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Miami Dade County Public Schools

Miami Dade County Public Schools. District Support Staff In Action !. Barbara Cicilia, Ed.S Curriculum Support Specialist M-DCPS Dropout Prevention - District Coach. Focus. Why Dropout Prevention? District Support What does it look like? Professional Development District Leadership Team

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Miami Dade County Public Schools

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  1. Miami Dade County Public Schools District Support Staff In Action! Barbara Cicilia, Ed.SCurriculum Support SpecialistM-DCPS Dropout Prevention - District Coach

  2. Focus • Why Dropout Prevention? • District Support • What does it look like? • Professional Development • District Leadership Team • Dropout Coaches • & Responsibilities • School Teams • & Responsibilities • Developing Action Plans • The Framework • The Attributes • The Goals • School Expectations • Planning • Monitoring • Evaluating Outcomes

  3. Why Dropout Prevention Rigorous Targets set by FL-DOE 2006-07 The dropout rate for students with disabilities will decreaseto 4.25% 2007-08 The dropout rate for students with disabilities will decreaseto 4.00% 2008-09 The dropout rate for students with disabilities will decreaseto 3.75% 2009-10 The dropout rate for students with disabilities will decreaseto 3.50% 2010-11 The dropout rate for students with disabilities will decreaseto 3.25%

  4. Dropout Rates

  5. District Support…What does it look like? • Analyze District Data • District-wide Collaboration • Develop Annual Goals • Provide technical guidance to schools • Introduce research based interventions to schools • Monitor School Implementation • Offer Professional Development

  6. Professional Development • NDPC-SD Framework • Using DATA • Problem Solving Strategies • Evidence-Based Interventions • Positive Behavior Support Strategies • Classroom Management

  7. Dropout District Core Team Robin J. Morrison Instructional Supervisor   Dianne Halfaker Project Manager, SEDNET  Barbara Cicilia Case Manager, SEDNET  Charles Ochipa Curriculum Support Specialist Candance Young-Lane Curriculum Support Specialist

  8. assist schools in the development of action plans and interventions. monitor school’s dropout action plan implementation collect data from schools report outcome data to District provide professional development to schools School District Coaches

  9. School Teams • District Coach • School Administrator • Special Education Staff • Community Specialist

  10. School Team Responsibilities • Analyze Data • Develop Action Plans • Identify Target Areas • Problem Solve • Implement Interventions • Collect accurate Data • Evaluate Outcomes • Staff Training

  11. Developing Action Plans

  12. The Framework • Phase 1 - Analyze Data • Phase 2 - Identify Target Areas for Intervention • Phase 3 - Develop Improvement Plan • Phase 4 - Implement Monitor and Evaluate

  13. District and School Demographics Student Performance District/School Infrastructure Assessment, Curriculum and Instructional systems Current initiatives and partnerships Professional development Parent/family engagement PHASE 1 Analyze Data

  14. Identify Target Areas PHASE 2 Academic Behavior Attendance School Climate Self Management Family Engagement Mentoring Community Service Learning

  15. DevelopImprovement Plan PHASE 3 • Select evidence based practices • Determine level of intensity • Contextualize to setting • Establish timelines

  16. Implement MonitorEvaluate PHASE 4 • Conduct baseline measures • Implement strategies • Coaching & Consultation • Measure results • Evaluation outcomes

  17. Attendance Academic Engagement Behavior Parental Involvement Student Engagement The “5” Attributes

  18. School Expectations

  19. Developing Effective Goals Schools will develop effective dropout goals that are S.M.A.R.T. • Specific – goal is focused on dropout prevention • Measureable – goal can be assessed • Appropriate – goal is relevant • Realistic - feasible • Time-bound – annual

  20. School Action Plans • Current Baseline – Where do they start? • Outcome – What is lacking or is needed? • Goal – What will they focus on? • Strategies – What interventions will be implemented? • Activities – How will the interventions be used? • Person Responsible –Who is accountable? • Timelines – How often will data be collected? • Status – Has the plan been implemented with fidelity? • Evaluation/Monitoring – What is effective? What needs to be adjusted?

  21. Criteria for monitoring goals • Goals are SMART • 2 or more activities involved • Data is available to monitor implementation of activities • Outcome date is available to monitor goal achievement • Outcome data is available to monitor modification of activities

  22. Book of Products • School Action Plan • Data Reports • Academics • Behavior • Attendance • Parent Engagement • Evaluation & Outcomes • Student

  23. Barbara Cicilia bcicilia@dadeschools.net

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