A Systematic Approach to Dropout & Graduation Gearing Up for Action A Systematic Approach to Dropout & Graduation Gearing Up for Action

A Systematic Approach to Dropout & Graduation

Gearing Up for Action

A Systematic Approach to Dropout & Graduation

Gearing Up for Action

Drop Out ofSchool

StayIn

School

Choices are NEVER

this Obvious

3

A Look At The NationWhat We know

Good News- Grad Nation Report

While no state has yet achieved an on-time 4 year cohort rate of 90%, five states are within two points at 88% - IA, VT, WI, NE, TX

There is a decline by 1/3 over the past decade (2,007 in 2002 to 1,359 in 2012) in the number and % of students attending high schools in which the graduation rate is less than 60%.

The first ever adjusted cohort graduation rate shows the nation crossed the 80% threshold in 47 states for the first time in history.

More Good News- Grad Nation Report

Since 2006, gains have been driven by a 15% point gains for Hispanic students and 9% gains for African American students

If this average of 1.3% points per year is maintained during the next 8 years, the nation will reach its 90% graduation goal by 2020

We have evidence-based and promising practices that can –when implemented over time with fidelity – enable schools to make significant progress in helping youth with disabilities stay in school, progress in school, and graduate

Not So Good News Students with disabilities: The national average

graduation rate for students with disabilities is 20 percentage points lower than the overall national average.

• The 90 percent goal will not be reached if students with disabilities, who represent 13 percent of all students nationally, continue to have low graduation rates.

• Graduation rates for students with disabilities also vary dramatically by state, with a 24 percent graduation rate in Nevada and an 81 percent graduation rate in Montana.

Not So Good News Young men of color: In spite of gains made by

all students of color over the past six years, young men of color continue to lag behind other subgroups of students.

Most big cities with high concentrations of low-income students, however, still have graduation rates in the 60s and a few in the 50s.

Challenges We Face • Building early warning systems that move beyond

identifying youth who are at the threshold of dropping out, but rather creating those systems that contain critical benchmarks and evidence-based interventions that can be used easily by LEAS

• Turning the tide of off-track indicators: middle grades are pivotal years, setting a student on a path to high school, college and career, or a path to disengagement and low achievement in key subjects

Chronic absenteeism, missing more than 10 percent of the school year, for any reason, is an early indicator of potential dropout and should be addressed.

Turning the tide of off-track indicators: middle grades are pivotal years, setting a student on a path to high school, college and career, or a path to disengagement and low achievement in key subjects.

Challenges We Face

Challenges We Face • Success in life cannot just come from a classroom

education. Students need to develop additional skills, such as self-awareness and self-control, and collaboration and conflict resolution to stay in school, graduate, and become productive members of society.

• The realization that academics alone may not be enough. Students have to want to come to school, work hard, and graduate on time. And they have to feel capable of achieving their academic goals. The challenge for educators and parents is to figure out how to make that happen.

What Can Be Done• Awareness• Accountability• Action

–Targeted reform in secondary schools

–Targeted interventions–Closing the opportunity gap–Building sustainable systems

This framework helps conceptualize and structure the work in a systematic and comprehensive manner that helps a team implement and sustain their local school-completion initiative

© 2007 National Dropout Prevention Center for Students with Disabilities at Clemson University – All

rights reserved

Ten Things You Can Do to Improve Graduation Rates

• Utilize data systems to identify, inform, monitor and track increased graduation rates for students with disabilities

• Implement increasingly intensive evidence based methodologies toward improved academic outcomes in core academic areas

• Implement increasingly intensive evidence-based methodologies to improve social, emotional, and behavioral outcomes

14

DC

Ten Things you can do to Improve Graduation Rates

• Promote the implementation of attendance strategies and alternative programs to increase the likelihood that students will attend school regularly

• Promote and ensure culturally responsive learning environments and instructional practices

• Provide rigorous and relevant instruction to better engage students in learning both academic and career skills

15

DC


• Provide options for students with disabilities to be engaged in increasing intensive opportunities to participate in career related, work based, and supported employment

• Embrace a philosophy of partnerships that empowers families, communities, and other stakeholders to become meaningfully involved in the improvement of outcomes for all students

16

DC


• Promote the development of personalized learning environments that creates a sense of belonging and fosters a school climate where students and teachers get to know one another and can provide academic, social, and behavioral encouragement

• Provide educators with ongoing professional development and technical assistance to expand their knowledge and improve their skills in implementing increasing intensive EBPP’s related to 1-9

17

DC

West Virginia’s Landscape

Demographic Data


• The State identified and analyzed key data, including data from SPP/APR indicators, 618 data collections, and other available data (including stakeholder input) to select the draft SIMR and start to identify root causes contributing to low performance.

