Student Attendance Pathway and Engagement · 7/29/2019 · Ready Education Academy (CREA)?...
Transcript of Student Attendance Pathway and Engagement · 7/29/2019 · Ready Education Academy (CREA)?...
Student Attendance Pathway and Engagement
Montgomery County Board of Education
July 29, 2019
STEP BY STEP
Information
Awareness
UrgencyAction
2
3
Board of Education Strategic Planning Committee
Purposeof Study
“…to explore what factors compel students either to drop out of school or to attend school infrequently.”
4
DisengagementScenarioA young man from Guatemala aged 17 enrolls through the International Office and then shows up to register at his local high school. He has not been in a formal school setting since he was 10. What steps would best serve his needs?
5
Input provided by
• Principals (3 Levels)
• Associate Superintendents
• Teachers
• Directors
• Coordinators
• MCEA
• SEIU,
• MCAAP
• Paraeducators
• Students
• ESOL Teachers
• Reading Teachers
• Principal PLCs
• Community Groups
• More
6
Student GrowthBy Grade
544 696390 380
0
200
400
600
800
Grade 9 Grade 10 Grade 11 Grade 12
NUMBERS OF DROPOUTS2017 TO PRESENT
TOTAL 2010
OUR URGENCY
7
Engagement ChartTotal
Number of
Dropouts
ESOL Dropouts
Reading below proficiency (based on MAP-R)(see *)
Math below proficiency (based on MAP-M)(see *)
Dropouts with IEPs
504s FARMs
African-American
379 53 165 155 108 6 165
Hispanic/ Latino
1,341 1,184 732 462 110 6 567
Asian 51 32 14 6 7 2 15
White 193 26 37 29 49 13 42
2 or more (multiple) races
43 1 14 15 9 1 16
Total: 963 Total: 668
8
FARMs Students / All MCPS Dropouts% of FARMS Students
Among All MCPS Dropouts
% of FARMS ELs Among All MCPS
Dropouts
% of FARMS IEP Students Among All
MCPS Dropouts
% of FARMS 504 Students Among All MCPS Dropouts
40% 43% 42% 36%
Total Dropouts
ESOL IEPs 504s Reading Proficiency
Math Proficiency
Proficiency in Both
805 553 120 10 133 63 55
FARMs Students / All MCPS Dropouts
9
Analysis and Findings
Success Factors• Strong and positive relationships
• A sense of belonging
• A sense of academic purpose
• Coursework, pathways and partnerships that promote active student participation
• An academic intervention program
• Academic readiness in reading, math and EL proficiency
10
Analysis and Findings
Barriers to Student Engagement• Inadequate reading, math, and English language
proficiencies
• Lack of options for and knowledge of alternative pathways
• Necessity to work or provide childcare
• Transitions from each school level to the next
• Inadequate staff responses in areas that include pedagogy, curriculum and cultural proficiency
• Weak relationships within the school
• Insufficient attention to equity seen in the number of FARMS dropouts
• Socio-economic factors
11
Key Student Suggestions
Academic• Explain all the pathway options that are
available such as the Edison Center
• Make instruction more relevant
• Slow down instruction and re-teach when students do not understand
Social/Emotional• Sponsor more after-school clubs
12
Scope of Study
• Relationships
• Reading
• ESOL
• Partnerships, Internships and Pathways
• Articulation
• Middle Schools
• Counselors and Social Services
• Special Education
• Teaching Methodologies and Models
• Professional Development
• Evidence of Learning
• Eligibility
13
Relationships
Academic• Academic Intervention by individuals or
teams.
Social/Emotional• Expanding training options in cultural
proficiency?
• Creating more after-school clubs?
• Engaging speakers to talk to students about a range of subjects?
• Introducing the security persons at each school to all students and explaining their role?
14
Reading
Curriculum/Pedagogy• Implementing an enhanced reading development program at the Career Ready Education Academy (CREA)?
• Providing all teachers more professional training on basic reading strategies?
Assessments/Evaluations• Screening students entering an MCPS high school for the first time in reading proficiency?
15
ESOL
Academic: Screening & Placement• Stopping the requirement that EL students who refuse
ESOL services must still take the WIDA?
Academic: Staffing & Professional Development• Language Acquisition Resource teachers work with
World Languages, Reading, and EL departments and sit on the ILT?
Academic: Pathways• Creating a bilingual video to be shown to 8th and 9th
graders and their parents by counselors that highlights all the pathways?
• Finding a career path for older EL students to learn while they learn English?
16
Partnerships, Internships& Pathways
• Increase steps to enhance communication with community service organizations and businesses?
• Creating an Evening High School program?
17
Eligibility
• Aligning current eligibility standards with district measures for college and/or career readiness?
• Measuring eligibility standards by a sliding scale of academic expectations to encourage greater student engagement?
• Considering how attendance and eligibility align?
18
Articulation
• Arrange summer orientation for all schools?
• Establish a monitoring calendar to ensure review of reading and math levels of all incoming 6th and 9th
graders?
• Holding 5th and 8th grade parent orientation meetings?
• Requiring counselors to introduce 8th
graders to college and career pathways.
19
20
Addressing Relationships
Six Essentials PartnershipsMental Health and Well Being
EveryMind – Red FlagsCaringMatters – Good Grief GroupsThe Tree HouseLocal Care Team
21
Addressing Literacy
New Curriculum-
•More engaging and rigorous
• Focus on Foundational Skills and Complex Grade Level Text
• Culturally Relevant Text
• Literacy Interventions
22
Addressing ESOL
ESOL Workgroup
• Focused on secondary ESOL Instruction and Programming
• Instructional Models
• Course and assessment expectations
• Counselors and registrars
• Professional development
• Culture and equity
23
Addressing Partnerships
• Industry partnerships
• CREA
• CTE
• Achieving Collegiate Excellence and Success (ACES)
• CollegeTracks
• Collegiate Directions
24
Addressing K–12 Articulation
• K-12 model
•What’s working?
•Next steps
25
Board of Education Strategic Planning Committee
DISCUSSION
26