Transcript Jay Smink, D.Ed. Executive Director National Dropout Prevention Center/Network Clemson University www.dropoutprevention.org I. Understanding the Problem II.

Jay Smink, D.Ed.
Executive Director
National Dropout Prevention
Center/Network
Clemson University
www.dropoutprevention.org
1
I.
Understanding the Problem
II. Strategies That Work
III. IES Practice Guide
IV. USDE Secretary’s Priorities
V. Trends and Tips
VI. How to Start
2
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Event dropout rate
Status dropout rate
Status completion rate
Averaged freshman graduation rate
(Cohort rate)
(National Center for Education Statistics, 2010. Trends in High School Dropout and Completion
Rates in the United States: 1972-2008)
3
Background Characteristics
Race/Ethnicity
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White, non-Hispanic
Black, non-Hispanic
Hispanic
Hispanic, immigrant
Asian/Pacific Islander
Native American Dropout
Dropout Rate
7.3%
10.9%
27.0%
44.2%
3.8%1
57.0%2
1(National
2(Manhattan
Center for Education Statistics, 2002. Dropout Rates in the United States: 2000)
Institute for Policy Research. Civic Report 31 Public School Graduation Rates in the U. S., 2000)
4
 American Indian and Alaska Native students
have a dropout rate twice the national average
- the highest dropout rate of any United States
ethnic or racial group
 Native American students drop out of school
before graduating from high school both on
reservations and in cities
Plans for Dropout Prevention & Special School Support Services for American Indian & Alaska
Native Students prepared for the Indian Nations at Risk Task Force in 1992
5
Students with Disabilities
 Nationwide, dropout rates among students with
disabilities for all categories of disability
combined is approximately double that of
general education peers.
 Dropout rates vary substantially among the
various categories of disability.
6
8th Grade is Critical for Students with
Disabilities
 20% of students with disabilities drop
out by 8th grade
 40% of Hispanic students with
disabilities drop out by 8th grade
(Source: Schwartz, 1995)
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Earn less
Pay less in taxes
Rely more on public health
More involved in criminal justice system
More likely to use welfare services
(Rotermund, California Dropout Research Project, Statistical Brief 5, September 2007)
8
From US Dept. of Labor, Bureau of Labor Statistics
http://data.bls.gov/cgi-bin/surveymost
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Doctoral degree...................... 1.6%
Master’s degree...................... 2.8%
Bachelor’s degree...................3.1%
Associate’s degree.................. 4.0%
Some college ......................... 4.8%
High school degree.................5.3%
Less than high school..............8.5%
(Noland and Davis, U.S. Bureau of the Census, 2004)
10
From US Dept. of Labor, Bureau of Labor Statistics
http://data.bls.gov/cgi-bin/surveymost
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12
Students who considered dropping out of high school
gave these reasons for considering this option:
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I didn’t like the school…………………………………………..
I didn’t like the teachers ……………………………………….
I didn’t see value in the work I was being asked to do……..
I had family issues ……………………………………………..
I needed to work for money……………………………………
I was picked on or bullied………………………………………
No adults in the school cared about me……………………...
The work was too easy…………………………………………
73%
61%
60%
42%
35%
28%
24%
19%
(Yazzie-Mintz, “Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement”)
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Missed too many school days………………
Thought it easier to get a GED……..………
Poor grades/failing school…………………..
Did not like school …………………………..
Could not keep up with schoolwork………..
Got a job………………………………………
Pregnancy*……………………………………
Felt unable to complete course requirements
Could not get along with teachers………….
Could not hold a job at same time….………
44%
41%
38%
37%
32%
28%
28%
26%
25%
22%
*females only
(Rotermund, California Dropout Research Project, Statistical Brief Number 2, May 2007)
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1. Classes were not interesting
47%
2. Missed too many school days
43%
3. Friends not interested in school
42%
4. Excess freedom/too few life rules
38%
5. Failing school
35%
(Rotermund, California Dropout Research Project, Statistical Brief Number 2, May 2007)
15
Here is how students responded to the question
from most common response to least common:
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Because I want to get a degree and go to college…
Because of my peers/friends……………………………….
Because it’s the law……………………………………………
Because I want to acquire skills for the workplace..
Because of what I learn in classes……………………….
Because I enjoy being in school…………………………..
To stay out of trouble………………………………………..
Because of my teacher(s)…………………………………..
Because there’s nothing else to do……………………..
73%
68%
58%
47%
39%
34%
24%
22%
22%
(Yazzie-Mintz, “Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement”)
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Family Income Level
Dropout Rate
 Quintile 1
38%
 Quintile 2
22%
 Quintile 3
15%
 Quintile 4/5
8%
(Jobs for the Future, 2006)
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Retention of one grade –
increases risk by 40%

