REDUCING DROPOUTS 9th Grade Redesign Initiative

REDUCING DROPOUTS 9th Grade Redesign Initiative

Presented by

Donna Nola-GaneyMarch 2, 2007

Presented by

Donna Nola-GaneyMarch 2, 2007

A Combination of Indicators Must Be Used to More Precisely Identify Students at High Risk of

Dropping Out

A Combination of Indicators Must Be Used to More Precisely Identify Students at High Risk of

Dropping Out

Research conducted by the National Center for Research conducted by the National Center for Dropout Prevention over the past decade shows Dropout Prevention over the past decade shows that:that:

• There are common dropout indicators:There are common dropout indicators:– Academic FailureAcademic Failure– High absenteeism/TruancyHigh absenteeism/Truancy– Disciplinary ProblemsDisciplinary Problems

• The above are simply symptoms exhibited by The above are simply symptoms exhibited by potential dropouts, rather than root causes of potential dropouts, rather than root causes of dropping outdropping out

Root Causes of Dropping Out are Largely Unrelated to Academic Ability

Root Causes of Dropping Out are Largely Unrelated to Academic Ability

• Low self-efficacy Low self-efficacy • Failure to see value of high school coursesFailure to see value of high school courses• Lack of social connectivity to school Lack of social connectivity to school

communitycommunity• Feelings of alienation/isolationFeelings of alienation/isolation• Pregnancy, drug abuse, or family problemsPregnancy, drug abuse, or family problems

HIGH SCHOOL REFORMS MUST ADDRESS THESE ISSUES IF WE HIGH SCHOOL REFORMS MUST ADDRESS THESE ISSUES IF WE ARE SERIOUS ABOUT DROPOUT PREVENTIONARE SERIOUS ABOUT DROPOUT PREVENTION

Dropouts Fall into Two Distinct GroupsDropouts Fall into Two Distinct Groups

Efforts Should Initially Focus on 9th Grade—a “Make-or-Break” Year for Students

Efforts Should Initially Focus on 9th Grade—a “Make-or-Break” Year for Students

99thth grade retention is the single most grade retention is the single most powerful dropout indicatorpowerful dropout indicator

• Nationally, students retained in the 9Nationally, students retained in the 9thth grade grade are 5-11 times more likely to dropout than are 5-11 times more likely to dropout than students promoted to 10students promoted to 10thth grade grade

• In Louisiana, of the first-time 9In Louisiana, of the first-time 9thth graders in graders in 2002-03 who were not promoted to 102002-03 who were not promoted to 10thth grade, grade, 77% did not complete high school.77% did not complete high school.

Barriers to 9th Grade Student SuccessBarriers to 9th Grade Student Success

• Going from small middle school to large Going from small middle school to large high schoolhigh school

• Transition from being known by teachers Transition from being known by teachers and staff to virtually anonymousand staff to virtually anonymous

• 99thth Grade teachers typically less experienced Grade teachers typically less experienced• Lack of skills, habits, and attitudes needed Lack of skills, habits, and attitudes needed

for high school successfor high school success• Transition from being oldest to youngestTransition from being oldest to youngest• Typical adolescent strugglesTypical adolescent struggles• Lack of motivation, interest and supportLack of motivation, interest and support

WE MUST HELP SCHOOLS FIND WAYS TO BETTER ATTEND TO THE WE MUST HELP SCHOOLS FIND WAYS TO BETTER ATTEND TO THE PERSONAL NEEDS OF STUDENTS WITHOUT COMPROMISING A PERSONAL NEEDS OF STUDENTS WITHOUT COMPROMISING A

COMMITMENT TO HIGH ACADEMIC STANDARDSCOMMITMENT TO HIGH ACADEMIC STANDARDS

Effective Strategies for Student Success in 9th Grade

Effective Strategies for Student Success in 9th Grade

99thth Graders Need Own Time and Space… Graders Need Own Time and Space…• Separate orientation time, including study skills assistanceSeparate orientation time, including study skills assistance• 9th graders have their “own space”9th graders have their “own space”• Assign separate time for 9Assign separate time for 9thth graders to have lunch/break graders to have lunch/break

99thth Graders Need Positive Relationships Graders Need Positive Relationships with Teachers…with Teachers…

• Examine Teacher AssignmentsExamine Teacher Assignments– Group of teachers dedicated to freshmanGroup of teachers dedicated to freshman– Schedule classes so that groups of students are assigned Schedule classes so that groups of students are assigned

to same teachersto same teachers– Adjust schedule so teachers have common planning time Adjust schedule so teachers have common planning time

• Assign each student a teacher advisor/adult mentorAssign each student a teacher advisor/adult mentor

Effective Strategies for Student Success in 9th Grade

Effective Strategies for Student Success in 9th Grade

99thth Graders Need Extra Time and Courses.. Graders Need Extra Time and Courses..

