brought to you by the the wyoming state board of education the wyoming department of education

Brought to you by the The Wyoming State Board of Education The Wyoming Department of Education

Developing School-Community Partnerships in Dropout Prevention and

Increasing Graduation Rates

Welcome Safety Check Cell phones… Breaks…as needed and lunch Personal Needs… Participation… Restrooms… Questions…

Today’s Topics Information detailing the significance of the dropout rate at

this time◦ Statistics describing the social, financial, and individual impacts

of the state’s dropout rate Descriptors of current Wy dropouts with disaggregated data Developing school-community partnerships Suggestions on using media to enhance your partnership An understanding of how to access the Toolkit as a resource

Takeaways… The beginning of a strategic plan to design and create your

initial steering committee Some experience in using the on-line resources Available agencies and state resources that can help

Did You Know? 7 minute video Created by Karl Fisch, Scott McLeod, and Jeff Brenman 5 million + viewers 3 years old and most facts are out-dated, but the new ones

are just as mind-blowing (note from one of the creators)

Introductions Name Town/District Occupation Brief response to video

Alliance for Excellent Education 1201 Connecticut Avenue, NW · Suite 901 Washington, DC 20036 T 202 828-0828 F 202 828-0821 · www.all4ed.org

Why be concerned about the dropout rate?$250 million Lost lifetime earnings for those 1000 dropouts in the

class of 2009

$22.8 million What Wyoming would save in health care costs over the lifetimes of each class of dropouts had they earned their diplomas

$83 million + Wyoming households would have more than $83 million more in accumulated wealth if all heads of households had graduated from high school.

$105 million + would be added to Wyoming’s economy by 2020 if students of color graduated at the same rate as white students.

Alliance for Excellent Education 1201 Connecticut Avenue, NW · Suite 901 Washington, DC 20036 T 202 828-0828 F 202 828-0821 · www.all4ed.org

Why be concerned about the dropout rate?$9.5 million crime-related savings and additional revenue of

each year if the male graduation rate increased by only 5%.

$22.8 million What Wyoming would save in health care costs over the lifetimes of each class of dropouts had they earned their diplomas

80% Percent of dropouts who depend on the government for health care assistance.

$158 billion Estimated lost revenue to the federal government each year due to lower annual earnings of dropouts

$1.7-2.3 million

Cost to the nation for each youth who drops out and enters a life of drugs and crime between dollars in crime control and health expenditures.

“Does Education Reduce Participation in Criminal Activities?” and Muenning, 2005http://www.tc.columbia.edu/centers/EquitySymposium/symposium/resourceDetails.asp?PresId=4

America’s Promise Alliance

Why be concerned about the dropout rate?Effects on your communityDropouts rarely move awayThey have little money and nowhere to go

Unemployed dropouts have lots of idle time on their hands

The increased presence of high school dropouts in your community increases the appearance of dropping out as an “acceptable” option to potential dropouts.

http://www.tc.columbia.edu/centers/EquitySymposium/symposium/resourceDetails.asp?PresId=7

Why be concerned about the dropout rate?Costs to the individualHigh school dropouts live a decade less than graduates as they are disproportionately affected by

Heart disease, diabetes, and obesityOccupational hazardsLess access to health insurance

The average dropout makes 27% less income per year than the average high school graduate.

Over a lifetime, this adds up to over a quarter-million dollars in reduced personal capital.

Children of high school dropouts have a higher incidence of health problems and are more likely to drop out of high school themselves.

http://www.tc.columbia.edu/centers/EquitySymposium/symposium/resourceDetails.asp?PresId=7

Why be concerned about the dropout rate?What’s different now from even ten years ago?

