Effective Programs and Practices in MN !

1. Effective Programs and Practices in MN !  April 2, 2006 2006 Effective Strategies Institute Glory Kibbel Minnesota Department of Education

2. Minnesota SAAP Overview There is one main door to opportunity…….. EDUCATION

3. Purpose of Alternative Education in MN Minnesota Statute 124D.68: Subdivision 1. Purpose. The legislature finds that it is critical to provide options for children to succeed in school. Therefore, the purpose of this section is to provide incentives for and encourage all Minnesota students who have experienced or are experiencing difficulty in the traditional education system to enroll in alternative programs. primarily throughalternative strategies & methodologies for curriculum delivery, more time

4. Graduation Incentives Criteria (M.S.124D.68) • any pupil under the age of 21 who: • 1.performs substantially below the performance level for pupils of the same age in a locally determined achievement test • 2. is at least one year behind in satisfactorily completing coursework or obtaining credits for graduation • 3. is pregnant or is a parent • 4. has been assessed as chemically dependent • 5. has been excluded or expelled according to sections 121A.40 to 121A.56 • 6. has been referred by a school district for enrollment in an eligible program or a program pursuant to section 124D.69 • 7. is a victim of physical or sexual abuse • 8. has experienced mental health problems • 9. has experienced homelessness sometime within six months before requesting a transfer to an eligible program • 10. speaks English as a second language or has limited English proficiency • 11. has withdrawn from school or has been chronically truant

5. A 12th criteria was very recently added to the Graduation Incentives Criteria in 124D.68: 12. is being treated in a hospital in the seven-county metropolitan area for cancer or other life threatening illnesses or is the sibling of an eligible pupil who is begin currently treated, and resides with the pupil’s family at least 60 miles beyond the outside boundary of the seven-county metropolitan area.

7. State Approved Alternative Programs in Minnesota • First approved in 1988, 4 sites, 4,000 students • Today, over 150+ sites, 145,000+ students • Characterized by: • Smaller class sizes • Year round opportunities • More hands on/experiential • Individualized, continuous learning plans • Vocational or career emphasis, • Child care • Collaboration with social service-county agencies • Additional 20% funding for qualified students

8. Number of learners served in SAAP School Year • 1988-89 • 1998-99 • 2004-05 • It is important to note that this is headcount and not ADM • Estimated ADM, 22,000 • Total headcount served by 287 ALC 15,000+ Students Served • 4,050 (fast forward 10 yrs) • 101,666 (fast forward 6 yrs) • 145,911

9. Types of State Approved Alternative Programming • Area Learning Centers 75 • Alternative Programs 50 • Contracted Alternatives 28 Total site numbers allocated to SAAP’s 477 Total 287 ALC site numbers 150+

10. Types of State Approved Alternative Programming ALC • Wider array of programming • Open to all MN districts • Year round required • Targeted Services • Greater diploma options ALP • Serves school district only • Not eligible for targeted services • No distinction on reporting Contracted Alternative • Non public, non sectarian – United Way, VOA etc. • Examples: Metropolitan Federation (Mpls)

12. SAAP implementation came in 3 parts: Recovery, Intervention and Prevention • Recovery Secondary programs, credit recovery, grades 9-12, ages 15-21 originally: Project 70,001, CEC-PIE, Mini School, HAP • Intervention Addressing middle level student needs, limited pull out programming, ext day • Prevention Targeted Services for K-8 students, non credit bearing, goal is to keep in traditional day programming

13. Total students served in 2004/2005: 145,911* • Observations as to why growth has changed • Targeted Services is helping students to remain, and be successful, in the traditional school • Districts are putting more resources toward programming for younger students • The K-12 eligible public school population has declined • The mission of some Charter Schools is to work with students who are defined as ‘at-risk’ of not graduating from high school. These students are reported differently and not included in these figures. • Adult learners are reported under Adult Basic Education • Reporting has been ‘cleaned-up’ to sort out duplication • Numbers in the various categories will not equal the total due to the manner in which the numbers are calculated.. The categories reflect students who change schools/grades during the year. Targeted Services (Grades K through 8) 82,112 -.008%)** Grades 9-12 60,413 ( -8%) ** An additional .02% of students in grades K-5 are enrolled in daytime programming. Middle level 9,112 (+34%)** * The total number of students served in 02/04 was 137,626. This an increase of about 6% ** Increase or decrease over previous year

