SISI - Standards and Indicators

Standard 1 - Academic Performance - Curriculum
1.1a There is evidence that the curriculum is aligned with Academic Expectations, Core Content for assessment , Transformations, and the Program of Studies.
1.1c The district initiates and facilitates discussions between schools in the schools in the district in order to eliminate unnecessary overlaps and close gaps.
1.1e The school curriculum provides specific links to continuing education , life, and career options.
1.1g The curriculum provides access to a common academic core for all students

Standard 2 - Academic Performance - Classroom Evaluation/Assessment
2.1a Classrooms assessments of student learning are frequent, rigorous and aligned with Kentucky's core content.
2.1b. Teachers collaborate in the design of authentic assessment tasks aligned with core content subject matter.
2.1 e Multiple assessments are specifically designed to provide meaningful feed back on student learning for instructions purposes.
2.1 f performance standards are clearly communicated, evident in classrooms and observable in student work.

Standard 3 - Academic Performance - Instruction
3.1a There is evidence that effective and varied instructions 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 populations to ensure various learning approaches and learning styles are addressed.
3.1e there is evidence that teachers incorporate the use of technology in their classroom.
3.1 g Teachers examine and discuss student work collaborativly and use this informaiton to inform their practice.

Standard 4 - Learning Environment - School Culture
4.1a there is leadership support for a safe, orderly, and equitable learning environment (eg., culture audits/school opinion surveys).
4.1c Teachers hold high expectations for all students academically and behaviorally , and this is evidenced in their practice.
4.1g Teachers communicate regularly with families about individual students' progress (eg.,engage through conversation).
4.1h There is evidence that the teachers and staff care about students and inspire their best efforts.
4.1i Multiple Communication strategies and contexts are used for the dissemination of information to all stakeholders.

Standard 5 - Learning Environment - Student, Family, and Community Support
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.
5.1c School/distrct provides organizational structures and supports instructional practices to reduce barriers to learning.

Standard 6 - Learning Environment - Professional Growth, Development, and Evaluation
6.1 e professional development is on-going and job-embedded.

Standard 7 - Efficiency - Leadership
7.1a Leadership has developed and sustained a shared vision.
7.1d There is evidence that the school/district leadership team disaggregates data for use in meeting the needs of a diverse population, communicates the information to school staff and incorporates the data systematically into the school's plan.
7.1e Leadership ensures all instructional staff has access to curriculum related materials and the training necessary to use curricular and data resources relating to the learning goals for Kentucky public schools.
7.1f Leadership ensures that time is protected and allocated to focus on curricular and instructional issues.

Standard 8 - Efficiency - Organizatinal Structure and Resources
8.1a There is evidence tht the school is organized to maximize th euse of all alvailable resources to support high student and staff performance.
8.1d There is evidence that the staff makes efficient use of instructional time to maximize student learning.

Scenario

Robbie is seven years old and attends a rural primary school in western Kentucky.  He lives with his mother, and half brother.  The mother reports that Robbie is unable to control his behavior for very long periods of time, thus structured activities such as church, Boy Scouts, family visits on holidays, etc. are rare and reportedly end in disaster.  The school reports that Robbie is often out of his seat, fails to ever bring homework back or signed permission slips, etc., has not been capable of seat work, and is now so far behind, he is at risk of failing 2nd grade. Previously, he was socially promoted to 2nd grade based on his mother’s insistence.

Robbie’s mother and father never married.  His mother reports that she and Robbie’s father split up when Robbie was 10 months old at which time Ryan (Robbie’s father) became abusive and then suicidal.  The mother reports neither she nor Robbie’s father finished high school.  She spent time in River Valley as a teen for depression and suicidal tendencies.  She states that she still has “issues” and sometimes has trouble parenting Robbie.  She states that she is an incest survivor and is fearful of that happening to Robbie.

Robbie's mother works at the local furniture factory at night.  Their income falls into the Free Lunch category.  A maternal aunt who lives nearby cares for Robbie and his brother.  His mother admits to often not waking him up in the morning because it’s such a struggle and she’s exhausted, she states that she lets him stay home a lot because it isn’t worth the fight. 

Robbie was two weeks overdue and born via induced labor, walked at 18 months, potty trained at five and to date occasionally wets his bed at night.  He has a lot of fears that big men are coming to steal him.  His mother has consulted with the Health Department to get help for Robbie since age three.  She states that she didn’t show up for a couple of appointments and now they won’t consider medication for fear of lack of follow through.

