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??