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Teleseminars and Web Events
Recent Teleseminars
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| GraduateFIRST: The Dropout Prevention Destination |
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| February 28, 2011 |
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Improving graduation rates have factored into political, economic, and education discussions because earning a high school diploma has been described as having individual and community economic benefit. However, even with educational reforms, dropout rates in some communities remain high. Schools often find addressing the challenges associated with improving graduation rates to be difficult, but for students with disabilities, the challenges can be even more complex. Georgia's GraduateFIRST initiative is designed to help students with disabilities and other students who are struggling stay in school and graduate.
Funded by Georgia's State Personnel Development Grant (SPDG), GraduateFIRST is based on a data driven intervention framework developed by the National Dropout Prevention Center for Students with Disabilities. This webinar will highlight how school-based teams and team leaders diagnose causes of dropout and develop site-specific plans and strategies. Schools participating in GraduateFIRST are having success using tools and resources for monitoring and supporting students at-risk for dropping out. School teams are supported with on-going coaching, training, and technical assistance. Webinar participants will hear 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. Currently, 145 middle and high schools across Georgia are participating with over 4000 students being monitored through this initiative. Engaging students, families, schools, and communities has been a common theme. GraduateFIRST results, best practices, challenges, and lessons learned will be shared.
Audio/Video
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| Building Early Warning Systems to Identify Students with Disabilities at Risk for Dropping out of High School and Monitoring their Response to Intervention |
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| April 12, 2011 |
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| Description |
Early warning systems serve to enable educators to shine light on exact indicators that are at the tipping point of student success, looking across those variables as attendance, academic performance, and course completion, focusing on ninth grade and transition points within middle school. It serves as a mechanism for pulling together disparate data and sharing it with classroom teachers who would not otherwise take the opportunity or the time to do so. This presentation is an overview of the evolution of the Early Warning System Tools, its implementation process, and the National High School Center Early Warning System Tool Version 2.0.
Audio/Video
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| Strategies to Increase School Completion Rates for Students with or at risk for Emotional/Behavioral Disorders |
| date |
| August 20, 2010 from 12:00 - 1:30 pm Eastern |
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| Description |
Students with Emotional/Behavioral Disorders (EBD) continue to demonstrate the worse post-secondary
outcomes among all groups of students in part due to the large dropout rate. While progress toward
improving services and lessening risk for these students is slow, there are promising practices emerging in
the literature. This webinar will focus on two current federally funded Centers that are focusing on
prevention and intervention among high school students at risk for school failure due to problem
behavior. First, the need for consistent pro-active environmental supports across a continuum will be
discussed through School-wide Positive Behavior Supports. Second, preliminary work will be presented
from a recently funded research center focusing specifically on students with EBD within high schools.
Participants will be provided with big ideas and essential features as well as directed to available
resources to assist them in their implementation efforts.
Audio/Video
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| Supporting Adolescent English Language Learners Through Response to Intervention (RTI) |
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| May 27, 2010 from 12:00 - 1:30 pm Eastern |
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From May 27th through June 10th, please join Dr. Janette Klingner for an online discussion surrounding the
May 27th teleseminar, Supporting Adolescent English Language Learners Through Response to
Intervention (RTI). The online discussion is open to all, and will provide teleseminar participants with an
opportunity to discuss their questions and concerns with Dr. Klingner and colleagues from across the
country. Post questions ahead of time or ask follow up questions after the teleseminar is over. If you are
unable to attend the teleseminar, you'll be able to access a free recording and transcript of the event.
Latino schooling in the U.S. has long been characterized by over-representation in learning disabilities and speech disorders, high dropout rates and low college entrance and completion rates. The problems have moderated over time, but a persistent educational attainment gap remains for English language learners (ELLs). Over the last few years, the student population at Mid-City High School has changed dramatically. The school is located in what once was a mostly middle class White neighborhood and is now predominantly working class and culturally and linguistically diverse. Student mobility is high, with new students arriving during the year, many of them immigrants with little knowledge of English. Other English language learners (ELLs) have been attending schools in the district for several years, yet still do not demonstrate full English proficiency. Becoming frustrated by the students' lack of progress and the high dropout rates among youth with and without disabilities, the staff established a plan for improving instruction for their ELLs. The centerpiece of their plan is a Response to Intervention (RTI) model. As part of this effort, they are targeting ELLs' vocabulary development and reading comprehension. In this seminar, Dr. Klingner will discuss challenges faced by the staff at Mid-City High School and ways they addressed these challenges.
