What differences/commonalities in dropout rates across schools? What commonalities exist across schools that have high dropout rates? Have low dropout rates? What feeder schools do students come from in schools with high or low dropout rates? What programs are in place in these feeder schools that promote attendance, low numbers of disciplinary actions, successful middle school to high school transition, etc.? What programs/structures are available in schools with low dropout rates? For example after school tutoring, remedial reading, math, middle and high school transition activities, etc. Do schools with higher proportions of highly qualified teachers have lower dropout rates? Are dropout prevention programs in in schools showing a high dropout rate for students with disabilities? Is there interagency collaboration between the district school system and the juvenile justice system to prevent students from dropping out? Are students being counseled prior to dropping out? Did students who dropped out have adequate transition plans or school to work experiences? What percentage of students with disabilities who dropped out enrolled in vocational programs? Re-enrolled and dropped out again? What percentage of students with disabilities who dropped out and re-enrolled completed their graduation requirements? Improvement Plan Draft: Citation Compliance Indicator District Notes / Discussion Target Agency Status 1.9 Chapter 9. The suspension rate for students (Note: Based on a cell size of 20 in special The suspension and Met Section 2.C with disabilities is comparable to education and 20 in general education.) expulsion rate for Not Met SPP the suspension rate for students students with disabilities Indicator 4 without disabilities within the Regardless of cell size district must develop an compared to the rate for NA WVSD&B – district. improvement plan when the relative difference is 160 students without or greater. disabilities within the district has a relative difference less than 160. Improvement Plan
What differences/commonalities in dropout rates across schools? What commonalities exist across schools that have high dropout rates? Have low dropout rates? What feeder schools do students come from in schools with high or low dropout rates? What programs are in place in these feeder schools that promote attendance, low numbers of disciplinary actions, successful middle school to high school transition, etc.? What programs/structures are available in schools with low dropout rates? For example after school tutoring, remedial reading, math, middle and high school transition activities, etc. Do schools with higher proportions of highly qualified teachers have lower dropout rates? Are dropout prevention programs in in schools showing a high dropout rate for students with disabilities? Is there interagency collaboration between the district school system and the juvenile justice system to prevent students from dropping out? Are students being counseled prior to dropping out? Did students who dropped out have adequate transition plans or school to work experiences? What percentage of students with disabilities who dropped out enrolled in vocational programs? Re-enrolled and dropped out again? What percentage of students with disabilities who dropped out and re-enrolled completed their graduation requirements? Improvement Plan Draft: Citation Compliance Indicator District Notes / Discussion Target Agency Status 1.9 Chapter 9. Section 2.C SPP Indicator 4 The suspension rate for students with disabilities is comparable to the suspension rate for students without disabilities within the district. (Note: Based on a cell size of 20 in special education and 20 in general education.) Regardless of cell size district must develop an improvement plan when the relative difference is 160 or greater. The suspension and expulsion rate for students with disabilities compared to the rate for students without disabilities within the district has a relative difference less than 160. Met Not Met NA – WVSD&B Improvement Plan