Maryland School Completion Demonstration Project-Successful Implementation Mr. John Artinger, AP North East High School Mr. Andy Anderson, Transition Coordinator CCPS - PowerPoint PPT Presentation

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Maryland School Completion Demonstration Project-Successful Implementation Mr. John Artinger, AP North East High School Mr. Andy Anderson, Transition Coordinator CCPS

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Title: Maryland School Completion Demonstration Project-Successful Implementation Mr. John Artinger, AP North East High School Mr. Andy Anderson, Transition Coordinator CCPS


1
Maryland School Completion Demonstration
Project-Successful ImplementationMr. John
Artinger, AP North East High SchoolMr. Andy
Anderson, Transition Coordinator CCPS
2
North East High School
NDPC-SD trained the NEHS team in 2007-08 and they
developed and began implementing the plan that
year More interventions added in 2008-09 by the
team
3
How we began?
  • Formed a Dropout Prevention Committee at NEHS
  • Subcommittee of Inclusive Practices Steering
    Committee
  • Formed a County Wide Dropout Task Force

4
We Are North East !
We celebrate our diverse and innovative learning
community. North East High School prepares all
students for responsible citizenship, for
lifelong learning, and for the achievement of
their highest potential in a progressive society,
by providing differentiated, quality instruction.
5
http//www.youtube.com/watch?vFihzt1NBkP8
6
Improvements to the schoolCreating a new school
climate
7
New Drywall makes the walls clean and bright
8
(No Transcript)
9
Bright lights.
10
New trophy case, school pride
11
(No Transcript)
12
(No Transcript)
13
National Statistics from Dropouts
14
(No Transcript)
15
PUSH PULL
Retention in High School Retention in Lower Grades Inclusion Practices Low Reading/Math skills in 9th grade Lack of student attachment/lack of buy-in to school Expulsion/Suspension Poor transition practices Disengagement Alienation Failing Grades Standard of 26 credits for graduation Competition from GED programs Friends and family dropping out Pregnancy Poor family support Incarceration Employment Poor attendance Marriage Family Illness Drug/Alcohol problem Child Care issues
16
NDPC-SD SEA LSS Progress
NDPC-SD, Maryland State Department of Education,
and Cecil County Public Schools collaboration
results in a significant reduction in the dropout
rate at local high schools
17
Engaging National and State Education Agencies
Creating the Right Conditions
  • Vested priority to increase graduation and
    decrease dropout for ALL Youth
  • Increase capacity to implement effective
    practices
  • Facilitate implementation of effective practices
  • Data Based Decision Making
  • Professional Development and Training
  • Accountability - Policy analysis and Change
  • Funding and Interagency Support

18
NEHS Commitment
  1. Establish opportunities for ongoing professional
    development.
  2. Establish opportunities for sustained parental
    involvement.
  3. Establish community partnerships that support
    students and schools during non school hours.
  4. Maintain a safe and orderly school climate where
    students feel welcome and supported.
  5. Establish routine, year-round monitoring and
    sharing of attendance, suspensions, and academic
    credit data.

19
The Structure, The Practices, and The Commitment
will Create the Right Conditions that will -
  • Support the implementation of evidence-based
    interventions.
  • Interventions that are strength based and involve
    a variety of contexts.
  • Interventions that occur over time.
  • Interventions that involve a family or parent
    component.

