Open Doors Youth Reengagement

May 20th, 2013 OSPI Statewide Reengagement Convening

Engrossed Second Substitute House Bill 1418 (ESSHB 1418) established a statutory framework to create RCW 28A.175.100, a statewide dropout reengagement system that provides education and services to older youth, ages 16-21, who have dropped out of school or are not expected to graduate from high school by the age of 21.

The framework allows school districts to enter into interlocal agreements with a qualifying organization to provide dropout reengagement program for eligible students.

These dropout reengagement programs must offer the following:

• academic instruction, including GED preparation, academic skills, and college and work readiness preparation, that generates high school credit for a diploma and has the goal of academic and work readiness
• instruction by certified teachers or college instructors whose credentials are established by the college
• case management, counseling, and resource and referral services
• opportunity for qualified students to enroll in college courses tuition-free, if the program provider is a college

RCW 28A.175.100: Statewide dropout reengagement program directs OSPI to adopt rules to implement these provisions. OSPI has consulted with community colleges (SBCTC), dropout reengagement programs, school districts, ESD’s, and the Workforce Board, as well as, approved providers of online learning when making these rules. These rules are listed in Chapter 392-700 WAC.

Example Programs
Consortium program: GRAVITY High School
ESD 113 collaborates with regional school districts to provide opportunity for eligible students to reconnect with an educational program designed to help them meet their specific educational goals and prepare for the next step in their plans for life-long learning and working.

District Only with a Community College Partnership: iGrad
Kent school district works with Green River Community College to operate this program that provides web based classes, alternative schedules and locations to create multiple pathways for students to achieve a diploma or GED.

Technical College Directly Operating Program: Gateway to College
Lake Washington Institute of Technology’s Gateway to College students simultaneously accumulate high school and college credits, earning their high school diploma while progressing toward a certificate or associate's degree

Documentation
For an interlocal agreement to qualify as a 1418 program a district and its partner must submit the following documentation relevant to the operational model.
Consortium:

• Consortium Agreement
  The agreement represents that all participants agree to the terms of the consortium and the Program Scope of Work (or Programs if more than one might be developed) that is being developed. As new partners/consortium members are added, the lead agency will submit new signed agreements to be included in the documentation.
• Program Scope of Work:
  (Template must be based on lead partner) Community Based Organization, ESD, District | Community and Technical College
  The SOW agrees to the WAC requirements. If programs provide pathways that have a different set of options separate SOW may be needed.
• Program Flow Chart:
  The flow chart describes actions including referral process, assessment for placement, and student pathways/options.
• Program Narrative:
  A description of the program/pathways identified in the Program Flow Chart that a student will have available on entering the program/curriculum(s) to be offered (e.g.- voc, online/blended etc.) as well as case management support.

Partnership (District, Community and Technical College, Community Based Organization, ESD) or District Only:

• Letter of Intent
• Program Scope of Work:
  (Template must be based on lead partner) Community Based Organization, ESD, District | Community and Technical College
  The SOW agrees to the WAC requirements. If programs provide pathways that have a different set of options separate SOW may be needed.
• Program Flow Chart:
  The flow chart describes actions including referral process, assessment for placement, and student pathways/options.
• Program Narrative:
  A description of the program/pathways identified in the Program Flow Chart that a student will have available on entering the program/curriculum(s) to be offered (e.g.- voc, online/blended etc.) as well as case management support..

Community or Technical College Directly Operating Program:

• Letter of Intent
• Copies of interlocal agreements and/or Memorandum of Understanding (MOU):
  The agreement represents that all participants agree to the terms of the interlocal agreement and/or MOU, and the Program Scope of Work (or Programs if more than one might be developed) that is being developed. As new partner members are added, the College will submit new signed agreements to be included in the documentation.
• Program Scope of Work: (Template must be based on lead partner) Community and Technical College
  The SOW agrees to the WAC requirements. If programs provide pathways that have a different set of options separate SOW may be needed.
• Program Flow Chart:
  The flow chart describes actions including referral process, assessment for placement, and student pathways/options.
• Program Narrative:
  A description of the program/pathways identified in the Program Flow Chart that a student will have available on entering the program/curriculum(s) to be offered (e.g.- voc, online/blended etc.) as well as case management support..