amp Graduation Gearing Up for Action A Systematic Approach to Dropout amp Graduation Gearing Up for Action Drop Out of School Stay In School Choices are ID: 760576
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Slide1
Slide2A Systematic Approach to Dropout & GraduationGearing Up for Action
A
Systematic
Approach to Dropout & Graduation
Gearing Up for Action
Slide3Drop Out of
School
Stay
In
School
Choices are
NEVER
this Obvious
3
Slide4A Look At The Nation
What We know
Slide5Good News- Grad Nation Report
While no state has yet achieved an on-time 4 year cohort rate of 90%, five states are within two points at 88% - IA, VT, WI, NE, TX
There is a decline by 1/3 over the past decade (2,007 in 2002 to 1,359 in 2012) in the number and % of students attending high schools in which the graduation rate is less than 60%.
The first ever adjusted cohort graduation rate shows the nation crossed the 80% threshold in 47 states for the first time in history.
Slide6More Good News- Grad Nation Report
Since 2006, gains have been driven by a 15% point gains for Hispanic students and 9% gains for African American students
If this average of 1.3% points per year is maintained during the next 8 years, the nation will reach its 90% graduation goal by 2020
We have evidence-based and promising practices that can –when implemented over time with fidelity – enable schools to make significant progress in helping youth with disabilities stay in school, progress in school, and graduate
Slide7Not So Good News
Students with disabilities
:
The national average graduation rate for students with disabilities is 20 percentage points lower than the overall national average.
The 90 percent goal will not be reached if students
with
disabilities, who represent 13 percent of all
students
nationally, continue to have
low graduation
rates
.
Graduation rates for students with disabilities also vary
dramatically
by state, with a 24 percent graduation
rate
in Nevada and an 81 percent graduation rate in
Montana.
Slide8Not So Good News
Young men of color: In spite of gains made by all students of color over the past six years, young men of color continue to lag behind other subgroups of students.
Most big cities with high concentrations of low-income students, however, still have graduation rates in the 60s and a few in the 50s.
Slide9Challenges We Face
Building early warning systems that move beyond identifying youth who are at the threshold of dropping out, but rather creating those systems that contain critical benchmarks and evidence-based interventions that can be used easily by LEAS
Turning the tide of off-track indicators: middle
grades are pivotal years, setting a student on a path to high school, college and career, or a path to disengagement and low achievement in key
subjects
Slide10Chronic absenteeism, missing more than 10 percent of the school year, for any reason, is an early indicator of potential dropout and should be addressed.Turning the tide of off-track indicators: middle grades are pivotal years, setting a student on a path to high school, college and career, or a path to disengagement and low achievement in key subjects.
Challenges
We Face
Slide11Challenges We Face
Success in life cannot just come from a classroom education. Students need to develop additional skills, such as self-awareness and self-control, and collaboration and conflict resolution to stay in school, graduate, and become productive members of society.
The
realization that academics alone may not be
enough
.
Students
have to
want
to come to school, work hard, and graduate on time. And they have to feel capable of achieving their academic goals. The
challenge
for educators
and parents is
to figure out how to make that happen.
