Dropout Prevention Through Career Exploration Program

Dropout Prevention Through Career Exploration Program Heather Silva Allison Balladares Miami-Dade County Public Schools ESE Teachers- QUEST Program Howard A. Doolin Middle School

MIAMI-DADE COUNTY PUBLIC SCHOOLS’ FOCUS Dropout Interventions in Miami-Dade County High Schools & Dropout-Response to State Corrective Action Leveraging SWPBS & Dropout Prevention Dropout Prevention for Students with Emotional/Behavioral Disabilities (E/BD) Next Steps

Miami-Dade County: PBS School Trainings • October 2007: 3-day training conducted by National Dropout Prevention Center for Students with Disabilities (NDPC-SD) • October 2008: One-day PBS Team Training • Presentations by: • NDPC-SD • PBS Dropout Prevention Attributes • Parental/Family Involvement • Attendance • FLPBS RtIB Project • Miami-Dade County Public Schools Parent Academy • 2008 and 2009 PBS Share Fair Presentation

Leveraging ResourcesSWPBS in Miami-Dade County Total of 21 schools Three Elementary Ten Middle Two K-8 Center One High School Four Alternative Ed. One Special Ed. Center School

Miami-Dade County: PBS Outdoor Suspension Data School 04-05 05-06 06-07 07-08 08-09* • Charles Drew Mid. ---- ---- 486 309 521 • Westview Mid. ---- 772 395 439 368 • Jose de Diego Mid. 107 273 384 325 277 • Howard Doolin Mid. ---- 188 201 135 87 • YWAACD at JRE Lee ---- 901 530 233 366 • YMAACD at MacArthur S. ---- 163 112 384 278 • Campbell Drive Elem. ---- ---- 115 165 57 • Coconut Palm K-8 ---- ---- ---- ---- 82 • Leisure City K-8 ---- 302 339 267 125 • Homestead Mid. ---- 561 556 197 281 • Redland Mid. ---- 1,493 1,016 773 595 * As of 5-4-09, M-DCPS COGNOS Report

Miami-Dade County: PBS Schools Attendance Data/Percentage School 07-08 08-09* • Charles Drew Mid. 94.02 92.33 • Westview Mid. 94.74 94.20 • Jose de Diego Mid. 92.13 92.97 • Howard Doolin Mid. 95.56 95.89 • YWAACD at JRE Lee 83.34 80.69 • YMAACD at MacArthur S. 77.15 78.77 • Campbell Drive Elem. 93.92 94.66 • Coconut Palm K-8 Center ------- 95.52 • Leisure City K-8 Center 95.93 95.98 • Homestead Mid. 96.17 96.06 • Redland Mid. 93.48 92.76 * As of 5-4-09, M-DCPS COGNOS Report

Why do we need a program like this? • As high school approaches, it is important that we help our students with emotional and behavioral disabilities immerse themselves in career exploration. High school transition is an important time for our students. • Young people with disabilities drop out of high school at twice the rate of their peers.Enrollment rates of students with disabilities in higher education are still 50 percent lower than enrollment among the general population. • Studies show that one reason students drop out of school is due to failure to understand the connection between what they are learning and future work opportunities. • Students may also be unaware of what career options are available to them. • Career exploration has been proven to decrease dropout rates by introducing at-risk students to career options.

Some Facts • While dropping out of school is the most visible indication of students’ disengagement from school, many students who stay in school attend irregularly, exert only minimal effort, or display indifference, inattentiveness, boredom, and in some cases, disruption and defiance (Butod, 2008; Learning Point Associates, 2007; National Academy of Sciences, 2005; Tomlinson, 1992). • Many factors contribute to students’ lack of engagement. For example, school work may be too difficult or too boring, teachers may be too demanding or provide few challenges, or students may not see the connection between school learning and their outside lives. (Maine Center for Meaningful Engaged Learning, 2008; Long et al., 2007; Budge, 2000; Hidi & Harackiewicz, 2000; Hootstein, 1994). • Research has shown that students are more motivated to learn when they understand their education is personally relevant to their interests and goals. Teachers should draw clear connections between what students are learning and real-life situations and explain why topics or activities are worthwhile (Kelly, 2009; Maine Center for Meaningful Engaged Learning, 2008; Malouff et al., 2008; Waxler, 2007; Atherley, 2002; Brewster & Fager, 2000; Center for Excellence in Teaching, 2000; Hidi & Harackiewicz, 2000; McCombs, 1991).

