IF WE WANT STUDENTS TO GRADUATE THEN WE NEED TO ADDRESS THE ABC S. A-Attendance B- Behavior C- Credit accrual

Transcription

1 IF WE WANT STUDENTS TO GRADUATE THEN WE NEED TO ADDRESS THE ABC S A-Attendance B- Behavior C- Credit accrual

2 FACTORS IMPACTING GRADUATION Native language: Students who come from non- English speaking backgrounds are more likely to have higher rates of dropout. Age: Students who drop out tend to be older compared to their grade-level peers. Gender: Students who drop out are more likely to be male. Females who drop out often do so due to reasons associated with pregnancy.

3 Mobility: High levels of household mobility contribute to increased likelihood of dropping out. Socioeconomic background: Dropouts are more likely to come from low-income families Ethnicity: The rate of dropout is higher on average for Black, Hispanic, and Native American youth.

4 ATTENDANCE ISSUES Rate of attendance is a strong predictor of dropout;9 th grade attendance is a graduation indicator. Communicate high expectations for student attendance. WHAT ACTION IS BEING TAKEN FOR ABSENTEEISM? EVERY ABSENCE SHOULD BRING A RESPONSE! BE CONSISTENT! MUST INVOLVE PARENTS! Parental understanding and respect for the law Has a home visit been made to address the issue and potential solutions with parents?

5 Is the pregnancy rate an issue? If so, what is being done? Counseling? Community Speakers for both student and parent groups? Health education for students? Other community resources? Has the student been turned over to the DA for truancy? Form a relationship with the DA; don t wait for them to reach out! Attendance counts for AYP! Look for patterns that show causes Open lunch policies Late arrival Interpreting for parents Health issues Suspended (behavioral)

6 BEHAVIOR ISSUES Expectations must be clearly communicated and modeled. Share expectations with parents during a home visit. Use specific examples Is it a pattern of behavior or an isolated incident; or is it isolated to one class/teacher? Does the behavior act to cover a learning issue? Use a behavior contract to help the student work toward acceptable behavior. Include student, home and school.

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8 CREDIT ACCRUAL Research has shown that the transition to ninth grade is vital. Attendance during the first 30 days of the 9 th grade year is a strong indicator of whether or not a student will graduate. It s about engagement. Make a thorough evaluation of all credits earned and credits needed for graduation. Help the student develop a graduation plan. Meet with the student at regular intervals throughout the year to monitor progress toward completion of requirements.

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11 Advocate for these kiddos with teachers and others who impact their education!! Advocate for upper level courses; dual credit, Avid, ACT Prep. DO YOU PROVIDE MULTIPLE CHOICES FOR CREDIT ACCRUAL? Portable Assisted Study Sequence (PASS) course There is no guarantee a student will be successful on a computerized program without some sort of direct instruction on skills on which the student continues to struggle. Doing the same thing without an intervention is little to no help at all. If a student is re-taking a class, what makes the chance of success better the second time around? What is changing?

12 Consider: CREATING A PLAN IS EVERYONE ON THE SAME PAGE? HAVE EVERYONE SIGN THE PLAN! IT MUST BE IN WRITING FOR DOCUMENTATION. IS EVERYONE INVOLVED AWARE OF THE PLAN? HOW HAS IT BEEN ARTICULATED? DOES THE STUDENT KNOW/UNDERSTAND WHAT MUST BE DONE TO HAVE SUCCESS WITH THE PLAN? Can be written for attendance, behavior and academics!

13 Sample Contract

14 DO THE PARENTS KNOW/UNDERSTAND WHAT MUST BE DONE TO HAVE SUCCESS WITH THE PLAN? HOW OFTEN WILL THE DESIGNATED SCHOOL PERSONNEL CHECK ON PROGRESS TOWARD THE PLAN? PROGRESS REPORT TIME IS TOO LONG TO WAIT!!! HOW OFTEN DO YOU CHECK TO SEE IF PROGRESS IS BEING MADE?

15 Meet with the student at regular intervals throughout the year to monitor progress. Review the student s grade level status and the plan for the student to remain on track to graduate with the parent and the student. Have the parents and the student participate in planning the actions that will help the student stay on track to graduation.

16 Empower the student with information so that she can accept the personal responsibility to manage her education. Involving the student in the planning of his/her educational career increases student motivation. Inquire about any personal circumstances/health related issues that may relate to the student s education and make appropriate referrals to existing school or community support services. Talk with the student about educational goals. Expect and instill the concept that the student will graduate.

