Systematic Approach
to Dropout
AASystematic
Approach
to
& Graduation
Dropout & Graduation
Gearing Up for Action
Gearing Up for Action
3
Drop Out
of
School
Stay
In
School
A Look At The Nation
What We know
Good News- Grad Nation Report
 While no state has yet achieved an on-time 4 year cohort rate
of 90%, five states are within two points at 88% - IA, VT, WI,
NE, TX
 There is a decline by 1/3 over the past decade (2,007 in 2002
to 1,359 in 2012) in the number and % of students attending
high schools in which the graduation rate is less than 60%.
 The first ever adjusted cohort graduation rate shows the
nation crossed the 80% threshold in 47 states for the first time
in history.
More Good News- Grad Nation
Report
 Since 2006, gains have been driven by a 15% point
gains for Hispanic students and 9% gains for African
American students
 If this average of 1.3% points per year is maintained
during the next 8 years, the nation will reach its 90%
graduation goal by 2020
 We have evidence-based and promising practices that
can –when implemented over time with fidelity – enable
schools to make significant progress in helping youth
with disabilities stay in school, progress in school, and
graduate
Not So Good News
 Students with disabilities: The national average
graduation rate for students with disabilities is 20
percentage points lower than the overall national
average.
• The 90 percent goal will not be reached if students with
disabilities, who represent 13 percent of all students
nationally, continue to have low graduation rates.
• Graduation rates for students with disabilities also vary
dramatically by state, with a 24 percent graduation rate
in Nevada and an 81 percent graduation rate in
Montana.
Not So Good News
 Young men of color: In spite of gains made by
all students of color over the past six years,
young men of color continue to lag behind
other subgroups of students.
 Most big cities with high concentrations of lowincome students, however, still have
graduation rates in the 60s and a few in the
50s.
Challenges We Face
• Building early warning systems that move beyond
identifying youth who are at the threshold of
dropping out, but rather creating those systems that
contain critical benchmarks and evidence-based
interventions that can be used easily by LEAS
• Turning the tide of off-track indicators: middle
grades are pivotal years, setting a student on a path
to high school, college and career, or a path to
disengagement and low achievement in key
subjects
Challenges We Face
 Chronic absenteeism, missing more than 10 percent of
the school year, for any reason, is an early indicator of
potential dropout and should be addressed.
 Turning the tide of off-track indicators: middle grades
are pivotal years, setting a student on a path to high
school, college and career, or a path to
disengagement and low achievement in key subjects.
Challenges We Face
• Success in life cannot just come from a classroom
education. Students need to develop additional skills,
such as self-awareness and self-control, and
collaboration and conflict resolution to stay in school,
graduate, and become productive members of society.
• The realization that academics alone may not be
enough. Students have to want to come to school,
work hard, and graduate on time. And they have to
feel capable of achieving their academic goals. The
challenge for educators and parents is to figure out
how to make that happen.
What Can Be Done
• Awareness
• Accountability
• Action
– Targeted reform in secondary
schools
– Targeted interventions
– Closing the opportunity gap
– Building sustainable systems
This framework helps conceptualize and structure the work in a
systematic and comprehensive manner that helps a team
implement and sustain their local school-completion initiative
© 2007 National Dropout Prevention Center for
Students with Disabilities at Clemson University – All
rights reserved
14
Ten Things You Can Do to Improve Graduation
Rates
• Utilize data systems to identify, inform, monitor
and track increased graduation rates for
students with disabilities
