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POUGHKEEPSIE AND ADELPHI COLLABORATION

POUGHKEEPSIE AND ADELPHI COLLABORATION. Poughkeepsie School District Board of Education October 5, 2011. GOAL OF THE POUGHKEEPSIE-ADELPHI COLLABORATION.

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POUGHKEEPSIE AND ADELPHI COLLABORATION

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  1. POUGHKEEPSIE AND ADELPHI COLLABORATION Poughkeepsie School District Board of Education October 5, 2011

  2. GOAL OF THE POUGHKEEPSIE-ADELPHI COLLABORATION …To increase the capacity of the district to effectively address the disproportionate dropout, graduation and suspension rates of special education students.

  3. ADELPHI SUPPORT: THE CONTEXT • About one-quarter of all students drop out before completing high school • Graduation rates have declined over the past decade • Suspension and expulsion rates have increased dramatically over the past decade • These rates are greater for African-American and Hispanic students than for Caucasian students, particularly in Special Education

  4. MODEL OF ADELPHI SUPPORT • A DATA-BASED PROCESS TO SUPPORT THE DISTRICT’S OWN CAPACITIES • A SCHOOL-BASED TEAM OF • TEACHERS ACROSS PROGRAMS • GUIDANCE • MENTAL HEALTH PROFESSIONALS • ADMINISTRATORS • BOARD OF EDUCATION REPRESENTATIVES • COMMUNITY MEMBERS • PARENTS • STRENGTHS-BASED • INTEGRATED AND RESPONSIVE TO OTHER DISTRICT INITIATIVES

  5. PHS DATA EXAMPLES (2009-2011) • SUSPENSION RATES OF AFRICAN-AMERICAN MALES (REGULAR AND SPECIAL EDUCATION) 15% HIGHER THAN THEIR PERCENTAGE IN THE HS OVERALL • HIGHEST SUSPENSION RATES AMONG SPECIAL EDUCATION STUDENTS WERE AFRICAN-AMERICAN MALES CONSIDERED LEARNING DISABLED •  HIGHEST SUSPENSION RATES IN 8TH-9TH GRADES • MAIN REASON FOR SUSPENSION: “DEFYING AUTHORITY” • DROPOUT RATES OF AFRICAN-AMERICAN STUDENTS THREE TIMES OTHER GROUPS

  6. CASE STUDIES OF STUDENTS--2010 • MOST OF THE STUDENTS HAD MULTIPLE SUSPENSIONS IN ELEMENTARY SCHOOL • MOST OF THE STUDENTS HAD DIFFICULTY IN GRADES DURING “TRANSITION YEARS” • MOST DROPPED OUT BY 10TH GRADE

  7. PHS STUDENT SURVEY 790 STUDENTS RESPONDED IN 2010 A MAJORITY OF STUDENTS GET SIX HOURS OF SLEEP OR LESS STUDENTS ARE WORKING OUTSIDE OF SCHOOL AS MUCH AS DOING SCHOOL WORK STUDENTS USE SOCIAL MEDIA 2-3 TIMES MORE PER WEEK THAN SCHOOL WORK ONE-SIXTH OF THE STUDENTS REPORTED BEING LATE MORE THAN 20 TIMES TO SCHOOL DURING THE YEAR A MAJORITY OF THE STUDENTS FEEL THAT THE SCHOOL LOOKS TO HELP THEM SUCCEED

  8. MORE PHS 2010 STUDENT SURVEY RESULTS A MAJORITY FEEL THAT OTHERS FROM THEIR OWN RACE/CULTURE ARE RESPECTED LESS THAN STUDENTS FROM OTHER RACES/CULTURES A MAJORITY FEEL THAT THERE IS LITTLE IN THE BUILDING (e.g. PICTURES) THAT RELATE TO THEIR CULTURE A MAJORITY FEEL THAT LITTLE IS DONE WHEN NAME-CALLING, PUSHING, OTHER INCIDENTS RELATED TO RACE OR CULTURE OCCUR

  9. PHS SCHOOL CLIMATE RESULTS--2010 • A MAJORITY FEEL THAT THE ATMOSPHERE IS NOT POSITIVE • A MAJORITY FEEL THAT THEY ARE ACCEPTED OR RESPECTED ALL OF THE TIME • A MAJORITY HAD WITNESSED MORE THAN 5 FIGHTS IN THE SCHOOL • A MAJORITY FELT THAT SOME OF THE FIGHTS WERE RELATED TO GANGS

  10. STRENGTHS-BASED WORK OF TEAMS • BEGAN WITH DESIRED OUTCOMES FOR STUDENTS AND PREVIOUS PROGRAMMING THAT HAD POSITIVE ELEMENTS • RECOMMENDATIONS HAVE BEEN BASED ON STRENGTHS AND BUILDING FROM THERE • HIGH SCHOOL TEAM SELF-ASSESSED STRENGTHS TO IMPLEMENT CHANGES; MIDDLE SCHOOL TEAM WILL DO SO • TEAMS HAVE SOUGHT TO BE VISIBLE AND INCLUSIVE IN THEIR WORK

  11. STRATEGIC INTEGRATION WITH RESTRUCTURING IN DISTRICT • DISTRICT ADMINISTRATORS AND BOARD OF EDUCATION MEMBERS ON TEAM AT ONSET • RECOMMENDATIONS PART OF RESTRUCTURING PLANNING IN DISTRICT • IN 2010, WORK OF TEAM BECAME PROJECT-BASED, DIRECTED BY PRIORITIES OF DISTRICT • PRESENTED PROGRESS IN MULTIPLE MEETINGS IN BUILDINGS AND COMMUNITY-BASED ORGANIZATIONS AND PARTNERS

  12. PROJECTS SUPPORTED BY HIGH SCHOOL TEAM • “BRIDGES”/TRANSITION PROGRAMS—8TH TO 9TH GRADES • PEER MEDIATION • IN-SCHOOL SUSPENSIONS (INTEGRATION WITH AIS AND RTI) • CREDIT RECOVERY: ONLINE • ADVISORIES/SMALL LEARNING COMMUNITIES SUPPORT • POSITIVE BEHAVIOR INTERVENTION SYSTEMS

  13. FUTURE PROJECTS FOR HIGH SCHOOL TEAM • SERVICE LEARNING OPPORTUNITIES • CULTURAL COMPETENCE SYSTEMS AND EDUCATION • PROFESSIONAL LEARNING COMMUNITIES AND DISSEMINATION OF BEST PRACTICES

  14. OUTCOMES (AS OF 2011) • REDUCTION IN CLASSIFIED STUDENTS (991 IN 2008 TO 820 IN 2010) • REDUCTION IN REFERRALS FOR SPECIAL EDUCATION (162 IN 2008 TO 38 IN 2011) • INCREASE IN GRADUATION RATE OF SPECIAL EDUCATION STUDENTS (42% TO 52%)

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