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| Building Positive Relationships to Prevent Drop-Out and Other Negative Outcomes |
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| October 28, 2009 |
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| Description |
Factors that are associated with successfully transitioning into adulthood include staying in school through graduation, avoiding teenage pregnancy, remaining drug and alcohol free, and obtaining linkages to postsecondary education, living, and employment. These tasks are accomplished through learning the social and academic skills needed to successfully navigate life demands within and outside of school settings. For children and youth with disabilities, building positive relationships are integral in this process. This teleseminar will include specific examples of research-based strategies for enhancing students’ relationships with teachers and peers. Strategies for fostering collaborative relationships with families to enhance positive interactions at home will also be presented. Finally, the importance of outreach to specific groups of students with disabilities who have very negative outcomes, including youth who are in foster care and those who are homeless, will be discussed.
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| Research-based Strategies for Dropout Prevention |
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| December 10, 2008 |
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| Description |
| For society as a whole, helping youth stay in and complete high school is a worthwhile objective. To enable schools across America to achieve this objective, practical recommendations and strategies based upon the best research evidence available are necessary. In September 2008, the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance’s released a practice guide entitled “Dropout Prevention.” Relying heavily on research studies that have evaluated evidence supporting dropout prevention programs, practices and strategies that meet the “gold standard” of the What Works Clearinghouse (WWC), the guide is intended to be helpful to high school and middle school educators, superintendents, school boards, and state policymakers as they design and carry out dropout prevention strategies. Dr. Russell W. Rumberger, a 25-year expert on school dropout and Director of the California Dropout Research Project, is co-author of the practice guide. During this telephone seminar, Dr. Rumberger will present background information about the guide and discuss, in detail, each of the six evidence-based recommendations for reducing dropout rates that emerged from their evaluations. He will conclude by talking about how a comprehensive strategy to increase student engagement, using multiple approaches, will bring about the greatest success in reducing dropout rates. Dr. Russell W. Rumberger will present background information about the recently released IES Dropout Prevention Practice Guide and discuss, in detail, each of the six evidence-based recommendations for reducing dropout rates that emerged from the authors’ evaluations. Audio
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| Engaging Students with School: The Essential Dimension of Dropout Prevention Programs |
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| January 22, 2008 |
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| Description |
| Student engagement with school, a multidimensional construct, is considered the primary theoretical model for
understanding dropout and is, quite frankly, the bottom line in interventions to promote school completion.
Variously described as a commitment to and investment in learning, identification and belonging at school,
participation in the school environment, and initiation of an activity to accomplish an outcome, engagement is
associated with desired academic, social, and emotional learning outcomes. Based on the implementation of
Check & Connect, a model to promote students' engagement with school, reduce dropout, and increase school
completion, as well as a review of the literature since 1990, four subtypes of engagement have emerged:
academic, behavioral, cognitive, and psychological (affective). In this Webseminar, Dr. Christenson will
describe universal and individualized interventions for students with and without disabilities. Viewing
engagement as comprised of four subtypes, Dr. Christenson will explain the ideal heuristic to achieve an
assessment-to-intervention link, as well as data-based interventions that maximize the goodness of the personenvironment
fit. Additionally, Dr. Christenson will discuss effective interventions for students at risk of
educational failure with a focus on more than attendance and academic skills, but also on indicators of
students’ commitment to learning, perceptions of academic and social competence, and the sense of belonging
by educators and parents. The National Dropout Prevention Center for Students with Disabilities is funded by the U.S. Department of Education’s Office of Special Education Programs Cooperative Agreement No. H326Q030002. The content herein does not necessarily reflect the views or policies of the U.S. Department of Education, nor does mention of other organizations imply endorsement by those organizations or the U.S. government.
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| The Impact of Policies and Procedures on Dropout and School Completion |
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| October 16, 2007 |
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Multiple factors influence school completion, including state and district internal policies and practices. Such policies and procedures can greatly impact school holding power and school-completion rates. At the local level, even within districts that focus on school completion, competing structures of policies (professional development, attendance, testing, or mandated curricula) may interfere with school completion. This teleseminar examined selected policies and proposed remedies implemented by several education agencies. It is designed for state and local education agency personnel, policymakers and others concerned with policies that impact school completion. This Teleseminar took place on October 16, 2007.
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Previous Teleseminars and Web Events
Some of the files listed will require Adobe Acrobat Reader. If you do not have Acrobat Reader you may download it here (Adobe Acrobat Reader).
Related Links
- Research Synthesis
Syntheses of research examining effective practices in dropout prevention for students with disabilities - Practice Guide
Guides to help teachers and school staff put research-based practices into place to support students with disabilities - SPP Toolkit Services
- Recommend an Evidence-Based Dropout-Prevention Program
National Dropout Prevention Center for Students with Disabilities
209 Martin Street
Clemson, SC 29631-1555
Toll Free: 866-745-5641
TDD: 866-212-2775
Fax: 864-656-0136
Email: NDPCSD-L@clemson.edu