SISI - Standards and Indicators

Standard 2 - Academic Performance - Classroom 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
3.1a 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 Enironment - School
4.1a There is leadership support for a safe, orderly, and equitable learning environment (e.g., culture audits/school opinion surveys).
4.1i 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
5.1a 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 - 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 - Organizational Structure and Resources
8.1a There is evidence that the school is organized to maximize use of all available resurces 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.
8.1e 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 plan (e.g., common planning time for content area teachers; emphsis on learning time and not seat time, and intergrated units).
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

Early in the school year, Talisa Moore sat at her kitchen table, huddled over her sixth-grade math homework. Her mother wouldn’t be home from work for another hour, and besides, she usually couldn’t help Talisa with her schoolwork. Talisa had been retained in kindergarten and again in primary. She was one of the oldest students in sixth grade. A few weeks earlier, Talisa had begged her mother to let her stay home from school, saying “Mom, I’m the dumbest kid in the class and I’m so far behind it doesn’t matter if I go to school or not! Nobody will ever miss me!” As Talisa’s mother offered her daughter encouragement, in the back of her mind she was extremely concerned about Talisa’s self-esteem and feared that eventually she would give up and drop out of school.

Students with feelings like Talisa rarely reach out for help and internally struggle with their difficulties in school. These students may experience feelings of isolation and loneliness. They develop negative self-concepts and their perspectives for success dramatically decrease. Dreams of becoming a doctor, going to college, or making above minimum wage are not viewed as options for these students and they develop feelings of helplessness and eventually dropout to at least get a head start in the job market. These students may begin looking for success in other areas outside of school, such as the workplace or social scene. Feelings of inferiority and failure can potentially result in events of disruptive behavior and a resistance to continue in school.

Introduction

Several questions must be addressed to help prevent Talisa and others like her from dropping out:

• Why do students decide to leave school?
• When does this desire begin and what can educators, parents, and the community do to intervene before the student makes this choice?
• What can be done to intervene and prevent dropouts?

A student’s decision to drop out of high school is often the end result of a long series of negative school experiences – academic failure, grade retention, or frequent suspensions – that begin before the ninth grade. Dropout prevention strategies, therefore, must be targeted at the middle school grades, when the stresses of schooling related to a more complex curriculum, a less personal environment, and the growing need for peer acceptance pose greater danger to already disadvantaged students (Massachusetts Advocacy Center, 1988).

The organization and curriculum of most middle schools do not meet the needs of young adolescents, who are going through a tumultuous period of rapid physical development and emotional turmoil. Stuart, A.(n.d.) provides strategies and research information specifically for middle school aged students.

Educators who develop the tools necessary to recognize behaviors and situations that put students at risk for dropping out can provide early intervention. Preventive measures can then be taken to help each child find success in academics and in life itself. Teachers and administrators must be able to recognize the risk factors for dropout so that early intervention is possible. Risk factors include absenteeism, retention, lack of connection, and socio-economic situations.

One public school principal conceptualized the cycle by stating, “From first…we label kids based on their negatives. We test and tell them when they’re weak. We think we’re just monitoring their performance but we’re putting these layers on each year and it gets worse and worse. Many of these kids give up real early”(Cenziper,2001)

CHARACTERISTICS/IDENTIFICATION INDICATORS

While there is no one factor that can be identified as the sole reason for students dropping out in middle school and high school, there are several factors that, when combined, can lead to students leaving school. The following characteristics provide a list of general behaviors and factors associated with dropout and include a web link(s) for in-depth discussion of these characteristic(s):

1. Absenteeism
2. Academic Failure and Retention
3. Lack of Connection
4. Low Socioeconomic Background
5. Ethnic Background
6. Lack of Family Involvement
7. Lack of Community Involvement

ABSENTEEISM

Absenteeism is often considered to be one of the strongest predictors during middle school years that a student is at-risk for dropping out of school in the future. It was found to be the strongest predictor of dropping out in an analysis of the High School and Beyond database (Bryk & Thum, 1989). Roderick (1993) found that there are variables that separate high school dropouts from lower achieving students who graduated. One of these variables was a significant drop in attendance during the middle school years (10+ days annual increase over elementary attendance). During the same time, lower achieving students who graduated averaged not more than five days of absences (Tompkins & Deloney, 1994).  

The amount of time actually spent in the classroom is in direct correlation to a student’s access to education. If students are tardy, absent, or cut class they relinquish their opportunity for an education; they also disrupt classes by being late or absent interfering with other students’ opportunities to learn. The undesirable habit of being consistently late or absent will not serve students well in their future work lives. The U.S. Department of Education, National Center for Education Statistics', Schools and Staffing Survey (1990-91) statistics in this resource show the results of a teacher questionnaire, demonstrating that absenteeism and tardiness is a serious problem.

