Presentation to VA DOE RPS Student Data Wednesday, July 19, 2006 Presentation by Deborah Jewell-Sherman, Ed.D. Yvonne W. Brandon, Ed.D. Irving Jones, Ed.D

Presentation to VA DOE RPS Student Data

Wednesday, July 19, 2006Presentation by

Deborah Jewell-Sherman, Ed.D.Yvonne W. Brandon, Ed.D.

Irving Jones, Ed.D.Larry Everette

Kavansa Gardner

Graduation Rate – 12th Graders

Class % of 12th graders graduating

2003 88%

2004 87%

2005 96%

2006 TBD

9th Grade Fall Membership

PercentGraduating

Norfolk Portsmouth

2001

1970 59.4 47.3

55.0

2002

1914 62.7 52.1

51.2

2003

1867 60.0 41.2

70.2

2004

2162 51.8 39.3

88.4

2005

2107 55.3 39.7

43.0

Graduation Cohort

Data

% Graduated

% Withdrawn

% Drop outs

% Retained

2005 55% 13% 13% 19%

2005 Cohort Data

If possible add previous years’ cohort data analysis (i.e. 2004, 2005)

Contributing Factors

I. WithdrawalsII. Drop OutsIII. Retentions Mobility – 40+% Yearly

Code Explanation

W2 Transferred w/in RPS (some do not report)

W3 Transferred w/in VA*

W4 Transferred outside VA*

W5 Transferred to State Institution*

W6 Deceased*

W7 Graduated*

W8 Drop Outs

I. Withdrawal Codes

II. Drop Out Rate District Data

2003 12%

2004 15%

2005 4.5%

Reasons for Marked Improvement - 2005

1. Improvement in Reporting System2. Increased Parental Notification &

Home Visits3. Reclamation of W-8 and W-94. Established Truancy Task Force

Contributing Factors Drop Out Rate

Single Parents13 -18+*

2003 483

2004 589

2005 5062006 565

*Only includes those served by Public Health

Homeless StudentsK-12

2004 625

2005 587

2006 645

Truancy Elementary Middle High

2004 26.0 13.0 21.0 43.02005 15.0 5.0 18.0 35.02006*

14.0 5.0 13.0 33.0

Contributing FactorsTruancy Data

*2006 – Mayor’s Truancy Initiative Budget increased from approximately

$500K to $1.2 million to address truancy in Richmond City

Contributing Factors

Group Homes

FYIJohn Marshall High

School serves students from 29

Group Homes in its Attendance Zone.

These include students from across the region and the Commonwealth.

6 DayConferences

2005 7%

2006 73%

StrategiesTruancy Conference Data

Truancy Conference Data 2005 – 7% Reasons:

Inconsistent reporting of data Data verification challenges Inadequate training and support for

attendance workers Non-alignment with paper reporting

and inputing information into data management system

Truancy Conference Data 2005 – 7% Lessons Learned:

Importance of reporting had to stressed Need to have data verification systems

in place Need for additional training and support

for attendance workers Need for an aligned system that would

be monitored frequently

Truancy Conference Data 2006 – 73% Steps Taken:

Provided extensive training for attendance workers and SIS operators around reporting procedures, data input, and importance of accuracy and timeliness

Enhanced training for social workers on securing juvenile justice interventions

Piloted period based attendance in 6 secondary schools

RPS developed automated daily reporting system with funding from RPD


Coordinated efforts with Mayor’s Truancy Initiative and submitted daily reports to RPS, RPD and JJS

Enhanced oversight of school weekly attendance meetings that focused on absences and truancy conferencing

Participated in weekly meetings with Truancy reduction partners


Utilized VDOE’s new EIMS system Aligned responsibilities of IT staff Used grant funds to secure part-time

“Home-School” liaisons for 13 schools with greatest need

Increased daily use of Parent Link (automated parent notification system) from one to two calls per student absence


Used Parent Link to send parental notification letter out after the first absence if unable to reach parent by phone

Used Parent Link to send parental notification letter out after 3rd absence instead of after the 5th absence

Presentations to Juvenile Judges and City Council

Truancy Conference Data 2006 – 73%

RPS social workers increased FTS and CHINS with JJS

FTS CHINS

2004

2005

2006

Truancy Conference Data 2007 Steps Being Taken:

Expand oversight and accountability (Data Administrator in IT Department)

Realign staff to provide greater assistance and monitoring at school site

Implement period based attendance at all high schools

Provide additional training for key staff

Strategies for Drop Out Prevention

Alternative Education – Current Evening HS at RTC GED and HS Completer Programs at

ACDC & Community Sites Johns Hopkins University Model for 9th

Graders


Alternative Education – Current District-wide 9th Grade Convocation FAST Program for Teen Parents at

