MSAD11 Dropout Prevention Plan
MSAD11 Dropout Prevention Plan - June 7, 2012
Purpose:
To understand why students drop out of school and to seek interventions that may prevent students from dropping out. The Drop Out Prevention Committee will meet two to three times per year to discuss the issue of dropouts, review interventions and strategize new ways to keep students engaged in education.
The Committee believes that drop out prevention should be a priority within MSAD 11 and recognizes that there is a great deal of work to be done in order to reduce the drop out rate.
Committee Membership is composed of community members, school board members, teachers and administrators. The Committee was not successful recruiting a student to participate.
2010-2012 Committee Members
Diann Bailey, Chair, Adult Education Director
Phyllis Worthley, Secretary, Gardiner Area High School Guidance Counselor
Jackie Pare, Gardiner Area High School Assistant Principal
Patsy Adams, Pittston Consolidated School Teacher
Kim Bell, Gardiner Regional Middle School Teacher
Joe Klofas, Gardiner Area High School Teacher
Gary Verhille, Gardiner Are High School Alternative Education Teacher
Diane Potter, MSAD 11 School Board Member
Peter Griffin, Parent
Marcus Neidner, School Resource Officer
Barriers or circumstances that may result in students dropping out:
Low academic performance/Poor attendance
Grade Retention/Disengagement from the classroom
Behavior issues/Deficient in basic skills
A history of suspensions/Previously dropped out
Family environment not conducive to education/Parents do not work
Parents dropped out/Is pregnant or has dependent child
Substance abuse issues/Has history of criminal offense
Homeless/Lacks transportation to/from school
Lacks motivation to achieve goals/Mental health issues
Physical health issues/Is economically disadvantaged
Conflicts with other students/Feels harassed by other students
Does not like school/No friends at school
Has to work/Is credit deficient
Current Alternatives and Interventions:
K-12
Read 180/Social Workers
Conflict Resolution/Bullying Prevention/Peer Mediation/Discipline Policies/Practices (Responsive Classroom, Positive Behavior Interventions,restorative Justice).
Special Education/Trauma Training
Use of test data to intervene with low achieving students/Technology Integration to increase student engagement
Special Education Ed Techs in Mainstream classes/Response to Intervention Services
Individual counseling and guidance services/Open House/Parent Teacher Conferences
Greater Parental contact via technology/Vocational Rehabilitation Transition Services
School Resource Officer - Gardiner/Use of Power School to identify trends and need for interventions
Early identification of students at risk/Title I (K-5)
Middle School
Learning Lab/Summer Transition Program
Middle School Diversity Team/After school academic support
Boy’s and Girl’s Club after school services (gr 6-9/Health Clinic
Enrichment Programs (i.e. robotics)/Positive Behaviors Interventions and Supports Middle School
Restorative Justice practices Middle School
High School
Alternative Education Program
Adult Education/credit recovery and diploma completion programs/Peer Tutoring
Family Violence staff person/Open Campus
Sexual Assault Support Services/Attendance Policy
Vocational Education CATC grades 10, 11, 12/Credit Recovery Plans
Job Corps/Exit interviews
Upward Bound/Job Shadows
Outward Bound/Use of Fitness Center
Community Service/Student Re-entry plans
Goodwill Hinckley Program/Amended Schedules
UMA Aspirations Program/Jobs for Maine Graduates
5th year Senior Program/Independent Studies
Advisor/Advisee Programs/Civil Rights Team
GOALS/SUGGESTED STRATEGIES/EVIDENCE
1) All district staff will be aware of barriers/circumstances that may result in students dropping out of school. All district staff will be aware of opportunities and resources which can be utilized for intervention with students who are at risk of dropping out.
Strategies:
1. Drop out prevention will be discussed at the first staff meeting of the year in each school. Elementary principals will review the RTI process in terms of drop out prevention.
2. Principals will provide to staff, an electronic list of available interventions and how to access them.
3. Central office staff will include drop out prevention information on the district website.
4. Each year the Drop Out Prevention Committee will review other district’s intervention strategies and make recommendations to the Superintendent as appropriate.
Evidence:
1. Principals will verify (to the Superintendent) that these strategies have been completed.
2. The Drop Out Prevention Committee Chair will provide written communication to the Superintendent regarding recommendations.
2) MSAD 11 Guidance Counselors or administrators will survey (see attached) students who are at risk of dropping out in an effort to understand their situations and offer alternative choices.
Strategies:
1. Teachers and other school staff will identify a student as a potential drop out and refer student to the appropriate guidance counselor or school administrator. The counselor or administrator will use the survey instrument as a tool to generate conversation with the student and as a means to collect data.
2. Completed surveys are placed in student files with copies sent to the Drop Out Prevention Committee Chair. This data will be used to further inform the Committee about reasons why students drop out and may be used as a basis for planning new intervention programs or strategies. The Committee Chair will follow up on identified students and verify their current status.
Evidence:
1. Completed surveys are available.
2. Follow up data will be shared with the Superintendent and other administrators.
3) Staff will track student attendance and be aware of students who may be at risk of dropping out due to poor attendance.
Strategies:
1. Staff refer students with poor attendance to guidance counselors and administrators.
2. Students and parents are continuously contacted and efforts are made to problem-solve barriers or issues.
Evidence:
1. Guidance counselors and administrators will maintain record of contacts and results.
4) MSAD 11 Adult Education Director will annually contact recent dropouts to offer information regarding diploma completion.
Strategies:
1. Guidance counselors bring students who are considering dropping out to meet with Adult Education Director. Adult education options are discussed and a plan is made for enrollment.
2. Guidance counselors send copy of withdrawal form (with address and phone numbers) to Adult Education Director when students drop out. Adult Education Director contacts student by letter, phone or social media.
Evidence:
1. Withdrawal forms and verification that contact was made.
2. Enrollment data in student file.
June 7, 2012