SISI - Standards and Indicators

Standard 2 - Academic Performance - Classroom Evaluation/Assessment
2.1 EVALUATION/ASSESSMENT
2.1d Test scores are used to identify curriculum gaps.
2.1e Multiple assessments are specifically designed to provide meaningful feedback on student learning for instructional purposes.
2.1h Samples of student work are analyzed to inform instruction,revise curriculum and pedagogy, and obtain information on student progress.

Standard 3 - Academic Performance - Instruction
3.1 INSTRUCTION
3.1a There is evidence that effective and varied instructional strategies are used in all classrooms.
3.1c Instructional strategies and activities are consistently monitored and aligned with the changing needs of a diverse student population to ensure various learning approaches and learning styles are addressed.

Standard 4 - Learning Environment - School Culture
4.1 SCHOOL CULTURE
4.1a There is leadership support for a safe, orderly, and equitable learning environment (e.g., culture audits/school opinion surveys).
4.1 I Multiple communication strategies and contexts are used for the dissemination of information to all stakeholders.
4.1k This school/district provides support for the physical,cultural, socio-econmic,and intellectual needs of all students, which reflect a commitment to equity and an appreciation of diversity.

Standard 5 - Learning Environment - Student, Family, and Community Support
5.1 STUDENT, FAMILY, COMMUNITY SUPPORT PROGRAMS/SERVICES
5.1a Families and the community are active partners in the educational process and work together with the school/district staff to promote programs and services for all students.
5.1b Structures are in place to ensure that all students have access to all the curriculm(e.g.,school guidance, FRYSC's ESS).
5.1d Students are provided with a variety of opportunities to receive additional assistance to support their learning, beyond the initial classroom instruction.

Standard 7 - Efficiency - Leadership
7.1 LEADERSHIP
7.1.e Leadership ensures all instruction staff has access to curriculum related materials and the training necessary to use curriculum and data resources relating to the learning goals for Kentucky public schools.
7.1.h The school/district leadership provide the organizational policy and resouce infrastructure necessary for the implementation and maintance of a safe and effective learning environment.

Standard 8 - Efficiency - Organizational Structure and Resources
8.1 ORGANIZATION OF THE SCHOOL
8.1.a There is evidence that the school is organized to maximize use of all available resurces to support high student and staff performance.
8.1.d There is evidence that the staff makes efficient use of instructional time to maximize student learning.
8.1.e Staff promotes team planning vertically and horizontally across content areas and grade configurations that is focuesed on the goals, objectives, and strategies in the improvement plam (e.g., common planning time for content area teachers; emphsis on learning time and not seat time, and intergrated units).
8.2 RESOURCE ALLOCATION AND INTEGRATION
8.2.d State and Federal Program Resources are allocated and integrated (Safe Schools, Title I, IDEA, FRYSC's, ESS) to address student needs identified by the school/district.

Scenario

Damon is seven years old and already his teachers are giving up on him.  He’s the youngest in this family.  Many of his brothers, sisters, and cousins have dropped out of school.  His family has a history of financial and legal problems.

Damon is experiencing problems with sitting still in class and falling behind in his class work.  He of
Damon is seven years old and already his teachers are giving up on him.  He’s the youngest in this family.  Many of his brothers, sisters, and cousins have dropped out of school.  His family has a history of financial and legal problems.

Damon is experiencing problems with sitting still in class and falling behind in his class work.  He often misses school.  His mother now avoids the teachers and experiences only criticism when she does see them.

Damon is a student with the potential for dropping out of school.  He exhibits some of the early warning signs.  In order for Damon to be successful in school, he will need intervention.  His mother will need to be included in the intervention as well.  A team approach, welcoming school environment, and school and district resources should help to ensure Damon stays in school through graduation.
ten misses school.  His mother now avoids the teachers and experiences only criticism when she does see them.

Damon is a student with the potential for dropping out of school.  He exhibits some of the early warning signs.  In order for Damon to be successful in school, he will need intervention.  His mother will need to be included in the intervention as well.  A team approach, welcoming school environment, and school and district resources should help to ensure Damon stays in school through graduation.

Introduction

“Evidence has shown that there is a need to identify those early factors in a child’s life that place a child at risk.  Although focus on family involvement, early childhood education, and reading & writing begins when children are young, they continue throughout a student’s development.” (Schargel & Smink, 2001)

Researchers have found that it is possible to identify potential dropouts early, as early as elementary school (McDill, Natriello and Pallas, 1986).  Hodgkinson (as cited in Druian & Butler, n.d., Conditions Associated with At-Risk Students, section, para.2) found in his research a widely held view that “we intervene too late in the course of student’s development, that certain parts of the profile of a dropout prone student may be visible as early as the third grade.”

When people think about dropout prevention, they normally think about the student that is in high school.  There are very few students that don’t have at-risk characteristics as early as pre-school.  

Characteristics/Identification Indicators
 
View the following list of indicators for students who may potentially dropout of school:

1. Absenteeism
2. Academic Failure & Retention
3. Lack of Connection
4. Low Socio-Economic Background
5. Ethnic Background
6. Lack of Family Involvement
7. Lack of Community Involvement
 
 
 Absenteeism
 
 Attendance rates in elementary school are highly predictive of dropping out (Hess, et al, 89).  Studies indicate that students who have excessive absenteeism/ truancy issues are more likely to dropout of school.  Students who start developing a pattern of high absenteeism in elementary school could be an early indicator of a potential dropout.
 
Click on STRATEGIES SECTION for discussion of the strategies listed below.  School and support staff may choose to implement these suggestions after identifying students who have experienced absenteeism and truancy.
 
