Dropout Prevention for Students with Disabilities: Lessons Learned National High School Center Summer Institute Advanc

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Dropout Anticipation for Understudies with Inabilities: Lessons Learned National Secondary School Center Summer Foundation Propelling Secondary School Understudy Achievement: Building Frameworks of Backing. National Dropout Counteractive action Place for Understudies with Incapacities Clemson College. LESSONS LEARNED. Causes

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Dropout Prevention for Students with Disabilities: Lessons Learned National High School Center Summer Institute Advancing High School Student Success: Building Systems of Support National Dropout Prevention Center for Students with Disabilities Clemson University

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LESSONS LEARNED Causes Problem practices combined with scholastic troubles or earlier scholarly disappointments are key hazard figures that are prescient of school dropout. Rehashed utilization of exclusionary teach practices, for example, suspension, has been distinguished as one of the main considerations adding to dropout. High truancy and maintenance are not kidding hazard components for dropping out that can be checked by schools. Scholarly advance and school finish are not similarly circulated crosswise over inability, pay, or ethnicity.

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How Do We Influence Dropout? School strategies & techniques Discipline, reviewing, measures, maintenance Structure & class task School estimate, moves, following Course content & direction Boredom, educational programs quality Climate & connections Alienation, negative associations

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LESSONS LEARNED Consequences Dropouts will probably be unemployed or utilized in low-gifted, bring down paying positions. Dropouts are more probable than secondary school graduates to require the support of living with guardians in early adulthood, encounter medical issues, take part in criminal exercises, and get to be distinctly subject to welfare and other government programs. Dropouts will probably perpetrate violations when contrasted with understudies who finish school. Three to five years subsequent to dropping out, the aggregate capture rate for youth with SED is 73%.

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Establish an authority group to effectively arrange execution of dropout avoidance endeavors Establish frameworks for routine checking of hazard markers related with dropout Create a neighborhood activity group to investigate information and address dropout counteractive action at the nearby level Intervene early, frequently as ahead of schedule as preschool Increase family engagement and school inclusion Create school situations that are welcoming, safe, and strong Focus on compelling guideline Listen to understudies Administrators are critical and their support is basic Use demonstrated practices LESSONS LEARNED Prevention

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LESSONS LEARNED Capacity Building Take a systemic way to deal with address dropout anticipation Conduct causal examination Use information to guide program advancement, proficient advancement, and other school change endeavors Consider different levels of usage Examine the impact of other execution pointers on school fruition

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© 2007 National Dropout Prevention Center for Students with Disabilities at Clemson University – All rights saved

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OUR IMPACT Improved mindfulness and comprehension through expanded access to confirm based dropout aversion practices, intercessions, and projects Increased state ability to address dropout issues through advancement of a data–driven system and arrangement of direct specialized help, limit building discussions, and interview to SEAs and LEAs Expanded state and neighborhood hones through exceptional specialized help and honing on the advancement of model locales that will fill in as models that others can recreate

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Contact Information Sandra Covington-Smith sandras@clemson.edu NDPC-SD Clemson University 209 Martin Street Clemson, SC 29631 Phone: (864) 656-1817 Fax: (864) 656-0136 www.ndpc-sd.org

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Systemic High School Redesign Building a Minnesota Model Stage 5: Maintain Momentum Stage 1: Take Stock Core Components of Successful High Schools Rigorous and applicable course taking for all understudies, particularly at move focuses Personalized learning condition for every understudy with the support of guardians and other grown-up tutors Multiple pathways to postsecondary preparing or school to accomplish a base K-14 instruction High quality educator and essential administration Student appraisal and program assessment information used to consistently enhance school atmosphere, association, administration, educational program, and direction Stage 2: Focus on the Right Solution Stage 4: Monitor & Adjust Stage 3: Take Collective Action MDE and NCCC

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MN High School Redesign Pilot Site Requirements: Sites will address each of the five center segments of the activity over the three-year time frame, including the accompanying required elements: an admonitory structure to bolster customized taking in a scholarly/profession get ready for all understudies a site initiative group an information driven change arranging process staff prepared and using evaluation for learning school pioneers observing and giving input on classroom practice; and, 7) an arrangement to impart advance to the more extensive group.

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NCCC and the MN High School Redesign Project Identification of the center segments Creation of a network of assets Training and specialized help Documenting and utilizing what was found out

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MDE Dropout Prevention, Retention & Graduation Initiative (2005–2008) Goals Develop a far reaching dropout counteractive action demonstrate Develop apparatuses to upgrade the improvement of powerful programming Increase statewide and nearby coordination to address dropout aversion Provide support and specialized help for neighborhood instruction organizations Increase the probability of proceeded with usage supportability

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Partners Working Together Youth Family/Parents School Community MN Dept. of Education Cross office group (Special Education, Indian Education, School Choice, Academic Standards, Safe and Healthy Learners and High School Improvement) 7 Participating Districts High school and feeder center school association Local initiative groups with an assortment of dynamic members (school staff, overseers, group, guardians, understudies) Steering Committee: State and Local Organizations Statewide associations (e.g., Minnesota State Department of Employment and Economic Development, Council on Black Minnesotans, Chicano Latino Affairs Council, Parent Advocacy Coalition for Education Rights, and so on.)

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MDE Framework Follow a Process to Develop a Comprehensive Plan Part I. Beginning (start-up exercises, information gathering, needs appraisal, asset mapping) Part II. Information Synthesis and Implementation Focus Part III. Execution Detail and Local Evaluation Plan (what, who, course of events, assessment arrange, objectives, destinations, markers) Ten Dropout Prevention Strategies (NDPC) Three Tiered Model all inclusive counteractive action, and also focused on mediation to those indicating hazard Graduation Triangle: Supporting Student Success

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The goal of this adventure is not simply to raise rates of graduation, but rather to draw in youngsters and youth in school, and help them graduate with the information and aptitudes important to effectively meet the difficulties life brings in the wake of finishing secondary school.

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A Framework for Dropout Prevention David Osher, American Institutes For Research

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Key Components of School Climate that Affect Attendance, Learning, & Dropout Support Social Responsibility Safety Challenge

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Matrix for Needs Assessment, Asset Mapping, & Planning Social Responsibility Support Safety Challenge All Some Few