North East High School NDPC-SD trained the NEHS team in 2007-08 and they developed and began...

North East High School

NDPC-SD trained the NEHS team in 2007-08 NDPC-SD trained the NEHS team in 2007-08 and they developed and began implementing and they developed and began implementing the plan that yearthe plan that year

More interventions added in 2008-09 by the More interventions added in 2008-09 by the teamteam

How we began?Formed a Dropout Prevention Committee at

NEHSSubcommittee of Inclusive Practices Steering

CommitteeFormed 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.

http://www.youtube.com/watch?v=Fihzt1NBkP8

Improvements to the schoolCreating a new school climate

New Drywall makesthe walls clean and bright

Bright lights.

New trophy case, school pride

National Statistics from Dropouts

PUSH PULL

•Retention in High School•Retention in Lower Grades

•Inclusion Practices•Low Reading/Math skills in 9th

grade•Lack of student

attachment/lack of buy-in to school

•Expulsion/Suspension•Poor transition practices

•Disengagement•Alienation

•Failing Grades•Standard of 26 credits for

graduation

•Competition from GED programs

•Friends and family dropping out

•Pregnancy•Poor family support

•Incarceration•Employment

•Poor attendance•Marriage

•Family Illness•Drug/Alcohol problem

•Child Care issues

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

NDPC-SD + SEA + LSS = Progress

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

1. Data –Based Decision Making2. Professional Development and Training3. Accountability - Policy analysis and Change4. Funding and Interagency Support

NEHS Commitment

1. Establish opportunities for ongoing professional development.

2. Establish opportunities for sustained parental involvement.

3. Establish community partnerships that support students and schools during non school hours.

4. Maintain a safe and orderly school climate where students feel welcome and supported.

5. 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.

ObjectivesStrategies Activities Person

ResponsibleWhen

ImplementedEvaluation

To provide additional supports for Special Education students participating in inclusive classes

Be in compliance with IEP goals for each special education student

Hire Certified Special Education Teachers;; Provide students w/ resource class-45 min period

AdministrationBCSpEd TeachersCMDirector of Special EducationProgram Facilitators

2008-09 School Year

Data from Annual ReviewsExit SurveysData Based ResearchCompletion of Master Schedule;Number of Schedule Changes for Sp Ed Students in Fall 2008Data CollectionNatural Proportion of Special Ed Students per class list- % per class inline w/ % in schoolReview Master Schedule Data Collection on Academic Progress9th grade promotion rate

Schedule special education students into co-lab classes

Conference w/ BC and CM for 08-09 scheduling; Master Schedule created by mid-April ’08; BC & GC meeting to confirm schedules in July

BCCMGCAdministration

Spring 2008

Reduce the number of time an inclusion teacher is pulled from class

Make equitable the distribution of Special Education students in classrooms

Increase SpEd StaffCreate more collab classes Appropriate Student Scheduling

AdministrationBCGCCM

Spring/Summer/Fall 2008

Common planning between co-lab teacher and content teacher

Gen Ed paired w/ one Sp Ed Teacher to collab all day

Modifying Lessons Developing More Engaging Lessons

Gen Ed TeachersSp Ed TeachersAdministration

Fall 2008

Implement evidence based strategies to increase student attendance rates and reduce tardiness to school and lower possible dropout rate

Create an incentive program to reward students who improve their attendance

Positive Referrals-JostensRenaissanceTeen Talk

BPAC Community Organization;

Businesses Administration; PPW worker; Guidance; Teachers; Parents;

Current- OngoingDaily

Utilize programs from grants for staff development to lower dropout rate

Jim KnightL to J Lee JenkinsPeer Tutor/Mentor

TeachersAdministratorsCentral Office

2008-2009 summer and school year training and implementation

Assign to each At-Risk student a teacher mentor

Before or after school monthly activity with students and mentor; Monitor student attendance/grades;

Teen talk;After-school Teen Talk

Pregnancy Program;

LTBOT Data Program

TeachersAdministratorsAttendance Sec.

2008-2009MonthlyCurrent-Ongoing

Alert parents to tardiness and absences

Connect-ED School Secretary 1/2008Daily

Create an inviting school atmosphere

Display student workAllow students to paint a

muralUtilize showcasesImprove courtyard and

aesthetics of main entrance

TeachersAdministratorsCustodiansStudents

Current-OngoingDaily2008-2009

To have better communication with parents concerning students.

Encourage teachers to contact parents regarding students’ increase or decrease in academic and/or behavioral performance

Provide a list of parent e-mails to teachers

Phones in every faculty work rooms

IT officeGuidance; Teacher;

Administration; parents; students

Ongoing Parent Sign in sheetParent survey-

baseline/annually

Parent Suggestion box9th grade promotion

rate

Increase the number of exhibitions of student work to bring parents in to school.

