Dropout Prevention Action Plan: Process and Product Alaska Dropout Prevention Symposium Anchorage, Alaska April 17, 2009

Dropout Prevention Action Plan: Process and Product

Alaska Dropout Prevention Symposium

Anchorage, AlaskaApril 17, 2009

Dropout Prevention Action Plan: Process and Product

The Wheel

ObjectivesObjectives

1. Evaluate the 6 components of Floyd Dryden Middle School’s (Dryden) Dropout Prevention Plan process;




2. List the 5 Key Questions answered to develop Dryden’s Dropout Prevention Plan;




1. Evaluate the 6 components of Floyd Dryden Middle School’s (Dryden) Dropout Prevention Plan Process;


3. Describe how the process and plan could be modified to work for your school.




Obj #1: Evaluate the 6 components of Dryden’s Dropout Prevention Plan process


1. Thoughtful Team Member Selection1. Thoughtful Team Member Selection



1. Thoughtful Team Member Selection

-> grade levels/teams

-> special education

-> classified staff

-> administration


-> grade levels/teams

-> special education

-> classified staff

-> administration

Dryden Instructional ModelDryden Instructional Model

Grade Level Teams (6th, 7th, 8th)

Common Grade Level Prep Time

Special Ed Teacher on Each Team

Weekly Special Ed Teacher Meeting

Grade Level Teams (6th, 7th, 8th)

Common Grade Level Prep Time

Special Ed Teacher on Each Team

Weekly Special Ed Teacher Meeting




-> Leadership

-> Respected

-> Serious

-> Fun


-> Leadership

-> Respected

-> Serious

-> Fun

Before we go on… Before we go on…



2. Advanced Organization of Information and Data

-> Meeting/Travel Information

-> Agenda

-> Data


-> Meeting/Travel Information

-> Agenda

-> Data




-> Data by School and Subgroups

Standardized Assessment Average GPA

Attendance Discipline

Poverty Truancy

Retention Dropout Stats

Demographics


-> Data by School and Subgroups

Standardized Assessment Average GPA

Attendance Discipline

Poverty Truancy

Retention Dropout Stats

Demographics




3. Analyze Data

-> Distribute Organized Information and Data

-> Individually Review/Analyze Data Before

Action Plan Meeting

3. Analyze Data

-> Distribute Organized Information and Data

-> Individually Review/Analyze Data Before

Action Plan Meeting




4. Develop Your Dropout Prevention Action Plan

-> Full Day Action Plan Meeting

-> Use Data to Answer 5 Key Questions





1. Evaluate the 6 components of Dryden’s Dropout Prevention Plan process;











-> Create Format to Share Plan




-> Create Format to Share Plan




5. Share Dropout Prevention Plan

-> Team Meetings

-> Site Council

-> Accountability Plan

-> District Administration

-> School Board


-> Team Meetings

-> Site Council



-> School Board




-> Team Meetings

-> Site Council



-> School Board

-> Basically… Anyone Who Will Listen!


-> Team Meetings

-> Site Council



-> School Board

-> Basically… Anyone Who Will Listen!




6. Annual Evaluation and Revision

-> Repeat Process With New Data

-> Emphasis On Effectiveness of Previous Plan’s Strategies


-> Repeat Process With New Data

-> Emphasis On Effectiveness of Previous Plan’s Strategies


Obj #1: Evaluate the 6 components of Dryden’s Dropout Prevention Plan

process


process



3. Analyze Data (individually before meeting)




Eliminate One Step… Which One?









process


process







7. Do Not Eliminate a Step








7. Do Not Eliminate a Step









Obj #2: List the 5 Key Questions answered to Develop Dryden’s Dropout

Prevention Plan

Obj #2: List the 5 Key Questions answered to Develop Dryden’s Dropout

Prevention Plan

1. What does the data tell you?

2. What patterns do you see?

3. Who is our focus/profile?

4. What are the critical needs?

5. What strategies will address the critical needs?

1. What does the data tell you?

2. What patterns do you see?

3. Who is our focus/profile?

4. What are the critical needs?

5. What strategies will address the critical needs?

FDMS 2008/09 DROPOUT PREVENTION

ACTION PLAN

FDMS 2008/09 DROPOUT PREVENTION

ACTION PLANKen Brown

Leah Heiman Bill Hill

Tom MillironAngela Noon

Ken BrownLeah Heiman

Bill Hill Tom MillironAngela Noon

#1: What The Data Tells Us#1: What The Data Tells Us 53% of Alaska Native Males are not proficient in

writing. Approximately 73% of all discipline referrals are

male. Floyd Dryden has a 90% attendance rate. More than 50% of retained students are Alaska

Native. Special Education students have not made AYP in

either math or reading during the past 5 years. 33% of Special Education students are Alaska

Native.

53% of Alaska Native Males are not proficient in writing.

Approximately 73% of all discipline referrals are male.

Floyd Dryden has a 90% attendance rate. More than 50% of retained students are Alaska

Native. Special Education students have not made AYP in

either math or reading during the past 5 years. 33% of Special Education students are Alaska

Native.

