more
effort towards school.
I expected a good, I do feel like I am A change team 9 I really want to

well respected making a significant should consider is the emphasize the
environment where difference in my type of teachers they importance of a future
me and my mentee mentee's life because chose to lead TEAM in the mentee's life. I
could efficiently work his life is unique. He 9. A strong, proactive want to emphasize
together to better the has some obstacles teacher is important how every action my
mentees school life that most people do because the type of mentee takes is an
and their life in not have. Having a kids that are in this effect on their future.
general. Team 9 has helper (me) by his class needs a teacher
met my expectations, side to guide him like that.
and maybe even through his school
exceed, because the and life has eased the
techniques utilized to burden.
maintain an orderly
life and surpassed my
expectations. The
techniques used to
help the students are
creative and
innovative.
i thought my men-tee definitely socially and more organized but for him to apply
would not care about emotionally the alot of freedom himself he has the
school at all which toughest was capability
was true but with academically. we
some work he is have become really
really coming around close and he tells me
everything.
I expected my TEAM I do feel like I am TEAM 9 is pretty I suggest my mentee

9 student to be making a difference well coordinated as is, have a monitored
enthusiastic about socially and but if I had to watch by the teacher
having a period academically because improve one thing to make sure my
reserved for getting my mentee is starting about it, it would be mentee is paying
work done. My to speak up and more cooperative attention in class or
mentee doesn't enjoy participate in more work like more study gets extra help when
the class as much as I activities as well as groups when there is falling below a C.
would have thought, improve on work an upcoming test.
but does get work habits. Through this method,
done when prompted. mentees will be much
more prepared and
ready when the test
comes as it will serve
as a tutoring or mini-
cram session.
In addition, I believe
removing the Weekly
Progress Report
would be a change for
a the better because I
don't see it helping
the mentees because
all it requires is
signing signatures and
often most mentees
do not get them
signed. Because they
are not signed,
mentees lose points
and most of them
have their grade
lowered solely
through this sheet. I
just do not see how
this sheet helps and
improves a student's
work habits.
I expected that my Yes, I definitely think I think it should just My suggestion for
student would work I'm making a be a little more them is to work hard
hard and want to have difference with my organized so that because they are
a successful freshman mentees because even mentees have more going to want to get
year. My expectations though i have to push one on one so that their work done so
were some what met them so that they can chirons don't get two, that they can get into
because both my get there work done, because it becomes the habit of doing it
students work hard they grow more and complicated to work themselves without
but they usually need more academically. I with them and get anyone constantly
a pep talk to also feel like in a way them the help they telling them. We can
encourage them to do i have helped them need at the same time. help the students
the work. I don't mind socially and achieve this by
giving them a push emotionally because continuing programs
but I was expecting I've come to care for such as TEAM 9
that maybe by second them as friends and
semester they would we always talk and
take the initiative and they tell me whenever
do it themselves. they are having a hard
time with anything.
They also know to
look for me at school
if they ever need help
with anything.
I expected my student I do believe so, my Less systematic of an Stress the importance

to be improving mentee considers environment, and of taking action for
quicker than they are. himself not perhaps different yourself.
If there is anything responsible or grading procedures.
I've learned from this intelligent. I've Right now the
class is that progress pushed him very hard mentees grades are
is a team effort, that this year to take based only on the
no matter the responsibility for his sheets they complete
resources or aid I homework, absences, every week.
provide my mentee it and actions and I
is up to him to accept think that is
it and use it. I do see something he and his
some more home could not have
improvement from really emphasized, so
him this second I am happy I was able
semester which is too. In the beginning
encouraging. of the school year, it
took me over a month
for him to get
comfortable with me;
today he's disclosed
to me some personal
things about his
personal night, all
subtly, but even
though he refuses to
say it bluntly I know
he trusts me. I'd like
to think I know him
pretty well now.
Academically, he still
struggles and is not
incredibly motivated.
I believe I have made
an impact, but not
nearly as large as I
would like to have
made. Luckily there is
still time left for me
to change that.

