Dropout Prevention and Retention Strategies

1. Dropout Prevention and Retention Strategies Donna Dockery A Student Drops Out Risha Berry Every 9 Seconds In The MERC United States June 2, 2010

2. Overview National, state and local trends History and implications Community, family , individual, and school factors Recommended school strategies Diagnostic, targeted, school-wide recommendations

3. Depth of the Problem Nationally National on-time graduation rates increased from 72% in 2002 to 74% in 2004 Ranged from 87% (NJ) to 60% (DC, SC) in 2003 22% of 18-24 year olds had not completed high school in 2004 15% of young adults are not in school or working From 1990-2000 graduation rates declined in 43 states Rates of 9th and 10th grade dropouts increased On-time graduation rates increased from 72% in 2002 to 74% in 2004 Ranged from 87% (New Jersey) to 60% (DC, South Carolina) in 2003 22% of 18-24 year olds had not completed high school in 2004 15% of young adults are not in school or working � 3.8 million, ranks grew by 700,000 from 2000-2004 From 1990-2000 graduation rates declined in 43 states, and rates of 9th and 10 grade dropouts increased On-time graduation rates increased from 72% in 2002 to 74% in 2004 Ranged from 87% (New Jersey) to 60% (DC, South Carolina) in 2003 22% of 18-24 year olds had not completed high school in 2004 15% of young adults are not in school or working � 3.8 million, ranks grew by 700,000 from 2000-2004 From 1990-2000 graduation rates declined in 43 states, and rates of 9th and 10 grade dropouts increased

4. Statistics from Virginia Average Freshman Graduation Rates (AFGR)2007 73.9 % in USA 75.5% in Virginia Event Drop �Out Rates for Grades 9 � 12 in 2007 4.4 % in USA 2.6% in Virginia Virginia DOE reports 83% 2009 class graduated 8% dropouts More students drop out in higher grades than in 9th Averaged Freshman Graduation Rates (AFGR) include diplomas, (not GED or certificates) from average of 8, 9, & 10 grade divided by diploma recipiencts for senior year from NCES (Nat Center for Ed Stats) Common Core of Data 80.3 percent for White, non-Hispanic students, 62.3 percent for Hispanic students, 61.3 percent for American Indian/Alaska Native students,12 and 60.3 percent for Black, non-Hispanic students. IN VA Virginia (NA) 58.0, (AA) 97.4, (HA) 66.8 (AA) 63.1 (CA) 79.8 ; dropped in VA from 80% in 0203 to 75% in 2007 Event Drop-out rate Asian/Pacific Islanders at 2.6 percent (table 6). The dropout rate for White, non-Hispanic was 3.0 percent. The dropout rate for the other 3 race/ethnicity subgroups were all greater than 6 percent, with the Hispanic dropout rate at 6.5 percent, the Black, non-Hispanic dropout rate at 6.8 percent, and the American Indian/Alaskan Native dropout rate at 7.6 percent Event Drop �out Rate - % that drop out ( not transfer, die, move out of country, out of school due to illness) from class from 1 year to next year Virginia (9) 2.3 (10) 2.2 (11) 2.7 (12) 3.5 Averaged Freshman Graduation Rates (AFGR) include diplomas, (not GED or certificates) from average of 8, 9, & 10 grade divided by diploma recipiencts for senior year from NCES (Nat Center for Ed Stats) Common Core of Data 80.3 percent for White, non-Hispanic students, 62.3 percent for Hispanic students, 61.3 percent for American Indian/Alaska Native students,12 and 60.3 percent for Black, non-Hispanic students. IN VA Virginia (NA) 58.0, (AA) 97.4, (HA) 66.8 (AA) 63.1 (CA) 79.8 ; dropped in VA from 80% in 0203 to 75% in 2007 Event Drop-out rate Asian/Pacific Islanders at 2.6 percent (table 6). The dropout rate for White, non-Hispanic was 3.0 percent. The dropout rate for the other 3 race/ethnicity subgroups were all greater than 6 percent, with the Hispanic dropout rate at 6.5 percent, the Black, non-Hispanic dropout rate at 6.8 percent, and the American Indian/Alaskan Native dropout rate at 7.6 percent Event Drop �out Rate - % that drop out ( not transfer, die, move out of country, out of school due to illness) from class from 1 year to next year Virginia (9) 2.3 (10) 2.2 (11) 2.7 (12) 3.5

