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
PLANNING ASSESSMENT TOOL / Sections I-IV / Page 1
RATE CURRENT STATUS
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DISCUSSION NOTES
(WHAT’S IN PLACE?)
I. HUMAN RESOURCES
A. LEADERSHIP
1.
The school principal has built a leadership
team that has regular opportunities to
deliberate the progress of at-risk students.
2.
Programs that function as schools-withinschools, e.g., alternative schools and
academies, have designated leaders who
are on the school’s administrative team.
3.
Leaders organize opportunities for teams
to meet regularly to exchange information,
evaluate progress, and make continuous
improvements. Examples include outreach
teams, data teams, and student referral/
support teams.
4.
High school leaders have worked with
middle school leaders to create transition
activities to prepare middle school
students for adjustment to the ninth grade.
5.
School leaders support options beyond the
regular course structure for struggling
students to learn and attain academic
credits, e.g., credit recovery courses,
summer options.
6.
The school principal sets a vision for
educating ALL students that includes a
rationale for focusing on reducing dropouts
and increasing graduation rates.
7.
School leaders set high expectations for the
academic achievement of ALL students by
maintaining rigor across pathways and
programs.
8.
Leadership sets challenging targets for
dropout and graduation rates and reviews
I. HUMAN RESOURCES / A. Leadership / Page 2
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I. HUMAN RESOURCES
A. LEADERSHIP
progress against those targets.
9.
The school principal sets high standards for
all students and encourages faculty
discussion of promoting academic rigor
while supporting at-risk students.
10. District and school leaders encourage staff
to use data (e.g., EWIS in Edwin Analytics)
to identify at-risk students and set
expectations for achievement.
11. Leaders recognize the importance of
professional development for faculty and
create opportunities for PLCs and other
types of professional development. Leaders
are actively involved in professional
development.
12. Within the educator evaluation structure
employed by the school, leaders have
emphasized staff roles in creating a climate
where struggling students can receive
support.
13. School leaders have developed
partnerships with leaders from the
community and community service
providers for the purpose of providing
support services to at-risk students and
their families.
I. HUMAN RESOURCES / A. Leadership / Page 3
PLANS FOR NEXT STEPS
I. HUMAN RESOURCES / A. LEADERSHIP
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.
I. HUMAN RESOURCES / A. Leadership / Page 4
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DISCUSSION NOTES
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I. HUMAN RESOURCES
B. FACULTY ROLES
1.
The school has adjustment counselors who
address the behavioral/emotional needs of
students so they can focus on academics.
2.
The school has one or more staff members
with a social work background who are able
to address the range of needs of at-risk
students from a holistic perspective.
3.
The school has a formal program of
mentoring, matching adults in the school
and community with at-risk students to
provide additional positive role models in
students’ lives.
4.
At least some staff have the ongoing role of
making connections with students’ families
and the community.
5.
Some academic staff teach courses during
the summer to support credit recovery and
key academic transitions, especially from
middle school to high school or from ninth
to tenth grade.
6.
Academic department chairpersons take on
the role of supporting faculty members to
work with students who are struggling,
including coaching, developing learning
plans, student placement, and/or assisting
with diagnostic assessments.
7.
Some members of academic departments
take on the role of supporting and
monitoring online credit recovery
coursework, providing students with access
to a highly qualified teacher in their subject
I. HUMAN RESOURCES / B. Faculty Roles / Page 5
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I. HUMAN RESOURCES
B. FACULTY ROLES
area.
8.
All faculty are expected to build positive
relationships with students to ensure that
students feel well connected to the school.
9.
Faculty who are directly involved in dropout
prevention programs work collaboratively
with their community counterparts (e.g.,
community youth resources).
10. Teaching faculty who are working in
alternative programs also are considered
members of the school’s academic
departments (e.g., English language arts,
science, history, mathematics) and
participate in regular department meetings.
11. Guidance and other staff have explicit roles
for easing the transition between middle
and high school.
12. One or more staff members who focus on
at-risk students have flexible schedules so
that they are available during the school day
to address immediately the concerns of
specific students. The school has identified a
welcoming and “safe” location (e.g., drop-in
center, alternative learning center) where
students can meet with designated staff
during the school day, as needed.
13. The high school supports at least one
graduation coach whose main focus is to
reduce the dropout rate and help students
move toward graduation.
14. The graduation coach conducts exit
I. HUMAN RESOURCES / B. Faculty Roles / Page 6
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I. HUMAN RESOURCES
B. FACULTY ROLES
interviews of students who have dropped
out and reaches out to students who
previously dropped out of school to
encourage them and help develop a plan for
return to the school.
15. Faculty or counseling staff are designated to
work with students on the development of a
four-year individualized plan for graduation
(i.e., Individual Learning Plans/ILPs).