20
Action Plan North East High School 2008-2009 GO
AL To improve our graduation rates, lower our
dropout rates and prepare our graduates for
successful entry into higher education and/or the
workforce. Performance Indicator We will
increase our graduation rate by 3 in each of the
next three years to meet the graduation
standard. Improvement Strategy We will reduce
our dropout rate in North East High School,
thereby increasing our graduation rate.
21
Objectives Strategies Activities Person Responsible When Implemented Evaluation
To provide additional supports for Special Education students participating in inclusive classes Be in compliance with IEP goals for each special education student Hire Certified Special Education Teachers Provide students w/ resource class-45 min period Administration BC SpEd Teachers CM Director of Special Education Program Facilitators 2008-09 School Year Data from Annual Reviews Exit Surveys Data Based Research Completion of Master Schedule Number of Schedule Changes for Sp Ed Students in Fall 2008 Data Collection Natural Proportion of Special Ed Students per class list- per class inline w/ in school Review Master Schedule Data Collection on Academic Progress 9th grade promotion rate
To provide additional supports for Special Education students participating in inclusive classes Schedule special education students into co-lab classes Conference w/ BC and CM for 08-09 scheduling Master Schedule created by mid-April 08 BC GC meeting to confirm schedules in July BC CM GC Administration Spring 2008 Data from Annual Reviews Exit Surveys Data Based Research Completion of Master Schedule Number of Schedule Changes for Sp Ed Students in Fall 2008 Data Collection Natural Proportion of Special Ed Students per class list- per class inline w/ in school Review Master Schedule Data Collection on Academic Progress 9th grade promotion rate
To provide additional supports for Special Education students participating in inclusive classes Reduce the number of time an inclusion teacher is pulled from class Data from Annual Reviews Exit Surveys Data Based Research Completion of Master Schedule Number of Schedule Changes for Sp Ed Students in Fall 2008 Data Collection Natural Proportion of Special Ed Students per class list- per class inline w/ in school Review Master Schedule Data Collection on Academic Progress 9th grade promotion rate
To provide additional supports for Special Education students participating in inclusive classes Make equitable the distribution of Special Education students in classrooms Increase SpEd Staff Create more collab classes Appropriate Student Scheduling Administration BC GC CM Spring/Summer/Fall 2008 Data from Annual Reviews Exit Surveys Data Based Research Completion of Master Schedule Number of Schedule Changes for Sp Ed Students in Fall 2008 Data Collection Natural Proportion of Special Ed Students per class list- per class inline w/ in school Review Master Schedule Data Collection on Academic Progress 9th grade promotion rate
22
Common planning between co-lab teacher and content teacher Gen Ed paired w/ one Sp Ed Teacher to collab all day Modifying Lessons Developing More Engaging Lessons Gen Ed Teachers Sp Ed Teachers Administration Fall 2008
Implement evidence based strategies to increase student attendance rates and reduce tardiness to school and lower possible dropout rate Create an incentive program to reward students who improve their attendance Positive Referrals-Jostens Renaissance Teen Talk BPAC Community Organization Businesses Administration PPW worker Guidance Teachers Parents Current- Ongoing Daily
Implement evidence based strategies to increase student attendance rates and reduce tardiness to school and lower possible dropout rate Utilize programs from grants for staff development to lower dropout rate Jim Knight L to J Lee Jenkins Peer Tutor/Mentor Teachers Administrators Central Office 2008-2009 summer and school year training and implementation
Implement evidence based strategies to increase student attendance rates and reduce tardiness to school and lower possible dropout rate Assign to each At-Risk student a teacher mentor Before or after school monthly activity with students and mentor Monitor student attendance/grades Teen talk After-school Teen Talk Pregnancy Program LTBOT Data Program Teachers Administrators Attendance Sec. 2008-2009 Monthly Current-Ongoing
Implement evidence based strategies to increase student attendance rates and reduce tardiness to school and lower possible dropout rate Alert parents to tardiness and absences Connect-ED School Secretary 1/2008 Daily
Implement evidence based strategies to increase student attendance rates and reduce tardiness to school and lower possible dropout rate Create an inviting school atmosphere Display student work Allow students to paint a mural Utilize showcases Improve courtyard and aesthetics of main entrance Teachers Administrators Custodians Students Current-Ongoing Daily 2008-2009
23
Objectives Strategies Activities Person Responsible When Implemented Evaluation
To have better communication with parents concerning students. Encourage teachers to contact parents regarding students increase or decrease in academic and/or behavioral performance Provide a list of parent e-mails to teachers Phones in every faculty work rooms IT office Guidance Teacher Administration parents students Ongoing Parent Sign in sheet Parent survey-baseline/annually Parent Suggestion box 9th grade promotion rate
To have better communication with parents concerning students. Increase the number of exhibitions of student work to bring parents in to school. After-school fine art shows Science Fair Departmental projects History Day Teachers Administrators Custodians Guidance Counselors Students Parents Fall 2008 Quarterly Parent Sign in sheet Parent survey-baseline/annually Parent Suggestion box 9th grade promotion rate

