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A Systematic Framework for A Systematic Framework for Dropout Prevention and the Dropout Prevention and the

Tools to Make it HappenTools to Make it HappenBuilding the Future Capacity Building Institute

May 12-14, 2009Tom Barkley, MD Department of Education

Loujeania W. Bost, NDPC-SD

Engaging State Education Agencies –Creating the right conditions

Vested priority to increase graduation

and decrease dropout for ALL

Youth

Increase Capacity to Implement Effective Practices

Facilitate Implementation

of Effective Practices

Data-Based Decision Making

Professional Development and training

AccountabilityPolicy

Analysis and Change

Funding and Interagency

Support

Align State StructuresAlign State Structures• Early exposure to post-secondary

credits• Provide mini grants and support for

model/exemplary programs that can be replicated and sustained

• Enhance collaboration across service agencies

• Improve measurement systems• Ensure federal and state regulations

are met

Engaging Local Agencies• Developing and maintaining an efficient

infrastructure for collecting and utilizing data to identify strengths, needs and priorities;

• Providing a relevant and rigorous curriculum that is aligned with state and national standards that challenges students and actively engages them in learning;

• Maintaining a safe and orderly school climate where students feel welcome and supported;

Engaging Local Agencies• Establishing opportunities for

sustained parental involvement • Establishing mechanisms for

ongoing professional development.• Establishing community

partnerships that support students and schools during non-school hours

Engaging Local Agencies• Establishing routine, year-round

monitoring of attendance (at school and work), suspensions, and academic credits

• Review and alter marginal policies that are counterproductive to school completion

• Promote greater inter/intra agency collaboration

Engaging Local Agencies

• Support and enrichment to Support and enrichment to improve academic performanceimprove academic performance

• Improve students’ classroom Improve students’ classroom behavior and social skills.behavior and social skills.

• Multiple pathway strategies for community and work-based learning

• Provide learning scaffolds that are comparable to expectations

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Adopt and Support the Adopt and Support the Implementation of Evidence-based Implementation of Evidence-based

PracticesPracticesFocus on Interventions That Work!Focus on Interventions That Work! • Interventions that are strength

based and involve a variety of contexts

• Strategies focused on engagement• Interventions that occur over time• Interventions that involves a

family or parent component

ALIGNING STATE STRUCTUREALIGNING STATE STRUCTURE

Provide discretionary grants, technical assistance, and support for model/exemplary programs that can be replicated and sustained.

Enhance collaboration with partner public agencies

Ensure federal and state regulations are met

LOCAL SCHOOL SYSTEM LOCAL SCHOOL SYSTEM PRACTICESPRACTICES

Maintains an efficient infrastructure for collecting and utilizing data to identify strengths, needs, and priorities.

Maintains mechanisms for ongoing professional development.

Promotes greater interagency collaboration.

Reviews and alters marginal policies that are counterproductive to school completion.

LOCAL SCHOOL LOCAL SCHOOL COMMITMENTCOMMITMENT

1. Establish opportunities for ongoing professional development.

2. Establish opportunities for sustained parental involvement.

3. Establish community partnerships that support students and schools during non school hours.

4. Maintain a safe and orderly school climate where students feel welcome and supported.

5. Establish routine, year-round monitoring and sharing of attendance, suspensions, and academic credit data.

NDPC-SD, Maryland State Department of Education, and Cecil County Public

Schools collaboration results in a significant reduction in the dropout rate

at local high schools

NDPC-SD + SEA + LSS = NDPC-SD + SEA + LSS = ProgressProgress

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Why Data-Based Decision Why Data-Based Decision Making?Making?

• Helps us authenticate and validate our story

• See trends or patterns to identify causes and to focus TA efforts

• Target school and student risk factors• Monitor progress and evaluate efforts• Strengthens accountability

“Without data it’s just another opinion”

NDPC-SD Dropout NDPC-SD Dropout Prevention Intervention Prevention Intervention

Framework (DPIF)Framework (DPIF)Knowledge transfer and utilization of dropout-

prevention research Proven practices that work Policies and procedures that support school

completion Implementation of evidence-based practices

within a contextual fit.

NPCD-SD’s framework provides a structured process by which SEA or LEA teams can gain sufficient knowledge to develop, sustain and expand efforts in data analysis to:

(1) Identify risk and protective factors(2) Identify priority areas for intervention(3) Identify and select evidence-based

practices to address needs(4) Develop and implement effective

programs in dropout prevention

Dropout Prevention/ Dropout Prevention/ Intervention Framework Intervention Framework

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Dropout Prevention Dropout Prevention FrameworkFramework

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Assessing the Root CauseAssessing the Root Cause

Making Data Driven DecisionsMaking Data Driven Decisions18

Phase 1: Analyze DataPhase 1: Analyze Data District and school demographics Student performance (graduation,

dropout, course completion, AYP) District/school infrastructure Assessment, curriculum, and instructional systems Current initiatives and partnerships Professional development Parent/family engagement

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Look for signs in Look for signs in the data the data

available to you!available to you!