Slide12What Can Be Done
Awareness
Accountability
Action
Targeted reform in secondary schools
Targeted interventions
Closing the opportunity gap
Building sustainable systems
Slide13This framework helps conceptualize and structure the work in a systematic and comprehensive manner that helps a team implement and sustain their local school-completion initiative
© 2007 National Dropout Prevention Center for Students with Disabilities at Clemson University – All rights reserved
Slide14Ten Things You Can Do to Improve Graduation Rates
Utilize data systems to identify, inform, monitor and track increased graduation rates for students with disabilities
Implement increasingly intensive evidence based methodologies toward improved academic outcomes in core academic areasImplement increasingly intensive evidence-based methodologies to improve social, emotional, and behavioral outcomes
14
DC
Slide15Ten Things you can do to Improve Graduation Rates
Promote the implementation of attendance strategies and alternative programs to increase the likelihood that students will attend school regularly
Promote and ensure culturally responsive learning environments and instructional practicesProvide rigorous and relevant instruction to better engage students in learning both academic and career skills
15
DC
Slide16Ten Things you can do to Improve Graduation Rates
Provide options for students with disabilities to be engaged in increasing intensive opportunities to participate in career related, work based, and supported employment
Embrace a philosophy of partnerships that empowers families, communities, and other stakeholders to become meaningfully involved in the improvement of outcomes for all students
16
DC
Slide17Ten Things you can do to Improve Graduation Rates
Promote the development of personalized learning environments that creates a sense of belonging and fosters a school climate where students and teachers get to know one another and can provide academic, social, and behavioral encouragement
Provide educators with ongoing professional development and technical assistance to expand their knowledge and improve their skills in implementing increasing intensive EBPP’s related to 1-9
17
DC
Slide18Slide19West Virginia’s Landscape
Demographic Data
Slide20West Virginia’s Landscape
The State identified and analyzed key data, including data from SPP/APR indicators
, 618
data collections, and other available data (including stakeholder input) to
select the
draft SIMR and start to identify root causes contributing to low performance.
Slide21Slide22Slide23Slide24All students
Grades: PK - 12
Of all students, 48% qualify as
Low-SES
Student demographics, SY 2013-2014
Of all students, 15% qualify as SWD
62% of SWD qualify as Low-SES
Data source: End of Year Certified Enrollment file, 2013 – 2014
Notes: Results incorporate all school districts (including WVSDB & Institutional Programs), Grades Pre-K – 12, analysis excludes exceptionally gifted (EG) and gifted (GF) from SWD classification
Slide25Barbour
Berkeley
Boone
Braxton
Brooke
Cabell
Clay
Fayette
Gilmer
Grant
Greenbrier
Hampshire
Hancock
Hardy
Harrison
Jackson
Kanawha
Lewis
Lincoln
Logan
McDowell
Marion
Mason
Mercer
Mineral
Mingo
Monongalia
Monroe
Morgan
Nicholas
Ohio
Pendleton
Pocahontas
Preston
Putnam
Raleigh
Randolph
Ritchie
Roane
Taylor
Tucker
Tyler
Upshur
Wayne
Webster
Wetzel
Wirt
Wood
Wyoming
Marshall
Cal-
houn
Dodd-
ridge
Jeff-
erson
Pleas-
ants
Sum-
mers
APTA Participation:
Mathematics (2013 – 2014)
WV APTA % = 1.43
(Target APTA % = 1.0)
APTA % calculated using Grades 3-8, and 11
WV APTA % excludes the West Virginia School for the Deaf and Blind (WVSDB) and Institutional Programs
Data Source:
RPTCARD14_PWVN307A
Above WV % (> 1.43)
Below WV% (<1.43) but above 1%
At or below 1% target
Slide26West Virginia’s Landscape
Performance Data – Graduation/Drop out
Slide27Graph shows graduation among 4-year cohort, standard diploma. Data presented are for Cohort Year (actual year of student graduation) which lag 1 year behind Accountability Year.
Slide28Graph shows graduation among 4-year cohort, standard diploma. In 2013-2014 the definition of low-SES was expanded to include those participating in Community Eligibility Provision (CEP) programs. Subgroups are not mutually exclusive (i.e., a student qualifying as low-SES may also qualify as SWD). Data presented are for Cohort Year (actual year of student graduation) which lag 1 year behind Accountability Year.
Slide29Graph shows graduation among 4-year cohort, standard diploma. Data presented are for Cohort Year (actual year of student graduation) which lag 1 year behind Accountability Year.
Slide30Graph shows graduation among 4-year cohort, standard diploma. Data presented are for Cohort Year (actual year of student graduation) which lag 1 year behind Accountability Year.