 
 Academic Failure & Retention
 
 Low academic success is the strongest indicator that a student is at risk to dropout of school.  An elementary student that starts demonstrating low academic success and low motivation may be a potential dropout.
 
 The lack of academic success usually leads to retention.  Students who are held back due to low academic achievement may begin to view themselves as unable to succeed in school.  Lower self esteem and self concept is seen as an at risk factor for future dropouts.  Roderick (1994) explains that a student repeating a grade from kindergarten through 6th grade have an increased risk for dropping out.  Sixth grade students who are older their peers may experience disengagement during middle school.  This frequently leads to decline in attendance and eventually, dropping out of school.
 
Click on STRATEGIES SECTION for discussion of the strategies listed below.  School and support staff may choose to implement these suggestions after identifying students who have experienced academic failure or retention.
 
 
 Lack of Connection
 
 Students who dropout of school are more likely to have a history of serious behavior problems that those who complete high school, and these behaviors may be evident in their elementary careers.  Students who are not engaged in school often have behavior problems.  Studies have shown that inappropriate disruptiveness in kindergarten was related to dropping out of school (Vitaro, Larocques, & Tremblay, 1997).  Ensiminger & Slusarick, (1992) reported that aggressive behaviors as early as first grade predicted later school dropouts.
 
 Click on STRATEGIES SECTION for further discussion of the strategies listed below.  School and support staff may choose to implement these suggestions after identifying students who come from a  low socio-economic background.
 
 
 Low Socio-Economic Background
 
It is getting more difficult to conduct school as we have in the past because more students are coming from poverty.  “ An education is the key to getting out of, and staying out of generational poverty.  Individuals leave poverty for one of four reasons:  a goal or vision of something they want to be or have; a situation that is so painful that anything would be better; someone who “sponsors” them (i.e. an educator or spouse or mentor or role model who shows them a different way or convinces them that they could live differently); or a special talent or ability that provides an opportunity for them” (Payne, 2001).
 
Students who come from a lower socio-economic background are more likely to be at risk to dropout that their middle class counter parts.  Donnelly (1987) indicated that students who dropout come from low socio-economic families.  A possible explanation includes low educational backgrounds of parents and low expectations for the children.
 
 Click on STRATEGIES SECTION  for further discussion of the strategies listed below.  School and support staff may choose to implement these suggestions after identifying students who come from a low socio-economic background.
 
 
 Ethnic Background
 
 Minorities have been found to a greater risk for dropping out of school.  Language and cultural differences can also create a factor or barrier for these students.  The United States Bureau of Census indicates that Hispanics are more likely than other ethnic or cultural groups to dropout of school.
 
 One explanation for the problem of school dropout among minority students is the theory “cultural discontinuity.”  This theory centers on the possible mis-match between the culture of another student and the culture of school.  Boykin (1962) argues that much of the school failure that African American children experience in school can be explained in terms of cultural discontinuity resulting from a mis-match between salient cultural issues in minorities versus thos typically afforded in American schools.
 
 In Kentucky, the dropout rate for Hispanic students has increased from 6.65 in 2000 to 7.40 in 2001.  How recently a student’s family migrated to the United States may contribute to why more Hispanic students are dropping out (Education Statistics Quarterly http://nces.ed.gov/pubs2001/quarterly/fall/elem-highschool.html) - This website will give additional information on the Hispanic dropout problem.
 
 “African  American and Hispanic youth are disproportionately represented in the dropout population.  Eighty percent of the Hispanic dropouts speak Spanish at home.  For those who speak limited English or none at all, the outlook is especially bleak-with dropout rates ocer 60% (mcMillen, Kaufman & Whitener, 1994, 48).  Students who are both low income and minority status are at a higher risk for dropping out.  For more information, go to the Kentucky Department of Education, Division of Equity website:  http://www.kde.state.kde.state.ky.us/ohre/equity/default.asp
 *Possible link:  Dropout Equity
 
 Click on STRATEGIES SECTION for discussion of ways school and support staff can implement “culturally competent services” and help reduce dropout for at-risk elementary students.
 
 
 Lack of Family Involvement
 
The involvement of parents/family members in the education of their children both at school and in the home is supported in the research as one of the keys to achieving success in schools.  Family involvement is associated with higher levels of student performance, improved behavior, and greater parent and community support for schools (Henderson, 1987).  These factors play an especially critical role in the social, emotional, physical, and intellectual development of young adolescents.
 
 In order to positively impact these issues, it is essential that effective partnerships with families be developed.  This requires that all school staff create a welcoming school environment.  Families should be encouraged to raise questions and voice their concerns, as well as participate appropriately in decision –making. Developing these partnerships most often requires that school staff provide families with the information and training they need to become involved.  The schools should provide opportunities for families to be invited to participate in their children’s learning.
 
 Family Involvement in the schools can neither be seen as a quick fix nor a luxury; it is a fundamental point of a healthy school system (Henderson, 1987).  The array of services that schools are expected to provide to meet the needs of students within the classrooms require additional financial and human resources.
 
 Go to STRATEGIES SECTION for discussion of a few strategies in the book entitled:  Keys to Re-engaging Families in the Education of Young Adolescents, Loucks & Waggoner, 1998.
 
 
 Lack of Community Involvement
 
Involving community members allows for their input and develops a sense of “ownership” that is necessary for all schools to succeed.  “Ownership” for at-risk elementary school students can promote a sense of belonging, and a sense of responsibility toward the school and themselves.  Cunningham (2002) reported that public engagement also gives school systems and stakeholders the opportunity to learn about trends among youth and in the community that might influence academic outcomes. 