December Child Count by DisabilityWest Virginia

December 1, 2013AGES 11-21 ONLY

General Education: Full Time (LRE=0) 64%

General Education: Part-Time (LRE=1)

25%Special Education: Separate Class

(LRE=2) 8%

OSE (LRE=5)1%

Parentally Placed in Privace School

(LRE=8)1%

Least Restrictive EnvironmentsWest Virginia

December 1, 2014

All studentsGrades: PK - 12

Of all students, 48% qualify as Low-SES

Student demographics, SY 2013-2014

Of all students, 15% qualify as SWD

62% of SWD qualify as Low-SES

Data source: End of Year Certified Enrollment file, 2013 – 2014Notes: Results incorporate all school districts (including WVSDB & Institutional Programs), Grades Pre-K – 12, analysis excludes exceptionally gifted (EG) and gifted (GF) from SWD classification

Barbour

Berkeley

Boone

Braxton

Brooke

Cabell Clay

Fayette

Gilmer

Grant

Greenbrier

Hampshire

Hancock

Hardy

Harrison

Jackson

Kanawha

Lewis

Lincoln

Logan

McDowell

Marion

Mason

Mercer

Mineral

Mingo

Monongalia

Monroe

Morgan

Nicholas

Ohio

Pendleton

Pocahontas

Preston

Putnam

Raleigh

Randolph

Ritchie

Roane

Taylor

Tucker

Tyler

Upshur

Wayne

Webster

Wetzel

Wirt

Wood

Wyoming

Marshall

Cal-houn

Dodd-ridge

Jeff-erson

Pleas-ants

Sum-mers

APTA Participation: Mathematics (2013 – 2014)

WV APTA % =

1.43(Target APTA % = 1.0)

APTA % calculated using Grades 3-8, and 11WV APTA % excludes the West Virginia School for the Deaf and Blind (WVSDB) and Institutional ProgramsData Source: RPTCARD14_PWVN307A

Above WV % (> 1.43) Below WV% (<1.43) but above 1% At or below 1% target


Performance Data – Graduation/Drop out

Graph shows graduation among 4-year cohort, standard diploma. Data presented are for Cohort Year (actual year of student graduation) which lag 1 year behind Accountability Year.

2011-2012 2012-2013 2013-201450

60

70

80

90

100

79.3 81.484.5

59.9 62.1

70.3

WV Graduation Rate (%) Trends: 2012 - 2014All students Students with disabilities (SWD)

Year

Gra

duati

on ra

te (%

)

Graduation gap = 19.4%



Graph shows graduation among 4-year cohort, standard diploma. In 2013-2014 the definition of low-SES was expanded to include those participating in Community Eligibility Provision (CEP) programs. Subgroups are not mutually exclusive (i.e., a student qualifying as low-SES may also qualify as SWD). Data presented are for Cohort Year (actual year of student graduation) which lag 1 year behind Accountability Year.

2011-2012 2012-2013 2013-201450

60

70

80

90

100

72.2 73.780.1

59.9 62.1

70.3

WV Graduation Rate (%) Trends: 2012 - 2014Low-Socioeconomic Status (Low-SES)Students with disabilities (SWD)

Year

Gra

duati

on ra

te (%

)


Graduation gap = 11.6%Graduation

gap = 12.3%


2011-2012 2012-2013 2013-201450

60

70

80

90

100

76 78.282.1

83 85 87

WV Graduation Rate (%) Trends: 2012 - 2014Male Female

Year

Gra

duati

on ra

te (%

)


2011-2012 2012-2013 2013-201450

60

70

80

90

100

66.7 69.6

59.1

73.8 7579.479.6 81.984.779.1

82.388.6

93.6 92 94.7

WV Graduation Rate (%) Trends: 2012 - 2014American Indian/Alaskan BlackWhite HispanicAsian

Year

Gra

duati

on ra

te (%

)

