Helping Making youth Education Work with for All disabilities Georgians stay in school and graduate!!
Essential Components of Effective Initiatives Impetus for change - sense of urgency Leadership Team to keep school completion vested in a place of authority Implementation Teams to guide the work at local/regional sites A comprehensive data systems that support a realistic diagnosis of the number of students who drop out, accounting for enrollment, extraction of attendance, behavior, and course performance data.
Essential Components State level mechanism to support knowledge transfer and utilization about school dropout, dropout prevention, intervention, and recovery. State level mechanism to provide fiscal support for model/exemplary programs that can be replicated and sustained Enhanced collaboration across service agencies to leverage resources Support the use of coaches for implementation and content Mechanisms for sustainability of efforts
GraduateFIRST: The Dropout Preven6on Des6na6on Laura C. Brown, Ph.D. North GLRS
Georgia s SPDG helping students with disabilities stay in school and graduate 5
GraduateFIRST 1. Who, What, When, Where, & How 2. How Schools Make An Impact 3. Tools & Resources 4. Performance Data
GraduateFIRST Goals helping Georgia s students with disabili4es stay in school and graduate Increase gradua6on rate for students with disabili6es who receive a general educa6on diploma Decrease the dropout rate for students with disabili6es 7
Today 145 schools across Georgia are participating in GraduateFIRST and over 4000 targeted students are being monitored. 8
Scaling Up GraduateFIRST Cohort I 34 High Schools & the Feeder Middle Schools Cohort II 80 High Schools and Middle Schools CollaboraPon Coaches work with Team Leaders at each school Cohort III 60 High Schools and Middle Schools CollaboraPon Coaches work with Team Leaders at each school 200 participants attended the 2011 GraduateFIRST Institute 9
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Align State and Local Resources Strong Leaders CommiRed Schools GraduaPon Coaches GLRS Network CollaboraPon Coaches Parent Mentors SPDG Funding 15
Successful Framework Who is dropping out and why? SelecPon of intervenpons based on data RelaPonship & Team Building Coaching & Fidelity Checks System and School support of project CelebraPon of Success
Provide Levels of Support State Design Team Regional Support Network (GLRS) CollaboraPon Coaches Team Leaders Administrators School Teams Engaged Families & Students CollaboraPon Coaches State Level Design Team Team Leaders 17
Provide Levels of Support State Design Team Regional Support Network (GLRS) Collabora6on Coaches Team Leaders Administrators School Teams Engaged Families & Students CollaboraPon Coaches State Level Design Team Team Leaders 18
Regional Collaboration Coaches Work with School-Based Team Leaders to help students with disabilities and their families navigate the maze of resources available ensuring access to the resources and support at the school and in the community 19
GraduateFIRST Belonging ARendance Behavior Relationships Course Performance Self-Determination Family and Community Engagement 20
Focus on Student Engagement Ø Academic Engagement Ø Behavioral Engagement Ø CogniPve Engagement Ø AffecPve Engagement Ø Family & Community Engagement Sandra Christianson Check and Connect 21
How Schools Make an Impact 22
Coach, Coach, Coach IdenPfy Targeted Students & Levels of Support Refine, Refine, Refine NDPC-SD Framework Data Probe & Guiding?s Gather Data, Review, Share, Celebrate
Academic Engagement National Dropout Prevention Center for Students with Disabilities 2008 Indicators Most visible in classroom Credits earned Homework complepon Time on task Frequently tracked by school personnel Examples of strategies Understand the classroom expectapons Get to know the personnel involved UPlize the supports available (i.e., tutoring, homework help) 24
Gainesville High- Gradua6on Rates 73.30% 81.30% 2009 2010 2011 87.3% 66.70% 65.4% 43.80% ALL SWD 25
