??? The Million Dollar Question ??? New Hampshire Dropout Prevention Summit Concord, New Hampshire April 10, 2009 IES Practice Guide: Dropout Prevention Dr. Jay Smink Executive Director National Dropout Prevention Center/Network Clemson University

??? The Million Dollar Question ??? New Hampshire Dropout Prevention Summit AGENDA IES Practice Guide Risk Factors for Dropping Out Relationship to New Hampshire’s Guiding Principles Develop Plan(s) Using Student Data 15 Effective Strategies

PURPOSE OF THE PRACTICE GUIDE Provide evidence-based recommendations to: Promote student engagement Prevent dropouts Provide “multiple pathways” to careers and higher education

LIMITS OF THE PRACTICE GUIDE No early interventions—preschool or elementary grades No recovery programs—GED-related No “branded” interventions No community-based interventions Limited research on programs that focus on dropouts

FOCUS OF THE PRACTICE GUIDE Offer school-based practices to address student academic, behavioral, and personal needs Recognize that program interventions have multiple components

INTENT OF THE PRACTICE GUIDE Provide general guidance and ideas for school leaders Utilize research-based information available Use intervention programs for illustrations not endorsements Use expertise of panel and other related research

FORMAT FOR RECOMMENDATIONS Recommendation—Statement Level of evidence Supportive information Implementation suggestions Potential roadblocks Suggestions to counter barriers

IES LEVELS OF EVIDENCE FOR RECOMMENDATIONS Strong Internal validity—support causal conclusions of treatments and outcomes External validity—support generalized results in similar settings Randomized controlled trials or quasi-experimental Moderate Internal validity (High) External validity (Moderate) Experiments or quasi-experiments Low Based on expert opinion Strong findings in related areas

WWC-RATED INTERVENTIONS SHOWING POSITIVE OR POTENTIALLY POSITIVE EFFECTS Achievement for Latinos with Academic Success (ALAS) Career Academies Check and Connect High School Redirection Talent Development Talent Search Twelve Together

??? The Million Dollar Question ??? GLOBAL PERSPECTIVE OF RECOMMENDATIONS Districtwide InterventionsTargeted InterventionsSchoolwide Interventions Student, grade-level, school and district analyses Staff actions for student improvementBroad-based actions to improve school environment, instruction, and career information 1.Analyze student data2.Assign adult advocates 3.Provide academic support 4.Improve behaviors, social skills, and relationships 5.Personalize the learning environment 6.Provide rigorous and relevant instruction with multiple pathways to graduation and beyond

??? The Million Dollar Question ??? IES RECOMMENDATIONS Recommendation 1. Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out Recommendation 2. Assign adult advocates to students at risk of dropping out Recommendation 3. Provide academic support and enrichment to improve academic performance Recommendation 4. Implement programs to improve students’ classroom behavior and social skills Recommendation 5. Personalize the learning environment and instructional process Recommendation 6. Provide rigorous and relevant instruction to better engage students in learning and provide the skills needed to graduate and to serve them after they leave school

Individual FactorsElementaryMiddleHigh Has a learning disability or emotional disturbance ✔✔ High number of work hours ✔✔ ✔  Parenthood ✔ ✔  High-risk peer group ✔ ✔  ✔ High-risk social behavior ✔  ✔ Highly socially active outside of school ✔ Low achievement ✔  Retention/overage for grade ✔  ✔✔ Poor attendance ✔  Low educational expectations ✔  ✔ ✔  Lack of effort ✔✔ Low commitment to school ✔✔  No extracurricular participation ✔✔  Misbehavior ✔✔✔  Early aggression ✔✔ RISK FACTORS BY SCHOOL LEVELS

Family FactorsElementaryMiddleHigh Low socioeconomic status ✔  High family mobility ✔  Low education level of parents ✔✔✔ ✔  Large number of siblings ✔✔ Not living with both natural parents ✔✔✔  Family disruption ✔ Low educational expectations ✔  Sibling(s) has dropped out ✔✔ Low contact with school ✔ ✔  Lack of conversations about school ✔  ✔ Key: ✔ One (1) research study ✔  Two (2) or more research studies RISK FACTORS BY SCHOOL LEVELS

CHECK SHEET for RECOMMENDATIONS Recommendation 1. Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out PresenceLevel of SuccessRestudy ChecklistYesNoVGGAPYesNo?  Use longitudinal, student-level data to get an accurate read of graduation and dropout rates.  Use data to identify incoming students with histories of academic problems, truancy, behavioral problems, and retentions.  Monitor the academic and social performance of all students continually.  Review student-level data to identify students at risk of dropping out before key academic transitions.  Monitor students’ sense of engagement and belonging in school.  Collect and document accurate information on student withdrawals. Comments: Legend: VG=Very Good, G=Good, A=Average, P=Poor

