Dropout Prevention Report

8/2/2019 Dropout Prevention Report

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PULASKI COUNTY SCHOOL BOARD

DROPOUT PREVENTION PROGRAM REPORT

Office of AdministrationPulaski County Public Schools

Thomas M. Brewster, Ed.D.Interim Superintendent

Pulaski County Public Schools202 North Washington Avenue

Pulaski, VA [email protected]


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And no matter what you want to do with your life, I guarantee

that you'll need an education to do it. You want to be a doctor, or

a teacher, or a police officer? You want to be a nurse or an

architect, a lawyer or a member of our military? You're going toneed a good education for every single one of those careers. You

cannot drop out of school and just drop into a good job. You'vegot to train for it and work for it and learn for it.

And this isn't just important for your own life and your ownfuture. What you make of your education will decide nothing less

than the future of this country. The future of America depends

on you. What you're learning in school today will determine

whether we as a nation can meet our greatest challenges in thefuture.

We need every single one of you to develop your talents and yourskills and your intellect so you can help us old folks solve our

most difficult problems. If you don't do that -- if you quit on

school -- you're not just quitting on yourself, you're quitting onyour country.

- President Barack Obamai

i President Obamas speech to Wakefield High School in Arlington, VA, September 8, 2009.


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Introduction

Last year, the State Board of Education amended the Standards of Accreditation and

established policies that promote schools and divisions accountability for graduationand dropout rates for students as a total population and by certain subgroups.

This action resulted in the adoption of a graduation benchmark for state accountabilitypurposes. Last February, the Board revised the Commonwealths accreditation standards

to create a graduation and completion index that requires each high school to meet a

minimum benchmark to achieve full accreditation.

Beginning with the accreditation ratings announced in the fall of 2011, high schools must

earn a minimum of 85 points on the graduation and completion index as well as achieve

the required pass rates on state tests in English, history/social science, mathematics, andscience for full accreditation. High schools that do not attain the minimum graduation

benchmark, but meet all other requirements, can earn provisional accreditation until 2015

by achieving interim graduation benchmarks.

In support of the Boards action, the Virginia Department of Education released the 2009

high school cohort report. The data presented in the report indicated that Virginias highschool 2009 cohort had a graduation rate of 83.2 percent compared with 82.2 percent last

year. This one-point increase in the graduation rate represents nearly 1,000 additional

young men and women who earned diplomas and are ready for post-secondary education

or entry-level employment. In Pulaski County, the percentage of increase was muchgreater. The 2009 cohort had a graduation rate of 84.9 compared with 77.4 percent last

year. In addition, the 2009 cohort had a completion rate of 89.5 compared with 86.6 forthe 2008 cohort.

The on-time graduation rate defines a graduate as a student who receives one of thefollowing types of diplomas within four (4) years:

Advanced studies; International baccalaureate; Standard; Modified standard; Special; or General achievement.

The completion rate reflects both graduates and completers. A completer is defined as astudent who meets the requirements for/earns:

A general equivalency diploma; An Individual Student Alternative Education Plan; or


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A certificate of completion.The report released by the Commonwealth includes vital information that will shape

efforts at the state and local levels to keep students in school and on track toward earning

diplomas. By using the reports, educators can see where interventions are most urgently

needed. They also identify high schools and school divisions that have developed bestpractices and strategies that others can emulate and adapt.

With accurate data, a longitudinal data system that allows us to detect students who

exhibit the early indicators for dropping out, stronger, systemic support systems that

provide the necessary intervention and programming for students, and a strong messagefrom our President about the importance of graduating to our nations economic success,

the elements are in place for Pulaski County to continue making a significant impact to

our on-time graduation rate.


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Methodology

The data collected from documents and interviews were handled qualitatively. This study

used written and oral sources. Written sources for this study included: School BoardPolicy, program manuals, and dropout prevention research. Oral sources included

personal conversations and interviews.

The scope of the evaluation was determined by a group of dropout prevention specialists

that included school administrators, counselors, social workers, and alternative

instructors. The group decided to explore six (6) areas related to dropout prevention

efforts. The areas selected included:

1. attendance;2. alternative education;3. student assistance programming;4. credit recovery;5.

GED preparation; and6. dropout prevention data specifically the Early Warning System tool beingdeveloped in collaboration with VDOE and the National High School Center.

The group then identified teams and team leaders to study each area.

Since the researchers are members of the organization whose programs are being studied,

the researchers were encouraged not to reflect interest or biases in this study. Theresearchers primary responsibility was to ascertain, investigate, accumulate, and

accurately report data and information related to dropout prevention efforts.


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Truancy Interventions

Daily attendance is required under the current laws of Virginia Code Section 22.1-254.

Pulaski County Schools has set forth comprehensive policies to define and reducetruancy. An attendance designee has been identified in each school. Ms. Jennifer

Bartley, Coordinator of School Social Work/Truancy Officer, oversees the attendancedesignees and the process of truancy intervention.

Each school follows the intervention process below with the goal of improved daily

school attendance.

5 Unverified Absences - The student and parent meet with the attendancedesignee to develop an Attendance Improvement Plan (AIP) that contains

strategies to help ensure daily student attendance.Ten (10) absences of any typeand/or ten (10) Tardies will be reviewed and could result in an AIP as well.

Absences following the AIP - The attendance designee refers the student andparent to the Pulaski County Truancy Team. This multi-agency, collaborative

team will help the student and parent/guardian develop a plan of action to ensureschool attendance.

Absences following Truancy Team The Truancy Teams plan is submitted tothe Juvenile Court Judge if the student continues to miss school. The student

and/or parent may be referred to court under a CHINS petition or Failure to Send

petition.

