Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education...
Transcript of Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education...
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Shelly DeBerryStudent Success Advocate CoordinatorWest Virginia Department of Education
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124, 388 total enrolled grades 7 – 12 3,527 students dropped out grades 7 – 12 2.8 % statewide dropout rate 4 counties had 4% and above dropout rate 19 counties had 3% - 3.9% dropout rate 3 counties had 0 – 1% dropout rate 83.3% graduation rate using Leaver rate
calculation (slightly above the national average)
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National Governor’s Association Grant to establish a state-wide dropout prevention plan. Policy and program audit
House Bill 4593 – All counties are to develop a dropout prevention plan that includes: increasing the graduation rate for the county, identifying at the earliest age students who are
at risk of dropping out and provide additional options to at risk students.
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A student at risk is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships.”
National Dropout Prevention Center/Network4
(Bailey & Stegelin, 2003)
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Students With Disabilities
Nationwide, dropout rates among students with disabilities for all categories of disability combined is approximately double that of general education peers.
Dropout rates vary substantially among the various categories of disability.
National Dropout Prevention Center/Network5
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Teen girls in the bottom 20% of basic reading and math skills are five times more likely to become mothers over a two-year high school period than
teen girls in the top 20%. Male and female students with low academic
achievement are twice as likely to become parents by their senior year of high school compared to students with high academic achievement.(Alliance for Excellent Education, 2003)
National Dropout Prevention Center/Network6
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One grade – increases risk by 40%
Two grades – increases risk by 90%
National Dropout Prevention Center/Network7
(Roderick, M. PDK Research Bulletin, No. 15, 1995)
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Absent more than 10 days Participated in no school
activities Received more counseling Disliked school Failed 3-5 classes Retained one year Received 5-9 discipline referrals Were identified in middle school
National Dropout Prevention Center/Network8
(Huffman, K.L., WVU Dissertation, 1999)
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Classes were not interesting 47% Misses too many days and 43%
could not catch up Spent time with people who 42%
were not interested in school Had too much freedom and not 38%
enough rules in my life Was failing in school 35%
National Dropout Prevention Center/Network9
(The Silent Epidemic: Perspective of High School Dropouts, 2006)
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Supportive family
Involvement with committed adult
Persevering attitude
Respectful relationship with teachers
Satisfaction with learning experiences
Relevant curriculum
Fair discipline policies
National Dropout Prevention Center/Network10
(Christenson et al., 2000)
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Truancy (excessive absenteeism) has been identified as one of the top ten major problems in our schools.
National Dropout Prevention Center/Network11
(DeKalb, J., 1999)
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House Bill 4593
Raised to age 17 years old beginning with the Freshmen class of 2011-12.
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Status Variables Age, gender Socioeconomic background Ethnicity Native language Mobility Family structure
National Dropout Prevention Center/Network13
(Lehr et al., Essential Tools, 2004)
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Alterable Variables Grades, retention Disruptive behavior Absenteeism School policies,
climate Sense of belonging Attitude toward school Support in the home
National Dropout Prevention Center/Network14
(Lehr et al., Essential Tools, 2004)
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Individual factors Family factors School factors Community factors
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Lack of future orientation Inadequate peer
relationships Drug abuse Pregnancy Special learning needs Depression
National Dropout Prevention Center/Network16
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Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels
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Lack of program for challenged students
No significant, interested adult Lack of alternatives for learning Lack of active learning instruction No individual learning plans Behavior and discipline issues Retention policies
National Dropout Prevention Center/Network18
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Lack of involvement with schools
Lack of support for schools Non-caring environment Low expectations Violence Few recreational facilities
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While no one factor or even several factors put students at risk, combinations of factors can help identify potential dropouts.
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About Dropout Prevention
Awareness is lacking by most people Apathy is common and the issue is
seen as someone else’s problem Applied knowledge is not always
used by decision makers Acquisition of information about
success is inadequate
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About Dropout Prevention
Identifiable
Independent
Interrelated
Irrefutable
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Attending school 80% or less of the time
Receiving a poor final behavior mark
Failing math Failing English
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(Balfanz and Herzog, 2006)
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Rocket Science but it is
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Academic Achievemen
t
Behavior Modification
Civic Responsibili
ty
Brain Surgery
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Dr. Jay Smink, Executive DirectorNational Dropout Prevention
Center/NetworkClemson University
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A School and Community Perspective
Systemic renewalSchool and community collaborationSafe learning environments
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Policies Populations Personnel Programs Practices Partners Pennies
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Schools can no longer be islands in communities with no bridges to the mainland. Bridges must be built to connect schools, homes, and communities.