24
Objectives Strategies Activities Person Responsible When Implemented Evaluation

To Create a positive school atmosphere Improve teacher morale More support from administrators regarding discipline and Academics Have more staff activities (Luncheons, Breakfasts and Social activities) Administration Spring, 2008 Daily, Weekly, Monthly Teacher Survey- baseline/annually Student Survey- baseline/annually 9th Grade promotion rate
To Create a positive school atmosphere Improve the aesthetics of the building Improve cafeteria and main entrance Spice up the courtyard- CCST Administration Custodians Students Spring 2008 Teacher Survey- baseline/annually Student Survey- baseline/annually 9th Grade promotion rate
25
ACTION PLAN GOAL GRADUATION RATE/DROP-OUT
RATE The number of students who successfully meet
graduation requirements in four years will
increase while the number of students who
drop-out of school will decrease.
Objective Increase the number of Special Education students who successfully earn first time course credit in inclusive settings.
Baseline Data 08 09 first time course credit earned by Special Education students.
Strategy 3.1 Provide additional support for special education students scheduled in inclusive settings.
Action Step Person(s)/Groups Responsible Timeline for Completion Resources Needed Indicators of Success Status
Provide Special Education students with an academic peer tutor within the school day. Building Coordinator, Case Manager Teacher, National Honor Society 2009-2010 school year Time Classroom Computer access Staff supervision Increase in number of special education students who earn course credit. Proposed
Increase common planning opportunities for special educators and content teachers (After-school grant) Administration General and special education teachers 2009-2010 school year Funding (Grant) Buy-in to participate Evidence of differentiated instruction in the classroom. On-going
Grade re-coup for students who have failed a marking period (Teacher discretion) Administration Teachers Guidance counselors 2009-2010 school year Teacher provided alternate assignments Teachers Student participants Grades re-couped by students. On-going
26
ACTION PLAN GOAL 3 GRADUATION RATE/DROP-OUT
RATE The number of students who successfully meet
graduation requirements in four years will
increase while the number of students who
drop-out of school will decrease.
Objective 3.2 Decrease the number of ninth grade students who repeat ninth grade.

Action Step Person(s)/Groups Responsible Timeline for Completion Resources Needed Indicators of Success Status
Increase use of incentives Administration Teachers On-going 09-10 school year Incentives Buy-in Increase in number of students earning incentives On-going
Use of Peer Tutors to work with at-risk students (H S A) (Grant) Guidance Counselors Service Learning Students Grant coordinators On-going Computers, Media Center Supplemental materials from teachers. Number of students in program who raise their score or pass the H S A. On-going
Teacher Aides (assisting in classrooms) Guidance Classroom teachers Service Learning students On-going Buy-in Increase in success of at-risk students within the classroom. On-going
Increased Parental Communication including notification of tardiness and excessive absences. Administration, Attendance secretary, Teachers On-going School messenger Buy-in (teachers/parents) Attendance data On-going
27
ACTION PLAN GOAL 3 GRADUATION RATE/DROP-OUT
RATE The number of students who successfully meet
graduation requirements in four years will
increase while the number of students who
drop-out of school will decrease.
Objective 3.3 Increase in targeted identification and intervention for At-Risk students.

Action Step Person(s)/Groups Responsible Timeline for Completion Resources Needed Indicators of Success Status
Increased articulation with Middle Schools Administration Guidance On-going 09-10 school year Time Means for cmmunication Evidence of increased contact with Middle Schools. On-going
ETSE Program (Exploratory Trade Skills Experience) Administration, Building Coordinator for Special Education, Guidance Counselors, School of Technology On-going Available placements Student/Parent buy-in Number of students who successfully attend ETSE On-going
Data Tracking Administration Teachers On-going Time Current Data Charts/graphs/visuals Increased use of data school wide On-going
Student Mentor Program
28
Increase in Variety of Extra-curricular and co-curricular activities Administration/Teachers Students Club sponsors, Class sponsors, 09-10 school year Teacher/student buy-in Increase in number os students who participate in school related/sponsored activities. 09-10 school year
Revised tardy policy to include Pending suspensions as consequence Administration Secretaries Teachers Students Parents On-going Time Tardy referral forms Buy-in Decrease in number of students who are excessively tardy to school and class. 09-10 school year
Tardy Bell????? (Do we include it here?)
29
ACTION PLAN GOAL 3 GRADUATION RATE/DROP-OUT
RATE The number of students who successfully meet
graduation requirements in four years will
increase while the number of students who
drop-out of school will decrease.
Objective 3.4 Increase in student interest and engagement in the school environment..
Strategy 34 Implement Academic Achievement and School Climate Goals.
Action Step Person(s)/Groups Responsible Timeline for Completion Resources Needed Indicators of Success Status
Refer to Goal One Academic Achievement, and Goal Two, School Climate for list of strategies
30
http//www.youtube.com/watch?v9I4CS12kqHg
31
Intervention Room
  • Student Mentor (grant)
  • Academic assistance
  • Individual counseling
  • Peer tutor assigned to assist with academic
    intervention
  • Behavior Intervention
  • Group counseling

