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Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education

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Presentation on theme: "Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education"— Presentation transcript:

1 Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education

2 124, 388 total enrolled grades 7 – 12 3,527 students dropped out grades 7 – % statewide dropout rate 4 counties had 4% and above dropout rate 19 counties had 3% - 3.9% dropout rate 3 counties had 0 – 1% dropout rate 83.3% graduation rate using Leaver rate calculation (slightly above the national average)

3 National Governors Association Grant to establish a state-wide dropout prevention plan. Policy and program audit House Bill 4593 – All counties are to develop a dropout prevention plan that includes: increasing the graduation rate for the county, identifying at the earliest age students who are at risk of dropping out and provide additional options to at risk students.

4 A student at risk is someone who is unlikely to graduate on schedule with both the skills and the self- esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships. National Dropout Prevention Center/Network 4 (Bailey & Stegelin, 2003)

5 Students With Disabilities Nationwide, dropout rates among students with disabilities for all categories of disability combined is approximately double that of general education peers. Dropout rates vary substantially among the various categories of disability. National Dropout Prevention Center/Network 5

6 Teen girls in the bottom 20% of basic reading and math skills are five times more likely to become mothers over a two-year high school period than teen girls in the top 20%. Male and female students with low academic achievement are twice as likely to become parents by their senior year of high school compared to students with high academic achievement. (Alliance for Excellent Education, 2003) National Dropout Prevention Center/Network 6

7 One grade – increases risk by 40% Two grades – increases risk by 90% National Dropout Prevention Center/Network 7 (Roderick, M. PDK Research Bulletin, No. 15, 1995)

8 Absent more than 10 days Participated in no school activities Received more counseling Disliked school Failed 3-5 classes Retained one year Received 5-9 discipline referrals Were identified in middle school National Dropout Prevention Center/Network 8 (Huffman, K.L., WVU Dissertation, 1999)

9 Classes were not interesting47% Misses too many days and 43% could not catch up Spent time with people who 42% were not interested in school Had too much freedom and not 38% enough rules in my life Was failing in school35% National Dropout Prevention Center/Network 9 (The Silent Epidemic: Perspective of High School Dropouts, 2006)

10 Supportive family Involvement with committed adult Persevering attitude Respectful relationship with teachers Satisfaction with learning experiences Relevant curriculum Fair discipline policies National Dropout Prevention Center/Network 10 (Christenson et al., 2000)

11 Truancy (excessive absenteeism) has been identified as one of the top ten major problems in our schools. National Dropout Prevention Center/Network 11 (DeKalb, J., 1999)

12 House Bill 4593 Raised to age 17 years old beginning with the Freshmen class of

13 Status Variables Age, gender Socioeconomic background Ethnicity Native language Mobility Family structure National Dropout Prevention Center/Network 13 (Lehr et al., Essential Tools, 2004)

14 Alterable Variables Grades, retention Disruptive behavior Absenteeism School policies, climate Sense of belonging Attitude toward school Support in the home National Dropout Prevention Center/Network 14 (Lehr et al., Essential Tools, 2004)

15 Individual factors Family factors School factors Community factors National Dropout Prevention Center/Network 15

16 Lack of future orientation Inadequate peer relationships Drug abuse Pregnancy Special learning needs Depression National Dropout Prevention Center/Network 16

17 Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels National Dropout Prevention Center/Network 17

18 Lack of program for challenged students No significant, interested adult Lack of alternatives for learning Lack of active learning instruction No individual learning plans Behavior and discipline issues Retention policies National Dropout Prevention Center/Network 18

19 Lack of involvement with schools Lack of support for schools Non-caring environment Low expectations Violence Few recreational facilities National Dropout Prevention Center/Network 19

20 While no one factor or even several factors put students at risk, combinations of factors can help identify potential dropouts. National Dropout Prevention Center/Network 20

21 National Dropout Prevention Center/Network 21 About Dropout Prevention Awareness is lacking by most people Apathy is common and the issue is seen as someone elses problem Applied knowledge is not always used by decision makers Acquisition of information about success is inadequate

22 About Dropout Prevention Identifiable Independent Interrelated Irrefutable National Dropout Prevention Center/Network 22

23 Attending school 80% or less of the time Receiving a poor final behavior mark Failing math Failing English National Dropout Prevention Center/Network 23 (Balfanz and Herzog, 2006)

24 Rocket Science but it is National Dropout Prevention Center/Network 24 Academic Achievement Behavior Modification Civic Responsibility Brain Surgery

25 Dr. Jay Smink, Executive Director National Dropout Prevention Center/Network Clemson University

26 National Dropout Prevention Center/Network 26 A School and Community Perspective Systemic renewal School and community collaboration Safe learning environments

