Significant Risk Factors for School Dropout

Significant Risk Factors for School Dropout

(Taken from a recent study done by the National Dropout Prevention Center at Clemson University)

Individual Domain:

Individual Background Domain

___Has a learning disability or emotional disturbance

Early Adults Responsibilities

___High number of work hours

___Parenthood

Social Attitudes, Values and Behavior

___High-risk peer group

___High-risk social behavior

___Highly socially active outside of school

School Background Domain:

School Performance

___Low achievement

___Retention/over-age for grade

School Engagement

___Poor attendance

___Low educational expectations

___Lack of effort

___Low commitment to school

___No extracurricular participation

School Behavior

___Misbehavior

___Early aggression

Family Domain:

Family Background Characteristics

___Low socioeconomic status

___High family mobility

___Low education level of parents

___Large number of siblings

___Not living with both natural parents

___Family disruption

Family Engagement

___Low educational expectations

___Sibling has dropped out

___Low contact with school

___Lack of conversations about school

Dropout Prevention Introduction & Guide Form

Key Action Step 1: Develop Your Dropout Prevention Team

Team Member / School Role
Administrator(s)
School Improvement Team Member
Teacher(s)
School Counselor(s)
School Psychologist
School Social Worker
Student(s)
Parents/Community
Other
Other

Key Action Step 2: Review Your Effective Initiatives, Strategies, & Resources for Dropout Prevention

Please check off the following after review:

_____ Tier I Initiative: Core Prevention / Student Engagement

Common Core/Essential Standards / CISWC / Technology
CMAPP / Before/After School Programs / Student Services
Discovery Ed / NCVPS / School Improvement Team
Success Series / Violence Prevention / PLT’s
Relationships: Peer/Adults / Healthy Lifestyles Curriculum / Crisis Management Team
Freshman Orientation / Visual/Performing Arts Ed / Data & Accountability
Purposeful Scheduling / CTE / PTA
PBIS / Character Ed / School-to-Career / WEP
MTSS (Multi-Tiered System of Supports / Student Government/Clubs / High Five
Magnet Schools Programs / Athletics / SHAC
mClass / Case21 / Path Driver
Other- / Other- / Other-

Dropouts: One is Too Many

_____ Tier II Strategic / Targeted Interventions

Pre-School Services / ISS, ALC / School Social Workers
K-8 Intervention / Ready-to-Learn Centers / McKinney-Vento
Before/After School Programs / Project Enlightenment / Relationships: Peer/Adults
Extended Day/GradPoint / Mentor Programs / Family Involvement & Outreach Services
EASi PEP / G-Wis Foundation / Hispanic/Latino Outreach
MTSS / SHAC / PTA
MTSS Coaches / Student Services / PLT’s
Behavior Intervention Coaches / Counselor Watch List / Professional Development
LEP Plan / Data & Accountability / SIRS
Other- / Other- / Other-

_____ Tier III Initiatives / Individual Interventions

Counseling and Student Services / ACE
Transition Counselors / Bridges
Relationships: Peer/Adults / Homebound Services
Alternative Schools / Home Hospital
ALC / McKinney-Vento
EASi MTSS Tier III Plan / PLT’s
FBA/BIP / Data & Accountability
SCORE / SIRS
504 Plan / IEP

Key Action Step 3: Gather and Review Your Data

Review data sources to see if patterns emerge. Possible data sources include:

Data Sources to Review / Possible Targeted Students
School Report Card for the Past Three Years
Retention Promotion List by Grade, Ethnicity, or Course
Attendance
Grades
Discipline/Behavior Indicators
Power School, other data sources

Points to Consider for Discussion:

School diverse population
Who drop outs at our school
Why students drop out at our school

Key Action Step 4: Developing Your Intervention Plan and Goals

“School Draft”

Dropout Prevention Team Members
Smart Goal(s)
Target Group(s)
Data That Drove This Decision
Curriculum/Materials Needed
Domain Area(s)
Type of Activities
Resources Needed
Projected Number of Students Impacted
Evaluation Method/Perception & Results Data
Project Start & End Dates

Note: Once your draft is complete and finalized-enter all information on the Action Plan Form (ASCA)

Thank you to Wake County Schools for sharing this example format.

