SISI - Standards and Indicators

Standard 4 - Learning Environment - School Culture
4.1.f The school intentionally assigns staff to maximize opportunities for all students to have access to the staff's instructional strengths.
4.1.h There is evidence that the teachers and staff care about students and inspire their best efforts.
4.1.k This school/district provides support for the physical,cultural, socio-economic, and intellectual needs of all students, which reflect a committment to equity and an appreciation of diversity.

Standard 5 - Learning Environment - Student, Family and Community Support
5.1.b Structures are in place to ensure that all students have access to all the curriculum (e.g., school guidance, FRYSC's, ESS).
5.1.c The school/district provides organizational structure and supports instructional practices to reduce barriers to learning.
5.1.d Students are provided with a variety of opportunities to recieve additional assistance to support their learning, beyond the initial classroom instruction

Scenario

The parents of William, age 7; Susan, age 13; and Patrick, age 16 are trying to assist their children with school. They attend the various meetings at the beginning of the three schools where their children attend and realize that each school has a variety of resources that can help them.

Their job now is to access these services at the various schools on a timely basis and keep in touch with the schools on a regular schedule to make sure that each child receives the appropriate services. This is a tough job and sometimes the three students must take it upon themselves to seek reassurance and assistance with their situation.

Introduction

School Support is defined in this section as any program or grant that extends the assistance for all students before or after school or supports the regular school day for any population of students.

This section covers the programs that are part of the elementary, middle and high school programs.

Two questions continually surface regarding the needs of students in Kindergarten through twelfth grades.

• What programs can assist academic success before and after school to make students successful?
• How can a student survive the day and make it home safely?

The program/grants that will be highlighted are just the beginning of school support programs. They assist students who become disinterested and may begin to check themselves out of the everyday academic programs and eventually see “dropping out” as a solution.

These strategies are arranged in alphabetical order. Each one serves a specific challenge for the district/school and are utilized in many different ways. This section scratches the surface and gives website address for more complete and articulate information.

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Strategies

English as a Second Language (ESL) prepares immigrant students who speak no or little English to become community and school ready. “Many students are arriving in our country again and schools are responsible for giving these students English lessons to prepare them to be active community members.”

American students benefit from learning about other cultures. Promoting English proficiency is part of the No Child Left Behind Act of 2001. This act will provide ways for ESL and limited English proficient (LEP) students to be taught utilizing specific methods which will make their progress quicker and add flexibility for their learning.

Many of our ESL and LEP students have not been in a formal classroom setting in years and need to be re-oriented in how learning can happen. Usually testing for accountability does not happen until that student has been part of the educational community for three years.

Extended School Services (ESS) is a program developed by the Pritchard Committee to provide students with additional instruction for struggling learners before or after the regular school day except in two specific instances—Early Reading Incentive Grant schools and special waiver schools. The design is intended to be an academic intervention program for accelerating students to the learning needed to be on target with their classmates.

The program can take many forms such as before and after school, on Saturday, in the summer, in the evening times, or any other outside of regular school time that the staff can arrange. This is not a discipline program.

Every Kentucky school is expected to have a program which meets their needs. The ESS program results show that the summer or after-school programs are working to assist students to either pass the current curriculum or pass to the next grade.

Kentucky Department of Education reports that in ESS “programs throughout the state served 173,350 students in the 2000-01 school year. Additionally 40,900 students were served in summer programs.” Schools that run successful programs regularly have the basic reading, writing and mathematics as their curriculum with some programs able to include Arts and Humanities and Practical Living as enrichment for the students.

 Potential drop out students should be a part of this program in order to gain the credit of the classes currently enrolled. This program provides a way to “save face” for some classes.

For more information, contact:

Kentucky Department of Education, Extended School Learning Branch at (502) 564-3678 or visit the Web site at http://www.kde.state.ky.us/

Prichard Committee for Academic Excellence, P.O. Box 1658, Lexington, KY 40588-1658; (859) 233-9849 or (800) 928-2111; e-mail: admin@prichardcommittee.org or visit theWeb site at http://www.prichardcommittee.org/.

The Comprehensive School Reform (CSR) program is designed to increase student achievement by assisting public schools across the country with implementing comprehensive reforms that are grounded in scientifically based research and effective practices.

The CSR program targets high-poverty and low-achieving schools, especially those receiving Title I funds, by helping them to increase the quality and accelerate the pace of their reform efforts. Each school must complete an extensive grant application based on the eleven components to win a three-year grant. Once the school has won the grant, they have three years to monitor and improve learning for all students.

