SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1e The school curriculum provides specific links to continuing education, life, and career options
1.1g The curriculum provides access to common academic core for all students

Standard 5 - Learning Environment - Student, Family and Community Support
5.1c The school maintains an accurate student record system that provides timely inforamtion pertinent to the student academic and educational development

Scenario

Second-year freshman twins Kalynn and Jenice are contemplating dropping out of school for very different reasons.  Kalynn is frustrated with the school system and teaching staff for just delivering information and not making school relevant for her “chosen” career.  She has asked to join the class with the Cooperative Education component, but told she is not on grade level. 

Jenice, on the other hand, is an exceptionally bright student who is not challenged with the normal pace and curriculum of her high school.  Jenice tells her parents she is bored and no one cares whether she stays or leaves.  She questions her teachers about the information and is met with disdain and asked not to participate.  She also knows that her current employment can provide her with the money to be on her own with the car and things she wants. 

Introduction

All freshman high school students begin with a working history which alerts caring adults of their past academic success, career cluster choice, learning style, non-cognitive and social behavior data.  This historical collection of early and middle school records and observations, including the Individual Graduation Plan, is critical to student success.  Alexander, Entwisle and Kabbani (2001) found that drop –out potential students are generally from a long line of disengagement.

It is now the assignment of the school leadership team to disaggregate this data and develop a comprehensive plan to engage ALL students using the following essential questions as basic guide: 

• How will the school staff support a career oriented curriculum to meet the career goals of all students?
• Which strategies can be used in individual classrooms to keep students aware of career choices and graduation pathways?

Potential drop-out students give these basic reasons to begin the drop out procedures:

• School is boring because the curriculum is not challenging or not geared to my learning abilities and career choice.  Why do I need to learn this stuff? 
• Money is my goal and I already have a part-time job in my chosen field, what alternative school programs are available for me?
• I am old enough to care for myself, why do my parents/guardians need to be involved anymore?

Ruby Payne (2003) reminds us that:  “Many times the counselors and other administrative adults in the school/district can assist the students with state agency assistance or local resources to keep the student involved with school and on the path to graduation.”  http://ahaprocess.com/AboutRubyPayne.html

 

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Strategies

CURRICULUM

Students remind questioning adults that they are “bored” because they do not see the need or experience practical applications in their high school classrooms.  These students are looking for curriculum changes that match their goals.  High schools need to rethink that “all” students are going directly to college and we must press forward with a rigorous or differentiated instruction classroom approach.

 John Barell (2003) gives many individual strategies as well as whole school inquiry development for students to become engaged and avid learners on their paths.  His examples pull particularly from high school classrooms and curriculum topics.  Drop out students can come from two areas:  very-bright abstract-random students or academically poor and need “catch up” techniques.  Kentucky has many districts moving to various types of technical and alternative programs and schedules to meet these needs.

Very-bright Abstract Random Students:

These students generally drop out because they just cannot sit hour after hour in a typical high school classroom and learn from the stand-and-deliver approach to education.  They are reaching out for a program which allows the students to become more involved in their own learning.  These students learn the value of academic goal setting and the multiple ways to accomplish the goal.  Life skills are embedded and lead to success.

Strategy 1:  Specialized Alternative School-- Liberty High School in Louisville, KY has really opened its doors to these students and has had exceptional success.  They describe themselves as a non-traditional high school for students who are frequently absent and not on grade level.  Parents/guardians are required to be a part of their student’s progress from start to finish. 

They rely on a modified schedule which allows for all students to perform a chosen service learning to the community or employment which meets their career goals.  Each student must participate in a discovery program for the first nine weeks to re-learn how to control themselves in various situations and also to develop a strong academic relationship with the staff.  Academic excellence follows because each student knows the project values and curriculum expectations needed to succeed from the beginning.  For more information and contact, please use this internet hotlink:  http://www.jefferson.k12.ky.us/Schools/Special/Liberty.html

Strategy 2:  On the national level, What Kids Can Do (WKCD) is a non-profit organization which looks to changing this type of student’s attitude regarding school by first challenging them while enlisting their help with problem solving techniques.  WKCD creates schools within schools to encourage and support these students in their contributions and drive.  For more information, please contact the website below and connect with their booklet entitled The Schools We Need: Creating Small High Schools That Work For Us.    http://www.whatkidscando.org/home.asp

Academically poor students who need “catch up” techniques:

The majority of drop out potential students fall in this category and feel they are so far behind academically that it will be difficult to move forward.  There has been no targeted intervention for them at the elementary and middle school or there has been a drastic change in their home environment which placed them in peril.

