March 2002

OTHER CONTACTS:
Pete Daggett, Teacher
Miller Education Center
503-844-1010

Henry Wiens, Executive Director of Special Education
503-844-1500

Website: http://www.hsd.k12.or.us

BACKGROUND: In the early 1980s the Hillsboro School District (then Hillsboro Unified High School District) realized a need for alternative education. Without targeted support for students unsuccessful in the traditional school setting, at-risk students had few options. In 1983 the district won a grant through public-private ventures. The Private Industry Council provided matching funds. The Washington County Community Action Organization (WCCAO) and the Hillsboro School District partnered to develop an evening GED assistance program at Poynter Middle School.

A GED program alone wasn’t enough to meet the needs of all students at risk of dropping out. Between 1988 and 1990 the Oregon Human Development Corporation and the Department of Human Resources, with $40,000 in district funds, expanded the program to include:

• Alternative high school
• Teen parent program with nursery and counseling
• Twilight School credit recovery
• Evening ESL program

The Outreach Recovery program was added in 1994 to attract dropouts back into the school system. Staff identified barriers in recapturing the students who left school early in order to reduce or eliminate each of the barriers.

RESEARCH TO PLAN THIS PROJECT: Through continuous self-assessment and modification to meet the needs of students, the Outreach Recovery component of the Alternative School evolved with these services:

• Credit-deficient students are reconnected with the high school for credit recovery.
• Career guidance and further training options are used in context of current jobs for employed students.
• Student skills are developed and increased for vocational testing.
• Every student who leaves our schools is referred to Pete Daggett and the staff of Outreach Recovery to reconnect. An individual plan is developed.

HOW IT WORKS:

These quotes from Pete Daggett, Outreach Recovery teacher, exemplify the spirit behind Outreach Recovery:

“What else can the district do that we are not doing now?“

“Let the students know we haven’t given up on them.” 

“We will go back out and get them.”

“The program is actually designed to respond to the unique needs of each student.”

Pete and the Outreach Recovery staff receive notice of each student who is dropping out of school and why. Each student is contacted, not in a punitive manner, but rather to assist and help. Referrals are also made by previous students, other districts, counselors and child development specialists, and parents.

Following are two examples of students who participated and succeeded in our Outreach Recovery program:

A teenage male dropout - married with a child and working as a security guard - is not a typical dropout. A few credits shy of graduating, with family and work responsibilities, he could not return to a traditional high school. Outreach Recovery was perfect for him - flexible to his schedule, accommodating his needs.

Another student, an 18-year-old with five credits, clearly will not graduate in a traditional setting. Should he earn a GED? His academic skills and ability made it unlikely that he could earn a GED. The best option was to help develop his vocational skills so that he could pass vocational tests for certification.

The Outreach Recovery staff is proud of the community engagement they foster. They maintain high standards for students. The students are dedicated to their goals and work hard to accomplish them. They respect each other and staff. The program:

• Is available for students between the ages of 16-21.
• Maintains open enrollment.
• Provides students flexible scheduling.
• Assists with Special Education services.
• Employs a bilingual staff.
• Provides instruction/assistance four days a week, between 10 a.m. and 6 p.m.

FUNDING METHOD:  

Funding sources for Hillsboro’s Outreach Recovery program:

• District General Fund
• Public-private venture grants
• Seed grants
• Hillsboro Classified Union (library donations)
• ESL funding (to qualifying students)
• Washington County Community Action Organization
• Private Industry Council
• Oregon Human Development Commission
• Work Systems, Inc.
• Portland General Electric
• Neglected and Delinquent Child Monies
• Individual donations

Because many students in the Outreach Recovery program would otherwise drop out of school, or were dropouts, their attendance brings in additional funds to the district through the state funding formula.

STUDENT ACHIEVEMENT AND COMMUNITY ENGAGEMENT: The success of the Outreach Recovery program is measured by the number of students the district serves. Last year 134 students successfully completed the program. In 2002, there have been 1,440 student contacts. The number of successes compared to contacts can be summarized by Pete Daggett’s statement, “If you come in and want to work, we’ll help you. If not, we’ll wait until you are ready. We do not give up on students, and we’ll make multiple contacts until they are ready.”

The community engagement is reflected in efforts by:

• Parent engagement
• Volunteers
• Intern staff members
• Juvenile Department
• Human Services
• Hillsboro Parks and Recreation
• Portland Community College
• Area high schools
• The Hillsboro community
• Hillsboro Classified Union
• Portland General Electric

SCHOOL BOARD INVOLVEMENT:
The Hillsboro School Board has been instrumental in the overall success of the Outreach Recovery program.

• The Board allowed staff to create a program that was best for students, encouraging the non-traditional framework.
• The Board provided vision and leadership 15 years ago to begin alternative education with on-site childcare and related services.
• District funding is provided to supplement the grants, federal monies, and donations.
  Bilingual certified and classified staffing is provided.
• The program is supported within the Board-approved District Strategic Plan.
• Continued expansion of services demonstrates the Board’s commitment, including remodeling former District Office buildings to allow program expansion and increased quality.
• The Board’s presence and participation in open houses and community events is evidence of their support for the program.

SHARING THE CONCEPT: The district welcomes visitations, shares information and readily consults with other districts to help students.

MEASURING SUCCESS: Both Outreach Recovery and district staff monitor the overall dropout rate of students. Success will be seen in:

• The number and percent of students who earn the GED.
• Successful credit recovery resulting in graduation.
• Reduced dropout rate for all students with emphasis on the Hispanic English language learners (a factor in the District’s Strategic Plan).