HIGH SCHOOL IAT WORK

SESSIONDecember 14, 2010

AGENDA Review District Focus and IAT Focus Overview of district OGT passage and 9th

Grade Retention Data Identify risk factors Identify components of OGT Intervention

and 9th Grade Promotion Establish Action Plans

GOALS FOR HIGH SCHOOL IAT2010 AND BEYOND

To successfully graduated and prepare students for life after high school.

1. Successful passage of the Ohio Graduation Test

2. Credit acquisition

IAT FOCUS FOR 2010/2011 SCHOOL YEAR1. 11th and 12th grade students who have

not successfully passed all portions of the OGT

2. Credit acquisition and grade promotion of “at-risk” 9th grade students

SOME NATIONAL AND APS DATA Every 26 seconds another student gives

up on school, resulting in more than one million American high school students who drop out every year.

From the Alliance for Excellent Education, http://www.all4ed.org

SOME NATIONAL AND APS DATA Last year one APS student dropped out

every .81 days.

Ohio Dept. of Education iLRC Power User Report

8th Grade 9th Grade 10th Grade 11th Grade 12th Grade0

20

40

60

80

100

120

140

160

180

10

131

86

105

156

10

10699 97

123129115 109

122

Dropouts by Grade Level (District)Ohio Dept. of EducationiLRC Power User Report

2007-20082008-20092009-2010

Dropouts are four times less likely to volunteer than college graduates, are twice as less likely to vote or participate in community projects, and represent only three percent of actively engaged citizens in the U.S. today.

From the Alliance for Excellent Education, http://www.all4ed.org

Buchtel 9th Buchtel 10th Buchtel 12th East 9th East 10th East 11th East 12th 0

5

10

15

20

25

10

1920

18

13

10

17

10

22

18

1012

17

Dropouts by Grade LevelBuchtel and East

Ohio Dept. of EducationiLRC Power User Report

2007-20082008-20092009-2010

Ellet 9th Ellet 10th Ellet 11th Garfield 9th Garfield 10th Garfield 11th Garfield 12th 0

5

10

15

20

25

30

35

13

17

11

29

23

12

1618

16

32

13 13

19

13 12

33

15 14 14

Dropouts by Grade LevelEllet and Garfield

Ohio Dept. of EducationiLRC Power User Report

2007-2008

2008-2009

2009-2010

Kenmore 9th Kenmore 10th Kenmore 11th Kenmore 12th North 9th North 10th North 11th North 12th 0

5

10

15

20

25

30

35

28

14 13

19

11 1111 12 1114

29

18

13

18

Dropouts by Grade LevelKenmore and North

Ohio Dept. of EducationiLRC Power User Report

2007-20082008-20092009-2010

Nearly one-third of all public high school students — and nearly one-half of all African Americans, Hispanics, and Native Americans — fail to graduate from public high school with their class.

From the Alliance for Excellent Education, http://www.all4ed.org

AAA Buchtel East Ellet Firestone Garfield Kenmore North 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0.9%

77.1%74.1%

90.0%94.1%

78.7%75.0% 75.4%

Graduation Rate (Building)Ohio Dept. of EducationiLRC Power User Report

2005-2006 2006-2007 2007-2008 2008-2009

Dropouts were more than twice as likely as high school graduates to slip into poverty in a singleyear and three times more likely than college graduates to be unemployed in 2004.

Dropouts are more than eight times more likely to be in jail or in prison than high school graduates.From the Alliance for Excellent Education,

http://www.all4ed.org

YOUR WORK TODAY1. Identify 11th & 12th grade students who

have not successfully passed all portions of the OGT.

2. Identify Intervention components: • What materials/program/strategies will be

used?• Who will provide the intervention?• Where will the intervention take place?• What is the frequency & duration of the

intervention?3. Establish progress monitoring procedures:

• How will you know the intervention is working?

IDENTIFY INTERVENTION COMPONENTS:

OGT Pyramid in SIP

What are we already doing? Can we expand or refine our current practices?

ESTABLISH PROGRESS MONITORING PROCEDURES:

Ideas:Sample OGT TestsModified OGT TestsAttendance

Retentions

K 1st 2nd 3rd 4th 6th 7th 8th 9th 10th 11th 12th 0

50

100

150

200

250

300

3747

17 17 1834

6253

265

131144

86

13 16 11

36 3113 18 23 16

88

5241

142

2009-2010 School YearAPS Retained Students

Black Multiracial White

Ohio Dept. of EducationiLRC Power User Report

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 0

50

100

150

200

250

300

350

400

450

318

396 380343

313

265

152 157128 114

97 88

17 22 2411 16 15 16

Student RetentionsGrade Level: 9th GradeOhio Dept. of EducationiLRC Power User Report

Asian

Black

Multiracial

White

AAA Buchtel East Ellet Firestone Garfield Kenmore North 0

10

20

30

40

50

60

70

14

34

48

27

64

43

27

12 1417 19

14

Freshman Retentions 2009-10Ohio Dept. of EducationiLRC Power User Report

BlackWhite

9th 10th 11th 12th 70.0%

75.0%

80.0%

85.0%

90.0%

95.0%

81.0%

88.9%

86.7%

92.8%

Promotion Rates (District)Ohio Dept. of EducationiLRC Power User Report

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

YOUR WORK TODAY1. Identify “at-risk” 9th grade students2. Identify Intervention components:

• What materials/program/strategies will be used?

• Who will provide the intervention?• Where will the intervention take place?• What is the frequency & duration of the

intervention?3. Establish progress monitoring

procedures:• How will you know the intervention is

working?

IDENTIFY “AT-RISK” 9TH GRADE STUDENTSRttT has identified the following to be risk

factors for the 9th Grade 1. Failed two or more courses in 8th grade2. 36 or more days unexcused absence,

or having persistent absence3. Persistent suspension-5 or more days

out of school related to poor behavior or other issues.

IDENTIFY INTERVENTION COMPONENTS: What are we already doing to support 9th

grade promotion?

ESTABLISH PROGRESS MONITORING PROCEDURES: Ideas:

Attendance dataDiscipline dataGradesOthers?

IAT ACTION PLANS Each team will create 2 action plans today

1. 11th and 12th grade student who have not passed the OGT

2. Promotion of “at-risk” 9th grade students

Identify students Identify Intervention components:

What materials/program/strategies will be used? Who will provide the intervention? Where will the intervention take place? What is the frequency & duration of the

intervention? Establish progress monitoring procedures:

How will you know the intervention is working?

For these and other resources you can go to www.akronschools.com/pyramid

Professional Development High School

Aimee Kirsch akirschJudy Gray jswan

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