Students are more likely to engage fully when they recognize the link between effort and outcome. When students learn to associate their hard work with accomplishments and success, they will be more motivated to participate in learning activities (Sasson, 2007; Waxler, 2002; Hughes, 1995). • Allowing students to engage in active, hands-on learning is an engaging and motivational teaching method (Maine Center for Meaningful Engaged Learning, 2008; Malouff et al., 2008; Portal & Sampson, 2001; Davis, 1993). • Research suggests that students’ motivation increases when they are given as much control over their own learning as possible, within the constraints of the educational setting. Allowing students to take part in the decision-making process and giving them an active role in their own learning has been found to foster intrinsic motivation (Maine Center for Meaningful Engaged Learning, 2008; Vanderbilt University, 2008; Bartholomew, 2007; Jalongo, 2007; Solmon, 2006; Bradford, 2005; Northwest Educational Technology Consortium, 2005; Atherley, 2002; Hidi & Harackiewicz, 2000). • Teachers’ enthusiasm about teaching and learning has been shown to have a positive effect on students’ motivation. When teachers aren’t interested, students will not be interested. Material should be presented with energy and enthusiasm. Experts suggest that teachers vary volume, voice pitch, and tone; speak in an expressive way; move about while teaching; and make eye contact with their students (Malouff et al., 2008; Vanderbilt University, 2008; Deci, as cited in Education Week, 2006; Portal & Sampson, 2001; Center for Excellence in Teaching, 2000; McCall, 1999; Kane & Warner, 1997; Davis, 1993). *Special thanks to the Miami-Dade County Public Schools Department of Research Services for the facts provided.*

Social interaction is a strong intrinsic motivator. It allows students to compare their abilities, opinions, and emotions to those of their peers and tends to generate further interest in academic topics (National Academy of Sciences, 2005; Weller, 2005; Luna et al., 2002; Center for Excellence in Teaching, 2000). • Students who feel confident about their skills and abilities tend to be more motivated than those with lower levels of self-confidence (Butod, 2008; National Academy of Sciences, 2005; Portal & Sampson, 2001; Baldes et al., 2000). • Severe anxiety is incapacitating and students who feel anxious in class are not motivated to learn (Sasson, 2007; Martin, 2003; Portal & Sampson, 2001; Center for Excellence in Teaching, 2000).

How does our program work? • To lower the dropout rates and to help students recognize their career options, we have started a Dropout Prevention Through Career Exploration Program. • Students involved in this program go on several educational field trips, as well as attend presentations which exposes them to career and educational opportunities as well as the reality of dropping out. • We wrote a grant through Project10: Transition Education Network which will cover the expenses of running the program and traveling with the students for one school year.

We believe this program will improve the following aspects of our students’ future: • Connect Learning to Students’ Future: Our program shows them what skills they need in order to have the career they want. Students are more motivated to learn when they understand their education is personally relevant to their interests and goals. When students make connections with their education and how it can apply to their future lives, they will be more motivated to learn. • Tie Effort to Success: Our program allows students to explore their opportunities and recognize the link between their effort at school and the opportunities they explore for their future. Students are more likely to engage fully when they recognize the link between effort and outcome. • Create Control of Personal Learning: In our program, students have control over their career exploration. Allowing students to take part in the decision-making process and giving them an active role in their own learning has been found to foster intrinsic motivation. • Promote Confidence: Our program allows students to recognize their potential and how to apply it to their future. Students who feel confident about their skills and abilities tend to be more motivated than those with lower levels of self-confidence. • Reduce Stress: Students who know what to expect after graduating from high school and are aware of their options for the future do not have anxiety about the unknown. Our program reduces the anxiety they may have about their future by preparing them for the transition to high school and their careers.

