Jackson County

1. Jackson County FOCUS on Student Success March 2013 NDPC SD and WVDE

2. Our County Jackson County Schools has a current enrollment of 4,960 students. Two High Schools Ripley High School has 918 students • 142 Students with Disabilities Ravenswood High School has 440 students • 66 Students with Disabilities

3. Our Team • Lisa Martin-Team Leader, Director of Special Education • Jim Mahan, Director of Secondary and Vocational Education • Lora Sturm, Transition Coordinator • Judy Lieving, CIFMS Stakeholder Chairperson • Samantha Skeen, Special Educator, Ravenswood HS • Jay Carnell, Assistant Superintendent/Chief Instructional Leader • Phyllis Matheny, Attendance Director • Bev Shatto, Ripley High Assistant Principal • Jo Hendricks, Ravenswood High School Principal • Jimmy Frashier, Graduation Coach, Ripley High School • Mick Price, Graduation Coach, Ravenswood High School • Melissa Browning, Ripley Middle Assistant Principal • Sharon Carroll, Ravenswood Middle Assistant Principal • Tina Holley, Guidance Counselor, Ripley High School

4. Graduation/Dropout Rates

5. Research The research and data analysis process facilitated by NDPC-SD and completed by the county stakeholder team identified the two primary focus areas to be: Student Engagement and Academic Content/Instruction

6. Dropout Factors • Attendance and Truancy Prevention • Behavior • Course Performance-Academic Content and Instruction • Student Engagement • Parent Engagement • School Climate • Attendance rates for students with disabilities were at or above 95% for each of the five years prior to project participation. Attendance rates for SWD at Ripley High School were slightly higher than Ravenswood High School. • WVEIS Discipline Data Reports analyzed for the three years prior to project participation indicated that SWD were provided positive behavior supports and interventions resulting in suspension rates much lower than their non-disabled peers. Those suspended out of school for 10 days or more

7. Dropout Factors • Attendance and Truancy Prevention • Behavior • Course Performance-Academic Content and Instruction • Student Engagement • Parent Engagement • School Climate • Student achievement data was reviewed as part of the NDPC project as well as the annual desk audit/self-assessment. Students with disabilities, while demonstrating progress, failed to meet AYP targets for the prior three years. Additional data revealed course failures, particularly in Algebra 1 for which SWD needed to repeat or recover credit. • Although many students with disabilities participate in extra-curricular and co-curricular activities, feedback from dropout surveys indicates that those students who dropped out prior to graduation were not actively involved in school activities.

8. Interventions to Improve Student Engagement • In the spring of each year, all eighth grade students begin participation in transition activities including: • High School Principals Presentation for 8th Grade Students • “Move Up” Day to visit the high school with paired mentors • Eighth Grade Tour of Roane-Jackson Technical Center • Student/Parent Night (automated call/counselor invitation) • Attendance at IEP meeting

9. Interventions to Improve Student Engagement Third Year for “Jump Start” Program Middle/High school administrators cooperatively identify at-risk students for participation in “Jump Start” summer transition program

10. Interventions to Improve Academic Achievement Individualized Credit Recovery • Several options are available to students with disabilities to recover credit throughout the school year. • Before school, after school, lunch tutoring with a special educator using PLATO • Individualized credit recovery/assignment completion designed by content teacher • Learning Academy – Schedule class for PLATO

11. Summer Credit Recovery Employment of Special Educator to Provide Targeted 1:1 Intervention/Support for Credit Recovery in Summer School using PLATO and Direct Instruction, Summer 2011 and 2012. Summer 2013 – Special Education Co-Teacher will provide individualized support for students with disabilities enrolled in summer school.

12. Interventions to Improve Academic Achievement Freshman Academy/Focus on Organizational Skills • School Year 2011 -12: All incoming 9th grade students and teachers (either English 9 or homeroom) were trained in organizational skills for classroom success by Weber and Associates • School Year 2012 -13: Organizational Seminar provided by Principal(s) and/or Special Educators • Organizational binders provided for all incoming 9th grade students, and available to 10, 11 & 12 grade students with disabilities.

13. Information for Students & Parents Each school has a web page which includes student rights and responsibilities, attendance requirements, graduation requirements, etc.

14. Work-Based Learning • FY 12 – Ripley High School – 47 students were enrolled in career technical training at the Roane-Jackson Technical Center, FY 13 – 28 students currently enrolled • FY 12 – Ravenswood High School – 8 students were enrolled in career technical training at the Roane-Jackson Technical Center; FY13 – 11 students currently enrolled. • FY 12 – 13 Students with disabilities participated in paid work-based learning experiences in community settings; FY 13 – 4 students in community settings, 7 students in work-based learning programs at Jackson County Developmental Center • FY 12 – 11 Students with disabilities participated in paid work-based learning experiences in school settings; FY 13 – 11 students working in school settings.

