Using the Persistence to graduation tool to assist districts in identifying barriers to successful...

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Using the Persistence to graduation tool to assist districts in identifying barriers to successful graduation and locating appropriate and effective interventions to address those barriers. • Sheila L. Anderson Psy.S Educational Consultant KEDC/Big East Cooperative

Transcript of Using the Persistence to graduation tool to assist districts in identifying barriers to successful...

Using the Persistence to graduation tool to assist districts in identifying barriers to successful

graduation and locating appropriate and effective interventions to address those barriers.

• Sheila L. Anderson Psy.S• Educational Consultant• KEDC/Big East Cooperative

Learner outcomes for today

Review the KDE vision statementUnderstand the KDE delivery plan and how our

session fits into that plan•To become familiar with the PtGt•To learn how and where to Access the tool•To become proficient at accessing the needed data when using the tool•To become proficient at using the PtGt toolkit in order to match appropriate interventions to targeted areas identified through the tool.

KDE’s vision statement

• To prepare all Kentucky students for next-generation learning, work, and citizenship by engaging schools, districts, families, and communities through excellent leadership, service, and support.

Preparing for Success

Conference ThemePREPARING FOR SUCCESS

College and Career Readiness Goals

• Increase the percentage of students who are college- and career-ready from 34 percent (16,320 students) to 67 percent (32,160 students) by 2015.

• Increase the Averaged Freshman Graduation Rate from 76 percent (36,480 students) to 90 percent (43,200 students) by 2015.

College and Career Readiness Strategies

• Persistence to Graduation• Course & Assessment Alignment• Unbridled Learning Accountability Model• Targeted Interventions• Career Readiness Pathways• Acceleration: Advance KY, Advance

Placement, Project Lead the Way, Early College Designs

• Academic & Career Advising• Priority Schools

College and career readiness

• Addressing Persistence to Graduation

Strategy 1: Persistence to Graduation – Collection and Use of Data

Persistence to Graduation Tool

Early warning indicator system for identifying students who may be off-track

to graduate.

What does the report do?

• The PtGT Report provides critical student-level data to identify specific students in need of additional intervention and/or support.

Who can use the use Ptgt?*

• Directors of Pupil Personnel (DPP)• District dropout prevention

personnel (where applicable)• Building principals and counselors

*Determined by IC access rights

Data that are pulled for the report• Truancy• Retention in a grade• Migrant• LEP/ESL• Homeless• Gender• Age• Behavior infractions• Failing grades

How are the data is weighted?

Truancy – (excused or unexcused absences)– absent 6-9 days = 1 pt.– absent more than 9 days = 2pts.

Retained in the last two years = 1 pt. Migrant, LEP, homeless = 1 pt. ea. Gender – male = 1 pt. Age – 2 years older/younger than expected = 1

pt. Behavior – expulsion = 1 pt. Failing Grades- Chart on next page

More weighted categories?

• Failing grades in the last 2 years:– >10% = 1 point– >15% = 2 points– >25% = 3 points– >35% = 4 points– >45% = 5 points– >55% = 6 points

Where is it???

PtGT is embedded in Infinite Campus (IC)

Was launched with July 22, 2011update (release E.1126.3)

Accessing PtGT in Infinite Campus

Log onto IC at your worksite.Go to KY state reportsClick on KDE reportsClick on PtGT

https://dr.infinitecampus.com/staging/staging_scramble.jsp

Analyzing the Report:

• The report will provide a complete list of all students based on the weighting of indicators.

• The students at higher risk will appear at the top of the list.

• Districts have the capability to filter the report in excel format to get customized results.

What does a PtGT report look like?School Name

Risk Value Failing Grades Count

Absent Days

Grades Retained

Expulsions Gender Credits Attempted

Enrolled Grade

IEP

High School

9 78.00 16.5 0 0M 29.512 N

High School

9 88.00 21 0 0M 29.512 N

High School

9 68.00 21.5 0 0M 2612 Y

High School

9 50.00 43.5 0 0M 15.511 N

High School

8 65.00 25.5 0 0M 16.511 N

Sample report

What should we do first?

Districts should have ran the PtGT at the beginning of the school year for the

9th grade class of 2011-12 to create a baseline of data

for that cohort.

then what?

The school/district will complete data analysis/root cause analysis of the identified risk factors.