RESA 1 RESA 2 RESA 3 RESA 4 RESA 5 RESA 6 RESA 7 RESA 8 All WV Counties

0

20

40

60

80

100

81.3 82.9 83.7 82.888.1 90.1

85.6 88.7 84.5

60.370.4 69.3 68.3 70.7 73.6

65.773.3 70.3

WV Graduation Rates (%): 2013 - 2014All students Students with disabilities (SWD)

Gra

duati

on ra

te (%

)


Graduation Rates SWD

2013-2014 - ALL 84.46%

2013-2014 - SWD 70.27%

Graduation Gap 14.19%

Highest Performing LEA 90.06%

Lowest Performing LEA 33.33%

Difference Gap 56.73%

The drop out gap between the all students group and SWD group has decreased from 0.5% in 2011-2012 to less than 0.2% in 2013-2014.

2011-2012 2012-2013 2013-20140

0.5

1

1.5

2

2.5

3

1.71.5

1.3280391991214

2.21.9

1.46275850473575

WV Drop Out Rate (%) Trends: 2012 - 2014All students Students with disabilities (SWD)

Year

Dro

p O

ut ra

te (%

)

In 2013-2014 the definition of low-SES was expanded to include those participating in Community Eligibility Provision (CEP) programs. Subgroups are not mutually exclusive (i.e., a student qualifying as low-SES may also qualify as SWD).

2011-2012 2012-2013 2013-20140

0.5

1

1.5

2

2.5

3

2.52.3

1.72.2

1.9

1.46275850473575

WV Drop Out Rate (%) Trends: 2012 - 2014Low-Socioeconomic Status (Low-SES) Students with disabilities (SWD)

Year

Dro

p O

ut ra

te (%

)

2011-2012 2012-2013 2013-20140

0.5

1

1.5

2

2.5

3

1.91.7

1.41.61.4

1.2

WV Drop Out Rate (%) Trends: 2012 - 2014Male Female

Year

Dro

p O

ut ra

te (%

)

The drop out gap between WV’s largest race/ethnicity subgroups, White and Black, has remained near 0.5% over the past three years.

2011-2012 2012-2013 2013-20140

0.5

1

1.5

2

2.5

3

1.4

0.7

1.3

2.21.9 1.9

1.7 1.51.3

2

111.2

0.2 0.4

WV Drop Out Rate (%) Trends: 2012 - 2014American Indian/Alaskan BlackWhite HispanicAsian

Year

Dro

p O

ut ra

te (%

)

BARBOUR

BERKELEY

BOONE

BRAXTON

BROOKE

CABELLCLAY

FAYETTE

GILMER

GRANT

GREENBRIER

HAMPSHIRE

HANCOCK

HARDY

HARRISON

JACKSON

KANAWHA

LEWIS

LINCOLN

LOGAN

MCDOWELL

MARION

MASON

MERCER

MINERAL

MINGO

MONONGALIA

MONROE

MORGAN

NICHOLAS

OHIO

PENDLETON

POCAHONTAS

PRESTON

PUTNAM

RALEIGH

RANDOLPH

RITCHIE

ROANE

TAYLOR

TUCKER

TYLER

UPSHUR

WAYNE

WEBSTER

WETZEL

WIRT

WOOD

WYOMING

MARSHALL

CAL-HOUN

DODD-RIDGE

JEFF-ERSON

PLEAS-ANTS

SUM-MERS

1.4 percent or less

1.5 – 2.8 percent

2.8 percent or greater

2013 – 2014 Drop Out Rates (%) Among SWD Grades 7 - 12

WV SWD drop out rate = 1.5%

County level SWD drop out rates ranged from 0% to 4.2%

Drop Out Rates SWD

2013-2014 - ALL 1.5%

2013-2014 - SWD 1.3%

Drop Out Gap .2%

Lowest Performing LEA 4.18%

Highest Performing LEA 0.00%

Difference Gap 4.18%

What Would Participation in GRADUATION 20/20 Mean for My School?

August 25, 2015

Develop State, Local and School LeadershipTeams – (NDPC-SD)

Establish leadership and design teams

Identify cohort districts / schools

Identify core teams for training

Train teams in framework and modules 1-8

Train teams in roll out strategies

In the Beginning

First Steps West Virginia was chosen to receive

technical assistance from the National Dropout Center for Students with Disabilities (NDPC-SD) in 2011-2014.

