1. Dropout Prevention for Students with Disabilities: Lessons Learned National High School Center Summer Institute Advancing High School Student Success: Building Systems of Support National Dropout Prevention Center for Students with Disabilities Clemson University

2. LESSONS LEARNED Causes  Problem behaviors coupled with academic difficulties or prior academic failures are key risk factors that are predictive of school dropout.  Repeated use of exclusionary discipline practices, such as suspension, has been identified as one of the major factors contributing to dropout.  High absenteeism and retention are serious risk factors for dropping out that can be monitored by schools.  Academic progress and school completion are not equally distributed across disability, income, or ethnicity.

3. How Do We Influence Dropout?  School policies & procedures  Discipline, grading, standards, retention  Structure & class assignment  School size, transitions, tracking  Course content & instruction  Boredom, curriculum quality  Climate & relationships  Alienation, negative interactions

4. LESSONS LEARNED Consequences  Dropouts are more likely to be unemployed or employed in low-skilled, lower-paying positions.  Dropouts are more likely than high school graduates to need the support of living with parents in early adulthood, experience health problems, engage in criminal activities, and become dependent on welfare and other government programs.  Dropouts are more likely to commit crimes as compared to students who complete school. Three to five years after dropping out, the cumulative arrest rate for youth with SED is 73%.

5. LESSONS LEARNED Prevention  Establish a leadership team to actively coordinate implementation of dropout prevention efforts  Establish systems for routine monitoring of risk indicators associated with dropout  Create a local action team to analyze data and address dropout prevention at the local level  Intervene early, often as early as preschool  Increase family engagement and school involvement  Create school environments that are inviting, safe, and supportive  Focus on effective instruction  Listen to students  Administrators are key and their support is essential  Use proven practices

6. LESSONS LEARNED Capacity Building  Take a systemic approach to address dropout prevention  Conduct causal analysis  Use data to guide program development, professional development, and other school improvement efforts  Consider multiple levels of implementation  Examine the influence of other performance indicators on school completion

7. © 2007 National Dropout Prevention Center for Students with Disabilities at Clemson University – All rights reserved

8. OUR IMPACT  Improved awareness and understanding through increased access to evidence-based dropout prevention practices, interventions, and programs  Increased state capacity to address dropout issues through development of a data–driven framework and provision of direct technical assistance, capacity building forums, and consultation to SEAs and LEAs  Expanded state and local practices through intense technical assistance and coaching on the development of model sites that will serve as exemplars that others can replicate

9. Contact Information Sandra Covington-Smith sandras@clemson.edu NDPC-SD Clemson University 209 Martin Street Clemson, SC 29631 Phone: (864) 656-1817 Fax:(864) 656-0136 www.ndpc-sd.org

10. Core Components of Successful High Schools Stage 1: Take Stock Stage 2: Focus on the Right Solution Stage 3: Take Collective Action Stage 4: Monitor & Adjust Stage 5: Maintain Momentum Rigorous and relevant course taking for all students, especially at transition points Personalized learning environment for each student with the support of parents and other adult mentors Multiple pathways to postsecondary training or college to achieve a minimum K-14 education High quality teacher and principal leadership Student assessment and program evaluation data used to continuously improve school climate, organization, management, curricula, and instruction Systemic High School Redesign Building a Minnesota Model MDE and NCCC

11. MN High School Redesign Pilot Site Requirements: Sites will address all five core components of the initiative over the three-year period, including the following required features: 1) an advisory structure to support personalized learning 2) an academic/ career plan for all students 3) a site leadership team 4) a data-driven improvement planning process 5) staff trained and utilizing assessment for learning 6) school leaders monitoring and providing feedback on classroom practice; and, 7) a plan to communicate progress to the broader community.

12. NCCC and the MN High School Redesign Project Identification of the core components Creation of a matrix of resources Training and technical assistance Documenting and using what was learned

13. MDE Dropout Prevention, Retention & Graduation Initiative (2005–2008) Goals 1. Develop a comprehensive dropout prevention model 2. Develop tools to enhance the development of effective programming 3. Increase statewide and local coordination to address dropout prevention 4. Provide support and technical assistance for local education agencies 5. Increase the likelihood of continued implementation sustainability

14. Partners Working Together Youth Family/Parents School Community MN Dept. of Education Cross agency team (Special Education, Indian Education, School Choice, Academic Standards, Safe and Healthy Learners and High School Improvement) 7 Participating Districts High school and feeder middle school partnership Local leadership teams with a variety of active participants (school staff, administrators, community, parents, students) Steering Committee: State and Local Organizations Statewide organizations (e.g., Minnesota State Department of Employment and Economic Development, Council on Black Minnesotans, Chicano Latino Affairs Council, Parent Advocacy Coalition for Education Rights, etc.)

15. MDE Framework Follow a Process to Develop a Comprehensive Plan Part I. Getting Started (start-up activities, data gathering, needs assessment, resource mapping) Part II. Data Synthesis and Implementation Focus Part III. Implementation Detail and Local Evaluation Plan (what, who, timeline, evaluation plan, goals, objectives, indicators) Ten Dropout Prevention Strategies (NDPC) Three Tiered Model System-wide prevention, as well as targeted intervention to those showing risk Graduation Triangle: Supporting Student Success

16. The intent of this journey is not just to raise rates of graduation, but to engage children and youth in school, and help them graduate with the knowledge and skills necessary to successfully meet the challenges life brings after completing high school.

17. A Framework for Dropout Prevention David Osher, American Institutes For Research David Osher, American Institutes For Research

18. Key Components of School Climate that Affect Attendance, Learning, & Dropout Support Social Responsibility SafetyChallenge

20. Differentiate

21. SupportSafety Social Responsibility Challenge All Some Few Matrix for Needs Assessment, Asset Mapping, & Planning