Dropout Prevention for Students with Disabilities: Evidence-based Programs that Work National Dropout Prevention Center for Students with Disabilities Clemson University Oklahoma Transition Institute June 26, 2007 © 2007 Clemson University – All rights reserved

Session Focus Background A way to begin examining the issue in your school Some strategies that work Existing evidence-based programs

 Dropping out of school is a process of disengagement that begins early.  Engaging students in school and learning is key in preventing dropout and keeping kids in school (participation, identification, social bonding, personal investment in learning).  A promising approach to improving school completion is to enhance students’ connection with school and facilitate their success in school—i.e. give them support in what you want them to do! Key Concepts in Understanding Dropout

 Push effects – situations or experiences within the school environment that contribute to feelings of alienation, failure and dropout (e.g., raising standards without providing supports, suspension, negative school climate, poor policies and procedures)  Pull effects – factors external to the school environment that weaken or detract from the importance of school completion (e.g., peers, pregnancy, need to work to support family) Key Concepts in Understanding Dropout

Risk Factors Alterable variables associated with dropout  Low school engagement  High rates of absenteeism  Poor grades and course failure  Low test scores  Negative attitudes toward school  Low participation in extracurricular activities  Grade retention  Low parental involvement

Address Alterable Variables School-level alterable variables associated with school completion for students with disabilities (Wagner, Blackorby & Hebeler, 1993)  Providing direct, individualized tutoring and support to complete homework assignments  Providing support to attend class, and stay focused on school  Participation in vocational education classes  Participation in community-based work experience programs and training for competitive employment

Student Engagement in School and Learning Engagement is a multi-dimensional construct involving associated indicators and facilitators (Christenson, 2002)  Academic (homework completion, on-task)  Behavioral (attendance, participation)  Cognitive (relevance of education to future)  Psychological (sense of belonging)

Let’s Summarize  Certain groups of students are at greater risk of dropping out than their peers (e.g., students with disabilities (particularly LD & SED) and low SES).  There are both pull and push factors that contribute to school dropout.  There are alterable and status variables associated with dropping out of school. Alterable variables have predictability and are addressable.  Improvement efforts work best when systemically designed to focus on alterable variables.

Things ARE Getting Better Source of Data used in this graph: Retrieved on 2/12/ % decrease in dropout rates 11% increase in graduation rates

Use of Evidence-Based Practices  Forty-one states/territories (68%) listed one or more evidence-based improvement activities in their APR for , while the remaining 19 states (32%) did not propose any evidence- based improvement activities.  This is an improvement over last year’s State Performance Plans, in which only 32 states listed evidence-based activities.

What Happens Next?  Where do we start?  What data sets do we need to review to identify our needs?  What programs do we know that are evidence based (i.e., have solid proof that they work)?  Which of these programs have the greatest impact on kids like ours?  What populations should we focus on first?  At what level should the intervention(s) focus?

NDPC-SD Dropout Prevention Intervention Framework

Phase 1: Analyze Data District and school demographics Student performance (graduation, dropout, course completion, AYP) District/school infrastructure Assessment, curriculum, and instructional systems Current initiatives and partnerships Professional development Parent/family engagement

Phase 2: Identify Target Areas for Intervention Academic content and instruction (reading, math, science, writing) Behavior (classroom management, behavior support) Attendance and truancy prevention School climate Self management (self determination, problem solving) Mentoring (employment, service learning) Family engagement

Phase 3: Develop Improvement Plan Selected evidence-based practices (e.g., Check & Connect, Positive Behavior Support, Cognitive Behavior Interventions, Content Enhancements) Determine level of intensity (Universal, Selected, Targeted) Contextualize to setting Establish timelines

Phase 4: Implement, Monitor, and Evaluate Conduct baseline measures Implement strategies: on-site coaching, consultation & feedback, progress monitoring, fidelity checks Measure results Evaluate outcomes Celebrate success! Disseminate

NDPC-SD Dropout Prevention Intervention Framework NDPC-SD Dropout Prevention Intervention Framework

 Provide flexibility in school programs  Allow high-school students to engage in relevant learning by enrolling in a 4-year or community college, a technical career center, or to be meaningfully employed, while the high school continues to count (and pay for) the student as a full-day student  Allow students in such academic programs to earn high-school AND college credit concurrently Strategies at the Local Level

 Start a credit recovery program for students to make up credits that they are missing or failed to receive in a timely manner.  Instead of retaining a child in elementary school, provide early intervention and intense remediation. Retention often begins the path to dropout. Strategies at the Local Level