Kentucky has several schools with CSRD grants and more information can be obtained from the following website. http://www.ed.gov/offices/OESE/compreform/

Kentucky Family Resource and Youth Services Centers (FRYSC) is invaluable to schools and districts. FRYSC were part of the Kentucky Education Reform Act (KERA) in 1990. These centers are housed in schools and operate before, during after and on weekends to serve the students of that building.

As the name implies, families are included in the services and resources available. Their purpose was and is to develop partnerships for assisting students in that school. Their services can range from clothing and school items to referrals to health organizations and living experiences.

Longren (2001) reports that Kentucky has 774 FRYSCs, serving 1,145 schools encompassing approximately 98% of Kentucky’s eligible schools. The total student population is 557,791, with approximately 45% eligible for free school meals.

There are 393 Family Resource Centers, 231 Youth Services Centers, and 150 combined Family Resource and Youth Services Centers.

Additional information can be obtained from Dr. Robert D. Goodlett, Executive Director, Office of FRYSC at (502) 564-4986, or write to:

Office of Family Resource and Youth Services Centers, Cabinet for Families and Children, 275 East Main Street, 3C-G, Frankfort, Kentucky 40621, or visit the web site at http://cfc.state.ky.us/frysc/.

The HB77 relating to Student Drop out Prevention is a large part of the FRYSC initiative. There are many legislation pieces that have contributed to the operation and coordination of services. Be sure to check out the website for a more detailed explanation.

If you are interested in looking up other Kentucky Legislation, please go to the Kentucky Legislature Home Page. For a printable version of their Fact Sheet (Word format), click here:

http://cfc.state.ky.us/frysc/About%20Us.htm

 High Schools That Work Gene Bottoms, Southern Regional Education Board Senior Vice President, writes that “most students can master complex academic and technical concepts if schools create an environment that encourages students to make the effort to succeed.”

High Schools That Work (HSTW) is an initiative that can make this possible for the students to be involved in their own education and a partner in community service and productivity at the same time. For many high school students this is what keeps them from dropping out.

There are 10 key practices that HSTW believe are the working concepts for students:

1. High expectations – setting higher expectations and getting more students to meet them.
2. Vocational studies – increasing access to intellectually challenging vocational and technical studies, with a major emphasis on using high-level mathematics, science, language arts and problem-solving skills in the modern workplace and in preparation for continued learning.
3. Academic studies – increasing access to academic studies that teach the essential concepts from the college preparatory curriculum by encouraging students to use academic content and skills to address real-world projects and problems.
4. Program of study – having students complete a challenging program of study with an upgraded academic core and a major.
5. Work-based learning – giving students and their parents the choice of a system that integrates school-based and work-based learning. The system should span high school and postsecondary studies and should be planned by educators, employers and employees.
6. Teachers working together – having an organization, structure and schedule giving academic and vocational teachers the time to plan and deliver integrated instruction aimed at teaching high-level academic and technical content.
7. Students actively engaged – getting every student involved in rigorous and challenging learning.
8. Guidance – involving each student and his or her parents in a guidance and advising system that ensures the completion of an accelerated program of study with an in-depth academic or vocational-technical major.
9. Extra help – providing a structured system of extra help to enable students who may lack adequate preparation to complete an accelerated program of study that includes high-level academic and technical content.
10. Keeping score – using student assessment and program evaluation data to improve continuously the school climate, organization, management, curricula and instruction to advance student learning and to recognize students who meet both curriculum and performance goals.

http://www.sreb.org/programs/hstw/background/keypractices.asp

High Schools That Work started with 28 pilot sites in 1987 with Kentucky being one of the pilot states. Now there are 27 using these concepts and assisting students to move forward with their career and educational process.

For more information, contact http://www.sreb.org/programs

National School Lunch Program provides students with several nutritional opportunities--breakfast, lunch and sometimes snacks--for students of all ages. Food service programs are provided with the materials and resources as well as technical assistance so that children in all levels receive a balanced and nutritional breakfast, lunch and sometimes snack.

 Potential drop out students find the meal programs to be a vital part of the school day. Another part of this program is the State Children’s Health Insurance Program (SCHIP). Health insurance is provided for those students who either have no insurance at all or do not qualify for Medicaid supplements. http://www.fns.usda.gov/cnd/

National Science Foundation supports schools working in all levels to provide leadership and develop the classroom manipulatives and equipment. Their science, technology, engineering, and mathematics (STEM) program looks at the hands-on application of problem solving which creates a classroom of involved students.

Students work through experiments with partners and small teams which develops social as well as academic achievement. Kentucky has developed several programs funded by the National Science Foundation to improve student learning. http://www.ehr.nsf.gov/I/ESIE/

National Writing Project has been a part of the several school districts to enhance the writing of primary through college students and keep them engaged in the writing process. When students are engaged in their school classes, they are less likely to drop out.

