This week
we had occasion to celebrate the progress we have made to date on raising the
compulsory school attendance age to 18 in Kentucky. As of August 8, 120 districts had passed a
policy under Senate Bill
97 (2012) keeping students in school until they’re 18 or graduate and
completed the documentation process with the Kentucky Department of Education
(KDE). At a luncheon for the Graduate Kentucky Coalition, KDE
Associate Commissioner Susan Allred delivered the following message that I hope
will resonate with our schools and districts, communities and lawmakers. I want to share it with you in my blog this
week.
What now?
I
have been asked to answer the question, “Senate Bill 97 has passed and we have
the necessary districts (for statewide implementation no later than 2017), what
now?”
First,
an action of this proportion must be put into an historical perspective. Many years ago, I was a high school history
teacher, but even before that I was inspired by great speeches and historical
quotes. Two of my favorites seem appropriate
today.
William
Bradford, speaking in 1630 of the founding of the Plymouth Bay Colony, said
that all great and honorable actions are accompanied with great difficulties,
and both must be enterprised and overcome with answerable courage.
And
in September of 1962, John Kennedy said while addressing a crowd at Rice
University, “We choose to go to the moon in this decade and do the other
things, not because they are easy, but because they are hard.”
You
have done an honorable thing. You have
done a difficult thing. You have shown
courage.
You
have faced head-on the incredible fallacy of thinking that a 16-year old can drop out
of school and be a productive citizen.
You have faced this because you know that gainful employment rarely
happens in this day and age without advanced training or knowledge. You have realized that businesses will not
come to Kentucky unless they can find the educated workforce they need.
You
have done the honorable thing by saying that a student should have a greater
opportunity and more time to be successful.
So, your boards of education have passed a policy that students will
graduate and they will stay in your care until they are 18 or have that
diploma.
Wow! What have you done? What now?
You
see, now you are going to have students staying in school longer. But who are these students? What are their needs and how will we guide
them into college- and career-readiness?
Some
years ago, I was responsible for secondary education in a district of 3,900
students. The drop out age in that state
was 16. Each year we had an average of
88 students leave school before they graduated.
One
day, I decided to drill down into the data and learn as much as I could about
the 88 students. What I found was
somewhat surprising: most of our drop outs left us in October of their
sophomore year; 12 of the 88 were seniors with less than a semester left until
graduation; more girls than boys dropped out.
These students had some things in common: attendance issues for at least six years
before leaving school -- maybe they had a sentinel event such as drug addiction
or pregnancy, and if the student entered our school in the 9th grade from
another district and had failed at least one grade, they would become a drop
out in our system.
The
solutions for these issues did not cost money.
They did take time and focused services. Within two years that number of 88 dropouts
was cut to 64; within four years it was 32.
The
rationale behind offering planning grants to school districts in Kentucky that
raised the dropout age is to allow districts time to define who these students are;
determine why and when school is losing them; determine where in the education
pipeline they are getting off track; collaborate with the available resources
to strategically address the data and build a system of support.
It
WILL take a village. You must
communicate with higher education, the courts, law enforcement, social
services, churches, civic organizations -- with EVERYBODY -- that this is a new
day and we NEED them to be a part of this solution.
In
March of 2013, a regulation was finalized.
In my office, we fondly refer to it is Alternatives #19. Officially, its 704 KAR 19:002, Alternative education programs. You may access it on the Kentucky Department
of Education website
with many ancillary materials to assist in implementing your alternatives for
kids.
In Section 2.
General Requirements, it says a district shall ensure that each alternative
education program:
1. aligns with
college and career readiness outcomes;
2. is not
limited in scope or design; and
3. includes
training to build capacity of staff and administrators to deliver high-quality
services and programming that conform with best practices and guide all
students to college and career readiness.
So what do we
mean by alternative?
KRS 160.380
defines an alternative
education program as a program that exists to meet the needs of students that
cannot be addressed in a traditional classroom setting, but through the
assignment of students to alternative classrooms, centers, or campuses that are
designed to remediate academic performance, improve behavior, or provide an
enhanced learning experience.
I
challenge you to engage all the stakeholders in your community to make
“enhanced learning experience” the definition of alternative. Innovative approaches to keep students in
school by building a goals-based individual learning plan can happen. As a matter of fact, they must happen.
We
have four districts that have been identified as districts of innovation. They and the 96 districts that received a
planning grant as well as innovative leaders in the other districts are going
to help us define what works. With Reg.
19 we will be tracking effective programs.
Help is on the way!
But
it isn’t just about alternatives. It is about the quality of engagement of your
students in each classroom, every day built around the Kentucky Core Academic
Standards, systematic Response to Intervention support and vibrant
superintendent, principal and teacher effectiveness systems. All of these things must work together so
smoothly that none of us veers off course.
You
see, Senate Bill 1 and the Kentucky Board of Education have said, we will --
through Unbridled Learning --get every student to college- and
career-readiness. Is that bold? Is that courageous? Is that difficult? Is that hard? Can we do it?
Well
in 1969, we put a man on the moon with less technology than most of you have in
your living room today. That only
happened because we, as a nation, said it was worth the sacrifice. We defined what we wanted to do; we dedicated
and redirected resources to do it in the face of political opposition; we
enlisted men (mostly) and some women scientists and creative thinkers to solve
the scientific gap that stood between us and the moon.
Getting
all Kentucky children college- and career-ready is just as bold; just as
courageous; just as important as settling Plymouth Rock, going to the moon or
any other accomplishment. The challenge
will be, do we, as a commonwealth, have the common will to see that it is done
for our children and their children? Do
we have the courage to set aside politics, community pressure for less, and our
own biases and past experiences to make it happen?
Passing
SB 97 and raising the compulsory attendance age is an incredible first step,
but it is only the beginning. You, I believe, are going to do it, not because
it is easy, but because it is hard and because it is RIGHT.
Thank
you for being the leaders that you are in this effort. I’m from the Kentucky Department of Education
and we are here to help you! And you can
quote me on that!
Susan
Allred
Interim Associate Commissioner
Kentucky Department of Education
Interim Associate Commissioner
Kentucky Department of Education
Thank you so much for providing these valuable information. I’m looking forward to the next time that I get to come to your blog.
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