Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers DRAFT by GARCIA Project 10

NDPC-SD: National Dropout Prevention Center for Students with Disabilities Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers (Smith, 2008) This information is copyright free. Readers are encouraged to copy and share it, but please credit NDPC-SD

Introduction Students with disabilities are one of the most vulnerable populations for school dropout and are twice as likely to drop out as compared to their nondisabled peers.

Introduction, cont. Dropping out is a process of disengagement that begins early, sometimes as early as elementary school.

Introduction, cont. Students disengage due to negative interactions with adults; academic classes perceived as irrelevant; and a lack of satisfaction during their high school years.

Introduction, cont. Risk factors that are influenced by teachers: – academic performance, – peer and adult interactions, – attendance, and – behavior.

Introduction, concl. Teachers' roles in dropout prevention are critical. Teachers have the opportunity to intervene naturally and frequently within their classrooms each day.

In this training, teachers will learn strategies to maximize student engagement in three systems: 1.Environmental, including adult interactions and peer relationships; 2.Instructional, including both curriculum and instruction; and 3.Behavioral, including expectations and rules.

1. Environmental Systems Environmental systems consist of the physical setting, schedules and routines, and interactions and relationships. it is imperative that students feel comfortable and supported while at school.

1. Environmental Systems, cont. a)Create a personalized and orderly learning environment. b)Build rapport with students.

1. Environmental Systems, concl. c) Assist students with relationship building.

2. Instructional Systems Instructional systems consist of student assessment, curriculum, and instruction. Before students with disabilities physically leave school, most have "academically disengaged" and are simply attending classes.

2. Instructional Systems, cont. a)Assess a student's skills and knowledge in advance. b)Identify the student's goals and your goals for that student—set high expectations and provide support.

2. Instructional Systems, cont. c) Make content meaningful and functional. d) Maximize time on academic tasks and minimize time on non- instructional activities.

2. Instructional Systems, concl. e) "Emphasize the big picture."

3. Behavioral Systems Behavioral systems consist of: – expectations and rules; reward systems, discipline, and effective consequences; and a behavior curriculum and social skills instruction. Problem behaviors are key risk factors for dropout!

3. Behavioral Systems, cont. a)Teach, model, practice, and reinforce/acknowledge classroom rules. b)Teach social skills as a proactive approach.

3. Behavioral Systems, cont. Steps in teaching social skills: (1) teaching, (2) modeling, (3) practicing, and (4) performance feedback

3. Behavioral Systems, concl. c) Provide multiple opportunities for practice and feedback.

In closing … Effective strategies implemented across environmental, instructional, and behavioral systems help ameliorate classroom effects faced by students who are at risk of dropping out.

Project 10 Contact Information Project 10: Transition Education Network, University of South Florida St. Petersburg 140 7th Avenue South, SVB 108 St. Petersburg, FL

Region 1: Northwest FL Lori A. Garcia Office/Cell: (850) ellow.php

Region 2: Northeast FL Patrick Mulvihill Telephone: (386) Cell: (352) Fax: (386)

Region 3: East Central FL Heather Mack Telephone: (321)

Region 4: West Central FL Federico Valadez Telephone: (727)

Region 5: South FL Lisa Friedman-Chavez Telephone: (305)

Principal Investigator/ Project Director Jordan T. Knab, Ed.S. University of South Florida St. Pete 140 Seventh Avenue South, SVB 108 St. Petersburg, FL Telephone: (727) Fax: (727)