lessons learned: actionable recommendations from the field wisconsin graduation summit march 2, 2010...
TRANSCRIPT
Lessons Learned: Actionable Recommendations From the Field
Wisconsin Graduation Summit
March 2, 2010
Sandra Covington Smith, Ph.D.
National Dropout Prevention Center for Students with Disabilities
Clemson University
2
National Dropout Prevention Center for Students with Disabilities
National Dropout Prevention Center for Students with Disabilities
A national specialty center funded by OSEP to support the states in increasing school completion rates for students with disabilitiesFirst funded by OSEP in January 2004Re-funded by OSEP in January 2009Project officer – Dr. Selete Avoke
NDPC-SD Mission•Established in 2004 by OSEP to build capacity to
improve school completion rates for students with disabilities
•Committed to providing evidence-based technical assistance to help states design and implement effective
dropout prevention programs
www.ndpc-sd.org3
4
NDPC-SD Assists States…• Identifying evidence-based dropout
prevention interventions, programs, and practices
• Producing evidence-based knowledge that is useful to school practitioners
• Providing targeted technical assistance to states in a variety of formats
5
NDPC-SD Assists States…• Establishing collaborative partnerships with TA&D
network partners and other organizations to leverage resources and help states build coordinated systems that improve post-school outcomes
• Disseminating dropout prevention information through multiple methods and efficient use of a variety of technologies
6
OUR IMPACT Improved awareness and understanding through
increased access to evidence-based dropout prevention practices, interventions, and programs
Increased state capacity to address dropout issues through development of a data–driven framework and provision of direct technical assistance, capacity building forums, and consultation to SEAs and LEAs
Expanded state and local practices through intense technical assistance and coaching on the development of model sites that will serve as exemplars that others can replicate
Setting the Context(d)(1)(A) to ensure that all children with disabilities have
available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.
Within Context• The keystone concept of an “individualized
education program (IEP)” of special education and related services tailored to one’s unique needs and limitations while bestowing meaningful educational benefit can only survive if such an opportunity proves effective at keeping more youth in school until they graduate (Bakken & Kortering, 2000).
Our Challenge For All Students
• Linking what we know about effective dropout prevention strategies to improve secondary transition programs that lead to improved outcomes.
Research
Practice
Compliance
LESSONS LEARNEDCauses
Problem behaviors coupled with academic difficulties or prior academic failures are key risk factors that are predictive of school dropout.
Repeated use of exclusionary discipline practices, such as suspension, has been identified as one of the major factors contributing to dropout.
High absenteeism and retention are serious risk factors for dropping out that can be monitored by schools.
The most accurate predictor of a student’s school achievement is the extent to which his/her family encourages learning.
Academic progress and school completion are not equally distributed across disability, income, or ethnicity.
13
Factors that Impact School Completion
Improved School Completion RatesImproved School Completion Rates
Adequate Attendance
Appropriate Social Behaviors
Course Performance /Academic Engagement
Decreased Dropout Rates
Effective Transition Services
LESSONS LEARNEDConsequences
Students have to be present and engaged in order to learn. That is why the discovery that thousands of our youngest students are academically at-risk because of extended absences when they first embark upon their school careers is as remarkable as it is consequential.
Dropouts are more likely than high school graduates to need the support of living with parents in early adulthood, experience health problems, engage in criminal activities, and become dependent on welfare and other government programs.
Three to five years after dropping out, the cumulative arrest rate for youth with SED is 73%.
15
Desired Outcomes
Knowledge
Transfer
Increased Understanding
Expanded practices
Improved capacity
Increased School Completion
LESSONS LEARNEDPrevention/Intervention
Establish a leadership team to actively coordinate implementation of dropout prevention efforts
Establish systems for routine monitoring of risk indicators associated with dropout
Create a local action team to analyze data and address dropout prevention at the local level
Intervene early, often as early as preschool
Increase family engagement and school involvement
Create school environments that are inviting, safe, and supportive
Focus on effective instruction
Listen to students
Administrators are key and their support is essential
Use proven practices
17
All youth ready for All youth ready for college, career, college, career,
ind. living & active ind. living & active civic participationcivic participationPositive Positive
Behaviors Behaviors (Behavioral (Behavioral
Engagement)Engagement)and and
Outcomes Outcomes (Social (Social
Engagement)Engagement)Integrated System of High Standards, Integrated System of High Standards,
Curriculum, Instruction, Assessments, and Curriculum, Instruction, Assessments, and Support (Cognitive Engagement)Support (Cognitive Engagement)
Accountable Accountable LeadersLeaders
Empowered Empowered EducatorsEducators
Personalized Learning Personalized Learning Environments Environments (Psychological (Psychological Engagement)Engagement)
Academic Academic Success Success
(Academic (Academic Engagement)Engagement)
SUCCESS FOR ALL STUDENTSSUCCESS FOR ALL STUDENTS
Lessons LearnedRecovery/Re-entry
• Some students will dropout, often as early as MS.• As early as grade K, differences exist between graduates
and dropouts.• Dropouts appear to exhibit differential capabilities in
comparison with graduates as early as kindergarten (e.g., academic deficits, absenteeism at critical stages, and academic retention).