AIP and Truancy Team strategy and action plans often include referrals to other agencies

for services such as counseling, medical care, food/fuel assistance, etc. Also, staff

members often provide support and encouragement for parents in setting reasonableexpectations and consequences regarding daily attendance. Additionally, plans to address

academic concerns can include tutoring, SAP, schedule or school program changes (ie:ISAEP), referral to child study/IEP/504 teams, and connecting students with peer or adultmentors.

If absences continue following the Truancy Team Meeting, the school will refer the child

to the truancy officer who will then determine if a CHINS petition or Failure to Sendpetition will be filed with the Juvenile and Domestic Relations Court. Any court orders

are then monitored for compliance. Failure to comply with the court order results in a

criminal charge. Consequences determined by the Judge then follow.

Commendations

1. Pulaski County Schools enjoys wonderful working relationships with manycommunity agencies. The Pulaski County Truancy Team consists of staff from

Pulaski County Schools and from community agencies. This partnership allowsfor families to easily engage in support services necessary to improve daily school

attendance.2. Pulaski County Schools has a close relationship with Juvenile and Domestic

Relations Court. Every three (3) months, Judge Lee Chitwood hosts a best


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practices team meeting, bringing together individuals from the school system,law enforcement, probation services, mental health, and local legal offices, with

the goal of enhancing truancy intervention practices at all levels.

3. Pulaski County Public Schools has made encouraging daily school attendance apriority/expectation. Furthermore, awareness within the community has been

raised through cooperation and collaboration with a variety of communityagencies that are sending the message to our families that school attendance isextremely important and of value to our community.

Challenges/Recommendations

1. Design specific intervention strategies to encourage daily school attendance ingrades Pre-K through 2. Recent research has found that an early pattern ofabsenteeism is an indicator of risk for dropping out of school. These strategies

include, but are not limited to, enhancing communication with parents in order

to raise awareness of the importance and legal requirements of dailyattendance, providing printed materials encouraging school attendance and

parental participation, and providing increased opportunities for parents and

students to experience attachment to the school and school staff.2. Partner with community agencies (who also serve our students and their

parents) with the goal of communicating the same message regarding school

attendance to our families. Increasing consistency of this message will result

in higher rates of dropout prevention. For example, the Department of SocialServices currently provides parenting classes. It is possible they would be

willing to teach a section on the importance of school attendance and parentparticipation with their childs school.

3. Assign staff who can focus on building relationships with students and parentsfor the purpose of prevention and intervention of truancy. Truancy is notreally just about a pattern of absenteeism. Rather, the truancy is a result of

struggles within self and family, such as domestic violence, substance abuse,

mental health issues, and poverty. Getting to the true reasons regarding poordaily attendance takes relationships, time, and interventions at multiple levels.

To truly get to the heart of the matter, Pulaski County Public Schools could

consider hiring additional social workers who can partner with families, assistfamilies with navigating the school system, and link families to community

resources. The Core Team process can also assist in these endeavors without

additional resources.


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Drop Out Prevention Pulaski County Achievement Center

Program Overview

The Pulaski County Achievement Center (PCAC) is an alternative program for students

in grades six through twelve. PCACs staff provides academic and behavioral support to

students who are unable to be maintained in a traditional school setting.

Students may be assigned to PCAC in three ways: 1) a disciplinary hearing at the central

office level; 2) an administrative placement from the school level; or 3) transfer from a

similar alternative setting in another division. Infractions that lead to PCAC placementtypically are related to substances (possession/use/distribution), violence

(fighting/assaults/threats) or other severely disruptive behaviors.

PCAC currently shares a location with the Fairlawn Cooperative Transition Program at

the old Riverlawn Elementary School site. The staff includes a programcoordinator/teacher, a teacher and a paraeducator. Students attend school for a full day.

Students primary mode of academic instruction is web-based (PLATO). Counseling

services are available to address the behaviors that led to students placement in theprogram.

Data for Students Currently Served in the PCAC

PCAC Data

2009 - 2010 Semester 1

Number of Students: Middle High Total

Served in PCAC 9 19 28

Assigned by Principal 7 6 13

Assigned via Hearing 2 13 15

Who are Male 6 17 23

Who are Female 3 2 5

Who are White 7 14 21

Who are African American 2 4 6

Who are Multiracial 0 1 1

Who Converted to LTS 0 3 3

Who Left Due to Improvement 1 0 1

Who are Scheduled to Return to BaseSchools for Semester 2 4 8 12


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Commendations

1. The coordinator and staff are dedicated to serving this particular studentpopulation.

2. PCACs staff is flexible and student-centered.

Recommendations

1. A larger space particularly for the high school program would be helpful.

2. Students exiting PCAC need to continue to be tracked to determine success whentransitioned back to the regular school environment. This is data is either

currently unavailable or not reported. It is imperative that we determine if the

PCAC program impacts the graduation efforts of those students.

3. A clearly defined transition process for students return to their base schoolsneeds to be developed. It is recommended that the staff immediately reviewcurrent student information to ensure that each student has a collaborative

transition plan. In addition, a process should be established where the staff

collaborates with the middle and high schools to track these students on a longterm basis.

4. Continue to evaluate the web-based programs that are available to provide themost appropriate one available. In addition, the staff should increasecommunication in regard to offering GED instruction on site.

5. The staff should provide annual year end reports to the Board regarding the

programs progress that include information regarding gains made in developingcollaborative transition plans and tracking efforts as well as information regarding

students served and services provided.


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Student Assistance Program

Introduction

The purpose of Pulaski County Public Schools Student Assistance Program (SAP) is to

provide programs and services that address and meet the needs of all students bydelivering PK-12 prevention, intervention, and support services designed to reducestudent risk factors, promote protective factors, and increase asset development. The nine

(9) SAP components set forth by the National Student Assistance Association are

endorsed by the Pulaski County School Board as the minimum requirements needed to

reduce barriers to learning and ensure student success in safe, disciplined, and drug-freeschools and communities (Figure I).

