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The mission of the Everyone Graduates Center is to develop and disseminate the know-how required to enable all students to graduate from high school prepared for college, career, and civic life. Through a systematic and comprehensive approach, EGC combines analysis of the causes, location, and consequences of the nation's dropout crisis with the development of tools and models designed to keep all students on the path to high school graduation, and capacity building efforts to enable states, communities, school districts, and schools to provide all their students with the supports they need to succeed. The Everyone Graduate Center seeks to identify the barriers that stand in the way of all students graduating from high school prepared for adult success, to develop strategic solutions to overcome the barriers, and to build local capacity to implement and sustain them.

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Everyone Graduates Center - Enabling All Students to Graduate Prepared for College, Career, and Civic Life.

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The mission of the Everyone Graduates Center is to develop and disseminate the know-how required to enable all students to graduate from high school prepared for college, career, and civic life.

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High Leverage Practices Transition Crosswalk

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High Leverage Practices Transition Crosswalk

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Transitions are addressed across educational levels (preschool - high school) and relevant systems (e.g., mental health, vocational rehabilitation)

Program options are flexible to meet individual student needs

Programs are outcome-oriented and reflect high expectations for all students

Programs rely on a tiered philosophy, viewing general and special education as a unified system offering increasingly intensive support, as needed

Programs reflect the community’s cultural, linguistic, and ethnic diversity

Students with diverse needs have access to all educational opportunities (academic, college-prep, work-based, extracurricular, etc.)

Graduation requirements are clearly defined

Parents are given graduation requirements and exit options with future implications prior to 9th grade

Multiple pathways provided for satisfying standard graduation requirements

Every opportunity provided to students to receive a standard diploma until age 21

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Evaluation is part of an ongoing cycle of program development and improvement

Clear vision is established for systemwide evaluation and data use

Data-driven culture supported at all levels

Data systems are used to monitor and to assess progress toward graduation including:

dropout risk

attendance

behavior

course completion

course performance

social performance

CTE enrollment and completion patterns

office referrals, suspension, expulsion

truancy

retentions

support needs

Student-level data are reviewed to identify students at risk of dropping out before key grade-level transitions

Student withdrawal data are collected and reviewed

Post-school data are collected and used for program planning

Students and families participate in program evaluation

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Strategic planning is conducted on a regular basis includes multiple stakeholders from relevant education, agency, and community partners is driven by evidenced-based and promising practices for transition education and services uses needs assessments to provide the basis for secondary-level education and postschool community programs and services includes evaluation planning

Strategic planning document is evaluated for technical soundness (measureable goals, sufficient tasks, tangible outputs, anticipated outcomes, sound evaluation, etc.)

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Academic and social performance are monitored

Policies and procedures provide the structure and process for systemic and ongoing program improvement regarding transition education and services

Policies and procedures are aligned with those of other providers as much as possible to address gaps and reduce duplication of transition services

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Employee relations services are provided to ensure continuing quality of the workforce and the workplace (e.g., appointment status, benefits, and other transactions for all employees)

Personnel development is provided for:

knowledge and skill development

culturally responsive planning with families

creating a welcoming school climate

Multiple measures are used when building and implementing administrator and teacher evaluation performance index formulas

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Programs implemented to improve students’ classroom behavior and social skills

Students are provided a personalized learning environment and instructional process

School climate is welcoming to students, families, staff, and other stakeholders

School climate provides a safe and nurturing environment for students and adults to feel connected to the school (safe from physical or emotional harm, respect for diversity, fair and supportive practices)

Environment is culturally responsive to students, families, staff, and other stakeholders

Students’ sense of engagement and belonging in school is monitored

Staff and students interact outside the classroom

Adult advocates are assigned to students identified as at risk of dropping out

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https://padlet.com/statesupportteam11/TaxonomyforTransitionProgramming2Resources

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OCALI | Effective Practices and Effective Predictors for Adult Success

The Journey: A Suite of Resources | Employment First (ohioemploymentfirst.org)

Disability Benefits | Employment First (ohioemploymentfirst.org)