Welcome to La Joya ISD

The purpose of the Dropout Prevention Program is to identify, recruit, retain, graduate, get college ready and life ready student who have already dropped out of La Joya Independent School District and provide them services designed to enable them to earn a high school diploma or demonstrate college and university readiness. To be considered a student who has dropped out, a student must be 25 year of age or less, have withdrawn from La Joya ISD secondary schools and been assigned a leaver code under the State Public Education Information Management System (PEIMS) that corresponds to the definition of a dropout for that school year in which the student withdrew, the student is not currently enrolled in La Joya ISD, attending a Texas public secondary school.

The expectations of the Dropout program are to do the following:

Provide La Joya ISD high school dropouts with a second chance to obtain a high school diploma, demonstrate college ready and life ready.
Develop a more flexible mechanism, better prepared to respond to the particular needs of high school dropouts, through which they can attain a high school diploma, college ready and life ready.
Expand the number of dropout recovery efforts, strategies and activities for our district.
Increase the number of high school dropout who earn high school diploma, therefore, increase our district graduation rate.
Increase the number of high school dropout who become college ready or life ready.

Introduction:At La Joya ISD, dropout prevention is all stakeholders’ responsibility. A stakeholder is the board president, board members, superintendent of schools, administrators, teachers, staff, students, parents, taxpayers, business persons, city mayors and/or all person (s) who resides within our distinct limits. Dropout prevention is a process, not an event, and it is year round.

Vision: Our vision is to focus on preventing, retaining, recovery and graduating all school dropouts. The primary intent of this dropout prevention model is not just to raise rates of graduation, but to engage children and youth in our district, and help them graduate with the knowledge and skills necessary to successfully meet the challenges that life brings after completing high school to include but not limited to post educational endeavors.

Mission:Our mission is to develop a program that includes the fundamental goals of meeting students’ academic needs, creating a caring atmosphere for students, and provide relevant and challenging curriculum.

Slogan: “Every Student is a Graduate!”
Dropout--------Recovery-------Retention--------Graduate------College Ready--------Work Ready---------Life Ready

Problem:The 1993 National Education Goal Report indicates that there has been little if any progress on school completion. The high school completion rate among 19-to-20 year olds has remained relatively stable since a marked increase in the early 1980. The pool of dropouts continues to grow. The key to a successful drop out prevention model is collaboration between educational institutions, communities and families.

Remember:The question is NOT what can we do to fix theses students so that they will graduate; rather, the question is how can our educational institutions provide effective instruction and support so that all students can be successful? The bottom line in preventing drop out is student engagement. We must change the water in the aquarium to create healthy learning environments that foster successes for students we are failing to serve effectively e.g., relevant curriculum, respectful interaction, challenging curriculum with high expectation for success, eliminate negative attitudes, comments and persons, and have flexible times and instruction. We need to be a source of HOPE; “Si hay esperanza!”

This model is a process, team effort, and a learning experience. It involves multiple partners with expertise. Also, it includes a vision, mission and goals for extended use by all our district campuses. In a final note, this model is an exciting opportunity for all!

Program Intent: It is our district program intent to:

identify existing national and state programs that work;
classify best practices that are common to these effective programs;
pinpoint key factors in successful implementation and replication;
understand in what context they work well; and
incorporate these practices into our existing dropout prevention programs.
provide highly interactive and engaging professional development experience.
create a positive and safe learning environment.
accentuate staff’s communication and team working skills.
develop a professional learning community where everyone is valued.
enhance teaching strategies to improve student test scores and overall achievement.

Review of the Literature

The National Dropout Center states that a trrought review of needs assessment and comprehensive planning process in local schools indicates that most school improvement programs should begin with a compreshensive family involvement initiative, a solid early childhood education program, and a strong reading and writing program. When these common cores of program strategies are in place, particularly at the elementary level, districts can go on to determine the needs for additional strategies and resources. Furthermore, research consistently finds that family involvement has a direct, positive effect on children’s achievement and is the most accurate predictor of a student’s success in school. Based on extensive research, Franklin Schargel and Dr. jay Smink have identified 15 effective strategies that have the most positive impact on the dropout rate and we at La Joya ISD have incorporated in our development of our strategic action plan. According to the authors, these fifteen strategies lie at the heart of efforts to solve the school dropout problem.

La Joya ISD pledges to develop a comprehensive study of the dropout crisis and intends to align its prevention program to the National Dropout Prevention Center Network at Clemson University; they have identified 15 effective strategies that have the most positive impact on the dropout rate. If implemented successfully at all education levels and environment these strategies will decrease the dropout rate, they are:

