At Risk Plan

Schools, Programs, and Support Services for Dropouts and Dropout Prevention Including At-Risk Students

English Valleys Schools

I.  ABSTRACT  

English Valleys Schools has developed a comprehensive PK-12 plan to provide special assistance to students who may for one or more reasons be at risk of not succeeding at school, not completing high school or not becoming productive upon completion of school.

The plan provides for identifying students who are at risk and objectives for providing support services to students who are at risk. These objectives shall be translated into performance objectives for in-service training for school personnel; strategies and activities for involving and working with parents; provisions for monitoring the behavioral, social, and academic improvements of students who are at risk; provisions for appropriate counseling services; strategies for coordinating school programs and community based support services; and maintenance of integrated educational environments in compliance with federal and state non-discrimination legislation.  This will occur through use of the Instructional Decision-making Model (IDM).

English Valleys implemented an alternative high school program (beginning in the 2004-05 school year).  The goal of EVAP (English Valleys Alternative Placement) is to assist students in English Valleys who wish to earn a high school diploma.  The English Valleys alternative school program is dedicated to helping students become successful in achieving self-esteem, responsibility, and the necessary skills to live in our society following graduation.

In addition, Kirkwood Community College is a second option to provide services to those students who have dropped out of the traditional school or who have failed classes, but who wish to finish high school and receive a diploma, receive a GED or just make up classes.

At the K-6 and 7-12 levels a team approach will be used to accept referrals for students who may be at risk. The team will collect and evaluate data as it applies to the student's needs. If the team determines that additional services are appropriate, the Students At-Risk program coordinator will, in concert with appropriate personnel, develop a plan for providing services to the student, which may include a supplemental or I-Plan.

GOALS AND OBJECTIVES

The main objective of the at-risk/drop out prevention program is to help struggling students be successful in completing high school through the regular education program.  

We believe certain characteristics increase the probability that students will graduate with post-secondary plans appropriate to their career goals: regular school attendance, completion of course assignments, involvement in extracurricular activities, cooperation with teachers and fellow classmates, and knowledge of post-secondary options and careers.

Objectives

  • Communicate with family about attendance concerns, academic concerns, and social/emotional well-being
  • Communicate weekly with families of student course progress (Powerschool)
  • Address discipline situations efficiently and effectively
  • Address repeating poor cooperation issues with the support of the building’s Child Study Team (Secondary) and Intervention Team (Elementary)
  • Annual completion of internet I Have a Plan Guideway activities 8th-12th
SUPPORT SERVICES/ACTIVITIES

Secondary

1.1  Selection:  Students participating in the At-Risk or Student Support Program are either continuing with services once received at the elementary or are recommended by parents or teachers to the Child Study Team. 

1.2  Orientation:  The student's prior academic record, student’s support program objectives, and the student's responsibilities will be reviewed with the goal of maintaining appropriate academic standards without aid of services.  

1.3  Vocational Assessment:  Each student will be administered a career assessment inventory. These may include:  CHOICES, and/or others as deemed appropriate.

1.4  Counseling:  Each student will participate in counseling sessions when necessary. These sessions will include self-concept awareness, vocational goals, social development, and counseling or work placement. The counselor will meet with students as needed.

1.5  Career Development:  Each student will meet with the counselor during the first quarter of the senior year to review educational opportunities relevant to interests. The counselor will also review job opportunities and refer the student seeking employment to appropriate employment services. Opportunities will be provided for students each year to increase their career awareness.

1.6  Follow-Up:  The counselor will survey all participants one and five years after graduation. The survey will include items which assess the program's impact on the former student.

1.7  Remedial, tutorial or supplemental instruction: The student may receive special support for required courses, resource materials, and/or tutoring through the IDM model.

1.8  Transportation:  The student will be provided transportation by the local district as needed.

1.9  Community Agencies:  Outside agencies may include, but not be limited to:

·  Juvenile Probation

·  AEA personnel

·  Mental Health

·  Chemical Dependency Services

·  Local law enforcement personnel

·  Job Service of Iowa

·  JTPA

·  MECCA
    

Elementary

1.1  Each student will be referred to child study team where the following will be reviewed: student's prior academic record; previous interventions; and the student and family's reports. Goals and expected outcomes will be developed for each student in the program.