15. Graduation Coaches 2012-13 - Jackson County Schools employed a graduation coach at each high school . At Ripley High School we will F.O.C.U.S. on our “At Risk” students. We will Find the students who are “At Risk” of not graduating with their cohort. We will Organize the DATA to provide a program of study for those students. Then we will Communicate the DATA with Student and Stakeholders in the student’s lives. From there we will Utilize the resources provided by Ripley High School. And finally we will Stay with those students until Graduation. Finding the students began with the list of students who needed to make up courses in PLATO and could graduate with their cohort in 2013. The next group of students was the incoming freshman that had a history of failing classes, poor attendance, and low test scores from the middle school. We chose the freshman to be the next group because of it being their first year at Ripley High School. After the freshman we chose to target the juniors that were failing at the midterm and 1st six weeks. And finally to the sophomores who had failing grades for the first six weeks. Students would get added to our list with teacher referral and those students who were consistently absent from school. Organizing the DATA from PLATO progress, teacher information, attendance reports, grade reports, as well as the Early Warning System reports was the next step. That information was collected and Communicated with the student as well as the parents. I have specific days set up during the week for each grade level. However, a meeting with those students that have been referred by another teacher and or principal will happen ASAP. I email all principals, teachers and counselors who are involved with the student. These meetings continued through the semester with target dates around the midterm and the end of six weeks. During the meetings we encouraged the students to Utilize the resources at Ripley High School. We had them to sign a contract of what resources they would be able to use with a copy of that being mailed home to parents. The best resource in any school is the teachers and they have made themselves available for the students during the one hour lunch on Monday, Wednesday, and Friday as well as the after school program for 2 hours a day. Each and every student that left the meetings, whether formal or informal, understood that we at Ripley High School will Stay with them until Graduation and beyond. We will continue to check on them as we have through the first semester.

16. F—Find the students who are “At Risk” of not graduating with their cohort. • O—Organize the DATA to provide a program of study for those students. • C—Communicate that DATA with Student and Stakeholders in student’s lives. • U—Utilize the resources provided by Ripley High School. • S– Stay with students until Graduation.

17. WVDE: Early Warning System Tool • Administrators, principals, counselors and graduation coaches have been trained in the use of the Early Warning System and utilize data reports to identify at-risk students. • Graduation coaches utilize the system most regularly to provide data to student support teams, parents, and students.

18. Plan Revisions • The original plan developed by the county SWD Dropout Prevention Stakeholder Group was reviewed by WVDE team, with minor revisions to the evaluation component. • The SWD Dropout Prevention Plan now provides the foundation for the improvement planning process implemented by the CIFMS. • The SWD committee no longer works in isolation, but in conjunction with the County Dropout Prevention Stakeholder Committee. • Data analysis and input from multiple subcommittees and stakeholders has strengthened efforts to improve results for ALL students.

19. Final Plan • Implement Freshman Academy to enhance skills for success with at-risk incoming 9th graders • Expand Freshman Orientation to include ‘commitment to graduate’ and parent sessions • Expand Jump Start Program to include Ravenswood Middle to High transition • Expand 9th grade learning/organizational skills support to all grade levels for SWDs • Strengthen/increase individualized mentoring activities for at-risk students with disabilities • Utilize multiple options for credit recovery • Pursue implementation of GED Option Pathway

20. County Developed Resources/Tools • Organizational Notebooks • Freshman Academy • Jump Start Program • Individualized Credit Recovery Programs • FOCUS Data Collection/Analysis Process Created by Graduation Coach • Reporting format for communicating data to students and stakeholders

21. WVDE: Cohort Document and Data Cohort data is used primarily by building level personnel (e.g., principals, counselors, graduation coaches) to identify students who require support and intervention, whether than be 1:1 mentoring, SAT interventions, or Special Education and Related Services.

22. Use of Funds • Each year, a minimal amount of the grant funds has been used travel reimbursement for stakeholder members to attend NDPC-SD technical assistance, professional development, and progress meetings. • The greatest expenditure of funds has been the salary of a special educator to provide support/co-teaching in the regular summer school program. • The remainder of funds have been obligated to purchase student supplies (organizational notebooks) and will include equipment (head phones) needed by SWDs to access PLATO independently.

23. Moving Forward and Next Steps Jackson County Schools is committed to improving results for all students, including students with disabilities. County resources have been committed to the continuation of support provided by Graduation Coaches. The CIFMS Stakeholder Committee will continue to work in conjunction with the NDPC-SD Stakeholders to implement, monitor, evaluate and revise activities and interventions based on data collected throughout the school year from multiple sources.

24. Contact Information http://jackson.wv.schoolwebpages.com/ Jim Mahan, Director of Secondary Education 372-7300 Ripley High School: 372-7355 #2 School Street Ripley, WV 25271 Ravenswood High School: 273-9301 Plaza Drive Ravenswood, WV 26164

25. Thank you !