Gainesville High Working student by student Needed school- wide inipapves that are proacpve Aligned school efforts Provided a direct reading support Encore, ICU, CCU Student Interviews Counseling Developed relaponships with students PosiPve Behavior IntervenPons & Support 26
Behavioral Engagement National Dropout Prevention Center for Students with Disabilities 2008 Indicators ARendance Classroom parpcipapon Extracurricular parpcipapon Discipline Referrals Physical & emoponal well being High risk behaviors Examples of strategies PosiPve behavior supports OpportuniPes to interact with competent & caring adults Develop individualized interest & strengths Developing specific skills (i.e., problem solving) Behavior contracts, rewards 27
Banks County Gradua6on Rate 2008 2009 2010 2011 85.1% 78.9% 74.7% 62.8% 31% 39% 50% 47.8% ALL SWD 28
Banks County High Developed a sense of belonging Developed a club for students at- risk Developed teams Cinderella Project No new funds 29
Banks County Middle- AKendance 100% 80% 60% 40% 2010 2011 20% 0% 0% Missed greater than 15 days 30
Banks County Middle/AKendance ARendance Contracts Home Visits Daily/weekly Contact Every absence triggered a response Parent Involvement Local Community helped provide incenpves End of the Year CelebraPon 31
Affective Engagement National Dropout Prevention Center for Students with Disabilities 2008 Indicators EmoPonally involved School bonding IdenPficaPon with school Sense of belonging School connectedness School social support Examples of strategies Mentoring Caring and supporpve environment CollaboraPon with peers Increase parpcipapon in extracurricular acpvipes Match personal interests and goals 32
Manchester High - Gradua6on 73.30% 81.30% 2009 2010 2011 94.30% 66.70% 85.60% 43.80% ALL SWD 33
Manchester High Family and Community RelaPonships Developed relaponships with students Interviewed students Created a sense of belonging at Manchester High 34
100 80 60 40 20 0 Stephens County High Gradua6on Rate 78.6 All 48.4 SWD 83 86.3 24.2 51.2 2009 2010 2011 35
Cognitive Engagement National Dropout Prevention Center for Students with Disabilities Indicators Relevance of school work to future aspirapons Strategy use Learning & personal goals Perceived ability Self- regulapon Examples of strategies Guidance in sekng personal goals in courses Monitoring progress Focus on necessary steps to reach goals Enhance personal belief in self through repeated contacts, goal sekng, problem solving, and relaponships 36
QuesPons 10 minutes 3/28/2011 37
Tools and Resources 38
Fidelity of Implementa6on ImplementaPon Manual Data Probe Step- by- Step Process Professional Learning CommuniPes Resources for Evidence- Based strategies Video Clips Robust Website Training with Follow- up Coaching of the Process 39
Assessment Tool Char6ng 40
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Addi6onal Resources Step- by- Step Process Sample GraduateFIRST AcPon Plan Areas of Engagement Overview Spotlight Brief from RRCP
Video Training Series 43
Data Support the Process 44
GA s Gradua6on Rate for Students with Disabili6es 2008 2009 2010 2011 41.4 44 43.3 37.7
Cohort 1 Middle Schools R/ELA CRCT % Passing Math CRCT % Passing # of ISS Full Day Referrals # of OSS Referrals High Schools GHSGT Math % Passing % Absent 15+ Days GraduaPon - All & SWD Dropout Rate All # of OSS Referrals Differences from baseline that were determined to be Significant 46
Cohort 2 Middle Schools R/ELA CRCT % Passing Math CRCT % Passing % Absent 15+ Days High Schools GHSGT Math % Passing GraduaPon - All Dropout Rate All # of ISS Referrals # of OSS Referrals Differences from baseline that were determined to be Significant 47
Lessons Learned Determine School Readiness Build Local Capacity Make Coaching Sustainable Develop Partnerships CreaPvely Deploy Resources UPlize Technical Assistance Providers Celebrate Success 48
QuesPons 10 minutes 3/28/2011 49
Dropout Preven4on Starts Early 50
www.graduatefirst.org Julia Causey jcausey@doe.k12.ga.us Laura Brown lbrown@pioneerresa.org Faith Huff ;uff@pioneerresa.org 51
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