After-school fine art shows

Science FairDepartmental

projects History Day

TeachersAdministratorsCustodiansGuidance

CounselorsStudentsParents

Fall 2008Quarterly

Objectives Strategies Activities Person Responsible When Implemented Evaluation

Objectives Strategies Activities Person Responsible When Implemented Evaluation

To Create a positiveschool atmosphere

Improve teacher morale More support from

administrators regarding discipline and Academics

Have more staff activities (Luncheons, Breakfasts and Social activities)

Administration Spring, 2008Daily, Weekly, Monthly

Teacher Survey-baseline/annuallyStudent Survey-baseline/annually9th Grade promotion rate

Improve the aesthetics of the building

Improve cafeteria and main entrance

Spice up the courtyard-CCST

AdministrationCustodiansStudents

Spring 2008

Objective: Increase the number of Special Education students who successfully earn first time course credit in inclusive settings.

Baseline Data: ’08 – ’09 first time course credit earned by Special Education students.

Strategy 3.1: Provide additional support for special education students scheduled in inclusive settings.

Action Step Person(s)/Groups Responsible

Timeline for Completion

Resources Needed Indicators of Success Status

Provide Special Education students

with an academic peer tutor within the school

day.

Building Coordinator,Case Manager

Teacher, National Honor Society

2009-2010 school year

TimeClassroom

Computer accessStaff supervision

Increase in number of special education students who earn

course credit.

Proposed

Increase common planning opportunities for special educators and content teachers (After-school grant)

AdministrationGeneral and special education teachers


Funding (Grant)Buy-in to participate

Evidence of differentiated

instruction in the classroom.

On-going

Grade re-coup for students who have failed a marking period (Teacher

discretion)

AdministrationTeachers Guidance

counselors


Teacher provided alternate assignments

TeachersStudent participants

Grades re-couped by students.

On-going

ACTION PLAN

GOAL: GRADUATION RATE/DROP-OUT RATE The number of students who successfully meet graduation requirements in four years will increase while the number of students who drop-out of school will decrease.

Objective 3.2: Decrease the number of ninth grade students who repeat ninth grade.




Increase use of incentives

AdministrationTeachers

On-going ’09-’10 school year

IncentivesBuy-in

Increase in number of students earning

incentives

On-going

Use of Peer Tutors to work with at-risk students (H S A)

(Grant)

Guidance CounselorsService Learning

StudentsGrant coordinators

On-going Computers,Media CenterSupplemental materials from

teachers.

Number of students in program who raise

their score or pass the H S A.

On-going

Teacher Aides(assisting in classrooms)

GuidanceClassroom teachersService Learning

students

On-going Buy-in Increase in success of at-risk students within

the classroom.

On-going

Increased Parental Communication

including notification of tardiness and

excessive absences.

Administration,Attendance secretary,

Teachers

On-going School messengerBuy-in

(teachers/parents)

Attendance data On-going

ACTION PLANGOAL 3 : GRADUATION RATE/DROP-OUT RATE The number of students who successfully meet graduation requirements in four years will increase while the number of students who drop-out of school will decrease.

Objective 3.3: Increase in targeted identification and intervention for At-Risk students.




Increased articulation with Middle Schools

AdministrationGuidance

On-going ’09-’10 school year

TimeMeans for cmmunication

Evidence of increased contact with Middle

Schools.

On-going

ETSE Program (Exploratory Trade Skills

Experience)

Administration, Building Coordinator for Special

Education, Guidance Counselors,

School of Technology

On-going Available placementsStudent/Parent buy-in

Number of students who successfully attend ETSE

On-going

Data Tracking AdministrationTeachers

On-going TimeCurrent Data

Charts/graphs/visuals

Increased use of data school wide

On-going

Student Mentor Program

ACTION PLANGOAL 3 : GRADUATION RATE/DROP-OUT RATE The number of students who successfully meet graduation requirements in four years will increase while the number of students who drop-out of school will decrease.

Increase in Variety of Extra-curricular and

co-curricular activities

Administration/TeachersStudents

Club sponsors, Class sponsors,

’09-’10 school year Teacher/student buy-in

Increase in number os students who

participate in school related/sponsored

activities.

’09-’10 school year

Revised tardy policy to include Pending

suspensions as consequence

AdministrationSecretariesTeachersStudentsParents

On-going TimeTardy referral forms

Buy-in

Decrease in number of students who are

excessively tardy to school and class.

’09-’10 school year

Tardy Bell?????(Do we include it

here?)

Objective 3.4: Increase in student interest and engagement in the school environment..