CLOSING THE GAP ACTION PLANS

School Name: Year: 2014-2015
Goal:
Target Group:
Data to Identify Students:
School Counselor(s) / ASCA Domain, Standard and Student Competency / Type of Activities to be Delivered in What Manner? / Resources Needed / Process Data (Projected number of students affected) / Perception Data (Type of surveys to be used) / Outcome Data (Achievement, attendance and/or behavior data to be collected) / Project Start/Project End

Key Action Step 5: Review Your Data

How successful were you interventions? How do you know?

Compare data from sources in Key Action Step 3 and note any changes
Discuss the Results of your Action Plans
Take The Dropout Prevention Self Assessment in the fall and discuss findings/changes that helps determine next steps / Fall Summary:
Take The Dropout Prevention Self Assessment in the late spring and discuss findings/changes that helps determine next steps / Spring Summary:
Determine Next Steps

Dropouts: No Not One!

Dropout Prevention Self-Assessment Tool

(see back of this form for guidance in completing ratings) / Not in Place / Emerging / Making Good
Progress / Established
POINTS → / 0 / 1 / 2 / 3
School administration supports dropout prevention efforts and prioritizes resources to sustain and implement Dropout Prevention activities at the school with fidelity.
The school’s parent community has been informed that there is a systematic response in place to support students who are not meeting benchmarks in academics and attendance.
The school collects screening data and uses that data to improve dropout prevention in at least one area (e.g., attendance).
The school has counselors that collect data about student academic performance, shares with the staff, and makes recommendations for improving outcomes (e.g., reducing retentions, increasing promotions, etc.).
Teachers contact parents and/or guardian as part of good teaching practices to promote good communication about student performance in academics and attendance. Most students are successful when relationships have been established with school personnel.
Students not meeting benchmarks in academics and attendance are discussed at the PLT level. Core instruction is examined if less than 80% of students are proficient. Approximately 15-20% of students are receiving group interventions (Tier II). Approximately 5% of students are referred for intensive level, individual interventions (Tier III).
School Counselors

Implement ASCA’s National Model Program
Use data to implement “Closing the Gap” goal to target potential dropouts
Set up benchmarks to address academics, attendance, and awareness
Put interventions, activities, resources in place to help in the prevention of dropouts

School Specialists (Social Workers, Psychologists, Nurses, SROs)

Involve school administrators in Dropout Prevention
Involve school staff in Dropout Prevention
Involve parents, community, and other resources in Dropout Prevention

Teachers, administrators, and school counselors

Works with the School Improvement Team to address issues and/or concerns with Dropout Prevention
Work with specialists and Intervention Coordinators establishing good strategies and interventions at the MTSS Tier I and Tier II Level
Make referrals to the MTSS Tier III Intervention Team

The MTSS Tier III Intervention Team:

Is able to suggest practical school-wide intervention options
Selects interventions that are research based
Writes intervention goals as SMART goals
Selects a way to monitor interventions (at least weekly)
Uses some type of fidelity

The intervention team:

Holds follow-up meetings to review student progress and determine if interventions were effective
Uses data to recommend changes to intervention intensity

SCHOOL: Click here to enter text.POINT TOTAL: Click here to enter text.

Guidance for completing ratings

Not in Place (0)

This is not in place. May be in the planning stages for implementation, but no action steps have been taken.

Emerging (1)

Beginning action steps have been taken and this item may be part of a formal action plan (e.g., school improvement plan, Student Services, RtI plan). There is a target date/range for implementation. School leadership supports and expects progress in this area.

Making Good Progress (2)

This item has been implemented and the school can provide evidence through observations, smart goals, and school data. Implementation is still in the beginning stages, however. A small group of people may be critical to implementation and the process is still developing.

Established (3)
This item has been implemented for at least two school years and has become part of the school’s culture. Evidence of implementation is easy to obtain. The school is a level where this item can be sustained despite changes in leadership or team members. No one person is critical to implementation. Most school staff supports this as best practice.