ACDC Early Head Start Program at JMHS &

ACDC Guidance Counselors holding Parent &

Student Conferences re: HS Completion Plan


Alternative Education – Future Options* Street Academies (ex. CIS Model) Middle College Program with JSRCC Twilight HS Completer/GED Program at RTC

(Include CTE Opportunities) Small Learning Communities for 9th Graders Expansion of Johns Hopkins University Model

9th thru 12th Grade *Additional Funding Necessary for

these options

III. Retention

Grade Level 2006 Retentions

K 5.0%

1st 3.9%

2nd 4.0%

3rd 3.3%

4th 2.0%

5th 1.1%

Reasons for RetentionElementary

Lack of Preschool Readiness Struggling Readers – Phoneme Sounds,

Alphabetic Recognition, Fluency, Reading Connected Text and Comprehension & Vocabulary

Retention

Grade Level 2006 Retentions

6th 1.9%

7th 4.1%

8th 1.8%

9th 19.0%

10th 8.0%

11th 5.5%

Reasons for Retention Secondary

Challenges of MS to HS Transition Attendance Rigorous Standard and Curriculum Inappropriate Behaviors Lack of Foundational Knowledge Lack of Connection to Learning Peer Influences

December 1Count

EMR/MR TMR Autistic Total

2000 361 61 26 4482001 432* 28 4602002 466* 30 4962003 484* 27 5112004 511* 29 5402005 492* 31 523

Contributing Factors - LongevityStudents with Disabilities

Categories – 14 to 21+

*Reporting Categories Combined EMR & TMR after 2000

December 1Count

18 19 20+ Total

2000 106 27 19 152

2001 118 48 21 187

2002 164 44 34 2422003 120 42 21 183

2004 184 35 27 246

2005 188 59 23 270

Contributing Factors – LongevityStudents with Disabilities

December 1Count

18 19 20+

K-5

6-8

9th

10th

11th

12th

Contributing Factors - LongevityStudents with Disabilities

Group HomesJohn Marshall HS Attendance Zone

John Marshall High School serves

students from 29 Group Homes in its Attendance Zone. The majority of these students

receive services for their disabilities.

Strategies for Retention Reduction

Elementary School Level

Alternative Strategies - Current K-2 Readiness is Community Concern Aligned pre-K to 2nd grade curriculum Early Head Start VPI & Head Start Partnerships: City Human Services, Success

By 6 and Youth Matters, Northside Initiative with Robbins Foundation, Even Start, VA Literacy Foundation, VCU

Mandatory Summer School Pre K thru 5th grade

Parent Education Programs


Elementary School Level

Alternative Strategies – Current Include strategies being used for SPED and

ESL


Secondary School Level

Alternative Strategies - Current Johns Hopkins University 9th Grade Academy

Model Professional Development – Academics &

Promoting Positive Behaviors Focus on Daily Attendance Goal Setting for HS Career & Beyond Study Skills, Behavioral Skills Positive Adult/Student Relationships Increased disciplinary options (i.e. CCP)



Current: In-School Academic Intervention Programs Focus on earning HS credits in MS (ex.

Algebra and Earth Science) Professional Development for Regular & SPED Credit Recovery through Night School

Programs Leadership Development and Service

Learning (needs to be District-wide and beginning in MS)



Alternative Strategies - Current: Include strategies for SPED and ESL

students



Alternative Strategies – Future Options* Incentives for strong 9th grade teachers Intervention Specialists for 9th graders Conflict Resolution & Peer Mediation Extended Day Options for students identified as

academically at risk Male Mentoring & Female Mentoring (grades 6-

12)

*These programs also will reduce drop outs.



Future Options: Reading Specialists for MS & HS Pregnancy Prevention Programs Expand Teen Parent Educational

Opportunities with Child Care Expansion of Career & Technical

Education*These programs also will reduce

drop outs.

Summary Graduation Rates, while showing

improvements, need to increase. RPS, like other urban districts, face

serious challenges: drop outs; retentions; teen pregnancies; transiency; societal, environmental and public health issues

RPS has made this issue a priority as demonstrated by inclusion in the Balanced Score Card

Summary This is a community issue that requires buy-in by

all and community needs to be part of the solution

RPS, in partnership with some entities, is working diligently to increase cohort graduation rates and other indicators of student success

Require continuation of State & Federal funds used to improve over the years

Require additional funding to implement additional academic and social programs to address needs of students, staff and community

Documents

Presentation to VA DOE RPS Student Data Wednesday, July 19, 2006 Presentation by Deborah Jewell-Sherman, Ed.D. Yvonne W. Brandon, Ed.D. Irving Jones, Ed.D