5. Philadelphia Study Dropouts most likely in the 9th grade - 45.8% (2% in first year of high school) 10th grade � 33.5 % 11th grade � 15.7 % 12th grade - 5 % Many students face academic and adjustment difficulties in high school 9th grade failure a significant predictor dropouts Dropouts most likely in the 9th grade - 45.8% (2% in first year of high school) 10th grade � 33.5 % 11th grade � 15.7 % 12th grade - 5 % Neild & Farley, 2004) Many student face academic and adjustment difficulties adjusting to high school (Roderisck & Camburn, 1999) 9th grade failure is a significant predictor of dropping out (Neild, Stoner-Eby,& Furstenberg, 2001) Dropouts in American p. 218 Dropouts most likely in the 9th grade - 45.8% (2% in first year of high school) 10th grade � 33.5 % 11th grade � 15.7 % 12th grade - 5 % Neild & Farley, 2004) Many student face academic and adjustment difficulties adjusting to high school (Roderisck & Camburn, 1999) 9th grade failure is a significant predictor of dropping out (Neild, Stoner-Eby,& Furstenberg, 2001) Dropouts in American p. 218

6. Class of 2009 Cohort Graduation and Dropout Rates On � Time Grad Dropout Dropout numbers Chesterfield 86% 9% 428 Colonial Heights 86% 7% 17 Goochland 84% 6% 11 Hanover 92% 3% 55 Henrico 81% 8% 322 Hopewell 61% 17% 55 Powhatan 88% 7% 24 Richmond 68% 18% 283 Total who did not graduate on time: 1195 Membership grades 7- 12 as of 9/30/2008Membership grades 7- 12 as of 9/30/2008

7. Community Factors Urban versus rural suburban Western and southern states Poverty Communities of Color Large numbers of immigrants High levels of adults not working, dropouts or with low educational levels High rates of mobility/instability High violence, crime, overcrowding

8. History Why Standards of Accountability? Polls show that the public approves of high standards in schools Standards are used to: Specify what students must know Hold students and educators accountable for reaching these benchmarks Reassures parents and voters that their children are learning and their tax dollars are well invested

9. However� If students cannot meet these desired standards They will not graduate from high school If students expect to fail these critical tests, Many may drop out of formal education well before their senior year Failure prevention strategies become the critical educational approaches needed to ensure that all children meet world class standards

10. Consequences High rates of unemployment Decreased earning power Linked to adult criminality, violence, family and relationship problems, job concerns, health and longevity Long-term negative effects on income, need for social services, lower tax revenues, crime rates High rates of unemployment � 55% versus 74% HS grads vs 87% college grads in 2001; � unemployed for 1 r orlonger, 11% hs grads/GED in 20001 $12,000 vs $20,000 income for h.s. grads in 2003; continuous decline in earning power over the last 3 decades, bachelors degree holders earn triple the income of dropouts, Linked to adult criminality, violence, family and relationship problems, job concerns Long-term negative effects on income, need for social services, lower tax revenues, crime rates � state inmates,59% federal inmates , dropouts 3 times more likely to be incarcerated, Afr Amer male dropouts 52% imprisoned, 90% youth in adult detention facilities have no more than a 9th grade education US dealth rate is 2.5 times higher for those with fewer than 12 yrs school compared to those with 13 or more years of education Male 25-34dropout estimated lifetime revenue loss is 944 billion, annual cost to public of crime and welfare benefits is 24 billion Contribute to state and federal taxes at half rate of hs completers High rates of unemployment � 55% versus 74% HS grads vs 87% college grads in 2001; � unemployed for 1 r orlonger, 11% hs grads/GED in 20001 $12,000 vs $20,000 income for h.s. grads in 2003; continuous decline in earning power over the last 3 decades, bachelors degree holders earn triple the income of dropouts, Linked to adult criminality, violence, family and relationship problems, job concerns Long-term negative effects on income, need for social services, lower tax revenues, crime rates � state inmates,59% federal inmates , dropouts 3 times more likely to be incarcerated, Afr Amer male dropouts 52% imprisoned, 90% youth in adult detention facilities have no more than a 9th grade education US dealth rate is 2.5 times higher for those with fewer than 12 yrs school compared to those with 13 or more years of education Male 25-34dropout estimated lifetime revenue loss is 944 billion, annual cost to public of crime and welfare benefits is 24 billion Contribute to state and federal taxes at half rate of hs completers

11. Who are We Talking About? On time graduation rates in 2001: 2/3 entering 9th grade 72% females, 64% males graduated About 50% American Indian, Black, Latino About 75% White and Asian/Pacific Islander Low-income 6 times more likely to drop out About 47% of students with disabilities graduated with standard diplomas; 41% dropped out 1 of 10 living in poverty (4 times higher) (Laird, DeBell, & Chapman, 2006) 16% Hispanic aged 18-19 in 2007according to the US Census (2007) 8.9% Hispanic, 5.7 % Black, 3.7% White, 1.2% Asian of those aged 15-24 dropped out in 2004 (Laird et al. 2006) On time graduation rates in 2001: 2/3 entering 9th grade 72% females, 64% males graduated About 50% American Indian, Black, Latino About 75% White and Asian/Pacific Islander Low-income 6 times more likely to drop out About 47% of students with disabilities graduated with standard diplomas; 41% dropped out 1 of 10 living in poverty (4 times higher) (Laird, DeBell, & Chapman, 2006) 16% Hispanic aged 18-19 in 2007according to the US Census (2007) 8.9% Hispanic, 5.7 % Black, 3.7% White, 1.2% Asian of those aged 15-24 dropped out in 2004 (Laird et al. 2006) On time graduation rates in 2001: 2/3 entering 9th grade 72% females, 64% males graduated About 50% American Indian, Black, Latino About 75% White and Asian/Pacific Islander Low-income 6 times more likely to drop out About 47% of students with disabilities graduated with standard diplomas; 41% dropped out

12. Family Risk Factors Background Low SES* High mobility Low parental education Large number of siblings Not living with natural parents Family disruption Engagement/Commitment Low educational expectations Sibling who has dropped out Little contact with school Lack of conversation about school * Significant impact at all 3 school levels* Significant impact at all 3 school levels

13. Who�s at Greatest Risk? Grade retention in elementary school* Poor academic achievement* Chronically tardy or absent* Behavioral/disciplinary issues* �Nongraduates� in high school 4-5 years �Capable� students may experience: Substance abuse Disciplinary infractions Crisis Working or parenthood Retained in grades in elementary school* Poor academic achievement* based on grades,testing Chronically tardy or absent* Behavioral/disciplinary issues* Substance abuse Crisis Negative school experiences Social, economic and psychological barriers Traditional dropout group consistent over time with these common traits and low SES recognized in ele school �Nongraduates� in high school 4-5 years �look like grads in ele school with problems of nonattendance,failing grades and problem behaviors startng in middle schoolRetained in grades in elementary school* Poor academic achievement* based on grades,testing Chronically tardy or absent* Behavioral/disciplinary issues* Substance abuse Crisis Negative school experiences Social, economic and psychological barriers Traditional dropout group consistent over time with these common traits and low SES recognized in ele school �Nongraduates� in high school 4-5 years �look like grads in ele school with problems of nonattendance,failing grades and problem behaviors startng in middle school

14. Individual Risk Factors Learning disability or emotional disturbance School performance Low achievement* Grade Retention/Overage* Early adult responsibilities Working or parenthood School Behavior Misbehavior Early aggression Learning disability or emotional disturbance School performance Low achievement Retention/Overage Early adult responsibilities Working more than 20hours/week, caring for siblings or parenthood School Behavior Misbehavior Early aggression Social Attitudes/Behaviors High-risk peer group � close friends who are antisocial or who drop out High-risk social behavior � early antisocial behavior ( violence, substance abuse, trouble with the law, early sexual involvement has been linked,no time reading for fun Low self esteem , self-confidence Highly socially active outside of school School Engagement Poor attendance Low educational expectations Lack of effort Low commitment to school No extracurricular involvement * Significant impact at all 3 school levels Learning disability or emotional disturbance School performance Low achievement Retention/Overage Early adult responsibilities Working more than 20hours/week, caring for siblings or parenthood School Behavior Misbehavior Early aggression Social Attitudes/Behaviors High-risk peer group � close friends who are antisocial or who drop out High-risk social behavior � early antisocial behavior ( violence, substance abuse, trouble with the law, early sexual involvement has been linked,no time reading for fun Low self esteem , self-confidence Highly socially active outside of school School Engagement Poor attendance Low educational expectations Lack of effort Low commitment to school No extracurricular involvement * Significant impact at all 3 school levels

15. Individual Risk Factors Social Attitudes/Behaviors High-risk peer group High-risk social behavior Highly socially active outside of school School Engagement Poor attendance* Low educational expectations Lack of effort Low commitment to school No extracurricular involvement

16. School Factors School factors can account for approximately 2/3 of the differences in mean school dropout rates The most significant factor that impacts student achievement� The teacher The principal It takes many changes in different areas of school life to improve student achievement The most significant factor that impacts student achievement� The teacher The principal It takes many changes in different areas of school life to improve student achievement

17. We must examine: Leadership roles and responsibilities Administration Discipline Safe and orderly environments Culturally relevant climates

18. School Factors Teacher Expectations Classroom management Professional development Curricular and instructional

19. School Strategies Best practices Culturally appropriate Continuity Evaluation Cultural understanding

20. School Strategies School reform Effective programming Alternative school Vo Tech Distance learning Flexible scheduling

21. School Strategies Institutional effectiveness/climate Division Mission Philosophy, values, spirit of school improvement

22. Characteristics of schools that were effective with students of low socioeconomic status Promote high present educational expectations Hire principals who are initiators and who want to make changes in the schools Increase the external reward structure for academic achievement Focus on basic skills first Carefully evaluate the effect of community on the school

23. Dropout Intervention Strategies Diagnostic Targeted interventions School-wide interventions (WWC) Academic and social focus important Flexible; tailored to individual students and groups Begin early Integrate services

24. Targeted Interventions Assign adult advocates Provide academic support and enrichment Implement programs to improve students� classroom behaviors and social skills

25. Schoolwide Interventions Personalize learning environment and instructional process Rigorous and relevant instruction to engage students

26. Programmatic Strategies Transition plans Mentoring Tutoring Service learning Work based learning Bullying prevention School safety Attendance policies and tracking Efforts in reducing truancy

27. Diagnostic:Use Early Tracking Systems Systemic and multifaceted problem Complex and long-term, with Interventions often too little, too late Risk factors don�t accurately predict actual dropouts- use multiple risk factors All dropouts aren�t the same, often long process of disengagement Dropout is a process, not an event Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out (diagnostic) Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out (diagnostic) Start with grades 5 �behavior, discipline, grades, testing, attendance, repeating, tardies. In fact, majority of students with a risk factor did NOT drop out, predictive value of any risk factor low- 13- 32% 25% with 2 risk factors, 34% with 3, and 42% using regresion for 40 factors dropped out (Predict fewer than half)!Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out (diagnostic) Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out (diagnostic) Start with grades 5 �behavior, discipline, grades, testing, attendance, repeating, tardies. In fact, majority of students with a risk factor did NOT drop out, predictive value of any risk factor low- 13- 32% 25% with 2 risk factors, 34% with 3, and 42% using regresion for 40 factors dropped out (Predict fewer than half)!

28. Heed Early Warning Signs with Appropriate Interventions Track individuals from 4th grade on Set criteria for being off-track for graduation Establish continuum of interventions Track 9th graders with 10+ days absent in the first month Core academic failure first quarter, semester, and end-of-year Too few credits to be promoted to 10th grade

29. Early Tracking Systems Watch for A�B�.C��s A - Absenteeism B - Behavioral Issues C - Course Failure

30. But remember�. Risk factors may not effectively predict dropouts Use longitudinal data Even combining �overage by 2 or more years� with �high absenteeism� for middle school students only predicted 15% of those who later dropped out in high school Regression model of 40 risk factors only predicted 42% of students who dropped out Efficiency challenge, effective prgrams thatbtarget too narrowly maystill not improve graduation rate much (Gleason & Dynarski, 2002)Efficiency challenge, effective prgrams thatbtarget too narrowly maystill not improve graduation rate much (Gleason & Dynarski, 2002)

31. Components of Successful Transition to High School Communal school organization Small learning communities* Teaming of students and teachers* Common core curriculum versus tracking Academic support Extended homeroom/Advisory Student centered learning/Activities Orientation of student and parents Summer enrichment 9th grade academic/social adjustment course Small learning communities Teaming of students and teachers (sig related to lower drop out rates, esp in high poverty , primarily minority schools 9th p. 222 Preventing dropouts large bureaucracies, little personal attention or adult support, high academic demands, student alienation and self-doubt � disengagement from school, dropout 60%thosecwho drop out failed 25%9th grade credits (DIA p.223 75% students involved, 3+ years, reduced drop-puts rates 50% over time for high poverty, majority minority schools who uses teams, small learning communitiesSmall learning communities Teaming of students and teachers (sig related to lower drop out rates, esp in high poverty , primarily minority schools 9th p. 222 Preventing dropouts large bureaucracies, little personal attention or adult support, high academic demands, student alienation and self-doubt � disengagement from school, dropout 60%thosecwho drop out failed 25%9th grade credits (DIA p.223 75% students involved, 3+ years, reduced drop-puts rates 50% over time for high poverty, majority minority schools who uses teams, small learning communities

32. Effective Strategies and Interventions What have you tried? What do you think is effective? What needs to be adjusted or tweaked? What are your next steps?