The entire community may benefit from understanding social and health conditions that interfere with learning, such as inadequate nutrition or lack of health care.  Community involvement can enhance the community’s overall quality of life.  Many schools are working with their communities to organize and optimize their resources in ways that place students’ overall well being at the heart of the school program (Tonaka, 1996). 

These initiatives called health programs are both comprehensive and coordinated (Marx, etl, 1998).  For additional information on building working partnerships between the community and schools and its benefits for all stakeholders, visit http://eric.oregon.edu/publications/digests/digest157.html.
 
 In Kentucky, the Family Resource Youth Service Centers (FRYSC) promote identification and coordination of existing resources, in order to remove barriers to educational success for all children and their families.  The centers work closely with community resources to ensure that the appropriate services are available to meet the needs of the students and families that have been identified. 

Often the FRYSC’s are the schools link to all community service providers including government agencies, private organizations, civic clubs, charitable organizations and individuals.  This community collaboration is a vital ingredient in making services readily accessible and in leveraging a partnership that can assist and influence the overall educational experience. For more information on the FRYSC program visit the following website:  http://www.cfc.state.ky.us/frysc/.
 
 Many Kentucky communities are being designated as a “Community of Promise” through the America’s Promise Initiative.  The Five Promises are:
 
1). Ongoing relationship with caring adults---parents, mentors, tutors, or coaches;
2). Safe places to be with structured activities during non-school hours
3). Healthy start and future
4). Marketable skills through effective education;
5). Opportunities to give back through community service.
 
 
Click on STRATEGIES SECTION for discussion of the strategies listed below.  School and support staff may choose to implement these suggestions.
 
 
 

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Strategies

 Absenteeism Strategies
 
 
 Longitudinal Student Data
 
Longitudinal student data provides a method to follow students through their school career.  This process differs from tracking, focuses on needs of each student, and also provides a better idea of student’s academic and social needs. 

Doughtery (2001) reported that matching student records longitudinally provides a rich store of data for evaluating the long-term impact of early childhood bilingual, or dropout prevention programs.
 http://www.educationweek.org/ew/ewstory.cfmslug=33dougherty.h20@keywords=dropout%20 prevention – This website discusses the concept of longitudinal student data.
 
 
 Big Brother/Big Sister In-School Mentoring Program (Todd Co., KY)
 
Elementary through grade 11, district-wide administrators, current teachers, retired teachers and other school personnel are the first choices as mentors.  Other thoroughly screened volunteers from thecommunity may also serve, if needed, in this one hour per week program that hasshown much success in Todd County Kentucky Schools.  Contact person:  Vicki Myers, Director of Pupil Personnel, Todd County Board of Education; 804 South Main Street; Elkton, KY  42220; (270) 265-2436; vmyers@TODD.k12.KY.US.
 
 
Truancy Mediation Program (Todd Co, KY)
 
After five unexcused absences, the student and parent must visit the Todd County Truancy Mediator, a retired social worker, who is an employee of the Todd County Board of Education, whose office is located in the Todd County Courthouse.

The student and parent are interviewed to discover the reasons for the attendance problems, refers them to other sources of help, as needed; goes over the district’s attendance policy and has them sign an attendance contract.  Contact person:  Vicki Myers, Director of Pupil Personnel, Todd County Board of Education; 804 South Main Street; Elkton, KY  42220; (270) 265-2436; vmyers@TODD.k12.KY.US.

Academic Failure and Retention Strategies
 
Friday Kids
 
This program gives extra assistance to students in the first through sixth grades who are struggling and in danger of becoming at-risk.
 
Children who are already in the special-services program are recommended by their classroom teachers to be Friday Kids.  Once a week, they meet with the special-services teacher and her aide to work in areas where they need additional help.  Two grades are chosen to participate during each quarter, rotating through all grades.
 
First Grade Intervention
 
During the first week of school, identify incoming first graders who require supportive services by using a combination of kindergarten teachers’ recommendations and testing results.
 
The intervention teacher gathers all pertinent data to design a specific program for those who need extra help.  There are meetings with prior teachers; if possible, conferences with the reading specialists; and times to get acquainted with the student to establish a good working relationship.
 
Children in the program spend time with the intervention teacher, on a one-to-on basis, for approximately 20 minutes a day.  These intensive, task-oriented sessions occur in addition to regular classroom instruction.
 
“The “I Can” Strategy for Promoting Self-Confidence”:

• Focus on tasks the child is certain to have success in.
• Use open-ended questions like, What does this picture make you think of?
• Give positive feedback for correct responses.
• Develop a one-to-one relationship with the students. This can be done by greeting each student as they enter or exit the classroom.
• Have questions that range in difficulty and match the level of difficulty to the student’s level of capability.
• Allow sufficient time for responses and provide cues or prompts when you need to.
• Show the student how to break down big problems down into smaller steps to build confidence for the next step.
• Give them responsibility.  Trust them to do their homework and consider giving special privileges – giving students jobs to do can give them the independence they are yearning for in their home lives. 
• Increase Instructional time
   
  

Extended learning time for students can happen in several ways.  Schools can use flexible and creative scheduling during school hours or extra time outside of the regular school day (Denton 2001), such as before and after school programs, Saturday school, or summer school.
 
Regardless of how schools extend time, numerous options exist for using it effectively:

• Offering classes on study skills and corresponding programs to help parents encourage study skills in the home
• Providing one-on one tutoring with a teacher or cross-age tutoring with an older student.
• Offering individualized education plans.
• Providing consultation by school teams.
• Giving special assistance and targeted services for students with learning disabilities and other special needs.