Strategy 1:  Create special times such as before major events such as six-week or semester examinations or yearly assessment.  Information can be given to students in small bits to target specific areas.  Targeted students are gathered for intense curriculum work in the area(s) that are indicated by low grades, high absenteeism or low stanines.  These students are shown how learning can happen in a practical sense.  Western High School Leadership team and assigned adults can individually and in small groups provide students with access to learning skills and information.

Students are highly engaged and need the special attention in order to succeed and then sometimes become student leaders of other “blitz” events.  For more information contact Leadership team:  Donna Block, Counselor, dblock1@jefferson.k12.ky.us, Kathy Belcher, Instructional Coordinator,  kbelche1@jefferson.k12.ky.us, or Geneva Price, Principal, gprice1@jefferson.k12.ky.us. 

Strategy 2:  Robert Marzano has a direct vocabulary instruction strategy that is described in the book, What Works in Schools.  He states there are three action steps that need to be taken: 

• show students what they need to learn through various life experience/events
• develop vocabulary through wide reading program
• use direct instruction for vocabulary learning.

Marzano states that this strategy is important to a student whose home environment generally does not promote and/or provide many experiences and engaging learning. 

Both types of Students:

Strategy 1: Advisor-Advisee Mentoring programs can be a first line of defense by establishing relationships with a small group of students to place them in the programs appropriate for their learning needs.  Kentucky also has several districts that have been using this technique for some years with a history student academic achievement and lowered incidence of discipline issues.    Links to these districts are: 
http://www.madison.k12.ky.us/ms/schoolp.htm#ADVISORY
 http://www.green.k12.ky.us

Strategy 2:  Scheduling can make all the difference in the work to potential drop out students.  Block scheduling can provide service learning and off-campus learning environments that can prove to these students that the knowledge is valuable.  This type of scheduling does not mean longer blocks for the same old teaching style but direct instruction intersperses engaging activities and problem-solving events.  http://www.ericfacility.net/ericdigests/ed393156.html. 

Charlotte Danielson (2002) gives eight reasons why alternative scheduling works for a particular population of students.  The evidence is mixed regarding the effectiveness and explanation because there are various definitions and possibilities to create a working schedule. 

Many Kentucky high schools have some form of block or alternative scheduling.  After careful planning and development, the school staff develops a plan that meets their student’s needs and is a workable schedule for all.

Strategy 3:  A classroom that is engaging and students are making connections keeps some potential drop outs from being out of touch and lost.  Carol Tomlinson (1999) provides a variety of ways for teaching staff to develop a classroom that meets all students needs—the “Differentiated Classroom”.  She believes in making sure the students have multiple options and are able to express their learning in various ways.

Teachers will need to be trained in this strategy and work collaboratively to make it happen efficiently and effectively.  This can and has worked in K-12 classrooms with much success.  “At-risk” students are particularly successful because of the flow and learning patterns.  http://www.ascd.org/cms/index
http://www.acs.ohio-state.edu/urbanschools/principl/schoolwork4.htm

EMPLOYMENT

Middle School students have been earning money through babysitting and errands or chores.  High School students are looking forward to owning a car, being on their own and helping to pay for college or technical school.  In order to have these big ticket items, students begin to actually gain employment and do so in many basic areas.

Money becomes a major part of their daily routine and central focus.  For the drop out student, employment becomes the main goal.  It is their way to escape the home environment and be on their own.  Employment can be the link that keeps students in school through special work partnerships.
 
