It It's 's Sim imple e as as AB ABC: K : Kee eepin ing Stud - - PowerPoint PPT Presentation

It It's 's Sim imple e as as AB ABC: K : Kee eepin ing Stud tuden ents ts

• n T

n Track ck for Suc ucces ess s

Our agenda

 Panel discussion (10:15 – 11:00)  Audience Q&A (11:00 – 11:20)  Table exercise – Actions to Move the Field Forward

(11:20 – 11:45)

Our panelists

Moderator: Lyndsay Pinkus, Director, National and Federal Policy Initiatives, Data Quality Campaign (moderator) Panelists

 Hedy Chang, Director, Attendance Works  Doug Elmer, Director, Diplomas Now  Joanna H. Fox, Deputy Director, Capacity Building, Everyone

Graduates Center at Johns Hopkins University

 Dr. Martha Abele Mac Iver, Research Scientist, Center for

Social Organization of Schools, Johns Hopkins University

 Maria Santos, Deputy Superintendent for Instruction,

Leadership and Equity in Action, Oakland Unified School District

 Julie Turner, Dothan City Schools, Al

Julie Turner

Dothan City Schools

Putting the Pieces Together

Building a Realistic Dropout Prevention Program Based on Community and School Partnerships

Dothan City Schools 2009

• Dothan City Schools has two high schools.
• Dothan High School and Northview High

School had a combined enrollment of 2,636 students 9-12.

• Dothan City Schools had 115 dropouts and

a dropout rate of 16.79%.

Community Support

Billboards , Public Service Announcements, Mentoring programs for students, teachers, administrators, parents, and other community

• rganizations, organizes community and

faith-based groups to help schools, donations to help Dothan City Schools fund school improvement efforts, donations for all DCS teachers when classroom funding for supplies was cut

Alabama Graduate Tracking System

• Report that pulls from the student data base pulls based on

three indicators of failure (attendance, discipline infractions, and a grade below seventy)

• AGTS is printed out the last working day of the month each

month

• Guidance Counselors meet with students during protected

time once per week until student shows improvement in all areas

• Graduation Coaches begin meeting with a student if he/she

does not show improvement after two weeks of meeting with the counselor

• Parental Involvement Specialists team with the graduation

coaches to re-engage parents in their student’s education

Dothan City Schools Drop Out Prevention Summary

• Made changes in instructional methods to

better engage students and provide a relevant curriculum

• SLOWLY changing the culture of Dothan, AL

that makes dropping out NOT okay

• Change in the culture of schools to accept

help from the community (REALIZING WE ALL HAVE OUR CHILDREN IN COMMON)

Dothan City Schools Drop Out Prevention Summary

• Early intervention through AGTS report (Pre-K through 12th

grade)

• Student must complete three essays before he/she is granted

potential drop out meeting with counselor

• Counselor schedules practice GED exam for student and tries

to solve any issue student has to cause him/her to drop out

• Student takes practice GED
• Student has second meeting with counselor to discuss results
• f GED and schedule a meeting with a school administrator
• Administrator meets with student to discuss alternatives to

dropping out (Example Accelerated Recovery Center)

• Student schedules time to meet with graduation team

Dothan City Schools 2011

• Dothan City Schools has two high schools.
• Dothan High School and Northview High

School had a combined enrollment of 2,492 students 9-12.

• Dothan City Schools had 3 dropouts and a

dropout rate was .49%.

Doug Elmer

Director, Diplomas Now

EARLY WARNING INDICATOR (EWI) SYSTEM AND TIERED INTERVENTIONS

• A team of adults tightly integrated into

the design of the school and working closely with teachers and administrators to provide whole school, targeted, and intensive supports at the appropriate intensity and scale

• An accessible, user-friendly data

system that supplies timely, relevant student data and can track interventions and their outcomes

Coordinating EWI and School Level Data and Action Cycles

Mission, Vision, and Goals

Core Education Plan (Tier I)

EWI Data

Design and Implement Tier II /III Supports

Trend Analysis

Key Takeaways from Diplomas Now’s work with the ABCs

• Two key polarities to manage--trend analysis is

the key to managing these polarities

– Asset based mission building (Tier I) vs. providing extra supports/interventions (Tier II and III) – Whole School Reform v. Individual Intervention

• Integration of teams is critical (teachers, admin,

student support staff, external partners)

– Providing context to data – Leveraging all resources – Integrating approaches

Key Takeaways from Diplomas Now’s work with the ABC’s

• Life is not sequential--interventions work in

parallel and need to be coordinated

• Sometimes an F is just an F

Hedy Chang

Attendance Works

Addressing Chronic Absence: Why It Matters, What Can You Do

19

 Average Daily Attendance: The percentage of

enrolled students who attend school each day.

