Dropout Prevention for Students with Disabilities: Evidence-based Programs that Work National...

Dropout Prevention for Dropout Prevention for Students with Disabilities: Students with Disabilities: Evidence-based Programs Evidence-based Programs

that Work that Work

Dropout Prevention for Dropout Prevention for Students with Disabilities: Students with Disabilities: Evidence-based Programs Evidence-based Programs

that Work that Work

National Dropout Prevention Center for Students with National Dropout Prevention Center for Students with DisabilitiesDisabilities

Clemson UniversityClemson University

Oklahoma Transition InstituteOklahoma Transition InstituteJune 26, 2007June 26, 2007

© 2007 Clemson University – All rights reserved

Session FocusSession FocusSession FocusSession Focus

Background

A way to begin examining the issue in your school

Some strategies that work

Existing evidence-based programs

Dropping out of school is a process of disengagement that begins early.

Engaging students in school and learning is key in preventing dropout and keeping kids in school (participation, identification, social bonding, personal investment in learning).

A promising approach to improving school completion is to enhance students’ connection with school and facilitate their success in school—i.e. give them support in what you want them to do!

Key Concepts in Key Concepts in Understanding DropoutUnderstanding Dropout


Push effects – situations or experiences within the school environment that contribute to feelings of alienation, failure and dropout (e.g., raising standards without providing supports, suspension, negative school climate, poor policies and procedures)

Pull effects – factors external to the school environment that weaken or detract from the importance of school completion (e.g., peers, pregnancy, need to work to support family)



Risk FactorsRisk FactorsRisk FactorsRisk Factors

Alterable variables associated with dropoutLow school engagement

High rates of absenteeismPoor grades and course failure Low test scoresNegative attitudes toward schoolLow participation in extracurricular

activities

Grade retentionLow parental involvement

Address Alterable VariablesAddress Alterable VariablesAddress Alterable VariablesAddress Alterable Variables

School-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 classesParticipation in community-based work

experience programs and training for competitive employment

Student Engagement inStudent Engagement inSchool and LearningSchool and Learning

Student Engagement inStudent Engagement inSchool and LearningSchool and Learning

Engagement is a multi-dimensional construct involving associated indicators and facilitators (Christenson, 2002)

Academic (homework completion, on-task)

Behavioral (attendance, participation)

Cognitive (relevance of education to future)

Psychological (sense of belonging)

Let’s SummarizeLet’s SummarizeLet’s SummarizeLet’s Summarize

Certain groups of students are at greater risk of dropping out than their peers (e.g., students with disabilities (particularly LD & SED) and low SES).

There are both pull and push factors that contribute to school dropout.

There are alterable and status variables associated with dropping out of school. Alterable variables have predictability and are addressable.

Improvement efforts work best when systemically designed to focus on alterable variables.

Things ARE Getting Things ARE Getting BetterBetter

Things ARE Getting Things ARE Getting BetterBetter

Source of Data used in this graph: www.IDEAdata.org Retrieved on 2/12/2007.

17.8% decrease in dropout rates11% increase in graduation rates

Graduation & Dropout Rates1993-94 through 2004-05

0

10

20

30

40

50

60

School year

Per

cent Graduated

Dropped out

http://www.ideadata.org/

Use of Evidence-Based Use of Evidence-Based PracticesPractices

Use of Evidence-Based Use of Evidence-Based PracticesPractices

Forty-one states/territories (68%) listed one or more evidence-based improvement activities in their APR for 2005-2006, while the remaining 19 states (32%) did not propose any evidence-based improvement activities.

This is an improvement over last year’s State Performance Plans, in which only 32 states listed evidence-based activities.

What Happens Next?What Happens Next?What Happens Next?What Happens Next?

Where do we start?What data sets do we need to review to

identify our needs? What programs do we know that are evidence

based (i.e., have solid proof that they work)?Which of these programs have the greatest

impact on kids like ours?What populations should we focus on first?At what level should the intervention(s) focus?

NDPC-SD Dropout PreventionNDPC-SD Dropout PreventionIntervention FrameworkIntervention Framework

Phase 1: Analyze DataPhase 1: Analyze DataPhase 1: Analyze DataPhase 1: Analyze Data

District and school demographics

Student performance (graduation, dropout, course completion, AYP)

District/school infrastructure

Assessment, curriculum, and instructional systems

Current initiatives and partnerships

Professional development

Parent/family engagement

Phase 2: Identify Target Areas Phase 2: Identify Target Areas for Interventionfor Intervention

Phase 2: Identify Target Areas Phase 2: Identify Target Areas for Interventionfor Intervention

Academic content and instruction (reading, math, science, writing)Behavior (classroom management, behavior support)Attendance and truancy preventionSchool climateSelf management (self determination, problem solving)Mentoring (employment, service learning)Family engagement

Phase 3: Develop Phase 3: Develop Improvement PlanImprovement PlanPhase 3: Develop Phase 3: Develop Improvement PlanImprovement Plan

Selected evidence-based practices (e.g., Check & Connect, Positive Behavior Support, Cognitive Behavior Interventions, Content Enhancements)

Determine level of intensity (Universal, Selected, Targeted)

Contextualize to setting

Establish timelines

Phase 4: Implement, Phase 4: Implement, Monitor, and EvaluateMonitor, and EvaluatePhase 4: Implement, Phase 4: Implement,

Monitor, and EvaluateMonitor, and EvaluateConduct baseline measuresImplement strategies: on-site coaching, consultation & feedback, progress monitoring, fidelity checksMeasure resultsEvaluate outcomesCelebrate success!Disseminate

Provide flexibility in school programs Allow high-school students to engage in

relevant learning by enrolling in a 4-year or community college, a technical career center, or to be meaningfully employed, while the high school continues to count (and pay for) the student as a full-day student

Allow students in such academic programs to earn high-school AND college credit concurrently

Strategies at the Local Strategies at the Local LevelLevel


Start a credit recovery program for students to make up credits that they are missing or failed to receive in a timely manner.

