1 Brewer Dropout Prevention Action Plan Table

Action Step
Behavioral interventions

Personnel
     Guidance Principal Support Staff Classroom Teachers Social Worker

Time Frame
August - June

Major Activities

Outcome Indicator

____________________________ ___________________ August  Guidance September  Principal  Junior High Teachers  9th Grade Teachers  Parents/Guardians

_____________________________  Homeroom Teachers  Guidance

___________________ August June

Behavior Expectations Training  Office Referrals (Tier 1) 1. Students will be taught schoolwide behavior expectations and consequences for their behaviors through homeroom and school-wide assemblies. 2. All school community members, will be expected to model behavior expectations 3. Behavior expectations will be displayed clearly throughout the school. _________________________________________ ________________________ Transition Plan 8th grade to  Follow-up 9thgrade (Tier 1) discussions with 1. Step-Up Day to include students/parents parents/guardians pairing each  Three-week student with a high school student. reviews 2. Homeroom teachers will provide  Long-term transition lessons and a support Graduation Rate system 3. Homeroom Three-week review meetings ________________________________________ _________________________ Dream Boards (Tier 1)  Short-term goals 1. Create a dream board with a met vision of the student s short Long-term goals

2 Brewer Dropout Prevention Action Plan Table term and long-term goals met _________________________________________ _________________________ Check-in/Check-Out as part of  Identify and teach BEP (Tier 2) behavioral 1. Referrals made to the Student expectations (Tier Assistance Team may 1 and Tier 2)  Constant revisiting determine placement in the of short-term and program. long-term goals, as 2. Some students will be part of an advisor and the program based on Universal advisee to clarify Screening or office goals met and referral/attendance data; what is needed to students will be working with a continue to meet Check-in/Check-out goals. coordinator to improve  Office referrals targeted behaviors.  Attendance 3. Rewards will be defined and  Timely and regularly awarded for positive dismissal successful completion of agreed from program upon plan of action.  Long-Term Graduation rate _________________________________________ _________________________  Office referrals Family Contact/Homeroom  Attendance Advisors (Tier 1, Tier 2, Tier 3) 1. Each teacher will be paired with  Academic Reviews  Long-term a small-group of students with Graduation rate whom he/she will be maintaining a at-home

_____________________________  Guidance  Social Worker  Ed Tech  Classroom Teachers  Parents/Guardians  Student Assistance Team

___________________ August June Daily

_____________________________  Guidance  Social Worker  Classroom Teacher  Homeroom Teacher

___________________ August-June Minimum -Every three weeks

3 Brewer Dropout Prevention Action Plan Table relationship through regular and consistent contact with the parents/guardians

_____________________________  Guidance  Social Worker  Classroom Teacher  Homeroom Teacher

___________________ September, January and May

Academic Interventions

 Classroom Teachers  Guidance/RTI Coordinator  Principal  Curriculum Coordinator  Superintendent  School Board

August-June

________________________________________ _________________________ Behavioral Universal Screening  Office referrals (Tier 1,2,3)  Attendance 1. Teachers will fill out a universal  Academic Reviews screening form to identify students who are at-risk 2. Data will be used to inform decisions regarding a student s need for behavioral interventions, which may be addressed through checkin/check-out or a more comprehensive plan involving the school social worker. Curriculum  NWEA Scores Re-alignment (Tier 1)  SAT Scores 1. The entire curriculum will be  CBM s re-aligned to meet the Common  Long-Term Core Standards and Grade Level Graduation Expectations for Maine and the Nation to reflect data-driven, evidence-based instruction, materials and assessments.

4 Brewer Dropout Prevention Action Plan Table _____________________________  Classroom Teachers  Guidance/RTI Coordinator  Principal  Curriculum Coordinator _____________________________  Guidance  Classroom Teachers ___________________ September, January, May ________________________________________ Universal Academic Screening 1. Students will take the NWEA 2. Scores will be used to inform decisions regarding the need forsecondary screening for tertiary level interventions. __________________________  NWEA Scores  ALEKS  QRI-4

___________________ August-June Daily 40-60 minutes

_________________________________________ ________________________ RTI Academic Time (Tier 2)  Weekly Progress 1. As either enrichment or monitoring intervention time, students will  Three-week be assigned to either Apex academic reviews  NWEA Scores Learning, ALEKS (Math), and/or a reading computer SAT Scores  Long-term based programs (i.e. Corrective Reading, READ 180, Compass Graduation Learning, etc ) 2. Teacher availability Teacher s will be available during RTI time to assist students and/or to re-teach lessons. ________________________________________ Learning Lab (Tier 2) 1. Students will either choose to be or will be assigned to a directed study hall (learning lab). 2. Student will be in small groups ________________________  Three-week academic review  Check-in/Checkout progress

_____________________________  Guidance  Classroom Teachers

___________________ August - June Daily 42 minutes

5 Brewer Dropout Prevention Action Plan Table and will have more opportunity for one-on-one assistance and possibly instruction _____________________________  Student Assistance Team  Guidance  Educational Technician  Classroom Teacher _____________________________  Student Assistance Team  Guidance  Educational Technician  Classroom Teacher ___________________ September June Four days a week, after school, 60 minutes each day ___________________ August June (Possibly longer, depending on program) _________________________________________ After-School Tutoring (Tier 2 and Tier 3) 1. Four days a week students will either be assigned to or voluntarily attend after-school tutoring ________________________________________ Alternative Academic Program (Tier 3) 1. Students who are not finding success in a regular classroom may need to be assigned to an alternative academic setting for one or more classes. 2. Students in this program may be able to stay home while continuing their schooling through the use of educational technicians and an online program called Apex Learning. Differentiated Instruction 1. Teachers will be given instruction in alternative approaches to curriculum _______________________  Three-week academic review  Check-in/Checkout progress

_________________________  Apex daily/weekly progress reports  Completed course  Long-term Graduation

Professional Development

 Principal  Curriculum Coordinator  Classroom Teachers

August June Early Release Days (In-service workshops)

 Data regarding student success/failure with Curriculum

6 Brewer Dropout Prevention Action Plan Table  Educational Technicians  Contracted Specialist(s) 2. Teachers will be trained to recognize and approach appropriately diverse learners through varied instruction and assessments. Collaborative Problem-Solving 1. Team building exercises 2. Common planning time 3. Grade level meetings Communication 1. Provide training regarding school to home communication 2. Provide time for communication Using Data Effectively 1. Stakeholders will learn to read and use data to informacademic and behavior related decisions. ALEKS 1. Provide training in regards to all aspects of the program Apex Learning 1. Provide training in regards to all aspects of the program Reading Intervention Program 1. Provide training in regards to all aspects of the program Based Measurement (CBM s) NWEA Scores SAT Scores Graduation Rate Increased parent communication