Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education [email protected]

Shelly DeBerryStudent Success Advocate CoordinatorWest Virginia Department of Education

[email protected]

124, 388 total enrolled grades 7 – 12 3,527 students dropped out grades 7 – 12 2.8 % statewide dropout rate 4 counties had 4% and above dropout rate 19 counties had 3% - 3.9% dropout rate 3 counties had 0 – 1% dropout rate 83.3% graduation rate using Leaver rate

calculation (slightly above the national average)

National Governor’s Association Grant to establish a state-wide dropout prevention plan. Policy and program audit

House Bill 4593 – All counties are to develop a dropout prevention plan that includes: increasing the graduation rate for the county, identifying at the earliest age students who are

at risk of dropping out and provide additional options to at risk students.

A student at risk is “someone who is unlikely to graduate on schedule with both the skills and the self-esteem necessary to exercise meaningful options in the areas of work, leisure, culture, civic affairs, and inter/intrapersonal relationships.”

National Dropout Prevention Center/Network4

(Bailey & Stegelin, 2003)

Students With Disabilities

Nationwide, dropout rates among students with disabilities for all categories of disability combined is approximately double that of general education peers.

Dropout rates vary substantially among the various categories of disability.


Teen girls in the bottom 20% of basic reading and math skills are five times more likely to become mothers over a two-year high school period than

teen girls in the top 20%. Male and female students with low academic

achievement are twice as likely to become parents by their senior year of high school compared to students with high academic achievement.(Alliance for Excellent Education, 2003)


One grade – increases risk by 40%

Two grades – increases risk by 90%


(Roderick, M. PDK Research Bulletin, No. 15, 1995)

Absent more than 10 days Participated in no school

activities Received more counseling Disliked school Failed 3-5 classes Retained one year Received 5-9 discipline referrals Were identified in middle school


(Huffman, K.L., WVU Dissertation, 1999)

Classes were not interesting 47% Misses too many days and 43%

could not catch up Spent time with people who 42%

were not interested in school Had too much freedom and not 38%

enough rules in my life Was failing in school 35%


(The Silent Epidemic: Perspective of High School Dropouts, 2006)

Supportive family

Involvement with committed adult

Persevering attitude

Respectful relationship with teachers

Satisfaction with learning experiences

Relevant curriculum

Fair discipline policies


(Christenson et al., 2000)

Truancy (excessive absenteeism) has been identified as one of the top ten major problems in our schools.


(DeKalb, J., 1999)

House Bill 4593

Raised to age 17 years old beginning with the Freshmen class of 2011-12.

Status Variables Age, gender Socioeconomic background Ethnicity Native language Mobility Family structure


(Lehr et al., Essential Tools, 2004)

Alterable Variables Grades, retention Disruptive behavior Absenteeism School policies,

climate Sense of belonging Attitude toward school Support in the home


(Lehr et al., Essential Tools, 2004)

Individual factors Family factors School factors Community factors


Lack of future orientation Inadequate peer

relationships Drug abuse Pregnancy Special learning needs Depression


Poverty Low expectations Abuse Mobility of family Parent level of education Language and literacy levels


Lack of program for challenged students

No significant, interested adult Lack of alternatives for learning Lack of active learning instruction No individual learning plans Behavior and discipline issues Retention policies


Lack of involvement with schools

Lack of support for schools Non-caring environment Low expectations Violence Few recreational facilities

National Dropout Prevention Center/Network

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While no one factor or even several factors put students at risk, combinations of factors can help identify potential dropouts.


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About Dropout Prevention

Awareness is lacking by most people Apathy is common and the issue is

seen as someone else’s problem Applied knowledge is not always

used by decision makers Acquisition of information about

success is inadequate

About Dropout Prevention

Identifiable

Independent

Interrelated

Irrefutable


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Attending school 80% or less of the time

Receiving a poor final behavior mark

Failing math Failing English


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(Balfanz and Herzog, 2006)

Rocket Science but it is


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Academic Achievemen

t

Behavior Modification

Civic Responsibili

ty

Brain Surgery

Dr. Jay Smink, Executive DirectorNational Dropout Prevention

Center/NetworkClemson University


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A School and Community Perspective

Systemic renewalSchool and community collaborationSafe learning environments


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Policies Populations Personnel Programs Practices Partners Pennies

Schools can no longer be islands in communities with no bridges to the mainland. Bridges must be built to connect schools, homes, and communities.


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(Center for Mental Health in Schools, 2001)

A Safe Learning Environment

Provides a warm and welcoming atmosphere that fosters a spirit of acceptance and caring for every child

Is free of intimidation, violence, and fear

Clearly communicates behavior expectations that are consistently enforced and fairly applied

Builds positive, responsible character National Dropout Prevention

Center/Network29

Family Engagement Early Childhood Education Early Literacy Development


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When families are engaged in children’s learning, students are more likely to: Attend school regularly Display more positive attitudes about

school Graduate from high school and enroll in

postsecondary programs Refrain from destructive activities such as

alcohol use and violence


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(Henderson & Mapp, 2003)

Impact of Early Childhood Education . . . Perry Preschool Study – High-quality Head Start programs

Decreased level of school dropouts Lowered truancy Reduced teen pregnancy Lessened need to be in Special

Education


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(Barnett, 1995)

Research

At-risk students who have a strong reading teacher for two consecutive years can be successful readers. (Wren, 2003)


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Reading aloud to children is the single most important activity for building the knowledge required for success in reading.(Armbruster, Lehr, & Osborn, 2002).

Mentoring Service-Learning Alternative Schooling After-School Program

Experiences


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Mentoring has many formats …

Traditional: One adult with one student

Peer: One older youth with a younger youth

Group/Team: One or more adults with several youth

Telementoring: One adult with one youth using the Internet


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Essential Elements of Good Service-Learning Programs Integrated into the curriculum Active learning Interesting and exciting Connected to community


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Innovative Approaches


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Self-contained classrooms

Magnet schools

Separate alternative schools

School-within-a-school

Residential programs

Middle College/Early College

Components of Successful Programs Academic focus Enrichment and accelerated learning Supervised recreation Community service Collaboration and partnerships Active family involvement


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Professional development Active learning Educational technology Individualized instruction Career and technical

educationNational Dropout Prevention

Center/Network39

The single largest factor affecting the academic growth of students is the differences in the effectiveness of individual classroom teachers.


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(Tennessee Value-Added Assessment System, Sanders, 1998)

Teaching Strategies Include

Cooperative learning

Multiple intelligences/learning styles theory

Project-based learning


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Research on Using Technology Is a positive influence on students at risk

of failure (Day, 2002)

Teaches “real work applications” to help students succeed outside the classroom

Increases student motivation, raises the success rate of students performing complex tasks, and changes classroom roles and organization


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(Means, 1997)

Encourages the learner to be the producer of knowledge with... Problem-based learning & reciprocal

teaching Peer tutoring Cooperative learning Journaling Hands-on projects Role play and simulation


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Career Technical Education (CTE) includes a wide array of career-based instruction K-12 career education A comprehensive guidance program School- and work-based experiences


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Impact of CTE Enrollment in CTE does not increase the

likelihood of students dropping out. (USDE, 2003)

Career guidance increased students remaining in school from 50% to 85%. (Bauer, 1992)

Higher percentages of CTE experiences lower the probability of dropping out. (Plank, 2001)


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Is it GOOD enough?Can we do BETTER?

What can we do to be the BEST?

DROPOUT PREVENTION PLANDROPOUT PREVENTION PLANDoes it reflect the BEST research available?

How can we do it even BETTER?Will it be GOOD enough for your children?


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Look at the Data! Ask the Questions!

GRADUATION RATESGRADUATION RATES


Clemson University

209 Martin StreetClemson, SC 29631-1555

Phone: 864-656-2599 Fax: 864-656-0136E-mail: [email protected] www.dropoutprevention.org


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“Every school-day in America, 171 school buses loaded with children leave school never to return. That is our daily dropout rate.”

Quoted by Franklin Schargel in his book: "Helping Students Graduate, published by: Eye on Education.

Documents

Shelly DeBerry Student Success Advocate Coordinator West Virginia Department of Education [email protected]