The ultimate goal of the National Dropout Prevention Center for Students with Disabilities is to provide high quality, evidence-based technical assistance to help states build and implement sustainable programs and best practices that will yield positive results in dropout prevention, reentry, and school completion for students with disabilities. NDPC-SD has the following four interrelated goals, which captures its overarching purpose and supports the Center's mandate.
1: Increase the awareness of policymakers, administrators, and practitioners about dropout prevention, reentry, and school completion.
2: Increase the number of states that set and meet reasonable and rigorous performance targets for State Performance Plan (SPP) Indicators 1 and 2.
3: Help State Education Agencies (SEAs) and Local Education Agencies (LEAs) develop and improve data systems to track students at risk of dropping out.
4: Help SEAs and LEAs implement and evaluate effective, comprehensive school-completion models, practices, and systems for students with disabilities.
The Capacity Building Institute is co-sponsored by the IDEA Partnership at NASDSE's Community of Practice on Transition, the National Dropout Prevention Center for Students with Disabilities, the National Post-School Outcomes Center, and the National Secondary Transition Technical Assistance Center. The Institute will begin the evening of Monday, May 6th at 5:00 PM and end at 12:00 PM on Thursday, May 9, 2013. The IDEA Partnership's Community of Practice on Transition will again host its annual meeting from Sunday, May 5th through Monday, May 6th.
Interdisciplinary state teams will engage in a continuous improvement process to gain secondary transition knowledge and skills, capacity building strategies, and participate in facilitated team planning to target improved transition services, high school completion rates, and post-school outcomes of students with disabilities.
Chronic absence-missing 10% or more of school for any reason regardless of whether absences are excused or unexcused-is a red alert that students are headed for academic trouble and eventually for dropping out of high school.
Join us May 24th for this free webinar
Did you know? Youth in high school with mental health problems are more likely to fail or drop out of school. Up to 14% of them receive mostly Ds and Fs (compared to 7% for all children with disabilities) and Up to 44% drop out of school
The newsletter focuses on reentry with tips on reengaging students, creative ways to insure successful reentry, and one state's effort to reengage youth with disabilities.
A great resource to accompany our May webinar entitled Early Intervention Matters: How Addressing Chronic Absence Can Reduce Dropout Rates
Progress and Challenge in Ending the High School Dropout Epidemic.
Transcripts and materials available now.
Sustainability of Dropout Prevention Efforts in a Large Urban School District: Teaming, Action Planning, Implementation, Evaluation, and Celebration! This webinar discusses the training and technical assistance provided to schools utilizing the NDPC-SD's Dropout Prevention Intervention Framework.
The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) has developed guidance to aid states in preparing their Annual Performance Report for Indicators B-1 (Graduation Rate) and B-2 (Dropout Rate). Please do not hesitate to contact our staff for information about these indicators, or assistance in developing or reviewing your submission.
NDPC-SD is pleased to announce the release of our summaries of the FFY 2009 Annual Performance Reports for OSEP Part B Indicator 1 (Graduation) and Indicator 2 (Dropout). The Center's reports summarize the data, calculations, and improvement activities for these indicators across all States and territories, as well as the District of Columbia and Bureau of Indian Education. They were included in the compilation of Indicator summaries distributed at the 2011 OSEP Mega Conference in Washington in August of 2011.
Due to the increased interest in recovering youth with disabilities who have dropped out of school, we have created a three part series of reports: "Reentry Programs for Out-of-School Youth with Disabilities." The information in these synthesis reports was collected from practicing administrators and teachers in reentry programs nationwide, and is designed to assist state departments of education, school districts, and community-based organizations interested in redesigning or initiating efforts to help youth with disabilities return to the education system and become successful school completers.
The Regional Resource Center Program’s (RRCP) Student Performance and Achievement (SPA) and Systems and Improvement Planning Priority (SIPP) Teams have developed the second in a series of Spotlight Briefs, this one focusing on Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), a statewide program that integrates reading interventions and PBIS to support schoolwide improvement in academic achievement and behavior.
Laura C. Brown, Ph.D.,Coordinator of Georgia's GraduateFIRST dicusses how schools have redesigned programs, adopted new practices, and implemented research-based strategies to become highly successful in preventing students with disabilities from dropping out.
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