Figure I The Nine Components of Student Assistance

1. School Board Policy - To define the school's role in creating a safe, disciplinedand drug-free learning community and to clarify the relationship between student

academic performance and the use of alcohol, other drugs, violence and high-risk

behavior.

2. Staff Development - To provide all school employees with the necessaryfoundation of attitudes and skills to reduce risks, increase protective factors and

foster resilience through SAP services.

3. Program Awareness - To educate parents, students, agencies and the communityabout the school policy on alcohol, tobacco, other drugs, disruptive behavior and

violence and provide information about Student Assistance services that promote

resilience and student success.

4. Internal Referral Process - To identify and refer students with academic andsocial concerns to a multi-disciplinary problem-solving and case management

team.

5. Problem Solving Team and Case Management - To evaluate how the schoolcan best serve students with academic or social problems through solutionfocused strategies.

6. Student Assistance Program Evaluation - To ensure continuous qualityimprovement of student assistance services and outcomes.

7. Educational Student Support Groups - To provide information, support andproblem-solving skills to students who are experiencing academic or social

problems.

8. Cooperation and Collaboration with Community Agencies and Resources -To build bridges between schools, parents and community resources through

referral and shared case management.

9. Integration with Other School-Based Program - To integrate student assistanceservices with other school-based programs designed to increase resilience,

improve academic performance and reduce student risk for alcohol, tobacco,

other drugs and violence.

A Student Assistance Program:


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1. Recognizes that students experience academic and social problems and seeks toimprove grades, attendance and social challenges.

2. Identifies students experiencing problems and connects them with resources byproviding collaboration between in-school and community resources.\

3. Encourages parent involvement to promote positive support and perhaps changesin family life which may have long-term benefits for the students academicsuccess.

4. Increases student involvement to influence positive school climate changes byincreasing the ability to help friends and participate in positive activities.

5. Promotes a safer school environment by: Helping to decrease substance abuse. Helping to decrease acts of violence and vandalism. Increasing resiliency competencies. Increasing healthy coping skills. Empowers teachers to address the needs of the whole child without

complicated paperwork.

Gives teachers and principals another level of assistance to help studentsbe successful.The SAP program has been fully implemented at Pulaski County High School. It is the

plan to expand the SAP program to the middle schools next year, followed by theelementary schools in subsequent years.

Pulaski County Public Schools employs a core team delivery model for delivering SAPservices. There is currently one (1) full time grant funded SAP Counselor at Pulaski

County High School, and it is our goal to hire SAP Counselors at all school levels. The

SAP Counselor or Coordinator is responsible for providing counseling and facilitating the

core team process. The core team will consist of a group of individuals, representing avariety of disciplines within the building, who work with identified students to implement

school-based strategies and connect students and their families to community resources.

The Core Team Definition

The SAP uses a multi-disciplinary team and systems approach, directed by the high

schools Core Team.The teams is composed of at least the SAP coordinator, one (1)school administrator, one (1) guidance counselor, one (1) teacher, one (1) nurse and one(1) special education instructor. The school psychologist and school social worker are

incorporated in the core team process. The SAP counselor facilitates the process.

The Core Team Referral Process

Pulaski County High School has established goals to address the issues facing its studentpopulation based on an objective needs assessment. The team designs a student support


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plan for each identified student with the goal of increasing the likelihood of academicsuccess.

It is then the responsibility of the SAP coordinator to work collaboratively with internaland external providers to implement effective and efficient SAP programming. The SAP

coordinator is responsible for the organization of behavior checklists, SAP paperwork,and for the efficient and timely running of regularly scheduled team meetings. Whenfaculty members or other individuals has concerns regarding a students behavior, social

or emotional issues, then they may refer the student confidentially to the team by

consultation with team member or completing a behavior checklist.

The team member then gives that information to the team manager and a behavior

checklist will be distributed to the students teachers and relevant staff (e.g., school

counselor, coach.) The team coordinator then tallies the results of the returned behaviorchecklists onto the summary form, destroys individual behavior checklists, and gathers

information pertaining to the students attendance, discipline, and grades. This

information is presented to the team, a tentative plan is suggested, and parent/student iscontacted unless data clearly implies the contrary due to possible harm. As a Core Team

creates student action plans, it reviews the information gathered about the student,

especially about the student's strengths and compares that to the list of assets. If a studentdoes not exhibit an asset as strength, then it is a need. The team then brainstorms

strategies that could fill those needs.

Assigned team members follow the case and review the students status as often asneeded but at least once every two months with additional changes made to the plan as

indicated following consultation with the team.

Counseling and Preventative Services (CAPS)

To ensure the safety, health, and well being of all students, Pulaski County PublicSchools is committed to providing the CAPS Program, which emphasizes drug and

alcohol abuse prevention, intervention, aftercare support, and necessary corrective

actions. The program addresses the legal, social, and health consequences of drug and

alcohol use and provides information about effective techniques for resisting peerpressure to use illicit drugs or alcohol. The program is age-appropriate and

developmentally based for all students in all grades. At the conclusion of each year, the

Assistant Superintendent for Administration evaluates the effectiveness of the program.

The CAPS Program is available to all students of Pulaski County Public Schools. Thisincludes first time violators of Pulaski County Public Schools Substance Abuse Policy

and self-referrals. This past year, the SAP Coordinator at the high school assumed the

role of counselor for this program.


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Timeline for Full Implementation of Student Assistance Policy:

Spring 2010:

SAP Needs Assessment - Review of data (On-going) Request funding for one (1) additional Student Assistance Coordinators (Grant

Funded)

Identification of membership and formation of Core Teams at DMS, and PMS forthe 20010-2011 school year

Identification of research-based universal, selective, indicated, and treatmentprograms in Pulaski County by individual schools

Release three (3) SAP newsletters Core Team Training (Identified Members of the Core Teams Grades 6-8)

Fall 2010:

Release three (3) SAP Newsletters Faculty training of the student referral process by Core Teams in targeted schools

(Grades 6-8).

