WHAT WORKS IN DROPOUT PREVENTION: BAKING PROTECTIVE FACTORS INTO MICHIGAN’S K-12 SYSTEM LEISA GALLAGHER, DIRECTOR REACHING & TEACHING STRUGGLING LEARNERS INITIATIVE March 21, 2012

Superintendent’s Dropout Challenge Components:  Elementary, Middle and High School Participation  Select Students who are at risk according to the Early Warning Signs  Support students with a caring adult (Adult Advocate)  Provide evidence based interventions (IES practice guide recommendations  Report progress

Results of the ‘Challenge  1100 buildings participated  40% of all elementary buildings  20% of all middle school buildings  40% of all high school buildings  Of participating high schools, 10% increase in graduation and 9% decrease in dropout  2 nd Round, currently over 1300 buildings have signed up

What are the What Works! IES Practice Guide Recommendations? Adult AdvocateSupport for Social and Emotional Skills Rigor and Relevance (College and Career Ready) Personalized Learning Academic Supports and Enhancements Use of Longitudinal Data (Early Warning Signs)

What are the Early Warning Signs? AttendanceBehaviorCourse Proficiency 10 days in the first 30 days of school Office Disciplinary Referrals1.2 Grade point average 90%/85%/80%Suspension/expulsion contributing to failure in a core course Failure in a core course; Failure in a core course and another course 2 days in September =65% risk of chronic absenteeism Suspension/expulsion contributing to retention in a grade Age/credit mismatch in high school *Literacy and absence co- morbidity phenomenon in elementary years *1-3 rd grade classroom management may mediate oppositional defiance 2 grade levels below proficiency in literacy and/or math 2 grade levels below proficiency at the transition grades- 6 th grade and 9 th grade

Youth drop out for 4 reasons: According to Dr. Ruth Neild-Curran, they :  are biologically attracted to risky behaviors. (drug abuse, crime, truancy, risky sexual behavior)  give up due to prolonged academic failure. (2 grade levels below proficiency in reading/math)  have lifestyle challenges. (Teen pregnancy, employment, high mobility)  are overwhelmed by a “bureaucratically organized” schools.

Think, pair, share….  Read the excerpt of “Falling off track in Ninth Grade”  Underline your favorite sentence  Read your favorite sentence with your partner  At your table be prepared to share one insight with the large group

Dropout Challenge and PBS Newshour  Romeo High School’s Story

Since Dropout is a district issue:  What data might 5 th grade level staff share with 6 th grade middle school staff?  How might caring adult advocates be put into place as eighth graders transition to 9 th grade?  How might struggling learners in 9 th grade have an opportunity to personalize their learning?  What literacy information from 5 th grade be shared with 9 th grade ELA staff?  How might social skill building in middle school help ward off dropout risk in high school?

National High School Center Recommendations 1)Tiered approaches 2) Advisories and team teaching 3)Partnerships between/ high schools and feeder schools 4)Tutoring as an academic support 5)Small learning communities and personalization 6)Ninth grade transition programs

National High School Center Recommendations 7)Community engagement 8)Family engagement 9)Achievement in core courses 10)Content recovery courses 11)College and career awareness 12)Support for youth with IEPs outside of the school day

Dropout Prevention Resources  Middle and High School Tools are available at  Doing What Works! See schools implementing what works  Michigan Department of Education Dropout Challenge Website, join the Challenge  Reaching and Teaching Struggling Learners Initiative Leisa Gallagher, Director