September 2014

Wake County Elementary SchoolClosing the Gap Action Plan (Academics)

Year: 2013-2014

Target Group: 3-5 Students with Level 2 on EOG or a Level 2 ‘Work Habits’ grade on Report Cardduring the 2012-2013 school year

Target Group selection is based upon the following criteria: EOG Score and Report Card ‘Work Habits’ Grade.

Data that drove this decision: Students with poor work habits and low EOG scores are in danger of not passing their current grade.

Team Members / Intended Effects on Academics, Behaviors or Attendance / Curriculum and
Materials Needed / Type of Activity to be Delivered in What Manner? / Resources Needed / Projected # of Students Impacted
(Process data) / Evaluation Method (Perception and results data) / Project start/ Project end
Assistant Principal
Classroom teachers
RtI Case Managers
Lead teachers
Counselor(s) / By the end of the 3rd quarter, all grade 3-5 students with Level 2 on
2012-13 EOG or a Level 2 ‘Work Habits’ grade on Report Card during the 2012-2013 school year will improve to a Level 3 or higher. / Hardworking Helen K. Honeybee
Individual Counseling materials
Group Materials:
FOCUS on the Test
or
Tyler Tames the Testing Tiger /

Small Group Academic Counseling
Consultation with Classroom Teacher
Individual Counseling as Needed
Parent Communication
Mentoring Program
Homework Check-in/Incentives

/ PowerSchool data
Mentoring Program / ~25
(Exact #TBD) / EOG Scores
Report Cards
Teacher Reports
Pre-/Post-Tests / February - April

Principal SignatureDatePrepared By

Wake County Elementary SchoolClosing the Gap Action Plan (Attendance)

Year: 2013-2014

Target Group: K-5 Students with an absence rate of 10% or higher during the 2012-2013 school year

Target Group selection is based upon the following criteria: Attendance data from NC Wise Program/Power Schools

Data that drove this decision: Students with frequent absences (above 10%) miss important academic time in the classroom

Team Members / Intended Effects on Academics, Behaviors or Attendance / Curriculum and
Materials Needed / Type of Activity to be Delivered in What Manner? / Resources Needed / Projected # of Students Impacted
(Process data) / Evaluation Method (Perception and results data) / Project start/ Project end
Social Worker
School
Psychologist
Asst. Principal
Principal
Nurse
Data Manager / By the end of the 2nd quarter, all students with an absence rate of 10% or higher will reduce their poor attendance rate to less than 10%.
The overall school attendance rate will improve by at least 0.2 for the 2013-2014 school year. / Attendance: How to Better Organize Your
Life so You Can Get to School on Time!
Behavior Incentives/charts
Individual Counseling materials
School is Cool
Group Materials
Survey /

Small Group Counseling
Consultation with Classroom Teacher
Frequent Check-Ins w/Student
Individual Counseling as Needed
Parent communication/letters
Small Group counseling
Attendance Incentives
Mentoring Program
Home visits
Attendance Committee meetings

/ PowerSchool data
PowerSchool data
Mentoring Program / ~14
(Exact #TBD)
K-2 group
3-5 group / PowerSchool data
PowerSchool data
School Survey (To determine the reason for absences: feelings about school, Friendships, etc.)
Pre-/Post-Tests / November - June

Principal SignatureDatePrepared By

Wake County Elementary SchoolClosing the Gap Action Plan (Behavior)

Year: 2012-2013

Target Group: K-5 Students with more than 2 discipline referrals to the office during Quarter 1 and/or 2

Target Group selection is based upon the following criteria: Discipline Data kept by the Assistant Principal

Data that drove this decision: Students with frequent office referrals miss important academic time in the classroom

Small Group Counseling
Consultation with Classroom Teacher & Assistant Principal
Frequent Check-Ins w/Student
Individual Counseling as Needed
Parent Communication

/ Data kept
by AP (frequency of discipline referrals)
Mentoring Program
PBiS materials / ~10
(Exact #TBD) / Data kept by AP regarding the frequency of discipline referrals
Pre-/Post-Tests / November through March

Principal SignatureDatePrepared By

Wake CountyMiddle School Closing the Gap Action Plan (Academics)

Year: 2013-2014

Target Group: 6th-8th grade students with L- 2 on their EOG and/or did not pass local standards on their final Report Card for the 2013 academic year.