Retention of two grades –
increases risk by 90%
(Roderick, M. PDK Research Bulletin, No. 15, 1995)
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 Develop a personal connection with parents
 Create a standard way to assess students
 Devise a portfolio of student work that can
travel
 Forge links between schools
“Zehr, High Turnover Rates for Native Americans Pose Schoolling Issues”, Education Week,
October 10, 2007, p 15
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 Pregnancy and family responsibilities
— 33% of dropouts are pregnant before exiting
 Attendance rates
— 9% more girls than boys cite attendance as a factor
 Academics
— African American, Hispanics & Native Amer./Alaskan Natives
drop out at a higher rate than males or Caucasians
 Discipline
— 12th grade Hispanic females’ dropout rate skyrockets
 Family structure and rules
(When Girls Don’t Graduate, We All Fail, 2007)
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Attendance
Reading Level
Free and reduced lunch
Academic achievement
Discipline referrals
21
■
Individual
■
Family
■
School
■
Community
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Lacks future orientation
Inadequate peer relationships
Drug abuse
Pregnancy
Special learning needs
Depression
23
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Poverty
Low expectations
Abuse
Mobility of family
Parent level of education
Language and literacy levels
24
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Lack of program for challenged students
No significant, interested adult
Lack of alternatives for learning
Lack of active learning instruction
No individual learning plans
Behavior and discipline issues
Retention policies
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Lack of involvement with schools
Lack of support for schools
Non-caring environment
Low expectations
Violence
Few recreational facilities
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Individual Factors
Elem.
Middle
High
Has a learning disability or emotional disturbance
✔
✔
High number of work hours
✔
✔
✔
Parenthood
High-risk peer group
✔
✔
High-risk social behavior
✔
✔
✔
Highly socially active outside of school
Low achievement
✔
✔
✔
Retention/overage for grade
✔
✔
✔
Poor attendance
✔
✔
✔
✔
✔
Lack of effort
✔
✔
Low commitment to school
✔
✔
No extracurricular participation
✔
✔
✔
Low educational expectations
Misbehavior
✔
✔
Early aggression
✔
✔
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Family Factors
Low socioeconomic status
Elem.
Middle
High
✔
✔
✔
✔
High family mobility
Low education level of parents
✔
Large number of siblings
✔
Not living with both natural parents
✔
Family disruption
✔
✔
✔
✔
✔
✔
Low educational expectations
✔
Sibling(s) has dropped out
Low contact with school
✔
Lack of conversations about school
✔
Key:
✔
✔
✔
✔ One (1) research study
✔  Two (2) or more research studies
Hammond, C., Smink, J., & Drew, S. (2007). Dropout risk factors and exemplary programs: A technical report, pg. 6. Retrieved from
www.dropoutprevention.org/major-research-reports/dropout-risk-factors-exemplary-programs-technical-report
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■
Low achievement
■
Retention/overage for grade
■
Poor attendance
■
Low family socioeconomic status
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% Graduated in Four Years
Attendance Affects Graduation
Days Absent Per Semester
Course cutting counted as partial days
(The Consortium on Chicago School Research at the University of Chicago, 2007)
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% Graduated in Four Years
Grades Affect Graduation
Average Freshman Grades
Rounded to the nearest 0.5
(The Consortium on Chicago School Research at the University of Chicago)
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• Attending school 80% or less of the time
• Receiving a poor, final behavior mark
• Failing math
• Failing English
(Balfanz and Herzog, 2006)
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Status Variables
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Age, gender
Socioeconomic background
Ethnicity
Native language
Mobility
Family structure
(Lehr et al., Essential Tools, 2004)
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Alterable Variables
 Grades, retention
 Disruptive behavior
 Absenteeism
 School policies, climate
 Sense of belonging
 Attitude toward school
 Support in the home
(Lehr et al., Essential Tools, 2004)
34
While no one factor (or even
several factors) assures
students will not graduate;
multiple factors can help
identify potential dropouts.
DEWS
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About Dropout Prevention