Slide31Graph shows graduation among 4-year cohort, standard diploma. Data presented are for Cohort Year (actual year of student graduation) which lag 1 year behind Accountability Year.
Slide32Graduation Rates SWD
2013-2014 - ALL 84.46%
2013-2014 - SWD
70.27%
Graduation Gap
14.19%
Highest
Performing
LEA
90.06
%
Lowest Performing LEA
33.33
%
Difference Gap
56.73
%
Slide33The drop out gap between the all students group and SWD group has decreased from 0.5% in 2011-2012 to less than 0.2% in 2013-2014.
Slide34In 2013-2014 the definition of low-SES was expanded to include those participating in Community Eligibility Provision (CEP) programs. Subgroups are not mutually exclusive (i.e., a student qualifying as low-SES may also qualify as SWD).
Slide35Slide36The drop out gap between WV’s largest race/ethnicity subgroups, White and Black, has remained near 0.5% over the past three years.
Slide37Barbour
Berkeley
Boone
Braxton
Brooke
Cabell
Clay
Fayette
Gilmer
Grant
Greenbrier
Hampshire
Hancock
Hardy
Harrison
Jackson
Kanawha
Lewis
Lincoln
Logan
McDowell
Marion
Mason
Mercer
Mineral
Mingo
Monongalia
Monroe
Morgan
Nicholas
Ohio
Pendleton
Pocahontas
Preston
Putnam
Raleigh
Randolph
Ritchie
Roane
Taylor
Tucker
Tyler
Upshur
Wayne
Webster
Wetzel
Wirt
Wood
Wyoming
Marshall
Cal-
houn
Dodd-
ridge
Jeff-
erson
Pleas-
ants
Sum-
mers
1.4 percent or less
1.5 – 2.8 percent
2.8 percent or greater
2013 – 2014 Drop Out Rates (%)
Among
SWD
Grades 7 - 12
WV SWD drop out rate = 1.5%
County level SWD drop out rates ranged from
0% to 4.2%
Slide38Drop Out Rates SWD
2013-2014 - ALL 1.5%
2013-2014 - SWD
1.3%
Drop Out Gap
.2%
Lowest Performing LEA
4.18%
Highest Performing
LEA
0.00%
Difference
Gap
4.18%
Slide39Slide40What Would Participation in GRADUATION 20/20 Mean for My School?
August 25, 2015
Slide41Develop State, Local and School LeadershipTeams – (NDPC-SD)
Establish leadership and design teamsIdentify cohort districts / schools Identify core teams for training Train teams in framework and modules 1-8Train teams in roll out strategies
Slide42In the Beginning
First Steps West Virginia was chosen to receive technical assistance from the National Dropout Center for Students with Disabilities (NDPC-SD) in 2011-2014. State Systemic Improvement Plan (SSIP) Stakeholders reviewed graduation and dropout data for students with disabilities and identified it as an area of concern. Pilot schools in RESA 2 trained with the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) in 2014-2015.
Slide43The Process
West Virginia chose as the State-identified Measureable Result (SiMR) for children with disabilities to focus on graduation from high school with a regular diploma in four years. The Superintendent of Schools endorsed this initiative and supported collaboration across offices within the state department. The initiative was endorsed by the Chiefs of the Division of Teaching and Learning & Division of School Effectiveness.
Slide44The Process
Initiative involvement would not be limited only to students with disabilities but all students could get involved.RESA 2 piloted the West Virginia GRADUATION 20/20 initiative to inform coherent improvement strategies and in turn make adjustments to the statewide implementation process.
Slide45The Invitation to Participate
The State of West Virginia has 117 high schools. Schools were selected for invitation to participate in the project based on a graduation percentage below the state average for students with disabilities (70%). There were approximately 63 schools invited to participate in Cohort 1. Thirty-five counties are included.Cohort 1 and the RESA 2 Pilot represented fifty-four percent of all the high schools in WV.