Strategy 3:4: Implement Academic Achievement and School Climate Goals.



Resources Needed Indicators of Success

Status

Refer to Goal One Academic

Achievement, and Goal Two, School Climate for list of

strategies

ACTION PLANGOAL 3: GRADUATION RATE/DROP-OUT RATE The number of students who successfully meet graduation requirements in four years will increase while the number of students who drop-out of school will decrease.

http://www.youtube.com/watch?v=9I4CS12kqHg

Student Mentor (grant) Academic assistance Individual counseling Peer tutor assigned to assist with academic intervention Behavior Intervention Group counseling

Collaboration for Special Education and Regular Education (at-risk) students Collaboration of Special Education and Regular Education teachers

Reinforcements for academics and behavior modification Waffle House Jostens’s Renaissance NEHS Bonus Bucks (grant) Pat’s Pizza Rita’s Water Ice Wal-Mart Gift Cards

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

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

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

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

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

HSA Peer Tutor GrantProvide students with appropriate assistance

for the HSA Test (s)Create a positive relationshipSource of encouragement

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.

Grade Recoup

Support Hall

Credit Recovery

Display exemplary student work Display clubs Display Student of the Month Display positive student news

Reward students for exhibiting certain characteristics each month Students are given a certificate and placed on the school website Students pictures are located in the main hallway

African-AmericanHigh Flyers to the officeAcademic studentsSpecial Education studentsAthleticsReturned DropoutsCAP (transition group) Cecil County Alternative Program

Student Focus Groups

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

New School sign on front of building Cafeteria improvements Courtyard remodeled Murals (Painted by students) throughout the building

Each department designed a mural In the cafeteria are inspirational murals sending a positive message

Mission Statement displayed throughout the building

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

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 (Pupil Personal

Worker)

Dropout Prevention Climate SurveyPlease answer the following statements. Using a continuum 1-4 please rank to what extent the statements apply to you.

1-not at all 2- seldom 3-often 4-all the time

1. I treat each student with kindness and respect.2.When a student or students act inappropriately, I remain calm and composed.3.I display enthusiasm and a sense of humor with my students.4.During each passing period between classes, I am at the doorway to greet and chat with students.5.I insist that students treat me with dignity and respect.6.I interact with all students, not just a few.7.I give my students a pleasing greeting each day and wish them a pleasant weekend.8.During each passing period between classes, I am at the doorway so I can supervise both the hallway and my classroom.9.So that I know what is going on in my classroom, I generally spend my class time on my feet. 10.I expect students to listen attentively when another student or I am talking.11.When I correct student misbehavior, I communicate in a private, positive, and respectful manner. 12.I admit that at times student misbehavior is a result of something that was my fault. 13.I am able to motivate my students, including the reluctant learner.14.I carefully plan each lesson so that there is no dead time.15.I provide guided or independent practice during which I move about the room offering individual or small-group assistance.16.During each class period, I provide a variety of learning activities. Rarely do I use an entire period for a single activity, because students need a change of pace.17.I adjust my daily lesson planning to take into account my students’ span of attention.18.I think through discipline decisions before acting.19.I make only those discipline decisions that I can enforce.20.I make discipline decisions after the heat of the moment has passed.21.When a student misbehaves in class, I find a way to correct the behavior privately, perhaps by moving near the student and whispering a correction.22.While I take attendance or perform other necessary tasks, often at the outset of each class session, my students are working independently, perhaps on a brief assignment or problem on the overhead or board.23.I establish time-saving routines for collecting papers and distributing materials or supplies.24.My directions for a learning activity are brief and concise.25.I give directions one step at a time. I avoid long and detailed directions.

27. I show sincere enthusiasm for the subjects I teach.28. I provide a neat classroom that gives students the idea of orderliness.29. I present a professional appearance in the classroom.30. I insist that my students maintain high standards in their work and behavior. In both areas, my standards are

realistic and attainable.31. There is no best teaching method, my methods are learning activities and many are varied.32. My homework assignments have a purpose, are instructional, and are regulated as to the time it will take a

student to complete the assignment.33. I make my classroom attractive by having effective bulletin boards related to the topics studied at the

particular time. 34. During each class session, I summarize, or have students summarize, the day’s learning.35. I use pretests or other procedures to ascertain what students already know.

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 -ContinuedMiddle 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

Join a club

Help the community

through service learning

projects

Get hands-on training at the

school of technology

Join the school band

Play a

sport

Here are some things you can do in high school in Here are some things you can do in high school in addition to learning…addition to learning…

Family, friends, counselors, teachers Family, friends, counselors, teachers and mentors can all be pieces and mentors can all be pieces of the puzzle to help you succeedof the puzzle to help you succeed

So canSo canyou!you!

