National Dropout Prevention Center/Network1 EEDA Research-Based Strategies/Programs for Helping Students Graduate Presented by Dr. Sam Drew, Associate Director National Dropout Prevention Center/Network Clemson University At the National Tech Prep Network Annual Conference November 2, 2006 Dallas, Texas

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3 “When the only tool you own is a hammer, every problem begins to look like a nail.” Stephen Wright

National Dropout Prevention Center/Network4 Overview I. Overview of EEDA ( ) II. Career Clusters III. Dropout Components I. Plan for R-B Programs

National Dropout Prevention Center/Network5 The South Carolina Education and Economic Development Act Key Points of H3155

National Dropout Prevention Center/Network6 Vision  Curriculum that is challenging, relevant and motivates students to become lifelong learners  High standards for all students  Courses that prepare all for postsecondary education at some level and preparation for satisfying professions

National Dropout Prevention Center/Network7 Key Provisions of the Act

National Dropout Prevention Center/Network8 Section A standards-based curriculum is to be developed that is organized around the career cluster system -Career awareness activities are to be provided in the elementary grades, career exploration in the middle grades, and career guidance in high school.

National Dropout Prevention Center/Network9 Section During the school year, the SDE’s guidance and counseling model must provide standards and strategies for school districts to use and follow in developing and implementing a comprehensive guidance and counseling program in their districts.

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National Dropout Prevention Center/Network11 Section Before July 1, 2006, the State Department of Education shall develop models and prototypes for individual graduation plans and curriculum frameworks to include but not be limited to the 16 nationally-recognized career clusters The SDE is to include in the state models and prototypes the flexibility for a student to develop an IGP utilizing courses offered within the clusters at the school of attendance.

National Dropout Prevention Center/Network12 Career Clusters  A grouping of occupations related to an industry or profession  Basic building blocks for construction of curriculum

National Dropout Prevention Center/Network13 Majors (academic focus areas)  At least 4 required units of study  Common academic core in every cluster  Electives would be different

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National Dropout Prevention Center/Network15 Section Phase in of Requirements  Before July 1, 2007, school districts shall organize high school curricula around a minimum of three clusters of study and cluster majors and provide access to SCOIS or another SDE approved occupational information system.

National Dropout Prevention Center/Network16 Section  During the schools year, the SDE shall begin implementing a career development plan for educational professionals in career guidance that provides awareness, training, release time, and preparatory instruction.  This must include certified school guidance counselors effectively involving parents or guardians in the guidance and IGP development process.

National Dropout Prevention Center/Network17 Section During the school year, the department’s school guidance and counseling program model along with career awareness and exploration activities must be integrated into the curricula for students in the first through fifth grades.

National Dropout Prevention Center/Network18 Section Beginning with the school year, counseling and career awareness programs on clusters of study must be provided to students in the sixth, seventh, and eighth grades and they must receive career int er es t inventories and information to assist them in the career- decision making process. Before the end of the second semester of the eighth grade, eighth grade students in consultation with parents/guardians shall select a preferred cluster of study and develop an IGP.

National Dropout Prevention Center/Network19 Section By the school year, middle and by , high schools shall provide students with the services of a certified Career Development Facilitator working under the supervision of a certified guidance counselor. By the school year, middle and high schools are to have a student : guidance personnel ratio of 300:1. Guidance personnel include certified guidance counselors and career specialists.

National Dropout Prevention Center/Network20 Section Specifies that by the school year, each high school shall implement the High Schools That Work organizational model or have obtained approval from the SDE for another cluster or organizational model.

National Dropout Prevention Center/Network21 Section Details the Individual Graduation Plan with seven requirements that include… -experience-based, career-oriented learning experiences; -flexibility for allowing change in course of study, but sufficient structure to meet graduation and postsecondary admission requirements; and -approval by a certified school guidance counselor and the student’s parents, or guardians.

