: Working Together to Decrease Dropout and Increase Graduation Rates in High School 1
This planning assessment tool is designed to help schools and districts reflect on current practices and strategies and develop a plan for implementing an effective schoolwide approach to decrease dropout rates and increase graduation rates at the high school level. The planning assessment tool serves as guide for schools and districts that are thinking about one or more of the Massachusetts Department of Elementary and Secondary Education (ESE) high school case studies (Malden, West Springfield, Turners Falls) and how the findings apply to their context (e.g., guiding questions that can direct engagement in the content and conversation about the case study themes; guidance on how to interpret and apply the information to a specific context). It is a flexible and comprehensive resource that addresses common themes that emerged from the case studies.
Districts and schools are encouraged to take a team approach to using this planning assessment tool to think about what is needed in their contexts to improve their practices and strategies. The planning assessment tool is best used by various team combinations of leadership, dropout prevention, and high school staff working together to: 1) systematically identify existing structures and practices along with gaps in services; 2) discuss what is working well; 3) formulate actions that are necessary to address identified gaps; and 4) establish a coordinated schoolwide plan to meet the needs of all students at risk of dropping out. The following are the planning assessment tool categories, which were derived from the three case studies, for improving dropout and graduation rates.
A.
Leadership
B.
Faculty Roles
C.
Professional Development
A.
Pathways to Graduation
B.
Ninth Grade Scaffolds
C.
Student Supports
A.
Student Support Teams
B.
Data Utilization
C.
District Commitment
A.
Community-School Partnerships
B.
Family-School Interactions
1
This planning assessment tool was developed as part of the ESE contract: Case Studies of High Schools with Improving Cohort Graduation Rates and Declining Annual Dropout Rates (BD-14-1026-
DOE02-DOE01-00000000708). It highlights common themes and strategies that emerged from the Malden, West Springfield, and Turners Falls High School case studies, including strategies and roles supported by MassGrad awards (funded through the federal High School Graduation Initiative) as part of Massachusetts’ College and Career Readiness strategy. RMC Research, Portsmouth,
NH prepared the assessment tool. June 2015
II. PROGRAMS and STRATEGIES / Page 1

S CHOOL S TRUCTURES , P RACTICES , S TRATEGIES
1.
Multiple pathways for reaching high school graduation are made available to students matched to their needs or risk factors for dropping out (e.g., poor attendance, low academic achievement, family crises, social-emotional or mental health issues, special learning needs).
2.
The school provides an appropriate program option for former students who had dropped out and have returned to reengage in the school.
3.
Students have multiple options for attaining credits needed to graduate (e.g., credit recovery courses, dual enrollment options, summer school programs, evening courses).
4.
Dual enrollment programs are offered to
ALL high school students, not just for high achieving students, in close partnership with institutions of higher learning in the community.
5.
Technical and vocational programs are available to ALL students, including those at risk of dropping out (e.g., through regional programs and business partnerships).
6.
Alternative programs maintain the same high standards for academic achievement and graduation as the typical high school program.
7.
The courses offered via credit recovery and other alternative course programs are
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II.
PROGRAMS AND STRATEGIES
A.
PATHWAYS TO GRADUATION
DISCUSSION NOTES
(W HAT ’ S IN P LACE ?)
II. PROGRAMS AND STRATEGIES / A. Pathways to Graduation / Page 2

S CHOOL S TRUCTURES , P RACTICES , S TRATEGIES high quality and set a foundation for subsequent courses.
8.
Academic department faculty certified in the relevant subject areas teach credit recovery courses.
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II.
PROGRAMS AND STRATEGIES
A.
PATHWAYS TO GRADUATION
DISCUSSION NOTES
(W HAT ’ S IN P LACE ?)
II. PROGRAMS AND STRATEGIES / A. Pathways to Graduation / Page 3

P
LANS FOR
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EXT
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TEPS II.
PROGRAMS AND STRATEGIES / A.
PATHWAYS TO GRADUATION
1.
Review the discussion notes and identify common themes – Are there underlying needs (e.g., additional guidance staff) or common desired strategies (e.g., professional development in working with struggling students)?
2.
Note the themes below and discuss priorities – Which approaches can be accomplished without additional resources and which require a longer-term strategy of reallocating resources?
3.
Use that information to determine next steps – Consider a multi-prong strategy that will bring about some “quick wins” while you are working toward longer-term changes.
II. PROGRAMS AND STRATEGIES / A. Pathways to Graduation / Page 4