Coordinate with elementary schools to determine best approach forimplementation of Core Teams

Full implementation of PCPS SAP Model (Grades 6-12)Spring 2011

Seek funding for two (2) additional SAP Counselors Faculty training of the student referral process by Core Teams in targeted schools(Grades PK-5) Release three (3) SAP Newsletters

Fall 2012

Full implementation of PCPS SAP Model (Grades PK-12) Release three (3) SAP Newsletters

Implementation of SAP Focus Groups and Programming at Pulaski County High

School

Peer Mediation: This is a service learning class where students are trained in conflict

resolution skills. The mediators enrolled in the class meet with students in conflict tobrainstorm and develop intervention plans to reduce violence. To date, there have been

twenty-five (25) peer mediations completed involving sixty-five (65) students.


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Peer Mentoring: This program matches senior students (who are enrolled in our service

learning class for peer mediation) with freshmen students who are struggling socially.

The students spend approximately thirty minutes together each week to work on socialskills. To date, we have ten (10) ninth grade students paired with senior mentors.

Anger Management Services: This service is available individually or in a groupsetting. Students can be mandated by administration or self-referred. To date, twenty-

four (24) students have been referred to anger management group.

Counseling and Preventative Services: This is a mandated program for students whoviolate the drug and alcohol policy. This program (CAPS) requires eight (8) counseling

sessions with parent involvement. To date, there have been sixteen (16) CAPS referrals.

Individual Counseling Services and referrals: Counseling is available to any student

who could benefit from having extra support at school. These services can cover multiple

issues including substance abuse, family issues, grief/loss, etc. The SAP is the liaisonwith community resources for referring purposes. To date, seventeen (17) students are in

individual counseling at the school and twenty-two (22) students have been referred for

more intensive services in the community.

Core Team: This is a service for those challenging students who are having difficulty at

school. The Core Team is composed of twelve (12) faculty members who meet at least

two (2) times a month for an hour each meeting. The team discusses the student issues,brainstorms interventions and generates new ideas, and establishes a case manager to

assist the student throughout the year. To date, twenty-eight (28) students have beenreferred to the Core Team and are benefiting from on-going interventions.

Student Assistance Program Commendations

1. A referral procedure is in place to address all student/faculty/parent concerns.2. Information dissemination continues through the school, staff and community.3. Many teachers are referring students indicating an understanding of the program.4. The SAP has already expanded to meet additional needs of students as indicated

by referrals received and feedback from faculty.5. The Core Team continues to become a cohesive group with common goals of

implementing new programs and services to meet the needs of all students.

Student Assistance Recommendations

1. The Core Team continues to struggle with the logistics of meeting times, places,length of meetings, etc. A common planning time is essential. The team needs tocontinue to brainstorm interventions and continuously review policies and

procedures to ensure high level success.


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2. Public awareness continues to be pursued including the community, schoolpersonnel and the students themselves. All interventions need to be clear and

efficient.

3. Core Team members need access to student data in order to be effective in casemanagement.

4.

The Student Assistance Program should be developed at the middle schools level.5. The issue of missed class time to participate in any facet of the SAP continues tobe an obstacle and continually needs to be respected and reviewed.


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Component Current Status - HS Current Status - MS A

Policy & Procedure

SAP Manual with procedures in

place. CAPS policy in studenthandbook.

The same manual and policies willbe used for MS and HS.

Cn

Staff Development

Completed 2 day core team training

by DOE. Completed 2 day training

for peer mediators. School

visits/contacts with Roanoke Co

schools that have established SAPs.

In-service with information regarding

SAP components and referral

process.

Not yet in place in the middle

schools.

O

a

s

c

a

p

th

c

Program Awareness

SAP/Student Services newsletters.

PRC newsletter article. Faculty in-

service and training. Board

presentation. SAP and peer

mediation posters placed around

school.

SAP/Student Services newsletters.

PRC newsletter article. Faculty in-

service and training. Board

presentation.

A

st

(p

Indentification & Referral

Core Team trained and functioning

with a solution-centered focus.

Faculty received referral forms and

program descriptions.

Students are referred through

disciplinary process for anger

management, substance abuse, etc.

W

e

in

O

o

e

Problem-solving & Case

Management

Core Team case managers meeting

with students regularly. Referrals forin-school and community-based

services are on-going.


schools. C

Student Assistance Program

Curent Status/Short-Term Planning

Pulaski County Public Schools Confidential 12/17/2009


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Component Current Status - HS Current Status - MS A

Educational Support Groups

Anger management and substance

abuse groups are on-going. Majority

of referrals are NOT mandated

Exploring possibility of offering after-

school groups at the middle school

level. Transportation is an issue.

C

g

a

C

g

Collaboration & Communication

with Community Agencies

Process for outside referralstreamlined. Referrals for outside

services have seen short wait periods

- especially for Outpatient

Counseling and Case Management.


schools.

M

s

o

Integration with Other School

Programs & Services

Core Team works with IEP, Child

Study and Truancy teams to

offer/coordinate assistance.

Communication with other

programs/services is on-going to

avoid overlapping services.

Improvement has been made in this

area.


schools.

C

c

p

s

Program Evaluation

Not yet in place in the high school.

We will evaluate at the end of the

year to aid in planning for next year.


schools.

E

m

u

e

Areas of focus - These are the areas that are in the greatest need of attention at this point in time. Our focus will be

expanding our support group offerings, developing an effective program evaluation process and planning the expans

the middle schools during the spring 2010/fall 2010 semesters.