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Guiding Questions to Promote Guiding Questions to Promote Regular School Attendance Regular School Attendance

• How much do we know about the whole picture of attendance in our school?– What data do we have and use?– What data do we need?– What electronic reports do we have/use?– How do students contribute to our knowledge about attendance?

• How regularly is whole school data analyzed?– Once a year– Each semester– Each marking period– Monthly– Weekly– Daily

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Guiding Questions to Promote Guiding Questions to Promote Regular School Attendance Regular School Attendance

• What are the attendance trends and specific attendance issues for our school?– What is the attendance rate for each grade? (absence

of >10 to 18% of the instructional time indicates a serious risk of dropping out)

– Has the rate changed over time?– How are individual students identified? How many are

of concern?– At what stage is a students absence considered a

concern (set # of days, unexcused days, skipping, tardiness)?

– What protective factors can we consider for these students?

– Does the district or school have targets for attendance rates?

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Guiding Questions to Promote Guiding Questions to Promote Regular School Attendance Regular School Attendance

• Is there a consistent understanding and use of absence codes in our school?

• How well do existing procedures work? Consider the following:– How are absences followed up?– What is currently done about late comers?– How is per period attendance recorded/

reported?– Is there consistent follow up by teachers?– How are parents communicated with about

attendance

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Guiding Questions to Promote Guiding Questions to Promote Regular School Attendance Regular School Attendance

• How do we follow up on poor attendance with students/, their parents?– Discuss reasons, contact families, make

agency referrals, interagency involvement (e.g., wraparound, RSA)

– Use case management, monitors, adult mentors,

– Establish contracts• How do we document interventions for

individuals, schools, groups of students? – Pen and paper, electronically, checklists,

external monitors

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Guiding Questions to Promote Guiding Questions to Promote Academic AchievementAcademic Achievement

• What are the course-completion rates for core classes?

• Do there appear to be “problem” classes?• Are Sp Ed students completing academic

courses at comparable rates to their non-disabled peers?

• What % of seniors didn’t earn enough credits to graduate last year?

• Are students able to take courses when they need them?

• Are credit requirements preventing many students from graduating in 4 years?

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Guiding Questions to Promote Guiding Questions to Promote Prosocial BehaviorProsocial Behavior

• Does your school have behavior supports in place?

• Does every E/BD student in your school have a behavior support plan?

• Are behavior support plans based on a functional behavior assessment (FBA)?

• Who conducts the FBAs?26

Guiding Questions to Promote Guiding Questions to Promote Prosocial BehaviorProsocial Behavior

• What percentage of students received in-school suspensions?

• What percentage of students received out-of-school suspensions?

• What percentage of students were expelled?

• How many office referrals were there?• Are the data consistent between all

students and students with disabilities? 27

Phase 2: Identify TargetPhase 2: Identify TargetAreas for InterventionAreas for Intervention

Academic content and instruction (reading, math, science, writing)

Behavior (classroom management, behavior support)

Attendance and truancy preventionSchool climateSelf management (self determination,

problem solving)Mentoring (employment, service

learning)Family engagement 28

Phase 3: Phase 3: Develop Improvement PlanDevelop Improvement Plan

Select evidence-based practices (e.g., Check & Connect, Positive Behavior Support, Cognitive Behavior Interventions, Content Enhancements) Determine level of intensity (Universal, Selected, Targeted) Contextualize to setting Establish timelines Train relevant staff members

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InterventionsInterventionsFocus on factors linked to dropout

Influenced by educatorsAttendanceBehavior Academic performanceStudent engagementAdult/peer interactionsSafe school environmentEvaluate policies and procedures regarding dropouts

Implementation of evidence-based strategies/interventions

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Phase 4: Implement, Monitor, Phase 4: Implement, Monitor, and Evaluateand Evaluate

Conduct baseline measures Implement strategies: on-site coaching, consultation & feedback, progress

monitoring, fidelity checks Measure results Evaluate outcomes Celebrate success! Disseminate

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Dropout Prevention/ Dropout Prevention/ Intervention Framework Intervention Framework

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Dropout PreventionDropout PreventionAt North East High SchoolAt North East High School

Action Plan

PUSH PULL

Retention ( High School and Lower Grades)

