EDSTAR

Our Objectives

•Explain the evaluation requirements in terms of 21st Century Education Initiatives in North Carolina

•Explain the record-keeping and reporting requirements

Pillars of Current Education Initiatives: Race to the Top

• Great People

• Quality Standards and Assessments

• Turnaround of Lowest-Achieving Schools

• Data System to Improve Instruction (Data Pillar)

Quality Standards and Assessments

• Success must be measured in terms of individuals meeting standards relating to success in school

• High quality standards for all students

Data Systems (The Data Pillar)

1. Review school system data to identify characteristics of potential dropouts and areas of greatest need.

2. Identify target groups using individual student data.

3. Develop an Information Management System for documenting that services meet the needs of the students served.

4. Develop an Information Management System for measuring student success against quality standards and assessments.

End of the “At-Risk” Model

• Students are served based on demographic risk factors

• Needs determined by subgroup characteristics

• Success measured by whole group data

• No need to keep records of individuals served

Data Pillar & Quality Standards

• Students who have a high probability of scoring below grade level in 9th grade algebra if they do not receive support will receive support.

• The type of support each individual receives will be documented.

• The percentage of these students who score at or above grade level will be reported.

Non-Targeted Prevention Services

• Freshman academies

• Career awareness

• Don’t confuse with targeted interventions

Example of Prevention/Intervention Mixup

• Freshman dropout prevention program for students who scored Level I or II on 8th grade math EOG

• Remedial math skills help

• Students had behavior problems

• Anger management and behavior interventions

© 2

007

Ju

pite

rim

ag

es

Co

rp.

© 2010 EDSTAR Analytics, Inc.

85% of students served were Level

III and IV low-income and

minority students who had never

been suspended

A Data Pillar Issue A Data Pillar Issue

Dropped Out in Ninth Grade

Dropped Out in Ninth Grade

Check SMART OutcomesData Pillar & Quality Standards

• What is your data source?

• Is the benchmark a quality standard?• Attendance• Suspensions• Passing required courses• Enrolling in rigorous courses

2009 District Academic Preparedness Report forYour County Schools

8th Grade Projected to EOC Algebra I (Level III)

© EDSTAR Analytics, Inc

EDSTAR Analytics, Inc• Helped Wake Forest Rolesville

Middle School in Raleigh, NC identify 50 students who would be successful in 8th grade algebra, but were not recommended

• 100% of them were successful

• Top student in the class was one of these students

• Half of them had not had pre-algebra

© EDSTAR Analytics, Inc

Minority student achievement in 8th grade math went from 66% to 82% in one year!

© EDSTAR Analytics, Inc

© 2010 EDSTAR, Inc.

SMART Outcome

• Complete the checklist

Information Management and Reporting

www.edstar.biz/client/dropoutprevention

• Capacity checklist

• General checklist

• Roster workbook

• Monthly reporting link

• Expenditures and Receipts Workbook

• Contact information