Robbie has very little contact with peers outside of school.  He states his friends are his Power Ranger friends.  Teachers report that when he plays on the playground, its usually parallel play and flits from one activity to another.  Robbie loves the outdoors and spends a lot of time with imaginary friends.  His mom disciplines Robbie by putting him in the corner, time out in his room, and taking away toys. None of this works, however, change his behavior.  The school states that they have tried putting Robbie in preferential seating, teaching him one on one, keeping him in at recess, rewarding him with candy for learning, and putting him in time out.  None of these avenues have proven effective in changing behavior.

Robbie was seen recently by a mental health clinic whose psychologist observed him to be extremely hyperactive with little or no impulse control.He was seen as a danger to himself and Ritalin was the drug recommended.  A stabilization period in the hospital was recommended; his mother declined.

Robbie’s mother reports that he is very strong and enjoys shoveling snow, building forts and riding his two wheeler (which he keeps the training wheels on just in case).  Robbie’s teacher reports that he enjoys being physical and physical education is definitely his best class.

Robbie’s mother states that he can never take no for an answer and she sees that as his biggest weakness.  The school agreed that setting a limit is most likely his greatest challenge.  He also finds reading and language more difficult than math and science.

Introduction

Widespread evidence over the last decade documents the power of prevention and intensive intervention within the first 10 years of a child’s life (Shore, 1997).  On the contrary, negative experiences or the absence of appropriate stimulation are more likely to have serious and sustained effect.  Several researchers have focused on these negative influences/circumstances that interfere with effective care giving and have negative, long-term effects on children.  Some of the most prevalent influences include maternal depression, early exposure to nicotine, alcohol, and cocaine; and early experiences with trauma, ongoing abuse, and stress.  Such experiences can result in extreme anxiety, depression, mental illness, and the inability of children to form healthy attachments to others.  Cognitive abilities can also be impaired.  When multiple factors occur concurrently, the mental health of the children is further jeopardized.

The best time to address the needs of these at-risk youth is as early as possible.  For parents, that means parent training and collaboration with early intervention specialists in order to provide enrichment and developmentally appropriate activities.  For schools that means in order to maximize the positive impact, children at risk should receive intensive intervention  in kindergarten through 3rd.  The longer at-risk children stay in school without intervention, the further they tend to fall behind.  Statistics show that at-risk youth who receive no differential treatment fall at least two grades behind by 6th grade and four grades behind by 12th grade if they are still in school (Madden, Slavin, Karweit, Dolan, & Wasik, 1991).

Powerful Predictors

Research now indicates that by the end of a child’s 3rd grade, educators can target the children most likely to drop out of school.  Significant indicators are:

• Reading is one year below grade level
• Child has been retained at least once
• Child is from a low socioeconomic background
• Child attends school with many other poor children

Some youth succeed in spite of what they have been handed.  These children are called resilient learners.  Some children, who do not appear at risk, suddenly may become at-risk due to interpersonal or intrapersonal problems that teachers or parents are not aware of.  This child is called a resistant learner.  Regardless of predictions, it is of utmost importance that parents and educators, and mental and physical health specialists address the individual child’s strengths and weaknesses and plan alternative ways of educating our youth at-risk of dropping out.

Let us look at some best practice strategies that address the early signs of school failure and develop some differentiated, alternative courses of action for Robbie.

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Strategies

Assessment:  Universal Intervention

Robert Barr and William Parrett in Hope Fulfilled for At-Risk Youth (2001) believe that Elementary schools must redesign grades K-3 to reflect the growing understanding of the human brain and to treat every child like a child at risk. 

 It makes good sense to use the 703 KAR 5:130 Standards and Indicators (2001), with the use of KDE’s Alternative Education Program Resource Guide, Best Practice indicators to assess a K-3 system universally.  (KDE, Division of Student, Family, and Community Support Services, 2001). 

• Standard 1 (Curriculum)
  • High quality academic instruction, small interactive groups, and direct response of students
    • Curriculum selection and use are dependent on grade level, functional level, performance level, learning styles, multiple intelligences, emotional intelligences, and behavior management needs.
      
• Standard 2 (assessment)
  • Individualized behavioral interventions are based on functional behavioral assessment to identify causes of behavior, persistence and replacement of behaviors, student interviews and involvement and the use of multi-component interventions that influence student learning.
    
