1. Peer Observer Presentation February 19, 2013 1

2. 2 *Dropout rate includes grades 7-12

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4. 4 *CDE has not yet published dropout data by ELL status.

5. 5 College Remediation rates are calculated by the Colorado Department of Higher Education (CDHE). The rates are based on students who enroll in higher ed. institutions in the state of Colorado. Note: Years represent the school year in which students completed high school.

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7. 7 Segment Suggested Intervention needed Credits at entry (to IP option, where applicable) Annual Dropout Rate #1: 8 th graders demonstrating key risk factors (from Hopkins) - Very clear plan for transition to proper school, likely traditional school N/A 2a. 9 th graders who are slipping: demonstrating key risk factors but are still less than 30 credits off track Current school: Assessment and intervention needed mid-way through semester 1 2% 2b. 9 th graders who are falling: They have risk factors and are more than 30 credits behind Current school: Assessment needed at semester Intensive Pathway settings: portion will need alternate setting 0-60 13% 3. Young and far: 16-17/ 2 or more years off track Intensive Pathway settings 0-120 37% 4a. Old and very close: 17 and less than 30 credits off track Finish at current school: Clear plan for each student - Some may need engagement centers 12% 4b. Old and close enough to graduate, but maybe not with their class: (17+, 30 – 120 credits off track) Finish at current school, though likely with later class Intensive Pathway settings: engagement center 140+ 25% 5. Old and far: 18+/ ≥ 2 years off track Intensive Pathway settings Less than 120 41%

8. 8 GroupingAgeCredits at Entry Young and Far (segment 3) 160-60 credits 170-120 credits 18120-180 credits Old and Close (segment 4a and 4b) 18+At least 140 credits Old and Far (segment 5) 18+Fewer than 120 credits

9. Intensive Pathway Schools Multiple Pathway Centers (Young and Far) *Contemporary Learning Academy (CLA) *Denver Center for 21 st Century Learning (DC21) *Summit Academy *Vista Academy Engagement Centers (Old and Close) *Abraham Lincoln RESPECT Academy *Montbello PUSH Academy *North Engagement Center *West Career Academy Intensive Pathway School (Special Populations) *Emily Griffith High School (old and far) *Florence Crittenton High School *PREP Academy Intensive Pathway Charter (Varied) *Academy of Urban Learning (AUL) *ACE Community Challenge: 9-10 *CO High School Charter *Justice High School *Ridgeview 9

10. Small school, strong culture focused on student needs, aspirations Rigorous, Accelerated Competency-Based Curriculum (Not Seat Time) Extended Hours and Schedule Academic Pathways – CTE Options Access to AP, CE, and Credit Recovery Enrichment Activities and Wraparound Service Grades 6-12, Diploma Granting Interview and Acceptance Process GED PLUS

11.  Determine which appendices may be applicable ◦ Use your professional judgment!  Credit Recovery  Engagement Center  Interventionists  Blended learning  Affective needs  Have an in depth conversation with your teachers and/or school staff ahead of time so you can better understand what you should expect to see: ◦ Schedule ◦ Delivery style ◦ Curriculum model ◦ Student level/academic achievement ◦ Attendance ◦ Class size ◦ Behavior issues

12.  Reach out to TECs who support each school ◦ Betty Inhelder – CLA, Florence Crittenton, ◦ Diane Tribbett – DC21 ◦ Annashay Sutherland – North Engagement Center, Lincoln RESPECT Academy, West Career Academy ◦ Lisa Wolford – Vista Academy, Prep Academy  Other Resources: ◦ Katie Boogaard - Director of Student Engagement ◦ Randy Johnson - IS Pathway Schools ◦ Steve Goldstein - Data Partner, Pathway Schools ◦ Oscar Joseph - School Improvement Partner, Pathway Schools