Every school in Kentucky has in place a referral system called Extended School Services that is designed to provide additional academic support for at-risk students.  Teachers or parents can request needed support for struggling students.

Following referral, the ESS teacher and regular class teacher work together to identify specific skill needs, establish student goals, provide appropriate materials and instruction, and monitor student progress.
 
 EXAMPLE’s of  ESS Programs:
 
Washington County Elementary- Teacher volunteers become mentors for students who need additional instruction/support in basic academic areas, study skills and practical living skills.  The purpose is to provide assistance and support for these students who have experienced failure and have a  negative self image. 

The students attend the ESS after school program two to four hours per week.  Teacher-mentors monitor targeted students’ progress in school and reinforce successful performances.  Teachers also provide training for parent volunteers.
Contact:  Pauletta Kutter, Principal and ESS Coordinator (606) 336-5490
 
Beaver Dam Elementary (Ohio Co)- The ESS building level coordinator surveys the faculty periodically to determine specific skill areas in which students need the most help.  After school workshops are scheduled twice a week for a period of 3-5 weeks.  Skills taught in the after school sessions cover areas primarily in reading and math.
 
For students who do not have transportation allowing them to attend after school sessions, a teacher serves these at-risk students in a neighborhood facility.  Instruction in academic areas, homework assistance, and technology skills are offered.  Volunteers from a nearby church as well as high school peer tutors in the program.
Contact: Soretta Ralph, ESS Dist. Coordinator
 
 
Implemention of a Differentiated Instruction Approach

How to utilize the “differential instruction approach” is provided in Differentiated Instructional Strategies:  One Size Doesn’t Fit All, by George, G.H. & Chapman, Carolyn, (2002), Corwin Press, Inc., A Sage Publications Company, Thousand Oaks, CA 91320.  E-mail:  order@corwinpress.com.
 
Create a Climate for Learning
 
Students need to believe they can learn, and that what they are learning is useful, relevant, and meaningful.  The brain responds to the entire sensory content in which learning takes place.  To create a learning climate, establish the following:

• Eliminate threats
• Create a positive climate
• Increase feedback
• Set goals with the student
• Activate and engage positive emotions (Jenson, 1998)

Know the Learner
 
Create a student profile tool that can give you information about how students learn (learning style preferences/multiple intelligences) as well as personal interests that may motivate students to learn.  For example, ask such questions as:

• When you have free time, what do you like to do?
• Do you like music when you do school work, or a quit room?
• What would help you learn more at school?
• Do you like to learn by doing thins with your hands?

Continue to gather data and observe struggling students to determine their unique ways of learning.  Then consciously include a variety of learning experiences.

Deliver Curriculum a Variety of Ways
 
Sometimes students become disinterested in school because they are bored; other because they have failed to learn through traditional teaching methods/styles.  Curriculum can be delivered in many ways so it will appeal to individual learners and meet the need for engaging activities and meaningful experiences.
For EXAMPLE:
 
Create a learning Center
This is a collection of material designed with a purpose and goal in mind.  Students work with center materials to develop, discover, create, and learn a task/concept/skill at their own pace.
 
 To set up a learning center:
1. Begin small (0ne or two activities).  You can expand later.
2. Explain the purpose/use of the center to the student(s)
3. Provide choices
4. Provide structured and/or creative activities
5. Have a procedure for feedback and closure
 
Engage Students in Projects (with content focus)
 
Project’s can varied and rich with opportunities for engaging students, capturing their interest in a content area, and extending learning through a fresh approach.  When struggling students feel a connection and can make a contribution to activities at school, they are less likely to consider dropping out of school.
 
Projects in differentiated classrooms generally deal with a particular topic of study, but differ in nature.  There are “Structured projects,” “topic-related projects” and open-ended projects.”
 
 
 Lack of Connection Strategies
 
 A Sense of Belonging
 
This program involves students in the educational community.  Conflict resolution is taught in all classes.  Trained students become conflict managers on the playground.  Older students act as tutors to younger students, and every class has a “Buddy Class” for special learning activities.
 
 All sixth graders have regular jobs on campus.  Examples include:  Principal’s Assistant, Safety Patrol Officer, and Kindergarten Reader. 
 
 Kissed – Kentucky’s Initiative in Social Skills and Emotional Development
 
KISSED is an intensive team-based professional development opportunity for Early Childhood educators and support staff.  The goal of the experience is to help participates gain knowledge and skill needed to address the social/emotional needs of their students.

The training highlights three levels of need and intervention, emphasizing a team problem solving approach to understanding children’s behavior and planning for increasing social competence in school and at home.  It is addressed in four modules and addressed the following content:

• Resilience
• Social Emotional Development
• Developmentally Appropriate Practices
• Levels of Intervention
• Collaborative Ethic Teaming
• Facilitating Social Competence at Universal
• Team Problem Solving Process
• Functions of Behavior
• Target Interventions
• Mental Health Issues
• Collaboration.

 The outcomes of KISSED include:
 
1. Increased understanding of characteristics of target population:  young children at-risk, or displaying problems in the area of social-emotional development
2. Increased knowledge of normal stages of emotional development, current brain research, and the relationship to social skills
3. Increased understanding of the importance of social competence and the need to address it formally with early childhood programs
4. Increased awareness of continuum of strategies which can be used to facilitate social competence of young children
5. Increased skill in selecting strategies to plan appropriate programming for young children
6. Increased skill in team-based problem-solving approach related to social emotional/behavior problems
7. Increased confidence in dealing with young children who evidence deficits or excesses in social skills, and their families
8. Increased understanding of screening, evaluation, and assessment issues relevant to the social-emotional domain
9. Reduction of inappropriate labeling of young children who display social emotional problems
10. Increased understanding of the range of social emotional problems and the influence of other professional problems
11. Increased awareness of other professional and resources available for young children who display severed emotional/behavior problems.