Awareness is lacking in most people
 Apathy is common and the issue is seen as
someone else’s problem
 Applied knowledge is not used
by decision makers
 Acquisition of information about
success is inadequate
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About Dropout Prevention
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Identifiable
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Independent
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Interrelated
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Irrefutable
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Systemic Renewal
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■
Systemic renewal
■
School and community collaboration
■
Safe learning environments
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What is systemic renewal?
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Continuous, critical inquiry into
current practices
■
Identifying needed educational
improvements
■
Removing organizational barriers
■
Providing a system structure that
supports change (Schwartzbeck, 2002)
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■
Policies
■
Populations
Programs
■
Personnel
■
Perpetual
■
Performance
■
Pathways
■
Partners
■
Pennies
Systemic
Renewal
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Processes for Continuous Improvement
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Involve all stakeholders
Share decision-making
Map assets
Identify problems
Allocate resources
Evaluate program
43
Schools Cannot Do It Alone
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Community agencies
Faith-based community
Business/Industry
Volunteers
 Parents
44
A safe learning environment:
■
Provides a warm and welcoming
atmosphere that fosters a spirit of
acceptance and caring
■
Is free of intimidation, violence, and fear
■
Clearly communicates behavior
expectations consistently enforced and
fairly applied
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Violence in the School Building
According to
Teachers
Students
Location
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Hallways or staircases
Cafeteria
Classrooms
Boys’ bathrooms
Girls’ bathrooms
The gym
Locker rooms
64%
16%
12%
9%
6%
5%
2%
55%
32%
24%
24%
16%
26%
27%
Met Life Survey: The American Teacher, 1993
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Students Likely to Be Victims
According to
Teachers Students
Type
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From low-income families
Racial/ethnic minorities
Social outcasts/nerds
Troublemakers/Gangs
Girls
Younger students
With disabilities
35%
25%
24%
6%
5%
4%
3%
34%
35%
65%
48%
34%
51%
31%
Met Life Survey: The American Teacher, 1993
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A comprehensive plan includes:
■
A caring, cooperative, cohesive culture
with respect for diversity
■
Character education coupled with a fair
discipline program
■
A conflict resolution curriculum, anger
management techniques, bullying
prevention, and peer mediation
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Systemic Renewal
49
■
Early Childhood Education
■
Early Literacy Development
■
Family Engagement
50
Best Practices in Early Childhood Education
Infants (Birth to three years)
 Encourage conversations by parents and adults
 Exposures to different
social settings (Stegelin, 2004)
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Best Practices in Early Childhood Education
Preschool Children (3-5 year olds)
 Use all sensory experiences
 Provide print-rich environments
(Stegelin, 2004)
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Best Practices in Early Childhood Education …
K-Primary Children
 Provide hands-on and exploratory activities
 Encourage reading and small group work
(Stegelin, 2004)
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Impact of Early Childhood Education…
Perry Preschool Study – High-quality Head
Start programs
■
Decreased level of school dropouts
■
Lowered truancy
■
Reduced teen pregnancy
■
Lessened need to be in Special Education
(Barnett, 1995)
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One dollar invested in high-quality
early childhood education programs
by policy makers results in a return of
thirteen dollars in preventative costs
associated with incarceration, truancy,
school dropout, and teen pregnancy.
(Belfield et al. The Journal of Human Resources, 2006)
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Research
■
At-risk students who have a strong reading
teacher for two consecutive years can be
successful readers. (Wren, 2003)
■
Reading aloud to children is the single
most important activity for building the
knowledge required for success in
reading.
(Armbruster, Lehr, & Osborn, 2002)
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Best Practices
 Book-rich environment
 Teacher and/or parent read-alouds
 Phonic awareness, letter knowledge, and
concepts of print
 Written expressions, spelling, and handwriting
(Learning First Alliance, 2000).
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 Quality program and start early
 Use child's affinity for technology
 Use data to drive instruction
 Extra support of disadvantaged
 Engage entire community
(Education Week, p 23, R. Lauer, May 7, 2008)
58
When families are engaged in children’s
learning, students are more likely to:
