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2011 Drop Out Prevention Summit November 17, 2011

2011 Drop Out Prevention Summit November 17, 2011. Dropout Rates in Georgia and Future Interventions. National Perspective on Student Dropout. 2010 Dropout Rate: Statewide and Metro Districts. State Data on Student Dropout. Future Interventions. Dropout Prevention / Early Warning System:

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2011 Drop Out Prevention Summit November 17, 2011

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  1. 2011 Drop Out Prevention SummitNovember 17, 2011

  2. Dropout Rates in Georgia and Future Interventions

  3. National Perspective on Student Dropout

  4. 2010 Dropout Rate: Statewide and Metro Districts

  5. State Data on Student Dropout

  6. Future Interventions • Dropout Prevention / Early Warning System: • GaDOE partnering with GLISI, Gwinnett County and SERVE to develop a system that provides a student-level indication for the probability of high school graduation starting in 6th grade. • GaDOE CCRPI • Next generation accountability system incentivizes holistic student development towards college and career readiness

  7. We have a choice. We can simply defend what we have…or create what we need. Sixteen Trends Their Profound Impact on Our Future by Gary Marx

  8. The Common Core State Standards Initiative • Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and • mathematics standards. • The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the • National Governors Association (NGA) and the • Council of Chief State School Officers (CCSSO). • www.corestandards.org

  9. Why Common Core Standards • Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. • Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. • Equity: Expectations are consistent for all – and not dependent on a student’s zip code. • Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. • Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

  10. Thomas Fordham InstituteGPS and CCSS in 2010 Georgia: Grade A- Clarity and Specificity 3/3 Content and Rigor 6/7 Total GPS Score 9/10 Georgia is one of eight states receiving at least 9/10 points. CCSS: Grade A- Clarity and Specificity 2/3 Content and Rigor 7/7 Total CCSS Score 9/10

  11. Why are the Common Core State Standards for English language arts and mathematics right for Georgia? • Previous work with the GPS has prepared Georgia for the implementation of the CCGPS. • Prior teacher and administrator GPS training ensures a smooth transition. • Although some content may be in different grade levels in CCSS, nearly all of the ELA and mathematics standards are addressed. • CCSS expectations are consistent with a single/high-rigor diploma requirement for all students.

  12. K- High School CCGPS Subjects • English Language Arts (ELA) • Literacy in History/Social Studies, Science, and Technical Subjects • Mathematics

  13. Common Core State Standards inEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects College and Career Readiness (CCR) Standards • Overarching standards for each strand that are further defined by grade-specific standards Grade-Level Standards in English Language Arts (CCGPS) • K-8, grade-by-grade • 9-10 and 11-12 grade bands for high school • Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects • Standards are embedded at grades K-5 • Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

  14. College and Career Readiness Standards and Common Core State Standards • The College and Career Readiness Standards were written first and define the expectations for all students upon graduation from high school. • The K-12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career readiness expectations no later than the end of high school. • Each Common Core State Standard is aligned to a college and career readiness standard.

  15. College and Career Readiness Standards(CCR) These 32 standards “anchor” the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. (10 Reading, 10 Writing, 6 Speaking & Listening, and 6 Language)

  16. Common Core for Mathematics Standards for Mathematical Content • K-8 grade-by-grade standards organized by domain • 9-12 high school standards organized by conceptual categories Standards for Mathematical Practice • Describe mathematical “habits of mind” • Offer standards for mathematical proficiency: reasoning, problem solving, modeling, decision making, and engagement • Connect with content standards in each grade

  17. K- 8 Mathematics Standards • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals. • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics. • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content. • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra in 8th grade or after.

  18. High School Mathematics Standards • Call on students to practice applying mathematical ways of thinking to real world issues and challenges • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions • Identify the mathematics that all students should study in order to be college and career ready.

