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

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