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.

• Longitudinal Student Data
• Big Brother/Big Sister In-school Mentoring Program
• Truancy Medication Program

ACADEMIC FAILURE and RETENTION

Academic failure has been sited has a major reason why students drop out of school. Retention, which is often a result of academic failure, is another factor contributing to dropout. According to data from the National Educational Longitudinal Study in 1988, one in five 8th graders had been retained at least once since first grade. These statistics point out a need for early and on-going intervention to bring students up to grade level. Consequently, prevention of academic failure will, in most cases, eliminate the need for retention and social promotion and provide support for students to successfully complete the school experience.

Research has shown, however, that retaining middle school students does not improve academic achievement and may indicate that schools are not helping the at-risk student make up for the deficiencies that began in elementary school (Massachusetts Advocacy Center, 1986). Also, young adolescents are more stigmatized by retention. (Wells, A, 1999).

School and support staff may choose to implement these suggestions after identifying
students who have experienced academic failure or retention.

• Recognition of Student Improvement (small step celebrations)
  • Identify Skill Gaps
  • Select supplemental material, i.e. Great Leaps Program
  • Help students set specific goal
  • Focus on Student’s Individual Graduation Plan (IGP’s)
  • Teach study skills
  • Build a relationship (mentoring)
  
  
• Utilization of Integration - Team Teacher Approach
  
• Implementation of Differentiated Instruction
  • Create a Learning Climate
  • Know the Learner
  • Deliver Curriculum a Variety of Ways
  • Engage students in projects of interest
  • Refer Students to Extended School Services (ESS)
  
  
• Referral to ESS
  • Identify specific skill needs
  • Follow ESS referral process
  • Collaborate with ESS teachers to diminish academic problems
  • Monitor student progress

LACK OF CONNECTION

Students are more likely to become disassociated from school and peers during transitional years. The move from an elementary school to a larger middle school can be overwhelming for some students. Students’ perceptions of the quality of school life decline as they progress from elementary to secondary school, with the largest decline occurring during the transition to a middle level school (Diemert, 1992). The lack of involvement in extracurricular activities has been cited as a possible at-risk identifier; therefore a major consideration should be including programs that focus on meeting social needs of students, as well as academics and regulations.

Click on STRATEGIES SECTION for further discussion of the strategies for teachers to utilize as they identify early signs of a student’s lack of connection to peers or school. These strategies are listed as:

1. Developing a Support System for Transitions
2. Heterogeneous Grouping/Peer Mentoring

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, spouse, mentor, or role model who shows them a different way or convinces then 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 drop out than their middle class counter parts. Donnelly (1987) indicated that students who drop out 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.

• School wide Homework Support
• Extended School Services Support
• Supplemental School wide Reading Program
• Keeping Students With The Same Teacher(s) for 2 or more years or having a school within a School
• Teaching Coping Strategies
• Parent Training and Contact Through Video
• Requiring Daily? Goal-Setting and Procedural Self-Talk
• Team Interventions
• Reorganizing the School Day

See the DOP Resource Guide topics: Transition; Extra-Curricular Activities; Student Support

ETHNIC BACKGROUND

Minorities have been found to be at 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 drop out 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 those typically afforded in American schools.

“Cultural competence” is defined as a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals. Andenables that system, agency, or those professionals to work effectively in cross-cultural situations (Cross et al., 1989).

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).

“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 over 60%" (McMillen, Kaufman & Whitener, 1994, p. 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, and the Dropout Prevention Resource Guide topic:  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 middle school students.

Strategies include:

• Implement the Five Essential Elements of Cultural Competency
• Provide Culturally Relative Teaching
• Use Disciplinary Procedures Based on Understanding of Misbehavior

LACK OF FAMILY INVOLVEMENT

The involvement of parents or 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. During middle school years students often make critical decisions that affect the quality of their lives. It is estimated that one in every four adolescents are in serious jeopardy because of their vulnerability to the negative consequences of multiple high risk behaviors such as school failure, substance abuse, and sexual involvement. (Carnegie, 1989)

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. And that the schools provide the 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.

Selected strategies for successful programs are categorized using the Loucks and Loucks(1990) model. (Loucks and Waggoner, 1998).

Go to STRATEGIES SECTION for discussion of a few strategies in each of the six categories listed below. A more comprehensive list of strategies can be found in the book entitled: Keys to Re-engaging Families in the Education of Young Adolescents, Loucks & Waggoner, 1998. Comprehensive family involvement programs involve strategies from:

1. Family as Decision Makers and Advocates
2. Family and School as Communicators
3. Family as Learners
4. Family as Teachers/Coaches
5. Family as Supporters, Volunteers, and Audience
6. Family, School, and Community as Partners

Links for more information: KDE Parents & Families; National PTA, National Network of Partnership Schools, John Hopkins University, Parent Leadership Associates

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 high 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 teen pregnancy, inadequate nutrition, and 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 school health programs, are both comprehensive and coordinated (Marx, et al,1998).

