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Graduation, Reality, and Dual-Role, Skills-GRADS, a Program for Pregnant and Parenting Teens Heidi Schultz, GRADS Program Specialist, OSPI Calandra Sechrist,

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Presentation on theme: "Graduation, Reality, and Dual-Role, Skills-GRADS, a Program for Pregnant and Parenting Teens Heidi Schultz, GRADS Program Specialist, OSPI Calandra Sechrist,"— Presentation transcript:

1 Graduation, Reality, and Dual-Role, Skills-GRADS, a Program for Pregnant and Parenting Teens Heidi Schultz, GRADS Program Specialist, OSPI Calandra Sechrist, Program Supervisor, Equity and Civil Rights, OSPI

2 Sequoia High School Everett Herald

3 The Graduation, Reality, and Dual-Role Skills (GRADS) program is an in- school Career and Technical Educational Family and Consumer Sciences Program for pregnant students and young parents (male and female) who are in Grades 6–12 in a career and technical skills center or in a comprehensive middle, junior high, or senior high school.

4 Career and Technical Education Explore careers in middle and high school, especially careers in high-demand, high-growth fields such as healthcare and green technologies Identify a career goal Write a High School and Beyond Plan, with help from school career and guidance counselors, that identifies the high school and college-level academic and skills-based classes, training programs and apprenticeships that will best prepare them for their career path of choice. Take classes in high schools, at skills centers and at community and technical colleges that apply math, science and other academic subjects in real-life, hands-on ways Pursue a rigorous Programs of Study to a registered apprenticeship, industry certifications and two- and four-year college options. Earn tuition-free college credits as well as high school credits required for graduation Become leaders by participating in skills competitions and community service

5 Sticky Notes In your school what are the barriers for Pregnant and Parenting Students to be successful? How does your school support Pregnant and Parenting Teen students?

6 Released: May 29, 2014 The teen birth rate declined 10% in 2012-2013, 36% since 2007, and 57% since 1991. Birth rates have declined dramatically for younger (age 15- 17) and older (age 18-19) teens. In 2013, the rate for younger teens declined 13%; for older teens the decline was 8%. Since 1991, the rates have declined 68% and 50% respectively. In 2013 there were 26.6 births per 1,000 teens age 15-19 compared to 29.4 in 2012 and 61.8 in 1991

7 Why Are There Fewer Teenage Pregnancies? Better Birth Control Fewer Teen Moms Creates Few Teen Moms Medicaid Pays Media MessagesTeenage Boys





12 Overall only about half (51 percent) of teen mothers get a high school diploma by age 22; compared to 89 percent Of women who didn’t have a teen birth.

13 Washington Snapshot Teen Birth Rate, Girls 15-19 2011; NUMBER OF TEEN BIRTHS: 5,530 2008; $151 MILLION SPENT ON TEEN CHILDBEARING 2012; 23.4 BIRTHS PER 1,000 GIRLS -8%; CHANGE IN TEEN BIRTH RATE from 2011 -56%; CHANGE IN TEEN BIRTH RATE from peak year 1991

14 2012 National Teen Birth Rate by Race/Ethnicity

15 2011 WA State; Teen Births by Race/Ethnicity

16 WA State VS. National Data

17 GRADS Program Participants by Race/Ethnicity

18 Number of GRADS Students/Schools

19 Age of GRADS Student’s/First Baby

20 Grade Level-WA GRADS

21 Nearly all teen pregnancies are unplanned. That is, teens say they did not want to get pregnant or cause a pregnancy. Unplanned/Unwanted?

22 Teen pregnancy is closely linked to poverty and income overall child well- being out-of- wedlock births responsible fatherhood health issues education child welfare other risky behavior Societal Concerns

23 Pregnancy and parenting are times of great change. Teen parents will be making major decisions for themselves and their child. This program will help teens stay in school and support positive parenting. Why is GRADS Offered?

24 Increase the likelihood that participants will remain in school during pregnancy and after the birth of their child, staying to graduate. Help participants carry out positive health care practices for self and child in both prenatal and postnatal stages. Provide knowledge and skills related to child development and positive parenting. Provide an orientation to the world of work at large and in the local community. Encourage participants to set goals to balance work and family. Program Goals

25 Offering support to our teen parents through graduation. Reduce subsequent pregnancies. Teach work to life skills. Objectives

26 Classes on prenatal care, labor, and delivery preparation. Classes on child growth and development. Classes on effective parenting. Child care designed to enhance child development. Support from other pregnant and parenting teens. GRADS is a Special Program Because… Provides:

27 Family Career and Community Leaders of America-FCCLA Family, Career, and Community Leaders of America/Family and Consumer Sciences Education (FCCLA), a career and technical education family and consumer sciences student organization, provides opportunities for students to develop leadership and citizenship skills through classroom, home, and community activities. Where feasible, GRADS teachers are encouraged to integrate FCCLA into the GRADS curriculum through in-class activities. GRADS students may participate in local, state, and national FCCLA skill events which complement instructional objectives and motivate student interest and achievement.

