2026 Conference Archive

Format

Individual Presentation

First Presenter's Institution

Cobb County School District

First Presenter’s Email Address

andrea.battaglia@cobbk12.org

First Presenter's Brief Biography

Andrea Battaglia is an educational professional specializing in the integration of innovative strategies to support student success and school improvement. Currently, Andrea works with Osborne High School as an Assistant Principal, focusing on interventions that improve academic achievement and engagement for students at risk of falling behind. With a background in student support initiatives, Andrea has implemented programs that provide personalized guidance, build resilience, and support graduation readiness. Passionate about closing achievement gaps, Andrea combines research-based strategies with hands-on experience to help students reach their full potential.

Second Presenter's Institution

Cobb County School District

Second Presenter’s Email Address

myron.burton@cobbk12.org

Second Presenter's Brief Biography

Myron Burton is the Cohort Coordinator at Osborne High School who is dedicated to implementing contemporary methods that promote student achievement and build confidence in at-risk students. He is actively involved in programs designed to support students who are a year or more behind their graduating class, providing them with opportunities to improve failing grades through self-directed sessions that are held outside the regular classroom setting and providing teacher mentors to provide additional support. In addition, he sponsors an at-risk student club that offers community service opportunities, helping students develop skills, strengthen accountability, and gain a greater sense of belonging. Through these efforts, Myron strives to build positive relationships with students, enhance their overall educational experience, and encourage them to become lifelong learners.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Verelst

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Head: Academic Achievement & Leadership

Relevance

This presentation aligns with the Head strand by addressing how mentoring can close academic achievement gaps for off-cohort students, a group at high risk of not graduating on time. By leveraging teachers and staff as mentors, schools can provide personalized academic guidance, foster resilience, and promote student engagement, which directly enhances learning outcomes. The mentoring model strengthens leadership among educators while ensuring that all students—especially those who are behind—are supported in reaching graduation, thereby promoting equity and academic success for every learner.

Brief Program Description

This presentation examines how utilizing teachers and staff as mentors can support off-cohort students—those who are behind their expected graduation schedule. By fostering academic accountability, with the use meeting trackers and grade monitoring forms, and building meaningful connections, mentoring can improve student engagement and motivation, ultimately increasing graduation rates and helping students successfully reach their educational goals.

Summary

This presentation focuses on the critical issue of supporting off-cohort students—those who are not on track to graduate with their original class—and explores how using teachers and staff members as mentors can positively influence their academic success. Off-cohort students often face a variety of challenges, including gaps in coursework, the need to work, personal issues, and limited support systems. Without targeted interventions, these students are at greater risk of disengagement, dropping out, or failing to earn a diploma.

The proposed solution involves establishing a structured mentoring program in which teachers and staff members serve as trusted guides, motivators, and advocates for off-cohort students. Mentors provide consistent academic monitoring, encouragement, and individualized guidance, while also helping students develop organizational skills, set realistic goals, and overcome personal obstacles. This personal connection fosters a sense of belonging and accountability that is often missing for students who feel disconnected from their school community.

Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs (DuBois et al., 2002). Teacher-mentors who maintain consistent contact and show genuine care are more effective (Keijzer et al., 2021). Mentoring relationships can improve academic performance, increase student engagement, and strengthen resilience. By pairing students with staff members who understand both the academic and social-emotional demands of high school, schools can create a supportive environment that prioritizes student success. In addition, the program strengthens school culture by encouraging collaboration between students, teachers, and staff, all working toward a shared goal of graduation.

The presentation will highlight strategies for implementing such a mentoring initiative, including identifying potential mentors, training staff to support diverse student needs, and developing a system for monitoring progress. It will also discuss measurable outcomes, such as improved graduation statistics. Ultimately, the goal is to demonstrate how mentoring can be a powerful, cost-effective approach to helping off-cohort students regain confidence, re-engage with their education, and successfully achieve their high school diploma.

Evidence

CCRPI Score-Georgia Department of Education (demonstrates the increased graduation rate at Osborne High School

References:

DuBois DL, Holloway BE, Valentine JC, Cooper H (2002) Effectiveness of mentoring programs for youth: a meta-analytic review [Review]. Am J Community Psychol 30(2):157–197. https://doi.org/10.1023/a:1014628810714

Keijzer, R., van der Rijst, R., van Schooten, E., & Admiraal, W. (2021). Towards emotional responsive mentoring of at-risk students in last-resort programs. Empirical Research in Vocational Education and Training, 13(1), Article 22. https://doi.org/10.1186/s40461-021-00129-9

Learning Objective 1

• Demonstrate how teachers & staff can mentor students

Learning Objective 2

• Identify the steps to start a school-based mentoring program

Learning Objective 3

• Develop an action plan for mentoring in their school

Keyword Descriptors

Off-cohort students, Graduation rates, Mentoring, Teacher-staff support, Student engagement, Leadership, School-based intervention

Presentation Year

2026

Start Date

3-3-2026 8:30 AM

End Date

3-3-2026 9:45 AM

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Mar 3rd, 8:30 AM Mar 3rd, 9:45 AM

Increasing the Graduation Rate of Off-cohort Students using Teachers and Staff as Mentors

Verelst

This presentation examines how utilizing teachers and staff as mentors can support off-cohort students—those who are behind their expected graduation schedule. By fostering academic accountability, with the use meeting trackers and grade monitoring forms, and building meaningful connections, mentoring can improve student engagement and motivation, ultimately increasing graduation rates and helping students successfully reach their educational goals.