Kent School District Cohort Study, 2009

Transcription

Presented to:
The Kent School District
Getting to Graduation Taskforce
By:
Mary Beth Celio, Northwest Decision Resources
April 30, 2009
Steps in cohort research: A review and update
 Started with a comprehensive data base containing relevant




student personal, academic and behavioral variables [√]
Identified a “bounded” cohort within that data base [√]
Determined an outcome for each student in the cohort (i.e.,
graduate, transfer, dropout, etc.) based on the (sometimes
conflicting) information available [√]
Identified the bivariate “markers” for risk of leaving school
without a diploma [√ + additional indicators included here]
Put it all together to determine which markers/indicators are
most important and when [Included here]
2
Presented to date:
 Identified 4,111 students who met all the requirements:
 were classified as part of the Class of 2008 at any time from 4th grade (2000-2001)
to 2008,
 were no older than 17.5 on the first day of 9th grade, and
 attended Kent Public Schools for at least 2 semesters of high school.
 Described “waves” of students and their outcomes:
Status at the End of 2007-08 School Year
Still enrolled in January 2009
Number
Percent
Percent w/o
transfers
215
5.2%
7.1%
1,657
40.3%
54.7%
14
0.3%
0.5%
1,084
26.4%
Dropped out
434
10.6%
14.3%
Unknown (no show or unconfirmed transfer)
707
17.2%
23.4%
4,111
100.0%
Graduated with regular diploma
Other diploma
Transferred out
Total
3
Presented a “family snapshot” of the Class of 2008
Demographic Profile of Total Cohort
Number
Percent
Asian
544
13.2%
African American
555
13.5%
Hispanic/Latino
453
11.0%
American Indian
60
1.5%
2,244
54.6%
255
6.2%
1,291
31.4%
359
8.7%
Male
2,268
55.2%
Female
1,843
44.8%
Age 14.5 or younger on 8/31/04
1,251
30.4%
Age 14.6 to 15.5 on 8/31/04
1,594
38.8%
Age 15.6 to 16.5 on 8/31/04
22
0.5%
Age 16.6 to 17.5 on 8/31/04
367
8.9%
Enrolled in ELL classes at any time
569
13.8%
Enrolled in Special Education at any time
792
19.3%
4,111
100.0%
Caucasian/White
Other
Eligible for free lunch (ever)
Eligible for reduced price lunch (ever)
Total
4
Several indicators have been identified as
important (but may overlap with others)
 Candidate variables: any events during the middle school or high
school years that have been hypothesized to affect
success/failure in school. Examples include grades in core
courses, attendance, disciplinary actions, time of entry into
school.
 Identified to date (and repeated on next pages):






Unexcused absences
F grade (or grades) in core courses
Cumulative course failures
Disciplinary actions
Meeting standards (or not) on WASL tests
Late entry into cohort
5
Unexcused absences (in groups of four) are strongly related to
high school failure, as are suspensions/disciplinary actions.
6
Fs in core courses are strongly predictive of high
school failure, and their effect is cumulative.
7
Meeting (or not meeting) WASL standards is related to
high school success, as is the time of entry into the
cohort
8
Some additional
bivariate descriptors
are personal rather
than academic: sex,
free/reduced lunch
status, age at entry
into the cohort and
race/ethnicity. Age at
entry is especially
important (cf
multivariate analysis)
9
Graduation rates differ by sex, free/reduced lunch status, and
race/ethnicity—but only when viewed in isolation from
performance.
10
Indicators of risk can be seen most clearly
through longitudinal analysis
 This methodology can answer two questions
about students in the Kent Public Schools:
 When a student was most at risk of leaving
 What events/behaviors increase or decrease the risk
 All analysis controls statistically for the gender,
race and SES (free/reduced lunch)
 Knowing the contributors to risk in KPS —beyond
the usual suspects-- can help the district plan
timely and effective interventions
11
Putting it all together: Fs at any level are the
most powerful academic predictor of risk
Timing is
important: the
risk of dropping
out is greatest at
the end of a
school year and
between years,
peaking at the
end of 12th grade.