• Implement increasingly intensive evidence
based methodologies toward improved
academic outcomes in core academic areas
• Implement increasingly intensive evidencebased methodologies to improve social,
emotional, and behavioral outcomes
DC
15
Ten Things you can do to Improve Graduation
Rates
• Promote the implementation of attendance
strategies and alternative programs to increase the
likelihood that students will attend school regularly
• Promote and ensure culturally responsive learning
environments and instructional practices
• Provide rigorous and relevant instruction to better
engage students in learning both academic and
career skills
DC
16
Ten Things you can do to Improve Graduation
Rates
• Provide options for students with disabilities to
be engaged in increasing intensive
opportunities to participate in career related,
work based, and supported employment
• Embrace a philosophy of partnerships that
empowers families, communities, and other
stakeholders to become meaningfully involved
in the improvement of outcomes for all students
DC
17
Ten Things you can do to Improve Graduation
Rates
• Promote the development of personalized learning
environments that creates a sense of belonging and
fosters a school climate where students and
teachers get to know one another and can provide
academic, social, and behavioral encouragement
• Provide educators with ongoing professional
development and technical assistance to expand
their knowledge and improve their skills in
implementing increasing intensive EBPP’s related to
1-9
DC
West Virginia’s Landscape
Demographic Data
West Virginia’s Landscape
• The State identified and analyzed key
data, including data from SPP/APR
indicators, 618 data collections, and other
available data (including stakeholder input)
to select the draft SIMR and start to
identify root causes contributing to low
performance.
LEAST RESTRICTIVE ENVIRONMENTS
WEST VIRGINIA
DECEMBER 1, 2014
General Education:
Full Time (LRE=0)
64%
Correctional
Facility (LRE=9)
0%
Parentally Placed
in Privace School
(LRE=8)
Residential
Placements (LE=6)
0%
OSE
(LRE=5)
1%
Special
Education:Separat
e Schools (LRE=3)
0%
Special
Education
: Separate
Class
(LRE=2)
8%
General Education:
Part-Time (LRE=1)
25%
Student demographics, SY 2013-2014
All students
Grades: PK - 12
Of all students,
48% qualify as
Low-SES
Of all students,
15% qualify as
SWD
62% of SWD
qualify as
Low-SES
Data source: End of Year Certified Enrollment file, 2013 – 2014
Notes: Results incorporate all school districts (including WVSDB & Institutional Programs), Grades Pre-K – 12, analysis
excludes exceptionally gifted (EG) and gifted (GF) from SWD classification
APTA Participation:
Mathematics (2013 – 2014)
Hancock
Brooke
Ohio
WV APTA % = 1.43
(Target APTA % = 1.0)
Marshall
Monongalia
Wetzel
Pleasants
Wood
Jackson
Mason
Tyler
Ritchie
Wirt
Cabell
Dodd- Harrison
ridge
Upshur
Nicholas
McDowell
Tucker
Jefferson
Grant
Hardy
Pendleton
Pocahontas
Fayette
Above WV % (> 1.43)
Below WV% (<1.43) but above 1%
Greenbrier
At or below 1% target
Raleigh
Wyoming
Hampshire
Webster
Kanawha
Logan
Mineral
Randolph
Braxton
Wayne Lincoln
Mingo
Taylor
Morgan
Berkeley
Lewis
Clay
Boone
Preston
Barbour
Cal- Gilmer
houn
Roane
Putnam
Marion
Summers
Mercer
Monroe
APTA % calculated using Grades 3-8, and 11
WV APTA % excludes the West Virginia School for the Deaf
and Blind (WVSDB) and Institutional Programs
Data Source: RPTCARD14_PWVN307A
West Virginia’s Landscape
Performance Data – Graduation/Drop out
WV Graduation Rate (%) Trends: 2012 - 2014
All students
Students with disabilities (SWD)
100
Graduation rate (%)
90
80
70
79.3
81.4
84.5
Graduation
Graduation
Graduation
gap = 19.4%
gap = 19.3%
60
59.9
gap = 14.2%
70.3
62.1
50
2011-2012
2012-2013
Year
Graph shows graduation among 4-year cohort, standard diploma. Data
presented are for Cohort Year (actual year of student graduation) which
lag 1 year behind Accountability Year.
2013-2014
WV Graduation Rate (%) Trends: 2012 - 2014
Low-Socioeconomic Status (Low-SES)
Students with disabilities (SWD)
100
Graduation rate (%)
90
80.1
80
73.7
72.2