The Department of Labor has very strict guidelines and monitoring techniques to make sure students meet their educational opportunities.  The Fair Labor Standards Act (FLSA) is designed to be sure the students work restricted hours and are never placed in hazardous positions especially if the students are less than 16 years old.

Wage and Hour Division of the Department’s Employment Standards Administration makes sure the guidelines and restrictions are followed, reported correctly and students treated in a manner fitting their role.  http://careerplanning.about.com/gi/dynamic/offsite.htm?site=http://www.dol.gov/dol/topic/youthlabor/index.htm

Individual Graduation Plan (IGP)

Strategy 1: Individual Graduation Plans (IGP) are an effective tool to motivate and guide all students to understand what graduation from high school, college, technical school can mean to their career advancement. 

These plans ideally begin in the middle school but must be utilized in the high school.   Various reviews through each year will provide the student with the knowledge to make informed decisions and possibly be involved in work based learning programs for educational advancement.  See the Kentucky Department of Education website for further information. 

The following are three Kentucky programs that are in varying stages of district wide activation of IGP with students.  Further contact will be needed to get the most current information. 

Jefferson County, Kentucky schools, www.jefferson.k12.ky.us, are piloting a computer assisted program (PathFinder) that assists students with maintaining their Individual Graduation Plan online from any Internet connected computer.  This program is just beginning and specific data is unavailable at this time.  
Madison Southern High School, www.madison.k12.ky.us, has an intensive program that is time tested and reliable for moving students in the career paths suited for that student. 
Green County, www.green.k12.ky.us, is developing a school wide program that actively involves the IGP into each year’s program of study.

Strategy 2:  Vocational-Technical Schools assist potential drop out students acquire a valuable hands-on skill.  This type of school works in tandem with the regular high school in each district to provide students in Career & Technical Education Programs with various service and product occupations.  Many districts have Area Technology Centers and all provide opportunities that match needs of the work force.

Jackson County, www.jackson.k12.ky.us, is just one technical school that has redefined their goals and is meeting the student’s needs in a wide variety of areas. 

Strategy 3:  Corporate Earn and Learn programs have become popular in some urban areas.  United Parcel Services has used this strategy to increase their part-time handler’s positions with steady and reliable employees while they assist the students with flexible time schedules, tuition for college and other benefits.  http://www.upsjobs.com/cgi-bin/parse-file?TEMPLATE=/htdocs/index.html

Smaller corporations are beginning to create a similar program on a different scale.  These companies are also providing varying levels of career guidance and preparation plans.

FAMILY ISSUES

Students are now of the age where parents are decreasing their role of responsibility in the life of their child.  Payne (2003) believes the family structure needs help in obtaining the resources and how use them appropriately.  Danielson (2002) recognizes the need for relationships between school and parents in order to maintain school’s student success effectiveness.

Strategy 1:  Family Resource Centers located in schools can be a significant link to student success.  The state of Kentucky has provided an avenue for the formation of these centers in schools or districts who meet the criteria. Services available to students include social, health, anger/conflict management and character education services.  The teaching staff has a resource to assist and refer students.  Students have a resource to help themselves when no one else seems available.

Parents also have a place to make contact with these same services as well as the school.  Please refer to the Kentucky Department of Education Family and Student Support section website:  http://www.kde.state.ky.us/

Strategy 2:  Parent communication plays a vital role in the life of a student and school success.  Students need to know that adults care whether they are academically challenged and safe.  Parent newsletters, meetings and conferences to discuss relationships and progress, fun and engaging activities for families to participate are essential.

Parent newsletters can include information about the school, calendar, hints for student success from the family perspective, announcements of coming events that students will be involved and also those events where parents and families could participate, but most of all recognize students for accomplishments of a wide variety not just sports and high academics.

 

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Resources

Alexander, K. L., Entwisle, D. R., & Kabbani, N. (2001) Schools Dropouts:  Home and School Effects.  Association for Supervision and Curriculum Development Research Brief.  Retrieved April 29, 2003 Volume 1 Number 2 from http://www.ascd.org/publications/reserachbrief/volume1v1n9.html

Barell, John (2003)  Developing More Curious Minds.  Association of Supervision and Curriculum Development, Alexandria, VA 22311-1714.

