Bringing Students Back to the Center: Implementing …cfly.trustedpartner.com/docs/library/ChildrensServicesCouncil2011...Bringing Students Back to the Center: ... *Tier 1, 2, 3 Existing

Bringing Students Back to the Center: Implementing Re‐Engagement Centers for Out‐of‐School Youth

Palm Beach County What Works: Evidence‐Based Summit 

September 30, 2015Jenni Villano, Presenter

Bringing Students Back to the Center:

A Resource Guide for Implementing and Enhancing Re‐Engagement Centers for Out‐of‐School Youth

Authors:

• Leslie Rennie‐Hill

• Jenni Villano

• Michelle Feist

• Nettie Legters

with Patrice Williams & Jean Thomases

http://www2.ed.gov/programs/dropout/re‐engagement‐guide121914.pdf

• Philadelphia, PA• Omaha, NE

• Denver, CO

• Dubuque, IA

• Newark, NJ

• Rio Grande Valley, TX

• Los Angeles, CA

• Dayton, OH

• Boston, MA• Portland, 

OR

Re‐Engagement Centers

Study Sites

Information Inside the Guide

• Defining a re-engagement center and its key functions,

• Determining the range of existing models and their operation,

• Assessing impact and measuring outcomes,

• Planning for sustainability,

• Identifying where to go for colleague consultation, resources and tools.

• Establishing the need for re-engagement support,

• Understanding disconnected youth and their needs,

Re-Engagement: A Shared Responsibility▪ Immediate taxpayer

burden - $13,900 per youth per year

▪ Social burden at $37,450 per year.

▪ College degree vs. High School diploma ▪ Earnings gap is greater

than it has been in nearly 50 years.

▪ Someone with a high school diploma earns 62% of a college graduate’s earnings.

6.7 million youth between the ages of 16 – 25 are out of school

and not in the labor market.

• Disconnected - not working and not in school

• 2,0836 - 3.2% of all PBC 16-19 year olds

• Minorities overrepresented:

Key Factor: Disconnected Youth (16-19)

Source: U.S. Census Bureau, 2013 American Community Survey 1-Year Estimates,

2.2%

4.6%

5.9%

0.0%1.0%2.0%3.0%4.0%5.0%6.0%7.0%

White Black Hispanic

Graduates, Promotions, Retentions, Dropouts2014 # and % of graduates enrolled in postsecondary institutions the fall after graduation:

• 10,627 graduates, 7,380 enrolled in college 69%• 6,553 public college enrollees 62%, 839 private college enrollees 8%• 6,488 instate college 61%, 850 out-of-state 8%

2013-14 promoted/retained/dropout

• Homeless promoted 2,493 92%; Homeless retained 165 6%; dropouts 12 students (0%)

• Non-Homeless promoted 179,087 95%; non-homeless retained 6,576 3%; non-homeless dropouts 3,117 2%

Who are the disconnected?Why do they stop attending school?

What gets in their way?

WHY DO OUR STUDENTS.

DISCONNECT?▪ Stereotypes paint incomplete and inaccurate pictures 

▪ Why do students stop attending high school?▪ Self‐perception of inadequacy▪ Messages of “you don’t belong here”▪ Assumptions of lack of intelligence and ability▪ Discouraged and isolated▪ Unmet academic and social needs

Who are the Disconnected Youth ?

Young & FarOver‐age/off‐track students age 16 to 18 at entry, with enough credits/skill to graduate in two to three years 

Old & CloseOver‐age/off‐track students age 17 or older, with enough skills/credits to graduate in one year 

Old & FarOver‐age/off‐track students age 17 or older, with few credits and at least an eighth grade reading level

Old & Very FarOver‐age/off‐track youth, age 17 or older, with few credits and below eighth grade reading level

Over‐age, Late Entrant ELLs 

English Language Learners who entered school system during high school with limited schooling and low literacy in any language

A MODEL FOR RE-ENGAGEMENT

RE-ENGAGEMENT LOGIC MODEL

Reactive Model of Services

Current Efforts Focus on a Reactive Model of Services

Heavy Focus on          Re‐engagement

Proactive Model of ServiceWorking Toward Proactive Model of Services

Heavier Focus on Prevention with Very Intentional Focus on Re‐Engagement

THE CORE ACTIVITIESOF

RE‐ENGAGEMENT CENTERS

“A site or entity that conducts active outreach to encourage out-of-school youth to return to school and assists such youth in resuming their

education.”