For additional information, contact:
Phyllis Hall, State Coordinator for KISSED, Anderson County Regional Training Center, (502) 839-2513 and/or Earl Trevor, Program Consultant, Division of Extended Learning, KDE, (502) 564-7056

‘KIDS Project:  Kentucky Instructional Discipline and Support

The Kentucky Instructional Discipline and Support Initiative – ‘KIDS’ Project- is a professional development initiative co-sponsored by the Kentucky Department of Education and the Center for School Safety.  This initiative is an effort to replicate the success of the original ten Kentucky Behavior Initiative ‘Model School” pilot sites and to expand the number of demonstration sites statewide. 

The goal if this project is to build increased state and regional capacity for implementing proactive instructional discipline models, echich positively affect school climate through the selection and development of 50 additional elementary and middle school demonstration sites.

Each school is receiving extensive training and support for creating effective prevention-oriented discipline and behavior support systems at both the classroom and school wide levels during the 200-2003 project cycle. 

These 50 schools, which will be known as Kentucky Instructional Discipline and Support (or ‘KIDS’) Schools, will develop early intervention attitudes and approaches which address behavior and the needs of all students by providing positive behavior instruction and supports at early ages and early stages of difficulty to prevent escalating behavior problems.

KIDS Schools focus on teaching responsible behavior and encouraging all staff to view student misbehavior as an opportunity to teach positive behaviors that replace undesirable ones.

Basic outcomes include:

• Developing consistent proactive school wide responses to behavior that create a positive school climate which benefits all students and staff
• Implementing proactive interventions that target students at-risk for continuing behavior problems
• Developing capacity to provide strategies and programs that deal positively and electively with the challenging behavior of any student (mild to severe).
• KIDS Schools will be willing to share insights and expertise after successful implementation and completion of their training (via site visitation access, etc.) with Kentucky colleagues interested in proactive instructional discipline approaches and results.

For further information, contact Laura McCullough, KIDS Project director, at the Kentucky Department of Education, (502) 564-4970

Managing Discipline Problems

The teacher should begin with being aware of the student’s basic needs.  Those needs include belonging, mastery, independence, and generosity.  If these are taken care of first, less problems will arise:

• Create an environment that doesn’t give off the sense of isolation.
• Try to be genuine.  For example, talk about subjects other than school related.  Ask for the student’s suggestions on activities to do in class.  It creates a sense of belonging,
• Urge the students to want to be successful.  Show a variety of learning experiences with assignments and also group activities.  Allow them to choose and build on their own needs.  This illustrates mastery in a desired subject.
• Administer responsibility.  Ask one student to pass out lunch tickets and another to take the attendance to the office.  This technique incorporates independence with responsibility.
• Allow the students to help in community projects such as fund raising, recycling, or other opportunities to show generosity towards other people.
• Refer Students for Extended School Services

Many Kentucky schools use Extended School Services programs to provide support for ar-risk students during transition times.  One such program was begun as part of an ESS Innovative Grant.  Northern Elementary School and Phillip Sharp Middle School in Pendleton County designed an intervention program called Project B.E.S.T. (Bestowing Essential Skills for Tomorrow) to help at-risk students successfully transition from an elementary school to a middle school. 

Components of the program included use of Development Reading Assessment, the Soar to Success program, and character education elements.  For additional information, Contact Janet Stahl, program contact, at 859-472-7341.

Other types of transition programs used as part of an ESS program include Jump Start programs that target a small group of identified at-risk students.  Intensive sessions with those students are conducted before or at the beginning of the school year to assist them as they transition to a new school environment.  For more information about several programs, contact Extended School Services at the Kentucky Department of Education at 502-564-3678.

Low Socio-Economic Background Strategies

Even Start

Even Start- a two-generational program that links the education of their children (ages one through seven)- has been implemented to increase the literacy skills of parents so that their children can succeed in school.  Even Start parents are helped to improve the preschool activities of their children and to understand their role in their children’s education.

The following are strategies that Ruby Payne suggested in her book, A Framework for Understanding Poverty.  These strategies stress support systems that schools can use to help students that come from a low socio-economic background:

Supplemental Schoolwide Reading  Program
There are a variety of reading programs that a school might select for a school wide reading program.  Students are encouraged to read more because the programs are designed so that students aren’t penalized for what their parents don’t know or cannot provide for them.

Keeping Students with the Same Teacher(s) for Two or More Years
This concept is designed to build longer-term relationships between teachers and students.  Students from low socio-economic background often need a secure relationship with a teacher or mentor to provide guidance and direction that they might not get at home.

A school can create and build relationships by providing support systems that demonstrate personal care for struggling students.  These supportive individuals promote student achievement, act as role models, and insist upon successful behavior at school (Payne 2001)

Teach Coping Strategies
Teaching coping strategies can be done in several ways.  One is to address each issue as a student needs assistance.  Many schools have small groups that meet with the counselor, principal, or a teacher to work on coping strategies in a number of areas.  For example, one elementary school divided all of its sixth graders into groups of eight.  Then school officials took these students and met with them and discussed issues they would face the next year when they went to middle school.

