Getting to Graduation

Kent School District

Getting to Graduation Steering Committee

February 12, 2009

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Welcome

• Please Sign in

• Think about…

What kept youWhat kept you

in or out of school?

• Ready to go at 4:00!

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Agenda4:00 - 7:00 p.m.

Welcome & Introductions Context of Project Review of Guidebook Break Break Data Review Graduate Cohort Study Next Steps Electronic Self-Assessment Additional Reading

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Outcomes for the Day

We will:

Understand Kent’ s GTG Expectations,Framework & Vision

Review the research base, theory of change andEssential Components for Dropout Prevention

Review the research base, theory of change andEssential Components for Dropout Prevention

Review Kent SD Data

Be prepared to complete Electronic Self-Assessment and additional reading for nextmeeting

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Group Operating Norms

We will:

• Start and End Meetings On Time

• Everyone Actively Participates

• Use Cell Phones and Personal Conversations at• Use Cell Phones and Personal Conversations atBreaks

• Equal Air Time

• Communicate with Respect & Honesty: monitor airtime, active listening to understand other points ofview, ask questions to seek clarity.

Others?5

Reinvesting in Youth

Jim Street, Director

Dana C. Boales JD, MA, Project Planning Director

Phase I:

King County Juvenile Justice System

PartnersPartners

Steering Committee

Building Bridges Project

Phase II:

Drop Out Prevention Project King County School

Districts: Kent, Renton, Seattle

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Dropout Prevention PlanningGuidebook

• A “guide” not a road map to support

school district planning

• BERC Group

• Ashley Report• Ashley Report

• Dropout Prevention, Intervention & Retrieval

• Self-Assessment to support continuousimprovement process

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Research

• Educating All Our Children

– Nancy Ashley Report (2007)– Analysis of King County Dropout

3200 students dropped out in 2004-05

Latino, Native American and African American boys

approaching 50%

– Describes best practices and promising programs

– Strategies to reduce dropout rate and retrieve King Costudents

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Chapter 1: The Problem

Pervasive Achievement Gap

– Dropouts, graduation rates, college attendancedisparities among students

– 2000 Census reports 25.4% of students in WA– 2000 Census reports 25.4% of students in WAminority and growing

– 34% of students in WA are minority in 2007

– White, middle-class educators: 90%

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Chapter 1: The Problem

Pervasive Achievement Gap– 2008 WASL Achievement Gap (Reading and Math)

White students and minority student groups:

Black = 17–32% rangeBlack = 17–32% range

Pacific Islander = 16-26% range

American Indian = 15-24% range

Hispanic = 16-29% range

– Dropout rate of some minority youth is doublethat of Asian and White students

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Achievement Gap Factors?

• Cycle or Onset of Poverty

• Lack of Success in School

• Cycle of Non-graduates

• Family Issues

• Drugs/crime• Drugs/crime

• Resource poor schools

• English language learners

• Voluntary vs. involuntary immigrants

• Mobility

• Unequal access to early learning opportunities

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Dropout Rates for Class of 2005 (WA)

– All Students 19.1%

– American Indian 36%

– Asian/Pac Islander 12.5%

– African American 25.4%

– Hispanic/Latino 29.8%

– White 16.9%

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King County HS Graduation Rates (2004-05)

• All Students 74.3%

– American Indian 54.7%

– Asian/Pacific Islander 80.2%

– African American 60.8%– African American 60.8%

– Hispanic/Latino 60.2%

– White 77.7%

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Impact of High Dropout Rates

• Youth Suffer

– 72% more likely to be unemployed compared tograduates

– 80% of individuals in prison have no HS diploma– 80% of individuals in prison have no HS diploma

– Earning power over lifetime, greatly diminished

– Lower self-esteem can lead to disengagement insociety

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Impact of High Dropout Rates

• Economy Suffers

– WA imports educated workers from other statesand nations to fill jobs

– Nearly ¼ employers report difficulty in finding– Nearly ¼ employers report difficulty in findingquality job applicants

– HS diploma no longer leaders to family-wage job

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Impact of Dropouts

• Society Loses Out

– Dropouts place increased burden on criminaljustice system, health care system and publicassistanceassistance

– Dropouts die at a high rate that those with moreeducation

– A 10% increase in male graduation rate wouldreduce murder and assault rates by about 20%,motor vehicle theft by 13% and arson by 8%

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Impact of High Dropout Ratesin Kent?

Think

PairPair

Share at Table…

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Why Students Drop Out?

