Emerging Dropout Recovery Practices

1. Emerging Dropout Recovery Practices Dropout Recovery Resource Guide December 2008 EGS Research & Consulting Steve Pierce Principal’s Hour March 5, 2009

2. Removing all barriers • Barriers may include: childcare, transportation, medical/health care, mental health, housing, and food. • Use a thorough assessment of recovered dropouts’ needs • Examine the availability of services to address all barriers • Collaborate with social service agencies/providers • Recovered dropouts are not likely to succeed academically if they have to face socioeconomic barriers.

3. Greater differentiation following re-enrollment • Recovered dropout pilot programs: give greater flexibility, more services, and more attention—especially for older students. • Alternative programs are creating special programs for recovered dropouts within the school or creating new schools. • Assign specific staff to address the needs of recovered dropouts and monitor their progress, implement a case management approach, and group them into classes only for recovered dropouts.

4. Connecting the recovered dropout to a caring adult • Done in several ways: by assigning a counselor, case manager, teacher or other staff to each recovered dropout from re-admission to graduation and beyond.

5. Integrating a case management model • The case manager identifies, coordinates and supervises all the services a recovered dropout gets.

6. Greater flexibility • Extending the school/program hours to twilight/evening because many dropouts work.

7. Increasing range of program choices • Place the recovered dropout in the most suitable location. • The location may be physical or virtual. • Physical locations may include the alternative academic high school, an evening program in a regular HS, or a program on a college campus. • May offer on-line courses—must be monitored and student progress tracked frequently.

8. Assigning high quality staff • Avoid making alternative schools “dumping grounds” for ineffective teachers. • Need high quality staff who are experienced working with at-risk students and dedicated to making a difference.

9. Tailoring the academic program to the recovered dropout’s academic status • Tailor the needs to the student • Student not demonstrating proficiency on one or more sections of the TAKS is different from the student in credit recovery • Develop an IGP (Individualized Graduation Plan) for each student • Self-paced program based on a combination of technology and direct instruction.

10. Post-high school focus • Emerging dropout recovery programs have shifted to a longer term goal: getting recovered dropouts ready for post-secondary education or employment and assisting them with the transition. • Emerging dropout programs are promoting graduation under the Recommended Plan and de-emphasizing the GED.

11. Collaboration with post-secondary institutions • Help filling out applications • Assistance in getting financial aid • Trips to college campus • Take college classes and earn college credit before graduation from HS

12. Follow students in college • Want to know how your recovered dropouts are doing in college • Follow these students for one year • Develops a close relationship between recovery program and college

13. Workforce preparation • Providing recovered dropouts job skills • Connecting them to jobs while still in school • Providing CTE classes

14. Final Thought Perseverance is not a long race: it is many short races, one after another. Walter Elliot