28 FACSE Teacher GRADS Curriculum Framework Advisory Committee Community Outreach Evaluation and Research Onsite/Near by Childcare Financial Support The Essentials

29 FACSE Teacher

30 Curriculum Framework The GRADS program Curriculum is developed at the local level. The GRADS Framework is from National Standards for Family and Consumer Sciences education gram.aspx

31 Framework Components Dual Roles Child Care learning Lab Consumer and Family Resources and Economic Development Interpersonal Relationships Child Development and Parenting Early Childhood Education and Services Establishing Healthy Families

32 Curriculum Materials Power Source ParentingPower Source Parenting Seven Habits of Highly Effective TeensSeven Habits of Highly Effective Teens Pregnancy 211Pregnancy 211 Brain Rules-John MedinaBrain Rules-John Medina Reality Works BabiesReality Works Babies STARS Training/CertificateSTARS Training/Certificate MTV’s Teen MomMTV’s Teen Mom Promoting First RelationshipsPromoting First Relationships

33 Promotes the GRADS program. Increases committee member(s) knowledge of the program. Increases GRADS instructor(s) knowledge of available services and community opportunities. Provides cooperation between community persons and the school. Provides assistance in developing grants—several GRADS programs have benefited from receiving grants. An advisory committee is an excellent source for statistics and writing letters of recommendation. Advisory Committee

34 Examples of agencies that are helpful when working with GRADS students. Community Outreach

35 GRADS student Survey GRADS teacher Survey GRADS CIP Code in Cedars GRADS student Survey GRADS teacher Survey GRADS CIP Code in Cedars

36 Quality licensed child care is a requirement of all GRADS programs in the State of Washington.

37 Risk Factors of a Fatherless child: Poverty Experience violence and or abuse More likely to be involved in the criminal justice system. Substance Abuse Teen Pregnancy

38 Advertise and Promote the Program Teen Parent PanelHave a referral system in your school. Put Your Best Foot Forward in the News Media School or Community News Articles and Interviews

39 Assigning Credits Each school system needs to adopt a policy on handling grades and credits for GRADS. For Example, your GRADS class could offer a technical english, technical math, or career choices.

40 Startup Costs For a GRADS Program FACSE Teacher Partnership with an Onsite or Nearby Childcare Center Child Care EquipmentTransportation Curriculum Materials and supplies Space

41 Sustainability GRADS students count towards your enhanced FTE for your CTE-course WCCC subsidies Grants School and community support

42 Attitudes and Beliefs Beliefs are assumptions or convictions you hold as true about something, concept or person based on Values.

43 High-quality child care helps children get ready for success in kindergarten and beyond. Yet child care quality varies considerably around Washington. Early Achievers, Washington’s quality rating and improvement system (QRIS), is voluntary for licensed child care providers and helps early learning programs offer high-quality care.

44 GRADS EA Project

45 EA Grantees Harbor High School-Aberdeen Evergreen HS Moses Lake HS New Horizons HS-Pasco Tri-Tech Skills Center Hudson's Bay HS-Vancouver Crossroads HS-Granite Falls Henderson Bay Alt HS-Gig Harbor South Lake HS-Seattle Snoqualmie Valley Stanton Academy-Yakima Centralia HS Davis HS-Yakima Oakland HS-Yakima Westside HS-Wenatchee

46 Help Me Grow WA Free developmental screening using the Ages and Stages Questionnaire-3 (ASQ). Referrals for further evaluation and early intervention services for those who need them. Activities to support healthy growth and learning. Community resources like parenting classes and food banks. Application assistance for state benefit programs like WIC, Apple Health for Kids and Basic Food/SNAP.

47 Department of HealthAdams Othello Columbia Basin Health AssociationFranklin Benton Franklin Health DistrictGrantYakima Yakima Valley Farm Workers Clinic Offered grants to counties in WA State with the highest rate of teen pregnancy

48 WA State Coalitions Domestic Violence and Sexual Assault Futures Without Violence Safety Card


50 Understanding the Law

51 Civil Rights Protections FEDERAL LAW Title IX of the Education Amendments of 1972 20 U.S.C. § 1681 | 34 C.F.R. Part 106 STATE LAW Equal Educational Opportunity Chapter 28A.640 RCW | Chapter 392-190 WAC Washington Law Against Discrimination Chapter 49.60 RCW | Chapter 162-26 WAC

52 Civil Rights Protections Civil rights laws specifically prohibit discrimination based on pregnancy, childbirth, termination of pregnancy, miscarriage, or any pregnancy-related condition. Schools may not apply any rule related to students’ parental, family, or marital status that treats students differently based on sex.

53 New guidance from the U.S. Department of Education (June 25, 2013)

54 “Can my school pressure me to drop out or take a year off?”

55 “Can my school transfer me to an alternative school or program?”

56 Participation must be completely voluntary.

57 Alternative programs must provide comparable opportunities and activities.

58 Parenting classes and programs must be open to male and female students.

59 “Can I still be valedictorian?”

60 “Can I still participate in sports and other activities?”

61 “What if I’m absent because of morning sickness or because I go into labor?”

62 Excuse the student’s absence Make-up assignments Student returns to the same status Services that are provided for students with temporary disabilities (home hospital, health plans, etc.)

63 63 “What if I need to take my baby to the doctor?” Excused absences include: “Illness, health condition or medical appointment (including, but not limited to, medical, counseling, dental or optometry) for the student or person for whom the student is legally responsible.” WAC 392-400-325

64 Pregnancy alone is not a disability Pregnancy-related conditions could qualify a student under Section 504 Reasonable adjustments may still be required “Can I get a Section 504 plan?”

65 “My classmates started calling me names…”

66 Pregnancy harassment is a form of sex discrimination!

67 “I don’t want anyone to know!”

68 “I think my rights have been violated – what do I do?”

69 Contact the district’s Title IX Officer! Title IX Officer

70 WAC 392-190 Procedure 3210P Anyone can file a complaint.

71 U.S. Department of Education Office for Civil Rights (OCR) Anyone can file a complaint.

72 Contact Us! Calandra Sechrist, Program Supervisor OSPI Equity and Civil Rights Office (360) 725-6162 Heidi Schultz, Program Specialist OSPI GRADS Program (360) 725-0417

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