Systemic Renewal –continuous process of evaluating your goals and objectives.
School-Community Collaboration-provide collective support to the school and community.
Safe Learning Environment-comprehensive violence prevention plan, including conflict resolution, must deal with potential violence as well as crisis management.
Family Engagement- family involvement consistently finds a direct, positive effect on children’s achievement.
Early Childhood Education- birth to five interventions provides child enrichment.
Early Literacy Development- early intervention to help low-achieving students improve reading and writing skills.
Mentoring/Tutoring- both is a one-to-one caring, supportive relationship that promote stay in school.
Service-Learning – service learning connects meaningful community service experiences with academic learning. It is powerful vehicle for effective school reform.
Alternative Schooling- This type of schooling provides potential dropouts a variety of options that can lead to graduation. The program must pay special attention to the student’s individual needs.
After-School Opportunities –After school and summer enhancement programs that eliminate idle time and inspire a variety of interest and areas are especially important for student at risk of school failure and dropping out. Fill the afternoon and summer time “Gap Time” with constructive and engaging activities.
Professional Development- Professional that works with these types of students should have an avenue by which they can continue to develop skills, techniques, and learn about innovative strategies.
Active Learning- Active learning embraces teaching and learning strategies that engage and involve students in the learning process.
Educational Technology- Technology must engage student in authentic learning, addressing multiple intelligences, and adapting to student’s learning styles.
Individualized Instruction- Each student has unique interests and past learning experiences; therefore, instruction has to be individualized.
Career and Technology Education (CTE) - A quality CTE program and a related guidance program are essential for all students. One model program cited is school-to-work.

Goals:

We will develop a comprehensive drop out prevention model.

We will use strategies that are researched based and are proven positive practices.
We will help build student - school relationships.

We will create a safe, inviting, and supportive environment.

We will increase family engagement and school involvement.

We will focus on effective instruction.

We will examine current educational system, programs, and practices and challenge whether changes would be beneficial.

We will establish school and community partnerships to provide educational and social programs.

We will engage the family in the student’s education program.

We will provide early childhood education.

We will provide early literacy.

We will provide mentoring/tutoring to students at risk of dropping out.

We will provide community service experiences that promote academic learning and civic growth (Service Learning Projects).

We will create alternative learning environments for students.

We will delegate resources to improve access to after-school programs.

We will provide professional development training for teachers in indentifying and serving at-risk students.

We will mandate the inclusion of educational technology in the curriculum.

We will provide individualized instruction.

We will offer career and technology education at Alternative Center for Education and HOPE Academy.

We will utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out.

We will assign adult advocates to students at risk of dropping out.

We will provide academic support and enrichment to improve academic performance.

We will implement programs to improve students’ classroom behavior and social skills.

We will personalize the learning environment and instructional process.

We will provide rigorous and relevant instruction to better engage students in learning and provide the skills needed to graduate and to serve them after they leave school to the work fields, college, or life.

Objectives:

Establish an atmosphere where students can address their problems and needs that interfere with learning with a school professional.
Improve student achievement
Improve student retention
Establish school campuses conducive to small group instruction, flexibility, and adaptive to student needs.
Recruit caring adults.
Create a safe place to learn and play.
Create a healthy start daily for every student.
Create an effective educational process.
Provide opportunities for students and staff to help other especially those in need.

National Dropout Characteristics:

Wells and Bechard (1989) identified four major categories of factors contribute to a student profile. The four categories list risk factors that are school-related, student-related, community-related, and family related.

Dropouts have poor academic performance.

Dropouts have personal problems independent of social/family such as substance abuse, pregnancy, and legal problems are frequently related with school-related problem behavior such as truancy, absenteeism, tardiness, suspension, and other disciplinary infractions.

Dropouts have fewer options for postsecondary Education.

Dropouts are more likely to be unemployed or employed in low-skilled paying positions.

Dropouts are more likely to commit crimes.

Dropouts are more likely not is supported by living with parents.

Dropouts are more likely to experience health problems.

Dropouts are more likely to become dependent on welfare and other government programs.

State Dropout Characteristics:

TexasDropouts are very mobile.

Texas Dropouts have a tendency to be poverty level.

Texas Dropout factors are many, varied, school related, peer-related, external stressors, teen pregnancy, and individually motivated.

Local Dropout Characteristics

“The typical La Joya ISD leaver is male as is indicated by the fact that 90% of our leavers over the past two years have been male."

“The typical La Joya ISD leaver prone to drug abuse as indicated by the fact that 87% of our leavers over the past two years have had at least one discipline incident that is drug-related.

"The typical La Joya ISD dropout is female, pregnant and has problems reading.”

“The typical La Joya ISD dropout reads at the 3rd grade level as a review of the leavers over the last two years have provided this information based on …”

“The typical La Joya ISD dropout is male between the ages of 17 and 21, has been retained at least once between 7th and 12th grade and has never been able to pass the state Reading assessments.”

“The typical La Joya ISD dropout has been retained twice at 8th grade, has been charged with truancy at least once where he/she has to appear before a judge.

Local Dropout Factors are:

…miss-match between culture and instruction.
…external stressors resulting from poverty.
…limited understanding of the English language
…became pregnant.
…chemical dependency.
…students with disabilities.
…demonstrate antisocial behaviors.
…poor academic performance.
…have a negative attitude toward school and has no value for schooling or obtaining a diploma.
…and many others.