Equity Strategies

Implement five essential elements of cultural competency:

1. Value diversity
2. Have the capacity for cultural self-assessment
3. Be conscious of the dynamics inherent when cultures interact
4. Institutionalize cultural knowledge
5.  Develop adaptations to service delivery that reflects an
   understanding of diversity between and within cultures

These five elements must be manifested in every level of the service delivery
system.  They must be reflected in attitudes, structures, policies, and services.

• Provide Culturally Relevant Teaching
  This pedagogy empowers students intellectually, socially, emotionally, and
   politically by using cultural referents to impart knowledge skills and attitudes.
   (Ladson-Billings, 1994).
• Maintain high standards and expectations for all students.
• Use culturally relevant curriculum materials
• Recognize and incorporate students’ learning styles, cultural
  styles, strengths, and native languages.
• Link students’ histories and worlds to the subject matter.
• Build teacher-student relationships that are fluid and humanely
  equitable.
• Use Disciplinary Procedures Based on Understanding of Misbehavior

Obviously, school disruptions cannot be tolerated.  But racial and cultural
differences in the definition of good behavior, along with miscommunications
frequently lead to inequitable punishment of students of color by school
personnel who do not respect their style of classroom participation. 

Further,arbitrary and excessive consequences for minor offenses can develop in all students a sense of powerlessness, dependence on authority, and anger that leads to further misbehavior (Gathercoal, 1998).

Before disciplining students…

• Elicit and consider the reasons for the misbehavior, particularly
   as it relates to racial differences between teachers & students.
• Respect student concerns
• Seek to uncover information about a problem that the school might help solve, such as the need for educational supports (e.g. assistance in securing food and shelter, relief from victimization through bullying, counseling for trauma, depression, and family difficulties  (Gathercoal, 1998)).

For further information on specific strategies, see All Means All: a call to Action:  Improving
Achievement of African-American Students Across the Commonwealth of Kentucky (October 2000), by The Minority Student Achievement Task Force.

Lack of Family Involvement

Keys to Reengaging Families in the Education of Young Adolescents, Loucks and Waggoner, 1998, provides a comprehensive list of strategies that addresses the six Parent Involvement categories. The strategies provided below are just a few highlighted in this resource:

Family as Decision Maker and Advocate

• Create councils for families to offer input into areas of concerns and school policies through curriculum advisory councils, school activity councils, family advisory groups and other organized groups.
• Develop a policy for family involvement in decision-making roles. Outline a procedure whereby families can get involved in productive and effective ways.
• Plan ways in which families can get involved in decision-making roles for activities that effect their child’s life.
• Plan a media approach to promote parenting: publicity (multi-media, newsletter, newspapers, fliers, TV [including local access cable channel], radio, posters).
• Provide  simplified, selective messages to families – less is more. Identify what is important and deliver that message. Deliver once a week, color code them so families can identify and expect them. (Use gimmicks to get students to take them home).
• Focus of family involvement should be on student learning/achievement.
• Use school newsletter to establish expectations. (it is best to mail them home if possible)
• Have teachers issue regular notes to families, possible at three and six week interval with specific areas to be addressed (one positive note for each negative note.)
• Place a telephone in each classroom or teachers’ work area for ease of communicating with families.
• Use an assignment sheet or notebook kept by students and sent home each night
• Communication can be two-way: notes to and from families/teachers through notebooks (families know these are to be completed daily).
• Hold PTA activities and conferences at flexible times to accommodate families’ work schedules.
  Family and School as Communicators
• Schedule parent/student conferences regularly and provide instruction to staff on how to make conferences valuable and non-threatening.
• Role play with inexperienced faculty members.
• Describe the procedures of the family conference in a note to familiarize the families with what to expect at the conference. The child is the focus of the conference and the goal is to determine how the family and school can work together as partners to assure academic progress.
• Make frequent phone calls and/or send notes home regularly. Suggest that two positive calls/notes be made for every negative/corrective call or note. Include a time when families are most likely to find teachers at school.
• Develop a policy that encourages families to visit the school and classrooms. Take special care to ensure that all staff, including secretaries and maintenance people understands they are in the service business. A smile and helping hand can go a long way in keeping the doors of communication open.
• Create special opportunities for families to visit the school, observe classrooms, and ask questions after the visit. Friday coffee with the principal; family, grandparents, or school critical friend lunches are possible events that bring families into the school.
• Make all communications easy, simple, and direct. Keep in mind that many families may have language barriers both because of literacy or lack of knowledge of the English language. Use pictures, short words and whenever needed, translations.
• Know your audience. When referring to the family remember that there are all types of families: single family, stepfamily, foster, blended, multi-generational. 
  Family as Learners
• Sponsor workshops for families on how to improve their (1) parenting skills, (2) discipline techniques, (3) communication with their child, (4) knowledge about AIDS, drug abuse, Algebra 1, or a host of other subjects. These can be taught by the school social worker, psychologist, a classroom teacher, or a family volunteer.
• Provide a video library where parents can check out informational tapes and/or school-made tapes with instructions on such areas as how to help with special projects, homework, or preparation for tests.
• Provide a place and time when families can meet in small groups to discuss common parenting concerns. Families of children experiencing difficulty may be specifically targeted for conversations in which the school counselor or social worker serves as facilitator.
• Enlist the aid of bilingual key communicators for non-English speaking families. Provide appropriate English as a second language programs or alter learning experiences, which have been traditionally available only in English.
• Look for the assets and strengths of each family and build on those. Families are powerful teachers of other families.