• Standard 3 (Instruction)
  • High quality academic instruction includes individual student instruction and learning strategies.
  • Highly structured classrooms with behavioral management provides student with self management skill instruction.
  • High quality diagnostic instruction that has value, meaning and relevance for students.
    
• Standard 4, (Culture)
  
  • Low ratio of student to teachers offers more personal time, better behavioral gains, and higher quality instruction.
  • Highly structured classrooms with behavior management provide opportunities for high rates of positive reinforcement.
  • Positive rather than punitive emphasis in behavior management that offers reward for acceptable behavior and compliance
    
• Standard 5 (Student, Family, and Community Support)
  • Highly structured classrooms with behavioral management that provides level systems and predictable structure.
  • Positive rather than punitive emphasis
  • Adult mentor
  • Counseling, social services and health assistance are available.
    
• Standard 6(Professional Growth, Development and Evaluation)
  • Staff is given opportunities to develop high quality skills.
  • Staff use student needs assessment data to identify interventions and outcomes.
  • Professional Development includes training in behavior management, assessment, mentorship social skill instruction, and academic performance.
    
• Standard 7 (Leadership)
  • Leadership works collaboratively with staff, students, parents and families to develop implement, and evaluate program involvement and effectiveness.
  • Leadership reinforces the program mission, beliefs, goals, rules, and routines.
  • Leadership regulates, establishes, and interprets policy, procedures and guidelines, following up on all issues in a positive climate.
    
• Standard 8 (Organizational Structure and Resources)
  • Emphasis on high quality academic instruction to measure student gains, behavioral gains, student outcomes.
    
• Standard 9 (Comprehensive/Effective Planning)
  • Program is defined, adhere to KRS and KAR Regulations
  • Program is effective, therapeutic, and integrated
  • Best practice is evident
  • Resources are identified
  • Career preparation exists
  • Collaboration and integration exists
  • A Safety Crisis Mgt. Plan exists. 

 Following are strategies that a school may choose to implement based on best practice. 70 to 80 % (percent) of youth respond positively both behaviorally and academically upon implementation of universal strategies.  Based on Robbie’s profile, the school would most likely need to look at targeted and/or intensive intervention strategies in order to address his intensive need for wraparound services.  5 (five0 to 15 (fifteen) % (percent) of youth would be considered targeted individuals and 1 (one) to 7 (seven) % (percent) of all youth fall into the intensive category.  All assessment must begin at the universal level with universal strategies.  The strengths and needs then determine categorically the level of services provided.

Intervention Based Assessment, Functional Assessment and Positive Behavioral Support are best practice techniques based on strength based programming and are often used interchangeably.  Training is provided in Kentucky (see resources). 

Intervention Based Assessment is an intervention strategy designed for students with behavioral and academic problems.

Intervention based assessment is highly effective with behavioral and academic problems in grades Pre-kindergarten through grade 12.

Description: The Intervention Based Assessment (IBA) Team is designed to develop strategies that allow students with academic and/or behavioral problems to remain in the regular classroom. The program is based upon a belief in inclusive community schools. The IBA Team is composed of educators, parents, students, and community representatives. The Team provides a structure for a collaborative, problem-solving approach to designing, implementing, and evaluating academic and behavioral interventions for individual and group academic and/or behavioral problems.

Interventions that are implemented are based upon Gardner's theory of Multiple Intelligences. Preliminary results of effectiveness of the Intervention Based Assessment approach (OH Office of Special Education) indicate that the program reduces the number of referrals for special education, and increases services/accommodations to at-risk students within the regular education setting.

Implementation Issues: Key to effective implementation is the collaborative nature of parents, teachers, students, mental health professionals and the community working together to generate solutions to behavioral and academic problems. Potential challenges to effective implementation include lack of adequate time for meetings, data collection, and in-service training.

Resources Used: On-going inservice training is needed for intervention design, implementation, data collection, and evaluation practices. The IBA Team program uses the consulting services of the Cuyahoga State Regional Resource Center in Ohio. In addition, standardized child assessment measures and intervention resource materials are required to implement the approach.

For more information on this collaborative approach contact: Dr. James Harvey, Supervisor of Psychological Services, Cleveland Public Schools, Pupil Personnel. Telephone: (216) 523-8498. 

The functional assessment is a foundation of behavioral support. The results of a functional assessment let caregivers design an environment that "works" for people with communication and behavioral challenges. The person with the challenges and those who best know the person collaborate with someone trained in behavioral analysis. Together, they plan how to reduce or eliminate challenging behavior.     