32
After school planning for teachers (grant)
  • Collaboration for Special Education and Regular
    Education
  • (at-risk) students
  • Collaboration of Special Education and Regular
    Education
  • teachers

33
Positive Referrals/Incentives
  • Reinforcements for academics and behavior
    modification
  • Waffle House
  • Jostenss Renaissance
  • NEHS Bonus Bucks (grant)
  • Pats Pizza
  • Ritas Water Ice
  • Wal-Mart Gift Cards

34
Teen Talk (HMI grant)
  • Provide positive atmosphere to teach how to
    relate to others
  • Provide positive atmosphere to promote
  • Positive family relationship(s)
  • Provide vital information for pregnant students

35
Compass Awards
  • Reward those students who have perfect attendance
  • Reward those students who have improved their
    attendance
  • Reward those students who have improved their
    behavior
  • Reward those students who have improve
    academically

36
Unit Organizer (grant)
  • Provide training for teachers to utilize unit
    organizers
  • in the classroom and in planning lessons
  • Provide after school planning for content and
    process
  • teachers to use the unit organizer to
    assist student learning

37
L to J (Lee Jenkins training)
  • Provide teachers with the ability to understand
    and
  • utilize various methods of data
    collection to assist students
  • Provide teachers with the skills to analyze data
    to enhance
  • student learning
  • Provide teachers with a variety of questioning
    skills to
  • further student learning

38
Peer Tutoring HSA Grant
39
Peer Tutor (HSA grant) Maryland High School
Assessment
  • Students assist students who have passed
  • the HSA class but failed the HSA test.
  • Students (Service Learning) meet with other
    students
  • for 30 minutes twice a week working on HSA
    tests.
  • Students work on test taking strategies as well
    as
  • content

40
HSA Peer Tutor Grant
  • Provide students with appropriate assistance for
    the HSA Test (s)
  • Create a positive relationship
  • Source of encouragement

41
Student Mentor Program (Grant) General Purpose of
Position Under the direction of the Principal
and Director of Special Education, the Student
Mentor provides services to special education
students identified as being at an increased risk
of dropping out of school.
42
Getting Students Caught Up
  • Grade Recoup
  • Support Hall
  • Credit Recovery

43
Displaying of Student work/Show cases
  • Display exemplary student work
  • Display clubs
  • Display Student of the Month
  • Display positive student news

44
Student of the Month
  • Reward students for exhibiting certain
  • characteristics each month
  • Students are given a certificate and placed
  • on the school website
  • Students pictures are located in the main hallway

45
Student Focus Groups
  • African-American
  • High Flyers to the office
  • Academic students
  • Special Education students
  • Athletics
  • Returned Dropouts
  • CAP (transition group) Cecil County
    Alternative Program

46
Exit Conferences
  • Conference with student a potential dropout
  • Collect data for the reason a student dropped out
    of school
  • Exit conference held with student, parent,
    guidance counselor, administrator and PPW

47
Building Aesthetics
  • New School sign on front of building
  • Cafeteria improvements
  • Courtyard remodeled
  • Murals (Painted by students) throughout the
    building
  • Each department designed a mural
  • In the cafeteria are inspirational murals sending
    a
  • positive message
  • Mission Statement displayed throughout the
    building

48
Staff Morale
  • Staff Breakfast presented by a different
    department
  • each month
  • Staff picnic at the end of the year
  • Opportunity to purchase staff shirts
  • The athletic department presented each staff
    member
  • with a staff shirt
  • Increase of technology in the classroom
  • Department meetings to share best practices
  • Professional development sharing
    interdepartmental
  • meetings

49
Communication
  • Connect-Ed (absences, tardiness)
  • Parent conference with at-risk students
  • Meet the teacher nights
  • Guidance phone calls home of at-risk students
  • Student Mentor calls home of students on their
    case load
  • Home visitations by the PPW (Pupil Personal
    Worker)

