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  • CSI Low Graduation Rate

CSI Low Graduation Rate

Comprehensive Support and Improvement

CSI Low Graduation Rate

 

grad.jpg

Students in Cap and gown

 

In order for high schools to exit Comprehensive Support and Improvement Low Graduation Rate (CSI-G) they must meet the following criteria:

  • A minimum of two years of consecutive increase in graduation rate; and

  • Implementation of school improvement goals, strategies and action steps relative to graduation rate in the state required Integrated Action Plan (SIAP); and

  • Have a 5-year graduation rate percent above two thirds (66.7%)

 

The LEA (Local Educational Agency) with identified high schools and high schools that "opt in" are responsibile for the following:

  • Notifying each identified school leader and communicating expectations

  • Supporting and monitoring graduation rate schools as they develop goals, strategies and action steps to address low graduation rate; implement, evaluate the impact and success of SIAP

  • Oversee grant expenditures and ensuring fiscal compliance

In addition, the LEA must:

  • Complete School and LEA Contact Forms on School Improvement Main Page

  • Complete Assurances

  • Participate in inital training

Each Identified School must:

  • Complete annual CNA and Root Cause Analysis using the fishbone

  • Develop and Implement a School Integrated Action Plan (SIAP) with specific action addressing the root cause of low graduation rate as identified in the root cause anaylsis

  • Identify SMART goals (impact and process) goals related to graduation rate and any process goals to support IAP strategies

  • Implement, monitor and evaluate SIAP

  • Particiapte in annual Fall and Spring Virtual Check in and Coaching Session

  • Participate in professional development and networking opportunities (optional)

 

Each LEA and school are assigned an Education Program Specialist (EPS) for technical assistance and monitoring. Your EPS will provide the following support throughout your identification:

  • On site support visits twice a year

  • Evidence Based Decision Making and Interventions

  • Support the CNA to IAP process and analysis

  • Support the developing and implementing LEA and SIAPs and required school systems and structures

  • Support with grant applications and funding process

  • Desktop support is ongoing as needed

  • Leadership Development

  • Professional Development (based on need)

 

Every identified high school will have the following school improvement activities conducted, monitored and evaluated by your assigned program specialist annually:

  • Two monitoring visits (Onsite and/or Virtual)

  • CNA and Root Cause Analysis review

  • L/SIAP monitoring

  • Quarterly Benchmark Analysis and IAP Reflection

  • IAP revisions

  • Fiscal Review (Grant Funded)

  • Desktop monitoring

 

Organizations

Everyone Graduates

GradNation America’s Promise Alliance

AIR College and Career Readiness and Success Center

Center for High School Success

National Drop Out Prevention Center

Drop Out Programs

Attendance Works

National College Attainment Network

College and Career Readiness Calendar

 

Early Warning

AIR Implementation Guide

District Guide to Creating Early Warning Indicators

Ninth Grade Counts

Pathway to Success Framework

 

Evidence Based Practices

Pennsylvania Evidence Resource Center

Publications

Research Based Interventions to Improve Graduation Rates (2019)

This whitepaper focuses on analyzing the preexisting research around which interventions are the most effective at advancing high school graduation rates, and how Arizona schools could adapt these findings to their own unique needs.

WWC Preventing Dropout in Schools

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenges of preventing dropout in secondary schools. This guide synthesizes the best publicly available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers and school leaders to use.

A Practitioner's Guide to Implementing Early Warning Systems (2015)
"To stem the tide of students dropping out, many schools and districts are turning to early warning systems (EWS) that signal whether a student is at risk of not graduating from high school. While some research exists about establishing these systems, there is little information about the actual implementation strategies that are being used across the country. This REL Northwest report summarizes the experiences and recommendations of EWS users throughout the United States."

High School Graduation and College Readiness Indicator Systems: What We Know, What We Need to Know (2018)
"In districts across the country, school practitioners rely on early warning indicator systems (EWI) to identify students in need of support to graduate high school and be prepared for college. … This paper by the University of Chicago Consortium on School Research provides a brief overview of the current state of the use of indicators for improving students' educational attainment, considerations about which indicators to use when developing an indicator system, and some of the questions that have arisen as schools, districts, and states engage in these efforts."

Dropout Prevention and Trauma: Addressing a Wide Range of Stressors That Inhibit Student Success (2017) PDF File
In this report, the National Dropout Prevention Center examines how trauma can be an underlying issue that leads to misbehavior, academic struggles, poor attendance, and dropping out of school. The paper includes research, data, and resources related to families and students who have experienced or are experiencing trauma, whether chronic or short term.

Promising Education Interventions to Improve the Achievement of Native American Students: An Annotated Bibliography (2015)
"This annotated bibliography of 33 articles from the West Comprehensive Center identifies promising programs, policies, practices, and processes—and supporting research—that may benefit educators in their efforts to close the [American Indian/Alaska Native] achievement gap."

 

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