17 On Track to Graduate Tool Use to appraise the needs of migrant students who are not on track to graduate by facilitating discussion. District can complete on their own or call Janet Reynolds to help complete and facilitate discussion

18 Definition of NOT on track If a migrant student has been reclassified due to shortage of credit, he/she is not on track. If a migrant student is failing one or more core or required courses, he/she is considered not on track. If a migrant student is failing a course that is not required for graduation, they may still be on course. If a migrant student has absences or tardies that are excessive enough to lose credit for a course(s) due to district policy, he/she is considered not on track.

19 If a migrant student does not or will not graduate with their 4 year cohort group, he/she is considered not on track. If a migrant student needs summer school or credit recovery, he/she is not on track. If a migrant student is in an alternative setting, still seeking a diploma, chances are he/she may not be on track. If a migrant student was initially placed in a grade level upon arrival that is normally for those younger than the migrant student, he/she may still be on track as long as they continue with their cohort. However, it s important to follow those students and encourage them to stay in school.

20 THE DEFINITION MAY SEEM TOUGH, BUT NEW FEDERAL GUIDANCE REGARDING COHORT GROUPS DOES NOT ALLOW FOR SLACK. WAITING UNTIL THE STUDENT IS IN A HOLE AND SEES NO WAY OUT IS TOO LATE. THE FEDS HOLD HIGH EXPECTATIONS FOR ACCOUNTABILITY. WE HAVE TO BE PROACTIVE!

21 Student Involvement Student engagement in school and learning is integral to school completion. Dropout prevention models suggest students must actively participate in school and have a simultaneous feeling of identification with school in order for them to remain in school and graduate. Students who are involved are more likely to Attend Behave in a positive manner Earn Credits on time

22 Participation in extra-curricular activities, school clubs and sports is immeasurable in helping the student develop new friendships and school ties, an important factor that helps to prevent dropping out! Don t just recommend participation; facilitate it! Talk with club presidents to be sure the groups or clubs leave spots open for the migrant student who may not be there when school begins. Let student leaders know that you would appreciate them helping the new student become familiar with the school s students, campus, systems, rules and expectations. Conduct an actual count of where your migrant students are participating! Don t just guess. Ask students who are not involved in anything why they made that choice.

23 Get to know the student, find out where she is from and what his/her interests are. Learn how to pronounce the student s name correctly; use his/her name often. Give the student a tour of the school campus. Review your school s systems, rules, and expectations, including credit accrual and needs, discipline, attendance policies and penalties, dress codes, etc., with each student. Empower the student with the responsibility to come in to see you, and to communicate with teachers about his knowledge, interests, and assignments.

24 Encourage the student to join a newcomers group if one is available or establish a buddy system by which each student is paired up with another student in the same classes for support and reflection. If students are supposed to be involved in before/after school academic activities, is someone checking to ensure the student is attending? What is done if the student is not attending? If a student is supposed to be getting academic help during the day, who checks to make sure they are actually taking advantage of the opportunity?

25 Model how to have conversations with teachers and other staff members. Vocalize your expectation of high involvement from the student in his/her education. Explain specific ways you expect the student to be involved.

26 Home Visits Don t wait until something is a problem; be proactive! Well planned home visits are valuable. The goal is always to engender continuous dialogue with parents about their children. An initial formal meeting is critical in developing a relationship with each parent.

27 Purposeful Home Visit Topics Be ready to share academic information regarding the students as well as information about other resources families may need for special issues or circumstances. Document the visit and reflect on what you ve learned. Orient parents to school routines and protocol Ask parents- what are some expectations you have of us, the teacher and the school? What are your child s strengths, interests, preferences, aspirations and aversions?

28 Help parents know/understand how to set up a home study area. Familiarize parents with school standards and expectations. How well do your parents know how your school operates? How can/do your parents access technology for school purposes? Is there a computer access area for parents who do not have it at home? Do they know/understand how to use it? Empower parents by teaching them!

29 DOCUMENT ALL HOME VISITS!

30 CULMINATING ACTIVITY Activity- Respond according to the prop given to your group! Bucket: Think about where your holes are and brainstorm plans to address them. Start small; pick one thing. Write on paper and place in the bucket. Shovel: Consider what you ve learned and how it might help your school or district better serve migrant students. Attach responses to the shovel. Weed Killer Spray: What are you going to STOP doing and why? Attach responses to the bottle or write on the bottle! You have 5 minutes to complete your individual response. Then, when prompted, you will share with your table and attach to your prop.

31 WE HOPE YOU ARE LEAVING HERE WITH GREAT IDEAS TO FILL YOUR BUCKET WITH THIS SPRING!