Massachusetts Department of Elementary and Secondary Education
PLANNING ASSESSMENT TOOL: Working Together to Decrease Dropout and Increase Graduation Rates in High School1
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.
I. Human Resources:
A. Leadership
B. Faculty Roles
C. Professional Development
II. Programs and Strategies:
A. Pathways to Graduation
B. Ninth Grade Scaffolds
C. Student Supports
III. Infrastructure:
A. Student Support Teams
B. Data Utilization
C. District Commitment
IV. Partner Connections:
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-14-1026DOE02-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
IV. PARTNER CONNECTIONS / Page 1
RATE CURRENT STATUS
SCHOOL STRUCTURES, PRACTICES, STRATEGIES
Fully in
Place
Partially
in Place
DISCUSSION NOTES
Not Yet
in Place
(WHAT’S IN PLACE?)
IV. PARTNER CONNECTIONS
A. COMMUNITY-SCHOOL PARTNERSHIPS
1.
The high school has established
partnerships with community agencies that
provide support for its programs and staff
focused on dropout prevention.
2.
The high school has developed partnerships
with local postsecondary institutions to
provide students with college and career
readiness opportunities beyond that
offered by the school (e.g., dual enrollment
programs, campus visits, career guidance).
3.
The high school has identified and formed
partnerships with local businesses to
provide students with mentoring,
internships, or work-based learning
opportunities beyond those offered by the
school.
4.
School leaders maintain ongoing
communication with community partners
about the school’s goals and needs.
5.
All school staff are knowledgeable about
the school’s partnerships, kept informed
about services offered, and involved in the
planning and integration of those services
into the school’s programs focused on
dropout prevention.
6.
Community partners provide human
resources that can remove burden from the
school (e.g., in-kind services such as
consulting, staff coaching and training,
school and community professional
development).
IV. PARTNER CONNECTIONS / Community-School Partnerships / Page 2
RATE CURRENT STATUS
SCHOOL STRUCTURES, PRACTICES, STRATEGIES
Fully in
Place
Partially
in Place
DISCUSSION NOTES
Not Yet
in Place
(WHAT’S IN PLACE?)
IV. PARTNER CONNECTIONS
A. COMMUNITY-SCHOOL PARTNERSHIPS
7.
Community partners assist the school’s
leadership with identifying potential
funding streams to support and sustain the
high school’s dropout prevention initiatives.
8.
Community partnerships help the high
school identify, recruit, and train adult
advocates from the community who are
invested in the success of students at risk of
dropping out.
9.
Community partnership activities outside of
the school day provide students with
additional opportunities to extend their
learning and engagement (e.g., servicelearning, enrichment projects, team
building experiences).
IV. PARTNER CONNECTIONS / Community-School Partnerships / Page 3
PLANS FOR NEXT STEPS
IV. PARTNER CONNECTIONS / A. COMMUNITY-SCHOOL PARTNERSHIPS
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.
IV. PARTNER CONNECTIONS / Community-School Partnerships / Page 4
RATE CURRENT STATUS
SCHOOL STRUCTURES, PRACTICES, STRATEGIES
Fully in
Place
Partially
in Place
DISCUSSION NOTES
Not Yet
in Place
(WHAT’S IN PLACE?)
IV. PARTNER CONNECTIONS
B. FAMILY-SCHOOL INTERACTIONS
1.
The high school offers multiple formats and
venues for parents and families to build
relationships with teachers and counselors
as well as receive information about
programs and services available to students
who are at risk of dropping out (e.g., school
orientations, community events, morning
or evening gatherings, weekend school
projects).
2.
Staff continuously reach out to connect
with all parents and families of at-risk
students (e.g., in their homes or community
locations, throughout the school year, and
over the summer if indicated).
3.
High school staff plan periodic events to
celebrate student success with parents and
extended families.
4.
School staff view parents as partners in
their work with students and are sensitive
and responsive to family backgrounds and
circumstances.
5.
School staff share with all parents the
school’s expectation of success for ALL
students, make explicit how they are
helping students move forward to
graduation, and discuss student successes
and learning needs.
6.
For at-risk students who receive multiple
services, parents have a single point of
contact at the school who communicates a
coordinated response from the team(s)
working with their students.
IV. PARTNER CONNECTIONS / B. Family-School Interactions / Page 5
PLANS FOR NEXT STEPS
IV. PARTNER CONNECTIONS / B. FAMILY-SCHOOL INTERACTIONS
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.
IV. PARTNER CONNECTIONS / B. Family-School Interactions / Page 6