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. Throughout the state, communities are engaging with at risk students through implementation of  Search Institute’s 40 Developmental Assets.  Many Kentucky communities are being designated as a “Community of Promise” through the America’s Promise Initiative.

The Five Promises are:

1. Ongoing relationships 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; and
5. Opportunities to give back through community service.

Return to Top

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. Dougherty (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.

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 the community may also serve, if needed, in this one hour per week program that has shown 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

Recognition of Student Improvement (small step celebrations)

Teachers, counselors, administrators and parents need specific strategies to “rescue” students who are on a downward spin to giving up on school. High school students who have failed to achieve academically are probably experiencing significant skill gaps. Academic demands are overwhelming and an opportunity to demonstrate improvement is rare. Following are some practical ideas for helping students improve skills and for rebuilding students’ self-confidence and desire to continue in school.

• Begin by Identifying Skill Gaps

For example, if the student is below grade level in Reading, find a high interest, low vocabulary book and listen to the student read a short passage. (Your school librarian can help with selecting the appropriate). You may want to try using a Driver’s Manual, since high school students are thinking about learning to drive. Note the problems the student has with printed text. Praise the student for their efforts and assist them in reading a short passage, if needed. Use the information gained to provide materials & instruction.

• Assist Student in Setting Individual Goals & Celebrate Achievement

Talk with the student about setting a goal. Write it down. Guide the student in identifying 2-3 steps (actions/behaviors) that he/she can do to reach the goal. This works best if the student verbalizes the “steps”. Talk periodically with the student about progress toward the goal. The guidance counselor or ESS teacher may be helpful in assisting the student in making personal goals that he/she can realistically achieve. Provide encouragement and support, even for small steps of accomplishment. This is critical for students who have experienced failure in the past.

Example: GOAL: To pass the next science test.

STEPS:

1. Stop losing the science handouts. Organize them in a notebook.
2. Complete today’s homework assignment.
3. Make vocabulary cards and practice with a friend.

• Identify Supplemental Materials that Provide Student Success

One reading program that has been effective for middle school students who are below grade level in reading is the Great Leaps Program. This program is not complicated or expensive. It has been successful in helping students rapidly expand vocabulary, attack unknown words, and read fluently. Students set short-term goals that allow for immediate success. Success builds success! The student can chart their progress and visually see their own improvement. This gives opportunity for “celebrating small steps” and building self-confidence.

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Students set short-term goals that allow for immediate success.

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Address for ordering Great Leaps:

Great Leaps Reading Program, Diarmuid, Inc., P.O. Box 138, Micanopy, Florida 32667, E-mail: KUC49@aol.com Phone: (352) 466-3878.

• Assist Student in Setting Individual Goals & Celebrate Achievement

Talk with the student about setting a goal. Write it down. Guide the student in identifying 2-3 steps (actions/behaviors) that he/she can do to reach the goal. This works best if the student verbalizes the “steps”. Talk periodically with the student about progress toward the goal. The guidance counselor or ESS teacher may be helpful in assisting the student in making personal goals that he/she can realistically achieve. Provide encouragement and support, even for small steps of accomplishment. This is critical for students who have experienced failure in the past.

Example: GOAL: To pass the next science test.

STEPS:

1. Stop losing the science handouts. Organize them in a notebook.
2. Complete today’s homework assignment.
3. Make vocabulary cards and practice with a friend.

Focus on the Student’s “Individual Graduation Plan” (IGP)

Beginning with the class of 2002, each Kentucky high school student must complete an Individual Graduation plan. The plan may begin in the sixth grade, but no later than eighth grade. The process is designed to get parents and students involved together in planning the students’ academic and career goals.  A career choice is not a permanent commitment, thus the IGP is updated annually with parents/guardians and the student’s advisor if revisions are to be made to the plan.

To learn all of the details of the IGP, see the Kentucky Department of Education’s web site.

For additional information on Kentucky schools that have successful programs contact the following: 

• McNabb Middle School, Mt. Sterling, Ky. 40353; contact: Gay Warren, 8th grade Counselor, (859)497-8770
• Walton-Verona Ind. (Grades 7-12), Walton, Ky. 41094; contact: Melissa Wells, Counselor (859) 485-4181

Teach Study Skills

Students sometimes experience failure because they lack the organization and study skills necessary to successfully meet academic demands of the school day. Helpful strategies may include: time management, test preparation, note taking tips, scanning context for key information, mapping, outlining, mnemonics for association, and others.

