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Teleseminars and Web Events
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Upcoming Teleseminars
Schedule to come.
Recent Teleseminars
| Title |
|---|
| Research-based Strategies for Dropout Prevention |
| date |
| December 10, 2008 |
| Presenter(s) |
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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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| Title |
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| Engaging Students with School: The Essential Dimension of Dropout Prevention Programs |
| date |
| January 22, 2008 |
| Presenter(s) |
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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.
Audio
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| Title |
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| The Impact of Policies and Procedures on Dropout and School Completion |
| date |
| October 16, 2007 |
| Presenter(s) |
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| Description |
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.
Audio
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Previous Teleseminars and Web Events
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