Elementary At-Risk Matrix
Student Name
Is student
reading/writing and
comprehending at
grade level when
entering 3rd grade?
Has student
been retained
one or more
years?
Has Student
demonstrated
attendance
problems
(especially in early
grades)? Defined
as 10% or more a
year (18 days)
Has student
attended 2 or
more schools
during Grades
K-5?
Student has Low Sociolittle or no
economic
parental
factors
involvement
in their
academic
At Least
One parent
did not
complete
HS.
Middle At-Risk Matrix
Student Name
Student is making
either D’s or F’s in
Language Arts or
Mathematics or at
least 2 grade levels
behind. (if in both
subjects at 8th grade
chances of HS
diploma are 50%)
Has student
been retained
one or more
years? Is the
student at least
1-2 years older
than other
students in his
grade?
Is student
attending school
less than 80% of
the school year?
This is exacerbated
if policies prohibit
them from making
up work)
Is student
considered a
behavior
problem by
Teachers and
Administrators?
Student has Low Sociolittle or no
economic
parental
factors
involvement
in their
academic
At Least
One parent
did not
complete
HS.
High School At-Risk Matrix
Student Name
Did student earn at
least a 2.5 in
Algebra 1 or pass
the EOC? Has the
student earned
English 1 Credit
with a C or higher?
Is the student
under-credited
and over-aged?
Can they
reasonably
graduate with
their graduation
cohort?
Is student
attending school
less than 80% of
the school year?
This is exacerbated
if policies prohibit
them from making
up work)*****
Does student
have at least
one adult whom
he/she trust and
believes is
his/her
advocate?
Is student
involved in
clubs,
activities,
sports in
which they
enjoy and
actively
participate
in?
Low Socioeconomic
factors/
Parent
Involvement
is low.
At Least
One parent
did not
complete
HS.
**** 43% of students stated they had missed too many days of school and could not catch up on their work. It is imperative to identify
attendance issues early. This is essential that classroom teachers are involved in interventions.
Dropout Prevention
Newton Conover City Schools
October 2013
1-3%
Strategic
Targeted
Interventio
n
2-4%
Minimal Credit
Diploma
Red Devil Success
4-6%
87-93%
NC High School Diploma
Dropout Prevention
Newton Conover City Schools
October 2013
Alternate Pathways to Graduation


Minimal Credit Diploma (21 Credit)
 Red Devil Success Program
Combined Program Incorporating Both Minimal Credit and Red Devil Success
Identification of

At-Risk Students
Requirements for Any Pathway
 At least a Junior in High School
 Not on target to Graduate with Cohort or Age Group
Academic Deficits, Attendance Issues, Mental Health diagnosis or Behavioral Issues
that impede learning
Minimal
Credit
Diploma
Academic Deficits, not
with Graduation
Cohort, likely to drop
due to lack of content
mastery, needs
revised diploma track
for success
Possible strategies include: 21 Credit
track, credit recovery, full course credit
on Odysseyware/Apex
Matrix of
At-Risk
Services
Combined approach
(Strategic Targeted
Intervention)
Red Devil
Success
Academic Deficits, not
with Graduation
Cohort, needs
guidance and
structure but can
complete 28 credit
diploma
Possible Strategies include: attendance
recovery (seat time), credit recovery,
schedule adjustments, case
management
Academic Deficits, attendance, mental
health or behavioral issues that impede
learning, not with Graduation Cohort,
needs guidance and structure with
minimal credit diploma. Possible use of
online learning and off-site learning due to
special circumstances. Specialized student
need based approach (often student is not
appropriate for home bound but would
benefit from off-site learning or online
student paced learning. Possible Strategies include: Online learning, flexible
schedules/shortened day, off-site learning, homebound
where appropriate, NCVPS, Odysseyware/Apex
online classes