WISCONSIN TRANSITION IMPROVEMENT GRANT TIG GRADUATION RATE IMPROVEMENT

WISCONSIN TRANSITION IMPROVEMENT GRANT (TIG) GRADUATION RATE IMPROVEMENT PLAN (GRIP) TOOLS TO IMPROVE THE GRADUATION RATES OF YOUTH WITH DISABILITIES JANUARY 2017

Today’s Agenda I. Introductions / Assurances Review II. Overview of GRIP III. Data Review IV. Ratings of Evidence-Based Practices V. Team Planning VI. Next Steps Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 2

PERFORMANCE INDICATORS ü Researchers have found performance indicators that can identify students at-risk of dropping out as early as 8 th grade with a high degree of certainty. ü Overall, 80% of 8 th and 9 th grade students who were categorized as “at-risk” eventually dropped out of high school. Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 • An 8 th grade student has at least a 75% chance of dropping out if he or she: • Attended school less than 80% of the time • Failed mathematics and/or English during the 8 th grade • 9 th grade risk factors include: • Attended school less than 70% of the time • Earned fewer than two credits during 9 th grade • Were not promoted to the 10 th grade on time October 2016 3

FACTORS ASSOCIATED WITH DROPPING OUT OF HIGH SCHOOL Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 4

Y T I IV T AC #1 DROP OUT • To quit a course or school without achieving completion or a diploma • Begins well before high school starts; most students drop out do so relatively early in their high school careers • Students exhibit identifiable warning signs at least one to three years before they actually drop out Discuss: “Dropout” - Verb or Noun?

DIPLOMA ADVANTAGES BY THE NUMBERS Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 6

DIPLOMA ADVANTAGES BY THE NUMBERS September 2012 http: //www. pbs. org/wgbh/ frontline/article/by-thenumbers-dropping-out-of -high-school/ Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 7

HIGHER EDUCATION ADVANTAGES http: //usgovinfo. about. com/od/moneymatters/a/edandearnings. htm Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 8

WHAT MIGHT THIS PERSON BE TALKING ABOUT? • “Let’s keep cool people. • “I want everyone to alert their support teams. “Wake up anybody you need to and get them in here. ” • “Let’s work the problem, people. “Let’s not make things worse by guessing. ” Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 9

APOLLO 13… GOOD ADVICE Flight Director Gene Kranz played by Ed Harris in the movie “Apollo 13” 1995 Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 10

Y T I V I T C A #2 • • PARTNER SHARE Find a partner Read one of the two articles Share what stood out to you How does what you read relate to your Job r our work today? Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016

CAN WE REALLY REDUCE THE DROP OUT RATE? YES! By understanding the correlation between risk factors and applying sound intervention strategies, there is optimism that graduation rates can indeed be improved. To keep students from dropping out, we need to know two things: 1. Which students are most at risk? 2. What interventions, both at the individual student level, are the most effective? 3. How will we know the strategies/EBPs we have selected are working? Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 12

IMPLEMENTATION SCIENCE Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 13

IMPLEMENTATION WITH FIDELITY

THE “WHAT” Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 15

ENSURE PROGRAMS AND PRACTICES ARE TEACHABLE, DOABLE AND MEASURABLE 1. Inclusive 2. Promotes consistency across practitioners 3. Supports staff in becoming competent to deliver the program (implement effectively and improve over time 4. Builds internal and external systems to support the innovation 5. Knowing what “it” is, “it” so it can be tested and improved over time 6. Makes it possible to interpret outcomes: provide explanation, facilitate action planning and measure progress 7. Makes it possible to improve: emphasize the importance of translating, adapting, and optimizing innovations in local contexts

OVERVIEW OF GRIP • Data Review - district and statewide transition data • GRIP Ratings • Ratings: the extent to which the district is engaging in this practice and that students are being exposed to this practice • Expectations/Impact, Resources, Innovations, Evidence-Based Practices • Team Planning • Next Steps

DATA REVIEW Start with a review of district and statewide data • Graduation Rates (Indicator 1) • Dropout Rates (Indicator 2) • Brief Post School Outcomes Review (Indicator 14) • PSO by Race Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 18

GRIP RATINGS All teams complete all of section 1 to a high level; select “High Priority” EBPs from 2 - 4 1. School Leadership and Districtwide Diagnostics 2. Family and Community Relationships 3. Student-Educator Learning Supports 4. Effective Instruction and Targeted Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 19

REVIEW OF RESOURCES • Expectations, Impact, Resources, Innovations, Evidence-Based Practices, Strategies • Why it Matters • Expectations / Impact • High quality resources • This is just a start of available strategies Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 20

TEAM PLANNING You can’t do it alone! • What additional data do we need to view/collect? • Who is missing? • When will we meet again? • What resources do we need to gather before we meet again? Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 21

NEXT STEPS • Does this tool meet your expectations/needs? • How will your team keep this work going? • What internal supports do you need? • What external supports do you need? • How might the $500 stipend be used? • Do you need an expert/coach?