For information on how to teach these skills and relate them to content areas in the curriculum, contact a program consultant in the KDE Extended School Services Branch at (502) 564-3678.

Build a Relationship with the Student

Give support and praise for small accomplishments and effort. As a classroom teacher, you may not have opportunity to spend personal quality time with an at- risk student. Encourage support from others, i.e. administrators (principal, central office personnel) and/or individuals in the community. These individuals can be mentors for students who are at risk of dropping out of school.

Kentucky programs that have successfully used mentorship programs are:

• Grayson County, Contact person: Debbie Bolton, (270) 259-4011
• Scott County, Contact person: Ken Wright, (502) 863-3663
• Williamstown Ind., Contact Person: Sally Skinner (859) 824-7144

Refer to “Mentoring” in the KDE Dropout Prevention Resource Guide for ideas on how to set up a mentorship program for at-risk students.

Utilization of Integration - Team Teacher Approach

The message “It takes a whole village to raise a child”, depicts the theory behind integration. Integration activities have encouraged career and technical education and academic teachers to work together to educate the whole child. The connection between academic and career and technical education instruction enable students to make a smooth transition between school and the “real world”.

Programs that integrate academic and career and technical education are among the fastest growing and most promising innovations in secondary education today. According to Dr. Gene Bottoms, Director of the Southern Regional Education Board, “These programs boost academic performance for ALL students because integrated learning is how people train in the real world" (Bottoms, 1997).  Teachers are now realizing that through integration activities, they are able to expand their teaching strategies and are able to reach more students.

For examples of activities and units of study, “The Key to Learning” The Integration of Academics and Vocational Education, 1998-99, contact the Kentucky Department of Education, Division of Career and Technical Education, (502) 564-3775

Implementation of a Differentiated Instruction Approach

Middle school students who have experienced repeated academic failure and/or retention may need a differentiated approach to learning content and acquiring specific skills.  The book, Differentiated Instructional Strategies: One Size Doesn’t Fit All, by Gregory, G.H. & Chapman, C., (2002), Corwin Press, Inc., can be ordered at the following address:
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 (Jensen, 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 quiet room?
• What would help you learn more at school?
• Do you like to learn by doing things with you 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 in a Variety of Ways

Sometimes students become disinterested in school because they are bored; others 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:

• Begin small (one or two activities). You can expand later.
• Explain the purpose/use of the center to the student (s)
• Provide choices
• Provide structured and/or creative activities

Engage Students in Projects (with content focus)

Projects can be 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.” All projects need to be designed with an end in mind, based on clear learning goals, standards, and content objectives.

One middle school class looked at developing innovative products that would be useful to the elderly. The unit contained literacy skills as students developed questionnaires, surveys, and interviews to gather data from the elderly. They used the internet to access information on trends and needs. They used principles of simple machines and other science and math skills. In a hands-on and creative component they designed their inventions.

All projects need to be designed with an end in mind, based on clear learning goals, standards, and content objectives.Refer struggling students to extended school services.

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Refer Struggling Students to Extended School Services

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The purpose of Extended School Services, or ESS, is to provide additional academic support for at-risk students. A major emphasis in recent years has been that of focusing on students whose behaviors and school performance indicate a potential for school dropout.

Every school in Kentucky has in place a referral system that teachers or parents can use to access 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 of an ESS Program:

• McKell Middle School (Greenup County) – The program focus is to provide a multifaceted ESS program in order to meet the individual needs of students in grades 5-7. McKell Middle School offers a variety of academic activities by grade level in all basic subject areas. The focus is on re-teaching skills and to provide additional opportunity for skill practice. Classes are scheduled both before and after school. Activities include: organizational skills, study skills, test taking skills, technology, science lab, and direct teaching in core subject areas, i.e. language arts and math. Students practice reading orally for comprehension and oral expression. Student tutors are utilized to “coach” and assist their peers.

Contact: John Younce, ESS District Coordinator (606) 473-5830

ESS is designed to be an aggressive, proactive program, which seeks to diminish academic problems before they become recurring long- term problems for the student. Through planned intervention, the performance gap between participating students and their peers is closed instead of allowed to widen.

ESS throughout the state offers a wide array of curricular offerings and instructional formats. High quality ESS programs have been significantly successful in supporting student achievement and preventing school dropout.

For more detailed information on Extended School Services and examples of model programs, contact Jennifer Scarborough at (502) 564-3678. E-mail: jscarbor@kde.state.ky.us.