We believe this program will improve the following aspects of our students’ future: • Increase Employment: The students in the program learn about positive work ethics and employability skills that will benefit them when they enter the work force. • Increase Post-Secondary Enrollment: The students’ self-esteem and self-worth are affected positively and they feel successful in school and are less likely to drop out. • Raise School/Community Participation: The students take field trips within the community to explore their school and career options. The field trip destinations become partners in their education and assist us with informing the students about their many options in education and career studies. • Increase Parental Involvement: Parents/Guardians are kept informed about their child’s exploratory studies and become a part of the Dropout Prevention Team as they learn about the career and educational options available to their child.

Dropping Out! The Harsh Reality! In order for our program to be meaningful and have a greater impact on our students, our goal is to expose our students to the harsh reality of dropping out of school. What happens to students who drop out? Students who drop out are often attracted to the negative and glamorized lifestyles of gangs, drugs, and alcohol. Our program’s presentations and field trips expose our students to this reality first hand.

So Now You Know You Don’t Want To Dropout…. So What Do You Want To Do? “Recognize your potential! Seize your opportunities! Never give up!” After our students experience the harsh reality of dropping out, we expose them to various opportunities and career options available for them. We explore career and school options and then gain hands on experience and knowledge through field trips and presentations.

Dropout Prevention Through Career Exploration Program Schedule 2009-2010: * Program was implemented during the third nine weeks of the school year.* • January 21st- Career Presentation - Police Officer 10-11 a.m. • January 29th- Dropout Prevention Presentation - Jail Is Hell 10-11 a.m. • March 23rd- Dropout Prevention Presentation/Gang Prevention - PanZOu Project 10:30 -11:30 a.m. • April 13th - Dropout Prevention Presentation /Preventing Drunk Driving & Drug Use 10-10:45 a.m. • April 16th- Career Presentation - Firemen/Fire Truck 10-11 a.m. • April 19- Career Field Trip - Fire Station Tour 10 a.m.-1 p.m. • April 26- Dropout Prevention Presentation - Youth Crime Watch of Miami-Dade 10-11 a.m. • May 7- Dropout Prevention Field Trip - Jail Is Hell 10 a.m. - 1 p.m. • May 12 - Career Presentation – Power 96 11-12 p.m. • May 14- Career Presentation - Homestead Air Force Base 10-11 a.m.

Career Presentation - Police Officer Detective Enrique Cuevas from the Miami-Dade Police Department visited our school to give a presentation about his career as an officer as well as other possible careers in law enforcement. Student Reflections: “I learned that you need to have a clean background to be a police officer.” “ I learned that if you make a bad decision about your life it is never to late to change.” “I felt inspired about becoming a police officer. It would be awesome to work in the field and have that much responsibility.” “The presentation was so cool. I learned all of the things I need to do. I want to be an FBI agent!”

Dropout Prevention Presentation - Jail is Hell Jail is Hell is a program where correctional staff and inmates share their experiences in an attempt to discourage children from a life of drugs, alcohol and guns. Many of the students who drop out or are in danger of dropping end up behind bars. They came and shared their stories with our students. Student Reflections: “When I was there I felt like I shouldn’t drop out because I don’t want to be like the inmates.” “I was frightened when the cop made all those prisoners come and tell their stories. I have never met a man in person who has actually killed another man. I will never go to jail! Jail is scary!” “I felt bad for the two criminals because they slipped and fell on their way in life and made mistakes that they will regret for their whole life.” “If you do bad stuff you will get caught someday and be punished big time.” “I learned that jail is really hell! Breaking the law will send you there! I want to stay in school and away from jail!”