State Systemic Improvement Plan (SSIP) Stakeholders reviewed graduation and dropout data for students with disabilities and identified it as an area of concern.

Pilot schools in RESA 2 trained with the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) in 2014-2015.

The Process

West Virginia chose as the State-identified Measureable Result (SiMR) for children with disabilities to focus on graduation from high school with a regular diploma in four years.

The Superintendent of Schools endorsed this initiative and supported collaboration across offices within the state department.

The initiative was endorsed by the Chiefs of the Division of Teaching and Learning & Division of School Effectiveness.

The Process

Initiative involvement would not be limited only to students with disabilities but all students could get involved.

RESA 2 piloted the West Virginia GRADUATION 20/20 initiative to inform coherent improvement strategies and in turn make adjustments to the statewide implementation process.

The Invitation to Participate

The State of West Virginia has 117 high schools. Schools were selected for invitation to

participate in the project based on a graduation percentage below the state average for students with disabilities (70%).

There were approximately 63 schools invited to participate in Cohort 1.

Thirty-five counties are included. Cohort 1 and the RESA 2 Pilot represented fifty-

four percent of all the high schools in WV.

The Participation Process

As a part of the participation process, schools are being asked to complete a memorandum of understanding (MOU).

Part of the process involved several district, school and RESA commitments.

The idea behind the memorandum of understanding is to increase buy-in by asking for collective commitments from schools, districts and RESAs.

School Commitments

School system priorities include increasing the percentage of students with disabilities who graduate with a general education diploma and decreasing the dropout rate for students with disabilities.

The school will designate a GRADUATION 20/20 School Leadership Team Leader to work directly with WVDE and RESAs to schedule and conduct meetings once a month to facilitate communication and activities and provide time for project activities.

School Commitments

The School Leadership Team Leader will attend all Team Leader and team training sessions.

The principal and other school administrators are committed to this project and to the school’s participation. One designated administrator from the school will attend all training sessions.

The team members will attend all school team trainings and follow-up sessions.

School Commitments

The principal will ensure that the GRADUATION 20/20 School Leadership Team Leader has regularly scheduled team meetings to complete assignments. These include: data collection, data analysis, action plan development and implementation, and monitoring implementation

The Team Leader agrees to collect, analyze and report project evaluation data.

The school agrees to serve as a resource for other schools working on similar goals. These goals include: hosting visitors, responding to requests for information, possible conference presentations, etc.

The school will make a three-year commitment to the program.

School Requirements for Participation

…Six days of professional learning with national, state and RESA trainers during year 1 for school teams.

…GRADUATION 20/20 team meetings at least once monthly to complete team activities.

…Continuation of training and implementation meetings in years 2,3 and 4.

…The School Leadership Team will identify dropout prevention strategies to be implemented utilizing schoolwide data.

School Requirements for Participation

…Possible changes in schedules, student groupings, policies or instructional strategies if indicated by the School’s Action Plan.

…Two-to-three hours of the Team Leader’s time per week for meetings and project-related activities.

The Roll Out

Sixty-three schools were selected through the process.

Schools will assemble teams and receive their first training individually, through webinars and RESA directed training.

This method will allow for the creation of relationships with their RESA contacts.

Analyze Data (NDPC – SD)

District / local school demographics

District and school infrastructure

Current initiatives and partnerships

Student performance (attendance, graduation, dropout, course completion, discipline)

Analyze Data (NDPC – SD)

Assessment, curriculum and instructional systems

Professional learning (dropout prevention/ intervention, recovery/ re-entry)

Relevant policies and procedures (attendance, discipline, promotion/ retention, graduation)

Identify Target Areas for Intervention (NDPC-SC)

School Climate

Attendance and truancy prevention

Behavior (universal, classroom, targeted, intensive management and support)

Identify Target Areas for Intervention (NDPC-SC)

Academic content and instruction (reading, writing, math, science)

Family engagement

Student engagement

Identify Target Areas for Intervention

Schools collect and analyze data

Identify target areas of improvement

Teams analyze policies and procedures as well as building – and student – level data

Schools also look at school climate, discipline referrals, academic rigor, family involvement and student engagement

Develop School Action Plan (NDPC-SD)

Select evidence-based practices (Check and Connect, Positive Behavioral Interventions and Supports, Cognitive Behavior Interventions, Content Enhancements)

Determine level of intensity (universal, targeted, intensive)

Contextualize to setting

Establish timeline

Draft action plan

Evidence-Based Practices Provide the option for Positive Behavioral

Interventions and Supports (PBIS). West Virginia has a long history of working

with PBIS. It is provided free to districts who wish to implement.

