westport high’s approach to “at-risk” students project action
TRANSCRIPT
Westport High’s Approach to “At-Risk” Students
Project Action
School Adjustment CounselorProject Action Grant
Coordinator
Mary Jo Medeiros
Workshop Overview:1. Introductions2. Group Discussion:
1. Define At-risk2. Barriers to Effective Intervention
3. Panel Presentation1. School-wide Initiatives2. Alternative Ed Grant Funded Programs
1. ACT Classroom Model (FY ‘05 – FY ‘07)2. Project Action (FY ‘08 –FY ‘09)
4. Program Highlights1. Collaborating with community-based organizations and
agencies2. Engaging parents and family3. High-quality curriculum and instruction techniques for
at-risk students4. Incorporating wrap-around services and referral out
services5. Questions
Opening
Panel & Participants
Introductions
Open Responses
How Do You Define “At-Risk” Students?
Open Responses
Obstacles and Barriers to Meeting Students’ Needs
Academic• Middle School identification• Credit Deficiencies
Repeat freshmen• Citizenship
School-wide rubric Grading on report cards Ineligibility for sports
Poor Attendance Detentions and Suspensions
• In school and out of school Social and Emotional Issues
WHS Definition of “At-Risk Student
WHS students : Have lost 7 peers within the past three years 6 students lost a parent in the past school
calendar year Report households where domestic violence is
present, parental mental health issues and addiction render the caregiver unavailable
Westport is home to at least 4 adolescent foster homes and some kinship placements.
What students report get in the way of school concentration…
Mrs. Bridget Buckless, Librarian
Grant CoordinatorParent
WHS Overview & Secondary Reading Grant
Small town• Few minorities• Little community resources• Few adolescent social opportunities• Small student body
Approximately 500 students Border cities
• More diverse resources• School choice students
WHS Population
Westport High School’s mission is to challenge students to
gain knowledge,acquire skills’
develop talents,and contribute to a climate of
respect.
Mission Statement
Reading Comprehension in Content Areas
Workshop Model Co-Teaching PASS class RESPECT referral process Student Success Plan
WHS School-Wide Initiatives
“Modeling” is both necessary and difficult to do properly.
Modeling allows the students to see what good practices look like
Strategies need to be taught in a direct, explicit manner.
Students need to practice strategies until they own them.
Reading Comprehension
in the Content Areas
1. Set the purpose for reading this material2. How would students need to read this material?3. Demonstrate what a good reader would do
before, during, and after reading this material4. What other activities would deepen their
understanding of the reading selection? 1. Students learn new vocabulary2. Students making connections to other subjects or life experiences
5. Students write responses to open-ended questions based on reading selection
6. Use school-wide reading rubric to assess
Develop a Plan to Model Reading in Your Content Area
I DO WE DO
YOU DO
Problem with students’ learned helplessness
Look at school-wide culture Discussion of literacy issues led to a
need for consistency in classroom routines.
What school-wide routines would best suit our school?
Literacy Study Group RECOMMENDATIONS
Structures are necessary for students
Need for consistency among the faculty
Predictable routines in every classroom
•Posting an agenda
•Establishing an opening routine
•Establishing a closing routine
School-Wide Approaches
Mr. Tom ClarkEnglish Teacher
Workshop Model in an English Classroom
Daily routine is as follows:
• Independent reading (15-20 minutes)
• Read aloud - Think aloud/Talk aloud (15-20 minutes)
• Mini Lesson (5-10 minutes)
• Work Period (30-40 minutes)
• Closing (5-10 minutes)
Routine is essential!
Workshop Model
Photograph of a teacher and students in a classroom- Removed for posting to ESE website.
