The Dropout Prevention Summit

1. The Dropout Prevention Summit “Honoring Diverse Pathways to SUCCESS!” Henrico County Public Schools Michelle D. Hairston, Director of Nontraditional Programs October 28, 2008

2. The Department of Nontraditional Programs “Honoring Diverse Pathways to SUCCESS!” Henrico County Public Schools Dropout Prevention Summit October 28, 2008

3. Vision The Department of Nontraditional Programs is guided by our belief that education and character are essential tools that open doors of opportunity for all learners. We believe that every student has a quest for excellence that lies within and must be ignited and fostered by the relationships they build and the experiences they encounter. As we support, empower, and inspire all students, we are preparing them to go out and make a difference in their life, the life of their school, and the life of their community.

4. Who Is the Nontraditional Learner?

5. What Does the Nontraditional Learner Look Like?

6. Nontraditional Learner #1 • Parents are Jamaican • Described as a “kid with no early promise” and “slow and aimless” • Prefers hanging out on the street rather than with others • Sent home from church camp for bad behavior • Positive ~ his employer says he “mops pretty good”

7. Nontraditional Learner #2 • At age 3 left alone on a train with 4-year-old sibling • Raped at age 8 by mom’s boyfriend • Primary caregiver - grandparents • Unwed mother at 16

8. Nontraditional Learner #3 • Premature birth • Likes to beat on the table with spoons • Six children in the family • Special education student • Strength ~ can play the piano

9. Nontraditional Learner #4 • Asian American, Female • Family has moved several times with father’s job relocations • Family forced to beg for food • Mother bartered family’s belongings for food • Student has aggressive attitude and feels like an outsider • Father is incarcerated

10. Nontraditional Learner #5 • Mexican American, Male • Family lost home • Student does not like school • He and brother have attended thirty-seven schools • Student feels that education has nothing to do with his life • Is in the eighth grade and will drop out • Father is disabled and does not want him to attend high school; he needs him to support the family • Father does not want the mother to work

11. Nontraditional Learner #6 • Bi-Racial, Male • Parents separated when he was two, now divorced • Student has other half siblings by his father’s other marriages • Lived with mother and with maternal grandparents • Struggles with multiracial heritage • Has used alcohol, marijuana, and cocaine

12. Where Are They Now?

13. Nontraditional Learner #1 Colin Powell

14. Nontraditional Learner #2 Maya Angelou

15. Nontraditional Learner #3 Stevie Wonder

16. Nontraditional Learner #4 Yoko Ono

17. Nontraditional Learner #5 Cesar Chavez

18. Nontraditional Learner #6 Barack Obama

19. The Department of Nontraditional Programs

20. Behavior Intervention SupportElementary Programs

21. Empowerment Academy Program Overview - The Empowerment Academy serves students in grades K-5 who exhibit severe misbehavior that prevents them from being successful in a traditional classroom setting. Students are recommended by the disciplinary hearing officer or placed by the Administrative Coordinator for Nontraditional Programs. Students may participate in the program for approximately nine weeks during which time they receive intensive academic and behavior management support. Program Highlights – ➢ Small class size ➢ Uninterrupted academics ➢ Character education lessons ➢ Student dress code ➢ Code of Conduct lessons ➢ Parent workshops ➢ Parent contact

22. Elementary Suspension Intervention Program Program Overview - The Elementary Suspension Intervention Program serves as an alternate to out-of-school suspension for students in grades K-5. The program offers a highly structured classroom environment that allows student to complete missed work for up to five days suspension from their home school. In addition to class work, students participate in character education classes. The staff works with students as they transition to and from their home school. Program Highlights – ➢ Small class size ➢ Uninterrupted academics ➢ Character education lessons ➢ Student dress code ➢ Code of Conduct lessons ➢ Parent workshops ➢ Parent contact

23. New Beginnings Program Overview - New Beginnings serves as an alternate to out-of-school suspension for students in grades K-5. The program offers a highly structured classroom environment that allows student to stay for a period of 3-5 weeks. In addition to completing class work, students participate in character education classes. The staff works with students as they transition to and from their home school. Program Highlights – ➢ Small class size ➢ Uninterrupted academics ➢ Character education lessons ➢ Student dress code ➢ Code of Conduct lessons ➢ Parent workshops ➢ Parent contact