Graduation
gap = 9.8%
Graduation
70
Graduation
gap = 11.6%
gap = 12.3%
60
59.9
70.3
62.1
50
2011-2012
2012-2013
Year
2013-2014
Graph shows graduation among 4-year cohort, standard diploma. In 2013-2014 the definition of
low-SES was expanded to include those participating in Community Eligibility Provision (CEP)
programs. Subgroups are not mutually exclusive (i.e., a student qualifying as low-SES may also
qualify as SWD). Data presented are for Cohort Year (actual year of student graduation) which
lag 1 year behind Accountability Year.
WV Graduation Rate (%) Trends: 2012 - 2014
Male
Female
100
Graduation rate (%)
90
83
85
80
70
76
78.2
87
82.1
60
50
2011-2012
2012-2013
Year
Graph shows graduation among 4-year cohort, standard diploma. Data
presented are for Cohort Year (actual year of student graduation) which
lag 1 year behind Accountability Year.
2013-2014
WV Graduation Rate (%) Trends: 2012 - 2014
American Indian/Alaskan
100
93.6
Black
White
Hispanic
92
Graduation rate (%)
90
80
79.1
79.6
73.8
70
60
66.7
Asian
94.7
88.6
82.3
84.7
81.9
79.4
75
69.6
59.1
50
2011-2012
2012-2013
Year
Graph shows graduation among 4-year cohort, standard diploma. Data
presented are for Cohort Year (actual year of student graduation) which
lag 1 year behind Accountability Year.
2013-2014
WV Graduation Rates (%): 2013 - 2014
All students
Students with disabilities (SWD)
100
Graduation rate (%)
80
60
81.3
82.9
83.7
82.8
88.1
70.4
69.3
68.3
70.7
RESA 2
RESA 3
RESA 4
RESA 5
90.1
85.6
73.6
88.7
73.3
65.7
60.3
84.5
70.3
40
20
0
RESA 1
RESA 6
RESA 7
Graph shows graduation among 4-year cohort, standard
diploma. Data presented are for Cohort Year (actual year of
student graduation) which lag 1 year behind Accountability Year.
RESA 8
All WV
Counties
Graduation Rates SWD
2013-2014 - ALL
2013-2014 - SWD
84.46%
70.27%
Graduation Gap
14.19%
Highest Performing LEA
Lowest Performing LEA
Difference Gap
90.06%
33.33%
56.73%
WV Drop Out Rate (%) Trends: 2012 - 2014
All students
Students with disabilities (SWD)
3
Drop Out rate (%)
2.5
2.2
1.9
2
1.5
1.7
1.5
1.5
1
1.3
0.5
0
2011-2012
2012-2013
Year
The drop out gap between the all students group and SWD
group has decreased from 0.5% in 2011-2012 to less than
0.2% in 2013-2014.
2013-2014
WV Drop Out Rate (%) Trends: 2012 - 2014
Low-Socioeconomic Status (Low-SES)
Students with disabilities (SWD)
3
2.5
Drop Out rate (%)
2.5
2
2.3
2.2
1.7
1.9
1.5
1.5
1
0.5
0
2011-2012
2012-2013
Year
In 2013-2014 the definition of low-SES was expanded to include those
participating in Community Eligibility Provision (CEP) programs.
Subgroups are not mutually exclusive (i.e., a student qualifying as lowSES may also qualify as SWD).
2013-2014
WV Drop Out Rate (%) Trends: 2012 - 2014
Male
Female
3
Drop Out rate (%)
2.5
2
1.5
1.9
1.7
1.4
1.6
1
1.4
1.2
0.5
0
2011-2012
2012-2013
Year
2013-2014
WV Drop Out Rate (%) Trends: 2012 - 2014
American Indian/Alaskan
Black
White
Hispanic
Asian
3
Drop Out rate (%)
2.5
2
1.5
1
2.2
2
1.7
1.4
1.2
1.9
1.9
1.5
1.3
1.3
1
1
0.7
0.5
0.2
0
2011-2012
2012-2013
Year
The drop out gap between WV’s largest race/ethnicity
subgroups, White and Black, has remained near 0.5% over the
past three years.
0.4
2013-2014
2013 – 2014 Drop Out Rates (%)
Among SWD Grades 7 - 12
HANCOCK
BROOKE
OHIO
MARSHALL
MONONGALIA
WETZEL
PLEASANTS
WOOD
RITCHIE
MASON
PUTNAM
WAYNE
UPSHUR
MINGO
TUCKER
JEFFERSON
GRANT
RANDOLPH
PENDLETON
WEBSTER
NICHOLAS
WV SWD drop out rate = 1.5%
POCAHONTAS
LINCOLN
BOONE
HAMPSHIRE
HARDY
BRAXTON
KANAWHA
BERKELEY
MINERAL
LEWIS
CLAY
CABELL
TAYLOR
BARBOUR
CAL- GILMER
HOUN
ROANE
PRESTON
DODD- HARRISON
RIDGE
WIRT
JACKSON
MORGAN
MARION
TYLER
1.4 percent or less
FAYETTE
GREENBRIER
LOGAN
1.5 – 2.8 percent
RALEIGH
WYOMING
MCDOWELL
SUMMERS
2.8 percent or greater
MONROE
MERCER
County level SWD drop out rates ranged from
0% to 4.2%
Drop Out Rates SWD
2013-2014 - ALL
2013-2014 - SWD
Drop Out Gap
Lowest Performing LEA
Highest Performing LEA
Difference Gap
1.5%
1.3%
.2%
4.18%
0.00%
4.18%
What Would Participation in GRADUATION
20/20
Mean for My School?
August 25, 2015
Develop State, Local and School Leadership
Teams – (NDPC-SD)

