Indicator B1 (Graduation) and Indicator B2 (Dropout) Improvement Plans

ODE GUIDANCE TO DISTRICT / SUBMITTED IMPROVEMENT PLAN / ODE GUIDANCE
Team Members / Process / Example / Outcome
  • Establish process for developing a team.
  • Include someone who understands data.
  • Include middle and high school personnel.
  • Invite a broad group to participate.
/ List team members and roles. / Team included special education teacher, administrator, specialist, general education teacher, YTP, and a counselor. / A well balanced representative team. /
  • Exemplary: At least 3 members with different roles
  • Meets requirements: At least 2 members—any roles
  • Minimal effort: One person team

Data Review / Process / Example / Outcome / Review
  • Gather sources of information on transition age students.
  • What do the results show?
  • Are the graduation rate increasing and/or the dropout rate decreasing? Why? If no change, why?
  • What factors influence graduation and dropout at district level, at the school level, in transition programs, such as assessment or behavioral programs?
  • What is happening in general education? Is the gap between general education and special education closing?
  • Has the data reporting or verification changed?
/
  • Review data results.
  • Identify and explore factors within the district that influenced the results.
/
  • Leaver Report (SPR&I)
  • Assessment results
  • Behavioral Data (Discipline Incidents collection)
  • Data from programs focused on keeping students in school (i.e. mentoring)
  • Multiyear Database (MYDB)
  • District Continuous Improvement Plan (CIP)
/ List of factors that influence performance within and across data sources. /
  • Exemplary: Broad review of relevant factors
  • Meets requirements: Lack of specific reason, or vague evaluation of data sources andrelevant factors
  • Minimal effort:No context provided for failure to meet target or show improvement. Restatement of data provided through existing reports.

Measurable Objectives / Process / Example / Outcome / Review
You have assembled a team, analyzed the data and explored the circumstances and influences in your district.
  • What short-term objectives were identified for next year?
  • How will you prioritize and implement changes with the resources available?
  • How will you know you have made progress?
  • What long term objectives did you select after the discussion?
  • How far into the future did you plan? How long does the district need before they can meet the target?
/ Apply what you have learned to what you can and will change. / Short term:
  • By 2014 the district will meet the state target of 72% of students leaving with a regular diploma.
  • At the end of the 2013-2014 school year, Central HS will be successfully implementing a mentoring partnership program for students at risk of dropping out as evidenced by…….
  • By Sept 2014, the district will establish a PBS system in one of the middle schools as evidenced by…….
Long term:
  • By 2014, the district will have fully implemented a positive behavior support program in both of the middle schools and high school as evidenced by…
/ Clear indication of what district will do short-term and long-term to meet state targets. /
  • Exemplary:At least one clear, measurable short-term and long-term objective.
  • Meets requirements:One clear measurable objective
  • Minimal effort:Unclear measurable objective

Specific Activities & Timelines / Process / Example / Outcome) / Review
  • Now that you know what the district wants to put into the improvement plan, you will need to define the activity steps needed to reach the objective(s).
  • Once the steps are broken down into specific activities, assign reasonable completion dates for each activity.
/ Involve people in the choice of activities to ensure stakeholder input and greater likelihood of implementation /
  • Contact ODE for information on implementing a behavior program by (include date).
  • Research a behavior program by (include date).
  • Develop budget proposal by (include date).
  • Involve parents in planning process(include date).
  • Involve middle school administrators in planning process(include date).
  • Present the behavior program proposal and budget to school board by (include date).
  • Prepare training materials by (include date).
  • Staff development training for MS teachers (include date).
  • Implement a behavior program at MS (include date).
  • Establish formative evaluation steps to monitor progress.
/ Identification of 2-4 definite action steps and timelines to measure the objective /
  • Exemplary:Clearly defined attainablesteps and appropriate timelines
  • Meets requirements:Vague or nonspecificactivities.
  • Minimal effort:Activities and timelines not tied to measurable objective(s).

Person(s) Responsible for Activity / Process / Example / Outcomes / Review
  • Who is the district person most appropriate for each of the activities to support the objective?
  • How will process be tracked and information on progress be distributed?
  • Will the team meet regularly to review the plan?
  • Who are the backup personnel to support each activity?
/ Assign your staff and fiscal resources to meet objectives /
  • Assign a primary person for each action step with a secondary person as appropriate for larger tasks.
  • Establish meeting schedule and communication plan.
/ Action steps and timelines are assigned to staff or IEP team members. /
  • Exemplary:Clear link between activity and expectations for team members/staff
  • Meets requirements:partiallist of responsibilities and individuals
  • Minimal effort:Individualsnot tied to activities and timelines that support measurable objective

Evidence of Completion / Process / Example / Outcomes / Review
The graduation data and dropout data are not available to districts until the fall of the next school year. Therefore, districts may view the “evidence of completion” as:
1) Have we successfully met the identified measurable objective listed above?
  • How will you know that you have made progress towards meeting your objectives?
  • Review the previous steps in your improvement plan to identify the components that show clear evidence of completion.
------
2) Have we successfully increased the graduation rate or decreased the dropout rate for the following year?
  • How will you know if your graduation rate is increasing and your dropout rate is decreasing?
  • Are you comparing the graduation and dropout data between regular education students and special education students?
  • Are you closing the gap between regular education students and special education students?
/
  • Determine how to demonstrate evidence of completion.
  • Report results by measurable objective or the following year’s graduation or dropout rates.
  • Describe how you will evaluate your progress.
/ Measurable Objective:
  • Accurate and timely data to ODE is the result of an improved system of collection from the schools, to the district, to the ODE.
Graduation/Dropout Rates:
  • 13-14data School District, IDEA Students report on Graduation greater than 74% (6.5% increase from 11-12 report data)
  • 13-14data School District, IDEA Students report on Dropout less than 3.5%).
/
  • Successful completion of measurable objective.
  • Improved results on the district’s performance for graduation and dropout.
/
  • Exemplary:Clear demonstration of successful completion of measurable objective and/or specific activities within timeline.
  • Meets requirements:Unclear link between the objective and the evidence of completion
  • Minimal effort:No link between objective and evidence of completion, but the evidence of completion shows some success.
  • Does not meet requirements:Did not address required component.
------
  • Exemplary:Clear demonstration of successful increase to target in graduation or decrease in dropout for the following year.
  • Meets requirements:insight improvement in graduation or decrease in dropout for the following year.
  • Minimal effort:Nochange in graduation or in dropout for the following year.

1