Allows the students to see what good practices look like
Most of the modeling takes place during the read aloud
The focus of each read aloud will be one of the “7 Habits of Proficient Readers”
Teacher Modeling
Small groups are conducive to this type of class
• Conferencing can occur easily
• Group work
• Peer editing
• Group discussions
Random seating techniques
Classroom Set-Up
Matt GirardMathematics Teacher
Co-Teaching
Access the experiences, knowledge, and creativity of two teachers
Exposes the students to various teaching styles
Multiple intelligences can be addressed more easily
Allows small group work and individual attention
Co-Teaching
Co-planning time
Chemistry
Shared Responsibility (equals)
Consistency
Keys to Success:
Experience different teaching styles
More individual attention
Accommodations are fulfilled
Small group feel in a regular classroom
Benefits of Co-teaching for Students:
Attendance/Tardies
Homework Check
Missing work / Make-up work
Discipline (consistency)
Shared ancillary tasks
Share “amusing” moments
Benefits of Co-teaching for Teachers:
PASS TeacherSpecial Education Teacher
Paul Bornstein
The PASS Program is intended to foster compliance with school regulations through the usage of a point and level system that places the onus of responsibility on the students.
See handouts
PASS (Positive Attitude for Student Success)
Movie of a teacherRemoved for posting to ESE website
Leslie RuelGuidance Counselor
ACT Teacher
Addressing Students Needs
Regular Education Student Performance Evaluation
Consultation for Teachers
R.E.S.P.E.C.T.
Maintain an environment that supports and encourages quality teaching.
Provide staff with opportunities to participate in school improvement and the decision making process
Encourage creativity and innovation Provide ongoing staff development programs and
opportunities. Create applied learning situations that require students
to demonstrate proficiencies. Measure progress in a variety of ways Hold ourselves responsible and accountable for
appropriate use of resources and delivery of quality education.
Goals to Benefit Staff
Maintain a healthy and safe learning environment.
Provide an educational program that develops effective communication skills, a foundation for career skills, and a strong sense of citizenship.
Appreciate and accommodate differences in the way students learn.
Provide students with the appropriate time and assistance to achieve academic success.
Hold high expectations that demand intellectual rigor
Integrate learning opportunities that support the development of critical thinking skills.
Goals to Benefit Students
Step One: Teacher Requests Consultation
Step Two: Convener Acts upon request (principal)
Step Three: Meeting is Conducted Step Four: Teacher/Staff Implementation
Strategies & Monitor Student Progress
Step Five: Follow-up Consultation is Conducted
Five Steps of R.E.S.P.E.C.T
Tool for teachers and students to identify specific needs. Recognizes student’s academic history (for instance IEP or
504 support, grades, standardized test scores). Allows recommended actions to be established to ensure
student success through accommodations or curriculum
modifications (extended time, preferential seating) Short term and long term goals are established for each
student along with strategies to attain the goals. A plan is developed to measure student success (meeting,
review grades etc.)
Student Success and Curriculum Accommodation Plan
Reduce drop out rate Outreach to provide services to
students Academic Support
•Reduce retention rateProvide support for student to pass classes and earn credits
Plan for transition to work or higher education
Alternative Ed Grant
Goal 1: High-risk students at Westport High School will be educated to the same standards as all students, will meet the competency determination for a diploma, and will graduate.
Goal 2: Students will develop coping and self-management skills to deal with social, emotional and behavioral issues, and will develop life skills that will enable them to transition successfully into post high school life.
Alternative Ed Grant Goals
ACT Classroom & Project Action Therapist
Cynthia Poyant, MSW, LCSW
Alternative classroom comprised of 20 at-risk students.
One full-time teacher and one social worker/therapist
One full-time aid for the first year of the program.
R.E.S.P.E.C.T. process initiated enrollment in the program.
ACT (Alternative Classroom and Transitions Program)
Life Skills: All students were enrolled in one of two Life Skills classes.
Students learned: • Career planning (job search, college
application process, resume writing, interviewing skills)
• Communication skills both oral and written.• Anger management skills• Social skills• Study Skills• Stress management skills
ACT Curriculum
Some students remained in the ACT classroom for an academic course.
US History or English The school wide curriculum and rubrics were
followed. Behavioral Point system monitored and
maintained student’s success in the program.
Students were enrolled in other courses outside of the ACT program which allowed for their transition out of the program and a link to regular education teachers.
ACT Curriculum
Modeling: Model the behavior you want to see from your students. Corrective Prompts: “the look”, finger over the mouth, slight tap on the desk. Corrective Strategies: Give the student time to reflect on their situation
-Cool Down Time-Coupling Statements: Statements which you describe a student’s inappropriate behavior while offering a more appropriate behavior.-Reality statements and Reasons: Point out potential benefits or negative outcomes of certain behaviors. It provides students with the “why” of certain behaviors.-Empathy: Convince students not to give up on learning a certain skill. Let the student know that you understand their situation.