Re‐EngagementRe‐Engagement

Prevention 

Outreach

• RegularCommunications

• Frequent Feedback• Family Engagement

• Formative Assessments• Early Warning Systems• PLCs

(Grade Level & Content)

• Response to Intervention(Academic & Social Supports)

• PBIS• Peer support

• Building level outreach coordinators

• Counselors/teachers• Family contact

• Early Warning Systems• Attendance• Course failure• Behavior

• Credits accumulated

• Credit recovery• Social supports• Mentorship/case 

management• Academic skill 

development

• Outreach coordinators• Community outreach 

days• Social

Media/technology

Assessment of:• Academics• Transcripts• Social/emotional• Career interest

• Best‐fit educational pathway

• Social supports• On‐going case‐

mgmt/mentoring

ExamplesOf

Assessment Referral

Intervention

• Individual Counseling• Mental Health First Aid strategies implemented• Parent engagement, including home visits, if needed• Linkages to services –cooperative agency agreement providers and other community

mental health providers, social services, etc.

Tier 3 –Interventions for students

needing intensive

intervention

• Small group intervention, topics: Student Success Skills group version, students of incarcerated parents, grief, divorce, violence, etc.

• Counselor consultation with teachers, administrators, parents, and mental and physical health providers

Tier 2 –Intervention for some students

• Student Success Skills classroom guidance• Parent Success Skills sessions• Safe School Ambassadors Clubs• Transforming School Counseling training modules• Transition program into 6th grade. 9th grade, and into postsecondary

school/training/work

Tier 1 –Intervention for

all students

*Tier 1, 2, 3Existing Infrastructure with a Multi-tiered System of Supports

• School-wide Positive Behavior Support• School Based Teams

Who Are the Young People Served by Re‐Engagement Centers?

• Primarily, out‐of‐school youth, aged 16 to 21• Most are significantly “off‐track” to meet 4‐year diploma requirements• Often, they have personal challenges that have interfered with school

• ELL• Pregnant or parenting• Homeless• Adjudicated• LGBTQ• Mental health concerns

• Disproportionately represented racial, ethnic, or language groups

Enter the world of youth

Develop Connections and Relationships

Persistently, repeatedly, 

authentically invite re‐engagement

Outreach

Direct Contact

• Text• Call• Home visits• Hang‐outs

Targeted Events

• Come‐back fairs• City‐wide outreach days

Advertising/Media Campaigns

• Billboards• Buses• Flyers

Partnerships

• Community agencies

• Resources

Outreach Strategies

Assessment• Opportunities • Barriers• Goals 

Interview Youth & FamilyInterview Youth & Family

• Academic achievement through transcripts• Literacy & numeracy skills testing

Analysis of AcademicsAnalysis of Academics

• Interests• Career• Social

Social Emotional & Mental HealthSocial Emotional & Mental Health

Once a young person’s situation and personal needs are fully understood, a 

referral can result in the best available fit in the community’s education options… and, ultimately, to a successful pathway to 

graduation and beyond.