about TEAM 9.
I love that as a class, The class structure is The class as a whole

we are all there to a little rough. The is an amazing way to
support each other. class is meant to be a ensure the freshman
With my metees, I support class, but being their high
love that I get to make some of the students school careers off
connections with don't have passing positively.
freshman who I grades, which I
wouldn't usually get personally do not
to know, and also get agree with.
to make a positive
impact in their lives.
The whole concept of The behavior of some
the chiron class, and of the students in the
the fun Fridays and class, they don't take
team 9/10 challenge. advantage of this
class period.
I really like how What i dont really
interactive and how like about TEAM 9 so
involved the Mentor far is how rules are
is involved in the not totally enforce.
mentee's life. It is This allows students
important to give the to partake in rowdy
mentees a push in behavior and lets
their life and having a them continue this
mentor there to do so behavior. Without
is the best way. strong rule
enforcements,
mentees have
preconceived notions
that their type of
behavior is allowed in
a working
environment.
connecting with my ms ta to have group study
mentee it made me sessions organized by
realize what i want to level of learning
do with my life
TEAM 9 is really fun, When my mentee Very helpful and
interactive, and doesn't do work, that's beneficial program
satisfying because what I find least for those falling
helping someone to enjoyable about behind academically.

understand something TEAM 9. Sometimes
is enjoying. my mentee just
doesn't feel like doing
work or ignores my
help or doesn't ask for
help when needed.
There can be a lack of
communication at
times which can
affect learning and
ability to understand
certain topics.
I like that I'm able to I don't like that it the Keep it going!
help other more than teacher cant get a
myself because i feel handle of certain
that i'm making a students from time to
difference in time.
someones life
I love the personal Some days are not as None.
connection built with productive as others
the mentee, and the so it can occasionally
traditions engrained feel like a waste.
in the class like the
raffles, whoops and
poops, and fun
fridays.
Appendix D
Former TEAM 9 Student Survey Results

Figure D1
Figure D2
Figure D3
Figure D4
At the beginning of Do you feel TEAM 9 What changes, if How did you change
the school year, and your Chiron any, would you as a student after
what did you expect helped you grow suggest to improve being a TEAM 9
from TEAM 9? At academically, the TEAM 9 class? student?
the end of the year, socially, emotionally,
were your etc? Why or Why
expectations met? not? How?
Why or why not?
At the beginning of Yes, I do feel the I believe there should I became more use to
the school year, I was team 9 helped me be more group events, taking responsibility
expecting more of a grow academically, only because there is for not doing the
baby sitting type socially, and only one the entire things i should have,
class. As the year emotionally because year and I feel that in being able to say
went by, I had my Chiron, Dezyier, order to become something was my
realized that there was and I connected on closer as a group fault was hard for me,
more freedom than I more than just an there should be more but with Team 9,
expected and was academic level and I events with each other academically there is
really happy that that felt it helped me be and the Team 10 no excuse.
was the case. able to ask for help. class. Maybe a group
study hall rather than
the two groups
separated.
at the beginning of i feel Team 9 did help To be fair i dont think after team 9 i feel like
the school year i me a lot all around. there should be any i became more social
expected team 9 just my Chiron Daniel changes because the and it also motivated
to help me with my Solache helped me a class is perfectly fine. me to finish my work
grades. at the end of lot and we became and all the chirons and gave me great
the year my very good friends and they choose are good study skills.
expectations were we still are. He also people.
more than met. helped keep my
grades up and
motivated me to get
my work done all the
time.
At the beginning of I do think TEAM 9 I don't have ant TEAM 9 helped me

the school year, I and my chiron helped suggestions to help be more organized
didn't expect TEAM 9 me grow improve the class. and helped me
to be that helpful, but academically, because improve my study
it was, so by the end there was a lot of skills.
of the year my work my chiron
expectations were helped me with that I
surpassed. don't thunk I would've
understood without
their help. They also
helped me improve
my organization
skills.
I thought team 9 was I think my Chiron Nothing really, when I learned how to be
just going to be a helped me I was in that class organized and that it's
class I did my work academically, she everything workout OK to ask for help.
in, I didn't expect showed me and gave so I think things
much from it. yes, me tips I can use in should stay the same.
and more. The class class and at home. she
helped me learn what also showed me new
I need to do to be was to study my
organized and what I work.
should and should not
study, it helped a lot.
i expected to see yes, my chiron and No changes needs to As a students i
improvement in all team 9 teacher helped be made the class was changed academically
my classes. Yes all of me improved perfect. and socially.
my expectations was academically and
met because i passed socially beacuse i
all of my classes. passed all my classes
and began to socialize
more with people.
In the beginning i My chiron helped me the teacher i felt like i learned to become
expected it to help me in many ways. He the teacher was alittle more organized,
have good grades. In helped me stay on too stubborn with us friendly, and new
the end i got okay track and even would it made most of us study habits.
grades remind me to do my feel kind've dumb. I
work by texting me. didn't think the
He always made it yellow sheets really
fun and not boring. helped me either.
In the beginning of Yes, TEAM 9 and my One suggestion is to Being in TEAM 9

