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Navigating the Seven “C’s” to Successful Graduation

Learn about the seven essential components for successful graduation, including convening, collaborating, coalescing, communication, community, commitment, and capacity. Discover strategies to improve graduation rates and support student engagement.

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Navigating the Seven “C’s” to Successful Graduation

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  1. Navigating the Seven “C’s” to Successful Graduation Laura C. Brown, Ph.D. Director of College and Career Readiness, GA SPDG Debbie Currere, Parent Support Specialist , GA SPDG August 2014

  2. DISCLAIMER:The contents of this presentation were developed under a grant from the US Department of Education, #H323A120020. However, those contents do no not necessarily represent the policy of the US Department of Education and should not assume endorsement by the Federal Government.

  3. 7 “C’s” • Convening • Collaborating • Coalescing • Communication • Community • Commitment • Capacity

  4. Write & Compare • What is the 2013 graduation rate for all students in Georgia? • What is the 2013 graduation rate for students with disabilities in Georgia? • What is the 2013 graduation rate for students with disabilities in one of your high schools? For all students?

  5. What is good enough?

  6. GA’s Graduation Rates For ALL Students 2010-2011 29.84% 2011-2012 35.18% 2012-2013 35.20%

  7. GA’s Graduation Rates for students with disabilities 2010-2011 29.84% 2011-2012 35.18% 2012-2013 35.20%

  8. Learning Targets • I can describe student engagement as it relates to improving graduation rates. • I can identify strategies to support the efforts of school teams to improve graduation rates.

  9. Learning Target Pre-Assessment Using the pink rating sheet, rate your knowledge of the learning targets from 0 -5. 0 = No knowledge 5 = Could teach others

  10. GA’s GraduateFIRST • Nationally recognized • Data-driven intervention process • Designed to help students stay in school and graduate • Partnerships with NDPC-SD, School Improvement, GLRS • Funded by GA’s SPDG

  11. Today 80 schools across Georgia… are participating in GraduateFIRST and over 3000 students are being supported.

  12. GraduateFIRSTCommunity • GraduateFIRST Partners • GaDOE Design Team • GraduateFIRST staff • Regional Collaboration Coaches • School Teams includes Parent Mentors • School-based GraduateFIRST Team Leaders

  13. GraduateFIRST Core Components

  14. GraduateFIRST Core Components 1. Establish an effective School Team and identify the Team Leader responsible for the implementation of the School Action Plan

  15. GraduateFIRST Core Components 2. Collect and analyze data 3. Use data prioritize areas of need and to select and monitor a target group of students 4. Use data to develop School Action Plans

  16. GraduateFIRST Core Components 5. Implement and monitor School Action Plan with fidelity 6. Evaluate the effectiveness of School Action Plans

  17. Collaboration Coaches • Trained by the NDPC-SD • Focus on helping schools achieve positive student outcomes especially for a target group of students • Use a blended model of coaching including onsite coaching

  18. GraduateFIRST ABCs Belonging Relationships Self-Determination Family and Community Engagement

  19. GraduateFIRST ABCs • Focus on Attendance, Behavior, and Course Performance • Helping students develop a sense of belonging, develop caring relationships, and self-determination • All of these dimensions are underpinned by strong family and community engagement

  20. GraduateFIRST & Student Engagement The GraduateFIRST model is based upon the NDPC-SD framework and the construct of student engagement. Fostering student engagement relies not only on the ABCs, but also a focus on the dimensions of affective, cognitive, and family engagement.