Build on segmentation 

analyses

Determine which 

programs are best for each group 

Best‐fit match increases 

effectiveness

District program or 

strong partnership 

with district 

high school

Differentiating Education Options

Strong Referral Sites Need:

Educational Opportunities

- Diploma - GED to College - Credit Recovery- Literacy/Numeracy Skill Development

Pathways to Post-

Secondary Options

Student Supports• Educational• Social

Portfolio of Education Options:  Salem, Oregon

Summer Transition

Struggling 8th

graders on high school campus  for 4 weeks

Core literacy & numeracy taught by 8th & 9th grade 

teachers

College & Career readiness curriculum

Sophomore Connections

Rising 10th grade students

Recover core academic coursework

Health component on brain research

Literacy Center

250 Students

Instruction with reading/writing 

specialists

Lexile score triggers 

intervention

Child Development 

Center

Dual purpose  teen parent program

Internships & work/study  for students at the 

center

Teen parent children enrolled at 6 weeks old

Early College High School

ChemeketaCommunity 

College partnership

4 year high school diploma 

track

5 year track with Associates Degree 

• Existing out-of-school programs

• Regular high school or high school evening programs –flexible scheduling

• Alternative Education Sites

• Adult Education

• College or University

• Youth Empowerment Centers

• Charter Schools

• AcademicCredit RecoveryVirtual InstructionTutoring

• Career Exploration and Exposure

• Postsecondary Planning

• Wraparound Social Services

• CareerSource Palm Beach County

Palm Beach County

Re-Engagement ServicesPalm Beach County

Re-Engagement Locations

Re-Engagement Services & Supports

• Wraparound services• Instruction• Follow-up services• Family support & involvement• Training and professional development

“Community partners are a core part of the re‐engagement process because youth often need more than the center, 

district or schools can provide.”

The Shared Responsibility for Disengaged Youth

• Shared Ownership

• Shared Focus

• Shared Opportunities

• Shared Action

• Shared Results

Partnerships

• Districts and Schools

• City and County Governments

• Workforce Development Organizations

• Higher Education

• Community Organizations

• Foundations

• Public & Private Funders

Service Providers, Funding Sources, and Thought Partners

Maximizing Partnership Success

• Formalize relationships to assure sustainability• Maintain clear, frequent communication• Share common mission, goals and strategies• Weave together financial resources

Community Collaborations:Services for D2 Center Youth

Juvenile Justice –Court, Probation

Early Childhood Services Teen & Young Parent 

Program

Project Everlast(Foster Youth)

Building Healthy Futures School‐Based 

Health Centers

Goodwill Partnership for Youth 

Development (WIA)

Job Corps

Latino Center of the 

Midlands

Metropolitan Community College and Gateway to College

Planned Parenthood of the Heartland

Youth Emergency Services

Urban League of Nebraska

D2 Center Part‐time Teachers 

D2 Center Careers & Community 

Engagement Prgm

YAN

School Districts and 

Staff

Measuring Outcomes

OutcomesNear Term (12 Months)

• Increased youth, family, community awareness of re‐engagement services and educational‐options

• # Youth contacted via outreach activities• # Youth assessed• #Youth re‐connected to education services• #Youth who are “old and near” and 

complete high school within 12 months of re‐engagement

Long Term (12 ‐ 60 Months)• Increased graduation rates• Decreased dropout rates• Increased visibility of out‐of‐school youth 

issues• Identified systems actors responsible, 

equipped, and accountable for engaging youth and re‐engaging out‐of‐school youth

• Increased cross‐sector collaboration and data sharing and use to support identification and re‐engagement of disengaged youth

• Expanded, higher quality, and/or more accessible education options and pathways to college and workplace

Assessing Impact and OutcomesAccording to the National League of Cities report, Nationally, in 2013:

• 14 cities made initial outreach to more than half of the youth on dropout lists.

• More than 10,000 young people received referrals to education options from a re‐engagement center or program.

• 6,000 of those youth enrolled.

• 73% completed a full additional year of school or graduated.