27 National Dropout Prevention Center/Network 27 Policies Populations Personnel Programs Practices Partners Pennies

28 Schools can no longer be islands in communities with no bridges to the mainland. Bridges must be built to connect schools, homes, and communities. National Dropout Prevention Center/Network 28 (Center for Mental Health in Schools, 2001)

29 A Safe Learning Environment Provides a warm and welcoming atmosphere that fosters a spirit of acceptance and caring for every child Is free of intimidation, violence, and fear Clearly communicates behavior expectations that are consistently enforced and fairly applied Builds positive, responsible character National Dropout Prevention Center/Network 29

30 Family Engagement Early Childhood Education Early Literacy Development National Dropout Prevention Center/Network 30

31 When families are engaged in childrens learning, students are more likely to: Attend school regularly Display more positive attitudes about school Graduate from high school and enroll in postsecondary programs Refrain from destructive activities such as alcohol use and violence National Dropout Prevention Center/Network 31 (Henderson & Mapp, 2003)

32 Impact of Early Childhood Education... Perry Preschool Study – High-quality Head Start programs Decreased level of school dropouts Lowered truancy Reduced teen pregnancy Lessened need to be in Special Education National Dropout Prevention Center/Network 32 (Barnett, 1995)

33 Research At-risk students who have a strong reading teacher for two consecutive years can be successful readers. (Wren, 2003) National Dropout Prevention Center/Network 33 Reading aloud to children is the single most important activity for building the knowledge required for success in reading. (Armbruster, Lehr, & Osborn, 2002).

34 Mentoring Service-Learning Alternative Schooling After-School Program Experiences National Dropout Prevention Center/Network 34

35 Mentoring has many formats … Traditional:One adult with one student Peer:One older youth with a younger youth Group/Team:One or more adults with several youth Telementoring:One adult with one youth using the Internet National Dropout Prevention Center/Network 35

36 Essential Elements of Good Service-Learning Programs Integrated into the curriculum Active learning Interesting and exciting Connected to community National Dropout Prevention Center/Network 36

37 Innovative Approaches National Dropout Prevention Center/Network 37 Self-contained classrooms Magnet schools Separate alternative schools School-within-a-school Residential programs Middle College/Early College

38 Components of Successful Programs Academic focus Enrichment and accelerated learning Supervised recreation Community service Collaboration and partnerships Active family involvement National Dropout Prevention Center/Network 38

39 Professional development Active learning Educational technology Individualized instruction Career and technical education National Dropout Prevention Center/Network 39

40 The single largest factor affecting the academic growth of students is the differences in the effectiveness of individual classroom teachers. National Dropout Prevention Center/Network 40 (Tennessee Value-Added Assessment System, Sanders, 1998)

41 Teaching Strategies Include Cooperative learning Multiple intelligences/learning styles theory Project-based learning National Dropout Prevention Center/Network 41

42 Research on Using Technology Is a positive influence on students at risk of failure (Day, 2002) Teaches real work applications to help students succeed outside the classroom Increases student motivation, raises the success rate of students performing complex tasks, and changes classroom roles and organization National Dropout Prevention Center/Network 42 (Means, 1997)

43 Encourages the learner to be the producer of knowledge with... Problem-based learning & reciprocal teaching Peer tutoring Cooperative learning Journaling Hands-on projects Role play and simulation National Dropout Prevention Center/Network 43

44 Career Technical Education (CTE) includes a wide array of career-based instruction K-12 career education A comprehensive guidance program School- and work-based experiences National Dropout Prevention Center/Network 44

45 Impact of CTE Enrollment in CTE does not increase the likelihood of students dropping out. (USDE, 2003) Career guidance increased students remaining in school from 50% to 85%. (Bauer, 1992) Higher percentages of CTE experiences lower the probability of dropping out. (Plank, 2001) National Dropout Prevention Center/Network 45

46 Is it GOOD enough? Can we do BETTER? What can we do to be the BEST? DROPOUT PREVENTION PLAN Does it reflect the BEST research available? How can we do it even BETTER? Will it be GOOD enough for your children? National Dropout Prevention Center/Network 46 Look at the Data! Ask the Questions! GRADUATION RATES

47 National Dropout Prevention Center/Network Clemson University 209 Martin Street Clemson, SC Phone: Fax: National Dropout Prevention Center/Network 47

48 Every school-day in America, 171 school buses loaded with children leave school never to return. That is our daily dropout rate. Quoted by Franklin Schargel in his book: "Helping Students Graduate, published by: Eye on Education.


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