12
In terms of behavior, unexcused absences
are the strongest indicator of risk.
All critical events
are cumulative: a
student with
academic and/or
behavioral
problems in
consecutive years
is significantly
more likely to
leave than a
student with a
single bad year.
13
Next steps in analysis: identifying models to predict
risk in middle school and/or high school
 Multivariate analysis (binary logistic regression) will
identify those behavioral, academic and personal
characteristics that best predict risk of dropping out
before graduation.
 Resulting equation can be used to calculate a risk score
for every student at key transition points using data
already available in student information system.
 Interventions (and timing of intervention) can be
designed for different levels of risk.
 Identifying the most important indicators of risk can
help district plan preventive programs (e.g., if absences
are the biggest determinant of risk, then programs to
reduce absenteeism should be implemented
immediately).
14
Using logistic regression, it is possible to calculate a “risk
score” for any student (similar to the way doctors
calculate the risk of certain illnesses)
 In middle school, there are 4
indicators that can be used
to identify those students
most at risk of dropping out
before graduation:
 Age at which the student entered
the cohort
 Unexcused absences during 7th
and 8th grades
 GPA in 8th grade
 Whether student scored “very
low” on either math or reading
WASL in 7th grade
 For students who entered KPS
in or after the 9th grade, there
are two more key predictors: F
grades in core courses in
9th/10th grades and disciplinary
suspensions.
 Knowing the race, sex, free
lunch status , special education
or ELL services does not
improve the prediction of risk
nor does it increase the risk
score.
15
Using Kent-specific indicators, it is possible to calculate the risk
of dropping out---and then establish/implement the safety nets
that can prevent school failure.
Age @
entry
Unexcused
absences
7/8
Sex
Hispanic?
African
American?
M
No
No
16.3
13
0.00
M
0.985
0.974
F
No
No
17.0
20
1.00
OK
0.972
0.971
F
Yes
No
16.0
9
1.02
R
0.801
0.804
M
Yes
No
14.9
10
1.33
M
0.727
0.600
M
No
Yes
14.2
0
0.50
R+M
0.408
0.324
F
No
No
15.5
6
2.50
OK
0.399
0.271
M
No
Yes
14.5
0
3.20
OK
0.035
0.021
F
Yes
No
14.0
1
4.00
OK
0.020
0.011
GPA 8
Very low
WASL 7s
Risk: no
gender/race
Risk: with
gender/race
16
Possible uses/next steps for Kent ‘08 cohort
data/findings
 Revise student data system to format key data items for use in
an early warning system
 Use tipping points to build in triggers in the data system
 Create intervention strategies around triggers (e.g., when a
student hits 3 unexcused absences in a school year, the emergency retrieval
team goes into action)
 Assess risk early and often using Kent-specific risk prediction
equations
 Develop triage approach to identifying students most at risk
and designing strategies to head off tipping points (e.g., create
tutoring/relearning program for students with very low WASL scores and/or
grades in 7th grade.)
17
Getting to Graduation
Action Plan: District Systemic Support
District Systemic Support: Dimension Rationale
KSD Dropout rates are higher than the state in all categories. Accountability for graduation rates for all subgroups is necessary to close the
achievement gap. Collective accountability among family, community, and school is central to ensuring students’ graduation. Standardized
accurate and comprehensive data systems are needed to meet and measure the desired outcomes. The use of data and data driven decision making
is vital to serving the correct population with right services at the right time. Realigning existing resources and becoming more intentional will
help all students succeed. A comprehensive plan will provide necessary support to systematically address decreasing dropout number and
increasing graduation rates for all student groups.
(Supporting document: Educating All Our Children, A Comprehensive Plan for Reducing the Dropout Rate in King County. March 2007)
Goal(s): (taken from Components—add SMART Goal writing language to quantify it)
I.
District members will understand and implement strategies to support the overall district goals for High School Completion.