This grant is used to create professional development through the University of Louisville and Jefferson County Public Schools. Teachers are encouraged to come from many Kentucky counties and other states to take part in their summer and school year events.

 Project Director Jean Hicks (2003) defines the goals for the project to include:

• improved writing skills among students 
• more comprehensive understanding among teachers of assessment methods, especially the use of portfolios 
• enhanced writing instruction at all levels in all subjects
• greater utilization of teacher expertise in the teaching of writing
• continuing communication between university faculty and teachers.

The National Writing Project is open to schools who want to apply through the Comprehensive School Reform program or contact through the university. This program does not have a formula for success but develops the teachers into a working team for student success. The National Writing Project remains open to discovery and qualification.

For additional information, contact Director Jean Hicks by phone (502-852-4544) or e-mail at jean.hicks@gwise.louisville.edu or http://www.louisville.edu/edu/LWP/

Para educators are an important part of the educational system today. These new persons to education can be the link for potential drop-out students. The Para educators are part of the reauthorized Elementary and Secondary Education Act (ESEA).

According this act, all Para educators must:

•  have completed at least two years of post secondary education; 
•  be a high school graduate who can demonstrate on a formal state or local assessment the skills necessary to assist in classroom instruction of reading, writing, and mathematics.

The law also lists specific “allowable duties,” which include one-on-one tutoring. The law also prohibits schools from requiring Para educators to provide instruction without the direct supervision of a teacher.

For more information, visit NEA’s ESEA and Paraprofessionals page. http://www.nea.org/esea/eseateach.html http://www.ericfacility.net/ericdigests/ed460127.html

Parent Involvement and Student Achievement must work hand in hand for student achievement and helping students stay in school. When the school and family work together, students realize their potential and career goal capabilities.

Families have a difficult time especially in low income situations but their importance is real. In order to assist the students these factors must be in place:

1. Create a home environment that encourages learning
2. Express high (but not unrealistic) expectations for their children’s achievement and future careers;
3. Become involved in their children’s education at school and in the community (1:1). http://www.sdcoe.k12.ca.us/notes/51/parstu.html

Peer tutoring is the student helping the student. Understanding of the curriculum can be made when the language is the same for the teacher and learner. One reason peer tutoring works may be that tutors and tutees speak a more similar language than do teachers and students (Hedin 1987; Cazden 1986).

Students find their peers can explain on their terms and give examples that relate to the student environment. This gives confidence to the learner as well as the student who is teaching.

In order for this to happen effectively, six things need to be in place:

1. The tutor must provide relevant help which is
2. appropriately elaborated,
3.  (3) timely,
4.  understandable to the target student; 
5.  the tutor must provide an opportunity for the tutee to use the new information;
6. the tutee must take advantage of that opportunity (Webb 1989, p. 24).

 A more detailed analysis of the theoretical issues underlying peer tutoring has been done by Foot, Shute, Morgan, and Barron (1990, pp. 65-92). For more background theory on the way children think and learn, see Wood (1988) and Wellman (1990); and for a more general theoretical treatment of peer interaction in cooperative work, see Hertz, Lazorowitz, and Miller (1992). http://www.nwrel.org/scpd/sirs/9/c018.html

Project based learning provides a way to engage students and hold their interest while completing the curriculum requirements. Potential drop out students generally do quite well with this type of learning provided the teacher monitors closely and encourages the research and completion of the project.

This can be accomplished by completing the five criteria as stated by the Kentucky reform organization:

1. Centrality: PBL projects are central, not peripheral to the curriculum;
2. Driving Question: PBL projects are focused on questions or problems that “drive” students to encounter (and struggle with) the central concepts and principles of a discipline; 
3.  Constructive Investigations: The central activities of the project must involve the construction of knowledge on the part of students;
4.  Autonomy: Projects are student-driven to some significant degree; and
5. Realism: Projects are realistic or authentic, not school-like. http://www.k12reform.org/foundation/pbl/research/

Special education is federally funded and serves infants through adults with disabilities. President Bush’s No Child Left Behind specifically addresses these students and works continuously to make sure schools and community organizations provide educational and social services to maximize their potential.

The Office of Special Education and Rehabilitative Services (OSERS) is committed to improving results and outcomes. Students are tested and evaluated by the districts to best serve the child’s needs. Student can be recommended for various school situations—collaborative and self-contained.

A collaborative student attends classes with regular students and is not specifically identified. Sometimes a special education teacher is circulating the room and assisting all students but pays particular attention to the special education student(s). This provides “on the spot” help and encouragement to boost the confidence and academic success of the student.

