Sheila L. Anderson Psy.S Educational Consultant KEDC/Big East Cooperative

1. Using the Persistence to graduation tool to assist districts in identifying barriers to successful graduation and locating appropriate and effective interventions to address those barriers. • Sheila L. Anderson Psy.S • Educational Consultant • KEDC/Big East Cooperative

2. Learner outcomes for today Review the KDE vision statement Understand the KDE delivery plan and how our session fits into that plan • To become familiar with the PtGt • To learn how and where to Access the tool • To become proficient at accessing the needed data when using the tool • To become proficient at using the PtGt toolkit in order to match appropriate interventions to targeted areas identified through the tool.

3. KDE’s vision statement • To prepare all Kentucky students for next-generation learning, work, and citizenship by engaging schools, districts, families, and communities through excellent leadership, service, and support.

4. Preparing for Success

5. Conference ThemePREPARING FOR SUCCESS

6. College and Career Readiness Goals • Increase the percentage of students who are college- and career-ready from 34 percent (16,320 students) to 67 percent (32,160 students) by 2015. • Increase the Averaged Freshman Graduation Rate from 76 percent (36,480 students) to 90 percent (43,200 students) by 2015.

7. College and Career Readiness Strategies • Persistence to Graduation • Course & Assessment Alignment • Unbridled Learning Accountability Model • Targeted Interventions • Career Readiness Pathways • Acceleration: Advance KY, Advance Placement, Project Lead the Way, Early College Designs • Academic & Career Advising • Priority Schools

8. College and career readiness • Addressing Persistence to Graduation

9. Strategy 1: Persistence to Graduation – Collection and Use of Data Persistence to Graduation Tool Early warning indicator system for identifying studentswho may be off-track to graduate.

10. What does the report do? • The PtGT Report provides critical student-level data to identify specific students in need of additional intervention and/or support.

11. Who can use the use Ptgt?* • Directors of Pupil Personnel (DPP) • District dropout prevention personnel (where applicable) • Building principals and counselors *Determined by IC access rights

12. Data that are pulled for the report • Truancy • Retention in a grade • Migrant • LEP/ESL • Homeless • Gender • Age • Behavior infractions • Failing grades

13. How are the data is weighted? • Truancy – (excused or unexcused absences) • absent 6-9 days = 1 pt. • absent more than 9 days = 2pts. • Retained in the last two years = 1 pt. • Migrant, LEP, homeless = 1 pt. ea. • Gender – male = 1 pt. • Age – 2 years older/younger than expected = 1 pt. • Behavior – expulsion = 1 pt. • Failing Grades- Chart on next page

14. More weighted categories? • Failing grades in the last 2 years: • >10% = 1 point • >15% = 2 points • >25% = 3 points • >35% = 4 points • >45% = 5 points • >55% = 6 points

15. Where is it??? PtGT is embedded in Infinite Campus (IC) Was launched with July 22, 2011update (release E.1126.3)

16. Accessing PtGT in Infinite Campus Log onto IC at your worksite. Go to KY state reports Click on KDE reports Click on PtGT https://dr.infinitecampus.com/staging/staging_scramble.jsp

17. Analyzing the Report: • The report will provide a complete list of all students based on the weighting of indicators. • The students at higher risk will appear at the top of the list. • Districts have the capability to filter the report in excel format to get customized results.

18. What does a PtGT report look like? Sample report

19. What should we do first? Districts should have ran the PtGT at the beginning of the school year for the 9th grade class of 2011-12 to create a baseline of data for that cohort.

