11 A Systematic Framework for Dropout Prevention and the Tools to Make it Happen Building the Future Capacity Building Institute May 12-14, 2009 Tom Barkley, MD Department of Education Loujeania W. Bost, NDPC-SD

Engaging State Education Agencies –Creating the right conditions Vested priority to increase graduation and decrease dropout for ALL Youth Increase Capacity to Implement Effective Practices Facilitate Implementation of Effective Practices Data-Based Decision Making Professional Development and training Accountability Policy Analysis and Change Funding and Interagency Support

Align State Structures Early exposure to post-secondary credits Provide mini grants and support for model/exemplary programs that can be replicated and sustained Enhance collaboration across service agencies Improve measurement systems Ensure federal and state regulations are met

Engaging Local Agencies Developing and maintaining an efficient infrastructure for collecting and utilizing data to identify strengths, needs and priorities; Providing a relevant and rigorous curriculum that is aligned with state and national standards that challenges students and actively engages them in learning; Maintaining a safe and orderly school climate where students feel welcome and supported;

Engaging Local Agencies Establishing opportunities for sustained parental involvement Establishing mechanisms for ongoing professional development. Establishing community partnerships that support students and schools during non-school hours

Engaging Local Agencies Establishing routine, year-round monitoring of attendance (at school and work), suspensions, and academic credits Review and alter marginal policies that are counterproductive to school completion Promote greater inter/intra agency collaboration

Engaging Local Agencies Support and enrichment to improve academic performanceSupport and enrichment to improve academic performance Improve students’ classroom behavior and social skills.Improve students’ classroom behavior and social skills. Multiple pathway strategies for community and work-based learning Provide learning scaffolds that are comparable to expectations

8 Adopt and Support the Implementation of Evidence-based Practices Focus on Interventions That Work! Interventions that are strength based and involve a variety of contexts Strategies focused on engagement Interventions that occur over time Interventions that involves a family or parent component

ALIGNING STATE STRUCTURE Provide discretionary grants, technical assistance, and support for model/exemplary programs that can be replicated and sustained.  Enhance collaboration with partner public agencies  Ensure federal and state regulations are met

LOCAL SCHOOL SYSTEM PRACTICES  Maintains an efficient infrastructure for collecting and utilizing data to identify strengths, needs, and priorities.  Maintains mechanisms for ongoing professional development.  Promotes greater interagency collaboration.  Reviews and alters marginal policies that are counterproductive to school completion.

LOCAL SCHOOL COMMITMENT 1.Establish opportunities for ongoing professional development. 2.Establish opportunities for sustained parental involvement. 3.Establish community partnerships that support students and schools during non school hours. 4.Maintain a safe and orderly school climate where students feel welcome and supported. 5.Establish routine, year-round monitoring and sharing of attendance, suspensions, and academic credit data.

NDPC-SD, Maryland State Department of Education, and Cecil County Public Schools collaboration results in a significant reduction in the dropout rate at local high schools NDPC-SD + SEA + LSS = Progress

13 Why Data-Based Decision Making? Helps us authenticate and validate our story See trends or patterns to identify causes and to focus TA efforts Target school and student risk factors Monitor progress and evaluate efforts Strengthens accountability “Without data it’s just another opinion”

NDPC-SD Dropout Prevention Intervention Framework (DPIF) NDPC-SD Dropout Prevention Intervention Framework (DPIF)  Knowledge transfer and utilization of dropout- prevention research  Proven practices that work  Policies and procedures that support school completion  Implementation of evidence-based practices within a contextual fit.

NPCD-SD’s framework provides a structured process by which SEA or LEA teams can gain sufficient knowledge to develop, sustain and expand efforts in data analysis to: (1) Identify risk and protective factors (2) Identify priority areas for intervention (3) Identify and select evidence-based practices to address needs (4) Develop and implement effective programs in dropout prevention

Dropout Prevention/ Intervention Framework 16

What are the critical gaps to address? What EBPs best address the need? What is my plan of action? Who drops out and Why? What is working? What do I need to change? Did I reach my target? Implement and Evaluate Data Analysis Prioritize Needs Select Matching Interventions and Develop Action Plan Dropout Prevention Framework 17

18 Assessing the Root Cause Making Data Driven Decisions 18

Phase 1: Analyze Data  District and school demographics  Student performance (graduation, dropout, course completion, AYP)  District/school infrastructure  Assessment, curriculum, and instructional systems  Current initiatives and partnerships  Professional development  Parent/family engagement 19

Look for signs in the data available to you! 20

21 Guiding Questions to Promote Regular School Attendance How much do we know about the whole picture of attendance in our school? –What data do we have and use? –What data do we need? –What electronic reports do we have/use? –How do students contribute to our knowledge about attendance? How regularly is whole school data analyzed? –Once a year –Each semester –Each marking period –Monthly –Weekly –Daily

22 Guiding Questions to Promote Regular School Attendance What are the attendance trends and specific attendance issues for our school? –What is the attendance rate for each grade? (absence of >10 to 18% of the instructional time indicates a serious risk of dropping out) –Has the rate changed over time? –How are individual students identified? How many are of concern? –At what stage is a students absence considered a concern (set # of days, unexcused days, skipping, tardiness)? –What protective factors can we consider for these students? –Does the district or school have targets for attendance rates?