Danielson, Charlotte (2002) Enhancing Student Achievement A Framework for School Improvement.  Association for Supervision and Curriculum Development, Alexandria, VA  22311-1714.

Fair Labor Standards Act (FLSA) retrieved May 31, 2003 from http://careerplanning.about.com/gi/dynamic/offsite.htm?site=http://www.dol.gov/dol/topic/youthlabor/index.htm

Irmsher, Karen (1996) Block Scheduling. ERIC Digest, Number 104. (Identifier ED393156) ERIC Clearinghouse on Educational Management Eugene OR.
http://www.ericfacility.net/ericdigests/ed393156.html

Kentucky Department of Education website, www.kde.state.ky.us  References have been made for the sections labeled:  Student and Family Support, Drop out Prevention, Individual Graduation Plan

Marzano, Robert J (2003) What Works in Schools Translating Research into Action.  Association for Supervision and Curriculum Development, Alexandria, VA  22311-1714.

National Dropout Prevention Center/Network Strategies.  Retrieved May 31, 2003 from http://www.dropoutprevention.org/effstrat/effstrat.htm

Payne, Ruby (2001).  A Framework for Understanding Poverty  aha!! Process, Inc.
P. O. Box 727,  Highlands, Texas 77562-0727.  Used material from text and also retrieved from http://ahaprocess.com/AboutRubyPayne.html

Learn and Earn program for students to work and go to school.  United Parcel Post website Retrieved June 15, 2003 from http://www.upsjobs.com/cgi-bin/parse-file?TEMPLATE=/htdocs/index.html

What Kids Can Do website which all students to explain different ways of school environment and its affects on them.      Retrieved May 31, 2003 from http://www.whatkidscando.org/home.asp

ADDITIONAL RESOURCE FROM KENTUCKY DEPARTMENT OF EDUCATION

Inside Kentucky Schools - Dropout Prevention

The following videos were shot on location in Kentucky schools and feature outstanding examples of drop-out prevention.  These videos are suitable for professional development use.  To order these videos, please visit the KDE On-line Bookstore.

Alternative School - Boone County's alternative school offers students on the wrong path the opportunity to make a u-turn. 1/12/02   5:44 min.
 
Boyd Co. Dropout Prevention: Boyd Co. High School takes aggressive action to keep students in school.  10/26/02      6 min.
 
Discover College, Daviess Co.  - Discover College gives Daviess Co. High School students a taste of college during their senior year and a jump-start on their higher education.  5/11/02     9min.
 
Day Care - Scott Co. High School -  It started as an idea for keeping youthful parents in high school.  But today the program has gone way beyond that. 01/27/01    6:30 min.
 
Early Character Intervention -  Helmwood Elementary, Hardin Co. - Rather than remove troubled youths from school, students receive individual attention  in manners, anger control, homework habits and acceptable behavior. 2/13/99   5:55 min.
 
IGP - Family Style - Madison Southern High School, Madison Co. - IGP - Family-style counseling helps student complete individualized graduation plans and successfully graduates from High School.   03/23/02   5:04 min.
 
Individual Graduation Plans (IGP) - Stuart Pepper Middle School, Meade Co. - Power pact sessions help students review career clusters with an eye on planning preparation necessary to pursue a post secondary education. 4/28/01  5:20 min.
 
S.A.F.E. - Walton Verona Independent, Boone Co. -  Take a retired high school principal, add a retired state trooper, fund with state and federal grants, add a strong dose of compassion and you have the ingredients to combat truancy.   2/28/02     5:32 min.
 
Shelby County's Education Center at Cropper - An alternative school program where an emphasis on life skills is making for a better class of students. 4/27/02

E-mail: tgroves@kde.state.ky.us

 

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Comments

E-mail: tgroves@kde.state.ky.us

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Key Words

careers, career eduation, Individual Graduation Plan, IGP, career clusters, career majors, employment,work based learning

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