LACK of CONNECTION STRATEGIES

Develop a Support System for Transition

A well-designed transition plan can make a tremendous difference in the success of high school students and can help ease many of the anxieties and concerns students face as they enter a new environment. Principals, teachers, school counselors, parents, and students at both the middle and high school levels are encouraged to work together in the planning, implementing, and evaluation of annual transition activities. Some suggested activities include the following:

• Provide orientation/information programs for all involved stakeholders.

Elementary students want to know what middle school will be like; also parents want to know and understand high school policies and procedures. Beginning in the spring, before the transition occurs, schools can arrange for student visits to classrooms and for students to become a “member” of a classroom. Older students can serve as guides and mentors; so new students will already have a connection to their new school. In the fall, the high school can plan an ice cream social or picnic for new students, their families, and staff to precede an open house. Student handbooks, which contain important school information, can be distributed to each family.

The following website offers a variety of transition activities and guidelines that are practical and helpful in developing a successful program: The Transition to Middle School (Schumacher, D., 1998, June). 

• Initiate intervention programs designed to support at-risk students.

Providing a support at the high school level for the many transitions adolescents’ face can ease the stress that many at-risk students face on a daily basis. Programs that address this risk factor are: the School Transitional Environment Project (STEP) and Social Decision Making-Social Problem Solving (SDM-SPS). These programs have demonstrated a reduction in the dropout rate of the students and an improved academic performance.  View the following web sites for information on these and other programs:

• Program Outcomes for Youth by Polk (n.d.)
  This web site discusses different programs that have been designed to reach students in middle school and high school who would be considered at-risk for dropping out of school. 
• Selecting a Substance Abuse Prevention Program:  A checklist of key elements gives administrators a practical tool to evaluate and compare programs  by Elias, Gager, & Leon (1997)
  This web site discusses different intervention programs such as Quest, Social Decision-Making, Social Problem Solving, and Drug Resistance programs.

• Arrange for activities that provide social support for students.

The transition years are a time when friendships and social interaction are tremendously important for adolescents. Programs and activities that provide for a social outlet is one way to provide incoming students with an opportunity to get to know other students and to develop positive relationships outside of an academic setting. Several ways to provide social support might include: Big Brother-Big Sister programs with older students as mentors, activity nights for specific grade levels, career and technical education co-curricular clubs such as FBLA or FFA, after school intramurals, band, or school plays.

• Writing programs where elementary and middle school students correspond
• Big Brother-Big Sister programs with older students as mentors
• Activity nights for specific grade levels

View the KDE web site for information on grant opportunities and the 21^st Century Community Learning Centers (CCLC) program. Also view the KDE Dropout Prevention Resource Guide topics:  Mentoring, Extra-Curricular Activities, and Student Support.

Consider Heterogeneous Grouping

Heterogeneous grouping of at-risk students for cooperative learning can enhance student learning. Cooperative learning is the term used when small groups of students work together collaboratively to complete a task. Students are provided the opportunity to interact with peers of mixed abilities and different backgrounds. These interactions can help develop positive social skills as well as academic success. Additionally, students feel valued while making progress toward academic success. Jones, et al. (1995) reported that diverse groups of students that include different backgrounds, learning styles, and abilities contribute various perspectives and knowledge to challenging tasks. Some suggested strategies for grouping students might include:

• Begin the school year by establishing a classroom atmosphere where students are encouraged to take risks and are not allowed to make negative or disrespectful comments.
• Allow students to help create rules to be used when working in groups.
• Teachers can model organizational skills by making decisions about student placement in groups before beginning the lesson.
• Teachers can also model, explain, and show examples of appropriate behavior for students, whether it is how to assign roles and responsibilities or how to interact with students in specific situations.
• Use a variety of grouping strategies with students so that every student has at least one opportunity to work with everyone else in the class. Smaller teams in groups of 3 or 4 students allow for more group interaction. Those teams should be allowed to work together long enough so that students can resolve any conflicts, but yet not get bored with each other.

Visit the web site:  Critical Issue: Providing Effective Schooling for Students at Risk  This web site 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 educators who are teamed together are also discussed.

Utilize Peer Mentoring

Research indicates that students, who are successful academically, in addition to support from parents and teachers, usually have sustained access to other knowledgeable and caring adults (Clarke, 1989). Within the high school system, peer mentoring will promote development of the student’s self-concept and self-esteem. For at-risk students, a peer mentor may help make the difference in whether those students get on the track to success. Some strategies to consider when implementing mentoring programs could include:

• Match students with mentors based on similarities or common interests, such as gender, shared background, similar schedules, and the likelihood of compatibility.
• Begin the mentoring relationship with a specific task to work on. This could be a school or community project.
• Enlist parent support by forming a parent council, providing training, and keeping parents informed about the program.
• Provide support for mentors to help prevent them from “dropping the ball”. Recognition and rewards can go a long way in encouraging mentors during difficult times.