 Develop reading and math labs where struggling students can keep from falling behind in their courses.  Review discipline policies addressing suspension and expulsion. Make expulsion a rare event. Offer in-school alternatives to suspension.  Start school-wide behavior programs in middle- and high schools.  Examine feeder-school patterns in areas of high dropout and intervene early. Strategies at the Local Level

 Standardize grading systems so they match among neighboring schools (e.g., what grade constitutes passing/failing)  Improve curriculum and instruction so all students receive the same high-quality learning opportunities.  Provide wrap-around services. Academics aren’t the only reasons that kids drop out.  Listen to what the students say. They know what they want out of school! Strategies at the Local Level

Recommendations for Administrators  Monitor dropout-related data regularly  Review and, as needed, revise local policies and procedures to support school completion  Ensure that professional development addresses system, staff and student needs  Enlist parents, businesses, local agencies, and the community in general to support school completion

Interventions That Work

What Works  Interventions that focus on student engagement  Interventions that occur over time, usually months or years  Interventions that involve a family or parent component  Interventions that are strength based and involve a variety of contexts (E.g., focus on protective factors such as student resiliency and self-determination both at school and at home)

Effective Interventions  Cognitive Behavioral Interventions (CBI)  Curriculum training in problem solving, self- instruction and situation self-awareness, including mentoring, teacher and peer modeling  Are equally effective with younger and older adolescents and in schools as well as in residential and day treatment centers (Cobb, 2005)

 Applied Behavioral Analytic Interventions (ABA)  Are designed to help students learn; frequency and intensity of interventions are increased in order to reach optimum learning; response cost interventions  Programs focused on behaviors that lead to adolescents exiting school early (voluntary and involuntary) Effective Interventions (Cobb, 2005)

 Counseling/Therapeutic Interventions  Individual, group, family, and psycho- educational counseling along with vocational education; behavioral contracts, social skills training, individual psychotherapy, and wrap- around services  Counseling programs embedded within the school that generalized to all of the students’ environments, especially for students with emotional disorders Effective Interventions (Cobb, 2005)

FINDINGS  Cognitive-behavioral Interventions – (YES)  Appears best for high-incidence disabilities  Applied Behavior Analytic Interventions – (Cautious Yes)  Appears useful to reduce verbally and physically aggressive behavior and both high and low incidence disabilities  Counseling Interventions – (No Judgment Can Be Made)  Appears useful specifically for students with emotional disorders ConclusionsConclusions (Cobb, 2005)

Intervention Program/Strategy Intervention Description Outcome Variables Achievement for Latinos through Academic Success (ALAS) A collaborative approach involving the student, family, school, and community. Strategies include problem-solving training, coaching, attendance monitoring, increased feedback to parents, parent training in school participation, and increased awareness and use of community resources.  dropout  absenteeism  on track to graduate  credit accumulation  achievement Career Academics Employs a combination of career and academic training for students considered at- risk. The focus of career academies varies (e.g., health, technology).  grade point average  attendance  credits earned  retention  courses passed Check & Connect Promotes student engagement via a monitor/mentor who maintains regular contact with the student, family, and teachers. Students receive basic or intensive interventions based on monitoring risk factors.  student engagement  credit load  enrollment status  assignment completion  on track to graduate Coca Cola Valued Youth Program Helps to build the self-esteem and self- concept of at-risk youth by giving them the responsibility of being tutors to younger children.  reading grades  self-esteem  attitude/school  self-concept  dropout Dropout Intervention Models

Intervention Program/Strategy Intervention Description Outcome Variables Project COFFEE Offers individualized instruction through an alternative occupational education program. Addresses the academic, social, emotional, and occupational needs of students at risk for dropout.  attendance  grade point average  dropout School Transitional Environment Project (STEP) Intended to help students during the transition period from one school to another. Alters the environment of the school, modifies the role of the homeroom teacher, and works to enhance communication between home and school.  dropout  grade point average  absenteeism  academic environment Support Center for Adolescent Mothers (Family Growth Center) Created for first-time mothers to decrease dropout and discourage repeat teen pregnancies. Incorporates a significant community component.  dropout  pregnancy Teen Outreach Program (TOP) Designed to prevent dropout and teen pregnancy through volunteer and educational experiences and discussion of life-skills topics using the Teen Outreach Curriculum.  suspension  dropout  pregnancy  problem behaviors  course failure Dropout Intervention Models

Contact Information Matthew Klare, Ph.D. NDPC-SD 209 Martin Street Clemson, SC Phone: (864) Fax: (864)