CONNECTING THE WORK • Many of the TIG PTP transition strategies work to keep youth in school • Special education strategies work for all students • Connect with other staff and other district initiatives Transition Improvement Grant (www. witig. org) IDEA CFDA #84. 027 October 2016 23

CONNECTING YOUR WORK • Many transition strategies work to keep youth in school • Special education strategies work for all students

BUILDING RELATIONSHIPS WITH YOUR STUDENTS -RITA PEARSON- http: //www. pbs. org/wnet/ted-talks-education/speaker/rita-pierson/

STUDENT ATTENDING IEP MEETING PROBLEM There is high likelihood that a student with EBD will not be in attendance during their annual IEP. POTENTIAL SOLUTIONS Let’s look into strategies to increase attendance

BEST PREDICTOR OF POST HIGH EMPLOYMENT. . . 2+ or = while in 5 x More likely after

OUTSIDE AGENCY COLLABORATION WHO should be involved? WHAT can they contribute to the team? WHEN to contact? WHERE can services be provided? WHY should we get them involved? HOW should they get involved?

Transition Assessment -Age Appropriate. Student’s Preferences & Interests Family Preferences for Student Self. Determination Knowledge & Skills Cognitive Strengths Community Participation Independent Living Skills Vocational Skills Physical & Mental Health Status Academic Interests Learning Styles Student & Family Support Needs

30 Self-Determination, Self-Advocacy & Support Self-Determination: Believing you can control your own life choices by knowing about yourself, setting goals, sharing goals, selecting support people/services, and making choices. Self-Advocacy: Learning how to speak about your thoughts, goals, and needs in a positive, assertive way. Support: A person who you trust who wants to assist you with reaching your future goals.

GET ALL STUDENTS COLLEGE AND CAREER READY Increase Positive Connections to School, Community, & Family Creative Academic Programming Fostering Independence Foundations of “Basic Academic Success”

INCREASE POSITIVE CONNECTIONS Family Communit y School

What Does It Mean To Fit In? You understand the rules and norms and feel a part of them. Your strengths are as present as your weaknesses. You feel accepted for who you are. Your opinions matter. You have the same opportunities as others around you – opportunities that match your interests and abilities. You can fail successfully. Your effort is respected even if your outcomes are not perfect. You can banter.

• “If you don’t feel you fit in, • then you’re not going to stay around. ” • ~ Tim Shriver

RESOURCES • Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success, Sharroky Hollie. • Transforming School Culture, Anthony Muhammad. • Will to Lead, The Skill to Teach, Sharroky Hollie & Anthony Muhammad. • Department of Public Instruction: www. dpi. gov • GEDO 2/Dual Enrollment/EBD Resources & Evaulation Guide/Inds #13 & #14 • Teaching Students with Severe Emotional and Behavioral Disorders: Best. Practices Guide to Intervention From Firwood & Oak Grove Schools (2005) • Council for Exceptional Children/Council for Children With Behavioral Disorders http: //www. ccbd. net/CCBD/Home/

RESOURCES (CON’T): • Council for Exceptional Children’s Division of Career Development and • Transition Publications Committee (DCDT; December, 2011). Fast Facts: Self-Determination • Department of Public Instruction: • www. sped. dpi. wi. gov/sped_ed • www. sped. dpi. wi. gov/sped_sbfba • Chairman of Special Olympics, Tim Shriver. • http: //www. specialolympics. org/tim_shriver. aspx • Supporting Students with EBD Through Positive Behavioral Supports • Center on Positive Behavior & Supports • Tim Lewis – University of St. Louis

SPECIAL THANK YOU • To Brian Kenney, Southern Regional Coordinator TIG, for many of the slides in this ppt. He is part of my team “getting the work done’.