the school year, Chiron helped me add more taught me study skills
TEAM 9 was very learn from a motivational games or and how to be more
productive and perspective that may prizes to push the raesponsable.
helpful. My not be taught in class students to thrive in
expectations were met but still helped me there school work.
mostly because enormously in my
having someone by education.
my side helping me
through my struggles
in school work helped
me concentrate and
motivated me to do
better.
well from team 9 i yes it did my chiron well i suggest more well like i said i got
was really nervous , was really helpful she teacher help and more better at math.
but i knew it would showed me ways of time when it comes to
help me , some highschool and school work
expectations i met helped me through
were me getting better my problems.
at math .
to help with my yes because if not for that when pair the two i was more open to
school work that i Camilla i wouldn't be people that the chiron talking to upper
didn't finish in class able to talk in front of is able to help and has clansmen and to talk
and to help me with a class of students and a strong suit in that to the teachers to get
my homework that im would probably be students weaknesses. more connected
not able to complete failing 9th grade
at home. my grades because all i wanted
didn't reflect what i to do was play in the
was doing in that local neighborhood
class. i completed my and she was the one
work but lost it or to tell me to get back
procrastinated a lot to work and the fact
so. she was really good at
math and i wasn't was
amazing resource to
have.
Please provide any

other suggestions or
comments you have
about TEAM 9.
I SUGGEST MORE
SNACKS!!!
None
None ! (:
Nothing everything
was perfect.
It was great
No projects for team
9. That class is made
for us to study for
other classes
more chirons and

more time when
working on hw
keep it going. it
definitely help me
through 9th grade and
will help the
oncoming students
Appendix E
Focus Group Teachers
Focus Group was held on November 20, 2017
1. How did the Fall parent night benefit parents?

It helped close the communication gap that was there. Parents had the question of why my kid is
in Team. Two parents pulled their kids the first week and a half of school. Once they did that, I
started to reach out to the other parents to explain the program.
2. How did the Fall parent night benefit the students?

There were only about three 9th grade parents there. But the ones that did not come to the parent
night came to Back to School Night the day before. I met all of the parents but two. The
students were excited to introduce their parents and mentors. It was exciting to watch the
relationship with the mentors and mentees. It made it more meaningful.
The Chirons email families from time to time. Parents are more receptive now to the emails and
how their kids are being taught.
3. What changes need to be made to the fall parent night to better support parents and
students?
More outreach needs to happen before so parents understand what they are coming to. It would
be nice if Admin would talk at the meeting and share that “You kids are on the radar”. Teachers
through they were over part of the meeting, not all of it. We would like admin to talk too.
We have parents who are hard to get ahold of. Let’s talk about wrap-around services, etc to get
them engaged in school.
Have Chirons talk about why they chose to do this.
4. Did students seem better prepared and supported after the fall parent night?
Yes. They came in with a different energy level after the meeting. They were excited to see
their Chirons and accepted their Chirons.
5. What additional supports do the students need from the TEAM class?
Technology access. The students need to learn how to use technology. The Chirons are now
teaching them how to create and share Google Documents. The students need the technology
skills because they do not learn them in their classes.
6. What additional supports does the TEAM 9 teacher need for the TEAM class?
Flexibility on systems and structures. I am doing things on my own professional judgement as I
do not know where to go. I need clarity on who to contact about things. I just go to Paige
because she has been doing it for years.
The Big board Scoreboard did not work for our class.
My Chirons do Team building, study skills, pre & post movie questions. I’ve empowered my
kids as Chirons. Each of them filled out a card with their skills and we decided what they will
present.
I would like to bring gardening skills to the program. I spoke to Tano who said we can start
working in the garden after Winter break.
The kids need to learn Google Docs and how to cram for a test.
TEAM seems like an advisory class for me. Its all the skills a student needs to be successful but
no content teacher has time to teach.
What is the vision for TEAM? Will they be in TEAM 9 then TEAM 10 then TEAM 11/12? We
need to make sure the kids are not reliant on the program and be reliant on their own.
Appendix F
Parent Questionnaire
TEAM 9 Parent Survey
Sunshine High School strives to offer the best and most supportive programs for our students.
Please fill out this survey to share information about our TEAM program after having attending
our TEAM Parent Night and/or Back to School Night where you learned more about the TEAM
Program.
Please fill out this survey regarding Team 9?
1. What did you know about the TEAM program before your student enrolled in it?
2. What does your student share with you about the TEAM program?
3. Does your student feel supported in the TEAM program?
4. What additional supports can the TEAM program provide your student to make him/her
more successful in school?
5. What additional supports can the TEAM program provide you to help you support your
students?
6. What additional questions do you have about the TEAM program after the parent night?
Appendix G
Parent Questionnaire Results
TEAM 9 Parent Survey
Q1. What did you know Q2. What does Q3. Does your
about the TEAM program your student share student feel
before your student with you about the supported in the
enrolled in it? TEAM program? TEAM program?
Nothing That he gets helps Yes