Systemic Renewal –continuous process of evaluating your goals and objectives.
School-Community Collaboration-provide collective support to the school and community.
Safe Learning Environment-comprehensive violence prevention plan, including conflict resolution, must deal with potential violence as well as crisis management.
Family Engagement- family involvement consistently finds a direct, positive effect on children’s achievement.
Early Childhood Education- birth to five interventions provides child enrichment.
Early Literacy Development- early intervention to help low-achieving students improve reading and writing skills.
Mentoring/Tutoring- both is a one-to-one caring, supportive relationship that promote stay in school.
Service-Learning – service learning connects meaningful community service experiences with academic learning. It is powerful vehicle for effective school reform.
Alternative Schooling- This type of schooling provides potential dropouts a variety of options that can lead to graduation. The program must pay special attention to the student’s individual needs.
After-School Opportunities –After school and summer enhancement programs that eliminate idle time and inspire a variety of interest and areas are especially important for student at risk of school failure and dropping out. Fill the afternoon and summer time “Gap Time” with constructive and engaging activities.
Professional Development- Professional that works with these types of students should have an avenue by which they can continue to develop skills, techniques, and learn about innovative strategies.
Active Learning- Active learning embraces teaching and learning strategies that engage and involve students in the learning process.
Educational Technology- Technology must engage student in authentic learning, addressing multiple intelligences, and adapting to student’s learning styles.
Individualized Instruction- Each student has unique interests and past learning experiences; therefore, instruction has to be individualized.
Career and Technology Education (CTE) - A quality CTE program and a related guidance program are essential for all students. One model program cited is school-to-work.

Analysis of Factors: The identification of significant risks factors was accomplished in using numerous steps such as:

Conduct a risk factor literature search.
Identified key risk factors.
Reviewed articles to obtain direct analysis of data.
Identified risk factors from selected articles and studies.
Identified significant risk factors by local district and campus levels.

Dropping out of school is related to a variety of factors that were classified in four areas: individual, family, school, and community factors.
After reviewing the literature, we did not find a single risk factor that can be used to accurately predict who is at risk of dropping out. However, dropping out of school is often the result of a long process of disengagement that may begin before a child enters school.

Statements from La Joya ISD students who have dropped out: “I was falling behind in classes; I was way too far behind, I didn’t think I could catch up.” “I felt like it was not worth going to school.” “I had to make money for myself.” “I dropped out because it got boring, used to nothing in school.” “I would skip and go get cigarettes or stoned.” “I took the bus anyway when I did not go to class so my mom wouldn’t know, then I would skip.” “I was having fun outside of school, hanging out with my friends and my brother.”

Statements from La Joya ISD students who stayed in school: “Someone believed in me.” “I was having fun.” “I played extra-curricular activities.” “Teachers are very encouraging; they want what is best for us. “Teacher A calls my house.” “Teacher B gives us work and gives us more details and explains well.” “Teacher C gives us new learning in small chunks and I can understand it easier.” “Teacher D expects responsibility and makes clear choices.” “Teacher F handles conflicts in a different way.” Teacher G affords time out; If I get in an argument, he say to take a break, go and get some air and come back to talk to me when you are ready.

Dropout Important Descriptive Terms
Underreported Student True Dropout

Over reported Student True Leaver

Presumed Duplicate Student Student Who Falls Out and Disappears

JJAEP Student PID Error Student

Summer Time Mover School Year Mover

Presumed Leaver Presumed Returned Student

Student Who Falls Out and Disappears

Incarcerated Student Not Being Served by an Educational Institute Outside our District

Migrant who does not enroll in school after January 15 of that school year

Special Education Student who does not enroll this school year

Limited English Proficient Student who does not enroll this school year

At-risk Student who does not enroll this school year

Chapter 37 Student who does not enroll this school year

Prior Year Graduate who is not coded correctly

Summer Graduate who is not coded correctly

Texas GED Recipient after August of this year

Key to successfully programs:

Have a monitoring person who is responsible for assessing levels of student engagement and for implementing basic and intensive interventions.
Have an assigned counselor who monitors truancy and attendance, provides students and their families’ access to services, and updates parents on their child’s progress.
Program focus on making students career-ready by combining regular academic coursework with career-centered curricula, having students focus on one career track, and giving them the opportunity to intern with local businesses.
Programs than utilize a case management model to help students by providing services directly or linking students with other agencies and programs in the community to help them stay in school, post better attendance rates, reduce behavior problems, improve academically, and graduate or receive a GED.
Best proven practices are:

                        School-community collaboration
                        Safe learning environments
                        Family engagement
                        Mentoring/tutoring
                        Alternative schooling
                        Active learning
                        Career and technology education
                        After School Program

This plan employs as many of the 15 researched based and proven effective strategies. It is the “magic bullet.” La Joya ISD implemented a comprehensive high school graduation plan that focuses on graduation and college and career readiness.

Inclusion Item Innovations:

Requested a Assistant PEIMS Clerk to assist PEIMS Coordinator

Fund Life Management Skill Retreats with Leavers

Collaborate with Workforce Solution for A Stay in School Stipend for Leavers

Build a mentor with Leaver Curriculum

Initiate a Student Service Learning Program