DROPOUT PREVENTION STRATEGIES:

SELF-ASSESSMENT TOOL (Performance Indicators)

EARLY INTERVENTIONS

Standard 1

Ø Family Involvement – Regardless of class, race, and socioeconomic background, most parents have access to social supports and resources

that facilitate their child’s achievement. An unbridgeable “gap” between school and home does not exist.

Family Involvement Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Family Involvement Performance Indicators	Little	Some	Moderate	High	Very High
1.a The district/school(s) reach out to parents so that all students feel part of the learning community.
1.b Family – like schools exist and make students feel part of a “school family”
1.c The district/school(s) define family involvement.
1.d A plan and/or procedure exists that outline how to support families.
1.e Families are encouraged and given an opportunity to promote their involvement.
1.f Guidelines for effectiveness in family involvement are established.
1.g Effective programs and practices are identified and used.

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Standard 2

Ø Early Childhood Education – Effective prevention and intervention can make a difference. Formal early childhood programs (daycare, preschool, and nursery) are available in the community and in the schools.

Early Childhood Education Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Early Childhood Performance Indicators	Little	Some	Moderate	High	Very High
2.a In-home strategies available within the community are encouraged and reinforced by the district and/or school(s).
2.b Out-of-home strategies (Early Start, Head Start, private programs) are recommended and supported by the district and/or school(s).
2.c The early grades (Pre-K/K-3) provide responsive curricula, content relevance, mixed-age grouping, small class size, and parent involvement.
2.d Out-of-programs for early childhood education include parenting classes for teens to help develop an understanding of responsibility and to access links to community resources.
2.e Comprehensive guides for quality standards (i.e., National Association of Young Children) are available and used by the district and/or school(s).
2.f Early childhood resources, organizations, and models are available and recommended to families.

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Standard 3

Ø Reading and Writing Programs – Skills are developed in elementary and middle schools and remain a point of emphasis in secondary schools, particularly for at-risk students.

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Reading and Writing Performance Indicators:

Reading and Writing Performance Indicators	Little	Some	Moderate	High	Very High
3.a Reading and writing skills are emphasized as fundamental to effective learning in almost every subject taught in school.
3.b Reading and writing have received the thoughtful attention of the educational community.
3.c Reading and writing programs are chosen from a vast number of resources that include a broad range of possible approaches.
3.d Individual districts and schools identify their specific needs and find an approach or program that works.
3.e All other strategies for dropout prevention are linked to, receive support, and build on reading and writing.

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BASIC CORE STRATEGIES

Standard 4

Ø Mentoring/Tutoring – A commitment exists to provide guidance and support to work with youth who need role models and a positive support system.

Mentoring/Tutoring Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each perfo0rmance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Mentoring and Tutoring Performance Indicators	Little	Some	Moderate	High	Very High
4.a The district/school(s) understand why adolescents need mentors.
4.b Mentoring consists of structured programs to develop relationships and support.
4.c The district and/or school(s) establish goals and expected benefits of mentoring.
4.d The district and/or school(s) define mentoring as a community development program.
4.e Key components of successful mentoring programs are identified and implemented.
4.f A planning guide is used to develop mentoring programs that are specifically designed for students who are at-risk of dropping out school.
4.g Program coordinators recognize the limitations of mentoring programs and are watchful in their planning and implementation.
4.h Program evaluation is used to measure program progress and its impact on students.
4.i Mentoring programs are not regarded as an independent intervention or offered as the only effective strategy for working with students in at- risk situations.

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Standard 5 - Service Learning

Ø Service Learning – Is used as a teaching methodology to engage youth in their schools and communities by applying their academic knowledge to solve community problems.

Service Learning Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Service Learning Performance Indicators	Little	Some	Moderate	High	Very High
5.a Used by educators to provide students with experiences that are a “moving force” for real learning and understanding.
5.b A framework consisting of preparation, action, reflection, and celebration is carefully followed to assist the novice and advanced practitioner.
5.c The district and/or school(s) recognize the impact of service learning on academics and social skills.
5.d The district and/or school(s) recognize the scope and variety of possibilities of service learning and select effective programs and practices.

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Standard 6 - Alternative Schooling

Ø Alternative Schooling – Educational opportunities for at-risk youth “inside the system” are valued and serve students with unique learning interests or disabilities, teenage parents, potential dropouts, violent individuals, or those in juvenile detention systems.