Pulaski County Public Schools Confidential 12/17/2009


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Credit Recovery

History

Credit recovery for students who had previously failed courses initially began duringthe 2005-2006 academic year. At that time, a facilitator was named and the programwas initiated with a limited number of guidelines. The early program consisted of

anecdotal experiments designed to help specific students recover credits. The

following year, participation in the program increased. However, there was no official

credit recovery program.

The First Official Program

In the fall of 2007, students selected for the program were officially designated as

credit recovery students. These were the first students placed specifically for credit

recovery. These students were housed in the Pulaski County Achievement Center(PCAC) along with students who were assigned there for disciplinary reasons.

Students were assigned to the PCAC classroom for a single block to recover credits.

Thereafter, the number of students enrolled strictly for credit recovery purposes

increased rapidly. However, PCAC and credit recovery students worked in the same

area. This often presented problems. To remedy these problems, credit recovery

students were enrolled during the first block of the PCHS schedule, while PCACstudents arrived later in the day.

Beginning this school year, the credit recovery program and PCAC were officially

separated. PCAC now serves only discipline placements and is housed in the new

transition school, while credit recovery remains at the high school.

At the present time, the credit recovery teacher is housed with the ISAEP program.

Like the ISAEP program, the Credit Recovery program utilizes the Plato program,and computers from the former PCAC program are used. The facilitator for the

program currently serves eighteen (18) students. This number is expected to increase

dramatically during the spring semester.

This program has evolved over time with few formal guidelines/procedures and little

funding. The facilitator for the program published written guidelines to assist

counselors and administrators with credit recovery placement decisions. Theseguidelines outlined the following criteria for student placement in the Credit

Recovery program.

Situations where a student can be placed in credit recovery:


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Total Students Served 47 52 90

Total Credits Attempted 64 96 161

Total Credits Recovered 42 63 103

Success Rate (attempt/rec) 66% 66% 64%

The Credit Recovery Program served ninety (90) students in the 2008-2009 school yearcompared to fifty-two (52) during the previous school year. This represents a seventy-

three (73) percent increase in the number of students served by the program. Moreover,

this increase is seven times the increase between 2006-2007 and 2007-2008 when therewas only a 10.6 percent increase. The success rate (credits attempted divided by credits

recovered) was sixty-four (64%), only two (2) percent lower than the previous two years.

This slight decline may be due to the increase in the population served. The number ofcredits attempted increased by 67.7 percent, compared to a 50 percent increase between

2006-2007 and 2007-2008. Despite the significant increase in the number of students

served, the success rate remained relatively constant. The Credit Recovery program wasable to recover 63.5 percent more credits than during the previous year.

With regard to the distribution of students across class lines, during 2008-2009 out of the

90 students served 31.1 percent were seniors, 18.9 percent were juniors, 16.7 percentwere sophomores and 33.3 percent were freshman. Compared to the previous year, the

percentage of seniors and freshman served actually declined from 44 percent in eachcategory. The largest increases in participation came for sophomores and juniors.

Sophomore participation in the program increased from 5 percent in 2007-2008 to 16.7

percent in 2008-2009. Junior participation increased from 10 percent in 2007-2008 to18.9 percent in 2008-2009. During the fall 2008 semester, 42.1 percent of the students

served were freshman, while only 15.8 percent were seniors. During the spring 2009

semester, 42.3 percent of the students served were seniors. The table below summarizesthe percentage of students in the program who were administrative placements

(discipline) versus academic placements (credit recovery) for the 2008-2009 school year.

Distribution of Origin of Student Placement 2008-2009

Discipline(% of total) Credit Recovery (% of

total)

Credits Attempted 65 (40.4%) 96 (59.6%)

Credits Recovered 31 (30.1%) 72 (69.9%)


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US History 3.1%

Total History 17.4%

Study Skills 3.1%French I .6%

Other Total 3.7%

As for the distribution, 60 percent of the credits recovered were in English or

mathematics. History and the other categories were about the same. The largest increase

was in science, a jump from 1.6 percent to 14.9 percent. Finally, PCAC was also used

this year to help remediate some students prior to the administration of SOLS orexpedited retakes in math and reading.

Commendations

1. The credit recovery program has been a successful program despite limitedfunding and formal guidelines. One important feature of the current creditrecovery program is that it is an in-school program. The majority of programs that

currently exist in this region seem to be after school programs. Given that many

of the credit recovery students are at risk (many are behind because of truancyproblems), an in-school program produces much better results. According to the

facilitator of the program, many credit recovery students still resist coming to

school. Trying to keep them for an additional block after school would be a

challenge. After school transportation for these students is one of the barriers toan after school program.

2. According to the data, credit recovery program positively affects both retentionand graduation rates. It helps improve student academic performance, and

increases student confidence in his/her abilities, thus affecting future academic

success. The program also helps students who are behind in credits to catch upand graduate on time with their class. The program also differentiates instruction

to meet the needs of the individual student.

3. The program currently uses Plato courseware, which is aligned with the VirginiaSOLs. As no teacher has endorsements in every disciplinary area, this courseware

is essential to the program. It allows recovery of credits in areas where the

facilitators do not have an endorsement. Working with computer courseware alsoallows students to work at an individual pace. In the case of many students with

attention deficit disorder, working on the computer improves their ability to focus.

Some students motivational levels improve because they prefer working on the

computer to attending regular classes. In addition, students can receive more one-on-one assistance in credit recovery than is possible in a regular classroom. The

courseware helps the teacher determine learning gaps and remediate students in

the determined areas. Credit recovery has also been used to help coach studentsprior to SOL testing, especially in mathematics and English.


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4. The credit recovery program reduces student disciplinary problems. Oftendisciplinary problems are related to learning gaps, due to failure, lack of

engagement, and poor attendance. These students often are the ones who distract

their classmates rather than work. Placing them in credit recovery reduces thedisruptions in the regular classroom and also improves the students individual

discipline record as learning difficulties can be addressed in credit recovery.


