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

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The Los Angeles Unified School District defines a 'dropout' as. ... High transiency rates. History of poor attendance, failures, behavior issues ... – PowerPoint PPT presentation

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


1
Dropout Prevention, Intervention, and Recovery
StrategiesBulletin 3720.0
  • James Anderson, Multidisciplinary Support
  • Michelle Hogan, Dropout Prevention Advisor

2
The Policy Key Factors
  • Comprehensive Student Support Prevention,
    Intervention, and Recovery Strategies
  • 3-tiered approach
  • Multidisciplinary Team approach
  • Relationship to other LAUSD policies

3
How does this bulletin match
  • My beliefs
  • My work

4
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)

5
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?

6
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
7
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)
8
Utilizing the 3 As
  • Attendance
  • Attitude
  • Achievement

9
Prevention Responsibilities
  • Each school should incorporate the following 7
    aspects of school-wide Comprehensive Student
    Support

10
Prevention Responsibilities
  • 1. Connectedness Sense of Belonging
  • - opportunities for every student to build
    significant relationships with adults on campus
    through positive communication and mentoring.

11
Prevention Responsibilities
  • 2. Opportunities for Meaningful Participation
  • - students contribute to school and community
    through volunteerism, service learning and
    teamwork.

12
Prevention Responsibilities
  • 3. Supportive Relationships
  • (Caring and Support)
  • - through mentoring, unconditional caring,
    connectedness and behavioral/academic
  • supports.

13
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.

14
Prevention Responsibilities
  • 5. High Expectations
  • - high expectations for all students, that they
    can and will be successful.

15
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.

16
Prevention Responsibilities
  • 7. Recognition Programs
  • - are continuous, support students and are
    structured within the three-tiered model.

17
Prevention Responsibilities
  • What is your school doing?

18
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

19
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

20
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

21
Other Effective Prevention Efforts
  • School Attendance Plan
  • Each school shall develop a comprehensive
    written, attendanceimprovement plan
  • BUL-1292.1

22
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

23
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)

24
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

25
Identification, intervention and monitoring
progress
26
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

27
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

28
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

29
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

30
Students At-Risk of Dropping Out
  • LAUSD regression model and research literature on
    dropouts, BOTH identified students who have
    certain risk factors

31
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)

32
Sample At Risk List
33
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?

34
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

35
THINK ABOUT THIS
  • RIGHT NOW,
  • YOUR SCHOOL IS
  • PERFECTLY ORGANIZED
  • TO BE GETTING THE RESULTS
  • YOU ARE CURRENTLY SEEING

36
I
have come
to the frightening conclusion
that
I am
the decisive element.
37
It is
my
personal approach
that creates the climate
38
It is
my
daily mood
that makes the weather
39
I possess
tremendous power
joyous
to make life
miserable
40
or
 I can be
an instrument
a tool
of inspiration
of torture
41
 humiliate
heal
I can
humor
hurt
42
In all situations
it is my response
that decides
Whether a person is
escalated
or
de-escalated
Whether a crisis is
de-humanized
humanized
43
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
44
Johann Wolfgang von Goethe (1749-1832)
45
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?

46
Dropout Prevention, Intervention, and Recovery
  • www.myfuturemydecision.org

47
Dropout Prevention, Intervention, and Recovery
  • Dropout Prevention, Intervention, and Recovery
    Unit
  • 213-241-4967
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