 Through documentation of full implementation of the action plan
 Increased average rating by component on the District Dropout Prevention Survey completed yearly
II. Dropout prevention efforts will be coordinated throughout the district.
 Through documentation of full implementation of the action plan aggregated
 Increased average rating by component on the District Dropout Prevention Survey completed yearly
III. The District and school plans and actions will demonstrate commitment to meeting the needs of all students.
 Through annual review of district and school plans
 Review of district resource allocations that support dropout prevention plans
 Increase in graduation rates for all student groups by at least 1% each year
Strategy Summaries
1. A comprehensive dropout prevention strategic plan that addresses Kent School District’s early indicators of dropout risk will be part of
existing district improvement strategies at every level.
2. Board policies will exist that support a focus on high school completion and dropout prevention.
3. A communication plan will be in place and shared and clearly communicate the strategic plan to all stakeholders.
4. Plans for student transitions will be coordinated between elementary, middle and high schools and will include and emphasis on attendance,
academics and behavior.
5. Dropout prevention data will be collected, disaggregated and strategies will be communicated to and between buildings at established times.
6. District resources will be aligned to support coordination and actions outlined in strategic plan.
Kent GTG Draft 4.30.09
-1-
Actions required for
Accomplishment (including PD)
Monitoring Effectiveness
Implementation
Materials/Resources
Needed
Persons Responsible
and Time lines
Impact
2009-10
DSS Strategy 1
 From the GTG Steering Committee
gather and analyze goals and
strategies for the five dimensions
areas of our dropout prevention plan
 A team will write a strategic plan
draft and submit to superintendent
and Board for review and approval
DSS Strategy 2
 Draft policy language for Board
review and approval
DSS Strategy 3
 Create a communication plan to share
and clearly communicate the strategic
plan to all stakeholders.
DSS Strategy 4
 Identify the components of an
effective transition plan
 Develop transition processes and
procedures
 Train staff in implementation of
transitions processes and components
Strategic plan will be
written
Draft policy will be
presented to the board
for approval
 District members will
understand the plan
 School and district
improvement plans
will include strategies
from the GTG plan.
Board approval
 Professional
development will be
implemented
 Multiple
communication
avenues will be
utilized
understand and
effectively
communicate plan to
all stakeholders
 School and district
improvement plans
will include strategies
from the GTG plan.
 Transition protocol
will be created and
used in planning
 Professional
Development is
completed
understand and
effectively implement
transition plan
 Identified student
interventions are in
place for transitioning
students
-2-
Meeting Schedule
Team members
$ - (possible source:
Stimulus Dollars)
Time
Time
Time for teams to meet and
be trained
Assistant Superintendent for
Learning and School
Improvement and/or Getting
to Graduation Coordinator
GTG sub-committee (we need
a name for this committee)
Assistant Superintendent
/Executive Director
Community Connections
Committee members
Committee
Executive Directors
Principals
DSS Strategy 5
 Define dropout prevention data (e.g.
attendance, behavior, core grades,
mobility)
 Create a usable system for data
collection and analysis
 Identify effective strategies
 Create time and format when sharing
occurs
DSS Strategy 6
 Once plan is completed, identify
resources needed
 Examine current district resource
allocations
 Explore alternative funding sources
 Align resources to support plan
strategies
 List of data elements
 Examples of tools
 Established
procedures are
documented for
communication
 List effective
strategies
 Sharing would occur
 Student Intervention
plans are developed
around data
 Tiered Intervention
strategies will be in
place for students
identified through
data
 Budgetary review of
resource allocations is
complete
Budget reflects
alignment with student
needs around dropout
prevention
 Potential outside
funding sources have
been identified
Time for teams to meet and
be trained
Executive Directors
Principals
Director of Assessment
Current information on
current KSD budget
categories
Superintendent
Executive Director of Finance
Executive Directors
2010-11
DSS Strategy 1
Dropout Strategic Plan will be
implemented district-wide
Evidence of
implementation is
present in all schools and
departments
 Decrease of dropout
rates for all student
groups is occurring
by at least 1%
annually
 Reduce unexcused
absence rates for all
student groups by at
least 1% annually
Protocol observation
document
Review Team time
Executive Directors
Principals
 Failure in academic
core courses will
decrease by at least
1% annually
Strategy 3
Implement ongoing yearly
communication plan
Evidence of
implementation of when
and how communication
occurred
-3-
Increase in number of
stakeholders that can
know and understand the
Dropout prevention plan.