#2: Patterns in Data#2: Patterns in Data Alaska Native boys with free/reduced lunch are

consistently lower performing than other groups. Boys are getting in trouble more than the girls. Boys score lower in writing on the SBAs. Special Education students struggle to succeed at

grade level and on the SBAs. Alaska Native students are retained more than other

students. A disproportionately large number of Alaska Native

students are identified for Special Education.

Alaska Native boys with free/reduced lunch are consistently lower performing than other groups.

Boys are getting in trouble more than the girls. Boys score lower in writing on the SBAs. Special Education students struggle to succeed at

grade level and on the SBAs. Alaska Native students are retained more than other

students. A disproportionately large number of Alaska Native

students are identified for Special Education.

#3: Who is our focus? #3: Who is our focus? The typical Floyd Dryden student who struggles comes from a lower socioeconomic family and is often Alaska Native. This student has a high probability of being identified for Special Ed. Additionally, if the student is male, regardless of ethnic background, he is more likely to have discipline referrals and difficulties with meeting achievement goals, especially in writing.

The typical Floyd Dryden student who struggles comes from a lower socioeconomic family and is often Alaska Native. This student has a high probability of being identified for Special Ed. Additionally, if the student is male, regardless of ethnic background, he is more likely to have discipline referrals and difficulties with meeting achievement goals, especially in writing.

#4: Critical Needs#4: Critical Needs1. Engage at-risk students in ways

conducive to success in the school environment.

2. Reduce male discipline referrals.3. Improve male writing skills.4. Build relationships with Alaska Native

boys.5. Improve overall attendance rate.

1. Engage at-risk students in ways conducive to success in the school environment.

2. Reduce male discipline referrals.3. Improve male writing skills.4. Build relationships with Alaska Native

boys.5. Improve overall attendance rate.

Engage at-risk students in ways conducive to success in the school environment.Engage at-risk students in ways conducive to success in the school environment.

Identify at-risk students before they enter the 6th grade. Provide two teacher workdays at the end of the year with a focus on

transition from elementary to middle and from middle to high school. Hire a mentor at each grade level to monitor at-risk students. Provide a class that would be taken during exploratory time with a

focus on study skills, coping skills, and activities for students. Offer gender specific classes. Implement a K-2 experiment with single gender reading classes Provide a place for poverty kids to receive supplies—a contact person

in the morning where the kid checks in and gets ready for the school day. (CONTINUED)

Identify at-risk students before they enter the 6th grade. Provide two teacher workdays at the end of the year with a focus on

transition from elementary to middle and from middle to high school. Hire a mentor at each grade level to monitor at-risk students. Provide a class that would be taken during exploratory time with a

focus on study skills, coping skills, and activities for students. Offer gender specific classes. Implement a K-2 experiment with single gender reading classes Provide a place for poverty kids to receive supplies—a contact person

in the morning where the kid checks in and gets ready for the school day. (CONTINUED)

Engage at-risk students in ways conducive to success in the school environment.Engage at-risk students in ways conducive to success in the school environment.

Offer non-academic after-school activities to attract at-risk kids to school—kids who are not typically engaged in other activities.

Provide more opportunities for movement in the classroom. Create four person teams at 6th and 7th grade to allow more creative

scheduling. Create smaller class sizes. (We need a TRUE student/teacher ratio.) Make counselors available to kids more often. Create counseling classes

or groups for kids in need. Offer classes for parents on how to help your middle school kids succeed

—offer these at times that parents can attend and have childcare available.


Provide more opportunities for movement in the classroom. Create four person teams at 6th and 7th grade to allow more creative

scheduling. Create smaller class sizes. (We need a TRUE student/teacher ratio.) Make counselors available to kids more often. Create counseling classes

or groups for kids in need. Offer classes for parents on how to help your middle school kids succeed

—offer these at times that parents can attend and have childcare available.

Reduce male discipline referrals.Reduce male discipline referrals. Hire a mentor at each grade level to monitor at-risk students. Implement a K-2 experiment with single gender reading classes. Provide non-academic after-school activities to attract at-risk kids to

school—kids who are not typically engaged in other activities. Extend the lunch period—more opportunities for exercise. Provide more opportunities for movement in the classroom. Create four person teams at 6th and 7th grade to allow more creative

scheduling (i.e. gender specific classes, boy/girl reading groups). Create smaller class sizes. (We need a TRUE student/teacher ratio.) Make counselors available to kids more often. Create counseling classes

or groups for kids in need. Create a staff-student management strategy handbook. A list of

strategies compiled by teachers of how to deal with problem behaviors that do not involve detentions/referrals (creative discipline).

Hire a mentor at each grade level to monitor at-risk students. Implement a K-2 experiment with single gender reading classes. Provide non-academic after-school activities to attract at-risk kids to

school—kids who are not typically engaged in other activities. Extend the lunch period—more opportunities for exercise. Provide more opportunities for movement in the classroom. Create four person teams at 6th and 7th grade to allow more creative

scheduling (i.e. gender specific classes, boy/girl reading groups). Create smaller class sizes. (We need a TRUE student/teacher ratio.) Make counselors available to kids more often. Create counseling classes

or groups for kids in need. Create a staff-student management strategy handbook. A list of

strategies compiled by teachers of how to deal with problem behaviors that do not involve detentions/referrals (creative discipline).

