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September 22, 2009

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Kelly Hart

I found your post to be very much correlated as to my college course project. I am currently working at an alternative school that serves middle to high school age students. The district in which I work has a 72% high school graduation rate. My interest lies in the key indicators that were listed: attendance in the first 20 school days, attendance during transition periods, cumulative GPA, failed core courses credit completion. I am curious if you have done much work with mentoring and how it effects the drop out rate. Our district does a lot of RTI strategies. It has made a difference within our small setting. Enjoyed the article. It reaffirmed my feelings for the need of a mentoring program for these high risk youth.

Evelyn Johnson

Thanks for the post Kelly. The University of Oregon I believe has several projects looking at mentoring type projects such as "Check In" programs. Chris Murray and others are working on this.

I believe that at the secondary level, a combination of approaches is going to be most effective - improving the core program, including research-based interventions (both academic and behavioral), and rethinking some of the structures of service delivery.
Evelyn

Jeff Horn

Hi,

Has a correlation been done between RTI and motivation of students in general. I am working on a project to try and correlate data between the motivation of students, general performance, and their reading ability. My goal is to find simple and effective interventions to modify instruction for this segment of our population.

thanks

Jeff

Nancy

I'm very interested to read the research on the connection between RTI and drop out rates. My school has just begun the process of screening students. Every student in the school was given a reading screening. At risk students are now in the process of being assessed. It's been interesting to see the number of regular education students who have been recommended for the second round of screening and will, hopefully, get the help they need without having to fail a core class or have an IEP in order to receive services.

Fabian Ramirez

It's important to have this type of research so educator's can be able to determine the red flags. Maybe with that type of information teachers can help prevent students from dropping out.

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