supporting students for high school graduation and beyond introduction judy delgado
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Supporting Students for High School Graduation and Beyond
Introduction
Judy DelgadoIndian Education Program
California Department of Education
Webinar for California Indian Education Programs
Supporting Students for High School Graduation and Beyond
Rose Owens-West, Ph.D.Region IX Equity Assistance Center at WestEd
Webinar for California Department of EducationIndian Education Program
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Supporting Students for Graduation: The Early Warning System for Dropout
PreventionToday’s Purposes
During this session we will discuss:• what we have learned about students who drop out•effective strategies for drop-out prevention•the Early Warning System - a process to support students who are at risk of dropping out.
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Region IX EAC at WestEd
Launched October 1, 2011
Arizona, California, Nevada
The Region IX EAC at WestEd
Federally funded center:
• Protect Human and Civil Rights of students• Ensure equity of Access, Opportunity and
Outcomes• College and Career Readiness, High Quality
Instruction and Positive School Climate
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Region IX EAC at WestEd
Our commitment is to assist
districts throughout Arizona, California,
and Nevada to maintain an equity focus; influencing the development and
implementation of solutions to improve access, opportunities, and outcomes
for all students.
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Region IX Equity Assistance Center at WestEd
www.Wested.org/EAC
rowensw@wested.org
510-302-4246
300 Lakeside Drive, 25th floor
Oakland, CA 94612
Research and Prevention
Our presentation today, and the work we will be doing with CDE and districts is based on
the Early Warning System
developed by the
National High School Center at the
American Institutes of Research.
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Agenda
1. Contributing Factors
2. What Works
3. Specific Attention to Students
4. The Early Warning System
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CONTRIBUTING FACTORSSection 1
Contributing FactorsThe Key indicators that researchers have
identified as indicators of who is most likely to drop out are:
•Poor grades in core subjects•Low attendance•Failure to be promoted to the next grade•Disengagement in the classroom•Behavioral problems
Contributing Factors
Most future high school dropouts may be identified as early as sixth grade and many can be identified even earlier!
Contributing Factors
Being retained, particularly in the middle grades, but even in elementary school,
is associated with dropping out.
Contributing Factors
Some key research indicated that more than half of sixth graders that attend
school less than 80 % of the time eventually left school.
Balfanz and Herzog, 2005
Contributing Factors
Some key research indicated that more than half of sixth graders that receive a
low final grade from their teachers in behavior eventually left school.
Balfanz and Herzog, 2005
Contributing Factors
Some key research indicated that more than half of sixth graders that fail either Math or English eventually left school.
Balfanz and Herzog, 2005
Contributing Factors
Research has shown that students with prior behavior problems are most likely to
fail during the transition years and eventually drop out.
Does this resonate with you?
Contributing Factors
Students’ lack of safety, connectedness,
and support from caring adults also contribute to students not achieving and
eventually dropping out
Contributing Factors
Students who experience violence and harassment in the school setting
are more likely to disconnect from school.
But there is hope…..
There appears to be a window of opportunity in reaching middle grades
students with behavior issues but who are not yet failing academic subjects.
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QuickwriteWhich of these contributing factors are a
challenge for your students? • Poor grades in core subjects• Low attendance• Failure to be promoted to the next grade• Disengagement in the classroom• Behavioral problems
Please elaborate.
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WHAT WORKSSection 2
What Works
Most future dropouts can be identified in the first year of high school when a sense
of urgency about reaching out and supporting these students is critical before
they disappear from school.
What WorksSchools and tribal communities can work together to provide support for students
and prevent them from dropping out.
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What Works
Establish a data system that tracks individual student attendance,
grades, promotion status and engagement indicators such as behavior as early
as fourth grade.
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What Works
Determine criteria for who is considered off-track for graduation and establish a
continuum of appropriate interventions.
Does this strategy make sense to you?
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What Works
Keep track of ninth grade students who miss 10 days or more of school in the first 30 days. The first month of high school
provides important information about who is at risk of dropping out.
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What Works
Monitor first quarter freshman grades
paying particular attention to failures
in core academic subjects.
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What Works
Monitor Fall semester freshman grades
paying particular attention to failures
in core academic subjects.
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What Works
Monitor end-of-year grades. They provide information about failure rates, reveal grade
point averages, and providing detailed information about who is likely to struggle in
later years and is the best indicator for predicting non-graduation.
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Quickwrite
What are the advantages that you can list for having members of the community
work with students?
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SPECIFIC ATTENTION TO STUDENTS
Section 3
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Specific Attention to Students
Programs that work provide specific support to identified students to help them succeed
academically and ultimately graduate.
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Specific Attention to Students
Proven dropout prevention programs
feature the following key components:
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Specific Attention to Students
•Attendance and behavior monitoring•Tutoring and counseling•Personalization•Engaging catch-up courses
In your experience, have you seen that these interventions help keep students in school?
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Specific Attention to Students
•Homerooms•Benchmarking•Progress monitoring•Tiered interventions•Equal access to rigorous coursework•High expectations
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Specific Attention to Students
•Career and college awareness•Community Engagement•Transition programs•Ninth grade academies
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Quickwrite
What are some ways in which you
work with tribes and districts to pay more specific attention to students who are
at risk of dropping out?
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THE EARLY WARNING SYSTEM
Section 4
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The Early Warning System
A process and tools for identifying and monitoring students who are at risk of
dropping out of high school.
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The Early Warning System
Enables the District and the Tribal Community to work together to improve student success in high school and for
dropout prevention.
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The Early Warning System
SEVEN STEPS
Based on what we have learned from research and best practice.
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Seven Steps
1. Establish district and tribal community roles and responsibilities
2. Use the Early Warning Tools
3. Review the Early Warning Data
4. Interpret the Early Warning Data
Do these steps seem “doable”?
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The Early Warning System
5. Identify, assign and provide supports and interventions
6. Monitor students: supports and interventions
7. Evaluate and refine the Early Warning Process
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Quickwrite
What are some key supports that you provide to students who may be
at risk of dropping out?
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Specific Focus on Students
In order to resolve the dropout issues
the district/school/community must specifically attend to and support
those students at risk of dropping out.
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Final Reflection
Please share any reflections or questions you still have.
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Region IX Equity Assistance Center at WestEd
www.Wested.org/EAC
rowensw@wested.org
510-302-4246
300 Lakeside Drive, 25th floor
Oakland, CA 94612
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References
Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions
National High School Center
Betterhighschools.org
Balfanz, R. and Herzog, L. (2005). Keeping middle grades students on-track to graduation: Initial analysis and implications. Presentation at the second Regional Middle Grades Symposium, Philadelphia.
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