50
  • Dropout Prevention Climate Survey
  • Please answer the following statements. Using a
    continuum 1-4 please rank to what extent the
    statements apply to you.
  • 1-not at all 2- seldom 3-often 4-all the
    time
  • I treat each student with kindness and respect.
  • When a student or students act inappropriately, I
    remain calm and composed.
  • I display enthusiasm and a sense of humor with my
    students.
  • During each passing period between classes, I am
    at the doorway to greet and chat with students.
  • I insist that students treat me with dignity and
    respect.
  • I interact with all students, not just a few.
  • I give my students a pleasing greeting each day
    and wish them a pleasant weekend.
  • During each passing period between classes, I am
    at the doorway so I can supervise both the
    hallway and my classroom.
  • So that I know what is going on in my classroom,
    I generally spend my class time on my feet.
  • I expect students to listen attentively when
    another student or I am talking.
  • When I correct student misbehavior, I communicate
    in a private, positive, and respectful manner.
  • I admit that at times student misbehavior is a
    result of something that was my fault.
  • I am able to motivate my students, including the
    reluctant learner.
  • I carefully plan each lesson so that there is no
    dead time.
  • I provide guided or independent practice during
    which I move about the room offering individual
    or small-group assistance.

51
27. I show sincere enthusiasm for the subjects I
teach. 28. I provide a neat classroom that gives
students the idea of orderliness. 29. I present a
professional appearance in the classroom. 30. I
insist that my students maintain high standards
in their work and behavior. In both areas, my
standards are realistic and attainable. 31. There
is no best teaching method, my methods are
learning activities and many are varied. 32. My
homework assignments have a purpose, are
instructional, and are regulated as to the time
it will take a student to complete the
assignment. 33. I make my classroom attractive by
having effective bulletin boards related to the
topics studied at the particular time. 34.
During each class session, I summarize, or have
students summarize, the days learning. 35. I use
pretests or other procedures to ascertain what
students already know.
52
MIDDLE SCHOOL INITIATIVE
  • One of the strongest predictors of dropout
    involves two middle school factors less than 80
    attendance and failing grades in Math and/or
    English.
  • Hired Special Ed. Mentors for the middle schools
    that feed into the targeted High schools.
    Responsibilities of mentor included
  • Monitoring of student attendance
  • Caseload of 15-20 special needs students
  • Contact with families to identify issues and
    increase family involvement.
  • Make referrals to appropriate outside agencies
    (as needed) to enhance family involvement and
    problem-solving
  • Manage PBIS incentives/program for identified
    students
  • Manage distribution of school supplies for
    students in program
  • Communicate with HS to facilitate and identify
    transition needs provide information that allows
    a more thorough articulation with the receiving
    HS.

53
Middle School -Continued
  • Middle school created a special Inclusion
    homeroom to provide small group monitoring,
    incentives (PBIS) and follow-up with general and
    special education students identified as at-risk.
  • Special Education Mentor works closely with the
    guidance department and teachers to mirror the
    A.I.M.-High Program implemented with the overall
    at-risk population at the Middle School.
  • Each Special Ed. Mentor provided the Possible
    Selves curriculum and guidebook for the A.I.M.
    program

54
SPECIAL EDUCATION TRANSION PLANNING
  • The ITO program enables us to meet the Indicator
    13 requirements for MSDE/IDEA compliance
  • Employment Students learn Employment readiness
    skills including safety protocols in the work
    setting and competencies related to specific job
    skills
  • Self-Advocacy/Independent Living Students learn
    to interact in an Employment setting and learn
    appropriate ways of communicating with
    supervisors/ and job peers
  • Aligned with DDAs Employment First initiative

55
Help the community through service learning
projects
Get hands-on training at the school of technology
Join the school band
Join a club
Play a sport
Here are some things you can do in high school in
addition to learning
56
Family, friends, counselors, teachers and
mentors can all be pieces of the puzzle to help
you succeed
So canyou!
57
Honor
Self confidence
Integrity
Class
Goals
Honesty
Optimism
Hope
Opportunity
Leadership
You are who you choose to be!
You Are Who You Choose To Be
58
Data
  • Track Dropout
  • Track MIP
  • Track Discipline
  • Track Attendance
  • Track Tardiness