Identify evidence-based strategies and/or interventions to target the identified risk factors.

Provide targeted interventions by aligning the needs of the student with effective strategies that have the greatest potential to support the student.

It is the responsibility of each school to determine necessary and appropriate supports and interventions for students who may be off-track for graduation

What has KDE done to assist?

• KDE has been actively engaged in the work as the Office of Next-Generation Learners (ONGL) has reviewed feedback from districts regarding their use of the PtGT.

• Created a “Persistence to Graduation–Evidence-Based Strategies Toolkit” that:

– Researched, identified, and compiled effective strategies and interventions proven to have the most positive impact on dropout prevention

– Created and archived webinars and training sessions

Time to PlayAccessing the Evidence Based Toolkit

• Kentucky Department of Education : Homepage

• http://education.ky.gov/school/Pages/PtGT.aspx

Summary of what really works

•The National Dropout Prevention Center has identified 15 effective strategies that have the most positive impact on the dropout rate. •These strategies have been implemented successfully at all education levels and environments throughout

the nation.

School and Community Strategies•1. Systemic RenewalA continuing process of evaluating goals and objectives related to school policies, practices, andorganizational structures as they impact a diverse group of learners.•2. School-Community CollaborationWhen all groups in a community provide collective support to the school, a strong infrastructuresustains a caring supportive environment where youth can thrive and achieve.•3. Safe Learning EnvironmentsA comprehensive violence prevention plan, including conflict resolution, must deal with potentialviolence as well as crisis management. A safe learning environment provides daily experiences, at all grade levels, that enhance positive social attitudes and effective interpersonal skills in all students.

Early Intervention

•4. Family EngagementResearch consistently finds that family engagement has a direct, positive effect on children's achievement and is the most accurate predictor of a student's success in school.•5. Early Childhood EducationBirth-to-five interventions demonstrate that providing a child additional enrichment can enhance brain development. The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction from the beginning of their school experience through the primary grades•6. Early Literacy DevelopmentEarly interventions to help low-achieving students improve their reading and writing skills establish the necessary foundation for effective learning in all other subjects.

Basic Core Strategies•7. Mentoring/TutoringMentoring is a one-to-one caring, supportive relationship between a mentor and a mentee that isbased on trust. Tutoring, also a one-to-one activity, focuses on academics and is an effective practicewhen addressing specific needs such as reading, writing, or math competencies.•8. Service-LearningService-learning connects meaningful community service experiences with academic learning. Thisteaching/learning method promotes personal and social growth, career development, and civicresponsibility and can be a powerful vehicle for effective school reform at all grade levels.•9. Alternative SchoolingAlternative schooling provides potential dropouts a variety of options that can lead to graduation, withprograms paying special attention to the student's individual social needs and academic requirementsfor a high school diploma.•10. After-School OpportunitiesMany schools provide after-school and summer enhancement programs that eliminate information lossand inspire interest in a variety of areas. Such experiences are especially important for students atrisk of school failure because these programs fill the afternoon "gap time" with constructive andengaging activities

Making the most of Instruction•11. Professional DevelopmentTeachers who work with youth at high risk of academic failure need to feel supported and have anavenue by which they can continue to develop skills, techniques, and learn about innovativestrategies.•12. Active LearningActive learning embraces teaching and learning strategies that engage and involve students in thelearning process. Students find new and creative ways to solve problems, achieve success, andbecome lifelong learners when educators show them that there are different ways to learn.•13. Educational TechnologyTechnology offers some of the best opportunities for delivering instruction to engage students inauthentic learning, addressing multiple intelligences, and adapting to students' learning styles.•14. Individualized InstructionEach student has unique interests and past learning experiences. An individualized instructionalprogram for each student allows for flexibility in teaching methods and motivational strategies toconsider these individual differences.•15. Career and Technology Education (CTE)A quality CTE program and a related guidance program are essential for all students. School-to-workprograms recognize that youth need specific skills to prepare them to measure up to the largerdemands of today's workplace.

For more information on the PtGT contact:

• Bonnie TomberlinOffice of Next-Generation LearnersDivision of Learning Services500 Mero Street, 19th Floor CPTFrankfort, KY 40601(502) 564-4970Fax (502) 564-6470

[email protected]

For more information about this presentation contact:

• Sheila Anderson Psy.S• Education Consultant Big East Special Education Cooperative

[email protected]