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FY 2005 Awards

The Department funded two new projects in FY 2005.

Minnesota Department of Education
Roseville, Minnesota

The Minnesota Department of Education will collaborate with the Minnesota Departments of Human Services, Public Safety, and Employment and Economic Development to decrease the dropout rate among minority and low-income students in districts involved in the initiative.

The project plans to accomplish five major goals: (1) develop a comprehensive dropout prevention model for implementation in selected high schools and middle schools; (2) develop individual student assessment and school environment assessment tools; (3) increase statewide and local coordination to address dropout prevention; (4) provide support and technical assistance for local educational agencies; and (5) increase the likelihood of continued implementation of successful dropout prevention components and sustainability of grant success beyond the funding period. Using the National Dropout Prevention Center's effective strategies as a starting point, the initiative aims to use inter- and intra-agency workgroups to manage project implementation, develop comprehensive and community-tailored guidance for dropout prevention programming, and to put into action individual student assessments and school environment assessments in seven selected high schools and their primary feeder middle schools across Minnesota.

New Hampshire Department of Education
Concord, New Hampshire

The New Hampshire Department of Education will collaborate with the University of New Hampshire's Institute on Disability, Alliance for Community Supports, Center for Effective Behavioral Interventions and Supports, New England College's Main Street Academix, and the Family Resource Connection. Under the umbrella of the state collaborative, Systems of Care and Education, the project will provide training and technical assistance to 10 participating schools. Project objectives and activities address four performance indicators: (1) reducing the state event dropout rate by 20% or more in the 3 years; (2) developing a system and support process for re-entering high school students such that 50% of those who re-enter attain academic success and complete their secondary education; (3) reducing the rates and severity of behavioral problems by establishing and supporting the Positive Behavioral Interventions and Supports model in participating high schools; and (4) improving 10th grade math and reading/language arts scores among students at participating high schools. A state-level interagency committee will oversee the project to ensure participation of key policy-level stakeholders in education, vocational rehabilitation, juvenile justice, foster care, children's mental health, workforce development, and families including those underrepresented groups among others.

Last Modified: 11/25/2015