16. Faculty and other staff make home visits.
I. HUMAN RESOURCES / B. Faculty Roles / Page 7
PLANS FOR NEXT STEPS
I. HUMAN RESOURCES / B. FACULTY ROLES
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.
I. HUMAN RESOURCES / B. Faculty Roles / Page 8
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I. HUMAN RESOURCES
C. PROFESSIONAL DEVELOPMENT
1.
School leaders, faculty, and staff who work
with students at risk of dropping out
receive professional development related
to dropout prevention strategies (e.g.,
differentiated instruction, assessment,
adolescent development, and helping
students who have experienced trauma
and face multiple obstacles such as
depression and alcohol and drug abuse).
2.
Counselors provide professional
development for staff to help them
understand students’ circumstances
outside the school and learn to provide
constructive responses to students’
negative classroom behaviors.
3.
To extend the dialogue on supporting
youth, community members are invited to
participate in those school professional
development opportunities that are of
mutual interest (e.g., mental health issues
of at-risk students).
4.
Staff teams, such as ninth grade academy
or alternative school faculty and
counselors, receive professional
development and training together as a
group.
I. HUMAN RESOURCES / C. Professional Development / Page 9
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I. HUMAN RESOURCES
C. PROFESSIONAL DEVELOPMENT
5.
For schools with courses focused on
helping at-risk students build selfgovernance skills (e.g., Reconnecting
Youth), the school provides specific training
to carefully selected, dedicated staff
members.
6.
The principal and other school leaders
provide follow up support to reinforce staff
training and to model/demonstrate
effective practices.
7.
The school principal or guidance staff
provide feedback about teachers’
implementation of strategies to support
students at-risk of dropping out.
8.
The school principal encourages
collaboration among teaching and
guidance staff for the purpose of learning
about and improving dropout prevention
programs and services.
9.
Professional learning communities provide
school teams (e.g., outreach, support, data,
ninth grade academy teams) with time to
plan, review practices, analyze student
data, and revise teaching strategies to
support students at risk for dropping out.
10. Academic department PLCs include staff
members with dedicated dropout
prevention and alternative school roles.
11. School provides flexibility in scheduling to
support dedicated time for PLCs/team
meetings.
I. HUMAN RESOURCES / C. Professional Development / Page 10
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I. HUMAN RESOURCES
C. PROFESSIONAL DEVELOPMENT
12. Adjustment and guidance counselors meet
and consult with teaching faculty on a
regular basis, to specifically enable
teachers to address both the socialemotional and academic needs of students.
13. Department chairs or other academic
faculty support teachers through coaching
or other types of consultation.
14. Teachers have opportunities to observe
and practice effective strategies, with
feedback from knowledgeable
professionals, including other teachers and
coaches.
15. Staff has access to professional expertise
(e.g., social workers, psychologists, and
other mental health providers) for
consultation and referral services related
to helping students at risk of dropping out.
I. HUMAN RESOURCES / C. Professional Development / Page 11
PLANS FOR NEXT STEPS
I. HUMAN RESOURCES / C. PROFESSIONAL DEVELOPMENT
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.
I. HUMAN RESOURCES / C. Professional Development / Page 12
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II. PROGRAMS AND STRATEGIES
A. PATHWAYS TO GRADUATION
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
II. PROGRAMS AND STRATEGIES / A. Pathways to Graduation / Page 13
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II. PROGRAMS AND STRATEGIES
A. PATHWAYS TO GRADUATION
high quality and set a foundation for
subsequent courses.
8.
Academic department faculty certified in
the relevant subject areas teach credit
recovery courses.
II. PROGRAMS AND STRATEGIES / A. Pathways to Graduation / Page 14
PLANS FOR NEXT STEPS
II. PROGRAMS AND STRATEGIES / A. PATHWAYS TO GRADUATION
4.
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)?
5.
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?
6.
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 15
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II. PROGRAMS AND STRATEGIES
B. NINTH GRADE SCAFFOLDS
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
II. PROGRAMS AND STRATEGIES / B. Ninth Grade Scaffolds / Page 16
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II. PROGRAMS AND STRATEGIES
B. NINTH GRADE SCAFFOLDS
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.
II. PROGRAMS AND STRATEGIES / B. Ninth Grade Scaffolds / Page 17
PLANS FOR NEXT STEPS
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 18
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II. PROGRAMS AND STRATEGIES
C. STUDENT SUPPORTS
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).
II. PROGRAMS AND STRATEGIES / C. Student Supports / Page 19
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II. PROGRAMS AND STRATEGIES
C. STUDENT SUPPORTS
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).
II. PROGRAMS AND STRATEGIES / C. Student Supports / Page 20
PLANS FOR NEXT STEPS
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 21
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III. INFRASTRUCTURE
A. STUDENT SUPPORT TEAMS
1.