1. Currently, there are no resources allocated specifically for this program. Theprogram has no budget. At this time, the program has virtually no supplementarymaterials in science and history to help students who have difficulty with the

Plato courseware. This is a tremendous problem when there are problems with

the computers. (Recommendation: Funding dedicated to Credit Recovery)

2. While sharing the space with the ISAEP program is a good short-term solution forthe program, a classroom devoted only to credit recovery would improve the

program greatly. The Credit Recovery Program and ISAEP Program are verydifferent. There are times when activities in ISAEP are not aligned with those in

Credit Recovery, which can create confusion and distractions for students.

(Recommendation: A classroom dedicated to Credit Recovery)

3. The number of students served could be increased. At present, during two blocksof the day, computers and available space must be shared with ISAEP students.

This reduces the maximum number of students served during two blocks of the

day to ten rather than twenty. The program would be much more cost effective ifstudents could be accommodated for four blocks, but would require additional

teacher to cover the extra time. Loss of the partial para-educator from last yearalso hampers the program substantially. Increased personnel would allow for

expansion and more service to PCHS students. (Recommendation: Reallocation

of staffing to free up an additional Credit Recovery instructor or para-

educator)

4. It often takes too long to identify students who could benefit from credit recovery.Often, students are not placed until after the first nine weeks of the semester. Thisputs the student under much greater pressure to finish the subject in the remaining

nine weeks. The earlier placements can be made, the better. At this time there is

no formal procedure for identifying students for credit recovery and placementbefore the semester begins. An identification procedure should be established to

facilitate an earlier placement. (Recommendation: Develop

guidelines/procedures for program enrollment and focus on having students

enter by the fifth week of each semester.)

Conclusion

The credit recovery program at Pulaski County High School has evolved substantially in

the short time of its existence and has attained many successes due in large part to the


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dedication of the staff members who have managed and created the program. Based onthese results, this program is certainly meeting a need that is evident at the county high

school. Perhaps establishing formal guidelines, procedures, and funding would further

enhance the program and allow it to expand its effectiveness in relation to drop outprevention.


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Individualized Student Alternative Education Program (ISAEP)

The Individualized Student Alternative Education Program, or ISAEP, isdesigned to identify and intervene on behalf of those students who are most at

risk of failing or dropping out and for whom all other graduation options havebeen exhausted. Those students who qualify are at least 16 years of age and havefallen one or more years of credits behind their graduating class, are in imminentdanger of dropping out of school, or have repeatedly failed to earn verified SOLcredits toward graduation, as well as other special hardship cases for students atleast 16 years of age. The goals of the program include striving to formpartnerships in a community-based effort to address the social, psychological,physical, emotional, economic and educational needs of identified students, aswell as to ensure that students who participate complete all program requirementsand transition from high school to work or post-secondary education with thecompetencies, skills and credentials needed for success. Within the school

setting, the program provides a safe and secure learning environment thatprovides its students with an instructional format that enhances their self-esteemand self-efficacy.

History

The records available for this program come from the current coordinator whohas overseen the program since 2006. In the data section of this report, theprograms status with students is outlined from the 2006-2007 school year. In the2006-2007 school year, the program supported a time teacher and timecoordinator, and a teaching position that was split between two teachers. Inthe 2007-2008 and 2008-2009 school years, the time teaching position wasreduced to a position staffed by one teacher.

Current Program

For the 2009-2010 school year, the program is staffed with only a time teacherand time coordinator staffed by the current coordinator. The ISAEP Grantbudget is the same every year, $15,717 for Pulaski County. The breakdown isdifferent every year as the programs needs vary on a yearly basis. Below is acopy of the 2009-2010 budget breakdown.

2009-10 Budget

1000 Personal Services0

02000 Employee Benefits ______0_ 0


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3000 Purchased ServicesGED Testing ($50 per student, approximately 1,50040 students plus retakes at $10 per test)Catering for Youth Transition Forum and SWVAEA __ 1,665 3,165

Regional Conference

4000 Internal ServicesTransportation for student field trips to NRCC

500 500

5000 Other ChargesStaff travels (VAEA Conference, ISAEP Conference)

1,650

Conference Fees (ISAEP, VAEA, NAEA, NAREN) _ 460__

2,110

6000 Materials and SuppliesGED Texts (Consumables), Resource Materials, Supplies 8,000

8,000

8000 EquipmentComputer tables (10) 1,942 1,942

TOTAL $15,717

Assessments

TABE Reading assessment - not timed (7.5 minimum score). Use a line-by-lineanalysis chart provided by the testing company.Official Practice Tests (OPT) form PA or PB - not timed (410 minimum score).Informal Learning Styles InventoryMultiple Intelligence Profile assessment

Instructional Activities

Students take the pre-tests in the textbooks of the subjects that they scored belowa 450 on the OPT entrance assessments. Pre-tests are assessed and assignmentsare made from the textbooks. All students have Individualized Student LearningPlans with their assignments listed, which they check off as completed. Computerassignments are given using software plus assignments given from the


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$1,665 - Catering Services In conjunction with the other agencies thatparticipate in the Youth Transition Forum. Agencies, lunch is provided for 25 to30 participants at $9 per person = $270, Southwest Virginia AlternativeEducators Association Conference is sponsored by PCHS ISAP Program. CateredBreakfast and Lunch is provided for 75 to 80 participants at $9 per person =

$1440 (approximately)

4000 Internal Services - $1,000 Budget items include:

$500 Transportation for student field trips to NRCC to visit campus, enroll inclasses, fill out FASFA forms, and attend Job Fair.