Data collection protocol
Executive Directors
Principals
Community Connections
Strategy 4
Transition plans will be implemented
Strategy 5
Update data tools as needed
Strategy 6
Yearly review of District budget
allocation to ensure alignment with
Dropout Prevention Plan
Identified students at risk
of dropout will have a
transition plan
implemented
 Decrease of dropout
rates for all student
groups is occurring
by at least 1%
annually
 Reduce unexcused
absence rates for all
student groups by at
least 1% annually
 Failure in academic
core courses will
decrease by at least
1%
Evidence of ongoing
review of data tools
Data is available in a
timely manner and easily
accessible
Evidence that review
occurred
Resource adjustments
occur when needed
Protocol observation
document
Review Team time
Executive Directors
Principals
Programmer time
Review Team time
IT Lead
Review Team time
Access to Budget
documents
Superintendent
Executive Director of Finance
Executive Directors
2011-12
Continuation of year 2 implementation
plan
Superintendent
Executive Director of
Communication, Finance
Executive Directors
-4-
Action Plan: Collaborative Networks
Collaborative Networks: Dimension Rationale
Collaborative Networks is an essential component in reducing dropout rates in the KSD. Collaborative Networks include but are not limited to the
active and intentional engagement of KSD diverse communities and established community based organizations. Culturally responsive strategies
that help diverse families and communities navigate the KSD to help reduce drop out rates in the KSD is critical to successfully prepare all KSD
students for their future. Realigning existing resources and becoming more intentional will help all students succeed. A comprehensive plan will
provide necessary support to systematically address decreasing dropout number and increasing graduation rates for all student groups.
I. Develop culturally responsive communication avenues with and for our communities most in need.
II. Enlist families support (strengths, attributes) through community networks to address KSD attendance Issues.
III. Require accountability by KSD and community based organizations wanting to collaborate with KSD to increase graduation rates.
Strategy Summaries
1.
2.
3.
4.
5.
6.
Strengthen and sustain support for social and emotional development programs.
Increase real world partnerships.
Have interventions systems in place to meet the needs of all KSD students not just in high risk schools.
Create additional extended learning options/opportunities outside regular school hours and summer programs.
District partners with community based programs to provide strong adult and peer relationships and other youth development opportunities.
Continue available programs and inform teachers and staff in schools so they can provide students with the resources.
Implementation
Materials/Resources
Needed
Persons Responsible
and Time lines
Interpreters, Professional
Development resources for
culturally responsive
communication.
GTG subcommittee, IT staff
representative, KSD
Community Connections,
Cultural Brokers/Community
Liaisons.
Impact
2009-10
Strategy 1
 Form a committee to investigate
culturally responsive communication
avenues
 Identify the components of a
-5-
communication system. (i.e.
Interpreters, web site, graduation
options, school-to-work, credit
retrieval, cultural brokers, common
language, etc.)
Strategy 2
 Identify KSD community networks.
Cultural Brokers,
Community Liaisons, KSD
Special Services
Liaisons/staff.
Strategy 3
Strategy 4
Strategy 5
Strategy 6
2010-11
2011-12
-6-
GTG subcommittee, IT staff
representative, KSD
Community Connections,
Cultural Brokers/Community
Liaisons.
Action Plan: Use of Data
Use of Data: Dimension Rationale
KSD Dropout rates are higher than the state in all categories. Accountability for graduation rates for all subgroups is necessary to close the
achievement gap. Standardized accurate and comprehensive data systems are needed to meet and measure the desired outcomes. The use of data
and data driven decision making is vital to serving the correct population with right services at the right time. Realigning existing resources and
becoming more intentional will help all students succeed. A comprehensive plan will provide necessary support to systematically address
decreasing dropout number and increasing graduation rates for all student groups.