20. then what? • The school/district will complete data analysis/root cause analysis of the identified risk factors. • Identify evidence-based strategies and/or interventions to target the identified risk factors. • Provide targeted interventions by aligning the needs of the student with effective strategies that have the greatest potential to support the student. • It is the responsibility of each school to determine necessary and appropriate supports and interventions for students who may be off-track for graduation

21. What has KDE done to assist? • KDE has been actively engaged in the work as the Office of Next-Generation Learners (ONGL) has reviewed feedback from districts regarding their use of the PtGT. • Created a “Persistence to Graduation–Evidence-Based Strategies Toolkit” that: • Researched, identified, and compiled effective strategies and interventions proven to have the most positive impact on dropout prevention • Created and archived webinars and training sessions

22. Time to PlayAccessing the Evidence Based Toolkit • Kentucky Department of Education : Homepage • http://education.ky.gov/school/Pages/PtGT.aspx

23. Summary of what really works • The National Dropout Prevention Center has identified 15 effective strategies that have the most positive impact on the dropout rate. • These strategies have been implemented successfully at all education levels and environments throughout the nation.

24. School and Community Strategies • 1. Systemic Renewal A continuing process of evaluating goals and objectives related to school policies, practices, and organizational structures as they impact a diverse group of learners. • 2. School-Community Collaboration When all groups in a community provide collective support to the school, a strong infrastructure sustains a caring supportive environment where youth can thrive and achieve. • 3. Safe Learning Environments A comprehensive violence prevention plan, including conflict resolution, must deal with potential violence as well as crisis management. A safe learning environment provides daily experiences, at all grade levels, that enhance positive social attitudes and effective interpersonal skills in all students.

25. Early Intervention • 4. Family Engagement Research consistently finds that family engagement has a direct, positive effect on children's achievement and is the most accurate predictor of a student's success in school. • 5. Early Childhood Education Birth-to-five interventions demonstrate that providing a child additional enrichment can enhance brain development. The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction from the beginning of their school experience through the primary grades • 6. Early Literacy Development Early interventions to help low-achieving students improve their reading and writing skills establish the necessary foundation for effective learning in all other subjects.

26. Basic Core Strategies • 7. Mentoring/Tutoring Mentoring is a one-to-one caring, supportive relationship between a mentor and a mentee that is based on trust. Tutoring, also a one-to-one activity, focuses on academics and is an effective practice when addressing specific needs such as reading, writing, or math competencies. • 8. Service-Learning Service-learning connects meaningful community service experiences with academic learning. This teaching/learning method promotes personal and social growth, career development, and civic responsibility and can be a powerful vehicle for effective school reform at all grade levels. • 9. Alternative Schooling Alternative schooling provides potential dropouts a variety of options that can lead to graduation, with programs paying special attention to the student's individual social needs and academic requirements for a high school diploma. • 10. After-School Opportunities Many schools provide after-school and summer enhancement programs that eliminate information loss and inspire interest in a variety of areas. Such experiences are especially important for students at risk of school failure because these programs fill the afternoon "gap time" with constructive and engaging activities

27. Making the most of Instruction • 11. Professional Development Teachers who work with youth at high risk of academic failure need to feel supported and have an avenue by which they can continue to develop skills, techniques, and learn about innovative strategies. • 12. Active Learning Active learning embraces teaching and learning strategies that engage and involve students in the learning process. Students find new and creative ways to solve problems, achieve success, and become lifelong learners when educators show them that there are different ways to learn. • 13. Educational Technology Technology offers some of the best opportunities for delivering instruction to engage students in authentic learning, addressing multiple intelligences, and adapting to students' learning styles. • 14. Individualized Instruction Each student has unique interests and past learning experiences. An individualized instructional program for each student allows for flexibility in teaching methods and motivational strategies to consider these individual differences. • 15. Career and Technology Education (CTE) A quality CTE program and a related guidance program are essential for all students. School-to-work programs recognize that youth need specific skills to prepare them to measure up to the larger demands of today's workplace.

28. For more information on the PtGT contact: • Bonnie TomberlinOffice of Next-Generation LearnersDivision of Learning Services500 Mero Street, 19th Floor CPTFrankfort, KY 40601(502) 564-4970Fax (502) 564-6470 • bonnie.tomberlin@education.ky.gov For more information about this presentation contact: • Sheila Anderson Psy.S • Education Consultant Big East Special Education Cooperative • Sheila.Anderson@kedc.org