dropout prevention strategies february 20, 2008 charles e. dukes cindy wakefield
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Dropout Prevention Strategies February 20, 2008 Charles E. Dukes Cindy Wakefield Judith Martinez. In Colorado, the class of 2005 had 18,000 more 9th-graders than diplomas?. True or False?. In Colorado, the class of 2005 had 18,000 more 9th-graders than diplomas. True. Does this mean - PowerPoint PPT PresentationTRANSCRIPT
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Dropout Prevention Strategies
February 20, 2008
Charles E. Dukes Cindy Wakefield Judith Martinez
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True or False?
In Colorado, the class of 2005 had 18,000 more 9th-graders than diplomas?
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True
In Colorado, the class of 2005 had 18,000 more 9th-graders than diplomas.
Does this mean18,000 studentsdropped out of
school?
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Multiple Choice Quiz
In Colorado, a student who is habitually
truant has been absent without an excuse:
a. 4 days in one calendar month
b. 10 days in the school year
c. All of the above
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Multiple Choice Quiz
In Colorado, a student who is habitually
truant has been absent without an excuse:
a. 4 days in one calendar month
b. 10 days in the school year
c. All of the above Starting in the 2009-2010, school districts will report
the number of habitually truant to
CDE
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Multiple Choice Quiz
Indicators correlated with dropping out
A. 10% or more missed instructional time
B. 1 or more failed courses
C. 2.0 or lower GPA
D. All of the above
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Multiple Choice Quiz
Indicators correlated with dropping out
A. 10% or more missed instructional time
B. 1 or more failed courses
C. 2.0 or lower GPA
D. All of the above Taken from Johns Hopkins University
research, connected to the Statewide
Dropout Initiative
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• Solid Definitions • From Research to Practice• Useful Resources• Key Contacts
What we want you to take away
See “Resource and Materials”
handout to supplement this
presentation
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Who is Considered a Drop Out?
By Colorado law, a dropout is …
• A person who leaves school for any reason, except death, before completion of a high school diploma or its equivalent, and who does not transfer to another public or private school or enroll in an approved home study program.
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Who is Considered a Drop Out? Cont…
• A student is not a dropout if he/she transfers to an educational program recognized by the district, completes a G.E.D. or registers in a program leading to a G.E.D., is committed to an institution that maintains educational programs, or is so ill that he/she is unable to participate in a homebound or special therapy program.
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Who is Considered a Drop Out? Cont…
Students who reach the age of 21 before receiving a diploma or designation of completion (“age -outs”) are also counted as dropouts.- www.cde.state.co.us, School/District statistics on dropout rates.
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Who is not a dropout?
• A student is not a dropout if he/she transfers to an educational program recognized by the district, completes a G.E.D. or registers in a program leading to a G.E.D., is committed to an institution that maintains educational programs, or is so ill that he/she is unable to participate in a homebound or special therapy program.
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Why do Students Drop Out?
A lack of student engagement is predictive of dropping out, even after controlling for academic achievement and student background.
-High School Dropout in America, Alliance for Excellent Education
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Life events
Forces outside of school cause students to
drop out– Need to work – Pregnant/parenting – Serious illness– Death of a loved one
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Fade Outs
Students do okay in school but stop seeing
a reason for staying– Classes not interesting – Alienated– Not motivated – School doesn’t feel safe
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Push Outs
Students who are or perceived to be
detrimental to others in the school– Students who are disenrolled after truancy – Students who are given a choice to withdraw
or be expelled – Failing students based on unexcused
absences
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Failing in school
Schools failing students– Held back a grade– Not prepared academically– No recourse for remediation – Miss too many days of school
Failing even one or two semester courses in 9th
grade dramatically reduces probability
of on-time graduation
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What Can Be Done
Parent EngagementRefers to parent education, two-way
communication, volunteering, decision-making and community collaborations.
Examples: – Parenting classes – Parents “on the team and at the table” in the
ICAP
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What Can Be Done
Academic PressFocus is on achievement in core courses
and opportunities for remediation.
Examples:
- Content recovery courses
- Tracking of 9th graders with 1 or more failing grades
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Example of Academic Press
Dave Kollar, Director
Kenlyn Newman, Assistant Director
Office of Dropout Prevention and Recovery
Jefferson County School District
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What Can Be Done
Teacher Support Refers to professional development, peer
learning and coaching.Examples:
– “Professional learning communities” for staff– Counselor outreach at staff meetings– Professional development days, for strategies
such as Response to Intervention and Positive Behavior Support
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Example of Teacher Support
Barb Long, School Social Worker
Positive Behavior Support
Thompson School District
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What Can Be Done
Relevance Refers to linking instruction to student goals
and interests.
Examples:– Career and college awareness – Ninth grade transition programs – Service learning
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Example of Relevance
Sara Olsen, Teacher
Panther Academy
Woodland Park School District
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What Can Be Done
Intrinsic issuesRefers to civic engagement, belonging,
competence, and autonomy.
Examples: – Social skill-building, such as goal-setting and
decision-making– Community advocates support developmental needs – Support for students with disabilities outside of school
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For more information• Counseling Corner Listserv -
• Expelled and At-Risk Student Services Listserv – [email protected]
• Expelled and At-Risk Student Services web page – http://www.cde.state.co.us/cdeprevention/pi_expelled_grant.htm
• Parent-School Partnershipshttp://www.cde.state.co.us/cdeprevention/pi_parent_school_partnerships.htm
• Dropout Prevention and Student Re-engagementhttp://www.cde.state.co.us/scripts/reforms/detail.asp?itemid=465396
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Contact Information
Charles E. Dukes (Office) 303.866.6142 (Cell) 303.815.9478(Email) [email protected]
Judith Martinez (O) 303.866.6127(Email) [email protected]
Cindy Wakefield (O) 303.866.6750(Email) [email protected]