(Supporting document: Educating All Our Children, A Comprehensive Plan for Reducing the Dropout Rate in King County. March 2007)
I. District and school staff will be able to use data to decrease the impact of drop out at risk factors for all students.
 The number of dropouts in grades 7-12 will be reduced by at least 1% each year.
 Each AYP sub-group dropout rate will be decreased at least 1% each year.
Strategy Summaries
1.
2.
3.
4.
5.
Data is used strategically to inform decisions including resource allocation.
Dropout prevention data will be collected, disaggregated and strategies will be communicated to and between buildings at established times.
Professional development will be provided to give key individuals the skills needed to act upon dropout prevention data.
District staff members will use data to strategically allocate resources according to need.
Data analysis will lead to timely interventions.
6. District and building staff members use data to monitor and assess interventions.
Implementation
Materials/Resources
Needed
Persons Responsible
and Time lines
IT programmer time
IT Lead
Impact
2009-10
Strategy 1
 Decision makers receive the dropout
prevention data necessary to inform
the allocation of their resources
 Survey decision
makers
 Portfolio of data
distributed
-7-
 Evidence that
resource allocation is
tied to data (SIP,
District Strategic
Plan)
Strategy 2
 Define dropout prevention data (e.g.
attendance, behavior, core grades,
mobility)
 Create tools to quickly and
effectively communicate dropout
prevention data
 Develop procedures for intra and
inter school communication of
dropout prevention data
Strategy 3
 Identify audiences needing
professional development in data
analysis
 Provided targeted training to data
users
Strategy 4
 Data informed decisions guide
resource allocation at all levels of the
district
Strategy 5
 Just in time delivery of data for
decisions about interventions
Strategy 6
 Support decision makers in the
application of their learning to track
the impact of interventions on
individual students
 List of data elements
 Examples of tools
 Established
procedures are
documented for
communication
 Student Intervention
plans are developed
around data
 Tiered Intervention
strategies will be in
place for students
identified through
data
 Audiences identified
 Audiences trained
 Staff use data to
impact student
dropout risk factors
 Key decision makers
use data for resource
allocation decision
making
 Resources allocated
based on student need
is clearly
demonstrated
 Staff get data when
need for decision
making and
monitoring
 More frequent
monitoring and
adjusting
interventions
 More frequent use of
data demonstrated
 More timely
adjustments to
interventions
 Number of students
in each dropout risk
factor decreases
 Lower dropout rates
by each sub-group
2010-11
-8-
IT programmer time
Meeting time – select
principals & Execs
GTG committee
IT Lead
Executive Directors
Time to develop and
deliver training
Execs
GTG Committee
IS
TBD
Superintendent
Cabinet
Principals
IT Programmer time
Assessment Office
IT
Meeting time
Execs
ISLT Directors
2011-12
-9-
Action Plan: Teaching and Learning
Teaching and Learning: Dimension Rationale
Quality instruction can increase achievement for ALL students, particularly those most at risk for dropping out. “Research indicates that studentcentered instruction based on active inquiry, higher order thinking, rigor, relevance, and relationships” improve student achievement as measured
by the WASL. Three essential components of reform-like instruction include active inquiry, in-depth learning, and performance assessment. In
addition, engagement requires students have a sense of belonging in school, adult/student relationships are strong, and adults can describe the
needs of each student.
The School District Self-Assessment Tool indicates quality instruction and student engagement are two areas in need of improvement and focus.
The “Getting to Graduation” Cohort Study by Mary Beth Celio identifies failures in core academic courses as a key indicator with unexcused
absences and disciplinary action also “tipping points,” indicators of student dropout.
I. Quality, reform-like instruction is present in the classroom
 Match highly qualified teachers with students who have the greatest need by xx by 20xx
 Revise secondary grading practices to reflect assessment best practice
 Provide immediate academic support for students in danger of failing
II. All students have a sense of belonging and engagement in each classroom and throughout the school.
 Increase the number of students grades 7-12 engaged in alternative learning options by xx% by 20xx.
 Decrease the number of students grades 7-12 expelled or suspended by xx% by 20xx.