23 Guiding Questions to Promote Regular School Attendance Is there a consistent understanding and use of absence codes in our school? How well do existing procedures work? Consider the following: –How are absences followed up? –What is currently done about late comers? –How is per period attendance recorded/ reported? –Is there consistent follow up by teachers? –How are parents communicated with about attendance

24 Guiding Questions to Promote Regular School Attendance How do we follow up on poor attendance with students/, their parents? –Discuss reasons, contact families, make agency referrals, interagency involvement (e.g., wraparound, RSA) –Use case management, monitors, adult mentors, –Establish contracts How do we document interventions for individuals, schools, groups of students? –Pen and paper, electronically, checklists, external monitors

25 Guiding Questions to Promote Academic Achievement What are the course-completion rates for core classes? Do there appear to be “problem” classes? Are Sp Ed students completing academic courses at comparable rates to their non-disabled peers? What % of seniors didn’t earn enough credits to graduate last year? Are students able to take courses when they need them? Are credit requirements preventing many students from graduating in 4 years? 25

Guiding Questions to Promote Prosocial Behavior Does your school have behavior supports in place? Does every E/BD student in your school have a behavior support plan? Are behavior support plans based on a functional behavior assessment (FBA)? Who conducts the FBAs? 26

Guiding Questions to Promote Prosocial Behavior What percentage of students received in-school suspensions? What percentage of students received out-of-school suspensions? What percentage of students were expelled? How many office referrals were there? Are the data consistent between all students and students with disabilities? 27

Phase 2: Identify Target Areas for Intervention  Academic content and instruction (reading, math, science, writing)  Behavior (classroom management, behavior support)  Attendance and truancy prevention  School climate  Self management (self determination, problem solving)  Mentoring (employment, service learning)  Family engagement 28

Phase 3: Develop Improvement Plan  Select evidence-based practices (e.g., Check & Connect, Positive Behavior Support, Cognitive Behavior Interventions, Content Enhancements)  Determine level of intensity (Universal, Selected, Targeted)  Contextualize to setting  Establish timelines  Train relevant staff members 29

InterventionsInterventions  Focus on factors linked to dropout  Influenced by educators  Attendance  Behavior  Academic performance  Student engagement  Adult/peer interactions  Safe school environment  Evaluate policies and procedures regarding dropouts  Implementation of evidence-based strategies/interventions 30

Phase 4: Implement, Monitor, and Evaluate  Conduct baseline measures  Implement strategies: on-site coaching, consultation & feedback, progress monitoring, fidelity checks  Measure results  Evaluate outcomes  Celebrate success!  Disseminate 31

Dropout Prevention/ Intervention Framework 32

Dropout Prevention At North East High School Action Plan

PUSH PULL Retention ( High School and Lower Grades) Inclusion Practices Low Reading/Math skills in 9 th grade Lack of student attachment/lack of buy- in to school, Alienation Poor transition practices Disengagement (Suspensions, Absences) Failing Grades Standard of 26 credits for graduation Completion from GED programs Friends and family dropping out Pregnancy Poor family support Incarceration Poor attendance Family Illness (marriage, employment, child care) Drug/Alcohol problem