National Dropout Prevention Center/Network22 Section Specifies that beginning with students in the sixth grade and continuing through high school, schools must schedule annual parent counseling conferences to assist parents and/or guardians and their children in making career choices and graduation plans.

National Dropout Prevention Center/Network23 Section Before July 1, 2006, the Education and Economic Development Coordinating Council shall designate Regional Education Centers to coordinate and facilitate the delivery of information, resources, and services to students, educators, employers, and the Community.

National Dropout Prevention Center/Network24 Section The South Carolina Employment Security Commission, in collaboration with the State Board for Technical and Comprehensive Education and the Commission on Higher Education shall assist the SDE in planning and promoting the career information and employment options and preparation programs provided for in this Chapter. Six associated tasks are specified.

National Dropout Prevention Center/Network25 Section States that by September 2005, the SC Commission on Higher Education shall address articulation agreements between school districts and public institutions of higher education to provide seamless pathways for adequately prepared students to move from high school directly into institutions of higher education. By July 2006, the Advisory Committee on Academic Programs shall recommend to the SCCHE coursework acceptable statewide for dual enrollment to be accepted in transfer within a related course of study.

National Dropout Prevention Center/Network26 Section The State Board of Education shall develop a state model for addressing at-risk students. This model shall include various programs and curricula proven to be effective for at-risk students.

National Dropout Prevention Center/Network27 EEDA Student At-Risk Committee Current Direction  Matrix of Programs Tiered for Research-Based Effectiveness  Flexibility for Districts to Design Programs that integrate Research-Based Strategies and Research-Based Evaluations

National Dropout Prevention Center/Network28 EEDA Student At-Risk Committee Additional Implementation Recommendations by NDPC  Assistance for Districts from NDPC in Designing Programs with Research- Based Strategies  How-to Manual (s) on Student Risk Assessment, and Program Design and Evaluation  Program Assessment Reviews (PAR) Conducted on District-Wide or School Programs. Continuing consultation with Local Action Teams (LATs)

National Dropout Prevention Center/Network29 Research-Based Programs

National Dropout Prevention Center/Network30 Move to research-based Accountability No change in conditions Question of cost-effectiveness

National Dropout Prevention Center/Network31 Defining Research-Based What is scientifically-based research? According to USDOE What Works Clearinghouse: Employs systematic, empirical methods that draw on observation or experiment and provide reliable data Ensures studies and methods are replicable Accepted by peer review for publication Uses appropriate research designs and methods

National Dropout Prevention Center/Network32 Defining Research-Based Varied program levels Exemplary Model Promising

National Dropout Prevention Center/Network33 Defining Research-Based Number of programs meeting criteria often small Based on quality research/practice but no data support Data not collected through rigorous evaluation Findings not replicated Not implemented across multiple sites

National Dropout Prevention Center/Network34 EEDA Risk Factors/Effective Strategies Project Identification of high quality programs: Tier 1(exemplary) - in 2+ sources Due to resource/time constraint, relied on prior reviews on selected databases with stringent criteria OJJDP, SAMHSA and Surgeon General’s report on youth violence 12 High School programs identified Tier 2 (promising) - strong evidence 50 High school programs identified SC ATE program included

National Dropout Prevention Center/Network35 National Dropout Prevention Center Program Options for Local School Districts Implement identified exemplary program Develop own evidence-based program based on best practice

National Dropout Prevention Center/Network36 Vision  Curriculum that is challenging, relevant and motivates students to become lifelong learners  High standards for all students  Courses that prepare all for postsecondary education at some level and preparation for satisfying professions  Alignment of high school and college  More students entering college

National Dropout Prevention Center/Network37 How Has SC ATE Addressed EEDA and Promoted the Alignment of High School and College to Promote Careers in Science,Engineering,Technology and Manufacturing?  Bridging disconnects  Helping students graduate and enter higher education

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National Dropout Prevention Center/Network39 Contact Information National Dropout Prevention Center/Network Clemson University 209 Martin Street Clemson, SC Phone: Fax: