Dropout Prevention, Intervention, and Recovery Strategies Bulletin 3720'0

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Dropout Prevention, Intervention, and Recovery
StrategiesBulletin 3720.0

• James Anderson, Multidisciplinary Support
• Michelle Hogan, Dropout Prevention Advisor

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The Policy Key Factors

• Comprehensive Student Support Prevention,
  Intervention, and Recovery Strategies
• 3-tiered approach
• Multidisciplinary Team approach
• Relationship to other LAUSD policies

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How does this bulletin match

• My beliefs
• My work

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The Los Angeles Unified School District defines a
dropout as..

• A student who stopped attending school
• A student who did not receive a high
• school diploma
• A student who did not pass the California High
  School Exit Exam (CAHSEE)
• (NCES definition)

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QUESTION???

• Looking at your schools total 9th grade
  population
• What percentage of your incoming 9th grade
  population will graduate on time?
• What types of supports will they need to graduate
  on time?

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Adapted from Sprague Walker, 2004
3 Tiered Approach to Intervention

• Intensive Interventions
• Increased Frequency and Duration
• SST Meetings Follow-up Meetings
  
• Individualized Services
  
• Case Management

Targeted/ Intensive (High-risk
students) Individual Interventions

• Team Meetings (COST)
• Individual Student Plans
• Instructional Supports
• Documentation Monitoring

Selected (At-risk Students) Classroom, Family,
Small Group Strategies

• Incentive Programs
• Clear Expectations
• Positive School Climate
• Instructional Program
• Attendance Programs

Universal (All Students)
School-wide, Culturally Relevant
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Adapted from Sprague Walker, 2004
3 Tiered Approach to Intervention

• Intensive Interventions
• Increased Frequency and Duration
• SST Meetings Follow-up Meetings
• Individualized Services
  
• Case Management

Targeted/ Intensive (3-5) (High-risk
students) Individual Interventions

• Team Meetings (COST)
• Individual Student Plans
• Instructional Supports
• Documentation Monitoring

Selected (At-risk Students) Classroom, Family,
Small Group Strategies (10-20 of students)

• Incentive Programs
• Clear Expectations
• Positive School Climate
• Instructional Program
• Attendance Programs

Universal (All Students)
School-wide, Culturally Relevant Systems of
Support (75-85 of students)
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Utilizing the 3 As

• Attendance
• Attitude
• Achievement

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Prevention Responsibilities

• Each school should incorporate the following 7
  aspects of school-wide Comprehensive Student
  Support

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Prevention Responsibilities

• 1. Connectedness Sense of Belonging
• - opportunities for every student to build
  significant relationships with adults on campus
  through positive communication and mentoring.

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Prevention Responsibilities

• 2. Opportunities for Meaningful Participation
• - students contribute to school and community
  through volunteerism, service learning and
  teamwork.

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Prevention Responsibilities

• 3. Supportive Relationships
• (Caring and Support)
• - through mentoring, unconditional caring,
  connectedness and behavioral/academic
• supports.

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Prevention Responsibilities

• 4. Safe and Positive Environment
• - schools should institutionalize school wide
  systems and supports that address all school
  community members right to a safe, respectful
  and welcoming environment.

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Prevention Responsibilities

• 5. High Expectations
• - high expectations for all students, that they
  can and will be successful.

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Prevention Responsibilities

• 6. Clear and Consistent Boundaries
• - boundaries are clearly established,
  communicated and enforced in school policies,
  guiding principles, staff follow-through,
  positive behavior support as well as parental
  rules and support.

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Prevention Responsibilities

• 7. Recognition Programs
• - are continuous, support students and are
  structured within the three-tiered model.

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Prevention Responsibilities

• What is your school doing?

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Prevention WORKS!!!!!

• Comprehensive Student Support
• (Supportive School Culture)
• Schools who use CSS
• Their API is 12 higher than the district average
• The schools dropout rate is 50 lower than
  comparable schools

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Other Effective Prevention Efforts

• Accurate Record Keeping
• Period by period attendance
• Accurate input of students data into SIS/ISIS
• Cumulative Records
• Placement in correct classes
• Credit totals

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Other Effective Prevention Efforts

• Transitional Programs and Practices
• Grade Level transitions
• Matriculation between schools
• Credits/CAHSEE Non-Grads
• Students at-risk for school failure
• Off-track/Vacation times

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Other Effective Prevention Efforts

• School Attendance Plan
• Each school shall develop a comprehensive
  written, attendanceimprovement plan
• BUL-1292.1

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Other Effective Prevention Efforts

• Monitoring Student Attendance and Achievement
• Schools must systematically monitor student
  attendance and achievement.
• COST, Grade level Committees, Leadership Teams
• Data collected and reviewed
• Plans developed based data analysis
• Address student needs at all levels

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Intervention!

• MULTIDISCIPLINARY TEAMS
• Coordination Of Services Team/ Resource
  Coordinating Team (COST/RCT)
• Discipline Review Team (DRT)
• Student Success Team (SST)
• Language Appraisal Team (LAT)
• Individualized Education Program Team (IEP Team)

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Intervention!!

• How do you identify the at-risk students at your
  school?
• Whole class screening
• Data review (the 3 As)
• Referral System
• What Central Office, Local District and School
  resources do utilize?
• For identification, intervention and monitoring
  progress

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Identification, intervention and monitoring
progress
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Recovery!

• Relentless Student Recovery
• Schools should exhaust every method available in
  order to
• Recover students who are giving up
• Reconnect students that have given up on formal
  education

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Alternatives Recovery!

• Educational Alternative Placement
• Not all students learn in the same way
• School personnel must inform students and their
  parents about the educational alternatives
  available for students to earn their high school
  diploma or GED/CHSPE or obtain employment
  training
• Guide to Educational Alternative Placements

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Other vital pieces to reducing the dropout rates

• Maintaining Accurate Records of Withdrawn
  Students
• Parent Assurance Letters
• Monitoring-
• Potential Dropout Lists
• 3 Monthly Attendance Reports
• Stats at a Glance
• High School Seniors-
• IGP
• CAHSEE

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Other vital pieces to reducing the dropout rates

• Know your high risk sub-populations
• Special Education
• Foster Care
• Homeless
• Poverty
• Families with a culture of dropping out
• High transiency rates
• History of poor attendance, failures, behavior
  issues

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Students At-Risk of Dropping Out

• LAUSD regression model and research literature on
  dropouts, BOTH identified students who have
  certain risk factors

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Students At Risk of Dropping Out

• LAUSD regression model
• Age minus grade index (students at grade level,
  average value 6)
• Attendance rate below 80
• Cumulative grade point average
• Number of Unsatisfactory Marks in Work Effort
• Number of Fails on Achievement Marks (2 Fails in
  Math and 2Fails in English)

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Sample At Risk List
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Your schools at-risk population

• What makes you go hmmm!?!
• List the 3 things that jumped out at you
• What addition information would you want to
  know/learn about those 3 things?
• Review the names on your list
• Do you know these students?
• Do you recognize names?
• Who with you today works with which students on
  the list?

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Questions about the Target Population

• Looking at your staff and programs in place at
  your school Can you meet the needs for all of
  these students?
• Who on your staff can help support each of these
  students? PSA, DPA, ELA, Dean, EL Bridge
  Coordinators, Counselors, Teachers, Classified
  Staff

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THINK ABOUT THIS

• RIGHT NOW,
• YOUR SCHOOL IS
• PERFECTLY ORGANIZED
• TO BE GETTING THE RESULTS
• YOU ARE CURRENTLY SEEING

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I
have come
to the frightening conclusion
that
I am
the decisive element.
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It is
my
personal approach
that creates the climate
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It is
my
daily mood
that makes the weather
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I possess
tremendous power
joyous
to make life
miserable
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or
 I can be
an instrument
a tool
of inspiration
of torture
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 humiliate
heal
I can
humor
hurt
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In all situations
it is my response
that decides
Whether a person is
escalated
or
de-escalated
Whether a crisis is
de-humanized
humanized
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If
we treat people
as they are
as they ought to be
we make them
we help them become
worse
what they are
capable of becoming
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Johann Wolfgang von Goethe (1749-1832)
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Student on your table

• Do you believe your student would be on this
  at-risk list?
• Who can help this student?
• What supports and interventions would you put in
  place?

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Dropout Prevention, Intervention, and Recovery

• www.myfuturemydecision.org

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Dropout Prevention, Intervention, and Recovery

• Dropout Prevention, Intervention, and Recovery
  Unit
• 213-241-4967