Decreased employment opportunities

Increase of the requirement of diploma to open doors to career and education pathways

MilitaryCertification programs

80% of new jobs require some sort of post-secondary training

Unemployment changes in ten years

August, 2000 August, 2010

Over 25 years old, less than high school diploma

6.2% 14%

Over 25 years old, high school diploma, no college

3.7% 10.3%

16-19 years, education not determined

14% 26.3%

Labor Force Statistics from the Current Population SurveyOriginal Data Value Series Id: LNS14027659http://data.bls.gov/cgi-bin/srgate

Wyoming Graduation Rate 08-09

Wyoming’s Goal 85%

Native American 46%

Asian 88%

White 84%

African-American 76%

Hispanic 72%

Female 84%

Male 79%

Free & Reduced 68%

Students with IEP 59%

All Students 81%

Series Report 3, Wyoming Dept. of Ed.

WY Dropout Numbers

20082009

Numbers of dropouts by grade level

Grades7-12

7th 13

8th 31

9th 131

10th 312

11th 284

12th 273

Total 1044

Series Report 3, Wyoming Dept. of Ed.

Wyoming Dropout Numbers

20082009

Breakout by ethnicity and gender

9-12

Native American 70

Asian 4

African-American 16

Hispanic 137

White 765

Male 599

Female 401

Total 1000

From The Silent Epidemic…

The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart

Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006

What more than 500 dropouts, from metropolitan, suburban, and rural schools districts responded when interviewed…

88% had passing grades, with 62% having C’s and above

70% were confident they could have graduated from high school

81% recognized that graduating from high school was vital to their success

74% would have stayed in school if they had it to do over again

51% took personal responsibility for dropping out

58% dropped out with just 2 years or less to complete

66% would have worked harder if expectations were higher

75% would have returned to a school with other students the same age

11% returned to school and received a high school diploma

The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart

Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006

Take a look at resources available on the toolkit

www.wyomingdropoutprevention.org

Is all you have to remember

The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart

Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006

Identifying potential dropouts

All students are potential dropouts

All students, who at any time, encounter or are subject to any barrier that keeps them from being successful in any aspect of school which ultimately prevents them from receiving a diploma or encourages them to drop out of school, can be considered potential dropouts.

What’s critical is that supports are in place before it happens.

The Silent Epidemic: Perspectives of High School DropoutsA report by Civic Enterprises in association with Peter D. Hart

Research Associates for the Bill & Melinda Gates Foundation, Marcy 2006

Identifying potential dropouts

Dropping out is almost NEVER a one-time event

Youngsters begin “dimming” out in early grades

Transition periods will have a great impact

Lack of supports to counter negative experiences over-time wear away a student’s resolve to complete

80% have decided their future by 9th grade

Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System A Dual Agenda of High Standards and High Graduation Rates

A white paper prepared for Staying the Course: High Standards and Improved Graduation Rates, a joint project of Achieve and Jobs for the Future, funded by

Carnegie Corp. of New York June 2006

Early Identification Checklist

Social Background SES, Minority, Male, Hi-Mobility, Over-age for grade, ELL

Single parent family, mother who dropped out, low parental support for learning

Teenagers with adult responsibilities

Educational Experiences

Students who fall behind academically: Low grades and test scores, Fs in English/math, behind in course credits, held back once or more

Educational Engagement

High absenteeism, poor classroom behavior, less participation in extra-curricular, poor relationships with school adults and peers

Use with caution: Checklists can be very dangerous because of their simplistic nature, but they can provide a place to begin your research.

Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System A Dual Agenda of High Standards and High Graduation Rates

A white paper prepared for Staying the Course: High Standards and Improved Graduation Rates, a joint project of Achieve and Jobs for the Future, funded by

Carnegie Corp. of New York June 2006

Community characteristics that support all students’ successHealth Services

Accessibility, affordability, knowledge of

Social Services

Wrap-around, effectiveness, available

Work & Career

Job coaching, entry-level opportunities, school-to-career programs, internships, certification programs, adult ed programs

Enrichment/Recreation

Decreases idle time, provides leadership opportunity, opportunities for career exploration