■
Attend school regularly
■
Display more positive attitudes about school
■
Graduate from high school and enroll in
postsecondary programs
■
Refrain from destructive activities such as
alcohol use and violence
(Henderson & Mapp, 2003)
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Best Practices in Family Engagement
 Recognize that all parents want their children
to do well
 Link family and community engagement efforts
to student learning
 Support family involvement from preschool
through high school
 Develop and support capacity of school staff to
work with families
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Distinguished
Staff has collaborative
partnerships with all
parents and students
Proficient
Staff has strong relationships with parents
(The Missing Piece of the Proficiency Puzzle, Kentucky, 2007)
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Apprentice Staff/relationship is about
discussing student
academic performance
and/or behavior
Novice
Staff limits relationships to
discipline issues and/or
reports of poor academic
performance.
(The Missing Piece of the Proficiency Puzzle, Kentucky, 2007)
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Dropping out of school is the
result of a long process of
disengagement that may begin
before a child enters school.
63
Systemic Renewal
64
■
Mentoring
■
Service-Learning
■
Alternative Schooling
■
After-School Program
Experiences
65
Mentoring is …
A caring and supportive
relationship between a mentor and
mentee that is based on trust.
66
Mentoring has many formats …
Traditional:
One adult with one student
Peer:
One older youth with a younger youth
Group/Team:
One or more adults with several youth
Telementoring: One adult with one youth using the
Internet
67
Impact of Mentoring Formats
 66% improved reading and math grades (Waits, 2003)
 80% improved study skills (Waits, 2003)
 89% improved attitude toward life
(AmeriCorp, 2000)
 93% parents favorable comments
(Youthfriends, 2001)
68
Service-learning programs involve
students doing meaningful service—
usually a project they select based on
real community need—linked to
academic and personal learning.
(Shumer & Duckenfield, 2004)
69
Essential Elements of Good ServiceLearning Programs…
■
Is integrated into the curriculum
■
Utilizes active learning
■
Is interesting and exciting
■
Is connected to community
70
Traditional schools can no longer meet the
diverse needs of every student.
Alternative Education is a perspective, not a
procedure or program.
71
■
Maximum Teacher/Student Ratio of 1:10
■
Small student base not exceeding 250
■
Caring faculty and ongoing staff
development
■
High expectations from school staff
■
Flexible school schedule with community
involvement and support
■
Heavy emphasis on credit recovery and
catching up
72
Students involved in after-school
programs are three times as likely
to continue their education and
receive an award or honor at
graduation
(Newman, Fox, Flynn, and Christeson, 2000)
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Average Reading Achievement Level
K
Summer
1st
Summer
2nd
Summer
3rd
Summer
National Center for Summer Learning,, 2010, http://www.dropoutprevention.org/sites/default/files/uploads/webcast/slides_20100608.pdf
4th
Summer
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Components of Successful Programs
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Academic focus
■
Enrichment and accelerated learning
■
Supervised recreation
■
Community service
■
Collaboration and partnerships
■
Active family involvement
75
Systemic Renewal
Instructional
Practices
76
■
Professional development
■
Active learning
■
Educational technology
■
Individualized instruction
■
Career and technical education
77
The single largest factor affecting
the academic growth of students is
the difference in the effectiveness of
individual classroom teachers.
(Tennessee Value-Added Assessment System, Sanders, 1998)
78
Effective Professional Development
Strategies….
■
■
■
Sustained, rather than one-shot
presentations (Garet, Porter, Desimone, Birman, & Kwang, 2001)
Tied to student achievement and school
improvement goals (U.S. Department of Education, 2003)
Focused on deepening teachers’ content
knowledge and pedagogical skills (Sparks, 2002)
79
Not prepared to:
 Maintain discipline
20%
 Assist children with varied abilities
 Engage family support for their child’s education
26%
26%
School districts do not:
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
Provide adequate professional development
Provide time for helping individual students
Have adequate communication with administrators
Have adequate involvement in shaping curriculum
Have adequate ability to influence policies
15%
60%
28%
25%
40%
(The MetLife Survey of the American Teacher, 2006)
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. . . Teaching and learning
strategies that engage students by
providing opportunities for students
to listen, speak, write, construct,
and reflect as they solve problems,
perform new skills, and work in
teams.
81
Differentiated Learning Strategies:
 Cooperative learning
 Multiple intelligences/learning
styles theory
 Project-based learning
82
Advantages
 Accommodates individual
differences
 Provides instructional options
 Creates different learning
formats
83
Key Elements of MI