  19. Common Core Georgia Performance Standards (CCGPS) Professional Learning and Implementation Timeline September 21, 2011 State-wide CCGPS meeting for educators and stakeholders provided by State School 3:00-4:00pm Superintendent, Dr. John Barge, and GaDOE staff via Georgia Public Broadcasting   Use the following link to access the session and recording: gpb.org/education/common-core August – Dec. 2011 Technical Assistance, Webinars, Transition Documents, Resource Development January – March 2012 K-12 grade by grade ELA and Mathematics teacher professional learning with live/interactive streaming via Georgia Public Broadcasting Sessions will be recorded. To access all of the CCGPS 2011-2012 Live Streamed Professional Learning sessions and recordings use the following link: gpb.org/education/common-core Ongoing professional learning and technical support will be provided for local districts/schools via RESA Mathematics Mentors and ELA Specialists and GaDOE staff 2012-2013 Year 1 Implementation/Transition 2013-2014 Year 2 Implementation; Field Test 2014-2015 Year 3 Implementation and Common Assessment Contacts: CCGPS Coordinator - Jan Wyche (jwyche@doe.k12.ga.us) ELA Program Coordinator - Kim Jeffcoat (kjeffcoat@doe.k12.ga.us) Mathematics Program Coordinator - Sandi Woodall (swoodall@doe.k12.ga.us)

  20. Common Core Assessment • Georgia is a governing state within the Partnership for the Assessment of Readiness for College and Careers (PARCC), a consortium of 24 states focused on building a common assessment based on the Common Core. • Implementation is planned for the 2014-2015 SY

  21. Update on Georgia and Career Clusters

  22. Future: All Students with a Career Pathway

  23. Career Clusters • The GaDOE shall develop a curriculum for the following programs of study including, but not limited to: • Agriculture, food, and natural resources • Architecture and construction • Arts, audio-video technology, and communications • Business, management, and administration • Education and training • Finance • Health science • Hospitality and tourism • Human services

  24. Career Clusters (cont’d) • The GaDOE shall develop a curriculum for the following programs of study including, but not limited to: • Information technology • Law, public safety, and security • Manufacturing • Government and public administration • Marketing, sales, and service • Science, technology, engineering, and mathematics • Transportation, distribution, and logistics • Energy (Not required in law but will be developed)

  25. Georgia’sNext Generation AccountabilityCollege and Career Ready Performance Index

  26. DRAFT College and Career Ready Performance Index,High School Model Grades 9 - 12 Dr. John D. Barge, State School Superintendent “Making Education Work for All of Georgia’s Students” GRADUATION RATE Cohort Graduation Rate (%) STUDENT ATTENDANCE Student Attendance Rate (%) POST HIGH SCHOOL READINESS Percent of graduates completing 3 or more Pathway Courses Percent of CTAE Pathway Completers earning a CTAE Industry-Recognized Credential Percent of tested students earning a Work Ready Certificate on the ACT Work Keys Assessment Percent of graduated students entering Technical College System of Georgia technical colleges and/or University System of Georgia 2 or 4 year colleges and universities NOT requiring remediation or support courses Percent of graduates earning high school credit(s) for accelerated enrollment via Accel, Dual HOPE Grant, Move On When Ready, Early College, Gateway to College, Articulated Credit, Advanced Placement or International Baccalaureate courses Percent of graduates earning 2 or more high school credits in the same world language Percent of AP exams receiving scores of 3 or higher and/or percent of IB exams receiving scores of 4 or higher Percent of tested graduates scoring a minimum of 22 on the ACT (out of 36) Percent of tested graduates scoring a minimum of 1550 on the SAT (out of 2400) Percent of students scoring at meets or exceeds on the Georgia High School Writing Test CONTENT MASTERY (END of COURSE TESTS and WRITING ASSESSMENT to be REPLACED by COMMON CORE ASSESSMENT, 2014-15) Percent of students scoring at meets or exceeds on the Ninth Grade Literature End of Course Test Percent of students scoring at meets or exceeds on the American Literature End of Course Test Percent of students scoring at meets or exceeds on the Mathematics I (or GPS Algebra) End of Course Test Percent of students scoring at meets or exceeds on the Mathematics II (or GPS Geometry) End of Course Test Percent of students scoring at meets or exceeds on the Physical Science End of Course Test Percent of students scoring at meets or exceeds on the Biology End of Course Test Percent of students scoring at meets or exceeds on the US History End of Course Test Percent of students scoring at meets or exceeds on the Economics End of Course Test