Juvenile Justice

Preventive vs Punitive, attempts to keep students in the community, works closely with other agencies and schools

Neighborhood Community Improvement

Opportunities for service learning, addressing pockets of poverty, empowers young people to believe they can make a difference

1,155

2011 data gathered by Children’s Defense

25 E Street, NW Washington, DC 20001 (202)628‐8787 1(800)233‐1200

www.childrensdefense.org

Finding the numbers in your own community that correspond to these Wyoming numbers may be helpful in your beginning work

Number of children who are victims of abuse & neglect 727

Number of children in foster care 1,155

% of children living in poverty 12.6%

% of children living in extreme poverty 3.3%

Number of grandparents raising grandchildren 4,573

WHY SHOULD THE COMMUNITY GET INVOLVED IN DROPOUT PREVENTION?

National Dropout Prevention CenterClemsen University

Dr. Jay Smink and Dr. William Schargelhttp://www.dropoutprevention.org/

Fifteen Strategies for Dropout Prevention

(research-based best practices)

Community? School?

Basic Core Strategies

Mentoring/tutoring

Service Learning

Alternative Schooling

After-school opportunities

Early Inter-ventions

Early childhood education

Family engagement

Early literacy development

National Dropout Prevention CenterClemsen University

Dr. Jay Smink and Dr. William Schargelhttp://www.dropoutprevention.org/

Fifteen Strategies for Dropout Prevention

(research-based best practices)

Community? School?

Making the most of instruction

Professional Development

Active Learning

Educational Technology

Individualized Instruction

Making the most of the wider community

Systemic Renewal

School-community Collaboration

Career and Technical Education

Safe Schools

WHY SHOULD THE COMMUNITY GET INVOLVED IN DROPOUT PREVENTION?

ProjectGraduatio

n

STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES

Assemble an Organizing CommitteeInclude a cross-section of the community

Ex. Members of the health community

?

?

?

ProjectGraduatio

n

STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES

Assemble an Organizing CommitteeInclude a cross-section of the communityEx. Members of the health community

Mayor’s & County Office School Reps

Business & Chamber reps Local parent organizations

Youth Serving organizations Faith community

Human services Juvenile justice

Major employer reps 2 and 4 year colleges

ProjectGraduatio

n

STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES

Assemble an Organizing CommitteeDon’t overlook members of state and county agencies and boards who may live in your community…

P-16 Council Wyoming State Board of Ed.

Workforce Services Wyoming Kids First

After School Alliance Parent Education Network

ProjectGraduatio

n

STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES

Assemble an Organizing Committee

Keep the size to between 8-11 You can add others later

Select one entity to act as facilitator

Example:

Set time and date Include food

Have current and reliable statistics ready

Both school and community data

Begin to write your charter Mission, Goals, Objectives, Future members, Norms, Timeline

Let’s walk through a planning guide that is available through America’s Promise Alliance. Link to their site is on

www.wyomingdropoutprevention.org

An example is in your folder, “Louisiana’s Action Planning Worksheet”

(You can download a blank one from the website for your work when you assemble your organizing committee)

STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES

ProjectGraduatio

n

Ernie Over, Wyoming, Inc.◦ How to use the media to enhance your school-

community partnership efforts

ProjectGraduatio

n

STEPS TO CREATING A SCHOOL-COMMUNITY PARTNERSHIP TO ADDRESS DROPOUT PREVENTION AND TO INCREASE GRADUATION RATES

Communities that work together start with a shared

responsibility for doing something about it.

Teachers and educational officials can deal with this

more effectively if the schools and the community

work in tandem.

We know that…

“It’s our problem and it deserves to be a priority concern.”

Communities that work together have a shared

awareness of the seriousness of this issue, a

conviction that it is their problem, and that it is a

serious matter both for individuals who drop out

and for the community as a whole.

LEARNING TO FINISH: The School Dropout Crisis www.learningtofinish.org

Thank you