• Extra instructional time for students struggling in math and/or Extra instructional time for students struggling in math and/or readingreading

• Tutoring--After school, in school and/or Saturday tutoringTutoring--After school, in school and/or Saturday tutoring

• Innovative credit recovery programsInnovative credit recovery programs

• Honors courses for the average 9Honors courses for the average 9thth grader grader

• Special freshman activities so students can bond with schoolSpecial freshman activities so students can bond with school

It Can Be Done….Grady High School in Atlanta(77% minority population and 44% free and reduced lunch)

It Can Be Done….Grady High School in Atlanta(77% minority population and 44% free and reduced lunch)

SUCCESSFUL STRATEGIES…SUCCESSFUL STRATEGIES…

• 88thth - 9 - 9thth grade summer bridge program grade summer bridge program• Modified block scheduleModified block schedule• Smaller classes Smaller classes • Best teachers assigned to 9Best teachers assigned to 9thth grade grade• Monthly advisory programMonthly advisory program• Mentoring ProgramsMentoring Programs• Scheduled after school tutorial sessionsScheduled after school tutorial sessions• Saturday credit recovery programSaturday credit recovery program• More rigorous courses for all studentsMore rigorous courses for all students• Literacy training for teachersLiteracy training for teachers

SREB/HSTW Case Study, Grady High School, Atlanta, GeorgiaSREB/HSTW Case Study, Grady High School, Atlanta, Georgia

It Can Be Done….Grady High School in Atlanta(77% minority population and 44% free and reduced lunch)

It Can Be Done….Grady High School in Atlanta(77% minority population and 44% free and reduced lunch)

SREB/HSTW Case Study, Grady High School, Atlanta, GeorgiaSREB/HSTW Case Study, Grady High School, Atlanta, Georgia

Redesign of the 9th Grade Must Be Comprehensive for Significant Results

Redesign of the 9th Grade Must Be Comprehensive for Significant Results

Rethink the 9Rethink the 9thth grade experience: grade experience:– Isolated redesign strategies have shown little or no Isolated redesign strategies have shown little or no

positive impact positive impact – A coordinated and comprehensive set of reforms are A coordinated and comprehensive set of reforms are

necessary necessary – Lead to dramatic improvement in the 9Lead to dramatic improvement in the 9thth grade grade

“promotion power,” reduction in drop outs and “promotion power,” reduction in drop outs and improved academic performanceimproved academic performance

A Johns Hopkins study found that A Johns Hopkins study found that comprehensive 9comprehensive 9thth grade redesign can be grade redesign can be especially successful in schools with high especially successful in schools with high poverty/high minority populationspoverty/high minority populations– Three years of implementation are generally required Three years of implementation are generally required

before maximum positive benefits can be realizedbefore maximum positive benefits can be realized

High School Redesign 9th Grade Initiative High School Redesign 9th Grade Initiative

• BESE 8(g) funds to be awarded BESE 8(g) funds to be awarded competitivelycompetitively

• Possible 3 years contingent on funds Possible 3 years contingent on funds being available –beginning July 1, 2007being available –beginning July 1, 2007

• 40-50 schools40-50 schools• $25,000 per school plus $100 per 9$25,000 per school plus $100 per 9thth

grade student / up to $60,000 per grade student / up to $60,000 per schoolschool

Goals of the High School Redesign 9th Grade Initiative

Goals of the High School Redesign 9th Grade Initiative

IncreaseIncrease DecreaseDecrease

9th to 10th grade 9th to 10th grade promotion ratespromotion rates 9th grade dropouts9th grade dropouts

9th grade daily 9th grade daily attendanceattendance

9th grade course 9th grade course failuresfailures

9th grade 9th grade iLEAPiLEAPtest scorestest scores

9th grade suspension 9th grade suspension and expulsionsand expulsions

EligibilityEligibility

• All public high schools in the state of Louisiana All public high schools in the state of Louisiana whose primary entry grade is grade 8 or grade 9 whose primary entry grade is grade 8 or grade 9 are eligible to apply are eligible to apply

• Magnet schools or other schools with selective Magnet schools or other schools with selective admission, schools that are recipients of admission, schools that are recipients of Lighthouse grants or HIGH Tech grants, and Lighthouse grants or HIGH Tech grants, and schools participating in the 2006-07 state literacy schools participating in the 2006-07 state literacy pilot program are pilot program are notnot eligible to apply eligible to apply

• There is no limit to the number of schools within There is no limit to the number of schools within a district that may apply for or receive grant a district that may apply for or receive grant awards; however, there may be only one awards; however, there may be only one application from a single schoolapplication from a single school

Focus Areas – At least one and not more than 3 focus areas

Focus Areas – At least one and not more than 3 focus areas

1.1. (Required) Successful Transitions to High (Required) Successful Transitions to High

School School

2.2. Early Dropout Detection and InterventionEarly Dropout Detection and Intervention

3.3. Academic Catch-upAcademic Catch-up

4.4. Literacy SkillsLiteracy Skills

5.5. Remediation and Credit RecoveryRemediation and Credit Recovery

6.6. Educational and Career PlanningEducational and Career Planning

7.7. Parental InvolvementParental Involvement

TimelineTimeline

February 16February 16thth Application mailed to schoolsApplication mailed to schools

March 16March 16thth Intent to participate dueIntent to participate due

May 1May 1stst Proposals due at 4pmProposals due at 4pm

June 2007June 2007 Recommendation to BESERecommendation to BESE

July 1, 2007 to July 1, 2007 to June 30, 2008June 30, 2008 Grant periodGrant period

9th Grade Initiative Grant Information Session

9th Grade Initiative Grant Information Session

• 4:30 in Camellia Room4:30 in Camellia Room

• To discuss grant application in detailTo discuss grant application in detail

• To answer questionsTo answer questions

JOIN US AND LEARN MORE!JOIN US AND LEARN MORE!