Instead of retaining a child in elementary school, provide early intervention and intense remediation. Retention often begins the path to dropout.



Develop reading and math labs where struggling students can keep from falling behind in their courses.

Review discipline policies addressing suspension and expulsion. Make expulsion a rare event. Offer in-school alternatives to suspension.

Start school-wide behavior programs in middle- and high schools.

Examine feeder-school patterns in areas of high dropout and intervene early.



Standardize grading systems so they match among neighboring schools (e.g., what grade constitutes passing/failing)

Improve curriculum and instruction so all students receive the same high-quality learning opportunities.

Provide wrap-around services. Academics aren’t the only reasons that kids drop out.

Listen to what the students say. They know what they want out of school!



Recommendations for Recommendations for AdministratorsAdministrators

Recommendations for Recommendations for AdministratorsAdministrators

Monitor dropout-related data regularlyReview and, as needed, revise local

policies and procedures to support school completion

Ensure that professional development addresses system, staff and student needs

Enlist parents, businesses, local agencies, and the community in general to support school completion

Interventions That WorkInterventions That WorkInterventions That WorkInterventions That Work

What WorksWhat WorksWhat WorksWhat WorksInterventions that focus on student

engagementInterventions that occur over time,

usually months or yearsInterventions that involve a family or

parent componentInterventions that are strength based

and involve a variety of contexts (E.g., focus on protective factors such as student resiliency and self-determination both at school and at home)

Effective InterventionsEffective InterventionsEffective InterventionsEffective Interventions

Cognitive Behavioral Interventions (CBI)Curriculum training in problem solving,

self- instruction and situation self-awareness, including mentoring, teacher and peer modeling

Are equally effective with younger and older adolescents and in schools as well as in residential and day treatment centers

(Cobb, (Cobb, 2005)2005)

Applied Behavioral Analytic Interventions (ABA)Are designed to help students learn;

frequency and intensity of interventions are increased in order to reach optimum learning; response cost interventions

Programs focused on behaviors that lead to adolescents exiting school early (voluntary and involuntary)

Effective InterventionsEffective InterventionsEffective InterventionsEffective Interventions(Cobb, (Cobb, 2005)2005)

Counseling/Therapeutic InterventionsIndividual, group, family, and psycho-

educational counseling along with vocational education; behavioral contracts, social skills training, individual psychotherapy, and wrap-around services

Counseling programs embedded within the school that generalized to all of the students’ environments, especially for students with emotional disorders

Effective InterventionsEffective InterventionsEffective InterventionsEffective Interventions(Cobb, (Cobb, 2005)2005)

FINDINGS Cognitive-behavioral Interventions – (YES)

Appears best for high-incidence disabilities

Applied Behavior Analytic Interventions – (Cautious Yes) Appears useful to reduce verbally and physically aggressive

behavior and both high and low incidence disabilities

Counseling Interventions – (No Judgment Can Be Made) Appears useful specifically for students with emotional

disorders

ConclusionsConclusionsConclusionsConclusions (Cobb, (Cobb, 2005)2005)

Intervention Program/Strategy

Intervention Description

Outcome Variables

Achievement for Latinos through

Academic Success (ALAS)

A collaborative approach involving the student, family, school, and community.

Strategies include problem-solving training, coaching, attendance

monitoring, increased feedback to parents, parent training in school

participation, and increased awareness and use of community resources.

dropout absenteeism on track to graduate credit accumulation achievement

Career Academics

Employs a combination of career and academic training for students

considered at-risk. The focus of career academies varies (e.g., health,

technology).

grade point average attendance credits earned retention courses passed

Check & Connect

Promotes student engagement via a monitor/mentor who maintains regular contact with the student, family, and teachers. Students receive basic or

intensive interventions based on monitoring risk factors.

student engagement credit load enrollment status assignment completion on track to graduate

Coca Cola Valued Youth Program

Helps to build the self-esteem and self-concept of at-risk youth by giving them

the responsibility of being tutors to younger children.

reading grades self-esteem attitude/school self-concept dropout

Dropout Intervention ModelsDropout Intervention Models

Intervention Program/Strategy

Intervention Description

Outcome Variables

Project COFFEE

Offers individualized instruction through an alternative occupational education program. Addresses the academic, social, emotional, and occupational

needs of students at risk for dropout.

attendance grade point average dropout

School Transitional Environment Project

(STEP)

Intended to help students during the transition period from one school to

another. Alters the environment of the school, modifies the role of the

homeroom teacher, and works to enhance communication between home

and school.

dropout grade point average absenteeism academic environment

Support Center for Adolescent Mothers

(Family Growth Center)

Created for first-time mothers to decrease dropout and discourage

repeat teen pregnancies. Incorporates a significant community component.

dropout pregnancy

Teen Outreach Program (TOP)

Designed to prevent dropout and teen pregnancy through volunteer and

educational experiences and discussion of life-skills topics using the Teen

Outreach Curriculum.

suspension dropout pregnancy problem behaviors course failure

Dropout Intervention ModelsDropout Intervention Models

Contact Contact InformationInformation

Contact Contact InformationInformation

Matthew Klare, [email protected] Martin StreetClemson, SC 29631Phone: (864) 656-1253Fax: (864) 656-0136

www.ndpc-sd.org

mailto:[email protected]

http://www.ndpc-sd.org/

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