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

Verbal/linguistic
Logical/mathematical
Musical
Visual/spatial
Bodily/kinesthetic
Interpersonal
Intrapersonal
Naturalist
84
Research on the Use of Technology in
schools…
■
Is a positive influence on students at risk
of failure (Day, 2002)
■
Teaches “real-world applications” to help
students succeed outside the classroom
■
Increases student motivation, raises the
success rate of students performing
complex tasks, and changes classroom
roles and organization (Means, 1997)
85
Best Practices
■
Activities are student-centered, not
teacher-controlled
■
Technology is integrated into the
curriculum, not an add-on or reward
■
Engaged learning that helps students
acquire critical thinking and problemsolving skills (Schmitz, Prescott, & Hunt, 1996)
86

Virtual Worlds (Webkinz)

Casual Games (Wii)


Video on the Web (YouTube)
Youth-Generated Content (Blogs,
Wikis, Facebook)

Skype and Google Talk
87
Encourages the learner to be the
producer of knowledge with...
■
■
■
■
■
■
Problem-based learning
Peer tutoring
Cooperative learning
Journaling
Hands-on projects
Role playing and simulations
88
Major Components
■
Individualizing learning: to recognize
and build upon each child's unique past
experiences and prior knowledge
■
Individualizing motivation: to recognize
and use the keys to a child's interests,
goals, and confidence
(Keefe & Jenkings, 2000)
89
Career and Technical Education (CTE) includes a
wide array of career-based instruction
■
K-12 career education
■
A comprehensive guidance program
■
School- and work-based experiences
■
Internships and apprenticeships
90
Career academies enhance motivation and
enjoyment which result in:
■
■
■
■
■
■
■
Increased attendance
Better grades
Fewer failed courses
Lower dropout rates
Better college entrance rates
A positive attitude toward school
Increased planning for the future
(Grubb & Stern, Making the Most of Career-Technical Education: Options for Calif., 2007)
91
Rocket Science,
but it is
Brain Surgery
Academic
Achievement
Behavior
Modification
Civic
Responsibility
92
93
High
School Diploma is Base for Economic Development
 Workforce with entry-level skills
 Baseline for higher education and advanced skills
Cost of Doing Education Right is Less Than Not Doing It Right
 Family Courts and Prisons
 Welfare and Social Services
 Drug Rehabilitation
 Health and Teen Pregnancy
94
Identify the predictors of risk:
Dropping out
Violence
Gangs
When do we intervene?
95
96
1. Utilize data systems that support a realistic diagnosis of the number of
students who drop out and that help identify individual students at high
risk of dropping out (diagnostic)
2. Assign adult advocates to students at risk of dropping out (targeted
intervention)
3. Provide academic support and enrichment to improve academic
performance (targeted intervention)
4. Implement programs to improve students’ classroom behavior and social
skills (targeted intervention)
5. Personalize the learning environment and instructional process (schoolwide
intervention)
6. Provide rigorous and relevant instruction to better engage students in
learning and provide the skills needed to graduate and to serve them
after they leave school (schoolwide intervention)
97
 Achievement for Latinos with Academic Success
(ALAS)
 Career Academies
 Check and Connect
 High School Redirection
 Talent Development
 Talent Search
 Twelve Together
98
Recommendation 1. Utilize data systems that support a
realistic diagnosis of the number of students who drop
out and that help identify individual students at high risk
of dropping out
Checklist
Presence
Yes
No
Level of Success
VG
G
A
P
Restudy
Yes
No
?
 Use longitudinal, student-level data to get an accurate
read of graduation and dropout rates.
 Use data to identify incoming students with histories
of academic problems, truancy, behavioral problems,
and retentions.
 Monitor the academic and social performance of all
students continually.
 Review student-level data to identify students at risk
of dropping out before key academic transitions.
 Monitor students’ sense of engagement and belonging
in school.
 Collect and document accurate information on student
withdrawals.
√
√
√
√
√
Comments:
Legend: VG=Very Good, G=Good, A=Average, P=Poor
99
Recommendation 2. Assign adult advocates to students at risk of dropping out
Checklist
Presence
Yes
No
Level of Success
VG
G
A
Restudy
P
Yes
No
?
 Choose adults who are committed to investing in the student’s personal and
academic success, keep caseloads low, and purposefully match students with
adult advocates.
 Establish a regular time in the school day or week for students to meet with
the adult.
 Communicate with adult advocates about the various obstacles students may