Establish leadership and design teams

Identify cohort districts / schools

Identify core teams for training

Train teams in framework and modules 1-8

Train teams in roll out strategies
In the Beginning




First Steps
West Virginia was chosen to receive technical
assistance from the National Dropout Center for
Students with Disabilities (NDPC-SD) in 20112014.
State Systemic Improvement Plan (SSIP)
Stakeholders reviewed graduation and dropout
data for students with disabilities and identified it
as an area of concern.
Pilot schools in RESA 2 trained with the National
Dropout Prevention Center for Students with
Disabilities (NDPC-SD) in 2014-2015.
The Process



West Virginia chose as the State-identified
Measureable Result (SiMR) for children with
disabilities to focus on graduation from high
school with a regular diploma in four years.
The Superintendent of Schools endorsed this
initiative and supported collaboration across
offices within the state department.
The initiative was endorsed by the Chiefs of the
Division of Teaching and Learning & Division of
School Effectiveness.
The Process


Initiative involvement would not be limited only to
students with disabilities but all students could
get involved.
RESA 2 piloted the West Virginia GRADUATION
20/20 initiative to inform coherent improvement
strategies and in turn make adjustments to the
statewide implementation process.
The Invitation to Participate





The State of West Virginia has 117 high schools.
Schools were selected for invitation to participate
in the project based on a graduation percentage
below the state average for students with
disabilities (70%).
There were approximately 63 schools invited to
participate in Cohort 1.
Thirty-five counties are included.
Cohort 1 and the RESA 2 Pilot represented fiftyfour percent of all the high schools in WV.
The Participation Process



As a part of the participation process, schools
are being asked to complete a memorandum of
understanding (MOU).
Part of the process involved several district,
school and RESA commitments.
The idea behind the memorandum of
understanding is to increase buy-in by asking for
collective commitments from schools, districts and
RESAs.
School Commitments


