Maryland School Completion Demonstration Project-Successful Implementation Mr. John Artinger , AP North East High School Mr. Andy Anderson, Transition Coordinator CCPS. North East High School. NDPC-SD trained the NEHS team in 2007-08 and they developed and began implementing the plan that year
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Maryland School Completion Demonstration Project-Successful ImplementationMr. John Artinger, AP North East High SchoolMr. Andy Anderson, Transition Coordinator CCPS
North East High School NDPC-SD trained the NEHS team in 2007-08 and they developed and began implementing the plan that year More interventions added in 2008-09 by the team
How we began? • Formed a Dropout Prevention Committee at NEHS • Subcommittee of Inclusive Practices Steering Committee • Formed a County Wide Dropout Task Force
We Are North East ! We celebrate our diverse and innovative learning community. North East High School prepares all students for responsible citizenship, for lifelong learning, and for the achievement of their highest potential in a progressive society, by providing differentiated, quality instruction.
New Drywall makes the walls clean and bright
NDPC-SD + SEA + LSS = Progress NDPC-SD, Maryland State Department of Education, and Cecil County Public Schools collaboration results in a significant reduction in the dropout rate at local high schools
Engaging National and State Education Agencies – Creating the Right Conditions • Vested priority to increase graduation and decrease dropout for ALL Youth • Increase capacity to implement effective practices • Facilitate implementation of effective practices • Data –Based Decision Making • Professional Development and Training • Accountability - Policy analysis and Change • Funding and Interagency Support
NEHS Commitment Establish opportunities for ongoing professional development. Establish opportunities for sustained parental involvement. Establish community partnerships that support students and schools during non school hours. Maintain a safe and orderly school climate where students feel welcome and supported. Establish routine, year-round monitoring and sharing of attendance, suspensions, and academic credit data.
The Structure, The Practices, and The Commitment will Create the Right Conditions that will - • Support the implementation of evidence-based interventions. • Interventions that are strength based and involve a variety of contexts. • Interventions that occur over time. • Interventions that involve a family or parent component.
Action Plan North East High School 2008-2009 GOAL: To improve our graduation rates, lower our dropout rates and prepare our graduates for successful entry into higher education and/or the workforce. Performance Indicator: We will increase our graduation rate by 3% in each of the next three years to meet the graduation standard. Improvement Strategy: We will reduce our dropout rate in North East High School, thereby increasing our graduation rate.
Intervention Room • Student Mentor (grant) • Academic assistance • Individual counseling • Peer tutor assigned to assist with academic intervention • Behavior Intervention • Group counseling
After school planning for teachers (grant) • Collaboration for Special Education and Regular Education • (at-risk) students • Collaboration of Special Education and Regular Education • teachers
Positive Referrals/Incentives • Reinforcements for academics and behavior modification • Waffle House • Jostens’s Renaissance • NEHS Bonus Bucks (grant) • Pat’s Pizza • Rita’s Water Ice
Teen Talk (HMI grant) • Provide positive atmosphere to teach how to relate to others • Provide positive atmosphere to promote • Positive family relationship(s) • Provide vital information for pregnant students
Compass Awards • Reward those students who have perfect attendance • Reward those students who have improved their attendance • Reward those students who have improved their behavior • Reward those students who have improve academically
Unit Organizer (grant) • Provide training for teachers to utilize unit organizers • in the classroom and in planning lessons • Provide after school planning for content and process • teachers to use the unit organizer to assist student learning
L to J (Lee Jenkins training) • Provide teachers with the ability to understand and • utilize various methods of data collection to assist students • Provide teachers with the skills to analyze data to enhance • student learning • Provide teachers with a variety of questioning skills to • further student learning
Peer Tutor (HSA grant) • Students assist students who have passed • the HSA class but failed the HSA test. • Students (Service Learning) meet with other students • for 30 minutes twice a week working on HSA tests. • Students work on test taking strategies as well as • content
Displaying of Student work/Show cases • Display exemplary student work • Display clubs • Display Student of the Month • Display positive student news
Student of the Month • Reward students for exhibiting certain • characteristics each month • Students are given a certificate and placed • on the school website
Staff Morale` • Staff Breakfast presented by a different department • each month • Staff picnic at the end of the year • Opportunity to purchase staff shirts • The athletic department presented each staff member • with a staff shirt • Increase of technology in the classroom • Department meetings to share best practices • Professional development sharing interdepartmental • meetings
Building Aesthetics • New School sign on front of building • Cafeteria improvements • Courtyard remodeled • Murals (Painted by students) throughout the building • Mission Statement displayed throughout the building
Student Focus Groups • African-American • High Flyers • Academic • Special Education • Athletics • Returned Dropouts • CAP (transition group)
Data • Track Dropout • Track MIP • Track Discipline • Track Attendance • Track Tardiness
Communication • Connect-Ed (absences, tardiness) • Parent conference with at-risk students • Meet the teacher nights • Guidance phone calls home of at-risk students • Student Mentor calls home of students on their case load • Home visitations by the PPW
Exit Conferences • Conference with student a potential dropout • Collect data for the reason a student dropped out of school • Exit conference held with student, parent, guidance counselor, administrator and PPW
MIDDLE SCHOOL INITIATIVE • One of the strongest predictors of dropout involves two middle school factors: less than 80% attendance and failing grades in Math and/or English. • Hired Special Ed. Mentors for the middle schools that feed into the targeted High schools. Responsibilities of mentor included: • Monitoring of student attendance • Caseload of 15-20 special needs students • Contact with families to identify issues and increase family involvement. • Make referrals to appropriate outside agencies (as needed) to enhance family involvement and problem-solving • Manage PBIS incentives/program for identified students • Manage distribution of school supplies for students in program • Communicate with HS to facilitate and identify transition needs– provide information that allows a more thorough articulation with the receiving HS.
Middle School -Continued • Middle school created a special Inclusion homeroom to provide small group monitoring, incentives (PBIS) and follow-up with general and special education students identified as at-risk. • Special Education Mentor works closely with the guidance department and teachers to mirror the A.I.M.-High Program implemented with the overall at-risk population at the Middle School. • Each Special Ed. Mentor provided the Possible Selves curriculum and guidebook for the A.I.M. program
SPECIAL EDUCATION TRANSION PLANNING • The ITO program enables us to meet the Indicator 13 requirements for MSDE/IDEA compliance • Employment: Students learn Employment readiness skills including safety protocols in the work setting and competencies related to specific job skills • Self-Advocacy/Independent Living: Students learn to interact in an Employment setting and learn appropriate ways of communicating with supervisors/ and job peers • Aligned with DDA’s Employment First initiative
Student Mentor Program (Grant) General Purpose of Position Under the direction of the Principal and Director of Special Education, the Student Mentor provides services to special education students identified as being at an increased risk of dropping out of school.
HSA Peer Tutor Grant • Provide students with appropriate assistance for the HSA Test (s) • Create a positive relationship • Source of encouragement
Help the community through service learning projects Get hands-on training at the school oftechnology Join the school band Join a club Play a sport Here are some things you can do in high school in addition to learning…
Family, friends, counselors, teachers and mentors can all be pieces of the puzzle to help you succeed So canyou!
Honor Selfconfidence Integrity Class Goals Honesty Optimism Hope Opportunity Leadership You are who you choose to be! You Are Who You Choose To Be