See the KDE Dropout Prevention Resource Guide topic: Peer Mentoring

Refer Students for Extended School Services

Many Kentucky schools use Extended School Services programs to provide support for at-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 Developmental 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.

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 of this project is to build increased state and regional capacity for implementing proactive instructional discipline models, which 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:

1. Developing consistent proactive school wide responses to behavior that create a positive school climate which benefits all students and staff
2. Implementing proactive interventions that target students at-risk for continuing behavior problems
3. 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

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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.

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LOW SOCIO-ECONOMIC BACKGROUND STRATEGIES

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:

• School Wide Homework Support

Recent reports on excellence in education recommend that teachers increase the amount of homework they assign and that school administrators establish demanding homework requirements. Many high schools have adopted a homework policy where students are required to have a certain amount of homework every night or several nights a week.

Many poor students do not have access to adults who have the knowledge base to help them with homework. These at-risk students need to participate in an before or after school program designed for extra help. In Kentucky our schools' Extended School Service Program will serve that purpose.

For addition information on developing homework policies visit the following resource: Eddy, Y (1984).

• Extended School Services Support

Extended School Services is available in every school in Kentucky for the purpose of providing additional academic instruction for struggling students, grades K-12. A major emphasis in recent years has been to target students whose behavior and school performance indicate potential for school dropout. Students referred to ESS can receive assistance in core content areas, help with study skills, homework, and other areas that have become barriers to academic success. ESS programs are presently offered beyond the school day: before school, after school, evenings, Saturdays, and summer school, based on district needs. There is no cost to the student for these services.

• Supplemental School Wide Reading Programs

Many schools have gone to the concept of an Accelerated Reader program. This computer-based management program provides tests for students to take over the book(s) they have read. 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.

For more information on Reading and Writing, view the topic in the KDE Dropout Prevention Resource Guide.

• Keeping Students with the Same Teacher(s) for Two or More Years or
  Having a School Within a School

Both of these concepts are 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)

Visit the KDE Dropout Prevention topics: Career Education, Mentoring, Co/Extra Curricula Activities.

Teach Coping Strategies

Many schools have small groups that meet with the counselor, principal, or a teacher during lunch to work on coping strategies. This ongoing group support allows students to discuss issues and ways to deal with those issues. For example, one middle school divided all its eighth-graders into groups of eight. Then school officials took these students and met with them for four weeks, twice a week over lunch, to discuss the issues they would face the next year when they went on to high school. Advisory Groups are yet another way to address issues of support.

• Keeping Students with the Same Teacher(s) for Two or More Years or
  Having a School Within a School

Both of these concepts are 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).

View the KDE Dropout Prevention Resource Guide topics:  Career Education, Mentoring, Co/Extra Curricula Activities

• Teach Coping Strategies

Many schools have small groups that meet with the counselor, principal, or a teacher during lunch to work on coping strategies. This ongoing group support allows students to discuss issues and ways to deal with those issues. Advisory groups are yet another way to address issues of support. The Family Resource Center within the high school might also offer workshops on coping strategies.

• Provide Parent Training and Contact through Video

One characteristic of poor communities is that virtually everyone has a VCR because of the value placed on entertainment. A principal in Illinois who had 95% of his parents on welfare started a very successful program of parental education and contact through videos. Each teacher in the building made a 15-minute videotape. During the 15 minutes, the teacher made a personal introduction, gave an overview of the year’s instruction, identified the class expectations, and encouraged the parents to visit or call. Five copies of each video were made and each student could take a copy home and have an adult view the video. This was very successful because parents that were literate could understand, the parent was not dependent on transportation to have a contact with the school, and it prevented unnecessary miscommunication early in the year.

• Require Daily Goal-setting and Procedural Self-talk

In the beginning, goal setting would focus on what a student wants to accomplish by the end of each day and by the end of the week. Goals should be in writing. At the end of the day, five minutes would need to be taken with the class to see if the goals were met or not. Procedural self-talk would begin in the written form; most students would likely need assistance. This could be done in an adviser/advisee program or individual classes.

• Plan Team Interventions
  
  This happens when all the teachers of a student meet with the parent(s) to make a plan for helping that student become more successful. This works as long as the intervention with the parent(s) is positive and supportive.
  
  
• Reorganizing the School Day

By reorganizing the school day and schedule, educators can build support systems into the school day without additional cost.

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).