CHECK SHEET for RECOMMENDATIONS Legend: VG=Very Good, G=Good, A=Average, P=Poor Recommendation 2. Assign adult advocates to students at risk of dropping outPresenceLevel of SuccessRestudy ChecklistYesNoVGGAPYesNo?  Choose adults who are committed to investing in the student’s personal and academic success, keep caseloads low, and purposefully match students with adult advocates.  Establish a regular time in the school day or week for students to meet with the adult.  Communicate with adult advocates about the various obstacles students may encounter—and provide adult advocates with guidance and training about how to work with students, parents, or school staff to address the problems. Comments: Recommendation 3. Provide academic support and enrichment to improve academic performance PresenceLevel of SuccessRestudy ChecklistYesNoVGGAPYesNo?  Provide individual or small group support in test-taking skills, study skills, or targeted subject areas such as reading, writing, or math.  Provide extra study time and opportunities for credit recovery and accumulation through after school, Saturday school, or summer enrichment programs. Comments:

CHECK SHEET for RECOMMENDATIONS Legend: VG=Very Good, G=Good, A=Average, P=Poor Recommendation 4. Implement programs to improve students’ classroom behavior and social skills PresenceLevel of SuccessRestudy ChecklistYesNoVGGAPYesNo?  Use adult advocates or other engaged adults to help students establish attainable academic and behavioral goals with specific benchmarks.  Recognize student accomplishments.  Teach strategies to strengthen problem-solving and decision-making skills.  Establish partnerships with community-based program providers and other agencies such as social services, welfare, mental health, and law enforcement. Comments: Recommendation 5. Personalize the learning environment and instructional process PresenceLevel of SuccessRestudy ChecklistYesNoVGGAPYesNo?  Establish small learning communities.  Establish team teaching.  Create smaller classes.  Create extended time in classroom through changes to the school schedule.  Encourage student participation in extracurricular activities. Comments:

CHECK SHEET for RECOMMENDATIONS Legend: VG=Very Good, G=Good, A=Average, P=Poor Recommendation 6. Provide rigorous and relevant instruction to better engage students in learning and provide the skills needed to graduate and to serve them after they leave school PresenceLevel of SuccessRestudy ChecklistYesNoVGGAPYesNo?  Provide teachers with ongoing ways to expand their knowledge and improve their skills.  Integrate academic content with career and skill-based themes through career academies or multiple pathways models.  Host career days and offer opportunities for work-related experiences and visits to postsecondary campuses.  Provide students with extra assistance and information about the demands of college.  Partner with local businesses to provide opportunities for work- related experience such as internships, simulated job interviews, or long-term employment. Comments:

??? The Million Dollar Question ??? DEVELOP A TARGETED INTERVENTION PLAN Identify students at risk of dropout by examining risk and protective indicators Determine the specific needs of the student/cohort Determine the level of need Recommend the most effective interventions Focus of Identification Specific Need Levels of Need Intervention Strategies Individual Students Academic (math) Medium Individual Growth Plan Academic Restructuring Peer Monitoring Support Student Clusters English Language High Tutors After-school Programs Utilization of Data for Identification, Selection, and Implementation of Intervention Strategies

??? The Million Dollar Question ??? DEVELOP A SCHOOLWIDE INTERVENTION PLAN Implement risk assessment framework to examine risk and protective factors to determine the most effective intervention plan(s). Focus of Identification Specific NeedLevels of Need Intervention Strategies Grade Level9th Grade Reading Transition High Freshman Academies Peer Mentors School LevelDisciplineLowConflict Resolution District PatternsSuspensions Retentions Medium High Behavior Mod. Reinforcement Review Policies District & Community Truancy Gangs Drug Abuse High Family Court, Olweus Gang Intervention Classroom Multidimensional Family Therapy Utilization of Data for Identification, Selection, and Implementation of Intervention Strategies

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IES GUIDING PRINCIPLES New Hampshire’s Vision for Redesign DistrictwideTargetedSchoolwide Guiding Principles Data Analysis Adult Advocate Academic Support Classroom Behavior and Social Skills Personalized Learning Environment Help Students Discover Purpose Personalization and Relationships Individualized Teaching Individualized Learning Personalized Relationships Comments: Rigor and High Standards High Standards for All Students Rigorous Standards Curriculum Framework Comments:

Basic Core Strategies Instructional Practices Early Interventions School-Community Collaboration Systemic Renewal School- Community Collaboration Early Interventions Instructional Practices Basic Core Strategies DROPOUT PREVENTION: EVERYONE’S PROBLEM

15 EFFECTIVE STRATEGIES School and Community Perspective Early Interventions Basic Core Strategies Making the Most of Instruction FOCUS AREAS

??? The Million Dollar Question ??? CONTACT INFORMATION Dr. Jay Smink Executive Director National Dropout Prevention Center/Network Clemson University 209 Martin Street Clemson, SC Phone: Fax: