Effective strategies to increase school completion

1. What I want to do this morning is take you through the main findings of the project on effective strategies. The effective strategies project was split into two parts. The first part was designed to identify what schools can do to increase school completion particularly for students at-risk of disengagement and early leaving. Having done this, there was a need to then look at how schools could implement the strategies. I will take you through the findings from the main report identifying the effective strategies. Suzanne will then take you through the guide we have written to help schools implement the strategies. What I want to do this morning is take you through the main findings of the project on effective strategies. The effective strategies project was split into two parts. The first part was designed to identify what schools can do to increase school completion particularly for students at-risk of disengagement and early leaving. Having done this, there was a need to then look at how schools could implement the strategies. I will take you through the findings from the main report identifying the effective strategies. Suzanne will then take you through the guide we have written to help schools implement the strategies.

2. The main aim of the project was to identify successful strategies for schools to improve student engagement and increase school completion. Main focus is on at-risk students. What�s outlined should be helpful to lots of students, but central focus is at-risk. SAR tool to help identify students at risk � �What do we then do?�. Government targets. Need to limit the scope of the project, otherwise too large and unwieldy: Recovery is an important issue: what do we do for students no longer in the school system? But not in the scope. Not looking specifically at teaching and learning programs. Empirical � thousands of programs out there, but few rigorously evaluated. Looking for substantial evidence of impact on retention. The main aim of the project was to identify successful strategies for schools to improve student engagement and increase school completion. Main focus is on at-risk students. What�s outlined should be helpful to lots of students, but central focus is at-risk. SAR tool to help identify students at risk � �What do we then do?�. Government targets. Need to limit the scope of the project, otherwise too large and unwieldy: Recovery is an important issue: what do we do for students no longer in the school system? But not in the scope. Not looking specifically at teaching and learning programs. Empirical � thousands of programs out there, but few rigorously evaluated. Looking for substantial evidence of impact on retention.

3. Economic, Social & political � retention influenced by economic (job prospects outside), political/legislative (financial support, legal leaving age etc), broader values in society System context � for example, policies that the system has in place, such as high stakes testing, MIPS. Focus is on two inner spheres � school and the student/family. Not to say there can�t be effective action to increase retention outside these rings. The rings, of course, overlap. Economic, Social & political � retention influenced by economic (job prospects outside), political/legislative (financial support, legal leaving age etc), broader values in society System context � for example, policies that the system has in place, such as high stakes testing, MIPS. Focus is on two inner spheres � school and the student/family. Not to say there can�t be effective action to increase retention outside these rings. The rings, of course, overlap.

4.  National and international review of the literature with a focus on research involving rigorous evaluations. The research had to show significant effects of the elements or programs to be included. Also wanted to find out what had proven successful in Victorian schools. What works in local schools? To do this: DEECD sent e-mail letter to all schools with SFO funding, which is about half the schools in the state. Thirteen schools responded with information, we conducted telephone interviews. Value-added schools � looked at real retention rates, those that were well above (in some cases up to one standard deviation above) expected retention rates, controlling for student background. Regions identified a number of schools they felt were working successfully to address retention and engagement issues. Interviewed principal, AP, welfare, careers/MIPS and anyone the school felt we should talk to. Discussion paper to gain feedback. Held focus groups in SMR, NMR and Gippsland � prins, APs, careers, welfare as appropriate � asked for feedback � what would/wouldn�t work, barriers, needs. Final report.National and international review of the literature with a focus on research involving rigorous evaluations. The research had to show significant effects of the elements or programs to be included. Also wanted to find out what had proven successful in Victorian schools. What works in local schools? To do this: DEECD sent e-mail letter to all schools with SFO funding, which is about half the schools in the state. Thirteen schools responded with information, we conducted telephone interviews. Value-added schools � looked at real retention rates, those that were well above (in some cases up to one standard deviation above) expected retention rates, controlling for student background. Regions identified a number of schools they felt were working successfully to address retention and engagement issues. Interviewed principal, AP, welfare, careers/MIPS and anyone the school felt we should talk to. Discussion paper to gain feedback. Held focus groups in SMR, NMR and Gippsland � prins, APs, careers, welfare as appropriate � asked for feedback � what would/wouldn�t work, barriers, needs. Final report.

5. The first area relates to approaches that are school-wide, that relate to all students. They don�t relate necessarily to any specific group of students. They are strategies or initiatives that are adopted school-wide, affecting all students, but which help improve student engagement and reduce rates of early leaving. The second area (student-focused strategies) relates to strategies that target specific groups of students. These are the programs that attempt to directly address the individual or group needs of at-risk students, rather than the whole student body. We know that indigenous kids, fro example, have specific needs and it is important to have in place strategies to address their needs. In the search for effective strategies, we identified student-focused and school-wide strategies. Then from visiting schools, many of the most successful talked about the importance of school culture � went back to the literature, this supports. Indeed many felt this was the most fundamental issue and that without strong or supportive school culture, other things wouldn�t work well. the broad school approach to students, to teaching and learning and addressing the needs of students at risk. It is about management, leadership, the commitment of the school to improvement for all. It is the commitment of the school at this level that enhances the success of any specific or targeted strategies to produce improvements. The first area relates to approaches that are school-wide, that relate to all students. They don�t relate necessarily to any specific group of students. They are strategies or initiatives that are adopted school-wide, affecting all students, but which help improve student engagement and reduce rates of early leaving. The second area (student-focused strategies) relates to strategies that target specific groups of students. These are the programs that attempt to directly address the individual or group needs of at-risk students, rather than the whole student body. We know that indigenous kids, fro example, have specific needs and it is important to have in place strategies to address their needs. In the search for effective strategies, we identified student-focused and school-wide strategies. Then from visiting schools, many of the most successful talked about the importance of school culture � went back to the literature, this supports. Indeed many felt this was the most fundamental issue and that without strong or supportive school culture, other things wouldn�t work well. the broad school approach to students, to teaching and learning and addressing the needs of students at risk. It is about management, leadership, the commitment of the school to improvement for all. It is the commitment of the school at this level that enhances the success of any specific or targeted strategies to produce improvements.

6. We represent the point with this chart. This chart displays the impact of strategies in the context of school culture or climate. What we are trying to show is that strategies or strategies you adopt to address retention are likely to have their greatest impact where there is a strong school culture. What if that doesn�t represent your school because you are still working at building up morale and climate. The literature suggests that the initiatives I�ll outline have some impact, regardless. They will work best when school culture is strong and supportive (what won�t?) but they will still have some impact where school culture is weak, and should be implemented. 2 schools in sample whose reaction was, �Why are you here?� . Morale not great. Yet they had in place a lot of strategies and retention rates were better than expected. Doing something is better than doing nothing. What are the elements of school culture that matter?We represent the point with this chart. This chart displays the impact of strategies in the context of school culture or climate. What we are trying to show is that strategies or strategies you adopt to address retention are likely to have their greatest impact where there is a strong school culture. What if that doesn�t represent your school because you are still working at building up morale and climate. The literature suggests that the initiatives I�ll outline have some impact, regardless. They will work best when school culture is strong and supportive (what won�t?) but they will still have some impact where school culture is weak, and should be implemented. 2 schools in sample whose reaction was, �Why are you here?� . Morale not great. Yet they had in place a lot of strategies and retention rates were better than expected. Doing something is better than doing nothing. What are the elements of school culture that matter?

7. High expectations � Just because we have high numbers of disadvantaged students doesn�t mean we lower our expectations. �We take all comers here, but we have strong expectations of them (work and achievement, behaviour, attendance)�. We have high expectations for all of our students. Success for all � View that all students can succeed. Every so often we hear teachers accept low achievement with the view, �what else can we expect given who they are and their home circumstances?�. Building a shared view that all students can succeed with on-going commitment to identifying the most effective teaching and learning strategies to raise the achievement of at-risk students. Shared vision � Shared or collective understanding about the goals of the school, about purpose, the need to be inclusive, school-wide ownership of engagement and retention issues. Shared vision implies strong communication and staff involvement in planning and decision making. Continuous improvement � �We are always looking for ways to improve what we do. We do not rest on our laurels�. Flexible and responsive � Recognising differences in individual needs and being responsive and flexible. It is the capacity to respond to varying needs which in addition to welfare and academic might include social, personal and emotional needs. This may mean for some cohorts expanding VET or changing the mix of welfare provision. Student responsibility - Student-led parent-teacher interviews, assemblies, giving students a real voice. Real dialogue with students about what they wanted from school. There are other qualities you could also point to that are important. This list is not exhaustive, it is those that have been the most frequently reported and documented. High expectations � Just because we have high numbers of disadvantaged students doesn�t mean we lower our expectations. �We take all comers here, but we have strong expectations of them (work and achievement, behaviour, attendance)�. We have high expectations for all of our students. Success for all � View that all students can succeed. Every so often we hear teachers accept low achievement with the view, �what else can we expect given who they are and their home circumstances?�. Building a shared view that all students can succeed with on-going commitment to identifying the most effective teaching and learning strategies to raise the achievement of at-risk students. Shared vision � Shared or collective understanding about the goals of the school, about purpose, the need to be inclusive, school-wide ownership of engagement and retention issues. Shared vision implies strong communication and staff involvement in planning and decision making. Continuous improvement � �We are always looking for ways to improve what we do. We do not rest on our laurels�. Flexible and responsive � Recognising differences in individual needs and being responsive and flexible. It is the capacity to respond to varying needs which in addition to welfare and academic might include social, personal and emotional needs. This may mean for some cohorts expanding VET or changing the mix of welfare provision. Student responsibility - Student-led parent-teacher interviews, assemblies, giving students a real voice. Real dialogue with students about what they wanted from school. There are other qualities you could also point to that are important. This list is not exhaustive, it is those that have been the most frequently reported and documented.

8. Broad provision � In the senior years, in particular, we need to have programs that can cater to a wide range of talents. This is particualrly important in schools that have large numbers of at-risk students. Some of the schools we visited had a large number of offerings, and wide student choice. Larger schools are better able to do this. We need to find ways to support smaller and mid-size schools to be able to offer a wide range of programs. Quality VET classes � Research from here and overseas is pretty conclusive on this matter. High quality VET is associated with higher retention and better student engagement. In Europe, and particualrly the Scandinavian countries, up to 50 per cent of post-compulsory students are in VET programs and many of these are structured full programs. A study of Year 9 students (LSAY) showed that of students planning to leave early, those who had access to VET were less likely to leave early. VET can increase school attendance and completion, and improve labour market outcomes. Kids like it partly because it is practical, applied to the real world, and linked to work. Challenging and stimulating programs � quality of teaching and learning important, essential not to dumb down. Can�t cater to diversity by offering �mickey mouse� alternatives that don�t lead anywhere. Shopping mall high school. Early intervention for literacy and numeracy � school-wide training for staff, knowledge of where kids are at, literacy across the curriculum. Some schools had lietracy and numeracy programs in Year 7 and 8 with an emphasis on assessment and targeting needs for low achievers. Sunshine College program. Programs to counter low achievement �. Remedial classrooms are on option, but there are others, such as intensive catch-up programs in key subject areas. Quality pathways planning, To help young people come to understand what they need to do to pursue certain careers and paths and help them plan. MIPS. Pathways planning is organised in Victorian schools through the Managed Individual Pathways (MIPS) scheme which offers all students aged 15 and over individual assistance to develop pathways plans. Allocated time, and well-qualified staff devoted to it. Strategic use of teachers � here and in U.S., tendency for schools to place most experienced and best-qualified teachers on Years 11 and 12, most inexperienced on junior years. Negative impact on retention, attendance, achievement. Schools that have a more even mix have better retention and achievement. Smaller class sizes - In Victorian secondary schools, largest class sizes at junior levels. Some of the successful schools worked to reduce class sizes at junior levels. Mini-schools � school-within a school arrangements. Tendency in large secondary schools for students to get �lost�, needs not known. Schools had team of teachers working with one group of students, teaching 2 subjects to a group � less likely students will fall through the gaps. Where possible, distinct physical location. Career Academies and Talent Development High Schools. Team-based approaches to learning, teaching and pastoral care � linked to above. �Teachers need to move away from teaching a subject, to teaching students�. Small groups of teachers allocated to students, improves relationships, greater engagement and achievement. Broad provision � In the senior years, in particular, we need to have programs that can cater to a wide range of talents. This is particualrly important in schools that have large numbers of at-risk students. Some of the schools we visited had a large number of offerings, and wide student choice. Larger schools are better able to do this. We need to find ways to support smaller and mid-size schools to be able to offer a wide range of programs. Quality VET classes � Research from here and overseas is pretty conclusive on this matter. High quality VET is associated with higher retention and better student engagement. In Europe, and particualrly the Scandinavian countries, up to 50 per cent of post-compulsory students are in VET programs and many of these are structured full programs. A study of Year 9 students (LSAY) showed that of students planning to leave early, those who had access to VET were less likely to leave early. VET can increase school attendance and completion, and improve labour market outcomes. Kids like it partly because it is practical, applied to the real world, and linked to work. Challenging and stimulating programs � quality of teaching and learning important, essential not to dumb down. Can�t cater to diversity by offering �mickey mouse� alternatives that don�t lead anywhere. Shopping mall high school. Early intervention for literacy and numeracy � school-wide training for staff, knowledge of where kids are at, literacy across the curriculum. Some schools had lietracy and numeracy programs in Year 7 and 8 with an emphasis on assessment and targeting needs for low achievers. Sunshine College program. Programs to counter low achievement �. Remedial classrooms are on option, but there are others, such as intensive catch-up programs in key subject areas. Quality pathways planning, To help young people come to understand what they need to do to pursue certain careers and paths and help them plan. MIPS. Pathways planning is organised in Victorian schools through the Managed Individual Pathways (MIPS) scheme which offers all students aged 15 and over individual assistance to develop pathways plans. Allocated time, and well-qualified staff devoted to it. Strategic use of teachers � here and in U.S., tendency for schools to place most experienced and best-qualified teachers on Years 11 and 12, most inexperienced on junior years. Negative impact on retention, attendance, achievement. Schools that have a more even mix have better retention and achievement. Smaller class sizes - In Victorian secondary schools, largest class sizes at junior levels. Some of the successful schools worked to reduce class sizes at junior levels. Mini-schools � school-within a school arrangements. Tendency in large secondary schools for students to get �lost�, needs not known. Schools had team of teachers working with one group of students, teaching 2 subjects to a group � less likely students will fall through the gaps. Where possible, distinct physical location. Career Academies and Talent Development High Schools. Team-based approaches to learning, teaching and pastoral care � linked to above. �Teachers need to move away from teaching a subject, to teaching students�. Small groups of teachers allocated to students, improves relationships, greater engagement and achievement.

9. Priority PD � Identifying and supporting PD in critical areas such as 1. making teaching more student-centred 2. building relationships with students 3. improving classroom management 4. literacy and numeracy training. Having clear stratgies about what is needed in relation to PD. Community service � allows students to make connections, can allow students who have been on the receiving end of help to see themselves as being capable of giving help. Cross-sectoral initiatives � LLENs, Regional Youth Commitments, strong links to other providers Attendance policies - Two schools serving very disadvantaged populations had student absence rates of seven days per year. Dedicated staff member 0.5 follows up with phone call, strong profile for program in school. Strong policy, hurdle requirements, plus follow-up with parents. Students have to attend 90 per cent of classes to pass and be promoted. Make-up classes. Improve connections with parents - most common, student-led interviews, but student-led information nights � move away from teachers talking at parents. 25% attendance to 80%. Conflict resolution � Safe environment essential � bullying impacts on student engagement and attendance. Restorative justice, peer mediation. Priority PD � Identifying and supporting PD in critical areas such as 1. making teaching more student-centred 2. building relationships with students 3. improving classroom management 4. literacy and numeracy training. Having clear stratgies about what is needed in relation to PD. Community service � allows students to make connections, can allow students who have been on the receiving end of help to see themselves as being capable of giving help. Cross-sectoral initiatives � LLENs, Regional Youth Commitments, strong links to other providers Attendance policies - Two schools serving very disadvantaged populations had student absence rates of seven days per year. Dedicated staff member 0.5 follows up with phone call, strong profile for program in school. Strong policy, hurdle requirements, plus follow-up with parents. Students have to attend 90 per cent of classes to pass and be promoted. Make-up classes. Improve connections with parents - most common, student-led interviews, but student-led information nights � move away from teachers talking at parents. 25% attendance to 80%. Conflict resolution � Safe environment essential � bullying impacts on student engagement and attendance. Restorative justice, peer mediation.

10. Student focused � specifically targeted to the needs of the most at-risk students Case management � OS programs students assigned a counsellor monitoring attendance, behaviour and achievement. Also found to be an important component of effectiveness in Full Service Schools. Mentoring � Big Brother Big Sister, Check and Connect, 12 Together. One of the most common strategies. One school targeted mentoring to students who were quiet, lacking resilience, unconnected � not acting out. Could be useful for students in the disengaged but not obvious group. Welfare support - essential for high needs students. Integrated service models, on-site support services increase engagement. Coordination essential. Targeted intervention � low achievement strongly associated with early leaving. Homework centres, remediation programs Tutoring or peer tutoring � usually after school sometimes organised with volunteers, sometimes staff, sometimes older students. Supplementary programs � after-school tutoring, holiday programs Pathways planning - MIPS from Year 7 for most at-risk students. Also implies good communication with primary schools. Targeted financial support � scholarships for �Western Chances�, Smith Family �s �Learning for Life� Project-based learning � SCWRP, Hands on Learning Creative arts-based programs � Creative Partnerships U.K. Programs to improve social skills � e.g. CBT, especially effective with behavioural and emotional disorders. Some kids, inability to negotiate stressful situations at school leads to suspension and expulsion. Teaching better ways to handle. Student focused � specifically targeted to the needs of the most at-risk students Case management � OS programs students assigned a counsellor monitoring attendance, behaviour and achievement. Also found to be an important component of effectiveness in Full Service Schools. Mentoring � Big Brother Big Sister, Check and Connect, 12 Together. One of the most common strategies. One school targeted mentoring to students who were quiet, lacking resilience, unconnected � not acting out. Could be useful for students in the disengaged but not obvious group. Welfare support - essential for high needs students. Integrated service models, on-site support services increase engagement. Coordination essential. Targeted intervention � low achievement strongly associated with early leaving. Homework centres, remediation programs Tutoring or peer tutoring � usually after school sometimes organised with volunteers, sometimes staff, sometimes older students. Supplementary programs � after-school tutoring, holiday programs Pathways planning - MIPS from Year 7 for most at-risk students. Also implies good communication with primary schools. Targeted financial support � scholarships for �Western Chances�, Smith Family �s �Learning for Life� Project-based learning � SCWRP, Hands on Learning Creative arts-based programs � Creative Partnerships U.K. Programs to improve social skills � e.g. CBT, especially effective with behavioural and emotional disorders. Some kids, inability to negotiate stressful situations at school leads to suspension and expulsion. Teaching better ways to handle.

11. Foster connectedness Address personal needs Address low achievement Increase trust placed in students Provide tangible outcomes Cater to diversity Connectedness � between students and teachers, teachers and parents, the students themselves, the broader community. Some at-risk students have weak social skills and poor connectedness to the school or to others � Willms. Mini-schools, smaller class sizes, team approaches, peer tutoring, parent involvement, community service. Address practical barriers � financial assistance, case management, welfare support. Address achievement - strong links to retention. Tutoring, targeted assistance, priority PD, attendance. Increase trust � high expectations, cross-age tutoring, community service, project-based learning, student-led interviews/assemblies. Provide tasks with immediate benefits - traditional curriculum requires a lot of trust from students, but for some at-risk students this may be hard � concrete outcomes important. Project-based learning, VET, creative arts. Make spaces in schools and curricula for diverse needs - broad curriculum provision, one size doesn�t fit all. Flexibility of provision. Connectedness � between students and teachers, teachers and parents, the students themselves, the broader community. Some at-risk students have weak social skills and poor connectedness to the school or to others � Willms. Mini-schools, smaller class sizes, team approaches, peer tutoring, parent involvement, community service. Address practical barriers � financial assistance, case management, welfare support. Address achievement - strong links to retention. Tutoring, targeted assistance, priority PD, attendance. Increase trust � high expectations, cross-age tutoring, community service, project-based learning, student-led interviews/assemblies. Provide tasks with immediate benefits - traditional curriculum requires a lot of trust from students, but for some at-risk students this may be hard � concrete outcomes important. Project-based learning, VET, creative arts. Make spaces in schools and curricula for diverse needs - broad curriculum provision, one size doesn�t fit all. Flexibility of provision.

12. Strategies are most successful when they are� Early Sustained Multi-faceted Sensitive to context Supported by school culture