 Satisfactory Attendance: Missing 5% or less in an

academic year.

 Chronic Absence: Missing 10% or more of school

in an academic year for any reason—excused or unexcused.

 Severe Chronic Absence: Missing 20% or more

days of school per year – approximately two months

• f school.

 Truancy: Typically refers only to unexcused

absences and is defined by each state.

Defining Key Terms

20

Moving into Action Requires Knowing If Chronic Absence is a Problem

Most Schools Only Track Average Daily Attendance and

• Truancy. Both Can Mask Chronic Absence.

Variation in Chronic Absence for Schools with 95% ADA in Oakland, CA

5.8% 9.3% 12.4% 12.5% 14.2% 17.3% 0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0% 14.0% 16.0% 18.0% 20.0%

98% ADA = little chronic absence, 95%ADA = don’t know; 93% ADA = significant chronic absence

23% of K-12 students in Oregon were chronically absent in 2009-10

Percentage of Oregon students who are chronically absent, by grade Source: ECONorthwest analysis of ODE data, 2009-10.

Grade

0-5% days missed in K 5-10% days missed in K 10-20% days missed in K > 20% days missed in K 0-5% days missed in 5th 5-10% days missed in 5th 10-20% days missed in 5th > 20% days missed in 5th

3 4 5 6 7 8 9 10 200 210 220 230 240

There is a clear and consistent relationship between early attendance and later achievement

Average reading RIT scores for two cohorts of Oregon students, by absence rates in kindergarten and 5th grade Source: ECONorthwest analysis of ODE data, 2009-10.

23

Note: Since state funding is based upon attendance, this is not just a matter of achievement but of resources.

Chronic Absence Affects 1 of 9 OUSD Students

0% 5% 10% 15% 20% 25% K 1 2 3 4 5 6 7 8 9 10 11 12

% Of Active Students Grade Level

% Chronically Absent Students

2010-11 School Year

24

0% 5% 10% 15% 20% 25% 30% K 1 2 3 4 5 6 7 8 9 10 11 12 % Of Active Students Grade Level

% Chronically Absent Students By Ethnicity 2010-11 School Year

African American

Asian Latino

White

African American and Latino Students Most Affected

25

50% 19% 31% Chronic Absence By Level (Total # Chronic Absence in 2011: 4,639 Students)

Elementary Middle School High School

Half of Oakland’s Chronically Absent Students Are in Elementary School

26

Elementary Absenteeism Concentrated in West Oakland

27

Patterns Change Substantially By High School

28

Schools + Communities CAN Make a Difference

Characteristics of Successful Attendance Initiatives

 Partner with community agencies to help parents

carry out their responsibility to get children to school.

 Make attendance a priority, set targets and monitor

progress over time.

 Examine factors contributing to chronic absence,

especially from parent and student perspectives.

 Clearly communicate expectations to parents.  Begin early, ideally in Pre-K.  Combine universal strategies that create an engaged

learning environment & build a culture of attendance with targeted interventions.

 Offer positive supports before punitive action.

29

Recovery Programs

• Case management and wrap-around services
• Referral as last resort for court -based

intervention

Recovery Programs

Strategies for 3 Tiered Approach

• Early outreach, support, mentoring for

student with poor attendance.

• Identify and remove barriers
• Attendance contracts
• Safe & supportive school environment
• Engaging classroom environments
• Parent education about why attendance

matters and how to help each other get students to school.

• On-going attention to attendance data
• Recognition for good and improved attendance
• Collaboration with afterschool & early

childhood

• School-based health supports

Intervention Programs Universal/Preventive Programs

30

Variation Helps Identify Good Practice and Need for Intervention

Chronic Absence Levels Among Oakland Public Schools in 2009-10

Audience Q&A

Table discussion

What actions can be taken by local practitioners, by local, state, or federal policymakers, by research, technical assistance providers, or by the public and the advocacy community?

 Nominate a spokesperson  10 minutes to discuss  Each table: 1 minute to report out to group

It It's 's Sim imple e as as AB ABC: K : Kee eepin ing Stud tuden ents ts

• n T

n Track ck for Suc ucces ess s