Improve male writing skills.Improve male writing skills. Offer gender specific classes. Provide a place for poverty kids to receive supplies—a contact

person in the morning where the kid checks in and gets ready for the school day.

Create four person teams at 6th and 7th grade to allow more creative scheduling.

Create smaller class sizes. (We need a TRUE student/teacher ratio.)

Offer gender specific classes. Provide a place for poverty kids to receive supplies—a contact

person in the morning where the kid checks in and gets ready for the school day.

Create four person teams at 6th and 7th grade to allow more creative scheduling.

Create smaller class sizes. (We need a TRUE student/teacher ratio.)

Build Relationships with Alaska Native Boys.Build Relationships with Alaska Native Boys. Hire a mentor at each grade level to monitor at-risk students. Provide a class that would be taken during exploratory time with a focus

on study skills, coping skills, and activities for students. Offer gender specific classes. Provide a place for poverty kids to receive supplies—a contact person in

the morning where the kid checks in and gets ready for the school day. Offer non-academic after-school activities to attract at-risk kids to school

—kids who are not typically engaged in other activities. Host family fun days at the school. Create smaller class sizes. (We need a TRUE student/teacher ratio.) Make counselors available to kids more often. Create counseling classes

or groups for kids in need.

Hire a mentor at each grade level to monitor at-risk students. Provide a class that would be taken during exploratory time with a focus

on study skills, coping skills, and activities for students. Offer gender specific classes. Provide a place for poverty kids to receive supplies—a contact person in

the morning where the kid checks in and gets ready for the school day. Offer non-academic after-school activities to attract at-risk kids to school

—kids who are not typically engaged in other activities. Host family fun days at the school. Create smaller class sizes. (We need a TRUE student/teacher ratio.) Make counselors available to kids more often. Create counseling classes

or groups for kids in need.

Improve Attendance.Improve Attendance. Provide a class that would be taken during exploratory time with a

focus on study skills, coping skills, and activities for students. Provide a place for poverty kids to receive supplies—a contact person

in the morning where the kid checks in and gets ready for the school day.


Host family fun days at the school. Make counselors available to kids more often. Create counseling

classes or groups for kids in need. Offer classes for parents on how to help middle school kids succeed—

offer at times that parents can attend and have childcare available.

Provide a class that would be taken during exploratory time with a focus on study skills, coping skills, and activities for students.

Provide a place for poverty kids to receive supplies—a contact person in the morning where the kid checks in and gets ready for the school day.


Host family fun days at the school. Make counselors available to kids more often. Create counseling

classes or groups for kids in need. Offer classes for parents on how to help middle school kids succeed—

offer at times that parents can attend and have childcare available.

# 5: StrategiesSix Suggested Strategies Targeting Multiple

Critical Needs

# 5: StrategiesSix Suggested Strategies Targeting Multiple

Critical Needs1. Hire a mentor at each grade level to monitor at

risk students. 2. Provide a class that would be taken during

exploratory/A.R. time with a focus on study skills, coping skills, and activities for students.

3. Create smaller class sizes. (We need a TRUE student/teacher ratio.)

1. Hire a mentor at each grade level to monitor at risk students.

2. Provide a class that would be taken during exploratory/A.R. time with a focus on study skills, coping skills, and activities for students.

3. Create smaller class sizes. (We need a TRUE student/teacher ratio.)

4. Offer gender specific classes. 5. Offer non-academic after-school activities to

attract at-risk kids to school—kids who are not typically engaged in other activities.

6. Make counselors available to kids more often. Create counseling classes or groups for kids in need.

4. Offer gender specific classes. 5. Offer non-academic after-school activities to

attract at-risk kids to school—kids who are not typically engaged in other activities.

6. Make counselors available to kids more often. Create counseling classes or groups for kids in need.

What is our biggest roadblock for meeting these critical needs?

Funding! Funding! Problem: limited money for multiple programs

Possible solution: use our limited funds to hire a grant writer for Floyd Dryden to find the funds to allow us to hire staff to enact multiple programs

Problem: limited money for multiple programs

Possible solution: use our limited funds to hire a grant writer for Floyd Dryden to find the funds to allow us to hire staff to enact multiple programs








Evaluate Us… Just a click away!

Scale of 1 (root canal w/o meds) to 6 (better than sex)

1.The objectives were clear.2.The presentation was well organized.3.The presentation was easy to follow.4.The information was meaningful to me.5.I can use the information to promote student success at my school and/or district.6.I feel better prepared to create a Dropout Prevention Plan after attending this session.

7.I spent ___% of the session time daydreaming. a. 0 to 5 b. 5 to 30 c. 30 to 50 d. > 50 e. 100

Documents

Dropout Prevention Action Plan: Process and Product Alaska Dropout Prevention Symposium Anchorage, Alaska April 17, 2009