Contextual Fit

Sharing among school will reinforce the concept that each school must do the work around its unique culture and issues.

The training does not provide answers for schools; answers would have to come from the group and provide a contextual fit for each building as there in no “one size fits all.”

School Action Plan Development

Once areas of intervention are identified, schools will write a School Action Plan.

The School Leadership Team then shares the School Action Plan with building-level staff.

Preparation for implementation of interventions begins in schools.

Implement, Monitor and Evaluate (NDPC-SD)

Conduct baseline measures

Train additional staff for rollout

Implement strategies: on-site coaching, consultation and feedback

Progress monitoring, fidelity checks

Implement, Monitor and Evaluate (NDPC-SD)

Measure results

Evaluate outcomes

Celebrate success!

Disseminate

Challenges, Barriers and Solutions

As leadership changes, sometimes the vision and mission of a school changes as well. The WVDE will continue to offer support to these schools as they request it.

Unrealistic ideas of what the training will do for a school. The WVDE will attempt explain the scope of the training prior to school involvement.


Lack of time and staff for additional supports to provide to schools. The WVDE and RESAs continue to look for ways to provide more time for staff to be in the field offering support to schools.

Schools had difficulty accessing data in a format that could be translated into usable information for their purposes. Schools and WVDE examined these systems and were able to find methods for making the data work.


Provide a framework to give more support to schools. The WVDE is committed to listening to the ideas of model schools to provide more scaffolding and support for them as they continue to do this important work.

What Comes Next…

In 2016, West Virginia is planning their first GRADUATION 20/20 Capacity Building Forum.

The Forum will include model schools and an invited list of attendees based on graduation percentages.

It will also serve to recognize and celebrate the successes of committed GRADUATION 20/20 schools.

Memorandum of Understanding

Between

West Virginia Department of EducationAnd

County Boards of Education

In response to West Virginia Graduation 20/20

2015-2017

WEST VIRGINIA GRADUATION 20/20YEAR 1 COHORT

RESA ASSIGNMENTSRESA COUNTY HIGH SCHOOL(S) Priority/Focus Graduation 20/20

RESA 1 Mercer Bluefield HighMontcalm High (7-12)Pikeview High Princeton Senior High

Teresa Epperley Teresa EpperleyTeresa EpperleyTeresa Epperley

Monroe James Monroe High Teresa Epperley McDowell Mount View High

River View HighPriority Teresa Epperley

Teresa Epperley Raleigh Independence High

Shady Springs HighWoodrow Wilson High

Teresa EpperleyTeresa EpperleyTeresa Epperley

Summers Summers County High Priority Teresa EpperleyRESA 2 Logan Logan Senior High Marsha Jarrell Mason Point Pleasant Jr./Sr.

High Marsha Jarrell

Mingo Tug Valley High Marsha JarrellRESA 3 Boone Sherman High

Van Junior/Senior High Electa Crowder / Dawn Embrey-

KingElecta Crowder / Dawn Embrey-King

Kanawha Capital HighHerbert Hoover HighNitro HighRiverside HighSaint Albans HighSissonville HighSouth Charleston High

Focus – Brenda Parsons

Electa Crowder / Dawn Embrey-KingElecta Crowder / Dawn Embrey-KingElecta Crowder / Dawn Embrey-KingElecta Crowder / Dawn Embrey-KingElecta Crowder / Dawn Embrey-KingElecta Crowder / Dawn Embrey-KingElecta Crowder / Dawn Embrey-King

Putnam Poca HighWinfield High

Electa Crowder / Dawn Embrey-KingElecta Crowder / Dawn Embrey-King

RESA 4 Braxton Braxton County High Priority – Brian Withrow Rena Robinson Fayette Fayetteville High