 Increase attendance of grades 7-12 by xx% by 20xx.
 Decrease the number of failures grades 7-12 by xx% by 20xx
 Increase the application of skills, knowledge, and thinking done in relevant and/or real world contexts in core subject areas by 20xx
Strategy Summaries
Goal I/Strategy 1:
Goal I/Strategy 2:
Goal I/Strategy 3:
Goal II/Strategy 1:
Goal II/Strategy 2:
Goal II/Strategy 3:
Create policies and procedures for teachers to be assigned to schools and classrooms based on teacher quality and
student need.
Implement standards-based secondary grading practices
Create a systematic process for supporting students who are near failing, failing and/or who are below standard in
literacy and mathematics
Inventory, define, expand and implement more alternative learning options for students K-12.
School environment reflects a place the student wants to be.
Design orientation/support systems for late entry into cohorts and to accelerate student performance to grade level
- 10 -
standards.
Accomplishment (including
PD)
Implementation
Materials/Resources
Needed
Persons Responsible
and Time lines
Impact
2009-10
 Include content,
instruction, and
personalization PD in
teacher professional
growth plans
 Work with HR to recruit
 KSD students actively
recruited
 Universities contacted
 Policy and procedures
drafted
 Higher quality
teachers in each
building to match with
neediest students
 Larger applicant pool
of highly qualified
teachers able to work
with neediest students
 More student teachers
attracted to KSD
 Discussion on change
in teacher assignment
begins to change
beliefs and practices
 Inventory and communicate current
KSD learning options, including
but not limited to CTE, KPA, KTA,
KMTA, KMVA for KSD students,
K-12 Core and Core-Plus
 Target students and guide
to best match program,
using Communication
Document for K-12 staff,
students, parents
 Research and explore other options
(e.g. occupational skills center)
 Options and results
analyzed
Goal I/T&L Strategy 2
 Examine the “fallacy of the zero”
and motivating/de- motivating
impact of grades
 Grading best practice PD for
secondary teachers
 Develop policy and procedures to
allow students to take longer to
earn credit (e.g. extend learning
period beyond arbitrary semester
end date)
 Grading practices changed
 Secondary teachers receive
PD on grading best
practices
drafted
 All students and
parents have ample
opportunities to select
learning options
aligned to learning
needs to remain
engaged in the
system.
 Students
maintain/regain hope
to graduate
 Students are
motivated to continue
through graduation
and beyond
 Discussions on
grading increases
teachers’
understanding of
Goal I/T& L Strategy 1
 Increase teacher skills by providing
content, instruction, and
personalization professional
development (PD)
 Recruit and hire high school
teachers with content majors
 Encourage KSD students to enter
teaching profession
 Partner with universities to increase
student teachers in district
 Draft policies and procedures
On-going
Principals
HR Recruiters
Counselors
Advisory teachers
Director of Program & SD
Union representatives
Ex Directors of Learning &
School Improvement
During goal setting,
counseling, and registration
opportunities
Goal II/T&L Strategy 1
- 11 -
Open House
Kent Reporter
School communications
Course catalog
District Funds to support
occupational skills center
(bond).
On-going
Registration periods
Open House
Fee to hire Consultant to
speak to staff.
Principals
Ex Director Learning &
School Improvement
impact of grades on
student learning
 Students are noticed, expected to be
involved in class, and told they are
doing well
 Research best practice strategies for
increasing student engagement (e.g.
CASEL)
 Explore proven programs (e.g.
KIPP)
 Teachers complete PD
needs assessment
 Provide students the
opportunity to give
feedback to teachers.