Functional assessment methods look at the behavioral support needs of people who exhibit the full range of challenging behaviors, such as self-injury, hitting and biting, violent and aggressive attacks, property destruction, and disruptive behaviors (e.g., screaming or tantrums).     

Those who exhibit challenging behaviors may be labeled as having a developmental disability, autism, mentally retardation, mental illness, emotional or behavioral disorder, traumatic brain injury or may carry no formal diagnostic labels at all. These individuals vary greatly in their overall support needs and ability to communicate and participate in their own behavioral support.     

Information about when, where, and why challenging behavior occurs builds effective, efficient behavioral support. It prevents the implementation of unplanned strategies which, can make behaviors worse. Functional assessments are mandated by the Individuals With Disabilities Education Act for use by Individualized Education Plan (IEP) teams addressing behavioral concerns.

Many states, too, have laws or regulations stipulating the need for a functional assessment before permitting significant behavioral interventions. The observations may find that behavior strategies aren't necessary. Instead, the behaviors may have a medical cause. Allergies, infections, menstrual cycle effects, toothaches, chronic constipation and other medical conditions may bring on challenging behaviors. Medication also can influence behavior.     

A functional assessment

1. Clearly describes the challenging behaviors, including behaviors that occur together
2. Identifies the events, times, and situations that predict when the challenging behaviors will and will not occur across the range of daily routines
3. Identifies the consequences that maintain the challenging behaviors (what the person "gets out" of the behaviors, e.g., attention, escape, preferred items)
4. Develops one or more summary statements or hypotheses that describe specific behaviors, specific types of situations in which they occur, and their inforcers that maintain the behaviors in that situation
5. Collects directly observed data that support these summary statements

A functional assessment can be done in many ways and at different precision levels depending on the behavior severity. A complete assessment allows confident prediction of the conditions in which the challenging behavior is likely to occur or not occur and when there is agreement about the consequences that perpetuate the challenging behavior.     

Functional assessment methods fall into three general strategies:

1. Information gathering (interviews and rating scales)
   This method involves talking to the individual and to those who know the individual best. It also consists of formal interviews, questionnaires, and rating scales to identify which events in an environment are linked to the specific problem behavior. 
2. Direct observation
   Teachers, direct support staff, and/or family members who already work or live with the person observe the person having challenging behaviors in natural conditions over an extended period. The observations must not interfere with normal daily environments. In most cases, observers record when a problem behavior occurs, what happened just before the behavior, what happened after, and their perception as to the function of the behavior. When an observer collects 10-15 instances of the behavior, he or she might discover where a pattern exists.
3. Functional analysis manipulations
   Taking the assessment one step further is the functional analysis. In this process, a behavior analyst systematically changes potential controlling factors (consequences, structural variables, i.e., task difficulty or length) to observe effects on a person’s behavior. These determinations involve creating situations that will reduce, eliminate, or provoke the challenging behavior to test whether the hypothesis is correct.

Functional analysis although expensive in time and energy, may be the only way, in some cases, to ensure an adequate assessment. It is the only approach that clearly demonstrates relations between environmental events and challenging behaviors. To support the functional assessment, also consider measuring activity patterns (the variety and degree of community integration and relationships).     

The objective of functional assessment is not just to define and eliminate undesirable behavior but also to understand the structure and function of behavior to teach and promote effective alternatives.  Functional assessment is a process for looking at relationships between behavior and the environment. It is not simply a review of the person with challenging behaviors.

Positive Behavioral Support (PBS) (Universal and Targeted and Intensive levels of intervention) is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.

Robbie’s Profile

For the purpose of this report we will assume that the school Robbie attends was found to have universal concerns based on the SISI indicators in the areas of Curriculum, Assessment and Instruction. Furthermore we will assume that Robbie has undergone a functional assessment (mandated under certain conditions in KY).

Results indicate Robbie has most difficulty with the lecture and group presented information, continues to demonstrate impulsive behavior when group presentations are made.  Provides little or no input to class discussions.  Is out of seat whenever other youth disrupt class and is seen by his peers as a “naughty boy” and hard to play with.  He is never chosen on a team by his peers and has not been observed to complete any assignment given during the time allotted in class. 

