NEW STUDENT ORIENTATION
We know the first few days at a new high school can be tough. And we are here to help. High School Orientation gives you a chance to walk the halls of your new school before the first day of class. You will have an opportunity to learn more about your school, visit your classrooms, walk through your class schedules, and much, much more ...
When you talk to people at orientation, you'll probably find that a lot of them are feeling just like you are. They're all new to the school and don't know what to expect. Talking about a common concern with your classmates can spark new friendships. We look forward to seeing you at orientation.
CONTACT THE OSAGE STUDENT ADVOCATE
You may not know a lot of people when you start high school. Maybe your friends from middle school are going to a different high school. Even if you know other freshman, you might feel nervous that you don't know any upperclassmen. How are you going to make friends among this sea of unknown faces?
Don’t worry … we will do our best to help you! Before you begin school we will have a freshman orientation. You will have the opportunity to learn your way around the building and get to meet some of your teachers, but you also get to meet fellow freshman. That way, when you show up on your first day of school, you may already recognize a few familiar faces.
For students who are off track by one to two core course failures in the 9th grade, current support resources within school districts are limited. In-school supports, such as teachers and counselors, are spread thin with their current workload and their efforts are typically focused on those students that are failing three or more classes or are experiencing severe behavioral or attendance issues.
Research is clear that ninth grade is a "make or break" year. “More students fail ninth grade than any other grade in high school, and a disproportionate number of students who are held back in ninth grade subsequently drop out” (Herlihy, 2007).
Similarly, Allensworth and Easton found the number of core course failures, like the number of credits earned, to be highly indicative of who will eventually graduate (Consortium on Chicago School Research, June 2005).