• Disengagement

– Withdrawal such as poor attendance

– Lack of school success: academic and behavioral

• Personal and Education-related factors

• Systems Approach is needed—wrap aroundsystem for support and prevention

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What keeps kids in school?

Protective Factors help them “beat the odds”

– Positive school climate

– Sense of belonging at school

– Academic success in school– Academic success in school

– Caring relationships with adults at school

– Positive attitude toward school and education

– Educational support in the home and community

How does this match our list?

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What Works?

• Little “scientifically” based evidence –– Difficult to replicate the random samples and control

groups in education

• Many effective district and school practices

• Most represent correlational relationships +• Most represent correlational relationships +anecdotal information– Promising Programs & Practices for Dropout

Prevention (OSPI, 2005)

– The Silent Epidemic (Gates Foundation,2003)

– See Reading List…

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Chapter Two: Page 5

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Successful Learning Plannedand delivered PreK - 12

Short Term Goals

Community & District Policiesand Practices motivate students

to stay in school

Schools Educate ALL Children

Completion of PreK-12education leads to

knowledgeable workforce &active, enlightened democracy

Long Term Goals22

Five Dimensions ofDropout Prevention

1. District Systemic Support

2. Collaborative Networks

3. Use of Data3. Use of Data

4. Teaching and Learning

5. Leadership Development

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Chapter 3 Research Summary

All Read: Contextual Factors Page 6

District Systemic Support Page 7 1’s

Collaborative Networks Page 9 2’s

Use of Data Page 11 3’s

Teaching and Learning Page 12 4’s

Leadership Development Page 14 5’s

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Group Learning

• Number off 1 – 5 (15 minutes)

• Meet at Table

• Individually Read Section—Underline,highlight important “golden lines” that arehighlight important “golden lines” that aremeaningful to you

• Each Person Shares Golden Line—listen only,no comments/discussion

• Together develop a Visual to teach us your keylearning to teach other groups

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Getting to GraduationProcess Overview

1. Getting to Graduation Taskforce

2. Review Theory, Five Dimensions, (Gather Data)

3. Assess Strengths of Current Efforts

1. Complete the Initial Assessment1. Complete the Initial Assessment

4. Develop Goals and Desired Impact Statements

5. Create Plan, Action Steps, Select Intervention(s)

6. Monitor, Adjust, Celebrate and ContinueProgress

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Use Data to Make Decisions

Dr. Merri Rieger, Assistant Superintendent forLearning and School Improvement

Kent’s Demographic Data

Kent’s Strategic Plans and Progress

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Kent School District Mission:Successfully Prepare All Students For

Their Future

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Kent School District Demographics from 1995-96 to Present

Ethnicity, Economics, English Langage Learners

50%

60%

70%

80%

90%

100%

%o

fs

tud

en

ts

0%

10%

20%

30%

40%

50%

1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09

%o

fs

tud

en

ts

White Non-White Economically Disadvantaged ELL

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Kent School District Students' Home Language

1999-2000 and 2008-2009

(Most Common Non-English)

2000

2500

3000

#S

tud

en

ts

1999-2000

1999-2000: 57 Home Languages

2008-2009: 122 Home Langauges

0

500

1000

1500

Spanish Ukrainian Russian Punjabi Somali Vietnamese Cambodian Korean Tagalog Kurdish

Home Language

#S

tud

en

ts

1999-2000

2008-2009

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WASL Reading Grade 102004-05 and 2007-08

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WASL Math Grade 102004-05 and 2007-08

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Graduation Rates – 2008WA and KSD

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Kent Strategic Plan 2005-2008

Academic Achievement1. Use varied instructional strategies and curricula to meet the

individual needs of all students.2. Increase emphasis on analytical and creative thinking, problem

solving, communication, citizenship, and community service.3. Eliminate the achievement gap demonstrated by students of color,

students in poverty, and special needs students.3. Eliminate the achievement gap demonstrated by students of color,

students in poverty, and special needs students.

Safety and Security4. Strengthen student and staff safety and security.

Staff Development/Training and Time5. Ensure that staff members have adequate quality planning time and

training.

