Transcript Slide 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
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.
How Do We Influence Dropout?
School policies & procedures
Structure & class assignment
School size, transitions, tracking
Course content & instruction
Discipline, grading, standards, retention
Boredom, curriculum quality
Climate & relationships
Alienation, negative interactions
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%.
LESSONS LEARNED
Prevention
Establish a leadership team to
actively coordinate
implementation of dropout
prevention efforts
Increase family engagement
and school involvement
Create school environments
that are inviting, safe, and
supportive
Focus on effective instruction
Create a local action team to
analyze data and address
dropout prevention at the local
level
Listen to students
Administrators are key and
their support is essential
Intervene early, often as early
as preschool
Use proven practices
Establish systems for routine
monitoring of risk indicators
associated with dropout
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
N D PC -SD D ropout Prevention
Intervention Fram ew ork
© 2007 National Dropout Prevention Center for
Students with Disabilities at Clemson University –
All rights reserved
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
Contact Information
Sandra Covington-Smith
[email protected]
NDPC-SD
Clemson University
209 Martin Street
Clemson, SC 29631
Phone: (864) 656-1817
Fax:
(864) 656-0136
www.ndpc-sd.org
Systemic High School Redesign
Building a Minnesota Model
Stage 5:
Maintain
Momentum
Stage 4:
Monitor
& Adjust
Stage 1:
Take Stock
Core Components
of Successful High Schools
• 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
Stage 3:
Take Collective Action
Stage 2:
Focus on the Right
Solution
MDE and NCCC
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)
2)
3)
4)
5)
6)
an advisory structure to support personalized learning
an academic/ career plan for all students
a site leadership team
a data-driven improvement planning process
staff trained and utilizing assessment for learning
school leaders monitoring and providing feedback on
classroom practice; and,
7) a plan to communicate progress to the broader community.
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
MDE Dropout Prevention,
Retention & Graduation Initiative (2005–2008)
Goals
1.
2.
3.
4.
5.
Develop a comprehensive dropout prevention model
Develop tools to enhance the development of effective
programming
Increase statewide and local coordination to address
dropout prevention
Provide support and technical assistance for local
education agencies
Increase the likelihood of continued implementation
sustainability
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.)
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
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.
A Framework for Dropout
Prevention
David Osher,
American Institutes For Research
Key Components of School Climate that
Affect Attendance, Learning, & Dropout
Support
Safety
Social Responsibility
Challenge
Comprehensive Three-Tiered Approach to
Student Support
Provide Individualized
Intensive Supports
Coordinated, intensive,
sustained, culturally
appropriate, child and family
focused services and supports.
Intervene Early &
Provide Focused Youth
Development Activities
Implement strategies and
provide supports that
address risk factors and
build protective factors
for students at risk for
severe academic or
behavioral difficulties.
Build a Schoolwide Foundation
Universal prevention and youth development
approaches, caring school climate, positive and
proactive approach to discipline, personalized
instruction, cultural competence, and strong family
involvement.
Differentiate
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