1. Maintain high standards and expectations for all students.
2. Use culturally relevant curriculum materials
3. Recognize and incorporate students’ learning styles, cultural
   styles, strengths, and native languages.
4. Link students’ histories and worlds to the subject matter.
5. 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…

1. Elicit and consider the reasons for the misbehavior, particularly
   as it relates to racial differences between teachers & students.
2. Respect student concerns
3. Seek to uncover information about a problem that the school
   might help solve, such as the need for educational supports,
   i.e. 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 STRATEGIES

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.
• Media approach to promote parenting: publicity (multi-media, newsletter, newspapers, fliers, TV [including local access cable channel], radio, posters).
  • 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 intervals
    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
  • parenting skills,
  • discipline techniques,
  • communication with their child,
  • 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.)
• Provide a list of learning activities and projects plus a reading list to encourage learning.
• 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 copying classroom projects, 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.
• Develop a community “buddy” program for at risk students Many civic clubs have improving education as their goal – ask them for assistance.

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:

• Five ways to have fewer homework tears;

• Television viewing guidelines;
• Ten reasons to read with or to your child
• 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.
• Homework assignments that encourage or even require family and child to discuss, share, or work
• Homework and study procedures
• Homework Hotline;
• A safe walk/ride night for students and family members (possibly in conjunction wit open house). Encourage families to walk or ride to school with their young adolescent and discuss safety rules;
• Frequent opportunities for families to utilize their skills and talents with students by sharing hobbies, life experiences, travels, and career information;
• 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 release 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 INVOLVEMENT STRATEGIES

America Five Promises and Strategies

Ongoing relationship with caring adults-parents, mentors, tutors or coaches

Community Leaders can assist by bringing together all stakeholders in the community to develop 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.

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.

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.

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. Providing job shadowing or coop work experience while taking a related class in high school.

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. 

KENTUCKY PROGRAMS

Exemplary Middle School Programs

These programs are strongly recommended for over-all effective middle school programs.

• Barren County Middle School
  Blue Ribbon Excellence School
  Contact: Mark Wallace
  (270) 651-4909

 

• Noe Middle School (Jefferson Co.)
  Contact: Kathleen Sayre
  (502) 485-8307

 

• College View Middle School (Daviess Co)
  Contact: Joseph Mason
  (270) 686-1912

 

• Walton-Verona High School (7-12) (Boone Co.)
  Contact: Pam Sayler
  (859) 485-7721

Mentoring Programs in KY

• Grayson County Schools
  Contact person: Debbie Bolton, Instructional Supervisor
  (270) 259-4011

• Scott County Schools
  Contact person: Ken Wright, Instructional Supervisor
  (502) 863-3663

• Todd County Schools
  Big Brother/Big sister In-School Mentoring Program
  Elementary through grade 11 district-wide mentoring program.
  Contact person: Vicki Myers, Director of Pupil Personnel
  Todd County Board of Education, (270) 265-2436, vmyers@todd.k12.ky.us

• Williamstown Independent
  Contact person: Sally Skinner, District Assessment Coordinator
  (859) 824-7144

Other Kentucky Programs

• 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

• Extended School Services (ESS)
  Kentucky Department of Education
  For more information and examples of model programs, contact:
  Jennifer Scarborough, Branch Manager
  (502) 564-3678

• Greenup County Schools
  Great Leaps Program
  Effective reading program for students reading below grade level.
  McKell Middle School
  Contact person: Colleen Prater
  (606) 932-3383

• Kenton County Student Assistance Team (SAT)
  Special assistance for at-risk students and their families.
  Contact person: Peter Lefaivre, Director of Pupil Personnel
  (859) 344-8888
  www.kenton.k12.ky.us/ss/default/html-SAT

• Kentucky Family Resource Youth Services Centers (FRYSC)
  Promotes, identifies and coordinates resources for children and their families
  Contact person: Dr. Sandy Goodlett, Executive Director
  Cabinet for Families and Children
  (502) 564-4986
  Linda Robinson, KDE Liaison
  (502) 564-3678

• Madison Southern High School
  The M.A.P. Madison Advisory Program is designed to bring all students, parents and educators together to work on a common academic goal. 
  Contact person: Kathy Vockery
  (859) 986-8424

• Pendleton County C.A.R.E. Program
  Advisor/Advisee Program designed to provide a scheduled time each day to develop growth-producing interpersonal relationships between teachers and students.
  Contact person: Karen Delaney
  (859) 654-3355

• Todd County Schools
  Truancy Mediation Program
  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.ky.us

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Barriers

Many strategies exist to help identify students at-risk for dropping out. However, several barriers within the individual, family, school, and community can prevent these strategies from being implemented. The following list provides examples of what might limit implementation of the aforementioned strategies:

• Failure by Educators and Community Member
• Lack of Trained Educators
• Parental/Family Involvement/Expectations of the Child
• Across the Board/Mandated Promotion Policies
• Early Intervention without Follow-Up

Failure by Educators and Community Members

Failure by all stakeholders to recognize and identify the behaviors or risk factors that can lead to the disassociation of students to their school is a barrier. Failure to “own” the problems their schools and community face only creates a further barrier for everyone involved. Stringfield (1993) reported that educators and community members must address the problems that youth who are at-risk are likely to face. The absence of describing problems that educators face perpetuates this current problem. Educators, parents, administrators, and voters constantly look for someone to blame for the problems and do not always address the problems in a positive or helpful manner.