59
Discipline
60
Attendance Summary
61
Dropout Rate System-wideLast Ten Years (Cecil
County)
62
Graduation Rate Last Ten YearsCecil County
63
Dropout Rate 3.86
64
Graduation Rate
65
http//www.youtube.com/watch?vFnh9q_cQcUE
66
What we chart at NEHS
Description 2007-2008 2008-2009 2009-2010 Area
Percent of new teachers to the building 12 11 7 Staffing
New teachers to the school this year 9 8 6 Staffing
Total classroom teachers at NEHS 76 76 77 Staffing
Percent of classes not taught by highly qualified teachers 3.50 2.60    
Total enrollment in Grade 9 372 343 Sept/08 344 (Oct. 09) Class Counts
Total enrollment in Grade 10 276 294 308 Class Counts
Total enrollment in Grade 11 231 234 255 Class Counts
Total enrollment in Grade 12 264 213 225 Class Counts
Total enrollment grades 9-12 1143 1084 1132 Class Counts
Number of IEP students in Gr 9 of grade 48 13 42 12 55 15 Special Education
Number of IEP students in Gr 10 of grade 37 12 34 12 29 9 Special Education
Number of IEP students in Gr 11 of grade 19 7 20 9 25 9 Special Education
Number of IEP students in Gr 12 of grade 18 8 20 9 20 8 Special Education
Total Special Education Students all grades and total percent 153 13.3 117 10.4 129 11 Special Education
Total Students with 504 plan 49 4.1 118 10.4 55 4.8 Special Education
67
Number of white non-Hispanic students Grade 9 316 303 217 Diversity
Number of black non-Hispanic students Grade 9 19 16 17 Diversity
Number of Hispanic students Grade 9 9 7 9 Diversity
Number of Asian/Indian Multiracial students Grade 9 2 4 2 Diversity
Number of American Indian/Alaskan students- Grade 9     0 Diversity
Number of white non-Hispanic students Grade 10 289 280 280 Diversity
Number of black non-Hispanic students Grade 10 5 8 21 Diversity
Number of Hispanic students Grade 10 4 4 4 Diversity
Number of Asian/Indian Multiracial students Grade 10 0 0 3 Diversity
Number of American Indian/Alaskan students- Grade 10     1 Diversity
Number of white non-Hispanic students Grade 11 211 203 245 Diversity
Number of black non-Hispanic students Grade 11 16 16 7 Diversity
Number of Hispanic students Grade 11 5 5 4 Diversity
Number of American Indian/Alaskan students- Grade 11     0 Diversity
Number of Asian/Indian Multiracial students Grade 11 4 4 1 Diversity
Number of white non-Hispanic students Grade 12 202 197 199 Diversity
Number of black non-Hispanic students Grade 12 10 9 15 Diversity
Number of Hispanic students Grade 12 2 2 6 Diversity
Number of Asian/Indian Multiracial students Grade 12 1 1 2 Diversity
Number of American Indian/Alaskan students- Grade 12     1 Diversity
Percentage of G 9 students who are of Limited English Proficiency 1 1 (0.0029)   ESOL
Percentage of G 10 students who are of Limited English Proficiency 0 0   ESOL
Percentage of G 11 students who are of Limited English Proficiency 1 0   ESOL
Percentage of G 12 students who are of Limited English Proficiency 0 0   ESOL
FARM students 139 (11.7) 243 (21.6) 349 (31) FARM
68
Grade 9 Retentions 67 49
Grade 9 Dropout Rate () (344/16) 4.6 (18/343) 5.24
Grade 10 Retentions 28 36
Grade 10 Dropout Rate () (254/26) 10.2 (15/294) 5.10
Grade 11 Retentions 9 7
Grade 11 Dropout Rate () (211/22) 10.4 (10/234) 4.27
7 4
Grade 12 Dropout Rate () (246/22) 8.9 (4/213) 1.87
69
Overall Dropout Rate (2005-2006) 58/1239 4.68  
Regular Education Dropout Rate 36/1073 3.36  
Special Education Dropout Rate 22/166 13.25  
FARM (Free and Reduced meals) 7/255 3.11  
5.50  
Regular Education Dropout Rate 43/1020 4.22  
Special Education Dropout Rate 22-161 13.66  
5.36  
Overall Dropout Rate (2007-2008) 73/1223 5.97
Regular Education Dropout Rate 60/1067 5.62  
Special Education Dropout Rate 13/156 8.33  
FARM (Free and Reduced Meals) 25/291 8.59  
Overall Dropout Rate (2008-2009) 47/1219   3.86
Regular Education Dropout Rate 34/1068   3.18
Special Education Dropout Rate 12/146   8.90
FARM (Free and Reduced Meals) 0/246   0.00