His reading skills are at a preschool level; his writing skills are 1 grade below his peers.  He is a good artist and pays attention to detail, is good with his hands in building imaginary characters and can easily use computer games.  He strikes out at his mother physically, and reportedly can throw a temper tantrum for two hours at a time.  He likes his dog but is often too rough with him.  He does not do chores at home and will often wander off for long periods of time where no one knows his whereabouts.

Robbie’s Intervention Plan

This report will first address positive behavior support strategies that the school can implement at the universal and targeted intervention level.  The report will then address the provision of intensive intervention (wraparound) services due to Robbie’s assessed need for mental health support services. The report will address each level of intervention below.

Universal Action Plan for Robbie’s school:

• Staff meet to discuss predictable problem times, locations, and contexts.
• Staff develop and teach specific expectations for targeted time, location and contexts.
• Staff agree to develop a school wide plan (PBS) through group consensus and agree to consistent enforcement.
• Use cooperative learning strategies to supplement instruction, build positive social interaction.
• Measure rates of teacher instruction to ensure "each" child is getting opportunities to participate.
• Modify the reading curricula to be implemented in the classroom and measure ongoing changes in social behavior.
• Apply research based strategies for increasing student achievement (Marzano, Pickering, Pollock, 2001).
• Staff agree to rigorously train and teach the state curriculum to all children.
• Staff agree on a Code of Conduct for Staff and students in keeping with Positive Behavioral Support strategies, and school mission and belief statements. 
• Staff agree to teach social skills to all students.
• All students are taught general problem solving routine.
• Expectations/Rules are posted and stated in positive terms.
• School implements a quality circle committee where positive strategies and ongoing assessment occur.
• School embeds character education through school-wide activities (Kavelin Popov, 2000).
• Develop a youth advisory council to address absenteeism and school safety.

Targeted Intervention Strategies for Robbie

• Establish “catch the positive social and academic interaction” tickets that trade for reinforcement items.
• Revise and re-teach expectations systematically.
• Good News Reports sent home and positive Referrals sent to the office.
• Develop a focused social skills program K-3 ( http://www.thediscoveryinstitute.com)
• Determine positive behavior strategies for playground intervention increasing positive social interaction, adherence to expectations and decrease problem behaviors.
• Implement a wrist band acknowledgment program based on consistent attendance with intensive youth prepared for class (mentally and physically).
• Revise the lunch and recess schedule based on positive behavioral reasons and social skill outcomes.
• Re-define counselor’s role as a focused social skill teacher.
• Offer parents training to encourage home/school follow through on Positive Behavior Supports.
• Establish “breakfast club” for building relationships with targeted and intensive youth and their families. (http://www.pbis.org)

Intensive Intervention Strategies for Robbie

• Provide an adult mentor with similar interests.  Perhaps connect with Big Brother or Big Sisters of America in his local area.  Churches often have similar contacts.
• Provide Robbie with a study buddy during a common classroom study time following direct instruction.
• Teach to Robbie’s preferred Learning Style (kinesthetic and experiential).
• Develop an individual home-school contract checked after each classroom period by Robbie (self monitoring) and the teacher.  Allow space for comments and parent signature. State behaviors in keeping with Positive Behavior support strategies. (http://www.pbs.org)
• Set up a parent homework program and provide an avenue for tracking skills learned from both an academic and social skills curricula (Rhode, Jenson, Reavis,1992), (Clark, 1996).
• Develop a peace squad for Robbie and other intensive children, where they meet 15 minutes per week to discuss peace, conflict resolution skills.
• Coordinate a Home/School/Community Individualized Plan for Robbie with local mental health provider and Family Resource Center.  Meet at least quarterly, file progress reports as a united front.
• Be aware of Robbie’s intense needs, coordinate with and be proactive in regard to special needs.
• Teach through Robbie’s aptitude with computers, cbs’ radios. Have Robbie teach a buddy too.
• Supplemental Education is necessary for Robbie, utilizing his love for the outdoors. Possibly connecting him with a 4-H, Ranger Rick, or other wilderness club would encourage him to learn.  Have his adult mentor and/or his parent attend with him.
• Consider a wilderness camp in the summer that specializes in at-risk youth ( HYPERLINK http://www.kampkessa.org) or (http://www.dade.k12.fl.us/Animal/)

Summary and Conclusion

By all predictors, Robbie is a child at-risk of dropping out of school.  He is nearing the end of his second grade and teachers are considering alternatives for him.  Barr, et al, believe that K-3 programs should consider treating all kids at-risk and assess and program for all kids as you would an alternative school.  This report was written on this premise and points out the strengths and challenges of Robbie’s school, classroom, and home. 