A student support team type structure is in
place for the school’s adults to
communicate frequently and regularly about
their reasoning and decisions regarding
individual students, and to make sure they
are doing what is best for each student.
2.
The student support team makes decisions
about planning interventions and securing
additional services for individual students.
3.
The school’s student support team is
empowered to apply academic interventions
in a flexible manner (e.g., double doses of
academic courses, credit recovery).
4.
The student support team has flexibility that
allows them to address individual student
crises immediately.
5.
Counselors are an integral part of academic
and support teams working with students at
risk for dropping out of school and provide
intense individualized services to support
students and families.
6.
A process for recording and tracking
academic and counseling services provided
to at-risk student has been established to
coordinate the timely delivery of supports
and avoid overlap and duplication.
7.
The student support team meets as a group
with a student or family to send a unified
message.
III. INFRASTRUCTURE / A. Student Support Teams / Page 22
PLANS FOR NEXT STEPS
III. INFRASTRUCTURE / A. STUDENT SUPPORT TEAMS
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.
III. INFRASTRUCTURE / A. Student Support Teams / Page 23
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III. INFRASTRUCTURE
B. DATA UTILIZATION
1.
The school has a designated data team (or
other group) that examines multiple data
sources on a routine basis (e.g., tracking
early warning and attendance data,
reviewing grades and discipline data, and
reviewing experiences of students and
recent graduates through the state data
system) to stimulate discussions about the
scope and nature of dropout patterns at
the school (e.g., credit attainment,
obstacles to graduation) and generate
program improvements to support
student graduation success.
2.
Data tools (e.g., Early Warning Indicator
System) are used to identify and monitor
progress of at-risk ninth graders.
3.
The high school has a designated data
team (or other group) to monitor and
review early warning indicators, maintain
a watch-list of at-risk students, and inform
other teams and staff.
4.
The data team (or other designated
group) recommends or establishes
appropriate interventions for students at
key transitions (e.g., students moving
from one grade to the next, nearing
graduation).
III. INFRASTRUCTURE / B. Data Utilization / Page 24
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B. DATA UTILIZATION
5.
Data team staff meet with teachers and
counselors working with students at risk
of dropping out to review, analyze, and
use data to plan and coordinate
instruction and behavioral or other
support strategies for students.
III. INFRASTRUCTURE / B. Data Utilization / Page 25
PLANS FOR NEXT STEPS
III. INFRASTRUCTURE / B. DATA UTILIZATION
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.
III. INFRASTRUCTURE / B. Data Utilization / Page 26
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III. INFRASTRUCTURE
C. DISTRICT COMMITMENT
1.
The district develops and shares
dropout prevention policies with all high
school administrators, specialists,
and relevant teaching staff.
2.
District leaders collaborate with the high
school to establish challenging targets for
student achievement and
dropout/graduation rates and review each
school’s progress against those targets.
3.
District leaders communicate the
importance of using researchbased practices for preventing students
from dropping out and for recovering
students who are out of school.
4.
District staff are available to provide the
high school with expertise, guidance, and
training on dropout prevention efforts (e.g.,
integrating academics and college and
career readiness options; establishing
transition programs, summer bridge
programs, and/or summer institutes;
prevention and recuperative strategies for
students who are off-track to graduation).
5.
The district communicates
dropout prevention policies to parents of
students who are at risk of dropping out of
school.
III. INFRASTRUCTURE / C. District Commitment / Page 27
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C. DISTRICT COMMITMENT
6.
District leadership has identified and
pursued local, state, and federal grant
monies to support implementation of
recommended practices in a coordinated
dropout prevention and recovery program
(e.g., professional development and staff
training).
7.
The district has established partnerships
with community-based program providers
and other agencies such as social services,
welfare, mental health, and law
enforcement, to implement behavioral and
social skills programs.
8.
The district has developed partnerships
with local postsecondary institutions to
host prospective student visits and
workshops on completing postsecondary
and financial aid applications.
9.
The district has reached out to partner with
local industries and businesses to create
new avenues for introducing at-risk
students to career and work-study options.
10. The district has been proactive in
collaborating with community agencies and
businesses to identify local resources (e.g.,
mentors, service-learning projects, work
experiences) to help the high school
provide community engagement
opportunities to students who are at risk of
dropping out.
III. INFRASTRUCTURE / C. District Commitment / Page 28
PLANS FOR NEXT STEPS
III. INFRASTRUCTURE / DISTRICT COMMITMENT
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.
III. INFRASTRUCTURE / C. District Commitment / Page 29
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 30
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 31
PLANS FOR NEXT STEPS
IV. PARTNER CONNECTIONS / A. COMMUNITY-SCHOOL PARTNERSHIPS
7.
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)?
8.
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?
9.
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 32
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.
IV. PARTNER CONNECTIONS / B. Family-School Interactions / Page 33
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
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 34
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 35