ADMINISTRATIVE RETREAT

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ADMINISTRATIVE RETREAT

• Colonial Heritage
• August 3-4, 2009
• Gary S. Mathews, Ph.D.
• Superintendent
• The Dropout Challenge!

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VIRGINIA ACCREDITATION FOR HIGH SCHOOLS TO
INCLUDE DROPOUT PREVENTION WITH 2010-2011 DATA

• The Principal is recognized as the instructional
  leader of the school and is responsible for
  effective school management that promotes
  positive student achievement, a safe and secure
  environment in which to teach and learn, and
  efficient use of resources. (8VAC20-131-210,
  Part V, School Instructional Leadership)
• The Principal shall maintain records of students
  who drop out of school, including their reasons
  for dropping out and actions taken to prevent
  these students from dropping out.
  (8VAC20-131-210, Part V, B6, School
  Instructional Leadership)
• Secondary School Performance Report Cards will
  include percentage of dropouts.
  (8VAC20-131-270, A2g(6), School Community
  Communications)

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2011-2012 VIRGINIA ACCREDITATION based on
2010-2011 DATA

• The percentage of students graduating from or
  completing high school based on a graduation and
  completion index prescribed by the VA Board of
  Education. The accreditation rating of any
  school with a 12th grade shall be determined
  based on achievement of required SOL pass rates
  AND percentage points on the Boards graduation
  and completion index. School accreditation shall
  be determined by the schools current year and
  the two most recent years, whichever is higher.
  The VA Board of Educations graduation and
  completion index shall include weighted points
  for

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VIRGINIA ACCREDITATION (2011-2012 based on
2010-2011 Student Data)

• Diploma graduates (100 points)
• GED recipients (75 points)
• Students not graduating but still in school (70
  points)
• Students earning certificates of program
  completion (25 points)

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VIRGINIA ACCREDITATION(2011-2012 based on
2010-2011 Student Data)

• The Virginia Board of Educations graduation
  and completion index shall account for all
  students in the graduating classs 9th-grade
  cohort, plus students transferring in, minus
  students transferring out and deceased students.
• State standards also speak to the number of
  students who successfully complete a remediation
  recovery program as a component of state
  accreditation, though it is unclearat this
  timeas to how this will be done.

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The Silent Epidemic Perspectives of High School
DropoutsA Report by Civic Enterprises in
association with Peter D. Hart Research
Associates for the Bill Melinda Gates Foundation

• Table 1 (PLC KEY QUESTIONS) Describe the
  methodology used in this report. (p. 22)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 2 (RBIS) What are the consequences of our
  nations low graduation rate? (p. 2)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 3 (BBK) Who is dropping out? (pp. 2-3)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 4 (WICR) Why do students drop out of high
  school? (pp. 3-6)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 5 (TECHNOLOGY INTEGRATION) Why do
  students dropout of high school? (pp. 7-10)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 6 (BENCHMARK ASSESSMENTS) What do
  dropouts regret? (pp. 10-11)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 7 (FORMATIVE ASSESSMENTS) What might help
  students stay in school? (pp. 11-13)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 8 (COMMON PLANNING/COMMON ASSESSMENTS)
  What policy pathways may be sought to stem the
  dropout tide? (pp. 14-16)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 9 (RtI) What policy pathways may be
  sought to stem the dropout tide? (pp. 17-19)

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The Silent Epidemic Perspectives of High School
Dropouts

• Table 10 (CURRICULUM ALIGNMENT) What does this
  report suggest as to a national conversation and
  response to the dropout challenge? What does the
  report conclude? (pp. 19-20)

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What Your Community Can Do to End Its Drop-Out
Crisis Learnings from Research and
PracticePrepared for the National Summit on
Americas Silent Epidemic by the Center for
Social Organization of Schools at Johns Hopkins
University

• Table 11 (CLASSROOM WALK-THRUS) Identify the
  key points of a Step 1 to dropout
  preventionUnderstand the dropout crisis in your
  community. (pp. 2-7)

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What Your Community Can Do to End Its Dropout
Crisis Learnings from Research and Practice

• Table 12 (CULTURALLY-RESPONSIVE TEACHING)
  Identify the critical points of a Step 2 to
  dropout preventionCombine the basics of good
  schooling with focused prevention, intervention,
  and recovery efforts at the key points where
  students fall off the path to graduation. (pp.
  8-15)

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What Your Community Can Do to End Its Dropout
Crisis Learnings from Research and Practice

• Table 13 (PAULA BROWN STRATEGIES) Identify the
  critical points of a Step 2 to dropout
  preventionCombine the basics of good schooling
  with focused prevention, intervention, and
  recovery efforts at the key points where students
  fall off the path to graduation. (pp. 16-21)

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What Your Community Can Do to End Its Dropout
Crisis Learnings from Research and Practice

• Table 14 (CONTINUOUS IMPROVEMENT) Identify the
  critical points of a Step 3 to dropout
  preventionOrganize a sustained community-wide
  campaign to end the dropout crisis. (pp. 21-23)