An Overview Of Missouri’s Dropout Prevention Efforts And School Completion Initiative MOCASE 2014 Missouri Department of Elementary and Secondary Education September 22-23, 2014 Lessons Learned and Next Steps in School Completion: Recommendations for Creating a Seamless System Within and Between the “Essential Six Elements” of Dropout Prevention and Intervention Sandra Covington Smith, Ph.D. Barb Gilpin

"Essential Six Elements" of Dropout Prevention/Intervention  Increasing school completion rates is possible; however, mastering effective Dropout Prevention/Intervention Strategies and Practices takes time.  Thus, when we address the six essential areas: school climate, attendance, pro-social behavior, and effective discipline, academic competence and success, family/parent engagement, and student engagement, we can increase positive in- school experiences, school completion, and positive post-school outcomes.  Thereby creating a seamless system across all grade levels that will address and ensure students' academic, behavioral, and social/emotional success. Participants will be introduced to the "Essential Six," key examples, lessons learned, and recommendations. Participants will be encouraged to engage in guided discussion and activities.

Taking Action Realize (D/O/P is more than worth the effort) Recover (Who and Why) Re-enter (What and Where) Re-invest (Will you choose long-term or short-term) Re-engage (How? Welcoming supporting environment) Re-connect (They belong? For how long?) Re-support (The whole child!) Reinforce Our Efforts!!

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Theoretical Underpinnings  Team based problem solving research  Quality indicators of effective schools  Research evidence in dropout prevention  Data based decision making  Core principles of “High Schools that Work”  Knowledge to Action Research (Gersten,1998)  Implementation science (Fixen & Blaise, 2005; Joyce & Showers, 2002)

Dropout Prevention Starts Early

In the beginning...

Missouri’s Graduation Matters Initiative  Focus is on increasing graduation rates for ALL students using evidence based practices  Implementation of these strategies will increase both in-school experiences and positive post-school outcomes.

Missouri’s Graduation Matters Initiative, continued  Your school may participate in one of three ways  Tier 1 – Primary available to all schools and includes the dropout webinar series, e-newsletters, list-serves, Community of Practice, and access to print resources and materials

Missouri’s Graduation Matters Initiative, continued  Tier 2 – Targeted  Includes all of Tier-1 activities as well as individual consultations, a review of programs, capacity building forums, dropout prevention trainings and  The ability to present at relevant state and national conferences  These schools have the option to move to Tier-3 the following school year

Missouri’s Graduation Matters Initiative, continued  Tier-3 includes all of Tier-1  Receive assistance with the development of individualized dropout prevention initiatives  Assistance with reviewing and analyzing data relevant to school retention and  The option of becoming a part of a Model Dropout School Cohort

Missouri’s Graduation Matters Initiative, continued  Currently beginning training for Cohort Number IV  For additional information regarding involvement contact your local professional development consultant.

Cohort IV

(d)(1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. Setting the Context

Within Context  The keystone concept of an “individualized education program (IEP)” of special education and related services tailored to one’s unique needs and limitations while bestowing meaningful educational benefit can only survive if such an opportunity proves effective at keeping more youth in school until they graduate (Bakken & Kortering, 2000).

Our Challenge Research Practice Compliance Linking what we know about effective dropout prevention strategies to improve secondary transition programs that lead to improved outcomes.

Interventions Influenced by Educators  Focus on factors linked to dropout Attendance Behavior Academic performance Student engagement Adult/peer interactions Safe school environment Evaluate policies and procedures regarding dropouts  Implementation of evidence-based strategies/interventions  Interventions must be matched to student needs

“The Essential Six”  Promote and facilitate the implementation of evidence- based strategies that:  Promote a positive school climate  Increase school attendance  Increase prosocial behaviors  Increase academic competence & success  Promote increase family engagement  Promote student engagement

Dropout Prevention Starts Early

A Seamless System: Lessons Learned, thus Recommendations Realized 1. Our purpose:  An impetus for change, contextual fit  Buy-in must be vested at the highest level of authority  Be a Part of the Problem and a Part of the Solution  Stay the Course  Consider school completion as the only option  Each and everyday is viewed as a day to save a child

A Seamless System: Lessons Learned, thus Recommendations Realized 2. Our plan:  Think outside the box  Dropout prevention and intervention “keeps you outside the box”  Identify and define your strategy and those who can join you  Conditions and variables of readiness must be considered

A Seamless System: Lessons Learned, thus Recommendations Realized 3. Invite and listen to all:  Create and provide learning opportunities and platforms  Tell and share what you know and “what you don’t”  Adults  Students  Community  Legislature  Organizations

A Seamless System: Lessons Learned, thus Recommendations Realized 4. The process of dropping out affects everyone:  ALL means ALL (Pre-K to 12 approach)  Everyone can benefit  Everyone can cause change  Remember, every step you take and every hurdle you overcome is IMPORTANT; “a small amount of change is better than no change at all”  WE start early; as the process of dropping out begins quite early, students begin to engage before high school; thus, our interventions MUST begin just as early

A Seamless System: Lessons Learned, thus Recommendations Realized 5. Always consider the alternative and even the “alternate”:  Inclusion  Class within a class  Alternative settings  Check in and check out  Student voice  Parent voice  Teacher voice  Key: All Stakeholders Have a Voice, You Must First Listen!

A Seamless System: Lessons Learned, thus Recommendations Realized 6. Prevention and Intervention goes hand in hand:  Leave no stone unturned: assistance and strategies are not always visible  “Seek and We Shall Find”

A Seamless System: Lessons Learned, thus Recommendations Realized 7. Data are our most important tool, in all that we do:  Assess, assess, assess  Monitor and evaluate

A Seamless System: Lessons Learned, thus Recommendations Realized 8. Stay focused on student outcomes, not just student behavior:  Positive in-school experiences increase positive post- school outcomes  Create an opportunity for students to experience success, especially in the essential six areas of evidence-based dropout prevention  Appropriately share outcome data often  Student friendly data  Family friendly data  Community friendly data

A Seamless System: Lessons Learned, thus Recommendations Realized 9. Allow no “problem or issue” to go unsolved, or at least unaddressed:  Create teams within teams  When data-mining and brainstorming, always identify at least three possible solutions to each problem identified  Be certain to appropriately define the problem upon identification

A Seamless System: Lessons Learned, thus Recommendations Realized 10. Realize and always remember: You are the SOLUTION  Advocates  Ambassadors  Buffers  Champions  Interventionists  Mentors  Resident experts  Role models  The Solution “Realizing MO DESE’s message, ‘they are ALL our children’.”