Dropout Taskforce

1. Dropout Taskforce Cecil County public Schools

2. Dropout Taskforce Dropout Taskforce Team Members: • Joe Millward, Director of Student Services (Chair) • Jodi French, Director of Special Education • Vince Cariello, Executive Director of High School education • Tom Wesley, coordinator for Guidance • Joan Swanson, PPW • Angela Hawkins, PPW • George Larson, Principal • Joe Buckley, Principal • Sean Cannon, CAP Principal • Brooks Ball, School Psychologist • Berkley Orr, Principal • Chris Hersl, Safe and Drug Free Coordinator

3. Charge Produce an action plan that will result in a lowering of dropout rates in target populations and on the whole.

4. Reason for Taskforce Data shows that the dropout rate for Cecil County has been steadily rising since 2002. Certain subgroups have experienced a sharper rise in dropping out than others and some schools have a considerably higher dropout rate than most. Additionally, the rate of rise in dropping out exceeds the state rise as well as that of counties with similar demographics.

5. Dropout Rate System-wideLast Ten Years Key: MSDE goal

6. Special Education Dropout Rate YEAR Special ED Regular Race FARMS White Black 2006-07 7.07 4.01 4.4 4.93 5.66 2005-06 10.66 3.35 4.23 5.45 3.67 2004-05 8.19 3.56 4.23 4.79 9.07 2003-04 7.88 4.22 4.81 3.96 4.47 2002-03 4.78 2.80 3.25 1.79 5.85 2001-02 .88 3.30 2.98 3.57 4.12

7. Plan 1. Develop a plan to identify short term strategies and activities that could be implemented immediately or within the first year, and 2. Develop a plan to address long term factors utilizing a gradual implementation process.

8. Findings • Race: Cecil County data shows African Americans dropout at a slightly higher rate than white students. • Sex: Males dropout at over twice the rate of females • FARMS: Students qualifying for Fee And Reduced Meals dropout at a slightly higher rate than non-FARMS students • Special Education: Students with disabilities dropout at a significantly higher rate than their non-disabled peers • Class: Students in the tenth grade continue to dropout at the highest rate, however the rate of senior dropouts has climbed to nearly the tenth grade rate. • Retention: More than 67% of seniors dropping out were retained at least one year in high school.

9. Short Term Target Population • Male • Special education students • Retained at least once in High School • Aged 14 to 20.

10. Population for Long Term Intervention Plan in addition to Short Term Plan • Middle school students retained or placed • Elementary school students retained or placed • Students with disabilities • Poor attendees

11. Contributing factors to dropping out in Cecil County (Push/Pull factors; ie. a push factor is something inside the school system that pushes a child out, and a pull factor is something outside the school system that pulls the child away from the school): • Retention in High School push • Retention in lower grades push • Grade placement in elementary and middle school push • Standard to 26 credits push • Inclusion practices push • Competition from multiple GED programs pull • Lack of vocational training at lower grades push • Low reading/math skills in ninth grade push • Friends/family dropping out pull • Pregnancy pull • Math requirements too daunting push • Few economical opportunities for credit recovery push • Lack of student attachment/buy-in to school push • Career pathways too narrow and rigid push • Poor family support pull • Incarceration pull • Employment pull • Expulsion/suspension push • Poor attendance pull • Falling behind push • Lack of early alternative education push • Poor transitioning practices push

12. The following were decided to be the basis for action planning for the short term plan: • Incentive Programs: Addresses poor attendance, poor grades, suspension/ behavior issues, school buy-in • Alternatives for Credit Recovery: Addresses falling behind, alternative education practices, retention • Structured Supervised transitions: Addresses poor transition practices, retention, credit recovery, falling behind, inclusion issues • Change of Grade Status: Addresses retention, falling behind, school buy-in • Positive Relationships: Addresses school attachment/buy-in, poor family support, friends/family dropping out, competition from GED programs, poor attendance, suspension/expulsion issues • Alternatives to Suspension: Addresses suspension/expulsion, poor attendance, falling behind, retention, lack of alternative education

13. What is Now in Place? • 6 schools trained in the PBIS model • Transition plans established through the schools Student Service Team (SST) and IEP Team • Cecil Alternative Program assisting with transition issues through step-down services • Link between credits earned and grade designation accomplished in the system student accounting software • Provide Professional Development on teacher-student relationship strategies • Provide for Saturday make up days • Referral to SST’s for case management services

14. What Are We planning for Next Year • Credit recovery through on-line make –up • After school credit recovery and test –out services • Bring on 6 more schools into the PBIS network (two high schools) • Rewrite the Freshman Seminar to focus on interests and academic assistance • Rewrite career guidance program to promote early identification of interests, and provide K-12 continuum of support and activities. • Provide incentive program for targeted students with disabilities and provide case management