Inclusion Practices

Low Reading/Math skills in 9th grade

Lack of student attachment/lack of buy-in to school, Alienation

Poor transition practices

Disengagement (Suspensions, Absences)Failing Grades

Standard of 26 credits for graduation

Completion from GED programs

Friends and family dropping outPregnancy

Poor family support

Incarceration

Poor attendance

Family Illness (marriage, employment, child care)

Drug/Alcohol problem

    

          

Alterable variables can be transformed in to targeted goals that will inform selected strategies or interventions that affect student outcomes (Covington – Smith, 2007)

Variable 

Goal 

Strategy 

Desired outcome 

         Inclusion teacher pulled from class too often

  Increase time spent with standards by inclusion teacher

    Schedule more carefully around teacher’s planning

    Decrease loss of special education teacher in the classroom

         Too many inclusion students outside of co-lab classes

         Meeting accommodations of students

         Schedule students into co-lab classes

         Higher success for students

         Regular and Special Education teachers should have common planning periods.

         Effectively implementing accommodations

         Scheduling          Higher success rate and consistency

         Attendance – excessive absences and truancy

         Increase student attendance

     Attendance on line like GO per period   Rewards   Local businesses not support kids during school hours

    Students get to school on time   Students stay in school all day   Higher passing rate   Higher student success

Influencing Alterable Variables

Strategic Planning (Goals & Measures)

Bring dropout rate to within state limits by 2010Establish standardsImplement school-wide intervention programsImplement after-school programsImplement transition programsConnect-ed communicationReduce tardiness to school/classImplement case manager programImprove aesthetics/climate Implement mentorship program

LeadershipAdministrative Team, Instructional Cabinet,

Guidance, PPW, Special Education BC, Behavioral Specialist, Teachers, and School

Improvement Team

Student, Stakeholder & Market Focus

At risk studentsParents ,TeachersCommunity membersBusinesses (BPAC), AdministratorsGuidance CounselorsSpecial Education StudentsCase managers

Performance ResultsStrategic Results

Short term effectiveness measuresDropout RatesGraduation RatesIncreased 9th grade passing rate, Reduction in tardiness to school/class

Operational/Process ResultsStill to be determined after implementation of our Action Plan

Teen Talk has been successful with 35 students this year.Teen pregnancy after-school has 7 students.

Human Resource – Faculty & Staff Focus

Dropout Prevention TeamAdministratorsCounselorsBehavioral SpecialistsSpecial Education Building CoordinatorPPWTeachersCase Managers

Process ManagementProfessional DevelopmentData CollectionInvestigate funding sourcesDevelop strategies for implementationUtilize staff members expertise Monitor Academic progress

Measurement, Analysis, and Knowledge Management

Dropout Rate, Graduation Rate, AttendanceDiscipline referrals and suspension dataSet up intervention tools

NEHSDropout Prevention Action Plan

Action Plan North East High School

2008-2009

GOAL:To improve our graduation rates, lower our dropout rates and prepare our graduates for successful entry into higher education and/or the workforce.

Performance Indicator: We will increase our graduation rate by 3% in each of the next three years to meet the graduation standard. Improvement Strategy: We will reduce our dropout rate in North East High School, thereby increasing our graduation rate.

Action Plan Action Plan North East High School 2008-2009 North East High School 2008-2009

• To provide additional support for special education students participating in inclusive classes

• To have better communication with parents concerning students

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Action Plan Action Plan North East High School 2008- North East High School 2008-

20092009

• Implement evidence based strategies to increase student attendance rates

• Create a positive school atmosphere

•Decrease out of school suspensions

•Survey dropouts to inform improvement strategies

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NEHS Dropout Prevention NEHS Dropout Prevention InterventionsInterventions

1. Intervention Room2. After-School Planning3. Positive Referrals/Incentives4. Teen Talk (HMI grant)5. Attendance Breakfast6. Unit Organizer (grant)7. L to J (Lee Jenkins training)8. Peer Tutor (HSA grant)

NEHS Dropout Prevention NEHS Dropout Prevention InterventionsInterventions

9. Displaying of Student work/ Show cases

10.Student of the Month11.Staff Breakfast12.Building Aesthetics13.Data14.Communication15.Exit Conferences

Northeast High School Northeast High School Outcome DataOutcome Data

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Northeast High School Northeast High School Outcome DataOutcome Data

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Contact Information:Contact Information:Sandra Covington Smith, PhD

Project Coordinator, Technical Assistance and Training

sandras@clemson.edu

Clemson UniversityClemson UniversityNDPC-SDNDPC-SD

209 Martin Street209 Martin StreetClemson, SC 29640Clemson, SC 29640

864-656-1817 864-656-1817 www.ndpc-sd.org