encounter—and provide adult advocates with guidance and training about
how to work with students, parents, or school staff to address the problems.
Comments:
Recommendation 3. Provide academic support and enrichment to improve
academic performance
Checklist
Presence
Yes
No
Level of Success
VG
G
A
Restudy
P
Yes
No
?
 Provide individual or small group support in test-taking skills, study skills, or
targeted subject areas such as reading, writing, or math.
 Provide extra study time and opportunities for credit recovery and
accumulation through after school, Saturday school, or summer enrichment
programs.
Comments:
Legend: VG=Very Good, G=Good, A=Average, P=Poor
100
Recommendation 4. Implement programs to improve students’ classroom behavior
and social skills
Checklist
Presence
Yes
No
Level of Success
VG
G
A
Restudy
P
Yes
No
?
 Use adult advocates or other engaged adults to help students establish attainable
academic and behavioral goals with specific benchmarks.
 Recognize student accomplishments.
 Teach strategies to strengthen problem-solving and decision-making skills.
 Establish partnerships with community-based program providers and other
agencies such as social services, welfare, mental health, and law enforcement.
Comments:
Recommendation 5. Personalize the learning environment and instructional process
Checklist
Presence
Yes
No
Level of Success
VG
G
A
Restudy
P
Yes
No
 Establish small learning communities.
 Establish team teaching.
 Create smaller classes.
 Create extended time in classroom through changes to the school schedule.
 Encourage student participation in extracurricular activities.
Comments:
Legend: VG=Very Good, G=Good, A=Average, P=Poor
101
?
Recommendation 6. Provide rigorous and relevant instruction to
better engage students in learning and provide the skills needed to
graduate and to serve them after they leave school
Checklist
Presence
Yes
No
Level of Success
VG
G
A
Restudy
P
Yes
No
 Provide teachers with ongoing ways to expand their knowledge
and improve their skills.
 Integrate academic content with career and skill-based themes
through career academies or multiple pathways models.
 Host career days and offer opportunities for work-related
experiences and visits to postsecondary campuses.
 Provide students with extra assistance and information about the
demands of college.
 Partner with local businesses to provide opportunities for workrelated experience such as internships, simulated job interviews, or
long-term employment.
Comments:
Legend: VG=Very Good, G=Good, A=Average, P=Poor
102
?
1
2
Districtwide Interventions
3
4
Targeted Interventions
Student, grade-level, school and
district analyses
Staff actions for student improvement
1.
2.
Assign adult advocates
3.
Provide academic support
4.
Improve behaviors, social skills, and
relationships
Analyze student data
5
6
Schoolwide Interventions
Broad-based actions to improve
school environment, instruction,
and career information
5.
Personalize the learning
environment
6.
Provide rigorous and relevant
instruction with multiple
pathways to graduation and
beyond
103
 Identify students at risk of dropout by examining risk and
protective indicators
 Determine the specific needs of the student/cohort
 Determine the level of need
 Recommend the most effective interventions
Utilization of Data for Identification, Selection, and
Implementation of Intervention Strategies
Focus of
Identification
Individual
Students
Specific Need
• Academic
(math)
Student Clusters • English
Language
Levels
of Need
Medium
High
Intervention Strategies
• Individual Growth Plan
• Academic Restructuring
• Peer Monitoring Support
• Tutors
• After-school Programs
104
Implement risk assessment framework to examine risk and protective
factors to determine the most effective intervention plan(s).
Utilization of Data for Identification, Selection, and
Implementation of Intervention Strategies
Focus of
Identification
Specific Need
Levels of
Need
• 9th Reading
• Attendance
High
High
• Freshman Academies
• Check and Connect
• Transition
High
• Peer Mentors
School Level
• Discipline
Low
• Conflict Resolution
District Patterns
• Suspensions
• Retentions
Medium
High
District &
Community
• Truancy
• Gangs
• Drug Abuse
High
High
High
Grade Level
Intervention Strategies
• Behavior Mod. Reinforcement
• Review Policies
• Family Court, Olweus
• Gang Intervention Classroom
• Multidimensional Family Therapy
105
 IES Practice Guide
 New Hampshire Vision for Redesign
 NDPC Effective Strategies
 USDE Secretary’s Priorities
 United Way’s Education Goal: 2018
106
Practice Guide
Effective Strategies
Recommendation #5:
Personalize the learning
environment and instructional
process
Individualized Instruction

