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Addressing Dropout Related Factors at the Local Level:
Recommendations for Teachers
DRAFT by GARCIAProject 10
NDPC-SD: National Dropout Prevention Center for Students with Disabilities
Addressing Dropout Related Factors at the Local Level: Recommendations for Teachers (Smith, 2008)
http://www.ndpc-sd.org/documents/LEA_Recommendations_for_Teachers.pdf
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Introduction• Students with disabilities are one
of the most vulnerable populations for school dropout and are twice as likely to drop out as compared to their nondisabled peers.
Introduction, cont.• Dropping out is a process of
disengagement that begins early, sometimes as early as elementary school.
Introduction, cont.• Students disengage due to
negative interactions with adults; academic classes perceived as irrelevant; and a lack of satisfaction during their high school years.
Introduction, cont.• Risk factors that are influenced by
teachers: – academic performance, – peer and adult interactions,– attendance, and – behavior.
Introduction, concl.• Teachers' roles in dropout
prevention are critical. • Teachers have the opportunity to
intervene naturally and frequently within their classrooms each day.
In this training, teachers will learn strategies to maximize student engagement in three systems:1. Environmental, including adult
interactions and peer relationships;
2. Instructional, including both curriculum and instruction; and
3. Behavioral, including expectations and rules.
1. Environmental Systems• Environmental systems consist of
the physical setting, schedules and routines, and interactions and relationships.
• it is imperative that students feel comfortable and supported while at school.
1. Environmental Systems, cont.
a) Create a personalized and orderly learning environment.
b) Build rapport with students.
1. Environmental Systems, concl.
c) Assist students with relationship building.
2. Instructional Systems• Instructional systems consist of
student assessment, curriculum, and instruction.
• Before students with disabilities physically leave school, most have "academically disengaged" and are simply attending classes.
2. Instructional Systems, cont.
a) Assess a student's skills and knowledge in advance.
b) Identify the student's goals and your goals for that student—set high expectations and provide support.
2. Instructional Systems, cont.
c) Make content meaningful and functional.
d) Maximize time on academic tasks and minimize time on non-instructional activities.
2. Instructional Systems, concl.
e) "Emphasize the big picture."
3. Behavioral Systems• Behavioral systems consist of:– expectations and rules; reward
systems, discipline, and effective consequences; and a behavior curriculum and social skills instruction.
• Problem behaviors are key risk factors for dropout!
3. Behavioral Systems, cont.
a) Teach, model, practice, and reinforce/acknowledge classroom rules.
b) Teach social skills as a proactive approach.
3. Behavioral Systems, cont.
• Steps in teaching social skills:(1) teaching, (2) modeling, (3) practicing, and (4) performance feedback
3. Behavioral Systems, concl.
c) Provide multiple opportunities for practice and feedback.
In closing …• Effective strategies implemented
across environmental, instructional, and behavioral systems help ameliorate classroom effects faced by students who are at risk of dropping out.
Project 10 Contact Information
Project 10: Transition Education Network, University of South Florida St. Petersburg
140 7th Avenue South, SVB 108St. Petersburg, FL 33701www.project10.info
Region 1: Northwest FL
Lori A. GarciaOffice/Cell: (850) 543-9919Email: [email protected]://www.project10.info/DistrictYellow.php
Region 2: Northeast FL Patrick Mulvihill Telephone: (386) 585-8317 Cell: (352) 262-2502 Fax: (386) 437-8396 E-Mail: [email protected]
Principal Investigator/ Project Director
Jordan T. Knab, Ed.S. University of South Florida St. Pete140 Seventh Avenue South, SVB 108St. Petersburg, FL 33701 Telephone: (727) 873-4662 Fax: (727) 873-4660 E-mail: [email protected]