Slide46Slide47The Participation Process
As a part of the participation process, schools are being asked to complete a memorandum of understanding (MOU). Part of the process involved several district, school and RESA commitments. The idea behind the memorandum of understanding is to increase buy-in by asking for collective commitments from schools, districts and RESAs.
Slide48School Commitments
School system priorities include increasing the percentage of students with disabilities who graduate with a general education diploma and decreasing the dropout rate for students with disabilities. The school will designate a GRADUATION 20/20 School Leadership Team Leader to work directly with WVDE and RESAs to schedule and conduct meetings once a month to facilitate communication and activities and provide time for project activities.
Slide49School Commitments
The School Leadership Team Leader will attend all Team Leader and team training sessions. The principal and other school administrators are committed to this project and to the school’s participation. One designated administrator from the school will attend all training sessions. The team members will attend all school team trainings and follow-up sessions.
Slide50School Commitments
The principal will ensure that the GRADUATION 20/20 School Leadership Team Leader has regularly scheduled team meetings to complete assignments. These include: data collection, data analysis, action plan development and implementation, and monitoring implementation The Team Leader agrees to collect, analyze and report project evaluation data. The school agrees to serve as a resource for other schools working on similar goals. These goals include: hosting visitors, responding to requests for information, possible conference presentations, etc. The school will make a three-year commitment to the program.
Slide51School Requirements for Participation
…Six days of professional learning with national, state and RESA trainers during year 1 for school teams. …GRADUATION 20/20 team meetings at least once monthly to complete team activities.…Continuation of training and implementation meetings in years 2,3 and 4. …The School Leadership Team will identify dropout prevention strategies to be implemented utilizing schoolwide data.
Slide52School Requirements for Participation
…Possible changes in schedules, student groupings, policies or instructional strategies if indicated by the School’s Action Plan. …Two-to-three hours of the Team Leader’s time per week for meetings and project-related activities.
Slide53The Roll Out
Sixty-three schools were selected through the process. Schools will assemble teams and receive their first training individually, through webinars and RESA directed training. This method will allow for the creation of relationships with their RESA contacts.
Slide54Analyze Data (NDPC – SD)
District / local school demographics District and school infrastructure Current initiatives and partnerships Student performance (attendance, graduation, dropout, course completion, discipline)
Slide55Analyze Data (NDPC – SD)
Assessment, curriculum and instructional systemsProfessional learning (dropout prevention/ intervention, recovery/ re-entry) Relevant policies and procedures (attendance, discipline, promotion/ retention, graduation)
Slide56Identify Target Areas for Intervention (NDPC-SC)
School Climate Attendance and truancy preventionBehavior (universal, classroom, targeted, intensive management and support)
Slide57Identify Target Areas for Intervention (NDPC-SC)
Academic content and instruction (reading, writing, math, science) Family engagement Student engagement
Slide58Identify Target Areas for Intervention
Schools collect and analyze dataIdentify target areas of improvement Teams analyze policies and procedures as well as building – and student – level dataSchools also look at school climate, discipline referrals, academic rigor, family involvement and student engagement
Slide59Develop School Action Plan (NDPC-SD)
Select evidence-based practices (Check and Connect, Positive Behavioral Interventions and Supports, Cognitive Behavior Interventions, Content Enhancements) Determine level of intensity (universal, targeted, intensive) Contextualize to settingEstablish timeline Draft action plan
Slide60Evidence-Based Practices
Provide the option for Positive Behavioral Interventions and Supports (PBIS). West Virginia has a long history of working with PBIS. It is provided free to districts who wish to implement.
Slide61Contextual Fit
Sharing among school will reinforce the concept that each school must do the work around its unique culture and issues.The training does not provide answers for schools; answers would have to come from the group and provide a contextual fit for each building as there in no “one size fits all.”
Slide62School Action Plan Development
Once areas of intervention are identified, schools will write a School Action Plan.The School Leadership Team then shares the School Action Plan with building-level staff.Preparation for implementation of interventions begins in schools.