  27. DRAFT Factors for Successa companion to the College and Career Ready Performance Index for High Schools In addition to the twenty (20) items within the College and Career Ready Performance Index, high schools may earn additional points for these five supplemental indicators. • Percent of graduates completing three credits in the same world language • Percent of graduates taking the SAT or ACT • Percent of graduates earning credit in a physics course • Percent of students in grade nine earning 4 Carnegie Unit Credits in 4 core content areas • Percent of graduated students qualifying for the Zell Miller Scholarship as awarded through legislative guidelines managed by the Georgia Student Finance Commission To Be Considered at a Later Date Percent of tested students scoring at a proficient level on a Soft Skills Assessment Percent of tested students earning an AFQT score of 35 or higher on the Armed Services Vocational Aptitude Battery Percent of tested students scoring ‘College Ready’ on the COMPASS examination School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement Percent of students participating in the PLAN examination Percent of graduates completing Work Based Learning or a Senior Project School has earned a Georgia Science, Technology, Engineering and Math (STEM) Program Certification

  28. DRAFT College and Career Ready Performance Index,Middle School Model Grades 6 - 8 Dr. John D. Barge, State School Superintendent “Making Education Work for All of Georgia’s Students” CONTENT MASTERY AND PREPARATION FOR HIGH SCHOOL Percent of students scoring at meets or exceeds in ELA Percent of students scoring at meets or exceeds in reading Percent of students scoring at meets or exceeds in mathematics Percent of students scoring at meets or exceeds in science Percent of students scoring at meets or exceeds in social studies Percent of students scoring at meets or exceeds on the Grade Eight Writing Assessment Percent of students in grade eight achieving a Lexile measure greater than 1050 STUDENT ATTENDANCE Student Attendance Rate (%) SUPPORTS AND INTERVENTION Percent of English Learners with positive movement from one Performance Band to a higher Performance Band Percent of Students With Disabilities served in general education environments greater than 80% of the school day Percent of students in grade eight passing at least four courses in core content areas CAREER EXPLORATION Percent of students in grade eight with a complete Individual Graduation Plan documented in GaCollege411, GCIS, or Career Cruising Percent of students completing 3 or more Career Interest Inventories from a preferred Career Interest System within GaCollege411, GCIS, or Career Cruising

  29. DRAFT Factors for Successa companion to the College and Career Ready Performance Index for Middle Schools In addition to the thirteen (13) items within the College and Career Ready Performance Index, middle schools may earn additional points for these seven supplemental indicators. • Percent of students in grade eight scoring proficient/advanced on the 21st Century Skills Technology Assessment • Percent of students in grades six and seven with a fully documented Fitnessgram assessment • Percent of students in grade eight scoring at exceeds in science • Percent of students successfully completing three years of courses in the fine arts and/or one world language and/or career exploratory • Percent of students in grade eight scoring at exceeds in mathematics • Percent of students in grade eight scoring at exceeds in social studies • Percent of eighth grade students earning at least one high school credit To Be Considered at a Later Date School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement Percent of students in grades six through eight advancing to above grade level subject acceleration and/or whole grade acceleration

  30. DRAFT College and Career Ready Performance Index,Elementary School Model Grades K - 5 Dr. John D. Barge, State School Superintendent “Making Education Work for All of Georgia’s Students” CONTENT MASTERY AND PREPARATION FOR MIDDLE SCHOOL Percent of students scoring at meets or exceeds in ELA Percent of students scoring at meets or exceeds in reading Percent of students scoring at meets or exceeds in mathematics Percent of students scoring at meets or exceeds in social studies Percent of students scoring at meets or exceeds in science Percent of students scoring at meets or exceeds on the Grade Five Writing Assessment Percent of students in grade three achieving a Lexile measure greater than 650 Percent of students in grade five achieving a Lexile measure greater than 850 STUDENT ATTENDANCE Student Attendance Rate (%) SUPPORTS AND INTERVENTION Percent of English Learners with positive movement from one Performance Band to a higher Performance Band Percent of Students With Disabilities served in general education environments greater than 80% of the school day CAREER EXPLORATION Percent of fifth grade students completing ten Career Awareness Modules Percent of fifth grade students with a Career Portfolio in GaCollege411, GCIS, or Career Cruising