• It is never too late to recover a student who has exited school informally. Case management type services should be provided and their re-entry should be celebrated.
• Students should be introduced to an alternative path, if it is there only option to positive post school outcomes.
LESSONS LEARNEDCapacity Building
Take a systemic approach to address dropout prevention
Conduct causal analysis
Use data to guide program development, professional development, and other school improvement efforts
Consider multiple levels of implementation
Examine the influence of other performance indicators on school completion
Promote and implement evidence-based practices and strategies
Formula for Good Outcomes• Effective intervention practices + • Effective implementation practices =• Good outcomes for Youth with Disabilities
21
http://www.ldonline.org/multimedia#psa
Middle School Predictors of Dropout (Balfanz & Herzog, 2005; 2006)
1. The four strongest predictors – determined by the end of sixth grade
1. Poor attendance (14%)2. Failing English (16%)3. Poor behavior (17%)4. Failing math (21%)
2. Sixth graders who do not attend school regularly, receive poor behavior marks, or fail math or English 10% chance of graduating on time 20% chance of graduating a year late
23
24
Middle School Predictors of Dropout (Balfanz & Herzog, 2005; 2006)
3. Students who repeated middle school grades are 11 times more likely to drop out than students who had not repeated
4. A student who is retained two grades increases their risk of dropping out of high school by 90% (Roderick, 1995).
5. Transition between schools Middle school/junior high school to high school
1. The Solution Begins with YOU
1“We will never be able to turn the tide on the graduation crisis in this country if we don’t take the time to engage young people and their counsel as part of the solution.”
America’s Promise Alliance
ACTION: Assign adult advocates, to students at risk of dropping out
28
Address Alterable VariablesSchool-level alterable variables associated with school
completion for students with disabilities (Wagner, Blackorby & Hebeler, 1993)
– Providing direct, individualized tutoring and support to complete homework assignments
– Providing support to attend class, and stay focused on school
– Participation in vocational education classes– Participation in community-based work experience
programs and training for competitive employment
29
Focus on Interventions That Work
• Strategies that are focused on student engagement
• Interventions that occur over time, usually months or years
• Interventions that involve a family or parent component
• Interventions that are strength based and involve a variety of contexts
30
Program Development & Support• Promote and facilitate the implementation of
evidence-based strategies that :–Promote school attendance–Promote academic success–Promote prosocial behaviors–Promote a positive school climate– Increase student engagement – Increase parental involvement
2. Promote High School Graduation For All Students
3. Invest Drop Out Prevent Initiatives in a Place of Authority
4. Examine and Expand Present Policies That Effect School Completion
5. Seek Youth At Risk of Dropping Out
6. Utilize Data Systems That Support A Realistic Diagnostic of the Number of Students Who Drop Out and That Help Identify Individual Students At High Risk of Dropping Out (diagnostics)
7. Provide Academic Support and Enrichment To Improve Academic Performance
8. Personalize the Learning Environment and instructional process
9. 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
10. Implement programs to Improve Students’ Classroom Behavior and Social Skills
11. Promote the Importance of Attendance – Every Day Counts!
12.Reengage Youth Who Have Dropped Out of School
13.Implement services to connect and engage parents in school completion initiatives (present data in parent-friendly format)
14.Provide Rigorous, Relevant, Options for Earning a High School Diploma
CONTACT INFORMATION:
Sandra Covington Smith, PhDCoordinator of Technical Assistance & Training
Senior Research Associate [email protected]
Clemson University209 Martin Street
Clemson, SC 29640864-656-1817
www.ndpc-sd.org
34
© 20010 Clemson University – All rights reserved