with his homework
Very little. Knew student That it helps him Yes

paired with teen to help with
learn better study
study skills. skills. He has an
assigned Chiron.
Hanna helps with homework She likes it alot Yes
and supports students.
Q4. What Q5. What Q6. What additional

additional supports additional supports questions do you
can the TEAM can the TEAM have about the
program provide program provide TEAM program
your student to you to help you after the parent
make him/her more support your night?
successful in students?
school?
Overall, we have Once a semester Will this be available
been very pleased meetings with in grades 10-12?
with results. TEAM support.
Perhaps more
support with stud
skills.
I think current set up Feedback as far as None currently.
is working fine. what/how to help at
home.
Samara needs help Help with math, I am pleased with the
with Spanish if English & Spanish program.
possible.
Appendix H
TEAM 9 Teacher and Administrator Survey
1. What resources do the TEAM 9 students need to be successful in high school?
2. What resources do the TEAM 9 teachers need to serve the TEAM 9 students?
3. What resources does the administrator over the TEAM 9 program need to serve the
TEAM 9 students?
4. What resources does the administrator over the TEAM 9 program need to support the
TEAM 9 teachers?
5. What resources does the administrator over the TEAM 9 program need to administer the
TEAM 9 program?
Appendix I
TEAM 9 Teacher Survey Results
TEAM 9 students need dedicated mentors daily to support them in all aspects of being an
academically minded student. The relationship that Chiron's have with their mentees is the
essential part of this process. 9th graders really depend on their mentors in deep ways for support
talking to teachers, talking with parents about school issues, checking grades, making
appointments with counselors, managing relationships and learning how to be a more mature and
academically focused version of themselves. Last week we had a Chiron talk with their mentee
about why fighting is never the answer to any issue, a Chiron role played with her mentee how to
apologize to a teacher and take responsibility for his action, Chirons walk with their mentees on
errands to help them navigate the adults that they need to interface with in order to reach their
goals. These relationships are amazing to see on a daily basis. Chirons get very excited for their
mentees when students pass tests, dress for P.E., turn in homework, etc. Snacks and technology
also help TEAM 9 students. It is amazing how a snack can change someone's mood. I wish that I
had calculators for all of the students to use, but we make due with Chirons sharing their
calculators or phones for math purposes. We also spend time on Fridays doing team building
activities so that we are strengthening our collective identity as a TEAM community.
Classroom: computers Internet, empathetic teacher, peer mentors, instructional supports - upfront
magazines, Lexile support work resources Campus: cohort teachers, extra textbooks in the
classroom, a strong communication system between team teachers and other teachers. External
rewards such as field trips, TEAM swag, and snacks are also helpful. I think the building a
positive culture around the class is essential for the success of the students.
TEAM 9 students?
I think that administrators need to have flexible funds to spend on TEAM in response to what
TEAM teachers request. I think it would be best if we could have a dedicated administrator who
supports the TEAM class. That administrator could have bi-monthly meetings with TEAM
teachers to monitor program progress and talk through issues that come up in the TEAM
classroom.
TEAM 9 teachers?
Pay for extra work like summer training for teachers and planning and training for Mentees. It
would be nice to have an administrator to CC on emails if and when classroom teachers do not
respond to TEAM teacher's emails around ways to support TEAM students in work or skill in
their classrooms. Another resource that would benefit the program would be to bridge the
communication between middle school and high school while communicating with parents about
TEAM before students come to school on the first day. I think that the TEAM program could
benefit from a communication process that is explicitly communicated to all stakeholders.
TEAM 9 program?
Access to funds, competent teachers who are willing and have the capacity to teach an
intervention class like TEAM, and the ability to select TEAM teachers.
Appendix J
TEAM 9 Administrator Survey Results
TEAM 9 students need additional support from teachers, parents, and peers in order to be
successful. The support should be in the area of academic intervention, guided notes,
opportunities to learn the material in various ways and recorded lessons. Many of these supports
would benefit the students’ academic achievement because it is tending to most learning styles.
The TEAM 9 teachers mostly need patience, perseverance and determination to deal with
students who are academically lacking in areas where most students are on grade level. These
teachers must be able to differentiate, flexible and creative with developing pedagogical
strategies in order to meet all students in class. They need access to current pedagogical
practices to implement with their students.
TEAM teachers need access to a budget to purchase incentives for the students ,to use for field
trips and team-building activities, and for parent outreach.
TEAM 9 students?
The administrators over the TEAM 9 program must be able to understand the needs of all
students. They must be flexible and willing to allow the teacher’s time to collaborate with
general education & special education teachers serving these students.
TEAM 9 teachers?
The resource that is most appreciated by teachers from administrators is time to collaborate with
colleagues.
TEAM 9 program?
The resource needed is time to make sure that all students are assessed properly to be included in
this intervention program.