Dropout Prevention Presentation Gang Prevention - PanZOu Project The PanZOu Project is comprised of previous gang members and their mission is to prevent gang and youth violence. They came and presented their real life stories to the students. Student Reflections: “I learned that dropping out of school is the dumbest thing you can do. If you drop out, you will not get a good job, you can’t buy a house, and you might be tempted to join a gang. If you join a gang you will end up in jail or dead. After this presentation, I will never drop out of school!” “ I learned about the life of three ex-gang members. The word “PanZOu” means to prevent bad in Creole. After watching this presentation, I saw that gang life was much worse than I ever imagined!” “If you join a gang you will be hiding the rest of your life! I do not want to live that way!”

Dropout Prevention Presentation – Preventing Drunk Driving & Drug Use Many of the students who drop out or are in danger of dropping out are attracted to the negative lifestyle of using drugs and alcohol. Our guest speakers, Jessica and her mother did a great job of telling their tragic story to prevent the students from using drugs and alcohol. Student Reflections: "When she was explaining what happened to her, I saw the real deal about drugs and alcohol. Many people try to pressure me into using drugs. They only tell you things that make you think it is good. I am sure I will stay drug and alcohol free no matter what!" "I felt shocked and sad after the presentation. If you make those mistakes, you may never forgive yourself. You may lose everything you value and love. It will be gone forever!"

Career Presentation – Firemen/Fire Truck The firemen of Miami-Dade Station #56 came to our school with their fire truck and equipment. They were so hands on and really let the children explore all aspects of their job! Student Reflections: "A wonderful presentation! The firemen even let us use the firehouse to demonstrate the pressure. I was happy to see my future. I would love to become a firefighter!" "The firemen told us how to become a fireman and to get an education. They showed us the fire suit and the jaws of life. I think it was the greatest day of my life!" " I learned how to operate the hose and things on the fire truck. The firemen told us how important it is to stay in school so that you can get a good job that you like. They helped us learn how important it is to learn in life."

Career Field Trip-Fire Station Tour We toured Fire Station # 56 as a follow up to our presentation. The Students enjoyed hearing more about the job and getting the details about the station, work hours, and pay. We finished our tour just as they received an emergency call and got to see them leave in action! Student Reflections: “I was amazed at how much of a team they are. They are close like a family!” “I learned that fire fighter/EMT’s get paid $60,000 to start! Every certification they have gets them 5% more in pay! After this field trip I think I want to be a female fire fighter!” “When there is an emergency they are out of the station and ready to go in only 40 seconds! The fire fighters from station #56 went to Haiti after the earthquake to help. That is great!”

Dropout Prevention Presentation- Youth Crime Watch A representative from the Youth Crime Watch Organization came to give our students a presentation about preventing bullying and violence. • Student Reflections: • “I learned that if you have a conflict, violence is not the answer! Using violence only makes the problem worse.” • “I learned that teasing and playing around can be taken the wrong way. You don’t know how someone will react.” • “I learned how violence starts and how it can be prevented. Bullying leads to a lot of violence. Kids who are bullied can go crazy because they can't handle it.”

Dropout Prevention Field Trip – “Jail is Hell” • Our students toured the Pretrial Detention Center as a follow-up to their “Jail is Hell” presentation. The Pre-Trial Detention Center is a booking facility, which processes and houses all classifications of inmates. These range from traffic offenders to capital offenders. • Student Reflections: • “I was terrified of what I saw in jail! If I ever think of doing something illegal I will remember this experience and think twice!” • “My experience in jail was like a day in hell! I know why they call it Jail is Hell now!” • “I don’t want to be there. They have no rights to do anything, and a lot of them dropped out. It smelled bad and was really crowded and dirty! I am never going to be in there!”

Career Presentation – Local Radio Station Power 96 • Local radio station star Nikki Ramirez and the her staff from Power 96 came to our school with their Mobile Power 96 Van and gave the students a fun and exciting career presentation! • Student Reflections: • “The people from Power 96 told us how important school is if you want a cool career like theirs!” • “I learned that you should use your interests to find a job that you will love. You have to start thinking about it while you are in school.” • “They told us one of them couldn’t even read until she was our age because she had a disability! Now she has a Masters Degree and a super cool job! “

Career Presentation – Homestead Air Force • Major Kilroy from the Homestead Air Force Base visited our school to give a presentation about his career in the Air Force and his experience growing up as a student in a Special Education Program. • Student Reflections: • Air Force pilots make over $100,000 a year and get to fly 3-4 times a week! Major Kilroy got to live in some really cool places all over the world! I hope he comes back.” • “He told us to make good choices now because they will affect us the rest of our lives. The bad decisions limit your future!” • “Major Kilroy was in a program just like ours when he was our age. He didn’t give up. He learned to control his behavior and look where he is now. I can do that too!”