Meadow Bridge HighMidland Trail HighOak Hill High

Rena Robinson Rena RobinsonRena RobinsonRena Robinson

Greenbrier Greenbrier East High Rena Robinson Pocahonta

sPocahontas County High

Rena Robinson

Webster Webster County High Priority Rena Robinson RESA 5 Calhoun Calhoun High

Calhoun Middle Jackie Harris

Jackie Harris Jackson Ripley High Jackie Harris Roane Roane County High

Spencer MiddleGeary Middle Walton Middle

Focus – Deena Swain Focus – Deena Swain

Jackie Harris Jackie HarrisJackie HarrisJackie Harris

Wirt Wirt County High Jackie Harris RESA 6 Hancock Weir High Michelle Hogan

WEST VIRGINIA GRADUATION 20/20GRANTS TO SUPPORT SCHOOLS

YEAR 1 COHORT / PILOT COHORT COUNTY HIGH SCHOOL(S) AMOUNT

YEAR 1SPECIAL EDUCATION DIRECTOR

Mercer Bluefield HighMontcalm High (7-12)Pikeview High Princeton Senior High

$10,000.00 Todd Browning

Monroe James Monroe High $2,500.00 Brian BakerMcDowell Mount View High

River View High $5,000.00 Aaron Lester

Raleigh Independence HighShady Springs HighWoodrow Wilson High

$7,500.00 Allen Sexton

Summers Summers County High $2,500.00 Kim Rodes Cabell Huntington High $2,500.00 Karen Veazey Logan Logan Senior High

Man Senior High Chapmanville Senior High

$7,500.00 Leah Perry

Mason Point Pleasant Jr./Sr. HighHannon Jr. / Sr. High $5,000.00 John Lehew

Mingo Tug Valley High $2,500.00 Janet Varney

Wayne Wayne High $2,500.00 Kim Adkins Boone Sherman High

Van Junior/Senior High $5,000.00 Mary Knapp

Kanawha Capital HighHerbert Hoover HighNitro HighRiverside HighSaint Albans HighSissonville HighSouth Charleston High

$17,500.00 Kate Porter

Putnam Poca HighWinfield High $5,000.00 Annette Pratt

Braxton Braxton County High $2,500.00 Judy ShafferFayette Fayetteville High

Meadow Bridge HighMidland Trail HighOak Hill High

$10,000.00 Linda Palenchar

Greenbrier Greenbrier East High$2,500.00 Chris Sienkiowicz

Pocahontas

Pocahontas County High$2,500.00 Ruth Bland

Webster Webster County High $2,500.00 Mike BonnettCalhoun Calhoun High

Calhoun Middle $5,000.00 Jeannie Bennett

Jackson Ripley High $2,500.00 Lisa Martin

IMPLEMENTATIONMANUAL

Guidance for West Virginia Schools and Districts

September 2015

W e s t V i r g i n i a

Questions?

Graduation 20/20• 2 year process

– Year 1 – Dropout Prevention Intervention Framework (Follow Key Components)

– Year 2 – CEEDAR Transition Practices Framework (Choose Site-Specific Strategies)

• $2500 per year via County Special Education Director– Stipends for leadership team– Team leader stipend– Travel to go to meetings– Buy books

Year 1:Step 1 Teams & Support

• Create a Graduation 20/20 Team or make Graduation 20/20 a priority of the School Leadership Team– Establish meeting dates (at least 1 per month)

• Identify Team Leader for Graduation 20/20• MOU

Year 1:Step 2Analyze Data

Quick Win

• Bright Bytes (EWS)– Indicators– List of at-risk– Resources

• Zoom WV & Zoom WV-e

Game Changer

• Core Data Tool– School specific comparisons– Look at trends and gaps

over three year period

Year 1:Step 3Identify Target Area for Intervention

• Identify and prioritize the areas of need based on data

• Determine those students who will be targeted for Interventions:– School-wide/Universal– Selected Group (ex. - 9th grade students)– Identified group of students based on at-risk

indicators (ex. 9th grade SWD and attendance issues)

Year 1:Step 4Develop Goal for School Strategic Plan

• Complete School Graduation 20/20 Dropout Prevention Action Plan

• Identify Evidence-Based Programs/Strategies/Activities

• Identify implementation concerns and work to remove barriers

Year 1:Step 5Implement, Monitor, & Evaluate

• Plan• Do• Study • Act• Celebrate Successes!!!

Additional Information

Contact: [email protected]

[email protected]@k12.wv.us

[email protected]

mailto:[email protected]




Documents

A Systematic Approach to Dropout & Graduation Gearing Up for Action A Systematic Approach to Dropout & Graduation Gearing Up for Action