33. Websources What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ National Dropout Prevention Centers http://www.dropoutprevention.org/ The Youth Transition Funders Group (YTFG) http://www.ytfg.org/ Emphasis on systematic approaches Jobs for the Future http://www.jff.org/ District-wide strategies : Early lessons What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ Analyzed 84 studies of 27 interventions, 24 with some studies meeting evidence standards Found strong evidence for 2 (Check and Connect for staying in school, Accelerated Middle Schools for progressing in schools), potential evidence for 12, mixed evidence for 2, 60 + not eligible or had no evidence mix of services, such as counseling, monitoring, school restructuring, curriculum redesign, financial incentives, and community services to mitigate factors impeding academic success. focuses on three outcomes: staying in school, progressing in school, and completing school IES (Institute of Educational Services) Practice guide ASCA Scene Filedrawer www.schoolcounselor.org/SCENE 189 hits on groups, 9 in first 8 pages National Dropout Prevention Centers http://www.dropoutprevention.org/ Both regular and special education site Model programs based on empirical evidence 15 recommended best practices The Youth Transition Funders Group (YTFG) http://www.ytfg.org/ Emphasis on systematic approaches Jobs for the Future http://www.jff.org/ District-wide strategies : Early lessons What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ Analyzed 84 studies of 27 interventions, 24 with some studies meeting evidence standards Found strong evidence for 2 (Check and Connect for staying in school, Accelerated Middle Schools for progressing in schools), potential evidence for 12, mixed evidence for 2, 60 + not eligible or had no evidence mix of services, such as counseling, monitoring, school restructuring, curriculum redesign, financial incentives, and community services to mitigate factors impeding academic success. focuses on three outcomes: staying in school, progressing in school, and completing school IES (Institute of Educational Services) Practice guide ASCA Scene Filedrawer www.schoolcounselor.org/SCENE 189 hits on groups, 9 in first 8 pages National Dropout Prevention Centers http://www.dropoutprevention.org/ Both regular and special education site Model programs based on empirical evidence 15 recommended best practices The Youth Transition Funders Group (YTFG) http://www.ytfg.org/ Emphasis on systematic approaches Jobs for the Future http://www.jff.org/ District-wide strategies : Early lessons

34. References Bergeson, T., & Heuschel, M. A. (2003). Helping Students Finish School. Olympia, WA: Office of Superintendent of Public Instruction. Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J. (2008). Dropout Prevention: A Practice Guide (NCEE 2008�4025). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc. Gleason,P., & Dynarski, M. (2002). Do we know who to serve? Issues in using risk factors to identify dropouts. Journal of Education for Students Placed at Risk, 25-41. Hammond, C., Linton, D., Smink, J., & Drew, S. (2007). Dropout Risk Factors and Exemplary Programs. Clemson, SC: National Dropout Prevention Center, Communities in Schools, Inc.

35. References Martin, N., & Halperin, S. (2006). Whatever it takes: How Twelve Communities are Reconnecting Out-of-School Youth. Washington, DC: American Youth Policy Forum. Smink, J., & Reimer, M. (2005) Fifteen Effective Strategies for Improving Student Attendance and Truancy Prevention. Clemson, SC: National Dropout Prevention Center/Network. White, S. W., & Kelly, F. D. (2010). The school counselor�s role 2qin school dropout prevention. Journal of Counseling and Development, 88, 227-235. Contacts: Donna Dockery djdockery@vcu.edu Risha Berry berryrr@vcu.edu

36. Additional Recommendations

37. Address School/Policy Factors Risk factors High ratios Poor student/teacher interactions High grade retention rates Zero tolerance policies Sporadic, short-term interventions Large school size Low math achievement High grade retention rates High absenteeism High rates of misbehavior High stakes testing may increase dropouts and grade retention in 9/10 Lack of relevance of curriculum Risk factors High student/teacher ratios Poor student/teacher interactions High grade retention rates Zero tolerance policies Sporadic, short-term interventions, not tracked Large school size esp high rates of low SES, urban centers High numbers of students of color, low SES compounds impact Low math achievement school-wide Overall retention rates High absenteeism High rates of misbehavior High stakes testing increase attrition in 9/10 and grade retention Lack of relevance in curriculum Risk factors High student/teacher ratios Poor student/teacher interactions High grade retention rates Zero tolerance policies Sporadic, short-term interventions, not tracked Large school size esp high rates of low SES, urban centers High numbers of students of color, low SES compounds impact Low math achievement school-wide Overall retention rates High absenteeism High rates of misbehavior High stakes testing increase attrition in 9/10 and grade retention Lack of relevance in curriculum