A self-contained classroom is limited in size and generally has a teacher and assistance. These students generally have tested below the regular program and need specific help in many areas. Because the classes are small, the teacher and assistant can provide one-on-one help and also provide community out reach for future development. http://www.ed.gov/offices/OSERS/

Sports Club is the creation of Robbie Valentine Enterprises to involve struggling students. His organization stresses “moral values; to mentor family, educational and personal goals; and to challenge all youth to obtain their dreams . . .” This program meets after school and/or on Saturday using the “team concept”. Students are referred to this program by their teachers and a parental contact is made.

The students come to the program with academic work and spend half of the three-hour time working with teachers, parents, other students on completing and understanding their assignment. In return for their hard work, they play team games to gain skills in being involved with a group and being successful. Robbie Valentine Enterprise employees become part of the school program and students look forward to the Sports or Stars Club events. During the summer, the learning and involvement with positive role-model adults continues. http://www.robbievalentine.com/rvinc.html

Technology is creating a different school environment and allows students who are interpersonal and want to be left to their own learning style a chance at success. Schools need to tap into these students’ expertise and allow them to shine in their own research and what seems to be introverted way.

These students stay in school because the technology is changing. The adults in the school building are not as comfortable with the technology. Students can bridge that learning tool and bring the entire class into the learning curve.

The New York Times reports that board/superintendent teams must be leaders for change, harnessing the positive force of technology to strengthen teaching, learning, and school governance. With the Internet being such a large research tool the schools must be careful to guide and direct students in the proper use and acceptable code of ethics.

 This is difficult sometimes when the home does not monitor internet usage and students are “impressing” their friends with their accessibility skills. Yet the students can be involved with the curriculum concepts, acquire new leadership skills and very valuable to the school and other students.— The New York Times, November 4, 1999 Richard H. Goodman and William G. Zimmerman, Jr. http://www.aasa.org/issues_and_insights/governance/thinking_differently.htm

 Title I in conjunction with The No Child Left Behind Act of 2001 United States Congress passed the No Child Left Behind Act of 2001 on January 23, 2001. This is an ambitious act to create schools where all students are success and have equal resources to use.

Accountable for results, flexible control, parent options and use of best practice methods for teaching are the mainstays of this act. Each state including Kentucky had to present to the US Department of Education a plan for accomplishing these four items. The guidelines are clear and now districts are challenged to complete their plans.

Title I provides many resources, equipment and opportunities for schools to enhance their regular program. Students benefit daily—before, during, after and on Saturday—from the resources provided. http://www.ed.gov/offices/OESE/esea/factsheet.html

 

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Resources

Comprehensive School Reform as retrieved from http://www.ed.gov/offices/OSERS/

Hicks, Jean. Louisville Writing Project as part of the National Writing Project. For information contact Director Jean Hicks by phone (502-852-4544) or e-mail at jean.hicks@gwise.louisville.edu or http://www.louisville.edu/edu/LWP/

Family Resource Youth Service Center as retrieved from http://cfc.state.ky.us/frysc/About%20Us.htm

Kentucky Department of Education, Extended School Learning Branch at (502) 564-3678 or visit the Web site at http://www.kde.state.ky.us/

Kalkowski, Page. “Peer and Cross-Age Tutoring”, School Improvement Research Series as retrieved from http://www.nwrel.org/scpd/sirs/9/c018.html

Lonergan, James M. “Preparing Urban Teachers To Use Technology for Instruction” ERIC Clearinghouse on Urban Education New York NY. ERIC Digest. December, 2001

This digest was created by Eric, the educational resources information center. for more information about Eric, contact access Eric 1-800-let-eric

National School Lunch Program as retrieved from http://www.fns.usda.gov/cnd/

Peer tutoring as retrieved from http://www.nwrel.org/scpd/sirs/9/c018.html

Prichard Committee for Academic Excellence, P.O. Box 1658, Lexington, KY 40588-1658; (859) 233-9849 or (800) 928-2111; e-mail: admin@prichardcommittee.org or visit theWeb site at http://www.prichardcommittee.org/

Sports Club as retrieved from http://www.robbievalentine.com/rvinc.html

Richard H. Goodman and William G. Zimmerman, Jr. “Technology Thinking Differently” as retrieved http://www.aasa.org/issues_and_insights/governance/thinking_differently.htm

 

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Key Words

Extended School Services (ESS), English Second Language (ESL), Family Resource Youth Service Center (FRYSC), High Schools That Work (HSTW),paraeducator, parent involvement, peer tutoring, project based learning,special education, technology

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