Alternative Schooling Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Alternative Schooling Performance Indicators	Little	Some	Moderate	High	Very High
6.a State legislators, community representatives, school board, families, and educators are fully committed to alternative schooling.
6.b These essential questions are considered: (1) What kind of alternative schooling should be offered? (2) What should alternative programs look like, and how should they be integrated with the regular school programs?
6.c State Agency (DJJ) and community-based programs are identified as a category for alternative schooling.
6.d Alternative schooling is truly emphasized for its dropout prevention potential.
6.e Alternative schooling is available at elementary, middle, and high school levels
6.f A variety of alternative school models are available to serve local needs (i.e., classrooms, school- within-a-school, separate school, continuation school).
6.g Alternative school types are considered during development (Type 1 - Educational, Type II - Disciplinary, Type III - Therapeutic).
6.h A consistent profile of educational practices are apparent (i.e., low teacher to student ratio, low enrollment, caring staff, flexibility).
6.i Program evaluations, standards, and impact results are used to measure process and student outcomes.
6.j Effective program and practices are researched to reinvent learning opportunities and school designs.

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Standard 7 - Out of School Enhancement

Ø Out of School Enhancement – Structured out-of-school experiences and the positive effects of such programs on academic success, social behavior, and opportunities for enrichment of students in at-risk situations are universal practices.

Out of School Enhancement Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Out of School Enhancement Performance Indicators	Little	Some	Moderate	High	Very High
7.a Extended day and after-school programs are developed and implemented at elementary, middle, and high school levels.
7.b Year-round schools, after school tutoring, mentoring, and community-based programs are available to youth for enrichment opportunities.
7.c Characteristics of quality out-of-school programs address academic, recreational, and cultural components.
7.d Implementation considerations like staff and volunteer training, structure, evaluation, family/ children inclusion in planning, and advisory board input are evident.
7.e. Research is conducted to identify effective programs/practices and explore resources.

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INSTRUCTION

Standard 8 – Professional Development

Ø Professional Development – Effective and continual high-quality professional development is in place to prepare teachers to help students achieve higher standards.

Professional Development Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Professional Development Performance Indicators	Little	Some	Moderate	High	Very High
8.a A belief and investment in well-qualified teachers in every classroom and at every level exists.
8.b The definition of high-quality teaching is expressed in the following characteristics: (1) commitment to students and learning, (2) knowledge of the subjects they teach and how to teach them, (2) responsibility for managing and monitoring student learning, (4) systematic thinking about their practice and learning from experience, (5) membership in the learning community.
8.c Content, quality, and duration are considered rather than fragmentation, limited curriculum focus, and short-term.
8.d A link between instructional policy and classroom practice exists because PD is grounded in the curriculum that students study, connected to assessment, and extended in time.
8.e Components of effective professional development are focused on teachers, leadership, collaborative, and long-term planning, and evaluation.
8.f Research is conducted on effective programs and practices.

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Standard 9

Ø Diverse Learning Styles and Multiple Intelligences – Instruction includes a variety of activities and empowers all students, no matter what there learning style.

Diverse Learning Styles and Multiple Intelligences Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Diverse Learning Styles and Multiple Intelligences Performance Indicators	Little	Some	Moderate	High	Very High
9.a The theory of multiple intelligences (Gardner, 1983) is accepted and incorporated into classroom practices.
9.b The benefits of the theory of multiple intelligences are applied in learning environments to enrich the lives of learners and educational leaders.
9.c Effective programs and practices are used in a wide variety of settings within and outside of school.

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Standard 10 - Instructional Technologies

Ø Instructional Technologies – Technology is expanded in classrooms in ways to enhance student learning and expand opportunities for all students.

Instructional Technologies Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Instructional Technologies Performance Indicators	Little	Some	Moderate	High	Very High
10.a The “digital divide”, a gap between computer accessibility, is bridged by the district and/or school(s).
10.b The potential of technology in the classroom is used to broaden teacher and student access to educational resources.
10.c Computers are used to supplement instruction, provide differentiated learning, and reach students who otherwise don’t like school.
10.d Technology is used to promote positive attitudes and promote success for students who often have faced only frustration and failure.
10.e Technology is used to remove barriers to learning and to enable teachers to customize instruction to a student’s individual needs and strengths.
10.f Various forms of educational technology like calculators, word processors, networked multimedia computers, television, and videocassette recorder.
10.g Inhibitors and resistance (cost, PD, infrastructure, curriculum alignment) to technology exist, however, they are not a barrier to use.
10.h Effective program and practices are researched and considered.

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Standard 11 – Individualized Learning

Ø Individualized Learning – Recognized as an effective educational strategy for all students especially for students who are risk of dropping out of school.

Individualized Learning Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Individualized Learning Performance Indicators	Little	Some	Moderate	High	Very High
11.a Practice a belief that all students can learn – if the conditions of learning are such that individual needs (economic/social backgrounds, learning styles, intellectual strengths) of students are met.
11.b Individualized Education Programs (IEP) for special education students are used as a guide to support and services for students with disabilities.
11.c Consideration is given to the possibility of using individualized education plans with students in at- risk situations.
11.d Strategies (i.e., mentoring/tutoring, academic interventions, counseling/social services, varying instructional strategies, alternative schools, instructional technologies) for individualizing students’ learning experience are used in the classroom.
11.e Explicit provisions (i.e., content emphasis, skill mastery, pacing, learning method, authentic assessment, cooperative learning, peer tutoring) for adapting the curriculum to student’s particular abilities and needs exists for students who are at risk of dropping out.