5000 Other Charges - $2,110 Budget items include:

$1650 - Staff (2) Travel and hotel accommodations to state conferences (ISAEP,VAEA)

$400 Conference Fees (for 2) VAEA$60 - Organization Dues (for 1) NAREN

6000 Materials and Supplies $8000 Budget items include:

$5000 - GED Textbooks (consumables)$3000 Supplies (paper, ink, pencils, etc.)

8000 Equipment - $1000 Budget items include:$1000 Computer Tables (10)

Student Data:

ISAEP Summary for School Years 2006 through 2010

2006 -2007

2007 -2008

2008 -2009

2009 2010

Did not Returnfrom previous

year 7 2 2 Did not Qualifyfor Program 10 9 8Dropped OutDuring School 13 7 2


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Year

Middle Collegeattending atNRCC 2 1 2Transferred Out

to Another School 0 0 3Enrolled Returning in Fall 10 7 12 *

Completed ISAEP 23 22 18 *Total ServedDuring SchoolYear 65 48 47 *

*so far for school year 2009-2010

Commendations

The ISAEP Programs strengths are as varied as the students it serves. TheIndividual Student Alternative Education Plan (ISAEP) program is designedfor those students ages 16 to 18 and enrolled in high school programs who arehaving difficulty finding success in a regular classroom environment.

1. Assessment is an integral part of the program and students are assessed from dayone. They are assessed for academic strengths and weaknesses, career potential,and learning styles. These needs are then addressed on an individual basis.Assessment allows us to find, pinpoint, and address gaps in the studentslearning, fill those gaps and then accelerate their learning. Students find success

and encouragement almost immediately. They are not required to work on thingsthey already know; they do know how to do a lot of things of which they areunaware. Assessment gives them this knowledge.

2. The ISAEP classroom environment is one of choice and openness. Studentsphysical, emotional, and social needs are addressed within the classroom.Students may sit at tables, individual seats, or at computer stations. Since theirassignments are individualized, students may choose on a daily basis what theywould like to work on that day, thereby giving them control of their ownlearning.

3. Individualized instruction to fit the students learning style (through assessment)enhances this program. Students are offered a variety of work from textbooks to

computer software. Students are encouraged to find the best fit for themselvesand stick with it, again handing control of their learning to the students.

4. Being housed on the PCHS campus is definitely a strength for the program. Thisallows students to complete the CTE component of the Program in various


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vocational classes. These are students that often find success in hands-onexperiences. This in turn builds confidence in themselves and their abilities.

5. Another positive aspect of the ISAEP Program is the ability to offer individualcounseling through Family Preservation Services to students that qualify for thatprogram. A counselor is present in the classroom for three blocks a day and has

been for the past three years. This a monumental plus as the students feel saferand more secure, and have an advocate on a daily basis.


1. ISAEP needs to be housed separately from Credit Recovery as it has beendone in the past several years until this one. Being housed in the same roomcompromises both programs due to space, computers, student concentration,student conflicts and altercations, etc. In addition, being housed with anotherprogram precludes any group counseling sessions that could (and have in the

past) otherwise occur. (Recommendation: A classroom dedicated to theISAEP Program)2. Students who are placed in alternative education (PCAC) and have tested into

the ISAEP program should finish the ISAEP program in PCAC and nottransition back to the high school. Many times, the changes in the schoolenvironment have a negative impact on student performance. These studentsare considered "at-risk" and do not adapt well, nor function well whenchanges are made during their progression in ISAEP. The progression toPCAC would more effectively ensure each student the chance for success in aschool environment that is conducive to his or her achievement.(Recommendation: Continue to work collaboratively with PCAC staff tooffer GED instruction at the Pulaski County Achievement Center.)

Conclusion

The Individualized Student Alternative Education Program, or ISAEP, is a wellestablished program with history of helping specific at-risk students. On asomewhat sparse budget, this program has helped students who probably wouldhave otherwise dropped out of school. The coordinator is a hard working,dedicated individual who uses resources wisely to promote student success. Theprogram uses data to drive curriculum decisions and guide students into areaswhere instruction is most valuable for their goal of a high school or graduationequivalency diploma. The program offers counseling and a non-traditionalenvironment to students who need alternatives to the more rigid routine offeredby the traditional classroom. Housed at the high school, students are able toutilize the vocational training offered there.


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Challenges include the need for a dedicated place within the high school for theprogram to function, and a possible alternative to a straight transition back to thetraditional high school program during the ISAEP progression. Students mightbe better served if an alternative such as PCAC were available for the entireprogram since these students are at-risk and continue to be throughout the

instruction of this program.


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Graduation Tool Early Warning System

Overview

In fall 2008, Pulaski County and four other Virginia school systems began working with the

Virginia Department of Educations (VDOE) Office of School Improvement and the National

High School Center (NHSC) to develop a tool to aid schools in early identification of students atrisk for dropping out of high school. Pulaski County submitted demographic and academic data

for the 2008 and 2009 graduation cohorts that were analyzed by staff at VDOE.

The NHSC has released the first draft of a Practitioners Guide for the Early Warning System(EWS) tools use. Pulaski County will participate in a webinar at the end of January 2010 to

discuss the EWS tool and practitioners guide. The guide provides the following cycle for the

EWS Tool data analysis process:

1. Establishing roles and procedures;2. Using the tool;3. Analyzing EWS data;4. Interpreting EWS data;5. Identifying interventions; and6. Revising the process.

Commendations

1. Participation in this initiative has given Pulaski County an opportunity to have input intothis important tool.

2. Pulaski County will be among the first divisions to have access to the tool.3. Pulaski County has provided substantial data that has allowed for division-specific as

well as standard analysis.

Recommendations

1. Once the tool is finalized, training for middle and high school faculties will be needed.2. One person at each middle and high school will be identified as the point person for the

EWS. These individuals will lead the EWS team for their respective schools. The teams

will be crucial in leading the EWS process for in-coming freshmen.