  21. Focus on Student Engagement • Affective Engagement • Academic Engagement • Behavioral Engagement • Cognitive Engagement • Family & Community Engagement Sandra Christenson Check and Connect

  22. Focus on Student Engagement • Affective Engagement • Academic Engagement • Behavioral Engagement • Cognitive Engagement • Family & Community Engagement Sandra Christenson Check and Connect

  23. Student Engagement • Affective Engagement • Developing caring relationships with adults • Sense of School connectedness • School bonding • Mentoring Sandra Christenson Check and Connect

  24. Student Voice: It’s Time to Turn Up the Volume More Academically Motivated Students When: • Teacher/Student Relationships (d=.69) • Self-Worth • Engagement • Purpose • Voice Quaglia & Corso, 2014

  25. Engagement • Be meaningfully engaged in something • Fun/Excitement • Curiosity & Creativity • Spirit of Adventure – not being afraid to fail or succeed • Affectively, Behaviorally, Cognitively Engaged Students who are engaged are 15X more likely to be academically motivated. Quaglia & Corso, 2014

  26. Self-Worth • Believing you can make a difference • Belonging – part of a group • Heroes - trusting others • Sense of Accomplishment – do a good job of recognizing end products, but not such a good job of recognizing perseverance, effort, good citizenship Students with a sense of self-worth are 5X more likely to be academically motivated. Quaglia & Corso, 2014

  27. Purpose • Leadership & Responsibility • Confidence to take action • Dreams & Aspirations • Making your own decisions and accepting responsibility for these actions • Teachers have to believe that the students can be successful. Students who have a sense of purpose are 17X more likely to academically motivated. Quaglia & Corso, 2014

  28. Voice • Students are communicating all the time. • Student voice in decision-making. • Student voice in schools is not a natural state of affairs yet. • Many students do not have the skills to listen or to express themselves. • Do we have the skills to listen? Students who have a voice are 6X more likely to be academically motivated.

  29. Focus on Student Engagement • Affective Engagement • Academic Engagement • Behavioral Engagement • Cognitive Engagement • Family & Community Engagement Attendance Sandra Christenson Check and Connect

  30. Impact of Attendance on Graduation

  31. Student Engagement • Cognitive Engagement • Students ‘ investment in the learning • Setting learning goals • Self-efficacy • Self-determination • Motivation Sandra Christenson Check and Connect

  32. Focus on Student Engagement • Affective Engagement • Academic Engagement • Behavioral Engagement • Cognitive Engagement • Family & Community Engagement Sandra Christenson Check and Connect

  33. Vital Behaviors to Improve Graduation Rates • Using the form provided, please select the areas of the GraduateFIRST model that these vital behaviors support. • Identify all of the areas that apply.

  34. GraduateFIRST ABCs Belonging Relationships Self-Determination Family and Community Engagement

  35. Best Performance Outcomes Students perform best when they are engaged in all areas.

  36. Georgia Department of Education's State PersonnelDevelopment Grant (SPDG) GraduateFIRST Assessment Tool Mind

  37. GraduateFIRST Assessment Tool Charting

  38. Your Challenge

  39. Preparation - Commitment & Collaboration

  40. Making the Commitment & Collaborating • Discuss with your Special Education Director • Meet with the GraduateFIRST Team Leader • Discuss how you can support the school’s efforts to increase graduation rates. • Identify a targeted group of families of students who have experienced attendance difficulties. (7 – 10 families)

  41. Making the Commitment & Collaborating • Gather key contact information of the student of the identified families. (ie: caseload teacher, guidance counselor, mentor, etc.) • Last year’s attendance data as a baseline • Ask who else you should be introduced to? (Collaboration Coach, Principal, etc.)

  42. Communication

  43. Communicating with Families • Your role as a parent mentor allows you to • Help bridge home – school communication • Provide resources • Contact Families that the school’s focus is for ALL students to graduate! • Discuss with them the importance of graduation. (Use Conversation Starters Handout)

  44. Communicating with Families • Encourage their input. • Ask if it is ok to contact them from time to time and what is the best way to contact them. • Provide your contact information. • Follow-up with families every other month or by grading period. • Refer to Conversation Starters and Attendance FACTS handouts when planning your calls.

  45. Building Capacity

  46. Attendance FACTS & Strategies

  47. Providing Additional Family Support/ Trainings • A Repository of Parent Workshops will be available on the SPDG website. (power point and single page handout) www.gaspdg.org • Workshops are designed that you can present to a group or when meeting with a parent one-on-one.

  48. What would the training needs be?

  49. Reporting

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