Target Group selection is based upon the following criteria: EOG Score and Report Card.

Data that drove this decision: Students with failing grades and low EOG scores are in danger of not passing their current grade.

Team Members / Intended Effects on Academics, Behaviors or Attendance / Curriculum and
Materials Needed / Type of Activity to be Delivered in What Manner? / Resources Needed / Projected # of Students Impacted
(Process data) / Evaluation Method (Perception and results data) / Project start/ Project end
Counselor(s), Social Worker, Psychologist, Nurse
Administrator
Classroom Teacher / By the end of the year, 50% of the 6th – 8th grade students with Level 2 on
2012-13 EOG and/or did not pass local standards on their final Report Cardfor the 2012-2013 school year will improve to a Level 3 or higher and pass local standards. / Individual & Group Counseling Academic Achievement Materials /

Small Group Academic Counseling
Consultation with Classroom Teacher
Individual Counseling as Needed
Parent Communication
Mentoring Program
Homework Check-in/Incentives

/ PowerSchool data
Mentoring Program / ~100
(Exact #TBD) / EOG Scores
Report Cards
Teacher Reports
Pre-/Post-Tests / July 2013 – June 2014

Principal SignatureDatePrepared By

Wake CountyMiddle SchoolClosing the Gap Action Plan (Attendance)

Target Group: 6th – 8th grade students with an absence rate of 10% or higher during the 2012-2013 school yearSchool Year: 2013-2014

Target Group selection is based upon the following criteria: Attendance data from NC Wise Program/Power Schools

Data that drove this decision: Students with frequent absences (above 10%) miss important academic time in the classroom

Team Members / Intended Effects on Academics, Behaviors or Attendance / Curriculum and
Materials Needed / Type of Activity to be Delivered in What Manner? / Resources Needed / Projected # of Students Impacted
(Process data) / Evaluation Method (Perception and results data) / Project start/ Project end
Counselor(s), Social Worker, Psychologist, Nurse
Administrator
Classroom Teacher
Data Manager / By the end of the 2nd quarter, all students with an absence rate of 10% or higher will reduce their poor attendance rate to less than 10%.
The overall school attendance rate will improve by at least 0.2 for the 2013-2014 school year. / Attendance: How to Better Organize Your
Life so You Can Get to School on Time!
Behavior Incentives/charts
Individual/Group Counseling materials
Survey /

Small Group Counseling
Consultation with Classroom Teacher
Frequent Check-Ins w/Student
Individual Counseling as Needed
Parent communication/letters
Small Group counseling
Attendance Incentives
Mentoring Program
Home visits
Attendance Committee meetings

/ PowerSchool data
PowerSchool data
Mentoring Program / ~14
(Exact #TBD) / PowerSchool data
PowerSchool data
School Survey (To determine the reason for absences: feelings about school, Friendships, etc.)
Pre-/Post-Tests / July 2013 – December 2013

Principal SignatureDatePrepared By

Wake CountyMiddle SchoolClosing the Gap Action Plan (Behavior)

Year: 2013-2014

Target Group: 6th – 8th Grade Students with more than 2 discipline referrals to the office during Quarter 1 and/or 2

Target Group selection is based upon the following criteria: Discipline Data kept by the Assistant Principal

Data that drove this decision: Students with frequent office referrals miss important academic time in the classroom

Small Group Counseling
Consultation with Classroom Teacher & Assistant Principal
Frequent Check-Ins w/Student
Individual Counseling as Needed
Parent Communication

Principal SignatureDatePrepared By

Believe High School Closing the Gap Action Plan: Dropout Prevention – Attendance/Academic

Target Group: Target Group selection is based upon the following criteria: Current credits and credits needed for graduation/promotion to the next grade level. Prior retention data and graduation resiliency data also informed this target group.

Data that drove this decision: Alignment with School District and BLC School Improvement Plan goals to increase number students who graduate with their cohort on time and decrease the county dropout rate by 40% by 2016-2017. Millbrook hopes to increase the graduation rate by 5% for 2013.