Active Learning




Establish small learning
communities
Establish team teaching
Create smaller classes
Create extended time in
classrooms through changes to the
school schedule
Encourage student participation in
extracurricular activities



Flexible instructional and
motivational strategies
Take each child’s uniqueness into
account
Engage students, address
multiple intelligences and adapt to
students’ learning styles
Mentoring/Tutoring

Provide one-on-one, caring,
supportive relationships through
mentoring
107
1. Improve Early Learning Outcomes
2. Implement International Academic StandardsElementary-Secondary-College-Career
3. Improve Effectiveness and Distribution of
Teachers and Principals
4. Turnaround Persistently Lowest-Achieving
Schools
5. Increase Postsecondary Success
108
6. Improve Achievement and Graduation Rates
Rural and High-Need Students
7. Promote Science, Technology, Engineering,
and Mathematics –(STEM) Education
8. Promote Diversity
9. Support for Military Families
109
10. Support Data-Based Decision Making
11.Design and Develop Evidence-Based
Programs
12.Support Programs, Practices, or Strategies
with Strong or Moderate Evidence of
Effectiveness
13.Improve Productivity and Efficiency of Time,
Staff, Money, and Resources
Secretary’s Priorities for Discretionary Grant Programs. [2010, August 5] Federal Register 75 [150], pps. 47285-47291.
Retrieved from http://edocket.access.gpo.gov/2010/2010-19296.htm
110
■
Alternative Schooling and Recovery Programs
 Virtual credit recovery
 Private contract and charter schools
■
Attendance and Truancy Reduction Program
 Aggressive attendance programs by school districts
and communities
 Court-based programs aligned with school efforts
■
Increased Role of “Counselors”
 Graduation coaches (GA)
 Guidance technicians (St. Paul, MN)
111
■
Individualized Learning Plans
 Individual Graduation Plan (South Carolina)
 Six-Year Plan (St. Paul, MN)
■
Smaller Learning Communities
 Ninth grade academies
 Smaller “houses” within high schools
■
Transition Programs
 Formal programs between 8th and 9th grades
 Transition counselors throughout multiple grade
levels
112
Phases of PAR
1. Preparation–Establish Local Action Team (LAT)
2. Data Review and Analysis–Complete School Climate Survey
3. School Site Visit–Host visiting PAR team
4. Review and Analysis of School Visit Data–Prepare report
5. Report and Discussion–Review and analyze report
6. Action Planning–Explore options and set priorities
7. Implementing Action Plan–Initiate policies and programs
8. Continuous Monitoring, Evaluation, and Program Improvements
113




Leadership involved at multi-levels
Empowerment at the point for best results
Stakeholder engagement
Local capacity built through Local Action
Teams




Assessment of local information
Analysis of local conditions
Alternatives offered for improvements
Action planning for implementation and evaluation
114
Model Programs Database
115
How would you rate your school as it is
today in each of these categories?
Absenteeism
Relevant Curriculum
Active Learning
Retention Policy
Alternative Education Options
Safe School Environment
Community Involvement
Student Involvement (Sports/Arts/Clubs)
Discipline Policies
Student/Teacher Relationship
Overall School Climate
Students Academic Achievement
Parent/Family Involvement
Transition Programs
Personalized Learning Environment
Use of Technology
E=Excellent
A=Average
N=Needs Improvement
124
■
What data sets should we review?
■
What populations should we focus on first?
■
What policies tend to push kids out of
school?
■
What critical checkpoints should be the
highest priority?
■
What current “safety net” programs have
marginal impact?
125
Drop Out
of
School
Stay
in
School
126