 It is clearly possible to prevent many “Robbies” of being on the drop out roles or in special education classes in the future by playing a proactive role and addressing all youth as at-risk in Primary grades.

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Barriers

Home Environment
Possible home environment barriers to consider would be:

• Robbie comes from a single parent home where mother works night shift at a factory.  Robbie stays nights at his maternal aunts, possibly breaking up his routine and home. responsibilities.  Mother must wake him up and bring he and his brother home in the morning before school.  Mother is often too tired to properly address his pre-school preparation and therefore Robbie misses or is late for class.
• It is possible that because Robbie’s mother must sleep during the day that she will not collaboratively participate in his school programming.
  School Barriers

Possible school or district barriers/challenges may be:

• Robbie’s school may not chose to address the level of intervention necessary in a school wide improvement plan for all youth embracing the philosophy that all youth K-3 are at-risk.

Community Barriers
Possible community barriers may be:

• Robbie lives in a rural area where intensive intervention are not readily available.  Scheduling intense services Robbie needs may not be possible.
• The rural area may not receive enough funding to support Robbie’s intensive mental health services or supplemental services.Due to Robbie’s mother’s apprehension about in-patient services, Robbie may not get the intense wrap around services or collaborative services he needs.

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Resources

Kentucky Resources

Kentucky Center for School Safety, Eastern Kentucky University, Richmond, Kentucky (http://www.kysafeschools.org)
Contact Dr. Jon Akers, Director
(This source provides a wealth of data regarding Kentucky schools, technical assistance, Key alternative programs demonstrating best practice in the state and/or nation, and current news on a myriad of school issues relating to safety.)

Kentucky Department of Education Division of Family, Student and Community Support for a list of resources and standards for alternative education (http://www.kde.state.ky.us/odss/family/alternative or dropout resources at  http://www.kde.state.ky.us/odss/family/dropout.asp
Contact Angela Wilkins, Director or Steve Kimberling, Manager
This link provides a major resource for intensive intervention strategies.

The Kentucky Department for Mental Health and Retardation Services (http://dmhmrs.chr.state.ky.us/ ) and the Bridges Project, school based mental health project, (http://dmhmrs.chr.state.ky.us/mh/cysb/bridges.asp) both provide much needed resources for intensive intervention/wrap around services. 
Contact Beth Armstrong, Consultant

For the Kentucky Council for Children with Behavior Disorder for the Behavior Home Page (http://www.state.ky.us/agencies/behave/homepage.html) This resource is excellent for providing you with hands on solutions and key Kentucky contacts for behavior problems, upcoming training and workshops, etc. for parents, teachers, administrators, and mental health professionals.
Contact Toyah Robey, Consultant

Kentucky Special Education Cooperatives and Regional Service Centers can provide key information on resources in your given area.  Contact KDE special education Division of Exceptional Children’s Services (http://www.kde.state.ky.us/osis/children/default.asp)
Contact Judy Mallory, Division Director for your area Director’s contact information.

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Comments

There is not a plethora of research available at the elementary level of intervention in alternative schooling.  Best practice provides indicators for future articles and promising programs.  To date, from interviewing state and county educators, we see some but not many models to follow in Kentucky at the elementary level.  The Bridges project, which serves the intensive intervention youth, provides a road map for future collaborative endeavors at all intervention levels.  At this writing, there are no public or private schools in Kentucky who have reconfigured their K-3 schools into “alternative schools” under the premise that all youth are “at-risk”.There is not a plethora of research available at the elementary level of intervention in alternative schooling.  Best practice provides indicators for future articles and promising programs.  To date, from interviewing state and county educators, we see some but not many models to follow in Kentucky at the elementary level.  The Bridges project, which serves the intensive intervention youth, provides a road map for future collaborative endeavors at all intervention levels.  At this writing, there are no public or private schools in Kentucky who have reconfigured their K-3 schools into “alternative schools” under the premise that all youth are “at-risk”. Scope Reader will be able to utilize the case study to develop a strategic plan in meeting the universal, targeted, and intensive level intervention needs of a youth in grades K-3.
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Key Words

resistant learner, alternative strategies for elementary,universal, targeted, intensive, intervention, disillusioned learner, wrap around services, drop out predictors

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