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COMMUNITY INVOLVEMENT

Standard 12 – Systemic Renewal

Ø Systemic Renewal – A coordinated effort is used to harness the forces that can bring about improvement in schools. The essential components of true systemic renewal are identified and examples of how stakeholders can collaborate effectively to ensure that all students can achieve success in school.

Systemic Renewal Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Systemic Renewal Performance Indicators	Little	Some	Moderate	High	Very High
12.a Standard-based and whole-school reform are embraced in the form of high academic expectations for all students, rigorous and challenging tests, and accountability systems that provide incentives and rewards for all stakeholders.
12.b The district and school(s) recognize that the critical variables related to improvement, change, and effectiveness are organizational and systemic rather than individual or programmatic in nature.
12.c Effective programs and practices are researched and used.
12.d Implementation of systemic renewal requires finding ways ( congruence, core of the school, leadership, data driven, community involvement) to create a collaborative mode of work to replace existing isolation and powerlessness under the traditional system.

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Standard 13 - Community Collaboration

Ø Community Collaboration – The values and pitfalls of collaborative efforts to bring about change and a discussion about the key components of effective community collaboration take place.

Community Collaboration Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Community Collaboration Performance Indicators	Little	Some	Moderate	High	Very High
13.a The business of educating children includes the close involvement of parents, business, community leaders, politicians, and other special- interest organizations.
13.b These groups have a shared vision with clearly defined roles, pooling of resources, concentration on solutions of selected issues, and do not generate barriers to reach that end.
13.c School leaders actively recruit community collaboration to help study and provide solutions to a multitude of issues ranging from academic achievement to good nutrition for children.
13.d School and community leaders carefully guide each of the collaborative efforts to be sure they are directed to the same vision of the community, avoiding duplication or wasteful efforts.
13.e Collaboration is explicitly defined and directed at overall school renewal and targeted issues such as the high school graduation rate.
13.f Guidelines for collaborations include ideas about getting started, leadership, staffing, funding, and services.
13.g Basic components of collaboration are followed (i.e., shared vision, skilled leadership, process orientation, cultural diversity, membership-driven agenda, multiple sectors, accountability).
13.h Educational and community leaders who design and develop community collaboratives look at other model programs and practices.

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Standard 14 - Career Education and Workforce Readiness

Ø Career Education and Workforce Readiness – An appropriate blend of solid education competencies and career-based competencies exists to prepare students for the workforce.

Career Education and Workforce Readiness Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Career Education and Workforce Readiness Performance Indicators	Little	Some	Moderate	High	Very High
14.a Students are given the opportunity, guidance, and assistance needed to learn the principles of successful job retention.
14.b The district and/or schools are involved in the need for major rethinking of the design and delivery of career-oriented education and career guidance programs.
14.c A major transition exists in a shift from vocational education to school-to- work-programs (i.e., tech prep, career academies, apprenticeships, internships).
14.d An integration of academic and career-based skills to raise academic standards for all students exists.
14.e Promising measures like more coherence and focus in the curriculum, encouraging more student-driven projects, opportunities for teacher collaboration, offering a range of curriculum options, supporting and learning opportunities and experience outside the classroom exist.
14.f School-to-work opportunities are available and for student transition from school to the work world.

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Standard 15 - Conflict Resolution and Violence Prevention

Ø Conflict Resolution and Violence Prevention – Issues of violence and conflict as factors that contribute to the school dropout problem are dealt with through a comprehensive program for conflict resolution and violence prevention.

Conflict Resolution and Violence Prevention Performance Indicators:

Exercise: Identify the district and/or school(s) level of improvement needed for each performance indicator. Mark an (x) below the appropriate description that

best reflects the degree of improvement needed.

Conflict Resolution and Violence Prevention Performance Indicators	Little	Some	Moderate	High	Very High
15.a A high degree of concentration is given to making schools a safe place where students can achieve.
15.b Inappropriate curricular placement, irrelevant academic instruction, and/or inconsistent classroom management within a climate fraught with rigid behavioral demands and insensitivity to student diversity do not exist.
15.c Conflict between home and school culture, ineffective discipline system, negative school climate, retention and suspension, attendance or truancy, behavior and discipline problems, pregnancy, drug abuse, poor peer relationships, high incidence of criminal activity, dysfunctional home life, and child abuse or ineffective parenting are resolved or managed so at-risk students will not drop out of school.
15.d All schools, at all grade levels teach violence prevention and conflict resolution to deescalate, manage, and resolve conflicts with adults and peers.
15.e A comprehensive program for violence prevention and conflict resolution involve key elements like cooperative thinking, support from agencies, active engagement of all stakeholders, a resource officer, a no-bullying program, conflict-resolution curriculum, anger management techniques, peer mediation, elimination/control of gangs, and a crisis management team.

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