15. So how is the 287 ALC funded?(right side of tree) • General Education Revenue • Limited compensatory dollars (free and reduced lunch • All local levy monies stay at the district • Left side of tree or Member district programs are funded minimally with Gen Ed dollars but generally more, this is locally determined

16. Why do we need to look at effective alternative practices?

17. Staggering Statistics:From “One-third of a Nation: Rising Dropout Rates and Declining Opportunities” • High school dropout rates have increased in all but seven states and there are few second choices for students who leave school • MN was at 90.6 in 1990, 81.8 in 2000 • A bulge in the size of the freshman class indicates more students are failing 9th grade • 9th grade bulge • General equivalency diplomas are being given to younger students • The average annual income of a male dropout fell from $35,087 in 1971 (adjusted to 2002 dollars) to $23, 903 in 2002. For females, it fell from $19,888 to $17,114. • The report supports findings by the Manhattan institute, released last month, which found that more students are leaving school, and earlier, than they did a decade ago • Http://www.ets.Org/research/pic/onethird.pdf

19. Consequences Are Severe9th grade bulge • A majority of students (as high as 80%) who are retained in grade 9 will not stay in school through graduation. This has led to falling graduation rates in the past decade. The National Center for Education Students rate their fear of retention just behind losing a parent or going blind • Gerald Bracey; 1999

20. What ‘at-risk’ students need is more TIME Students are often labeled failures because they are not given the time they need to complete their work or their learning, and the consequences to the students and their families can be catastrophic. Smith, F., Just a Matter of Time, Phi Delta Kappan, April 2001

21. National Youth Violence ConsultantsHas found the following: • Female juvenile crime is skyrocketing • The majority of violence-prone girls are much younger than violent boys (13 to 14 years of age) • Most of the violence is a result of peer pressure • Between 1987 and 1999, girls involved in robbery rose 117%; assault grew 124% • 1/3 of all gang members are girls • Girls are likely to be the ones smuggling drugs, weapons and other contraband for boys • Handing the conflict between girls is much different than with boys • Education Daily; 7/7/2004. Expert: Different Strategies for Girls

22. How do we help students avoid the prison track? • Most incarcerated youth lag two or more years behind their peers in basic academic skills and have high rates of grade retention, absenteeism, suspension, and expulsion. • More than one-third of all juvenile offenders (median age 15.5 years) read below the fourth grade level. • Nine out of every ten of the 11,000 youth in adult facilities have, at best, a ninth grade education. • African-American youth are six times (and Latino youth three times) more likely to be incarcerated than white youth • From the Prison Track to the College Track • http://www.jff.org/jff/PDFDocuments/prisontrack.pdf

23. Long-term Effect of Illiteracy and Learning Disabilities The State of Indiana makes long-range prediction of prison cell needs by studying 2nd grade reading scores. Newsweek Magazine, January 1990

24. Why Students Drop Out of High School School related; Did not like school 51.2% Was failing school 39.9% Could not get along with teachers 35.0% Could not keep up with school work 31.3% Felt they did not belong 23.2% Could not get along with students 21.1% Was suspended too often 16.1% Was expelled 13.4% SOURCE: U.S. Department of Education, National Center for Education Statistics, National Education Longitudinal Study of 1988;First Follow-up Study, 1990.

25. How do Students Feel About Alternative Education in MN?2004 Student Survey Results; ( Results From 2001) Entire survey can be found at, http://education.state.mn.us/content/086304.pdf

26. Do students feel a sense of connectedness with the school? “……Connection is crucial. Students who do not fit in and are confused about where to turn for help tend to exhibit poor attendance….students who lacked a sense of belonging at school are much more likely to drop out. Therefore, it is incumbent upon educational institutions to intervene with these students in order to help them build a sense of belonging and a sense of acceptance” Wagstaff, M., Combs, L., & Jarvis, B. (2000). Solving High School Attendance Problems: A Case Study. The Journal or At-Risk Issues, 7(1),21-29

27. All eligible SAAP students are required to have a Continual Learning PlanCLP This plan individualizes the Students Education

