A REGIONAL VIEW CRAFTING QUALITY IEPS FOR STUDENTS AT-RISK OF DROPPING OUT APR SLIDE ON SPP 14

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1 CRAFTING QUALITY IEPS FOR STUDENTS AT-RISK OF DROPPING OUT 1 Candy Tavernier, Transition Specialist, North Country/Capital Region RSE-TASC Dana Retherford, School Improvement Specialist A REGIONAL VIEW Dropout of students with disabilities is an accountability issue in our region: 93% of district designations are for dropout 44 districts (32%) had a dropout rate over the state performance plan target of 18% for the 2005 cohort Another 15 districts had a dropout rate of 15-18%, placing them at risk of not meeting future targets Several districts have drop out rates of 25% to 40% What was your district SWD dropout rate for the 2005 cohort? 2 APR SLIDE ON SPP

2 NATIONAL DO CENTER - SWD DO PREVENTION INTERVENTION FRAMEWORK Phase 1: Analyze Data Phase 2: Identify Target Areas for Intervention Phase 3: Develop Improvement Plan Phase 4: Implement, Monitor & Evaluate 4 SESSION PURPOSE AND AGENDA To build district capacity to prevent dropout by: Reviewing research on drop out Examining research on effective interventions and supports Providing strategies and tools using existing IEP process to support at-risk students 5 Categories of Risk Factors STUDENT Disability (esp. ED/LD) School engagement issues (low attendance, effort and extracurricular participation) Behavior in school Academic performance Early adult responsibilities Social attitudes, values and behavior (risk-taking) Demographics (SES, ethnicity) Family engagement /support for education HO 2a SCHOOL Level of academic expectations Quality of instruction Policies Discipline / OSS Attendance Credit/Retention Large school size School climate (safe, engaging, culturally competent) Services & supports Transition/ career & tech and other pathways Push or pull? Alterable or not? 6 2

3 DOES RISK = DROPOUT? No single risk factor accurately predicts that a student will drop out The more risk factors a student has, the more likely they are to drop out Attendance, behavior & course failure/credit accrual ( ABCs ), combined with SES is a highly accurate predictor of dropping out 7 DOES RISK = DROPOUT? Multiple risks does not have to equal dropping out if protective factors are present above average intelligence, caring adults, supportive peers, extracurricular participation Risk intensity, context & timing also play a role Is risk offset by other positives? Absence due to chicken pox vs. unexplained abs. 8 Early onset of risk factors Transition years (Elem->MS->HS, 6 th & 9 th ) High Yield Indicators- All Students Grade 6 Attended < 80% Poor final grade from teachers in behavior Failing either math or ELA Grade 8 Attended < 80% Failing either math or ELA Grade 9 Attended < 70% Low attendance during first 30 days of grade 9 Enter grade 9 with reading scores below 8 th grade level Significant GPA drop from grade 8 to 9 Earned fewer than 2 credits Retained in grade 9 (Consortium on Chicago Schools Research, Neild, Roderick) 9 3

4 WHY SWDS DROP OUT Poor attendance/ tardiness Disability-based difficulties/behavior problems Academic failure (lack of credits, low skillsparticularly reading) Lack of interest Poor relationships with peers or adults Movement from school to school (missed instruction, changes in services, lack of engagement with school) Life events 10 (Wagner, 2008) DO PREVENTION FOR SWDS Quality IEP development with student & parent Transition planning & career-related studies Access to general ed. Curriculum with supports Direct instruction to meet individual needs Focus on literacy (early and remediation) Behavior and social skills instruction Enhancing engagement of student & parents 11 RECOMMENDATION 1: UTILIZE DATA TO IDENTIFY SWDS AT RISK FOR DO (EARLY WARNING SYSTEMS) Benefits: utilize readily available data, identify students in need of intervention How? Focus on high yield indicators (ABC) & local trends Monitor at 5/10 week and annual intervals Track on paper, in Excel, district data system, or use a specially designed EWS such as the National High School Center s HO 3a, 3b, 3c, & sample excel sheet 12 4

5 5 R S FOR STUDENT SUCCESS Reality Relevance Rigor Relationships Revelry 13 REC. 2- ASSIGN ADULT ADVOCATES FOR AT RISK SWDS Benefits: enhance connection to school and adult; continuous monitoring/feedback on student performance; can be done with limited cost How? - Utilize committed, positive adults - Can utilize homerooms or case managers - Establish standard times and procedures - Keep it simple and brief - Consider community resources, if needed - Provide training to advocates - Communicate with parents - Check and Connect HO 4 14 Rec. 3&4- Provide Academic, Behavior & Social Support Intensive or Tier 3 FEW students. Individual interventions for students not responding to Tier 2, with multiple risk factors or at high risk of dropping out. E.g., Individual plans, Credit recovery, Wrap around services Universal or Tier 1 School-wide system for ALLstudents. Prevention focus. E.g., MS Teaming, Requiring absence notes, Progress monitoring, Extracurricular activities, Guidance and Transition planning 1-7% 80-90% 5-15% Targeted or Tier 2 Some students. Small group and some individual interventions aimed at increasing student success and engagement. E.g., AIS, Check and Connect, Behavioral Social-Emotional Instruction 15 5

6 REC. 5- PERSONALIZE THE LEARNING ENVIRONMENT Benefits: improved student & family engagement; more individual attention; connection with peers; can often be accomplished with reorganization of existing resources How? Teaming Transition Planning Homerooms / case managers Orientations for students and parents 9 th grade academies Extracurricular activities 16 REC. 6- PROVIDE RIGOROUS AND RELEVANT INSTRUCTION Benefits: improved engagement (attendance, behavior, motivation); better prepared for state assessments; more likely to accrue credits for diploma; better prepared for adult life How? Quality transition planning with student and parent Vocational training and experiences Instruction in general ed. setting with supports 17 Specially designed instruction BUILDING A STUDENT S IEP WITH DROP- OUT PREVENTION & INTERVENTION EMBEDDED 18 6

