Connections College and Career Readiness Dropout Prevention March 2011

Overview of the day Introductions Overview of Connections Best Practices Working Groups Exiting Pathways Working Groups Recap and questions

Connections: Overview One year process Overage students  Students 15 years of age and 2 or more years behind Targeted instruction and accelerated remediation Currently enrolled Options students

Connections High School Diploma: Core or Career (ASAP) State Approved Skills Certificate (SASC) Industry Based Certificate (IBC) General Educational Development (GED) The Process

Connections: Components Classified as an Eighth Grader 8 th grade LEAP test (or, if eligible, LAA 2) Location: District Decision Orientation Required Meeting  Parent  Student  School Officials Process Requirements Overview Connections Committee Parents Student Designated School Officials:  Lead Teacher  JAG Specialist  Counselor  Mentor  Special Education Teacher TABE Testing Certified TABE Administrator Locator Test Pre/Post according to guidelines

Connections: Components Mentorships 1:5 preferred; no more than 1:15 40 minutes of contact per week Counselor, Lead Teacher, JAG Specialists or adult from the school who is capable of assisting participants in study skills, self esteem, workplace competencies, etc. Carnegie Units Suggested list of classes to obtain Carnegie Units First time eighth graders Second time eighth graders Regular Monitoring of Progress (academic and behavioral) Weekly monitoring by mentor Academic and behavioral goals tracked 4 times a year Response To Intervention (RTI) PBiS (or some other behavior reward system) Effective Teachers Certified English Language Arts Certified Math Career and Technical Education (CTE) Special Education

Connections: Components Career Readiness Journey to Careers JAG Work Skills Training Job Placement Opportunities Soft Skills WorkKeys or Career Ready 101 Documentation Connections Profile : Living Document that provides a cumulative record of participation throughout the Connections Process and exiting pathways Student Intake/Exit Form Demographics Disabilities/Accommodations Assessments Goals & Actions (academic, behavioral, and postsecondary) Completion Dates Barriers/Follow-up Connections Survey Mentor/Student Meeting Log Parent Meeting Log Waiver Forms Assurances Individual Prescription for Instruction (IPI) Intense and Targeted Remediation Reading and Math Interventions: District Decision Progress Monitoring Individual Prescription for Instruction (IPI)

Best Practices: Sabine Parish School System

Customized Employment

Which Students would NOT go to Connections?

Not for Connections: Students on track for graduation Students who have passed 8 th grade LEAP or LAA 2 Students who are the correct age for grade level Students who are in LAA 1

Will need Customized Employment A process for students who have significant barriers to employment, which will provide alternatives to traditional, competitive jobs. This approach to employment matches an employer’s needs with the student’s interests and personal preferences. Training on this process has started.

Connections: Groups 1 & 2 Staffing, Students, Meetings & Monitoring Who will: serve as district lead? teach in the Connections year? serve as mentors? make up the committee? help select students? assess students? update and house the student profile? How will: LEA conduct parent meetings? LEA mentor meetings be scheduled? academic progress be monitored? behavioral progress be monitored?

Connections: Groups 3 & 4 Academics/College and Career Readiness What will LEA have in place for targeted and intense remediation in ELA and MATH? What types of career readiness courses will be taught? What types of partnerships are available for promoting college and career readiness?

Exiting Pathways

GED Pathway “Not” Adult Education  Students do not drop out of high school Curriculum  GED test preparation  Work/Soft skills IBC in conjunction with GED

GED Pathway: Sample Schedule Individualized GED Preparation: (According to IPI) Instruction to include: individualized /whole and small group/ peer tutoring/ computer assisted. Individualized GED Preparation: (According to IPI) Instruction to include: individualized /whole and small group/ peer tutoring/ computer assisted Work Skills Training: JAG/IBC Courses/Work-based Learning/Dual Enrollment Soft Skills Training: JAG/Mentoring

Exiting Pathways: Groups 1 & 2 Staffing, Students, Meetings & Monitoring Explain the process of guiding students to an appropriate exiting pathway. Who will teach in the exiting pathways? Think about how you will implement the following in the exiting pathways: Mentor Meetings Academic and Behavioral Progress Monitoring Student Profile Updates

Exiting Pathways: Groups 3 & 4 Academics/College and Career Readiness How will LEA assist overage students in graduating sooner? Think about what LEA has in place for the following: Dual enrollment Credit recovery Distance learning IBCs

Recap and Questions

Contact Information: Adrienne Fontenot, Ed.D