Slide63Implement, Monitor and Evaluate (NDPC-SD)
Conduct baseline measures Train additional staff for rollout Implement strategies: on-site coaching, consultation and feedback Progress monitoring, fidelity checks
Slide64Implement, Monitor and Evaluate (NDPC-SD)
Measure results Evaluate outcomesCelebrate success!Disseminate
Slide65Challenges, Barriers and Solutions
As leadership changes, sometimes the vision and mission of a school changes as well. The WVDE will continue to offer support to these schools as they request it.Unrealistic ideas of what the training will do for a school. The WVDE will attempt explain the scope of the training prior to school involvement.
Slide66Challenges, Barriers and Solutions
Lack of time and staff for additional supports to provide to schools. The WVDE and RESAs continue to look for ways to provide more time for staff to be in the field offering support to schools. Schools had difficulty accessing data in a format that could be translated into usable information for their purposes. Schools and WVDE examined these systems and were able to find methods for making the data work.
Slide67Challenges, Barriers and Solutions
Provide a framework to give more support to schools. The WVDE is committed to listening to the ideas of model schools to provide more scaffolding and support for them as they continue to do this important work.
Slide68What Comes Next…
In 2016, West Virginia is planning their first GRADUATION 20/20 Capacity Building Forum.The Forum will include model schools and an invited list of attendees based on graduation percentages.It will also serve to recognize and celebrate the successes of committed GRADUATION 20/20 schools.
Slide69Memorandum of Understanding BetweenWest Virginia Department of EducationAndCounty Boards of Education In response to West Virginia Graduation 20/202015-2017
Slide70WEST VIRGINIA GRADUATION 20/20YEAR 1 COHORTRESA ASSIGNMENTS
RESA
COUNTY
HIGH SCHOOL(S)
Priority/Focus
Graduation 20/20
RESA 1
Mercer
Bluefield High
Montcalm High (7-12)
Pikeview High
Princeton Senior High
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Monroe
James Monroe High
Teresa Epperley
McDowell
Mount View High
River View High
Priority
Teresa Epperley
Teresa Epperley
Raleigh
Independence High
Shady Springs High
Woodrow Wilson High
Teresa Epperley
Teresa Epperley
Teresa Epperley
Summers
Summers County High
Priority
Teresa Epperley
RESA 2
Logan
Logan Senior High
Marsha Jarrell
Mason
Point Pleasant Jr./Sr. High
Marsha Jarrell
Mingo
Tug Valley High
Marsha Jarrell
RESA 3
Boone
Sherman High
Van Junior/Senior High
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
Kanawha
Capital High
Herbert Hoover High
Nitro High
Riverside High
Saint Albans High
Sissonville High
South Charleston High
Focus – Brenda Parsons
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
Putnam
Poca High
Winfield High
Electa Crowder / Dawn Embrey-King
Electa Crowder / Dawn Embrey-King
RESA 4
Braxton
Braxton County High
Priority – Brian Withrow
Rena Robinson
Fayette
Fayetteville High
Meadow Bridge High
Midland Trail High
Oak Hill High
Rena Robinson
Rena Robinson
Rena Robinson
Rena Robinson
Greenbrier
Greenbrier East High
Rena Robinson
Pocahontas
Pocahontas County High
Rena Robinson
Webster
Webster County High
Priority
Rena Robinson
RESA 5
Calhoun
Calhoun High
Calhoun Middle
Jackie Harris
Jackie Harris
Jackson
Ripley High
Jackie Harris
Roane