Family as Teachers/Coaches

• Develop a calendar of events of seasonal activities, places to visit, and things to do for families and young adolescents. Include activities that promote family-child interaction that is unhurried and pleasant for both.
• Provide a family/child suggested TV viewing list with an occasional assignment for family/child discussion after viewing a particular program.
  Invite families to join in field trips and send home pre- and post-trip discussion questions.
• Send home suggestions about school related activities to do at home and in the community. (Homework sheets, incentives – positive behavior, and calendar of activities.)
• Hold a reading, math, or science fair for families at school where projects are displayed and explained by the students.

Family as Supporters, Volunteers, and Audience

• Survey families at the beginning of each year to identify ways in which they would like to help at the school Place in groups (for example: library helpers, field trip sponsors, room families, computer aids). Provide training guidelines. Note: Sample survey is located on p. 95. DO NOT survey families unless you plan to follow up on all responses.
• Host an orientation session for each type of volunteer group. At that meeting establish conditions for volunteer participation. Provide a handbook when possible that includes the guidelines as well as other helpful information. Also solicit leadership form the group so that it can function without the administrator’s constant guidance. The leader from each volunteer group could then make up a volunteer council or care committee which could meet regularly to deal with concerns or changes needed.
• Provide working families an opportunity to provide support through offering Saturday or take-home projects such as painting games on black top, cutting out materials, and building backdrops for a play. Build your volunteer program on the premise that most families have the desire and ability to help in some way.
• Provide special events that require family participation: read-along night, game night, science fair workshop, creative writing workshop, or multicultural night.

Family, School and Community as Partners

• Send home ‘tip’ sheets, which suggest ways in which families can better, support
   their young adolescent’s academic performance and/or school attendance.         
   EXAMPLE:
   
  a.      Five ways to have fewer homework tears;
  b.     Television viewing guidelines;
  c.      Ten reasons to read with or to your child
  d.     A monthly calendar or seasonal calendar of things families could be doing together. This could include visiting local sites of interest such as the public library and making something.
  e.      Homework assignments that encourage or even require family and child to discuss, share, or work together.
  f.       Homework and study procedures
  g.      Homework Hotline;
  h.      A safe walk/ride night for students and family members (possibly in conjunction with open house). Encourage families to walk or ride to school with their young adolescent and discuss safety rules;
  i.       Frequent opportunities for families to utilize their skills and talents with students by sharing hobbies, life experiences, travels, and career information;
  j.       Problem solving strategies for families: A three-way conference among teacher, family, and child is often more successful. The child has the problem (low grades, poor behavior, etc.) the teacher and the family can collaborate to help find a way to assist the child in resolving the problem.
• Engage senior citizen programs, outreach programs, e.g., Golden Card, (reduced admission to events), Pen Pals, provide meals on special occasions, grandparent/good friend tea, etc.
• Solicit local businesses to give released time for families to be involved in their child’s education and /or provide technical resources.
• Suggest to families that they and their children set aside a specific time (one hour) for homework each night. Call it “The Power Hour” and initiate a community marketing plan using posters, advertisements, and buttons stressing the importance of homework and The Power Hour program

Lack of Community Involvment Strategies

America Five Promises and Strategies
 
1.     Ongoing relationship with caring adults-parents, mentors, tutors or coaches

A  plan that will facilitate a cadre of adults to support, care, guide, and advocate for all young people especially those most at risk for academic failure.
 
2.     Safe places with structured activities during non-school hours

Communities can assist in providing safe places with structured activities that address both the physically and emotional needs of the youth especially those middle/high school years.
 
3.     Healthy start and future

Communities need to work collaboratively with a n array of services and stakeholder to provide the following types of services and opportunities during the entire birth-to 20 age span: economic security, accessible and affordable healthcare, quality health education, adequate nutrition and exercise, safety at home, in school, and in neighborhoods, support system for youth and their parents.
 
4.     Marketable skills through effective education

Communities can provide support and opportunities that will assist in helping   young people make successful transitions from school to work.
 
5.     Opportunities to give back through community service

Communities can assist schools by providing opportunities and resources though school-based community service or service –learning initiatives.  With appropriate training and support there are many different types of service young people can perform in their community with the right support.

 

 

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Barriers

As with any program, there are always barriers whether it is fiscal or human. With the hands-on approach to career awareness, there is always the need for professional development.

Without teachers understanding and willingness to be open and creative with the students, hands-on career awareness will not happen.

There must be administrative support and community involvement. These are not always possible.

Expense in this type of program is not always a barrier.

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Resources

Kentucky Programs

Extended School Services (ESS)
Washington County Elementary
Contact Person:  Paultetta Kutter
(606) 336-5490

Kentucky Family Resource Centers (FRYSC)
Kentucky Department of Education
For more information and examples of model programs, Contact
Jennifer Scarborough, Branch Manager
(502) 564-3678

Project B.E.S.T. (Bestowing Essential Skills for Tomorrow)
To help at-risk students transition from elementary to middle school
Pendleton County
Northern Elementary School/Phillip Sharp Middle School
Contact Person:  Janet Stahl
(859) 472-7341

Division of Exceptional Children
Kentucky Department of Education
For more information on KIDS-Kentucky Instructional Discipline and Support Program, Contact
Laura McCullough, KIDS Project Director
(502) 564-4970

Anderson County Regional Training Center
For more information on KISSED-Kentucky’s Initiative in Social Skills and Emotional Development
Phyllis, Hall, State Coordinator for KISSED
(502) 839-2513

Truancy Mediation Program
Todd County Schools
A truancy mediation program designed for students who accrue five unexcused absences.
Contact person:  Vicki Myers, Director of Pupil Personnel
(270) 265-2436
vmyers@todd.k12.us