HonorIntegrityGoalsHope

You Are Who You Choose To Be

Self confidenceClassHonestyOptimismOpportunityLeadership

You are who you choose to be!

Track Dropout Track MIP Track Discipline Track Attendance Track Tardiness

Discipline

Discipline Summary 2008-09

0

100

200

300

400

500

600

700

2007-08 2008-09

Years

Nu

mb

er

of

Su

sp

en

sio

ns

Number ofSuspensions

Attendance SummaryAttendance Summary 2008-09

88.00%

88.50%

89.00%

89.50%

90.00%

90.50%

91.00%

91.50%

2004 2005 2006 2007 2008 2009

Years

Pe

rce

nt

Percent

Dropout Rate System-wideLast Ten Years (Cecil County)

3.75

4.45

4.93

3.8

3 3.08

4.76

4.23 4.31 4.4 4.4

3.49

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Graduation Rate Last Ten YearsCecil County

82.84

84.15

82.6

81.02

82.91

84.38

85.39

83.4

80.63

83.77

82.48

84.05

78

79

80

81

82

83

84

85

86

1998 2000 2002 2004 2006 2008

Dropout Rate 3.86%

0.00%2.00%4.00%6.00%8.00%

10.00%12.00%14.00%

Percents

Over AllDropout

Rate

RegularDropout

Rate

SpecialEdu.

DropoutRate

Categories

Dropout Rate

2005-2006

2006-2007

2007-2008

2008-2009

jartinger

Graduation RateGraduation Percent

73.00%

74.00%

75.00%

76.00%

77.00%

78.00%

79.00%

2006-2007

2007-2008

2008-2009

Years

Pe

rce

nt

Graduation Percent

http://www.youtube.com/watch?v=Fnh9q_cQcUE

What we chart at NEHS

Number of white non-Hispanic students – Grade 9 316 303 217

Diversity

Number of black non-Hispanic students – Grade 9 19 16 17

Number of Hispanic students – Grade 9 9 7 9

Number of Asian/Indian Multiracial students – Grade 9 2 4 2

Number of American Indian/Alaskan students- Grade 9 0
















Percentage of G 9 students who are of Limited English Proficiency 1 1 (0.0029%)

ESOLPercentage of G 10 students who are of Limited English Proficiency 0 0

Percentage of G 11 students who are of Limited English Proficiency 1 0

Percentage of G 12 students who are of Limited English Proficiency 0 0

FARM students 139 (11.7%) 243 (21.6%) 349 (31%) FARM

Grade 9 Retentions 67 49

Grade 9 Dropout Rate (%) (344/16) 4.6% (18/343) 5.24%





7 4


Overall Dropout Rate (2005-2006) 58/1239 4.68%

Regular Education Dropout Rate 36/1073 3.36%

Special Education Dropout Rate 22/166 13.25%

FARM (Free and Reduced meals) 7/255 3.11%

5.50%


Special Education Dropout Rate 22-161 13.66%

5.36%




FARM (Free and Reduced Meals) 25/291 8.59%




FARM (Free and Reduced Meals) 0/246 0.00%

Overall Dropout Rate (2006-2007) 65/1181

FARM (Free and Reduced meals) 9/168

Over all Attendance rate 90.10% 91.00%

Number of G9 students with 0 days absent 8 9

Number of G9 students with 0.5 to 5.0 days absent 80 78




Number of G9 students with 20.5 or more days absent 87 64

Student attendance in Gr 9 Total students 344 322







Student attendance in Gr 10 Total Students 254 289







Student attendance in Gr 11 Total Students 211 224







Student attendance in Gr 12 total students 250 208

Total 1 or more in-school suspensions (MIP)

1018 (2007-08) 923 (194 students)

MIP by Grade 9th 76

MIP by Grade 10th 54



Total out-of-school suspensions 650 530 (162 students)

Totals 10 days suspension referred to superintendent 38 23

Suspensions by Grade 9th 61




2008-2009 MP4 MP3 MP2 MP1

Over all Attendance rate 90.00% 90.30% 90.30% 92.50%

Number of G9 students with 0 days absent 34 37 50 79

Number of G9 students with 0.5 to 5.0 days absent 208 203 190 189




Number of G9 students with 20.5 or more days absent 6 4 7 5

Student attendance in Gr 9 Total students 322 325 323 334







Student attendance in Gr 10 Total Students 289 294 296 303







Student attendance in Gr 11 Total Students 224 228 229 239







Student attendance in Gr 12 total students

207 209 210 211

We Are North East !Making strides in the right direction

North East High School NDPC-SD trained the NEHS team in 2007-08 and they developed and began...

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