1. Dropout Prevention Begins Early
Chapter 4
Dropout Prevention Begins Early
Background Information:
Dropping out is a process not an event
Compelling evidence from MTSS and dropout prevention research shows that a student’s decision to drop out of school typically follows a long process of disengagement
Dropout prevention begins early – as early as prekindergarten
Causes of disengagement are multifaceted and include negative interactions with adults and peers, combined with a lack of active participation, attention, and interest in classroom learning activities – this cycle begins as early as prekindergarten
Positive relationships with caregivers and teachers, modeling and direct instruction of social skills, and positive reinforcement for desirable behaviors represent important prevention methods in early childhood and helps to set students on a path to graduation
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2. Key Protective Factors
Chapter 4
Key Protective Factors
Attendance
Academic Skills
Pro-Social Behaviors
Background Information:
Consistent attendance, fluent academic skills, and pro-social behaviors are key protective factors for all students
The purpose of early risk identification is to resolve academic and behavior problems at a young age when intervention is most effective
Attendance and behavior data are important for recognizing emerging internalizing and externalizing behavior problems
Research conclusively shows that data about these three key factors and the data are all readily accessible in schools
These three factors provide educators with the best prevention and intervention data available to intervene effectively at the elementary level and beyond to scaffold a successful school experience for all students
School-wide PBIS and Positive School Climate implementation helps to directly address
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3. Chapter 4
MTSS and dropout prevention efforts are best achieved with a team approach
Background Information:
Organization of teams will vary according to the size and structure of the school, clarity about the types of teams in the school and the school district is often needed
Grade Level Teams are the backbone of MTSS decision-making and prevention efforts using Early Warning System (EWS) data
School Leadership Team should focus school-wide on both academic and behavior goals integrating EWS data
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4. MTSS & Dropout Prevention
Chapter 4
MTSS & Dropout Prevention
Background Information:
Current dropout prevention research supports the foundation, or infrastructure, of a multi-tiered system of continuous academic and behavioral supports for all students
Because dropping out of school is a multi-faceted process that often begins early in school, it is essential that we adopt a system-wide approach to dropout prevention that extends from pre-kindergarten to high school graduation
Methods for identifying students at risk for dropping out as early as possible, when interventions are most effective, as well as growth indicators sensitive to small increments of progress, are essential to reversing the dropout trends as well as helping students stay on track and get back on track for school success
Considerations:
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