Who Am I and How Can I Be of Assistance?. Topics For Our Session. The role of the principal in dropout preventionHow punitive measures in the name of discipline drive students further outPunitive measures we practice unknowingly. Paradigm Shift The Fundamental Organizational Unit of Education.
1. Essential Strategies to Reduce Student Dropouts (Handouts) Louisville, Kentucky
July 22, 2010
One Hour Sessions
(10:30 and 1:15)
2. Who Am I and How Can I Be of Assistance?
3. Topics For Our Session
The role of the principal in dropout prevention
How punitive measures in the name of discipline drive students further out
Punitive measures we practice unknowingly
4. Paradigm Shift The Fundamental Organizational Unit of Education
Source: Tom Bentley (2005), Learning Beyond the Classroom: education for a changing world From ‘done to’ to ‘done with’, from passive to (pro)activeFrom ‘done to’ to ‘done with’, from passive to (pro)active
5. There is No Such Thing as a School Dropout…
6. Values and Beliefs
Johnson and Johnson:
8. What Does our School Care Most About?
There Should be a Pervasive and Consistent Answer.
Take a Tour:
What are the symbols and the artifacts that convey what your school values?
10. Watch People And Describe What Is Valued At Your School
What are the topics of conversations?
What is said about our professional practice?
How do we talk to our kids?
How do we describe our kids?
How do we work together or separately?
Do we share our practice?
Do we really value learning or just learning for kids?
11. Our Varsity Step Team
12. Important Research
13. What We Know Improve instruction and support for struggling students
Build a school climate that fosters academics and is safe
Ensure strong adult-student relationships within the school
Better school-parent communication
Offer different school/class experiences for different students
Create early warning systems (dropping out of school isn’t a sudden act, but a slow process of disengagement -- academic and social).
Engage parents in school with individualized graduation plans
Mobilize adult advocates to get the kids the support they need – literacy programs, mentoring, tutoring, after-school help, school and peer counseling
Source: Bridgeland, John M., DiIulio, Jr., John J., Burke-Morison, Karen. (2006) The Silent Epidemic: Perspectives of High School Dropouts, A Report by Civic Enterprises, LLC. for the Bill and Melinda Gates Foundation. 13
14. Important Research Journal of the American Medical Association (2007)
Longitudinal study on adolescent health
Survey of over 90,000 youth
Findings: two key indicators for lowering the risk of a child's involvement in negative behavior and improvements in academic achievement:
15. Key Predictor of Problem Behavior Based upon the federally-funded national (United States) longitudinal study of behavior of at risk youth, the single most common risk factor for:
crime, substance abuse, violence, teen pregnancy and educational performance is _____________
Source: Research from-America’s Promise, Communities in Schools, OJJDP, and Title V
16. What would help all students be better students? Take three minutes to answer this question.
17. What Would Help All Students Be Better Students?
What students said:
Source: Results of a five year study of students’ ideas on improving learning, school safety, risk prevention and relationships. James & Ciurczak. February 2004.
18. The Role of the Principal in Dropout Prevention
19. The 7 Principles Identify Students Early;
Closely Examine New and Existing School Policies and Procedures;
Build Strong Community Partnerships and Personalize Your School;
Reduce Social Isolation;
Manage Student Transitions;
Create Options and Implement Creative Interventions; and
Build Parent/Family Relationships
20. Principle One: Identify Students Early Who are they?
What does your data tell you?
From what sources?
When do we identify a child at risk?
What are the risk factors in your school/community?
Pyramid of intervention
See Pyramid in the book
21. Principle Two: Closely Examine New and Existing School Policies and Procedures How are your current policies/procedures impacting your most vulnerable population?
What data do you have on the impact of the policies and procedures on subgroups within your school?
How could modifications in policies and procedures have a positive impact on the success of ALL students?
22. How Punitive Measures in the Name of Discipline Drive Students Further Out
Discipline vs. punishment
Policies that punish the most vulnerable
Unrealistic “accountability” standards for children and youth
23. How Punitive Measures in the Name of Discipline Drive Students Further Out
Design policies with context and data in mind
Proactive vs. reactive measures
We are often our worst enemy
24. What are the Punitive Measures that we Practice Unknowingly
25. Punitive Measures We Practice Unknowingly Failing to challenge our own assumptions
External locus of control vs. internal locus of control
Teaching based on our life experiences, not the experiences of our students
Holding children accountable for the failings of their parents
26. Principle Three: Build Strong Community Partnerships and Personalize Your School
Engage key agencies, organizations and businesses
Create win-win partnerships
Personalize by making relationships a priority
27. Principle Four: Reduce Social Isolation
Exposure to opportunities
Connect to the business community
Opportunities to serve
28. The Power of Relationships In Reducing Isolation
29. Relationships Students-5/day
Eat in the cafeteria
Join the animal groups
Engage the disengaged
30. Reach the “Unreachable”
31. Principle Five: Manage Student Transitions
From year to year
From level to level
Throughout the day
Be proactive with transitions
32. Principle Six: Create Options and Implement Creative Interventions
Both academic and non-academic
Looking at extending the time for students to complete graduation requirements
Menu of options
The five year plan
Interventions must match identified needs
33. Pyramid of Interventions: Applying the 80/15/5% Principle
Within the school day
Structured collaborative time for teachers
Remediation for students built into the school day
35. Principle Seven: Building Parent/Family Relationships
Work from the parent/family perspective
36. Developing a Plan
Where are you now?
Know your context
Be data driven
Be honest with your self and your school community
37. Implementing the Seven Principles
Do not try to do everything at once
Look at multiple phases
Start with an evaluation plan in mind--how will you measure success?
Keep in mind the core values and beliefs of your school
38. The Knowing-Doing Gap
39. Accountability: A Definition “An attitude of continually asking what else can I do to rise above my circumstances and achieve the results I desire? It is a process of seeing it, owning it, solving it and doing it. It requires a level of ownership that includes making, keeping and proactively answering for personal commitments. It is a perspective that embraces both current and future efforts rather than reactive and historical explanations.”
Source: The OZ Principle
40. Are You Above or Below the Line?
41. Grief-to-Benefit Ratio
43. For More Information Contact:
Edwards Educational Services, Inc.
Email: [email protected]