Overall Dropout Rate (2006-2007) 65/1181
FARM (Free and Reduced meals) 9/168
70
Over all Attendance rate 90.10 91.00
Number of G9 students with 0 days absent 8 9
Number of G9 students with 0.5 to 5.0 days absent 80 78
Number of G9 students with 5.5 to 10.0 days absent 76 68
Number of G9 students with 10.5 to 15.0 days absent 57 52
Number of G9 students with 15.5 to 20.0 days absent 36 51
Number of G9 students with 20.5 or more days absent 87 64
Student attendance in Gr 9 Total students 344 322
Number of G10 students with 0 days absent 7 7
Number of G10 students with 0.5 to 5.0 days absent 70 56
Number of G10 students with 5.5 to 10.0 days absent 63 73
Number of G10 students with 10.5 to 15.0 days absent 38 51
Number of G10 students with 15.5 to 20.0 days absent 22 32
Number of G10 students with 20.5 or more days absent 54 70
Student attendance in Gr 10 Total Students 254 289
71
Number of G11 students with 0 days absent 6 10
Number of G11 students with 0.5 to 5.0 days absent 37 59
Number of G11 students with 5.5 to 10.0 days absent 48 53
Number of G11 students with 10.5 to 15.0 days absent 35 38
Number of G11 students with 15.5 to 20.0 days absent 30 17
Number of G11 students with 20.5 or more days absent 55 47
Student attendance in Gr 11 Total Students 211 224
Number of G12 students with 0 days absent 8 3
Number of G12 students with 0.5 to 5.0 days absent 30 25
Number of G12 students with 5.5 to 10.0 days absent 52 39
Number of G12 students with 10.5 to 15.0 days absent 33 35
Number of G12 students with 15.5 to 20.0 days absent 35 30
Number of G12 students with 20.5 or more days absent 92 76
Student attendance in Gr 12 total students 250 208
72
Total 1 or more in-school suspensions (MIP) 1018 (2007-08) 923 (194 students)
MIP by Grade 9th   76
MIP by Grade 10th   54
MIP by Grade 11th   25
MIP by Grade 12th   39
Total out-of-school suspensions 650 530 (162 students)
Totals 10 days suspension referred to superintendent 38 23
Suspensions by Grade 9th   61
Suspensions by Grade 10th   48
Suspensions by Grade 11th   29
Suspensions by Grade 12th   24
73
2008-2009 MP4 MP3 MP2 MP1
Over all Attendance rate 90.00 90.30 90.30 92.50
Number of G9 students with 0 days absent 34 37 50 79
Number of G9 students with 0.5 to 5.0 days absent 208 203 190 189
Number of G9 students with 5.5 to 10.0 days absent 46 58 54 46
Number of G9 students with 10.5 to 15.0 days absent 15 17 17 10
Number of G9 students with 15.5 to 20.0 days absent 13 6 5 5
Number of G9 students with 20.5 or more days absent 6 4 7 5
Student attendance in Gr 9 Total students 322 325 323 334
Number of G10 students with 0 days absent 38 34 32 61
Number of G10 students with 0.5 to 5.0 days absent 172 169 193 188
Number of G10 students with 5.5 to 10.0 days absent 50 65 48 40
Number of G10 students with 10.5 to 15.0 days absent 15 18 18 10
Number of G10 students with 15.5 to 20.0 days absent 7 4 3 1
Number of G10 students with 20.5 or more days absent 7 4 2 3
Student attendance in Gr 10 Total Students 289 294 296 303
74
Number of G11 students with 0 days absent 41 36 36 50
Number of G11 students with 0.5 to 5.0 days absent 134 142 142 158
Number of G11 students with 5.5 to 10.0 days absent 39 40 40 21
Number of G11 students with 10.5 to 15.0 days absent 6 9 9 5
Number of G11 students with 15.5 to 20.0 days absent 1 1 1 1
Number of G11 students with 20.5 or more days absent 3 1 1 4
Student attendance in Gr 11 Total Students 224 228 229 239
Number of G12 students with 0 days absent 22 25 9 24
Number of G12 students with 0.5 to 5.0 days absent 116 103 128 132
Number of G12 students with 5.5 to 10.0 days absent 51 57 53 36
Number of G12 students with 10.5 to 15.0 days absent 12 17 13 8
Number of G12 students with 15.5 to 20.0 days absent 3 6 4 9
Number of G12 students with 20.5 or more days absent 3 1 3 2
Student attendance in Gr 12 total students 207 209 210 211
75
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