Peer Observer PresentationFebruary 19, 2013

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2*Dropout rate includes grades 7-12

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4*CDE has not yet published dropout data by ELL status.

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College Remediation rates are calculated by the Colorado Department of Higher Education (CDHE). The rates are based on students who enroll in higher ed. institutions in the state of Colorado.Note: Years represent the school year in which students completed high school.

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Segment Suggested Intervention needed Credits at entry (to IP option, where applicable)

Annual Dropout Rate

#1: 8th graders demonstrating key risk factors (from Hopkins)

 - Very clear plan for transition to proper school, likely traditional school

N/A

2a. 9th graders who are slipping: demonstrating key risk factors but are still less than 30 credits off track

 Current school: Assessment and intervention needed mid-way through semester 1

 2%

2b. 9th graders who are falling: They have risk factors and are more than 30 credits behind

Current school: Assessment needed at semester Intensive Pathway settings: portion will need alternate setting

0-60 13%

3. Young and far: 16-17/ 2 or more years off track Intensive Pathway settings 0-120 37%

4a. Old and very close: 17 and less than 30 credits off track

 Finish at current school: Clear plan for each student- Some may need engagement centers

12%

4b. Old and close enough to graduate, but maybe not with their class: (17+, 30 – 120 credits off track)

Finish at current school, though likely with later classIntensive Pathway settings: engagement center

140+ 25%

5. Old and far: 18+/ ≥ 2 years off track Intensive Pathway settings Less than 120 41%

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Grouping Age Credits at Entry

Young and Far (segment 3)

16 0-60 credits

17 0-120 credits

18 120-180 credits

Old and Close (segment 4a and 4b)

18+ At least 140 credits

Old and Far (segment 5)

18+ Fewer than 120 credits

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Determine which appendices may be applicable◦ Use your professional judgment!

Credit Recovery Engagement Center Interventionists Blended learning Affective needs

Have an in depth conversation with your teachers and/or school staff ahead of time so you can better understand what you should expect to see:◦ Schedule◦ Delivery style◦ Curriculum model◦ Student level/academic achievement ◦ Attendance◦ Class size◦ Behavior issues

Reach out to TECs who support each school◦ Betty Inhelder – CLA, Florence Crittenton, ◦ Diane Tribbett – DC21 ◦ Annashay Sutherland – North Engagement Center, Lincoln RESPECT Academy, West Career Academy

◦ Lisa Wolford – Vista Academy, Prep Academy

Other Resources:◦ Katie Boogaard - Director of Student Engagement◦ Randy Johnson - IS Pathway Schools◦ Steve Goldstein - Data Partner, Pathway Schools◦ Oscar Joseph - School Improvement Partner, Pathway Schools