Positioning Ninth Grade Students to Succeed: Effective Practices, Processes, and Activities of a School-Based Team Case Study

The intent of this mixed-methods case study was to examine the practices, processes, and associated factors of a school-based team mandated by the district for the purpose of supporting freshmen students during their first year of high school. The study utilized the Theory of Change theoretical framework with the logic model as a reference for aligning and connecting the activities and outcomes investigated. The purposeful sampling included eight teachers, one counselor, and one assistant principal of curriculum and instruction. The data collected consisted of archived data, a survey, a focus group, interviews, and an observation. According to the research, school-based teams along with quality teacher collaboration have been shown to positively impact the ninth-grade transition (Knacckendoffel, 2017; Liebech-Lien, 2021; Rosenfield et al., 2018). Based on the findings of this study, the school-based team implemented numerous practices and activities to help ensure the academic, social, and emotional success of ninth-grade students. It was found that the members of the team perceived the freshman cluster ? school-based team as effective due to the atmosphere of trust and mutual respect among the freshman cluster team members, the genuine concern for the students, and the continuous implementation of interventions and support. Although this study did not find statistically significant increases or decreases in the attendance and credits earned before and after the implementation of the school-based team, the study did find practical increases in attendance and credits earned for individual students. This study also supports current literature in providing various support and interventions to ninth-grade students during their transition to high school to increase their chances of a smooth transition and academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]