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(Center for Mental Health in Schools, 2001)
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A Safe Learning Environment
Provides a warm and welcoming atmosphere that fosters a spirit of acceptance and caring for every child
Is free of intimidation, violence, and fear
Clearly communicates behavior expectations that are consistently enforced and fairly applied
Builds positive, responsible character National Dropout Prevention
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Family Engagement Early Childhood Education Early Literacy Development
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When families are engaged in children’s learning, students are more likely to: Attend school regularly Display more positive attitudes about
school Graduate from high school and enroll in
postsecondary programs Refrain from destructive activities such as
alcohol use and violence
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(Henderson & Mapp, 2003)
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Impact of Early Childhood Education . . . Perry Preschool Study – High-quality Head Start programs
Decreased level of school dropouts Lowered truancy Reduced teen pregnancy Lessened need to be in Special
Education
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(Barnett, 1995)
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Research
At-risk students who have a strong reading teacher for two consecutive years can be successful readers. (Wren, 2003)
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Reading aloud to children is the single most important activity for building the knowledge required for success in reading.(Armbruster, Lehr, & Osborn, 2002).
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Mentoring Service-Learning Alternative Schooling After-School Program
Experiences
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Mentoring has many formats …
Traditional: One adult with one student
Peer: One older youth with a younger youth
Group/Team: One or more adults with several youth
Telementoring: One adult with one youth using the Internet
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Essential Elements of Good Service-Learning Programs Integrated into the curriculum Active learning Interesting and exciting Connected to community
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Innovative Approaches
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Self-contained classrooms
Magnet schools
Separate alternative schools
School-within-a-school
Residential programs
Middle College/Early College
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Components of Successful Programs Academic focus Enrichment and accelerated learning Supervised recreation Community service Collaboration and partnerships Active family involvement
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Professional development Active learning Educational technology Individualized instruction Career and technical
educationNational Dropout Prevention
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The single largest factor affecting the academic growth of students is the differences in the effectiveness of individual classroom teachers.
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(Tennessee Value-Added Assessment System, Sanders, 1998)
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Teaching Strategies Include
Cooperative learning
Multiple intelligences/learning styles theory
Project-based learning
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Research on Using Technology Is a positive influence on students at risk
of failure (Day, 2002)
Teaches “real work applications” to help students succeed outside the classroom
Increases student motivation, raises the success rate of students performing complex tasks, and changes classroom roles and organization
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(Means, 1997)
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Encourages the learner to be the producer of knowledge with... Problem-based learning & reciprocal
teaching Peer tutoring Cooperative learning Journaling Hands-on projects Role play and simulation
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Career Technical Education (CTE) includes a wide array of career-based instruction K-12 career education A comprehensive guidance program School- and work-based experiences
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Impact of CTE Enrollment in CTE does not increase the
likelihood of students dropping out. (USDE, 2003)
Career guidance increased students remaining in school from 50% to 85%. (Bauer, 1992)
Higher percentages of CTE experiences lower the probability of dropping out. (Plank, 2001)
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Is it GOOD enough?Can we do BETTER?
What can we do to be the BEST?
DROPOUT PREVENTION PLANDROPOUT PREVENTION PLANDoes it reflect the BEST research available?
How can we do it even BETTER?Will it be GOOD enough for your children?
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Look at the Data! Ask the Questions!
GRADUATION RATESGRADUATION RATES
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National Dropout Prevention Center/Network
Clemson University
209 Martin StreetClemson, SC 29631-1555
Phone: 864-656-2599 Fax: 864-656-0136E-mail: [email protected] www.dropoutprevention.org
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“Every school-day in America, 171 school buses loaded with children leave school never to return. That is our daily dropout rate.”
Quoted by Franklin Schargel in his book: "Helping Students Graduate, published by: Eye on Education.