1.2  Each student may participate in group counseling sessions. These sessions could include self-concept awareness, social development, interpersonal skills and appropriate behaviors. The counselor or coordinator will meet regularly with each student in the program to review school progress and plan  appropriate educational programming. Parents will be advised of plans or adjustments.

1.3  Follow-Up: All students in the elementary At-Risk program will be monitored as they move to the junior/senior high. Special activities will be provided for them to have a smooth transition. The K-12 counselor will be the prime contact for transition periods.

1.4  Remedial, tutorial, supplemental or intensive instruction: The student may receive daily support for basic courses, organization skills, social adjustment or specific concerns through remedial or tutorial  contact with the coordinator.

1.5  Transportation will be provided if needed.

1.6  Community agencies will serve appropriate student and families. They may be, but are not limited to, the following:

·  Iowa County Human Services

·  AEA personnel

·  Mental Health

·  Chemical Dependency Services

·  MECCA


STUDENT IDENTIFICATION PROCEDURES

Each year an overview of the program will be featured in one of the first monthly district newsletter so that the parents and public will be informed of the program and its goals.

A student may be recommended for the at risk program by a teacher, parent, counselor or administrator.

After a student has been recommended the student will be assessed by the Child Study Team.

A student who is "504 eligible" will be served by the Students At-Risk program as deemed appropriate by the Child Study Team.

A student must meet at least two of the following characteristics to qualify for the Students at Risk program:

       a.       Low achievement scores

         b.       Inability to cope with a full schedule

         c.       Poor Attendance; missing one or more days a week

         d.       Suspended or expelled two or more times

         e.       Lack of friends

         f.       Dislike of school, frequently mentions not belonging

         g.       Sudden change in classroom performance or social interaction

         h.       Poor organization of study skills

         i.        Inability to pay fees, lunch tickets, materials, etc.

         j.        Limited English proficiency

         k.       Difficulty meeting long term goals

         l.        Low motivation to complete assignments

         m.      Teen parent

         n.       pregnancy

         o.       No extra curricular involvement

         p.       Substance abuse

         q.       Frequently tardy

          r.      Transient

         s.       Negative peer influence

         t.        Suicidal tendencies

         u.       No identified career interests

         v.       Course selection is random

         w.      No reasonable career plans beyond graduation

         x.       No specific plans for post-high school training

         y.       Inability to keep employment

         z.       Low aptitude/skills for competitive work

         aa.     Have been recommended for placement by the Student Support Team

After a student has been designated eligible, appropriate data has been gathered and the Child Study Team has identified and approved needed services, parents are contacted for final approval.

Information acquired regarding students current status and goals for the student to work on while in the program will be shared at this time.

INSTRUCTIONAL DECISION-MAKING MODEL


Core Instruction  The IDM model begins with all students having access to a guaranteed and viable curriculum presented by English Valley’s staff through core instruction.  Core instruction is the instruction all students receive in the general education classrooms.

1.2 Data Collection   The staff will analyze the results of district-wide assessments  and informal classroom assessments to determine if its core instruction is meeting the needs of most of its students..  Core instruction typically meets the needs of 80% of the general education population.  If students appear to be in need of additional instruction, the grade level teams will consider writing supplemental and or I-plans for those students.

1.3 Supplemental instruction  Supplemental instruction occurs in addition to core instruction and is provided for students who exceed or don’t meet core-learning expectations.  It extends core instruction and provides more intensity, immediacy of feedback and consistency of support often in a small group of students.  The instruction is research-based.  Teachers monitor student progress and adjust their instruction accordingly.

1.4 Intensive Instruction   Intensive instruction (I-plan) occurs in addition to core instruction and is research-based.  It provides even more intensity than  supplemental instruction by working with the student in their area of need on a one to one basis. 