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Final Recommendations

1.

A Systemic, Comprehensive Education Model

1

The majority of strategies and initiatives aimed at reducing the dropout rate are small inscope and not comprehensive. They also tend to focus exclusively on studentinterventions through activities such as remediation, credit recovery, or tutoring. Yet as

discussed above, students drop out for a variety of reasons. Focusing on student

interventions is just one small piece of the puzzle. It is important that Pulaski CountyPublic Schools develop a systematic approach to addressing dropout prevention. In

addition, an individual within the school system should be assigned to oversee dropout

prevention efforts across the system. This individual would also serve as a contact to theVDOE for future collaborations. Furthermore, an oversight committee should be formed

to oversee the coordination of dropout prevention efforts.

1Adopted by the NASBE Study Group on Dropout Prevention to illustrate how all pieces need to be align

with a common focus.


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2.

Adoption of a Systemic, Comprehensive Education Plan for DropoutPrevention

Americas Promise Alliance 10 Point Plan to End

Americas Silent Epidemic:

1. Support accurate graduation and dropout data.2. Establish early-warning systems to support

struggling students.

3. Provide adult advocates and student supports.4. Support parental engagement and individualized

graduation plans.

5. Establish a rigorous college- and work-preparednesscurriculum for high schools.

6. Provide supportive options for struggling students tomeet rigorous expectations.

7. Raise compulsory school age requirements understate laws.

8. Expand college-level learning environments in highschools.

9. Focus the research and disseminate best practices.10. Make increasing graduation and college/workforce

preparedness a national priority.

Last year, the Board adopted ASCDs Whole Child Resolution as a child-centered

framework for designing our comprehensive plan. I would recommend that the PulaskiCounty School Board continue to promote this all-inclusive model. I would further

recommend that Pulaski County Public Schools adopt parts of Americas Promise

Alliance 10-Point Plan to End Americas Silent Epidemic. This 10-Point Plan can serveas a basis for our current dropout prevention work, and expand our dropout prevention

work into a research-based systemic, comprehensive education plan.


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3. Establish Valuable Community Partnerships to Meet Dropout PreventionGoals

Potential Partners for School-Community PartnershipsCommunity Partners Examples

Business/Corporations/Unions Local businesses and associations; National corporations and

franchises; Chamber of commerce; PCEA

Educational Institutions/Students Community Colleges and universities; High schools

County Agencies and Bodies Departments of Health, Mental Health, Children & Family

Services; Public Social Services; Probation; Sheriff; Office o

Education; Fire; Service Planning Area Councils; Recreation

& Parks; Library; courts; housing

Municipal Agencies and Bodies Parks & recreation; Library; Police; Fire; Courts; Civic event

units

Physical and Mental Health & Psychosocial

Concerns Facilities and Groups

Hospitals; Health care centers; Mental health facilities; Healt

departments; Health foundations and associations; Clinics;

Guidance centers; Family crisis and support centers;

Helplines, hotlines, and shelters; Meditation and dispute

resolution centers

Government and Military Agencies Fire departments; Police departments; Chambers of

commerce; town councils

National Service and Volunteer Organizations Rotary Club; Lions Club; Kiwanis Club; Boy & Girl Scouts;

YMCA; United Way

Faith-Based Organizations Churches; Mosques; Synagogues; Other religious

organizations and charitiesEthnic Associations Committee for Armenian Students in Public Schools; Korean

Youth Center; United Cambodian Community; African-

American, Asian-Pacific, Native American Organizations;

Professional Associations

Senior Citizens Organizations Nursing homes; Senior volunteer and service organizations

Cultural and Recreational Institutions Museums; Libraries; Recreational centers

Media Organizations Local newspapers; TV; Radio stations; Cable networks

Sports Franchises and Associations Minor league sports teams; NCAA

Other Community Organizations Fraternities; Sororities; Foundations; Neighborhood

associations; Political organizations; Alumni, education

foundation

Community Individuals Individual volunteers from the surrounding community

Family MembersSource:

i

Building and sustaining strong partnerships is not an easy task, and it entails significantinvestment from parties on both sides of an initiative. However, it is critical to adopting a

successful systemic, comprehensive approach to dropout prevention. The chart above


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outlines the vast potential for establishing school-community partnerships in PulaskiCounty and the surrounding region. We first must identify our needs, and then reach out

to the individuals who can assist us with meeting out dropout prevention goals.

The Role of the Community in Dropout Prevention

They garner additional resources for the school and reduce demands on the schoolstaff.

They provide learning opportunities that develop both academic and nonacademiccompetencies.

They offer young people, their families and community members opportunities tobuild social and human capital.

Mavis G. Sanders,Building School-Community Partnerships (Thousand Oaks, CA: Corwin Press, 2006).;

Center for Mental Health in Schools at UCLA, Working Collaboratively: From School-based Teams to

School-Community Higher Education Connections (Los Angeles, CA: Author, 2008).


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References

Fertman, Carl I., Tarasavich, Susan L., & Hepler, Nancy A. Retrospective Analysis of

the Pennsylvania Student Assistance Program Outcome Data: Implications for

Practice and Research,National Student Assistance Association, November 2003.

Pulaski County Public Schools. Pulaski County School Board Policy Manual, Board

Policy JFCI, 2008.

Milliken, Bill. The Last Dropout: Stop the Epidemic (2007) Hay House, Inc., New York,

NY.

National Association of State Boards of Education. Partners in Prevention: The Role of

School Community Partnerships in Dropout Prevention (2009) The Report of the

NASBE Study Group on School-Community Partnerships.

Roanoke County Public Schools, Student Assistance Handbook, 2004.

Sanders, Mavis G. Building School-Community Partnerships (2006) Corwin Press,

Thousand Oaks, CA.

Documents

Dropout Prevention Report