What is required from the student? • The students are expected to maintain a career and education exploratory binder where they will compile information about the different career options they have explored. • They complete career questionnaires and exploratory worksheets as well as a reflection after each presentation and field trip.

Expected Results:How will our progress be measured? • Of the 49 students involved, it is expected that there will be at least a 30% increase on the amount of Spirit Referrals written for the positive behavior of students within the program. • Of the 49 students involved, it is expected that there will be at least a 30% increase in school attendance. The students will be more likely to come to school and participate when exploring their career options and feeling optimistic about their future (acceptable attendance will be measured by excused absences and being present in class only, unexcused absences will not be acceptable).

Attendance Results* Program was implemented during the third nine weeks of the school year.*

Spirit Referrals: Positive Behavior Results* Program was implemented during the third nine weeks of the school year.*

The Future of Our Program • For the 2010-2011 school year, we would like to create a lab at our school for the Dropout Prevention Through Career Exploration Program that would be utilized by the Social Studies classes , Social Personal classes and the QUEST Program. This lab would go hand-in-hand with our current program. The lab would allow us to have a hands on teaching site that could reach more students and give them real life training experience. We are currently looking for possible ways to fund this lab. The lab would consist of: • 6 computers with resume writing software and internet access to job sites • Bookshelves with books on career choices, resume writing, and life skills • Career Exploratory Lessons • A file cabinet containing blank job applications from various places of employment and examples of filled out applications • A TV and DVD player along with a bookshelf containing DVDs on various careers • 3 Round Tables and 12 chairs for group work • 12-16 desks for individual work and DVD viewing • Smart board for interactive career lessons

Dropout Prevention Through Career Exploration Program Prospective Schedule for 2010-2011: • Dropout Prevention Field Trip- Jail Is Hell • Dropout Prevention Field Trip- Homeless Shelter • Dropout Prevention/Career Field Trip- Court House • Career Field Trip-Robert Morgan Educational Center • Career Field Trip- Culinary Arts School • Career Field Trip- Homestead Air Force Base • Career Field Trip- Miami Dade College • Career Field Trip- Police Station • Career Field Trip-WLRN TV Station • Career Field Trip- Baptist Hospital • Dropout Prevention Presentation -Jail Is Hell • Dropout Prevention Presentation- Drug Prevention • Dropout Prevention Presentation- STD Prevention • Presentation – Solid Waste Management

Academics Attendance Course Pass/Failure At-Risk of Retention Multiple Course Failure/FCAT Retention Early Warning System for At-Risk Interventions Monitoring and Evaluation

Behavior Parental Involvement Student Engagement ISS/OSS ODR’S Activities and Interventions Define Criteria Define Interventions Interventions Monitoring and Evaluation

SUSTAINING THE EFFORT National Dropout Prevention Center for Students with Disabilities and Miami-Dade County Public Schools

Sustaining Efforts Increased visibility District-wide efforts (Cohort 1 & 2) Continuous Improvement Booster trainings Monitor school data quarterly On-going consultation & support (Coaches) Newsletter highlights Additional Faculty & Staff (E/BD Clinical, BMTs, PBS)

What’s Next? • Provide assistance and monitor implementation of action plans from high schools and PBS Schools • Monitor school data quarterly • Provide Quarterly Reports • Provide updated information through Elluminate Sessions • Dropout and mental health • Stay in School Best Practices • Third Cohort: Middle Schools • Continue Dropout Prevention Booster Sessions for Previously Trained Sites

Questions?

Dropout Prevention Through Career Exploration Program