Students complete an
“engagement/personalizati
on” survey
 Create a system to identify students
below standard
 Use pre-teaching and re-teaching
strategies for struggling students
 Each school explore the readiness
to benefit of a tiered intervention
model (K-12)
 Students feel more
connected to school
and an adult in school
 Tiered intervention
readiness to benefit survey
completed
 Each school has an entry
program for students for
late entry and for transition
times
 Students feel they are
at the center of the
school; they are the
purpose for the school
 Pre-teaching and reteaching strategies used in
core content classes
Principals
Teachers
Counselors
Advisors
District coordinated team
 Teachers know which
students are below
standard
 Teachers take action
to accelerate student
achievement
 Principals and school
staff considering a
tiered intervention
approach
 Classroom assessments &
district assessments track
student achievement
 Student Survey of
teachers to include [Jim
Wright’s]
social/emotional survey
sample and SelfAssessment survey,
specifically I & II items.
Principals
Integrated Learning Services
Team (ILST)
 Design a support system (including
culture) for late entry students into
cohorts
 Design orientation support systems
for incoming students at transition
times
Principals
Teachers
Counselors
Advisors
2010-11
personalization PD
 Revise policy and procedures and
submit to School Board
 Include content, instruction,
and personalization PD in
teacher professional growth
plans
 Communicate policy and
procedures
- 12 -
 Higher quality
teachers in each
building to match with
neediest students
 Neediest students
receive the highest
quality instruction
 Budget for trainers
Principals
Ex Directors Learning &
School Improvement
 Determine which options (e.g.
occupational skills center) KSD
might add
 Determine budget & logistics
 Options for students
increased
Principals
School Improvement
IS Ex Director
ILST team
 Communication campaign
designed
 Plan expansion into expanded
learning options
 Clarify grading standards
 Standardize what a grade really
indicates
 Standardized grading PD for
teachers
 Revise policy and procedures
 Secondary schools use
standardized grading
drafted
 Communicate policy and
procedures
opportunity to give feedback
Determine personalization
to teachers. Students
program/training
complete an
Communicate personalization
“engagement/personalizatio
goals and begin training
n” survey


 Students motivated
by meaningful
grades
 Students
intrinsically
motivated to meet
standard
connected to school
and adult in school
 Use of workshop days
and/or budget for training
time and consultants
School Improvement
Secondary principals
Principals
Teachers
Counselors
Advisors
 Teachers participate in PD
 Principals facilitate
increased personalization
 Schools design tiered intervention
structure
 Staff outline PD needs on tiered
model, PLC and resources
 Each school designed a
tiered intervention structure
that fits within the KSD
support model
 School staff support
tiered approach
 Implement a support system
(including culture) for late entry
students into cohorts
program for students for late
entry and for transition
times
purpose for the
- 13 -
Principals
Integrated Learning Services
Team (ILST)
Principals
Counselors
Advisors
Teachers
 Implement orientation support
systems for incoming students at
transition times
school
School
2010-11
personalization PD
 Monitor policy and procedures
 Include content,
instruction, and
personalization PD in
teacher professional
growth plans
 Review master schedules
and teacher assignments
 Determine which options (e.g.
occupational skills center) KSD
might add
 Determine budget & logistics
 Plan expansion into expanded
learning options
 Options for students
increased
 Communication campaign
designed
 Standardized grading PD for
teachers
 Monitor impact of policy revision
on student failure rate
 Teachers trained in
standards and standardized
grading practices
 Determine personalization
program/training
 Communicate personalization goals
and begin training
 Failure rate data collected
and analyzed
opportunity to give
feedback to teachers.