7 THE SPECIAL IN SPECIAL EDUCATION (vv) Specially-designed instruction means adapting, as appropriate to the needs of an eligible student under this Part, the content, methodology, or delivery of instruction to address the unique needs that result from the student's disability; and to ensure access of the student to the general curriculum, so that he or she can meet the educational standards that apply to all students. 19 IEP DEVELOPMENT GRAPHIC ORGANIZER IEP DEVELOPMENT GRAPHIC ORGANIZER Summary of what the student wants to do after exiting HS Edu./training Employment Independent Living Used to develop the PLEP Needs (based on weaknesses) Strengths Weaknesses Needs requiring Needs requiring Needs: transition General Ed. (as they related to post (as they related to post Drop-out at-risk specially designed classroom related Classroom/Lesson HS intentions & HS intentions & factors instruction (that accommodations/ coordinated set of Demands classroom/lesson classroom/lesson will be the basis of modifications activities demands) demands) measurable goals) HO 5 20 STEP 1: IDENTIFY THE STUDENT S POST- SECONDARY INTENTIONS What are the student s goals for life after exiting school? HO 6a, 6b, 6c, 6d 21 7

8 STEP 2: ESTABLISH GENERAL EDUCATION CLASSROOM DEMANDS Facts About Classrooms/Lessons: Content Demands Process Demands Product Demands Grading Demands HO 7 22 STEP 3: IDENTIFY STUDENT SPECIFIC DROP-OUT RISK FACTORS Significant Risk Factors by School Level ** Elementary Risk Category and Risk Factor High School Middle School School Individual Background Characteristics Has a learning disability or emotional disturbance * * Early Adult Responsibilities High number of work hours * >* Parenthood >* Social Attitudes, Values, & Behavior High-risk peer group >* * High-risk social behavior >* * Highly socially active outside of school * School Performance Low achievement >* >* >* Retention/over-age for grade >* >* >* School Engagement Poor attendance >* >* >* Low educational expectations >* >* Lack of effort * * Low commitment to school * >* No extracurricular participation * >* School Behavior Misbehavior * * >* Early aggression * * Family Background Characteristics Low socioeconomic status >* >* >* High family mobility >* Low education level of parents * * * Large number of siblings * * Not living with both natural parents * * >* Family disruption * Family Engagement/Commitment to Education Low educational expectations >* Sibling has dropped out * * Low contact with school >* Lack of conversations about school >* * Student Name (last, first) Student Current Sp.Ed. Teacher Demographics Current Grade ( ) Expected Diploma (Regents/Local/IEP) # Days Absent At-Risk Factors # Disciplinary Referrals # Suspensions # Grades Retained Failing ELA? (Y/N) Failing Math? (Y/N) Involved in Extracurricular activities? (Y/N) High Mobility (2+ times) (Y/N) Other Concerns? (including student is bullied, or other concerns ) (section to be # At-Risk Variables for completed this student through Student determined atrisk? collaboration with Special Ed. (Y/N) Office) ABC MIDDLE SCHOOL Student With Disabilities Drop-out Related Profile **Key: * indicates that the risk factor was found to be significantly related to dropout at this school level in one study >* indicates that the risk factor was found to be significantly related to dropout at this school level in two or more studies. HO 2a, 3b 23 STEP 4: IDENTIFY FACTS ABOUT THE STUDENT Step 4a - Student Strengths: Student interests Activities student prefers Skills the student possesses Academic abilities How student learns best 24 8

9 STEP 4: IDENTIFY FACTS ABOUT THE STUDENT Step 4b - Student Weaknesses: How the student s disability affects involvement & progress in the general ed. curriculum and progress in age appropriate activities. Skills, including CDOS skills, the student needs to develop in order to access the curriculum and improve their overall academic performance 25 HO 8 WEAKNESSES DOMAINS TO THINK ABOUT Reading Writing Listening Organization Study skills Communication Motor skills Cognitive processing Problem-solving Social skills Play skills Memory Visual or auditory perception Attention Behavior Daily living skills Career skills 26 WHAT DO YOU DO IF YOUR STUDENT HAS MANY WEAKNESSES/NEEDS? Now is the time to prioritize List student weaknesses from absolutely needed in order to succeed in the general education curriculum down to needed, but not as important as the weaknesses listed above Rule of thumb choose just a few to work on. Having too many priorities to focus on waters down the ability of the student to truly show progress and demonstrate educational benefit. 27 9

10 WEAKNESSES & ASSOCIATED NEEDS DRIVE THE DEVELOPMENT OF THE REST OF THE IEP Goals Supplementary Aids & Services/Program Modifications/Accommodations Coordinated Set of Activities 28 STUDENT SUPPORTS Specific to the student needs Consider using existing resources Link specifically to intervening with dropout related factors HO 9a, 9b 29 PULLING IT ALL TOGETHER WITH NATHAN Nathan Graphic Organizer Nathan IEP Formalized process for monitoring progress HO 10a, 10b 30 10

11 DROP-OUT PREVENTION RESOURCES See handout 11 HO THANK YOU Special Thank you to Kathy Gomes, Marie Brander, Kristin Lyden, and Letah Graff of the Regional Special Education Technical Assistance Support Center (RSE-TASC) for some of the slides and information on drop out prevention. 32 HOW TO CONTACT US Candy Tavernier Dana Retherford 33 11