Performance Learning Centers Tackle the Dropout Epidemic:

Changing Challenging Circumstances into Promising Paths of Potential

Presented at Council of the Great City Schools, October 21, 2010by

Mrs. N. Mauricee Holmes, Principal Dr. R. Dionne Ward, Turnaround Manager for School Improvement

Richmond City Public SchoolsRichmond, Virginia

National High School Drop Out Epidemic

Every 26 seconds a student drops out of high school, resulting in 1.2 million dropouts, nationwide, every year.

One of the most significant factors influencing high school dropout rates is family income. According to the U.S. Department of Education, students from low-income families are six times more likely to drop out of high school than students from high-income families.

According to the Bureau of Labor Statistics, youth not enrolled in school with less than a high school diploma have unemployment rates of 20 percent for men and 23.6 percent for women in 2004.1 The dropout rate is now considered the silent national crisis.

Studies show that high school dropouts earn $500,000 less over a lifetime than high school graduates2 and are more likely to be incarcerated. They also have children that become more likely to dropout themselves.3

1United States Department of Labor Statistics (2005)2The Annie B. Casey Foundation (2006)3Bill & Melinda Gates Foundation (2006)

“Dropping out of high school is no longer an option. It's not just quitting on yourself, it's

quitting on your country. And this country needs the values and talents of every

American.”

President Barack Obama Speech to Joint Session of Congress

February 24, 2009

RICHMOND PUBLIC SCHOOLS

•The on-time graduation rate for Richmond City high schools continues to rise as 71.96% of students in the 2006-2010 cohort graduated on time, according to a report from VDOE.

•The figure represents a 6% jump from the 2004-2008 cohort rate of 65.8%.

•Seven of the eight city high schools showed gains from last year’s report, including a 13% jump at one school which saw its rate increase from 68.67% to 81.45%; of the eight schools, Richmond Community High School, had an on-time graduation rate of 95.24 percent, which exceeds the state average by nearly 10 percentage points!

A FEW STATISTICSOn-time graduation rates

up

More about Richmond Public Schools

The percentage of city schools that met AYP requirements exceeds the statewide average for four consecutive years.

The VDOE report indicates 85.53% of students in grades k-12 met the benchmark score in English/Reading, while 81.6% mastered the Math requirements. Both scores surpassed the required scores of 81% for English/Reading and 79% for Math.

Richmond’s Dropout Rate

Richmond Public Schools' dropout rate has declined from 15.27 percent

in 2003-2004

to 4.25 percent in 2007-2008

Richmond’s Cohort Dropout Rate

For the 2004-2008 four year cohort, the dropout rate was 16.2 percent.

For the 2005-2009 cohort, the dropout rate was 14.8 percent.

We are directionally correct, but we are still not satisfied with these numbers.

Created the Dropout Prevention Initiative for students 19-21 year olds, to provide specialized instruction and counseling to students in this age group that would be more effectively served in classes separated from younger students

Established “Career Cruising”

Established the Twilight Academy

Ensured that school counseling programs promote school success for all students, including students with disabilities, through a focus on academic achievement, prevention and intervention activities, advocacy, social/emotional challenges, and career development

Launched a pilot after school program (ending at 6:00 p.m.), which takes a holistic approach to engaging children and their parents

RPS Initiatives

Increased career education & workforce readiness programs in schools so that students see the connection between school and careers after graduation. (Richmond Technical Center is comprised of 69 career and technical education courses that allows high school students to obtain careers credentials).

Ensured that students develop 21st Century skills by integrating new methods of learning into our curriculum and providing all students with more opportunities to collaborate with others in the digital world.

Involved the entire community in dropout prevention with "adopt –a-school" programs, which encourages volunteerism and community-led projects in school, and community-based, “real world” learning experiences for students.

Established 3 Performance Learning Centers

RPS Initiatives

4 Main Types of Dropouts

Life Events (forces outside of school day causing students to drop out)

Fade Outs (students do OK in school, but stop seeing a reason for staying)

Push Outs (students who are, or perceived to be, detrimental to others in the school)

Failing in School, schools failing students

STUDENTS ARE KNOCKED OFF COURSE IN THE EARLY SECONDARY GRADES

BY THE ABCS

Attendance

Behavior

Course Failure

Performance Learning Center (PLC)

Performance Learning Centers® (PLCs) are a unique, non-traditional learning environment for high school students who are not succeeding in traditional schools for various reasons other than ability.