School system priorities include increasing the
percentage of students with disabilities who
graduate with a general education diploma and
decreasing the dropout rate for students with
disabilities.
The school will designate a GRADUATION 20/20
School Leadership Team Leader to work directly
with WVDE and RESAs to schedule and conduct
meetings once a month to facilitate
communication and activities and provide time for
project activities.
School Commitments



The School Leadership Team Leader will attend
all Team Leader and team training sessions.
The principal and other school administrators are
committed to this project and to the school’s
participation. One designated administrator from
the school will attend all training sessions.
The team members will attend all school team
trainings and follow-up sessions.
School Commitments




The principal will ensure that the GRADUATION 20/20
School Leadership Team Leader has regularly
scheduled team meetings to complete assignments.
These include: data collection, data analysis, action
plan development and implementation, and monitoring
implementation
The Team Leader agrees to collect, analyze and
report project evaluation data.
The school agrees to serve as a resource for other
schools working on similar goals. These goals include:
hosting visitors, responding to requests for information,
possible conference presentations, etc.
The school will make a three-year commitment to the
program.
School Requirements for Participation




…Six days of professional learning with national,
state and RESA trainers during year 1 for school
teams.
…GRADUATION 20/20 team meetings at least
once monthly to complete team activities.
…Continuation of training and implementation
meetings in years 2,3 and 4.
…The School Leadership Team will identify
dropout prevention strategies to be implemented
utilizing schoolwide data.
School Requirements for Participation


…Possible changes in schedules, student
groupings, policies or instructional strategies if
indicated by the School’s Action Plan.
…Two-to-three hours of the Team Leader’s time
per week for meetings and project-related
activities.
The Roll Out



Sixty-three schools were selected through the
process.
Schools will assemble teams and receive their
first training individually, through webinars and
RESA directed training.
This method will allow for the creation of
relationships with their RESA contacts.
Analyze Data (NDPC – SD)

District / local school demographics

District and school infrastructure

Current initiatives and partnerships

Student performance (attendance, graduation,
dropout, course completion, discipline)
Analyze Data (NDPC – SD)



Assessment, curriculum and instructional systems
Professional learning (dropout prevention/
intervention, recovery/ re-entry)
Relevant policies and procedures (attendance,
discipline, promotion/ retention, graduation)
Identify Target Areas for Intervention (NDPC-SC)

School Climate

Attendance and truancy prevention

Behavior (universal, classroom, targeted, intensive
management and support)
Identify Target Areas for Intervention (NDPC-SC)

Academic content and instruction (reading,
writing, math, science)

Family engagement

Student engagement
Identify Target Areas for Intervention

Schools collect and analyze data

Identify target areas of improvement


Teams analyze policies and procedures as well
as building – and student – level data
Schools also look at school climate, discipline
referrals, academic rigor, family involvement and
student engagement
Develop School Action Plan (NDPC-SD)

Select evidence-based practices (Check and Connect,
Positive Behavioral Interventions and Supports,
Cognitive Behavior Interventions, Content
Enhancements)

Determine level of intensity (universal, targeted,
intensive)

Contextualize to setting

Establish timeline

Draft action plan
Evidence-Based Practices


Provide the option for Positive Behavioral
Interventions and Supports (PBIS).
West Virginia has a long history of working with
PBIS. It is provided free to districts who wish to
implement.
Contextual Fit


Sharing among school will reinforce the concept
that each school must do the work around its
unique culture and issues.
The training does not provide answers for
schools; answers would have to come from the
group and provide a contextual fit for each
building as there in no “one size fits all.”
School Action Plan Development



Once areas of intervention are identified, schools
will write a School Action Plan.
The School Leadership Team then shares the
School Action Plan with building-level staff.
Preparation for implementation of interventions
begins in schools.
Implement, Monitor and Evaluate (NDPC-SD)

Conduct baseline measures

Train additional staff for rollout


Implement strategies: on-site coaching,
consultation and feedback
Progress monitoring, fidelity checks
Implement, Monitor and Evaluate (NDPC-SD)

Measure results

Evaluate outcomes

Celebrate success!