38. Address School/Policy Factors Address concerns/students effectively Clear code of conduct with consistent enforcement High quality teachers School safety and climate After-school opportunities Service learning Block scheduling Use learning communities, teaming or school within a school concepts Recommendations Address concerns/students in a systemic, coordinated, consistent well-communicated effort Clear code of conduct with consistent enforcement High quality teachers School safety and climate � bullying prevention, character education Systematic Renewal of school policies, practices, and organizational structures to promote Supportive environment Engaging teachers Significant relationships High quality instruction Engaging and challenging content Effective rules, policies and procedures that are clearly communicated and fairly enforced Recommendations Address concerns/students in a systemic, coordinated, consistent well-communicated effort Clear code of conduct with consistent enforcement High quality teachers School safety and climate � bullying prevention, character education Systematic Renewal of school policies, practices, and organizational structures to promote Supportive environment Engaging teachers Significant relationships High quality instruction Engaging and challenging content Effective rules, policies and procedures that are clearly communicated and fairly enforced

39. Address School/Policy Factors Systematic renewal of school policies, practices, and organizational structures Supportive environment Engaging teachers Significant relationships Engaging and challenging instruction Use technology Career and technical education Monitor class/program assignments

40. Consider Alternative Schooling Options Magnet/Specialty Schools Middle Colleges Adult high schools Job Corp GED Prep

41. Intervene at Critical Points Importance of early intervention Transition programs between levels Also consider interventions after Drug/alcohol infractions Truancy or absenteeism Suspension, expulsion, or disciplinary infractions After court involvement

42. Key components of proven programs Attendance and behavioral monitors Tutoring and counseling Small learning communities 9th grade academics, advisories, homeroom Engaging credit recovery programs Benchmarking and progress monitoring Tiered interventions Access to rigorous coursework and high expectations Career-oriented real-world curricula/ college awareness 8th to 9th grade transition programs Community engagement

43. Themes Structural, organizational and governance changes Curricular and instructional innovations Teacher support systems Transitional support Early warning systems Collaborate with families and community resources Structural, organizational and governance changes � smaller self-contained units, alternative on-site programs, teachers in teams w/ common planning; imporived logistics, communal solutions, positive personalized teacher relationships, adult sense of responsibility for students Curricular and instructional innovations � extra time in core classes, summer Sat, and after school opportunities to make up classes, catch-up courses in first term at students� current skill level, high-interest content of classroom activities, academic program with career focus matched to students� interests, cooperative learning w/ social skills training Teacher support systems � planning process for academy and instructional reforms, common planning time for teacher teams, intensive workshops w/ expert in-class coaching (DIA, p. 271) Structural, organizational and governance changes � smaller self-contained units, alternative on-site programs, teachers in teams w/ common planning; imporived logistics, communal solutions, positive personalized teacher relationships, adult sense of responsibility for students Curricular and instructional innovations � extra time in core classes, summer Sat, and after school opportunities to make up classes, catch-up courses in first term at students� current skill level, high-interest content of classroom activities, academic program with career focus matched to students� interests, cooperative learning w/ social skills training Teacher support systems � planning process for academy and instructional reforms, common planning time for teacher teams, intensive workshops w/ expert in-class coaching (DIA, p. 271)

44. Themes from Recommendations Work together Start early Use early warning systems Monitor transitions Data driven More �push� than �pull� factors Engage community resources for wrap-around services Involve parents Work together! - Collaboration of school, community, and family interventions Start early- long process of disengagement prior to dropping out Monitor transitions Transition issues Focus on programs with empirical support (What Works Clearinghouse) More �push� (school-related) than �pull� factors (not school related) Work together! - Collaboration of school, community, and family interventions Start early- long process of disengagement prior to dropping out Monitor transitions Transition issues Focus on programs with empirical support (What Works Clearinghouse) More �push� (school-related) than �pull� factors (not school related)

45. Remember: Young people want to learn and succeed Past failures and trauma are �ego-smashing� Importance of sense of belonging and community Importance of committed adults Clear rules, demanding teachers, relevant experiential instruction, flexibility in credit recovery Taken from Whatever it takes-promising �reconnecting out school youthTaken from Whatever it takes-promising �reconnecting out school youth