Purpose: To enable students to stay in school, excel in their academic studies and graduate with a marketable skill.

Background

Communities In Schools, the leading organization dedicated to empowering students to stay in school and achieve in life, launched the first Performance Learning Center in 2002.

The partnership with Richmond Public Schools began in 2007 at the Richmond Technical Center. Due to its success, another center was added in 2008 at the Adult Career and Education Center, and a third center was launched at Armstrong High School in 2009.

The PLC staff and programsreach out to help students...

Overcome a lack of interest in school.Flourish in a smaller classroom setting.Increase academic performance.Work towards perfect attendance.Get back on track with credits.Reach their potential.Earn a high school diploma.

Striving every day to make a real impact in a student’s life!

Non-Traditional Setting Small-Capped Student

Population Optimal Faculty-Student Ratio

(1:15) Personalized Approach to

Learning One-on-one Relationship

Building Heightened Focus on

Academic Achievement Caring Environment &

Specially-Trained Staff Incentive-Based Program for

Excellence

Professional Work Environment

Self-paced Online Curriculum Desktop Computer for Every

Student Dual Enrollment in College

Courses PE and Health Health Services & Screenings Community Service, Field

Trips & Outings Individualized Academic &

College Tours Non-Academic & Life Skill

Counseling Services

RPS PLC Student Characteristics

Poor Attendance Excessive Tardiness Lack of Family Support Have a Child/ren Discipline Challenges Academic Failures Apathy Toward or Inability to Cope In a Structured School

Environment Academically Capable, but Lack Motivation

What can new students expectfrom the PLC experience?

Reconnect in a positive way with the educational experience and therefore reach full academic potential.

Graduate or graduate early while successfully preparing for college admittance.

Catch up on missing credits. Prepare for college admission. Reach their goals with improved academic and professional mentoring. Thrive in an intimate school setting that is self-paced and supportive. Perform beyond highest expectations!

RPS 2010-11 Beginning Student

Typical PLC Student Schedule

Even Days

7:15-7:30 Morning Motivation

7:35-8:50 1st Period (Math)

8:55-10:10 2nd Period (History)

10:15-10:40 Charting For Success

10:45-11:15 Lunch

11:15-12:40 3rd Period (Nursing Assistant)

12:45-2:05 4th Period (Nursing Assistant)

Odd Days

7:15-7:30 Morning Motivation

7:35-8:50 1st Period (Social Studies)

8:55-10:10 2nd Period (Other On Line Courses)

10:15-10:40 Charting For Success

10:45-11:15 Lunch

11:15-12:40 3rd Period (English)

12:45-2:05 4th Period (On-line Courses, Community Service or Enrichment Activities)

RPS PLC Student Data

Grade 2007-081 school

2008-092 schools

2009-103 schools

9th 2 15 14

10th 7 42 58

11th 29 59 (4 Early) 57 (6 Early)

12th 30 66 132

Graduated 28 70 138

Student Survey Results

87.0%

90.0%

97.0%

89.0%

90.0%

93.0%

82.0% 84.0% 86.0% 88.0% 90.0% 92.0% 94.0% 96.0% 98.0%

I am more Focusedon my School Work

Teachers Care AboutMe

At PLC, I Know I CanBe Successful

I have DevelopedGoals for My Future

I am a Good Student

At PLC, I am able toAccomplish More

Percent of Students Agreeing

Student Benefits

Students are able to: Achieve basic grade level competencies before

advancing Develop strong social, life, career and personal skills Catch up academically, or move ahead at their own pace Receive college credit (Dual Enrollment) Receive honor credits (CTE) Gain OSHA and other career credentials Graduate on time and continue to excel after high

school Enter the workforce as skilled and savvy individuals Develop into community engaged citizens and function

more successfully in society

RPS PLC Parent

RPS PLC Future Initiatives

Provide additional online, virtual learning and distance learning courses

Open an evening PLC school (For students who must work during the day)

Initiate a middle school over-age program(To get students back on track before entering high school)

Successful RPS PLC Graduate

Special Thanks To:

Richmond Technical Center’s Television Production Program

Richmond City School Board

Mrs. Kimberly Bridges, ChairMrs. Dawn C. Page, Vice Chair

Mrs. Chandra SmithMr. Donald L. Coleman

Mrs. Kimberly GrayMaurice A. Henderson

Dr. Norma Murdoch-KittMrs. Adria A. Graham Scott

Mrs. Evette L. Wilson

Dr. Yvonne W. Brandon, Superintendent