Disseminate
Challenges, Barriers and Solutions


As leadership changes, sometimes the vision and
mission of a school changes as well. The WVDE
will continue to offer support to these schools as
they request it.
Unrealistic ideas of what the training will do for a
school. The WVDE will attempt explain the scope
of the training prior to school involvement.
Challenges, Barriers and Solutions


Lack of time and staff for additional supports to
provide to schools. The WVDE and RESAs
continue to look for ways to provide more time
for staff to be in the field offering support to
schools.
Schools had difficulty accessing data in a format
that could be translated into usable information
for their purposes. Schools and WVDE examined
these systems and were able to find methods for
making the data work.
Challenges, Barriers and Solutions

Provide a framework to give more support to
schools. The WVDE is committed to listening to
the ideas of model schools to provide more
scaffolding and support for them as they continue
to do this important work.
What Comes Next…



In 2016, West Virginia is planning their first
GRADUATION 20/20 Capacity Building Forum.
The Forum will include model schools and an
invited list of attendees based on graduation
percentages.
It will also serve to recognize and celebrate the
successes of committed GRADUATION 20/20
schools.
Memorandum of Understanding
Between
West Virginia Department of Education
And
County Boards of Education
In response to
West Virginia Graduation 20/20
2015-2017
WEST VIRGINIA GRADUATION 20/20
YEAR 1 COHORT
RESA ASSIGNMENTS
RESA
RESA 1
COUNTY
Mercer
Monroe
McDowell
Raleigh
Summers
HIGH SCHOOL(S)
Bluefield High
Montcalm High (7-12)
Pikeview High
Princeton Senior High
James Monroe High
Mount View High
River View High
Independence High
Shady Springs High
Woodrow Wilson High
Summers County High
Priority/Focus
Priority
Priority
Graduation 20/20
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
Teresa Epperley
RESA 2
Logan
Mason
RESA 3
Mingo
Boone
Kanawha
Putnam
RESA 4
RESA 5
Braxton
Fayette
Greenbrier
Pocahonta
s
Webster
Calhoun
Jackson
Roane
RESA 6
Wirt
Hancock
Logan Senior High
Point Pleasant Jr./Sr.
High
Tug Valley High
Sherman High
Van Junior/Senior High
Capital High
Herbert Hoover High
Nitro High
Riverside High
Saint Albans High
Sissonville High
South Charleston High
Marsha Jarrell
Marsha Jarrell
Focus – Brenda
Parsons
Poca High
Winfield High
Braxton County High
Fayetteville High
Meadow Bridge High
Midland Trail High
Oak Hill High
Greenbrier East High
Pocahontas County
High
Webster County High
Calhoun High
Calhoun Middle
Ripley High
Roane County High
Spencer Middle
Geary Middle
Walton Middle
Wirt County High
Weir High
Priority – Brian Withrow
Priority
Focus – Deena Swain
Focus – Deena Swain
Marsha Jarrell
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Electa Crowder / Dawn
King
Rena Robinson
Rena Robinson
Rena Robinson
Rena Robinson
Rena Robinson
Rena Robinson
Rena Robinson
Rena Robinson
Jackie Harris
Jackie Harris
Jackie Harris
Jackie Harris
Jackie Harris
Jackie Harris
Jackie Harris
Jackie Harris
Michelle Hogan
EmbreyEmbreyEmbreyEmbreyEmbreyEmbreyEmbreyEmbreyEmbreyEmbreyEmbrey-
