setting the pace to graduate

Setting the Pace to Graduate

Date 1

Parent Mentor PartnershipSeptember 2013

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DISCLAIMER:

The contents of the GraduateFIRST Implementation Manual were developed under a grant from the US Department of Education, #H323A120020. However, those contents do no not necessarily represent the policy of the US Department of Education and should not assume endorsement by the Federal Government.

Learning Targets

• I can identify vital behaviors related to improving graduation rates and decreasing dropout rates.

• I can support the efforts of school teams to improve graduation rates and decrease dropout rates.

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GraduateFIRST is a nationally recognized initiative that utilizes a data-driven intervention framework to successfully address barriers to graduation for students with disabilities.

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GraduateFIRST Partners

• Funded by GA’s State Personnel Development Grant (SPDG)

• Grant from Office of Special Education Programs (OSEP)

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GraduateFIRST Partners

• National Dropout Prevention Center for Students with Disabilities (NDPC-SD)

• GaDOE Division of Special Education Services and Supports

• GaDOE School Improvement• Georgia Learning Resources System

(GLRS)

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are participating in GraduateFIRST.

Today 90 schools across 90 schools across Georgia…Georgia…

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GraduateFIRST Organizational Structure

• GaDOE Design Team• GraduateFIRST staff• Regional Collaboration Coaches• School Teams• School-based GraduateFIRST Team Leaders

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GraduateFIRST Organizational Structure

• GaDOE Design Team• GraduateFIRST staff• Regional Collaboration Coaches• School Teams• School-based GraduateFIRST Team Leaders

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GraduateFIRSTCommon Core Components

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GraduateFIRST Common Core Components

1. Establish an effective School Team and identify the Team Leader responsible for the implementation of the School Action Plan

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GraduateFIRST Common Core Components

2. Collect and analyze data

3. Use data prioritize areas of need and to select and monitor a target students

4. Use data to develop School Action Plans

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GraduateFIRST Common Core Components

5. Implement and monitor School Action Plan with fidelity

6. Evaluate the effectiveness of School Action Plans

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Collaboration Coaches

• Trained by the NDPC-SD• Focus on helping schools achieve

positive student outcomes especially for a target group of students

• Use a blended model of coaching including onsite coaching

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GraduateFIRST ABCs

Family and Community Engagement

Belonging Relationships

Self-Determination

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GraduateFIRST ABCs• Focus on Attendance, Behavior, and

Course Performance• Helping students develop a sense of

belonging, develop caring relationships, and self-determination

• All of these dimensions are underpinned by strong family and community engagement

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GraduateFIRST & Student Engagement

The GraduateFIRST model is based upon the NDPC-SD framework and the multi-dimensional construct of student engagement. Fostering student engagement relies not only on the ABCs, but also a focus on the dimensions of affective, cognitive, and family engagement.

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Affective EngagementAcademic EngagementBehavioral EngagementCognitive EngagementFamily & Community Engagement

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Focus on Student Engagement

Sandra ChristensonCheck and Connect

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Affective EngagementAcademic EngagementBehavioral EngagementCognitive EngagementFamily & Community Engagement

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Focus on Student Engagement

Sandra ChristensonCheck and Connect

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Student Engagement

Affective Engagement

• Developing caring relationships with adults

• Sense of School connectedness

• School bonding• Mentoring

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Sandra ChristensonCheck and Connect

Affective EngagementAcademic EngagementBehavioral Engagement Cognitive EngagementFamily & Community Engagement

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Focus on Student Engagement

Sandra ChristensonCheck and Connect

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Attendance

Student Engagement

• Cognitive Engagement

• Students ‘ investment in the learning

• Setting learning goals

• Self-efficacy• Self-determination• Motivation

04/21/23 23Sandra ChristensonCheck and Connect

Affective EngagementAcademic EngagementBehavioral EngagementCognitive EngagementFamily & Community Engagement

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Focus on Student Engagement

Sandra ChristensonCheck and Connect

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Vital Behaviors to Improve Graduation Rates

• Using the form provided, please select the areas of the GraduateFIRST model that these vital behaviors support.

• Identify all of the areas that apply.

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GraduateFIRST ABCs

Family and Community Engagement

Belonging Relationships

Self-Determination

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For best performance outcomes, address all engagement areas for your target group of

students.

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Best Performance Best Performance OutcomesOutcomes

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Attend Engage Invest

Sandra ChristensonCheck and Connect

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GraduateFIRSTGraduateFIRSTFundamentals ModulesFundamentals Modules

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www.graduatefirst fundamentals.org

Fundamentals• Start with the GraduateFIRST Overview• Module 1: Implementing GraduateFIRST• Module 2: Supporting Student Engagement

Data Day• Module 3: Academic Engagement• Module 4: Behavioral Engagement• Module 5 Cognitive Engagement• Module 6: Family & Community Engagement

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Georgia Department of Education's State PersonnelDevelopment Grant (SPDG)

GraduateFIRST Assessment Tool

Mind

GraduateFIRST Assessment Tool Charting

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Importance of Tracking the Data• Choose a reasonable number of students

(10-12 students with disabilities)• Contact families with the information on ABCs• Review student survey results to check for a

sense of school connectedness, developing of caring relationships with adults, and cognitive engagement

• Follow-up with families monthly or by grading periods

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Steps for Getting Started

• Discuss with your Special Education Director• Contact the school’s GraduateFIRST Team

Leader or principal• Discuss how you can support the school’s

efforts to increase graduation rates and decrease dropout rates.

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