Specific Praise: Recognize any appropriate responses or actions the student takes which will reinforce self-control and maintain appropriate behaviors.
Guided Self Correction: A problem-solving strategy, that can be used with a student when he is agreeable and willing to have a conversation with you .
Promote Student Control in the Classroom By:
Parent group was created and organized by the ACT teacher/counselor and social worker/therapist.
ACT Council was developed and was comprised of: administrators, special educaiton teachers, regular education teachers, parents, students and guidance, along with middle school assistant principal and local social service agency representative.
Community Connections:-Bristol Community College: Career development-University of Massachusetts-Dartmouth: Career development-SSTAR: local social service agency to assist with social/emotional issues-Field Trip to Boston for cultural and social skill development-Memorial Garden: Created and developed by the ACT students in response to the loss of several peers at Westport High School. The Garden allowed ACT students to communicate with their community for donations, assistance and with peers to share in their grief.-Memorial Garden Service: Annually ACT students and now PROJECT ACTION students organize a service on Memorial Day weekend to commemorate the garden and all lives lost.
ACT’s Programs
Communicate positive news frequently. Develop incentives with administration and
peers to get families to come regularly to your school.
When families do visit, make them feel comfortable.
Encourage technology (Web pages, phone calls, brief e-mails)
Use school to home notes when daily communication is necessary.
Recruit parent volunteers. Include parents in decisions that affect the
student’s school life. (PTA/PTO, Parent representatives)
Parent Communication Strategies
Five students graduated from Westport High School as part of the ACT program.
All students enrolled in the ACT program passed their MCAS tests
The Memorial Garden-A perpetual gift to the school and community
Project Action-ACT was the catalyst to the new program being offered to Westport High School Students.
ACT’s Successes
MEMORY GARDEN
Photograph of studentsRemoved for posting to ESE website.
Moved from classroom model to a student center model.
All students in with general education population
Increased number of student participation (30)
Open enrollment throughout the year Can enroll for a single service, or multiple
services Services are voluntary and flexible Offers a variety of services providing “voice
and choice” Enrollment is team process with family and
guidance
Project Action
Maintain R.E.S.P.E.C.T. as gateway
Establish provider contracts
Establish MOU’s with partners
Create the environment
Program Development
Creating the space for community activities and Group Treatment
Maintain technology in the room Student resource library available Multiple uses: book club, council meeting, sped social skills
group, small group testing, open houses
Creating an Individual Therapy space Separate entrance for confidentiality Noise machine Multiple uses: Family treatment, family meetings, teacher
meetings, private testing, space for other community based providers
Creating the Environment
Enrollment form• Releases of information
Empowers student• Pre-program assessment of needs and types of
services for planning• Highlights confidentiality• Age of majority for 18 yr. olds
Menu of services• Interest in program services• Link to school clubs and activities• Serving on the council• Memory Garden
Service memo to teachers
Establish Rules and Develop Tools
STARR- provide drug awareness groups to student in need of support around their own use or the use and abuse of a family member.
Cynthia Poyant has been a Council Member and has provided individual and family counseling to the students in the former ACT classroom and during this past year in Project Action.
Community Counseling of Bristol County will remain active members of the council and will continue to provide individual therapy and psycho-therapy groups within the school setting
St. Anne’s Hospital has offered DRIVE seminars to all WHS students, participated in the Health Fair and provided their Trauma Crisis Team services to the school.
Bristol Community College (BCC) has hosted Project Action students for career exploration/career day, a tour of their campus and meetings with the Admissions and the Financial Aid Departments.
UMASS Dartmouth would like to expose the students at WHS to their Alternative Admissions program and have early identification of students who may benefit from their program.
WHS Community Partners
Academic and clinical supports
Project Action Services and Support
PASS TeacherStudy Skills Teacher
Paul Bornstein
Photograph of a teacher in a classroom.Removed for posting to ESE website.
