tea dropout recovery pilot program
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TEA Dropout Recovery Pilot Program. Program Orientation Julie Wayman, TEA. TEA awarded grants to school districts, charter schools, non-profits, institutions of higher education and county departments of education to create or support programs that:. - PowerPoint PPT PresentationTRANSCRIPT
TEA Dropout Recovery Pilot Program
Program OrientationJulie Wayman, TEA
Identify and recruit students who have dropped out of Texas public secondary schools,
Provide those students the social services they need in order to come back to school,
Provide the academic components and educational delivery methods most appropriate for the students to be successful, and that
Enable the student to complete a high school diploma path or alternative path to college
TEA awarded grants to school districts, charter schools, non-profits, institutions of higher education and county departments of education to create or support programs that:
About the Dropout Recovery Pilot Program
Funding and Reporting Requirements
Recent Findings
Tools and information
Overview of Presentation
Key Features
Provides maximum flexibility to meet individual student needs
Focuses on student outcomes Rewards performance based upon
progress and performance of individual students
Expands the state’s capacity to provide dropout recovery resources to students who have dropped out of school
A student must be 25 or younger and: Must have dropped out of a Texas public
school district and have been reported as a dropout in PEIMS, or
Not been in attendance for 30 consecutive school days, or
Have a notarized affidavit declaring that the student has dropped out of a Texas public secondary school
Student Eligibility
Completion of the Program
High School Diploma Path to College
Pass all courses Pass all sections of
TAKS Develop a plan for
postsecondary success (new)
Alternative Path to College
Earn a GED Pass all sections of a
TSI testing instrument Earn college credit in
a core course or advanced technical credit
Develop a plan for postsecondary success (new)edit.
Recent assessment scores and strategies to improve these scores if they fall below the student's appropriate grade level;
Educational goals of the student; Any diagnostic information, appropriate monitoring and
intervention and other evaluation strategies; A description of participation of the student's parent(s) or
guardian, including consideration of their educational expectations for the student; and
A description of innovative methods to be used to promote the student's advancement and preparation to enter higher education prepared to succeed in entry-level courses.
A plan that lists the course and sequence needed to earn a postsecondary certificate
Plan for postsecondary success
Recruiting Offering Flexible Schedules Connecting Students with or Providing
Social Supports Offering Accelerated Academics Proving Bridge Programming & First-Year
Supports
What are these programs/campuses doing differently?
School board request for taking role at additional periods (evenings)
Optional Flexible School Day Program Open-entry and open-exit structures High School Equivalency Program (HSEP)
Flexible scheduling
o Advertise/recruit for these programso Door-to-door visits to recover dropouts o Fliers in businesses where potential participants may be employed or
that are frequented by potential participants o Fliers at community and social service locations including local
workforce service sites o Mail campaign o Peer-to-peer social networking sites o Promotions with popular local radio stations, television stations, and
newspapers, particularly those serving demographics likely to include students who have dropped out
o Text messaging campaigns, to encourage students to contact the program by cell phone
o A campaign-specific web site that taps into students‘ sense of personal responsibility
Recruitment Efforts
Funding and Reporting Requirements
Pay for Performance Funds Up to $2,000 per student through “pay for
performance” rewards based upon progress and performance of individual students
Each grantee has an allotment held in reserve
Performance funds – No deadline for spending performance funds
* Cycle 3 is the only cycle that still has base funding remaining.
Current Funding
Pay for Performance Funds – NOGAs all open through February 28, 2013
Cycle 3 Base Funds – NOGAs open through June 10, 2012
Current Funding
January 20, 2012 – Student Data Report: Excel Workbook with all student data current through December 31, 2011
January 20, 2012 – Progress Report/Narrative
June 30, 2012 – Student Data Report: Excel Workbook with all student data current through June 10, 2011
June 30, 2012 – Progress Report/Narrative June 30, 2012 – Final Base Expenditure Report
for Cycle 3 Extensions
Reporting Due Dates
January 20, 2013 – Student Data Report: Excel Workbook with all student data current through December 31, 2012
January 20, 2013– Progress Report/Narrative
March 20, 2013 – FINAL Student Data Report: Excel Workbook with all student data current through February 28, 2013
March 20, 2013 – FINAL Progress Report/Narrative Program Evaluation
Reporting Due Dates
Submit the Student Data Upload (Excel Workbook) as your Payment Report◦ IMPORTANT: Send it to Julie by Secure Email Only
Submit the Payment Report Whenever You Want a Performance Payment◦ Review Instructions on Tab 2◦ Complete all required student enrollment and
progress/benchmark achievement◦ Save a copy of each “billing” with PPUNs recorded◦ Scan your signature page and email to Julie, or tell me in
the email you are using electronic signature.
Performance Payment Requests
Findings
TDRPP Cycles 1 & 2
4,141 students enrolled in Cycles 1 and 2◦ The funded target was 2, 042
1,286 (31%) had completed the goal of high school graduation or college readiness
1,485 (36%) dropped out of the program 1,370 (33%) continuing the program
(THSCS Final Report of HB 2237 Programs, December 2010)
Dropout Recovery Tools and Information
To Access the Moodle Resources
http://training.jff.org/moodle/course If you do not have or do not remember your
Moodle enrollment password, send email request to: Carol Duong, [email protected]
Beginning with the annual dropout rate for 2010–2011, and completion rates for the Class of 2011 (calculated in 2011-2012), state statute requires that six groups of students be removed from the dropout definition used for state accountability:
a) previous dropouts; b) students who are not in membership for purposes of average daily attendance; c) students who have been ordered by courts to attend GED programs but have not earned GED certificates; d) students who are incarcerated in state jails and federal penitentiaries as adults and as persons certified to stand trial as adults; e) students whose initial enrollment in a school in the United States in grades 7–12 was as unschooled refugees or asylees; and f) students detained in county detention facilities that are located outside the students' home districts.
House Bill 3, 81st Texas Legislature
Dropout Information: How Texas Identifies, Prevents and Recovers Dropouts◦ http://www.tea.state.tx.us/index4.aspx?id=3505
links to: dropout policies, grants, strategies, maps, success stories, completion rates, resources, dropout FAQ and campus summaries.
TEA Dropout Recovery Program/Network◦ http://backontracktx.org
Customized for Dropout Recovery Grantees
Dropout Resources
Summary
• Fewer students are dropping out• More students are graduating• Recognized as a leader in tackling the
dropout problem• Implementing proven research-based
strategies and innovative models• Targeting millions of state and federal
dollars to reduce the number of dropouts
Texas is Making Progress
Dropout Recovery Program
Julie Wayman
(512) 936-6403
TEA Program Contact