WEST VIRGINIA GRADUATION 20/20
GRANTS TO SUPPORT SCHOOLS
YEAR 1 COHORT / PILOT COHORT
COUNTY
Mercer
HIGH SCHOOL(S)
Bluefield High
Montcalm High (7-12)
Pikeview High
Princeton Senior High
Monroe
McDowell
James Monroe High
Mount View High
River View High
Raleigh
Independence High
Shady Springs High
Woodrow Wilson High
Summers
Cabell
Logan
Summers County High
Huntington High
Logan Senior High
Man Senior High
Chapmanville Senior High
Mason
Point Pleasant Jr./Sr. High
Hannon Jr. / Sr. High
Mingo
Tug Valley High
Wayne
Boone
Wayne High
Sherman High
Van Junior/Senior High
Kanawha
Capital High
Herbert Hoover High
Nitro High
Riverside High
Saint Albans High
Sissonville High
South Charleston High
Putnam
Poca High
Winfield High
Braxton
Fayette
Braxton County High
Fayetteville High
Meadow Bridge High
Midland Trail High
Oak Hill High
AMOUNT
YEAR 1
SPECIAL EDUCATION DIRECTOR
$10,000.00
Todd Browning
$2,500.00
Brian Baker
$5,000.00
Aaron Lester
$7,500.00
Allen Sexton
$2,500.00
$2,500.00
Kim Rodes
Karen Veazey
$7,500.00
Leah Perry
$5,000.00
John Lehew
$2,500.00
Janet Varney
$2,500.00
Kim Adkins
$5,000.00
Mary Knapp
$17,500.00
Kate Porter
$5,000.00
Annette Pratt
$2,500.00
Judy Shaffer
$10,000.00
Linda Palenchar
$2,500.00
Chris Sienkiowicz
Greenbrier
Greenbrier East High
Pocahonta
s
Pocahontas County High
$2,500.00
Ruth Bland
Webster
Calhoun
Webster County High
Calhoun High
Calhoun Middle
$2,500.00
Mike Bonnett
$5,000.00
Jeannie Bennett
Jackson
Ripley High
$2,500.00
Lisa Martin
IMPLEMENTATION
MANUAL
WestVirginia
Guidance for West Virginia
Schools and Districts
September 2015
Questions?
Graduation 20/20
• 2 year process
– Year 1 – Dropout Prevention Intervention
Framework (Follow Key Components)
– Year 2 – CEEDAR Transition Practices
Framework (Choose Site-Specific Strategies)
• $2500 per year via County Special Education
Director
–
–
–
–
Stipends for leadership team
Team leader stipend
Travel to go to meetings
Buy books
Year 1:Step 1
Teams & Support
• Create a Graduation 20/20 Team or make
Graduation 20/20 a priority of the School
Leadership Team
– Establish meeting dates (at least 1 per month)
• Identify Team Leader for Graduation 20/20
• MOU
Year 1:Step 2
Analyze Data
Quick Win
• Bright Bytes (EWS)
– Indicators
– List of at-risk
– Resources
• Zoom WV & Zoom WV-e
Game Changer
• Core Data Tool
– School specific comparisons
– Look at trends and gaps
over three year period
Year 1:Step 3
Identify Target Area for Intervention
• Identify and prioritize the areas of need based
on data
• Determine those students who will be targeted
for Interventions:
– School-wide/Universal
– Selected Group (ex. - 9th grade students)
– Identified group of students based on at-risk
indicators (ex. 9th grade SWD and attendance issues)
Year 1:Step 4
Develop Goal for School Strategic
Plan
• Complete School Graduation 20/20
Dropout Prevention Action Plan
• Identify Evidence-Based
Programs/Strategies/Activities
• Identify implementation concerns and work
to remove barriers
Year 1:Step 5
Implement, Monitor, & Evaluate
•
•
•
•
•
Plan
Do
Study
Act
Celebrate Successes!!!
Additional Information
Contact:
phomberg@k12.wv.us
sbeck@k12.wv.us
dlharless@k12.wv.us
lbost8@uncc.edu