24. Behavior Intervention Teacher Program Overview - The Behavior Intervention Teacher is assigned to two schools. The goal of the teacher is to support the students who struggle behaviorally by creating individual Behavior Intervention Plans that target the behaviors of concern. In addition, the Behavior Intervention Teacher works with the school principal, classroom teachers, and parents to provide support in the following ways: School-Level Support – ➢ Attend Child Study Meetings ➢ Conduct classroom observations ➢ Meet with classroom teachers to provide guidance and support ➢ Meet weekly with the principal to provide guidance and support ➢ Contact and meet with the parents of the students with behavior challenges ➢ Model appropriate behavior intervention strategies for teachers ➢ Conduct monthly parent workshops on relevant topics ➢ Create teacher training sessions on best practice behavior interventions

25. Behavior Intervention SupportSecondary Programs

26. Basic / New Start Programs Overview – Basic and New Start serves students in grades 6-8 and 9-12 respectively who have received a long-term suspension, have been expelled, or who are transitioning from a detention facility. The program provides a highly structured academic and social environment that focuses on improving self-esteem, addressing behavior problems, and ensuring a seamless transition back to the home middle or high school. Program Highlights – ➢ Reduced class size ➢ Uninterrupted academics ➢ Character education lessons ➢ Student dress code ➢ Code of Conduct lessons ➢ Intensive support for behavior management ➢ Support from staff to assist in transition to home school

27. Henrico Suspension Intervention Program Programs Overview – The Henrico Suspension Intervention Program (HSIP) serves as an alternative to out-of-school suspension for middle and high school students who have been suspended for 10 days or less. The program allows students to stay on track with their academic program and return from the suspension without interrupting their learning schedule. Students also complete character education lessons and assignments relating to the Henrico County Code of Conduct. Program Highlights – ➢ Reduced class size ➢ Uninterrupted academics ➢ Character education lessons ➢ Student dress code ➢ Code of Conduct lessons

28. Preserving Student Achievement Program Program Overview – The Preserving Academic Achievement Program (PSAP) serves students in grades 6-12 who have been long-term suspended or expelled. Students participate in the program based on recommendation of the Superintendent and School Board action. Students take grade-level appropriate core content courses in science, social studies, mathematics, and English/language arts through a Web-based instructional program. Students receive support in the development of social and behavioral skills. A detailed transition plan is developed for each student to assist in the transition to his or her home school when appropriate. Program Highlights – ➢ Individualized instruction ➢ On-line instruction ➢ Regular parent meetings ➢ One-on-one support by staff ➢ Character education ➢ Transition assistance

29. Safe and Drug-Free Schools Program Program Overview – The Safe and Drug Free Schools Program provides intervention services to students who need support as a result of substance abuse. Students participate in small group sessions designed to prevent future use of drugs and/or alcohol. Parent workshops are provided to assist in preventing students from initial substance use and abuse. The Safe and Drug Free Schools Program provides support at high schools through the Peer Helper Program. Program Highlights – ➢ Character education lessons ➢ Substance abuse prevention lessons ➢ Parental involvement ➢ Parent workshops ➢ Small group sessions ➢ Peer mentoring

30. Academic & Community Support ProgramsSecondary

31. Center for Diversified Studies Program Overview - CDS provides an opportunity for high school students who are at-risk of not earning enough credits towards a high school diploma. The curriculum is tailored specifically to the needs of individual students and includes options for on-line learning, credit for working, and independent study. The program offers courses leading to an Advance Studies or Standard Diploma, and/or completion of a Vocational and/or Technical Certificate. CDS students must be self-motivated to ensure success. Students need 10 high school credits in order to be accepted into the program. Program Highlights – ➢ Individualized course schedule ➢ Potential to earn credit for working outside of school ➢ Opportunity for credit recovery ➢ Opportunity for early graduation ➢ Opportunity for students who have fallen behind academically ➢ Opportunity for students to work at their own