Additional Resources

Gregory, G. H. & Chapman, Carolyn (2002).
Differentiated Instructional Strategies: One Size Doesn’t Fit All
Corwin Press, Inc.
A Sage Publications Company
Thousand Oaks, California 91320
 
Payne, Ruby (2001).
A Framework for Understanding Poverty
Process, Inc.
P. O. Box 727
Highlands, Texas 77562-0727

Schargel, Franklin & Smink, Jay (2001)
Strategies to Help Solve Our School Dropout Problem
Eye On Education
S Depot Way West, Suite 106
Larchmont, N.Y. 10538
 
Loucks, H. E. & Waggoner, J. E. (1998)
Keys to Reengaging Families in the Education of Young Adolescents
National Middle School Association
Columbus, Ohio 43231
 
References

Ahrens, Annette, (August 1996) Strategies for Teaching At-Risk Children. Issue of Learning, from http://www.central.edu/education/REX/atrisk.html

Cunningham, C. (2002).  Engaging the community to support student success.  ERIC Digest, 157.  Retrieved June 17, 2002, from    http://eric.uoregon.edu/publications/digests/digest157.html.
This article discusses building working partnerships between the community and schools and its benefits for all stakeholders.
 
Doughtery, C. (2001, May 2).   More than a snapshot.  Education Week.  Retrieved June 17, 2002, from http://www.educationweek.org/ew/ewstory.cfm?slug=33dougherty.h20&keyswords=dropout%20prevention.
The article discusses the concept of longitudinal student data.
 
Holland, H. (1999).  Putting parents in their place.   Education Week, 19, 44.   Retrieved June 17, 2002, from
http://www.edweek.com/ew/ewstory.cfm?slug=03hollan.h19&keywords=family%20involvement.
The article discusses the need for increased parental involvement within the schools.
      
Information and research on dropouts and dropout prevention strategies.  Washington, DC:  Office of Elementary and Secondary Education. Retrieved June 17, 2002, from
http://www.ed.gov/offices/OESE/DropoutPrev/dropoutpubs.html.
The article provides statistics on dropouts, discusses early risk factors and behaviors of dropouts, and proposes strategies for the prevention of dropouts.

Jacobson, L. (2000, November 29).  Harvard Project aims to strengthen teacher-parent bonds.  Education Week.  Retrieved June 17, 2002, from
http://www.edweek.com/ew/ewstory.cfm?slug=13family.h20&keywords=family%20involvement.
The article discusses the need for additional training for educators in order to facilitate and develop working relationships with parents and families of their students. Other topics include the development of the project FINE (Family Involvement Network of Educators). This project will be a resource for all teachers and teacher education programs to assist in the development of family involvement within the classroom and schools.

National Association of Elementary School Principals (1996-2002). Great Ideas for Helping At-Risk Students from http://www.naesp.org/students/atrisk2.htm

New times demand new ways of learning.  In Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995).   Designing Learning and Technology for Educational Reform. Oak Brook, IL: North Central Regional Educational Laboratory.  Retrieved June 17, 2002, from   http://www.ncrel.org/sdrs/edtalk/newtimes.htm#Teacher.
The article discusses many academic alternatives for the at-risk student. Topics include heterogeneous grouping and benefits, and the changing role of the educator within the classroom. Benefits to students and educator who are teamed together are also discussed.
       
North Central Regional Educational Laboratory. Critical issue: Providing effective schooling for students at-risk.  Retrieved June 17, 2002, from   http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at600.htm.
This article defines several risk factors and behaviors for students that are at–risk and offers strategies for the early identification and prevention of dropout.  It includes information on engagement through learner centered classrooms, heterogeneous grouping, parent involvement and interdisciplinary teacher teams.
North Central Regional Educational Laboratory.  Specify the problems.  Retrieved June 17, 2002, from
http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk63.htm.
This discusses issues that communities and schools need to address in order to assist students.

Roderick, M. (1994).  Grade retention and school dropout:  investigating the association.  American Educational Research Journal, 31, 729-759.
 
Rossi, R. & Montgomery, A. (Eds.). (1994). Studies of Education Reform. Educational reforms and students at risk: A review of the current state of the art (No. RR91-1172011).  Washington, DC:  US Department of Education, Office of Educational Research and Improvement.  Retrieved June 17, 2002, from  http://www.ed.gov/pubs/EdReformStudies/EdReforms/summ.html.
Defines and discusses strategies for schools to keep at risk students engaged.

Rudolph, Angela (2001). Critical Issue:  Beyond Social Promotion and Retention-Five Strategies to Help Students Succeed, North Central Regional Educational Labortory from http:///www.ncrel.org/sdrs/areas/issues/students/atrisk/at8000.htm.

Smink, J. (2001).  Alternatives to retention.  National Association of Secondary School Principals, 85.  Retrieved June 17, 2002, from   http://www.nassp.org/news/bltn_altrntvs_to_retntn1201.html.
The focus includes retention, its effect upon students, and its effectiveness.  It discusses the identification of the factors and situations that place students at risk for retention.  Prevention of failure for these students and alternatives to traditional retention are discussed.

Volman, B.  (1996). You Can't Educate an Empty Chair: Increasing Student Attendance through Parent Involvement in Regular Classroom Lessons.
 

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Key Words

Absenteeism * Retention * Lack of Connection * Community Factors * Ethnic Background * Parental Expectations/Involvement * Develop a Child-Learning Strategy * Interdisciplinary Educator Teams * Support Systems for Transitions * School Community Involvement in Decision-Making * Longitudinal Student Data *Heterogeneous Grouping/Peer Mentoring *Increased Parental Involvement *differentiated instruction *culturally responsive teaching

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