The Child Study Team uses student progress data to determine what level of support the student needs.

At the end of an I-plan, it’s possible that the student may proceed to an IEP.  Or it’s possible that the student will need less support; supplemental or core instruction.  The level of support for a student is intended to be flexible and match the student’ needs.

STAFF INSERVICE EDUCATION DESIGN

The Students At-Risk program Coordinator will participate in at least eight hours of inservice related to developing effective programs for at risk students.

Released time will be available for the coordinator and/or classroom teachers, as needed.

Appropriate staff will work with outside agencies to assist in providing a comprehensive support system for the students in the program, i.e., AEA, Mental Health, etc.

STAFF UTILIZATION PLAN

1. The Coordinator(s)

The coordinator(s) will be responsible for the operation of the program and will report as necessary to the principal. The equivalent of four periods a day will be spent meeting with students and coordinating with regular classroom teachers in the 7-12 program. At least a one/half day program will in place in the P-6 program. Teacher associates who work within the At-Risk program will work under the supervision of a person with either elementary or secondary certification.

2. Administrative Staff

The administrative staff will develop inservice programs and provide time, resources and services to implement the program.

3. The Total Staff

The total staff will be utilized in the referral process, and departments/grade levels will assess curriculum and provide alternative resources to help attain grade level competency. 

4. Student Support Team

The Child Study Team (Secondary) and Intervention Team (Elementary) will process referrals, recommend program modification in total or in part for individual students. This committee will also be responsible for providing recommendations and programming for returning dropout students.

EVALUATION OF PROGRAM

Evaluation of the effectiveness of provisions for at-risk students includes:

1) Annual review to students identified and services provided is completed by the Child Study Team/Intervention Team and shared with staff for suggestions and needs that exist how to improve the effectiveness of services given for at-risk students.

2) Other factors considered in program evaluation: school drop-out rate, credit recovery successes, improved standardized test scores, improved attendance, decreased office referrals/discipline issues, and other possible factors to be determined.

Success Criteria (basis for decision to discontinue at-risk services)

·    Credits recovered / skills built

·    Maintained good academic standing in classes

·    Cooperation with teachers and students related to school setting.

·    Complimentary academic and career plans

·    Raised confidence level in abilities by individual and family

·    Increased attendance

·    Improvement in other areas of concern

PROGRAM BUDGET

The English Valleys At-Risk/Drop Out Prevention program is funded by an annual Modified Allowable Growth application.  Additional information can be requested from the board secretary.

QUALIFICATIONS OF PROGRAM PERSONNEL

Qualifications of the personnel to work in the Students At-Risk program will include those people whose personal characteristics make it possible for them to communicate with dropouts and potential dropouts. Basically these are people who can approach a problem from a non-judgmental point of view. The teachers working in the At-Risk or Student Support Program have had experience and the necessary personal qualities for dealing with these students' needs. The staff member will be certified for the level to which he/she is assigned.

The coordinator must be able to communicate with at risk students and the entire teaching staff. The person(s) will be able to identify and assimilate appropriate curriculum materials and to develop teaching strategies that reflect various learning styles.  The personnel employed are properly certified to work with students at the level of employment.

Both the elementary and secondary certificated teacher/coordinators will continue to receive at least eight hours of inservice training.

FACILITIES AND EQUIPMENT

       1.  The 7-12 program will be located at

               English Valleys High School
               West Broad Street
               North English, IA 52316

       2. The PK-6 program will be located at

               English Valleys Elementary School,
               211 College Street
               North English, IA  52316

HOMELESS/UNACCOMPANIED YOUTH

English Valleys Schools provides services to students, regardless of their living situation, so they are prepared to come to school and learn every day. It is a priority of English Valleys that a homeless student's education is not interrupted.  The district works with families to overcome barriers that may prevent a student from coming to school every day, ready to learn. The school district follows the McKinney-Vento Homeless Education Act. Homeless students, or students in transition, are given access to the same public education that is provided to other children.