WV GRADUATION 20/20 Debbie Harless and Amber Stohr Office of Special Education Division of Teaching & Learning WV Capacity Building Institute 2019

Housekeeping Overview of Agenda Session evaluations Logistics and locations Professional conduct Be kind, be curious, be courteous Active participation and engagement Computer speakers muted Phones on silent or vibrate Please step out of the room if you must take a call Go over agenda, discussing the reasoning behind the various pieces. Location of snacks, lunch, and bathrooms Schoology reasoning

Participant Objectives Participants will: Understand the key fundamentals of WV GRADUATION 20/20. Identify student/school needs to help decide what strategies and practices will be the best contextual fit rather than to prescribe a specific solution. Discover the importance of all students graduating from high school with a world-class education, who are college- and career-ready. Identify ways to improve the graduation rate annually with an ultimate goal of 90% of all students by the year 2020.

Participant Objectives continued Increase knowledge/use of ZoomWV, ZoomWV-e, Schoology, and the WV Early Warning Information System to assist in data driven decision making. Learn about WVDE and partner programs and resources to assist with implementing WV GRADUATION 20/20. Gain practical experience by completing the Core Data Tool and the School Action Plan.

WV GRADUATION 20/20 Participating Counties Barbour Berkeley Boone Braxton Brooke Cabell Clay Fayette Gilmer Grant Greenbrier Hampshire Hancock Hardy Harrison Jackson Kanawha Lewis Lincoln Logan McDowell Marion Mason Mercer Mineral Mingo Monongalia Monroe Morgan Nicholas Ohio Pendleton Pocahontas Preston Putnam Raleigh Randolph Ritchie Roane Taylor Tucker Tyler Upshur Wayne Webster Wetzel Wirt Wood Wyoming Marshall Cal- houn Dodd- ridge Jeff- erson Pleas- ants Sum- mers Hancock WV GRADUATION 20/20 Participating Counties SY 2019-2020 We started out with a pilot of 5 counties – Mason, Cabell, Wayne, Mingo, and Logan. The success’ and barriers experienced by the Pilot counties drove the changes we made for the implementation of our initiative. We conducted a focus group with the pilot counties. That information along with other lessons learned helped us develop our GRADUATION 20/20 Implementation Manual.

When looking at subgroup graduation rates, there is some variance from year to year. However, in general terms rates have improved for all subgroups except for Low-SES.

While dropout data are not as dramatic as graduation data, the dropout rate has steadily decreased over the last several years. Notably, the dropout rate among students with disabilities dropped to under 1 percent in 2017 school and remained below 1 percent during the 2018 school year.

The Participation Process Schools will complete a memorandum of understanding (MOU), modeled on the WV School Improvement format. Schools commit to following the process and procedures outlined in the WV GRADUATION 20/20 Implementation Manual. Schools will complete the MOU which is signed by the County Superintendent, Point of Contact, Principal and the county Special Education Director. This MOU is the school’s commitment that they will follow the process and the procedures as outlined by the Implementation Manual.

WV GRADUATION 20/20 GOALS Improve student literacy and numeracy achievement. Increase number of students who graduate with a regular diploma. Decrease number of students who drop out. Increase attainment of better postsecondary outcomes.

Implementation Framework Emphasize data driven decision making. Implement research-based practices from National Dropout Prevention Center (NDPC) and the Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center (e.g., Dropout Prevention Intervention Framework, Transition, Check and Connect, PBIS, Mentoring). Provide training, coaching, and resources to participating schools. Analyze school data (attendance, graduation, dropout, course completion, discipline, etc.).

Implementation Framework (continued) Identify target areas for intervention (school climate, attendance and truancy, behavior, academic content and instruction, family engagement, and student engagement, etc.). Develop, implement, monitor, and evaluate School Action Plans. Monitor and support at-risk students. 107 Participating schools 66 High Schools, 32 Middle Schools, 7 Elementary Schools in 37 counties (including 1 alternative high school and 1 alternative middle school).

Point of Contact Checklist (if applicable)  Page 10 in Implementation Manual

Point of Contact Reporting Log This is a screenshot of what the Point of Contact will be submitting to me each month. The Point of Contact is to meet with the school teams at least once per month. This is to touch base and keep the school teams on track with their plan. We are giving each POC a customized log containing this table for each of their schools and tabs for each month of the year.

School Leadership Team Members School Team provides the leadership within the school for completing the project activities. Suggested participants on the School Leadership Team: Administrator Point of Contact Team Leader-School based person who attends all required meetings and trainings Graduation Coach (if available) Special Educator Counselor, psychologist, social worker County level Special Education staff (Special Ed. Director, coordinator, etc.) Others as appropriate Implementation Manual pages

School Leadership Team Members (cont.) School Leadership Team requirements: Utilize opportunities for professional learning Monthly meetings to complete team activities Follow-up opportunities and implementation meetings Utilize school-wide data to identify and implement dropout prevention and transition strategies Dedicated time for School Leadership Team Leader to convene meetings and complete project-related activities

School Leadership Team Contact List Establish an effective School Leadership Team. Suggested Team Members: Administrator, Point of Contact, Special Educator, General Educator, Counselor, Psychologist, Social Worker

School Leadership Team Leader Checklist

Reflection Rubric

Review of Needed Documents

Schoology Enrollment & Information

Sign Up for Schoology Be sure to use an email that you check regularly Go to http://www.schoology.com/ Create an account Select that you are registering as a teacher

Schoology Enrollment Select Course at the Top of the Page Go to My Courses on the Right-Hand Side of the Page Select Join a Course on the Right-Hand Side of the Page Enter the course code: HN6R-RVPC-WG7ZD

Schoology Course Homepage Top of Page – Select Courses and then Grad 2020 This will bring up the Grad 2020 Schoology Homepage From there you can: Submit your MOU, Monthly Logs, Action Plans, Core Data Tool Submit Questions (Be mindful that all the course participants can see these) View many useful resources

Other Useful Resources Left hand side of the homepage From here you can: View any updates for the course View your gradebook to see what you have and have not submitted Right hand side of the homepage See all upcoming assignment submission that are due

Submitting an Assignment Open the corresponding folder From there you will: Select the template and download it to your computer Complete the form and ensure it is ready to be submitted for grading Select the Assignment submission link you are planning to upload into Upload/Attach the assignment to the link Select “Submit Assignment”

ZoomWV, ZoomWV-e, and WV Early Warning Information System Brian Withrow and Susan Young Office of Data Analysis and Research Division of Support & Accountability WV Capacity Building Institute 2019

Focus Groups 30 volunteers who have been part of WV GRADUATION 20/20 for at least one year Structured Conversation 4:00-4:30 Share your point of view on WV GRADUATION 20/20 Sign-up as you go to lunch

Will dig data for bananas Digging into the Data Work with your county and/or school colleagues to complete the Core Data Tool and School Action Plan Will dig data for bananas

Core Data Tool Reliable data collection and analysis is necessary in order to identify students at risk of dropping out of school, the major risk factors associated with this process, the most appropriate interventions and programs needed for improvement. Early identification and intervention is critical to meet the specific needs of the school and students.

Debbie Harless dlharless@k12.wv.us Amber Stohr astohr@k12.wv.us