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What KSD has in place

• Decisions are made based on data - disaggregated data iscollected and shared

• School Improvement Plans target AYP ethnicity and programgroups

• Screening methods have been revised to identify moreunderrepresented students for Hi Capunderrepresented students for Hi Cap

• Advanced courses no longer have required screeningrequirements leading to greater access for all students

• Utilize technology to address learning needs of our diversestudent population

• Beginning implementation of SIOP training• Integrated Learning Services Team combines resources and

expertise to better serve the needs of all students

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Programs

• Kent Phoenix Academy

• Kent Mountain View Academy

• Kent Technology Academies

• Full Day Kindergarten ExpansionFull Day Kindergarten Expansion

• Tiered Instructional Model

• Targeted Intervention/Support Classes

• AVID

• Academic Youth Development (AYD)

• 1 : 1 Technology

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Graduate Cohort Study

Dr. Mary Beth CelioNorthwest Decision Resources

What is the Kent Cohort Data Revealing?What is the Kent Cohort Data Revealing?

Indicators/Predictors for HS Graduation

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Next Steps…

Items to Read:Choose one report to learn more about drop-outs and graduation rates.

Kent SD Annual ReportKent SD Annual Report

Electronic Survey:Sent to you by Bob Isenberg – due back on March 2.Bring your individual survey with you to help withdiscussion next meeting: March 12.

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Getting to GraduationProcess Overview

1. Getting to Graduation Taskforce

2. Review Theory, Five Dimensions, (Gather Data)

3. Assess Strengths of Current Efforts1. Complete the Initial Assessment1. Complete the Initial Assessment

4. Develop Goals and Desired Impact Statements

5. Create Plan, Action Steps, Select Intervention(s)

(3/31/09)

1. Monitor, Adjust, Celebrate and ContinueProgress

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School District Self-Assessment Tool

Dropout Prevention Dimensions (p. 48)1. District Systemic Support

Dropout prevention is a PreK-12 endeavor with purposeful and coordinatedimplementation of comprehensive prevention strategies.

2. Collaborative NetworksDropout prevention work combines the ideas and resources of the district,students, families, community, and business members.students, families, community, and business members.

3. Use of DataDropout prevention strategies and plans are developed from an extensive andongoing analysis and use of data.

4. Teaching and LearningProfessional development leads to a rigorous, relevant, and supportive learningenvironment that promotes success for all students.

5. Leadership DevelopmentDistrict leadership makes dropout prevention a priority so prevention strategiesimpact at-risk students.

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Next Steps…

1. Self-Assessment:You will be asked to complete the “Self-Assessments”

2. Outside Reading:2. Outside Reading:Your Task: Bring back next meeting to share:

Two (2) “Golden Lines” from the text to share. “Golden Lines” are lines or short passages you read in the material

that enlightened you about getting kids to graduation, that youwant the group to know—representing one of the FiveDimensions

Be prepared to share out on March 12 meeting…

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Outside Reading1. Graduation and Dropout Statistics for Washington’s Counties, Districts, and

Schools: School Year 2005-2006http://www.k12.wa.us/DataAdmin/pubdocs/GradDropout/05-06/200506GradDropoutStatistics.pdf

2. Helping Students Finish School: Why Students Drop Out andHow to Help Them Graduate

http://www.k12.wa.us/research/pubdocs/dropoutreport2006.pdfhttp://www.k12.wa.us/research/pubdocs/dropoutreport2006.pdf

3. The Institute of Education Sciences (IES) Dropout PreventionSeptember 2008U.S. DEPARTMENT OF EDUCATIONNational Center for Education Evaluation and RegionalAssistance, Institute of Education Sciences

4. Achieve, Inc. American Diploma Project, 2006Identifying Potential Dropouts: Key Lessons for Building an Early Warning DataSystemA Dual Agenda of High Standards and High Graduation Rates

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Outside Reading

5. T h e Alternative Pathways P r o j e c t(Bill and Melinda Gates Foundation) A Framework for Dropout Reduction and RecoveryJune 2005

6. Educating All Our Children A Comprehensive Plan for Reducing the Dropout Rate in KingCounty

Prepared for the Reinvesting In Youth SteeringCommittee March 2007Committee March 2007Nancy Ashley, Heliotrope

7. The Silent Epidemic Perspectives of High School DropoutsA report by Civic Enterprises in association withPeter D. Hart Research Associatesfor the Bill & Melinda Gates Foundation

8. Promising Programs and Practices for Dropout PreventionReport to the LegislatureDr. Terry Bergeson State Superintendent ofPublic Instruction December 2005

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Contact Information

Merri Rieger, Ed.D

Kent School District

Assistant Superintendent

253-373-7242253-373-7242

Mickey Venn Lahmann, Facilitator

Leadership Innovations Team, LLC

mickey@leadershipinnovationsteam.com

360-561-1612

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Today was…4 – Very Good & why3– Good & why

Scale of Satisfaction

3– Good & why2– Not so Good and why1 – Not good at all and why

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