Number of Dropouts from Boston Public SchoolsSchool Years 2005-06 to 2014-15

per district and state counts

SY '05‐'06

SY '06‐'07

SY '07‐'08

SY '08‐'09

SY '09‐'10

SY '10‐'11

SY '11‐'12

SY '12‐'13

SY '13‐'14

BPS report 1936 1610 1447 1264 1116 1165 1219 828 701DESE report 1872 1659 1396 1308 1196 1121 1146 969 854

0

200

400

600

800

1,000

1,200

1,400

1,600

1,800

2,000

Num

ber o

f Stude

nts

A Continuum of ServicesPPS Reconnection Services

0

200

400

600

800

1000

1200

1400

1600

1800

2011‐12 2012‐13 2013‐14

outreach

center

reengaged

stick or grad

Establishing a re‐engagement center iscomplex and challenging work that requires a high degree of 

motivation, buy‐in and support.

▪ Determine Community Need

▪ Stakeholder buy-in

▪ Partnerships for programming

▪ Funding

▪ Relationships with school districts

▪ Location

▪ Staffing & hiring the right people

▪ Sustainability planning

Re‐Engagement Challenges & NeedsUsing Data for Outreach and Monitoring

Fostering Collective Responsibility for Disconnected Youth

Recruiting and Developing Staff

Amplifying Youth Voices

Communicating a Complex Process

Creating a Systemic Approach

• Determine the number of dropouts.• Conduct a segmentation analysis.• Identify best services & approaches.

Know the demand

• Identify a district & community collaborative.• Access a mix of resources & funding streams.• Ensure the school district(s) is primary partner.

Create a community collaborative

• Identify the education options• Plan for wraparound support & services.• Determine employment needs/career pathways.

Map the community’s resources 

• Determine re‐engagement supports/barriers.• Be aware of state school funding formulas.Study state policies

Emerging Lessons from the Field:  Getting Started

Emerging Lessons from the Field:Operations• Go where they are.• Build relationships of trust & authenticity.Outreach

• Confirm achievements & needs.• Measure social/emotional factors, career interests, risk factors.

• Refer to best available fit.

Assessment and referral services

• Continue connections & follow‐up.Seamless transition

Emerging Lessons from the Field:Staying on Course

• Continual, timely access to achievement & attendance data.

• Formal contract or MOU with district.

Ensure continual access to a student data system.

• Avoid trying to rescue system.• Part of a system‐wide team.• Keep roles and functions clear.

Guard against boundary creep.

• Re‐engagement must be ingredient in high school system with recognized legitimacy and authority.

Emphasize the re‐engagement center as an integral part within the community’s high school system.

• Previous & current experiences & needs• Active involvement in their reconnection• Future success at the center of planning

Keep youth at the center.

Questions? 

Resources• Bringing Students Back to the Center: A Resource Guide for Implementing and Enhancing

Re-Engagement Centers for Out of School Youth, (U.S. Department of Education 2014) http://www2.ed.gov/programs/dropout/re-engagement-guide121914.pdf .

• Current and Recent Projects for Disconnected and Disadvantaged Youth. (MDRC) 2013 http://www.mdrc.org/sites/default/files/DisadvantagedYouth_032113_0.pdf

• Don’t Call Them Dropouts. Understanding the Experiences of Young People Who Leave High School Before Graduation. A Report from America’s Promise Alliance and its Center for Promise at Tufts University. http://gradnation.org/report/dont-callthem-dropouts

• Forgotten Youth: Re-Engaging Students Through Dropout Recovery. (Rennie Center for Education Research and Policy) 2012 http://www.renniecenter.org/research/ForgottenYouth.pdf

• Issue Brief: State Policies to Re-engage Dropouts. (NGA Center for Best Practices) 2011 http://www.nga.org/files/live/sites/NGA/files/pdf/1107REENGAGEDROPOUTS.PDF

• Municipal Action Guide—Reconnecting Youth through Dropout Re-Engagement Centers. (National League of Cities) 2013 http://www.nlc.org/Documents/Find%20City%20Solutions/IYEF/Education/Final_YE F_DropoutRe-engagementMAG2013.pdf

• Pathway to Recovery: Implementing a Back on-track Through College Model (Jobs for the Future) http://www.jff.org/sites/default/files/publications/Pathway_to_Recovery_011012.pdf