Roane County High
Spencer Middle
Geary Middle
Walton Middle
Focus – Deena Swain
Focus – Deena Swain
Jackie Harris
Jackie Harris
Jackie Harris
Jackie Harris
Wirt
Wirt County High
Jackie Harris
RESA 6
Hancock
Weir High
Michelle Hogan
Slide71WEST VIRGINIA GRADUATION 20/20GRANTS TO SUPPORT SCHOOLSYEAR 1 COHORT / PILOT COHORT
COUNTY
HIGH SCHOOL(S)
AMOUNT
YEAR 1
SPECIAL EDUCATION DIRECTOR
Mercer
Bluefield High
Montcalm High (7-12)
Pikeview High
Princeton Senior High
$10,000.00
Todd Browning
Monroe
James Monroe High
$2,500.00
Brian Baker
McDowell
Mount View High
River View High
$5,000.00
Aaron Lester
Raleigh
Independence High
Shady Springs High
Woodrow Wilson High
$7,500.00
Allen Sexton
Summers
Summers County High
$2,500.00
Kim Rodes
Cabell
Huntington High
$2,500.00
Karen Veazey
Logan
Logan Senior High
Man Senior High
Chapmanville Senior High
$7,500.00
Leah Perry
Mason
Point Pleasant Jr./Sr. High
Hannon Jr. / Sr. High
$5,000.00
John Lehew
Mingo
Tug Valley High
$2,500.00
Janet Varney
Wayne
Wayne High
$2,500.00
Kim Adkins
Boone
Sherman High
Van Junior/Senior High
$5,000.00
Mary Knapp
Kanawha
Capital High
Herbert Hoover High
Nitro High
Riverside High
Saint Albans High
Sissonville High
South Charleston High
$17,500.00
Kate Porter
Putnam
Poca High
Winfield High
$5,000.00
Annette Pratt
Braxton
Braxton County High
$2,500.00
Judy Shaffer
Fayette
Fayetteville High
Meadow Bridge High
Midland Trail High
Oak Hill High
$10,000.00
Linda Palenchar
Greenbrier
Greenbrier East High
$2,500.00
Chris Sienkiowicz
Pocahontas
Pocahontas County High
$2,500.00
Ruth Bland
Webster
Webster County High
$2,500.00
Mike Bonnett
Calhoun
Calhoun High
Calhoun Middle
$5,000.00
Jeannie Bennett
Jackson
Ripley High
$2,500.00
Lisa Martin
Slide72Slide73IMPLEMENTATIONMANUAL
Guidance for West Virginia Schools and DistrictsSeptember 2015
W e s t V i r g i n i a
Slide74Slide75Questions?
Slide76Graduation 20/20
2 year process
Year 1 – Dropout Prevention Intervention Framework (Follow Key Components)
Year 2 – CEEDAR Transition Practices Framework (Choose Site-Specific Strategies)
$2500 per year via County Special Education Director
Stipends for leadership team
Team leader stipend
Travel to go to meetings
Buy books
Slide77Year 1:Step 1 Teams & Support
Create a Graduation 20/20 Team or make Graduation 20/20 a priority of the School Leadership Team
Establish meeting dates (at least 1 per month)
Identify Team Leader for Graduation 20/20
MOU
Slide78Year 1:Step 2Analyze Data
Quick Win
Bright Bytes (EWS)IndicatorsList of at-riskResourcesZoom WV & Zoom WV-e
Game Changer
Core Data ToolSchool specific comparisonsLook at trends and gaps over three year period
Slide79Year 1:Step 3Identify Target Area for Intervention
Identify and prioritize the areas of need based on dataDetermine those students who will be targeted for Interventions:School-wide/UniversalSelected Group (ex. - 9th grade students)Identified group of students based on at-risk indicators (ex. 9th grade SWD and attendance issues)
Slide80Year 1:Step 4Develop Goal for School Strategic Plan
Complete School Graduation 20/20 Dropout Prevention Action PlanIdentify Evidence-Based Programs/Strategies/ActivitiesIdentify implementation concerns and work to remove barriers
Slide81Year 1:Step 5Implement, Monitor, & Evaluate
PlanDoStudy ActCelebrate Successes!!!
Slide82Additional Information
Contact:
phomberg@k12.wv.us
sbeck@k12.wv.us
dlharless@k12.wv.us
lbost8@uncc.edu