Students complete an
“engagement/personalizati
on” survey
 Teachers participate in PD
 Principals facilitate
increased personalization
- 14 -
 Higher quality
teachers in each
building to match
with neediest
students
Principals
School Improvement
Principals
School Improvement
IS Ex Director
ILST team
 Grades communicate
level of student
achievement of
standards
 Less failure rate in
core courses
School Improvement
Secondary principals
connected to school
and adult in school
Principals
Teachers
Counselors
Advisors
 Schools begins to implement their
tiered intervention structure
 Teachers receive PD in identified
areas of need
 Implement a support system
(including culture) for late entry
students into cohorts
 Implement orientation support
systems for incoming students at
transition times
 Master/daily schedule
designed to accommodate
student learning and
intervention opportunities
 Student receive
immediate focus
when below standard
program for students for
late entry and for transition
times
purpose for the
school
Principals
Counselors
Advisors
Teachers
School
 Students enrolled in
alternative learning
options
 Students choosing to
stay in school
 Students feel
engaged in school
and preparation for
graduation and
beyond
Principals
School Improvement
IS Ex Director
ILST team
 Teachers demonstrating
effective implementation
of personalization
resource, program and/or
skills
connected to schools
and an adult in
school
Principals
Teachers
Counselors
Advisors
School
Principals
Teachers
ILST
2011-12
 Expand into alternative learning
options
 Implement personalization resource,
program and/or training
 Monitor and adjust school program
 Principals report on
program and monitor as
needed
- 15 -
Action Plan: Leadership Development
Leadership Development: Dimension Rationale
Leadership knowledge, support and leverage are critical elements to increasing the graduation rate. Leaders within the school community need to
possess a thorough understanding of dropout prevention strategies including the opportunity for all students to engage and be successful in
rigorous courses. The initial data from the Kent Cohort Study reflects a need for leadership training in dropout prevention (60% of building
administrators data). Kent School District data reflects far too many students are not engaged in rigorous classes, especially those students who
represent underperforming AYP cells.
I. Access: All K-12 students have equal access to rigorous courses with increased support for those in need.
 Increase the number of students who successfully complete rigorous courses by 5% in each of the next 3 years
 Increase support opportunities for students who need additional support by 5% in each of the next 3 years
II. Leadership Support: All KSD leaders understand and implement effective dropout prevention strategies
 Decrease dropout rates by 3% in each of the next 3 school years
 Increase graduation rates by 2% in each of the next 3 school years
Strategy Summaries
Access:
1. Gather and review all data relevant to student placement in all courses with specific focus on SE, ELL, Hi-Cap, Honors, IB and AP
2. Provide professional development for all administrators and teachers on the KSD Pathways document which provides guidance for course
selection and support.
Leadership Support:
1. Review current graduation and dropout data with all K-12 administrators
2. Implement proven strategies at all grade levels to increase attendance and reduce failures.
- 16 -
Implementation
Materials/Resources
Needed
Persons Responsible
and Time lines
Impact
2009-10
Leadership/Access Strategy 1
Baseline report created
and available to all
parties
Planning for 10-11
reflects increase
opportunities for more
students in rigorous
courses
Leadership/Support Strategy 1
Document created to
reflect current graduation
and dropout rates by
KSD geographic strand
Administrator awareness
increased and discussion
of strategies begins
Prof. Dev. Plan created
for administrators re:
knowledge of Pathways
document
Schedules for 10-11
reflect placement and
support opportunities for
increased number of
students
Completed Frameworks
document
Provide professional
development for
administrators on
effective strategies to
increase attendance and
reduce failures
Implement strategies to
monitor attendance and
failures
Current research on
effective strategies
Update document to
reflect schedules and
demographics for 10-11
Increased number of
students successful in
more rigorous courses
August 2010
January 2011
June 2011
Review dropout statistics
from 09-10
Strategies implemented
throughout year increase
number of students ready
August 2010
January 2011
June 2011
Current KSD data base
Current school schedules
November 2009
Assessment Department
Executive Directors
April 2010
Building principals
Executive Directors
Current KSD data base
November 2009
Assessment Department
Executive Directors
November 2009
April 2010
Exec. Director – IS
Building principals
Executive Directors
Fall 2009
February 2010
Building Principals
Executive Directors
2010-11
- 17 -
to graduate
reflect additional support
and increased
achievement
Professional
development for teachers
on Pathways document
August 2010
January 2011
June 2011
Review effectiveness of
strategies employed in
09-10
Implemented strategies
reflect increased
attendance and reduced
failure rates
August 2010
January 2011
June 2011
Professional
development for teachers
on Pathways document
reflect additional support
and increased
achievement
August 2011
January 2012
June 2012
Review effectiveness of
strategies employed in
10-11
Implemented strategies
reflect increased
attendance and reduced
failure rates
2011-12
- 18 -
August 2011
January 2012
June 2012

Kent School District Cohort Study, 2009

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