28. How the CLP process is integrated? Subdivision 3; Student planning. A district must inform all pupils and their parents about the learning year program and that participation in the program is optional. A continual learning plan must be developed at least annually for each pupil with the participation of the pupil, parent or guardian, teachers, and other staff; each participant must sign and date the plan. The plan must specify the learning experiences that must occur during the entire fiscal year and, for secondary students, for graduation. The plan must include: (1) the pupil's learning objectives and experiences, including courses or credits the pupil plans to complete each year and, for a secondary pupil, the graduation requirements the student must complete; (2) the assessment measurements used to evaluate a pupil's objectives; (3) requirements for grade level or other appropriate progression; and (4) for pupils generating more than one average daily membership in a given grade, an indication of which objectives were unmet.

29. M. S. §124D.128 Subd. 3 Student Name Date OBJECTIVES*: LEARNING EXPERIENCES: Activities ASSESSMENT Measurements used to evaluate a pupil’s objectives: Academic: Career/Vocational: Social Emotional/Behavioral:

30. Delivery Models Alternative Programming Independent Study (1:4 ratio) • Structured/Seat Based • (SWS or site based) • Individualized Instruction • Basic Skill Remediation • Extended day/Dual enrolled Student Facilitated Teacher Facilitated Targeted Services- Kindergarten through 8th grade programming on an extended day/year basis to assist the students to stay in the traditional school.

31. Regardless of educational delivery, “The biggest secret in American education is that ‘at-risk’ students love to learn and be challenged with very sophisticated tasks” Schmoker, M. (1999). Results, The Key to Continuous School Improvement. Alexandria, Va.; Association for Supervision and Curriculum Development.

32. Seat Based Seat Based Programs • Education occurs primarily within the 4 walls of the building • Attendance expectation is 80-100% • Membership generates funding (same as traditional school) • Homework does not generate membership • Available to students of any age (Mpls has elementary day alternatives) • Students are generally studying the subject at the same pace • Students can be kept in membership for 15 days during the school year (5 during the summer) if the district does not have knowledge as to if the student will be returning to school

33. Independent Study • Students work independently outside of the four walls of the building • Attendance expectation is somewhere between 20-25% • Membership/revenue is generated by student work NOT Attendance • Students must be self-directed learners and be at least 16 years old • Education is individualized for student ability level and rate of progress • Can be designed to meet the needs of individual students, including their learning style • Teaches the development of ‘soft skills’; self-direction, time management, etc • Allows flexible scheduling, for students working full time and needing credit recovery, teenage parents, allows options of participating in other school (or not school) activities

34. What Independent Study is NOT

35. A. Pull Out/Separate Site B. 50-60% of day in ALC C.Assistance as needed (25% - full day) D. Group session plus individualized assistance E. Specific assistance during study hall and as needed. F. Support to the traditional classroom Range of Services for Middle Level Programming LEAST INCLUSIVE (Full Delivery) MOST INCLUSIVE (Support)

36. There’s a father/son affair at school tonight…, you, me and the Principal!

37. Targeted Services, much more than Homework Help The mission of Targeted Services is to assist students to be successful and to remain in traditional school Most programming occurs on an extended day/extended year basis and is NOTsupposed to look like what occurred during the day Examples: Adventure Club, Homework and Hoops, Walk About Mankato and more… 287 has 75+ Targeted Service sites Many districts are using Read 180 and other major curriculums to support Targeted Services and build academic skills.

38. the student is struggling with reading at the end of 1st grade, he/she will have a 1 in 8 chance of catching up to grade level without extraordinary and costly interventions. Barbara Foorman Department of Pediatrics University of Texas and Houston Medical School 1997

40. All children can learn and succeed— but not on the same day and at the same time.

41. University of MN; Alternative Schools Research Project • Generated a report called Alternative Schools: Policy and Legislation Across the United States.http://ici.umn.edu/alternativeschools/ • Key findings • 48 states have some form of legislation pertaining to alternative programs • ¾ of the states had a definition of what ‘at-risk’ is • Focus for most states was on; basic skills, provision of social services, community based learning approach, and individualized instruction

42. 287 CAREI research project • Goal to understand alternative program planning • how decisions get chosen, implemented or shelved • Conducted this fall, 2006 with reports available early 2007 • Involving all 287 members, 287 reps and the University of Minnesota

44. 20 years earlier