S CHOOL S TRUCTURES , P RACTICES , S TRATEGIES
1.
The school has a structure to meet the distinctive academic and social needs of ninth grade students (e.g., a ninth grade academy or other comparable program).
2.
The school has teaching and counseling staff dedicated to working as a cohesive team with ninth grade students.
3.
Ninth grade program leadership is in place.
The program has its own administrator or other faculty member who is charged with directing and supervising the program.
4.
Guidance, adjustment, and other counseling staff serve as collaborative members of the ninth grade team.
5.
The ninth grade program team shares a common prep time to discuss student needs, review and revise practices, analyze student data, and plan instruction.
6.
Students in separate ninth grade programs participate in all activities held as a regular part of the school day (e.g., all-school assemblies, student governance meetings, elective programs) as well as extracurricular activities (e.g., clubs, sports, servicelearning, social events).
7.
The high school has a program or strategy in place to ease the transition for middle school students and familiarize students and their families with the high school experience (e.g., home visits and phone calls, middle school meetings, high school
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II.
PROGRAMS AND STRATEGIES
B.
NINTH GRADE SCAFFOLDS
DISCUSSION NOTES
(W HAT ’ S IN P LACE ?)
II. PROGRAMS AND STRATEGIES / B. Ninth Grade Scaffolds / Page 5

S CHOOL S TRUCTURES , P RACTICES , S TRATEGIES open houses and tours, community events).
8.
High school and middle school counselors meet to review the backgrounds of the eighth grade students to identify those who may be at risk as high school freshmen.
9.
At the beginning of the year, ninth grade counselors meet individually with entering freshmen students to review college and career options.
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Not Yet in Place
II.
PROGRAMS AND STRATEGIES
B.
NINTH GRADE SCAFFOLDS
DISCUSSION NOTES
(W HAT ’ S IN P LACE ?)
II. PROGRAMS AND STRATEGIES / B. Ninth Grade Scaffolds / Page 6

P
LANS FOR
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EXT
S
TEPS II.
PROGRAMS AND STRATEGIES / B.
NINTH GRADE SCAFFOLDS
1.
Review the discussion notes and identify common themes – Are there underlying needs (e.g., additional guidance staff) or common desired strategies (e.g., professional development in working with struggling students)?
2.
Note the themes below and discuss priorities – Which approaches can be accomplished without additional resources and which require a longer-term strategy of reallocating resources?
3.
Use that information to determine next steps – Consider a multi-prong strategy that will bring about some “quick wins” while you are working toward longer-term changes.
II. PROGRAMS AND STRATEGIES / B. Ninth Grade Scaffolds / Page 7

S CHOOL S TRUCTURES , P RACTICES , S TRATEGIES
1.
There is a clear referral process in place so that academic teachers can easily refer students who need additional socialemotional and mental health support to counseling and/or support services staff.
2.
Counseling and support services are responsive to the real lives of at-risk students (e.g., work and family responsibilities). Services are coordinated to accommodate students’ school and work schedules when necessary.
3.
Guidance and other social-emotional and behavioral support services for at-risk students are provided within the high school setting (e.g., adjustment counselors, graduation coach, restorative practices, or other behavioral support programs).
4.
The high school brings in external providers to deliver student services when necessary (e.g., individual or group counseling).
5.
Students at risk of dropping out have various opportunities to build positive connections with school staff and peers
(e.g., Reconnecting Youth, conflict resolution practices, elective courses, sports and arts pursuits, service-learning projects).
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II.
PROGRAMS AND STRATEGIES
C.
STUDENT SUPPORTS
DISCUSSION NOTES
(W HAT ’ S IN P LACE ?)
II. PROGRAMS AND STRATEGIES / C. Student Supports / Page 8

S CHOOL S TRUCTURES , P RACTICES , S TRATEGIES
6.
Faculty and staff are proactive in reaching out to at-risk students to build close relationships (e.g., phone calls, home visits, sports, restorative practices).
7.
Faculty and staff provide encouragement and support to help students create a strong peer community at the school (e.g., through learning to interact and communicate with each other in positive and open ways).
8.
Students in self-contained alternative school programs, whether on- or off-site, are made to feel that they are part of the high school community and have access to all high school activities (e.g., clubs, sports, service-learning, social events).
RATE C
URRENT
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TATUS
Fully in
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Not Yet in Place
II.
PROGRAMS AND STRATEGIES
C.
STUDENT SUPPORTS
DISCUSSION NOTES
(W HAT ’ S IN P LACE ?)
II. PROGRAMS AND STRATEGIES / C. Student Supports / Page 9

P
LANS FOR
N
EXT
S
TEPS II.
PROGRAMS AND STRATEGIES / C.
STUDENT SUPPORTS
1.
Review the discussion notes and identify common themes – Are there underlying needs (e.g., additional guidance staff) or common desired strategies (e.g., professional development in working with struggling students)?
2.
Note the themes below and discuss priorities – Which approaches can be accomplished without additional resources and which require a longer-term strategy of reallocating resources?
3.
Use that information to determine next steps – Consider a multi-prong strategy that will bring about some “quick wins” while you are working toward longer-term changes.
II. PROGRAMS AND STRATEGIES / C. Student Supports / Page 10