  31. DRAFT Factors for Successa companion to the College and Career Ready Performance Index forElementary Schools In addition to the thirteen (13) items within the College and Career Ready Performance Index, elementary schools may earn additional points for these seven supplemental indicators. • Percent of students enrolled in world language courses • Percent of students enrolled in fine arts courses • Percent of students in grades one through five with documented data for the Fitnessgram assessment • Percent of students in grade five scoring at exceeds in science • Percent of students in grade three scoring at exceeds in mathematics • Percent of students in grade five scoring at exceeds in reading • Percent of students in grade five scoring at exceeds in social studies To Be Considered at a Later Date School’s average score on the Georgia Teacher Effectiveness Measurement School’s average score on the Georgia Leader Effectiveness Measurement Percent of students in grades one through five advancing to above grade level subject acceleration and/or whole grade acceleration

  32. GaCCRPI Calculations & Scores • The foundation of the GaCCRPI is the college and career ready indicators • The indicators are grouped by categories at each school level • A percentage rate will be calculated for each indicator • Scores will be provided in 3 areas to arrive at the Overall School Score: • Achievement Score • Progress Score • Achievement Gap Closure Score • Schools will also receive Star Ratings in two areas: • Financial Efficiency • School Climate

  33. Student surveys such as the Georgia Student Health Survey II have linked school climate with thoughts of dropping out of school.

  34. According to data from the Georgia Student Health Survey II, students have contemplated dropping out of school because: • They don’t feel safe at school • They don’t feel successful at school • They are victims of bullying and harassment • They don’t feel respected at school • Schools don’t set clear rules for behavior • They don’t know anyone at school that they can trust

  35. Why is a Positive School Climate Important? • Promotes student learning • Improves test scores • Improves graduation rates • Improves school safety • Improves student attendance • Reduces drop-out rate • Improves working environment (student-teacher and peer relationships) • Promotes higher rate of teacher satisfaction

  36. School Improvement • School Improvement Specialists serving Needs Improvement Schools • Providing Professional Learning for staff • Trained in strategies to identify and provide intervention for at risk students and to support graduation for all students. • 21st Century Community Learning Centers • 33 Programs at 77 sites in the metro area • Decrease the dropout rate for our most at risk students through • Credit Recovery and Academic Tutorial • Provide college tours, guest speakers, and focused college and career counseling

  37. Teacher Keys Evaluation System Teacher Keys Evaluation System (Generates a Teacher Effectiveness Measure Score) Teacher Assessment on Performance Standards (Data sources include observations and documentation) Surveys of Instructional Practice (Primary, Intermediate, Middle, and High School) Student Growth and Academic Achievement Teachers of Tested Subjects - Student growth percentile/ value-added measure - Achievement gap reduction Teachers of Non-Tested Subjects - DOE-approved district Student Learning Objectives

  38. Leader Keys Evaluation System Leader Keys Evaluation System (Generates a Leader Effectiveness Measure Score) Leader Assessment on Performance Standards (Data sources include documentation of practice) • Governance and Leadership • Climate Surveys • Student Attendance • Retention of Effective Teachers • Student Achievement Growth • Student growth percentile/value-added measure • Achievement gap reduction

  39. Learn More and Register At: http://public.doe.k12.ga.us/tss_title.aspx?Pagereq=StatewideConference Georgia Family Engagement Conference A Partnership of Georgia Department of Education and Georgia PTA February 16 -18, 2012 in Athens, GA

  40. Save the Date:25th Annual National Dropout Prevention Network Conference When: November 3-7, 2013 Where: Crowne Plaza Ravinia Atlanta, Georgia

  41. “I have always been delighted at the prospect of a new day, a fresh try, one more start, with perhaps a bit of magic waiting somewhere behind the morning.” J.B. Priestley

  42. Contact Information Martha R. Reichrath, Ph.D. Deputy Superintendent, Curriculum, Instruction, and Assessment mreichrath@doe.k12.ga.us Avis King Deputy Superintendent, School Improvement aking@doe.k12.ga.us

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