1. CONTRACTS AND CREDIT-DEFICIENCY AT-RISK JUNIORS @ BENSON POLYTECHNIC HIGH SCHOOL KATIE KING SCHNEIDER – DECEMBER 2012

2. THE ISSUE IS… Credit-deficient juniors are more likely to either not graduate at all or not graduate on time. Students that don’t graduate have a poorer quality of life and do not make as much as students that do graduate on-time from a regular high school. Current research does not necessarily cover credit- deficiency: it jumps straight to students that have already dropped out, or college students. Current research addresses a lot of big-picture ideas. The problem there? It’s not easily accessible!

3. BENSON POLYTECHNIC HIGH SCHOOL MAJORS Digital Media Production Radio Nursing Dental Medical Professions Manufacturing Automotive Electric Construction THE DETAILS One of 2 magnet schools in PPS. Benson graduates the most minority students of any PPS school.

4. HOW DOES BENSON COMPARE? 2011 Comparison Between Benson Polytechnic and Averages for All Portland Public Schools Graduation Rates Free & Reduced Lunch Participants % Meeting/Exceeding State Benchmarks MathReadingWritingScience Portland Public Schools 62%43.2%65806959 Benson High School 85%62.9%69836749 (2011). Retrieved from http://schools.oregonlive.com/search/

5. AS IT IS… 42.5% OF THE JUNIOR CLASS IS NOT CURRENTLY SET TO GRADUATE ON TIME

6. ADDRESSING THE ISSUE… Class of VariablesStatus VariablesAlterable Variables StudentsDisability (e.g., LD, ADHD)Attendance (e.g., sporadic) FamilyStructure (e.g., single parent family) Supervision of Free Time (e.g., rarely occurs) PeersIntelligence (e.g., low IQ) Identification with school (e.g., alienated) Schools Socioeconomic Status (e.g., Living in Poverty) Monitoring of Student Progress (e.g., consistently occurs) CommunityGeographic Features (e.g., Urban)Support Services (e.g., available) Source: (Christenson, S., Sinclair, M., Thurlow, M., Evelo, D. 1995). What can be feasibly addressed by counseling staff within a reasonable time frame? Existing research supports the following interventions: Clear, obtainable goals. Discussion of alternatives. Discussion of School Supports. A consistent person for follow- through.

7. DATA COLLECTION INTERVIEWS Data from Junior Transcripts SELF-REPORT Group Entrance/Exit Surveys (measuring school engagement & self confidence) Contracts HARD DATA Entrance to Group

8. ASSESSING AT-RISK JUNIORS: HARD DATA Category 1: On-track to graduate with 16 or more credits earned both overall and for their core classwork. Category 2: On-track to graduate with 16 or more credits earned, but are not on-track to graduate with their core classwork. Category 3: Not on-track to graduate, have earned 14-16 credits Category 4: Not on-track to graduate, have earned 12-14 credits. Category 5: Not on-track to graduate, have earned fewer than 12 credits.

9. ADDRESSING AT-RISK JUNIORS Category 1: No action. Category 2: Brief Contracts Category 3: Group, Goal Setting & Contract. Category 4: Group, Goal Setting, & Contract. Category 5: Parent Meetings & Possible Transfer. GROUP TOPICS 4-6 sessions, including: Goal Setting Identifying what went wrong Exploring options Graduation Plan Identifying school supports ACTION PLAN

10. BENEFITS & CONCLUSIONS If it works? Higher Reported School Engagement and School Support Higher Reported Self- Confidence Students will have made up 1 or more credits.

11. ULTIMATE GOAL? NOT VISIBLE UNTIL 2014…

12. REFERENCES Christenson, S., Sinclair, M., Thurlow, M., Evelo, D. (1995). Tip the balance: Policies & practices that influence school engagement for youth at high risk for dropping out. Minneapolis, MN: University of Minnesota, Institute on Community Integration. Davis, L. E., Johnson, S., Miller Cribbs, J., Saunders, J., & Cribbs, J. (n.d). A Brief Report: Factors Influencing African American Youth Decisions to Stay in School. Journal Of Adolescent Research, 17(3), 223. Gándara, P. (2010). The Latino Education Crisis. Educational Leadership, 67(5), 24- 30. Henry, K. L., Cavanagh, T. M., & Oetting, E. R. (2011). Perceived Parental Investment in School as a Mediator of the Relationship between Socio-Economic Indicators and Educational Outcomes in Rural America. Journal Of Youth And Adolescence, 40(9), 1164-1177. Lang, K. (2009, June 3). Turning it around: Former dropout, new graduate setting new goals. La Crosse Tribune (WI). Oregon School Report Cards Issued. (2011). Retrieved from http://schools.oregonlive.com/search/ Smith, S.C., (2008). Addressing dropout related factors at the local level: Recommendations for teachers. The National Dropout Prevention Center for Students with Disabilities. Accessed: http://www.ndpc- sd.org/documents/LEA_Recommendations_ for_Teachers.pdf Tavakolian, H. R., & Howell, N. (2012). Dropout Dilemma and Interventions. Global Education Journal, (1), 77-81. Thurlow, M. L., Sinclair, M. F., Johnson, D. R., & National Center on Secondary Education and Transition, M. N. (2002). Students with Disabilities Who Drop Out of School: Implications for Policy and Practice. Issue Brief: Examining Current Challenges in Secondary Education and Transition. Tyler, J. H., & Lofstrom, M. (2009). Finishing High School: Alternative Pathways and Dropout Recovery. Future Of Children, 19(1), 77-103.