Week One:Conduct pre-course surveyBeing prepared: required materials for classesReview lay-out of text book components (Table of
contents, glossary, index)Week Two:Organizational skills
Three-ring bindersTab dividersSpecifying content divisions (notes,
handouts, homework, quizzes/tests)Notebooks
Separation of courses
Separation information by dating entriesSeparation information by chapter
sectionsSplit entries
Week Three:Outlining skillsReview lay-out of chapters in text book (Headings,
subheadings, significance of bold or italicized words)
Complete pre-set outlineWeek Four:Pre-reading strategies
Review week two and determine main topicsChapter review questionsRefer to outline and determine where the answer is likely to be found without actually answering question
Week Five:Strategies for taking notesDating entries
Highlighting/underlining key termsAbbreviating/shorthand
Week Six:Vocabulary
Break down words on basis of prefixes, suffixes and Latin rootsWord association for memory
Week Seven:Memorization skills
Using flash cards-break down information into smaller partsRepetition, repetition, repetitionWord association reviewCompile list of basic words for memory to be assessed next week
Week Eight:Memory assessment Conduct post-course survey
Study Skills Syllabus
Split block Student selection
• Grouping by grade level Tailored to student
needs• Student input of needs• Student data
Various strategies• Real life applications• Community connections• Structured workshop
model• Long term project
incorporating skills Stock market game
• Grading Various assessments
Environment• Classroom setting vs.
clinical setting• Respecting boundaries• Expected behavior
Academic Offerings Matt & Tom
Groups• Life Skills• Anger Management• Drug awareness• New teen empowerment
Individual and family Home visit/outreach as needed Crisis intervention with family Available to staff and administration
• Introduced at staff meetings• Visible and accessible to students and family
Parent support (groups, family nights) Sit in council meetings
Clinical Services Cynthia
1:1 consultation available Faculty updates at staff meetings Opportunity to serve on council Opportunities to send staff and
providers out for training Vicarious trauma and self-care
workshop brought to teachers Staff to staff training at faculty
meeting
Faculty Support
Membership includes: Coordinator District Director of
Curriculum Principal Special Education
Teacher Students (3) Parent/Guardian (2) Providers Open invitation to
Middle School Assistant Principal and all community partners
Council Topics: Review enrollment Review service
offerings to students, parents, & faculty
Assess gaps Plan for
sustainability
Project Action Council
Photograph of a teacher in a classroom.Removed for posting to ESE website.
Agenda for Project Action MeetingTuesday May 20th, 2008
1. Welcome2. Enrollment in Fourth Quarter Services 3. The 84 Visibility Mini Grant- collaboration with SSTAR and WHS SADD Chapter.
Kick Butts Day visibility event – April 2, 2008Health Fair visibility event—April 11th, 2008 Matt Reed Walk for MD
4. BCC Career Services- Career Dimensions-May 16th, 2008Interactive career exploration and education planning system
for BCC students and Alumni. 5. Staff Training:
“Motivating Hard to Reach, Uninterested and Disruptive Students”“Legal Issued in Discipline”-April 16th, 2008“Performance- Based Graduation”- April 15th, 2008“Strategies for Creating Trauma Sensitive Schools”-May 6th, 2008
6. Memory Garden- Memorial Day Recognition-Friday May 23rd
7. Reschedule Mike Aguiar-SSTAR Summer Support8. Supplemental Grant Application-Public Relations Brochure and PowerPoint9. Survey (students, parent/guardian, faculty, provider)
Year end review• Credits• Attendance• Discipline
Detention In-school suspension Out of school suspension
• Drop out
Data Gathering and Analysis
Surveys• Parents• Students• Providers
“I participate in monthly council meetings every month along with my grandson. This is great for students. They get to meet with staff and share ideas.” (Parent)
“Life skills program helped him think about things in different ways.” (Parent)
Survey Says… Quality Assurance
Photographs/movies of two students – one junior and one senior. Removed for posting to ESE website.
Earlier identification of post high school planning
Career “one stop” centers Interest in the armed forces Eligibility for college support Eligibility for dual enrollment Emphasize extracurricular activities
and sports Moved to family night model of support
Moving Forward
Seek additional grant opportunities
3rd party billing for clinicians
Provider services offered by different funding streams
Sustainability
TAKE CARE OF YOURSELF.
TAKE CARE OF EACH OTHER.
TAKE CARE OF THIS PLACE.
Empowering Values/Principles
Questions??