Influencing Alterable Variables Alterable variables can be transformed in to targeted goals that will inform selected strategies or interventions that affect student outcomes. Influencing Alterable Variables Alterable variables can be transformed in to targeted goals that will inform selected strategies or interventions that affect student outcomes. Influencing Alterable Variables Alterable variables can be transformed in to targeted goals that will inform selected strategies or interventions that affect student outcomes. Cause and Risk Factors Variable Goal Strategy Desired outcome/ Protective Factor  Inclusion teacher pulled from class too often  Increase time spent with standards by inclusion teacher  Schedule more carefully around teacher’s planning  Decrease loss of special education teacher in the classroom  Too many inclusion students outside of co-lab classes  Meeting accommodations of students  Schedule students into co-lab classes  Higher success for students  Regular and Special Education teachers should have common planning periods and should be with each other all day.  Effectively implementing accommodations  Scheduling  Higher success rate and consistency  Attendance  Increase student attendance  Attendance on line like GO per period  Rewards  Local businesses not support kids during school hours  Students got to school on time  Students stay in school all day  Higher passing rate  Higher student success Variable Goal Strategy Desired outcome/ Protective Factor  Students are so far behind in school that they can’t meet the academic requirements for a diploma and dropout  Help student make academic grains and graduate high school  Develop a bridges program middle and high school, identifying students who are 2 or more years behind grade level.  Offer appropriate assistance to students identified in the Bridge program  Smaller classes  Create a revisit period to re-teach skills  Change the 4f yr. rule for changing a student from diploma to certificate  Offer diploma not geared toward college.  Create a tech program not so difficult to be eligible for Alterable variables can be transformed in to targeted goals that will inform selected strategies or interventions that affect student outcomes (Covington – Smith, 2007) Variable Goal Strategy Desired outcome  Inclusion teacher pulled from class too often  Increase time spent with standards by inclusion teacher  Schedule more carefully around teacher’s planning  Decrease loss of special education teacher in the classroom  Too many inclusion students outside of co-lab classes  Meeting accommodations of students  Schedule students into co-lab classes  Higher success for students  Regular and Special Education teachers should have common planning periods.  Effectively implementing accommodations  Scheduling  Higher success rate and consistency  Attendance – excessive absences and truancy  Increase student attendance  Attendance on line like GO per period  Rewards  Local businesses not support kids during school hours  Students get to school on time  Students stay in school all day  Higher passing rate  Higher student success Influencing Alterable Variables

Strategic Planning (Goals & Measures) Bring dropout rate to within state limits by 2010 Establish standards Implement school-wide intervention programs Implement after-school programs Implement transition programs Connect-ed communication Reduce tardiness to school/class Implement case manager program Improve aesthetics/climate Implement mentorship program Leadership Administrative Team, Instructional Cabinet, Guidance, PPW, Special Education BC, Behavioral Specialist, Teachers, and School Improvement Team Student, Stakeholder & Market Focus At risk students Parents,Teachers Community members Businesses (BPAC), Administrators Guidance Counselors Special Education Students Case managers Performance Results Strategic Results Short term effectiveness measures Dropout Rates Graduation Rates Increased 9 th grade passing rate, Reduction in tardiness to school/class Operational/Process Results Still to be determined after implementation of our Action Plan Teen Talk has been successful with 35 students this year. Teen pregnancy after- school has 7 students. Human Resource – Faculty & Staff Focus Dropout Prevention Team Administrators Counselors Behavioral Specialists Special Education Building Coordinator PPW Teachers Case Managers Process Management Professional Development Data Collection Investigate funding sources Develop strategies for implementation Utilize staff members expertise Monitor Academic progress Measurement, Analysis, and Knowledge Management Dropout Rate, Graduation Rate, Attendance Discipline referrals and suspension data Set up intervention tools NEHS Dropout Prevention Action Plan

North East High School GOAL: To improve our graduation rates, lower our dropout rates and prepare our graduates for successful entry into higher education and/or the workforce. Performance Indicator: We will increase our graduation rate by 3% in each of the next three years to meet the graduation standard. Improvement Strategy: We will reduce our dropout rate in North East High School, thereby increasing our graduation rate.

Action Plan North East High School To provide additional support for special education students participating in inclusive classes To have better communication with parents concerning students 38

Action Plan North East High School Implement evidence based strategies to increase student attendance rates Create a positive school atmosphere Decrease out of school suspensions Survey dropouts to inform improvement strategies 39

NEHS Dropout Prevention Interventions 1.Intervention Room 2.After-School Planning 3.Positive Referrals/Incentives 4.Teen Talk (HMI grant) 5.Attendance Breakfast 6.Unit Organizer (grant) 7.L to J (Lee Jenkins training) 8.Peer Tutor (HSA grant)

NEHS Dropout Prevention Interventions 9.Displaying of Student work/ Show cases 10.Student of the Month 11.Staff Breakfast 12.Building Aesthetics 13.Data 14.Communication 15.Exit Conferences

Northeast High School Outcome Data 42

Northeast High School Outcome Data 43

44 Contact Information: Clemson University NDPC-SD 209 Martin Street Clemson, SC Contact Information: Sandra Covington Smith, PhD Project Coordinator, Technical Assistance and Training Clemson University NDPC-SD 209 Martin Street Clemson, SC Contact Information: Clemson University NDPC-SD 209 Martin Street Clemson, SC Contact Information: Sandra Covington Smith, PhD Project Coordinator, Technical Assistance and Training Clemson University NDPC-SD 209 Martin Street Clemson, SC