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Running Head: INTERVENTIONS TO SUPPORT HIGH SCHOOL FRESHMEN 1

Interventions to Support High School Freshmen

Foundations of Participatory Action Research

March 30, 2018

Overarching Inquiry Question 6

Potential Importance of Study 6

Definition of Key Terms 7

Part II: Cycle Stories 9

Actions and Measurements 18

Outcomes, Lessons Learned, and Plans for Cycle Two 20

Actions and Measurements 28

Outcomes, Lessons Learned, and Plans for Cycle Two 29

Actions and Measurements 37

Outcomes, Lessons Learned, and Next Steps 38

Part III: Study Findings, Study Conclusions, Implications, and Recommendations 39

Implications for Policy, Practices, and Recommendations 42

Part IV: Leadership Learning and Leading Change 43

Appendix A – TEAM 9 Student Survey Results 52

Appendix B – TEAM 9 Parent Survey Results 57

Appendix C – Chiron Survey Results 62

Appendix D – Former TEAM 9 Student Survey Results 71

Appendix E – Focus Group Teachers 77

Appendix F – Parent Questionnaire 79

Appendix G – Parent Questionnaire Results 80

Appendix H – TEAM 9 Teacher and Administrator Survey 81

Appendix I – TEAM 9 Teacher Survey Results 82

Appendix J – TEAM 9 Administrator Survey Results 84

Interventions to Support High School Freshmen

diploma with their graduating class.

targeted support from their case carriers.

concerned about this group’s success in high school.

freshmen course completion rates were not reviewed.

graduating on time with their class.

Overarching Inquiry Question

for graduating on time?

Potential Importance of the Study

school graduation rates and A-G readiness.

Definition of Key Terms

(“Sunshine High School,” n.d.).

Chirons (“Sunshine High School,” n.d.).

Culmination. Sunshine Middle School includes a promotion contract in the Parent-

maintaining a minimum of 2.0-grade point average, failing no classes, and maintaining

satisfactory attendance and discipline as identified within the parent-student handbook

(“Sunshine Middle School”, 2016).

University of California campus or a California State University campus. Although A-G

readiness includes the minimum number of entrance requirements, most University of

elective (“Sunshine High School”, 2016).

used to compare the data from the different sources.

summer bridge programs, teacher/counselor supports, and additional supports. Schools

their freshmen students (McCallumore & Sparapani, 2010).

high school and creating social complexities.

performance, increased absences, increased behavioral disturbances, and decreased participation

have difficulty in understanding the grade-level texts (Lang et al., 2009).

aspects of their life is essential.

during the 2006-07 school year (Frank, 2011).

in supporting freshmen students.

and arrive at classes on time.

concept which includes a separate physical area for the students.

Remediation of subjects is necessary sometimes to prepare the students for advancement

These feelings may impact a freshman student’s success in high school.

Project Transition provides a “personalized school environment for teachers and

track after ninth grade” (Neild, 2009, p. 70).

created a connection to the school.