32. Communities In Schools of Henrico, Inc. • Program Overview – Communities In Schools (CIS) is the nation’s largest dropout prevention organization. For 30 years, CIS has had a focused mission: bringing community resources and caring adults into schools, so that all children have the tools they need to succeed in school and in life. • CIS provides the link between educators and the community to address unmet needs. The results: teachers are free to teach, and students - many in jeopardy of dropping out - have the opportunity to focus on learning. • CIS provides or coordinates services that address the underlying reasons why young people drop out, integrating student services and leveraging community resources where kids spend their days-in the schools. Community-based, integrated student services are interventions that improve student achievement by connecting community resources with both the academic and social service needs of students. Such interventions focus programmatic energy, resources and time on shared school and student goals. Through a single point of contact - the CIS site coordinator -individual needs are assessed and connections made between students and targeted community resources. • Program Highlights – • Communities In Schools believes that every child needs and deserves these “Five Basics”: • A one-on-one relationship with a caring adult • A safe place to learn and grow • A healthy start and a healthy future • A marketable skill to use upon graduation • A chance to give back to peers and community

33. Evening School of Excellence Program Overview – The Evening School of Excellence serves students who experience academic difficulties and/or personal challenges at their comprehensive high schools. The program offers students an opportunity to reconnect with high school with the goal of obtaining a diploma. Students learn in a class with a low pupil-teacher ratio while receiving individual instruction. Students may take one class per semester for a maximum of 4 credits in an academic school year. Students who attend may not be enrolled in a traditional daytime high school. Program Highlights – ➢ Small class size ➢ Credit recovery ➢ Individual academic plan ➢ Targeted academic assistance ➢ Re-engagement in school ➢ Focused instruction

34. GED & ISAEP Program Overview - The zone GED and ISAEP programs serve as options for students who are seeking a GED. The program helps students acquire marketable employment skills, successfully pass the GED exam, and explore post-secondary opportunities. To qualify for ISAEP, which is an accelerated GED program, students must meet certain academic criteria. Program Highlights – ➢ Small group instruction ➢ Targeted instruction ➢ Accelerated GED instruction ➢ Career Readiness Component ➢ Abbreviated school day ➢ 3-Tier Program: Pre-GED, GED, and Fast Track GED

35. Nontraditional Schools

36. Mount Vernon Middle School Program Overview – Mt. Vernon Middle School serves as an alternative setting for students in grades 6-8 who may benefit from an alternative to a traditional classroom. Students may have academic weaknesses and/or challenging behaviors. The program at Mt. Vernon offers a highly structured classroom environment with a low pupil teacher ratio. The instructional program is designed around a thematic approach. At a minimum, students will complete the academic year in which they are enrolled. Program Highlights – ➢ Reduced class size ➢ Individualized academic plan ➢ Individualized behavior plan ➢ Student uniforms required ➢ After school enrichment program ➢ After school academic support ➢ Adult mentors

37. New Bridge Middle School Program Overview – New Bridge Middle School serves as an alternative setting for students in grades 6-8 who may benefit from an alternative to a traditional classroom. Students may have academic weaknesses and/or challenging behaviors. The program at Mt. Vernon offers a highly structured classroom environment with a low pupil teacher ratio. The instructional program is designed around a thematic approach. At a minimum, students will complete the academic year in which they are enrolled. Program Highlights – ➢ Reduced class size ➢ Individualized academic plan ➢ Individualized behavior plan ➢ Student uniforms required ➢ After school enrichment program ➢ After school academic support ➢ Adult mentors

38. Virginia Randolph Community High School Program Overview – VRCHS serves as an alternative setting for students in grades 9-12 who may benefit from attending a nontraditional high school, who have academic weaknesses, and who may have challenging behaviors. The instructional program offers students a variety of options in career and technical education while earning a high school diploma or a GED. The school operates a four-by-four block schedule, which also allows students to accelerate their ability to earn high school credits. The goal is for all students to leave with marketable skills that allow them to pursue post-secondary education or secure a job. Program Highlights – ➢ Small class size ➢ Career and Technical education courses ➢ Opportunities to earn a GED ➢ Opportunities to earn industry certification in a variety of trades ➢ 4x4 block schedule to allow credit recovery and acceleration ➢ Opportunities for participation in extracurricular activities at VRCHS or home school