Running head: THOMAS JEFFERSON VETERAN PROJECT

Thomas Jefferson Veteran Project: Advocacy Parts II-V

Shelby Namba
Seattle University

Running head: THOMAS JEFFERSON VETERAN PROJECT

Thomas Jefferson Veteran Project: Advocacy Parts II-V

Generate Vision Data. Student mobility, or more commonly referred to as student
transfers, has been an ongoing issue of concern for high school educators nation-wide (De La
Torre & Gwynne, 2009). That is, students switching schools and entering classes mid-year has
the potential to negatively impact their grades, social life, and/or overall success. Schools often
have little in place to support these students. For example, Thomas Jefferson High School (TJ)
does not currently have a procedure for a new student that goes beyond registration and a class
schedule. Unfortunately their experience adjusting to our large campus is highly dependent on
the student, their personality, and if they come across an exceptionally helpful student or teacher.
After conducting a needs assessment by surveying students who have entered TJ after the first
day of 2014-2014 school year, it was found that while the average new students transfer
experience was not bad, it was also not good. Similarly, although these results are not necessarily
terriblethey are also not acceptable.
With 25% of TJ students entering or leaving throughout the school year, I envision
creating a program here at TJ where we fully support all students, including those experiencing a
transition. In five years, Id like new students to be greeted, informed, and welcomed by TJ Vets
(current students), producing positive transfer experiences, as well as an overall improved school
environment. That is, I imagine a culture at TJHS that is even more welcoming and accepting of
every student, current or newregardless of their race, religion, sexual orientation,
socioeconomic background, and gender identity. When a student feels safe at school, they are
more likely to be there. Creating an environment at TJ where students feel safe will ideally
improve attendance, reduce drop-out rates, and increase graduation rates (currently around
72.5%)because students will simply want to be at school.

Running head: THOMAS JEFFERSON VETERAN PROJECT

Yearly Benchmarks. Students who entered TJ after the first day of school were given a
needs assessment that surveyed their attitude toward and experience with their transfer into our
school. Surveys were anonymous, asking students to disclose demographic information and
identify statements that best fit their experiences. Students indicated their experience by rating
how strong they agreed or disagreed with a statement. Statements included, my experience with
transitioning to Thomas Jefferson was pleasant and as a new student, I feel supported by
students at Thomas Jefferson. Numerical values 1-5 were given to the responses strongly
disagree, disagree, neutral, agree, and strongly agree respectively. Accordingly, responses closer
to 5 would indicate the most positive and ideal experiences. The mean of the responses ranged
from 2.5 and 3.2; thus showing room for improvement on TJs part.
Goals for Thomas Jefferson by the end of five years will be as follows: responses to the
statements item numbers 1, 2, and 5 on the needs assessment will increase to a numerical value
of 5. For example, the year one bench mark for the TJ goal to for my experience with
transitioning to Thomas Jefferson was pleasant will increase by .5 to reach 5. Furthermore, the
year one benchmark for the students at Thomas Jefferson have helped me feel welcome at
school will increase by .4 to reach 5. Finally, the first year bench mark for the counseling
office members at Thomas Jefferson have helped me feel welcome at school will increase by .5
to reach 5.
Where and How to Intervene. Interventions will be at both the micro and meso levels in
order to accomplish the aforementioned goals. One possible intervention could include
individualized support for identified students (i.e. transfer students), such as the TJ Vet program.
Other school-wide interventions can include guidance lessons in TJs Leadership class on how to

Running head: THOMAS JEFFERSON VETERAN PROJECT

create and improve school climate or improved club advertisement to ensure all students know
the resources on how to be involved and a part of their school.
Intervention. The TJ Veteran Program will be a transferring new TJ students first
exposure to our school, the community, and our culture. The TJ Veteran Program will essentially
be a network of TJ Veterans interested in and dedicated to welcoming new students. The program
will include a committee of current TJ leadership students fulfilling a class requirement. Support
and intervention will begin at the very beginning; as soon as the registrar and counseling office
are aware of an incoming student, the message will be relayed to the TJ Veteran Program
committee officers who will begin preparing to welcome that student. The TJ Veterans will act as
the new students first ally at school by helping the student make new friends, find clubs to join,
and adjust to their new school. During first period on the new students first day, TJ Vet program
officers will greet the new student, give them a welcoming packet (welcome letter, campus map,
list of clubs, and program officer contact information), and provide a campus tour. After the
welcoming tour, the TJ Vets will address any questions/concerned the new student may have.
Finally, that new student will begin their new schedule.

Running head: THOMAS JEFFERSON VETERAN PROJECT

References
De La Torre, M. & Gwynne, J. (2009). When schools close: Effects on displaced students in
chicago public schools. Research Report. Consortium On Chicago School Research.