Lack of Trained Educators

The lack of trained educators who are qualified to work with at-risk students is a barrier. Additional training/ongoing training in diversity and cultural differences as well as the development of real world lessons is needed in order to make education more meaningful to middle school students. Smink (2001) reported that a majority of learning, behavior, and emotional problems in schools are a result of barriers common in families with low income levels or families for which language and cultural considerations are not addressed by the schools. Finding time to implement all of the professional development needs of the staff is a struggle. In addition, the number of graduates from teacher training programs has been steadily declining. School districts often have no choice but to hire under-prepared teachers with limited certification (Johnson, 2001).

Parental/ Family Involvement/Expectations of Children

Parental and family expectations influence a student’s academic success. If parents do not hold high academic expectations, it can be a deterrent for their child. Studies indicate students who are both low income and of minority status are at a higher risk to dropout; their parents may have had limited educational experience and may not have high educational expectations for their children (Donnelly, 1987). However, with the encouragement and education of parents to develop high educational expectations, low income students will have a better chance of academic success.

Across the Board Mandated Promotion Policies

Board and school policies do not always address the needs of the middle school student at-risk of dropping out. Failing to do so can create an atmosphere that is not conducive for encouraging the student to remain in school. State mandated promotion policies do not address the varied populations and their learning needs. The departures of many of these students may be the results of mandated promotions (Dryfoos, 1990).

Early Intervention without Follow-Up

Early intervention without follow-up is considered an ineffective practice (Woods, 1995). In order to have effective intervention practices and follow-up, space and resources need to be dedicated. Schools that are already at full capacity have a difficult time identifying space and resources to commit for extended programs (Johnson, 2001).

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Resources

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.

Donnelly, M. (1987).  At-risk students (ED292172). ERIC Digest Series Number 21.  Retrieved on January 8, 2003, from the ERIC Clearinghouse on Educational Management Website:  http://www.ericfacility.net/ericdigests/ed292172.html

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.

Elias, M. J., Gager, P. & Leon, S. (1997, March). Selecting a substance abuse prevention program: a checklist of key elements gives administrators a practical tool to evaluate and compare programs. [Electronic Version] Principal, 76, 4. Retrieved on January 23, 2003 from the Lions International Website: http://www.lions-quest.org/content/whatsnew/archives/elias.htm
The article discusses different intervention programs such as Quest, Social Decision- Making, Social Problem Solving and Drug Resistance Program.

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 U.S. Department of Education Web page:
http://www.ed.gov/offices/OESE/DropoutProgram/dropoutprogram.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.

Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Designing learning and technology for educational reform. Oak Brook, IL: North Central Regional Educational Laboratory. Meaningful, engaged learning. Retrieved June 17, 2002, from http://www.ncrel.org/sdrs/engaged.htm).
Defines learner engagement and provides eight indicators of engagement and how to implement programs based on this theory.

Johnson, D. (2001). Performance pentagon: Five strategies to help all students make the grade. National Association of Secondary School Principals, 85, 40-55.

Loucks, Waggoner (1998), Keys to reengaging families in the education of young adolescents. National Middle School Association, Columbus, Ohio

National Mental Health and Education Center. What can parents and teachers do if an adolescent begins to fail in school? [Brochure]. Bethesda, MD: National Association of School Psychologists. Retrieved June 17, 2002, from http://www.naspcenter.org/parents/parents_fail.htm.
The brochure discusses behaviors/factors of middle school students potential at-risk of dropping out of school.

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 (n.d.). New times demand new ways of learning. Retrieved on January 23, 2003 from http://www.ncrel.org/sdrs/edtalk/newtimes.htm#Teacher

Polk, R. Youth: Programs outcomes for youth reduction of risk behaviors in youth-Academic risk. Retrieved June 17, 2002, from http://ag.arizona.edu/fcr/fs/nowg/ythrbacadrisk.html.
This article discusses different programs that have been designed to reach students in middle school and high school who would be considered at-risk for dropping out of school. Restructuring the ecology of the school as an approach to dropout prevention during school transitions is also a topic.

Raywid, M.A. (1996). Downsizing schools in big cities. New York, NY: ERIC Clearearinghouse on Urban Education. (ERIC Document Reproduction Service No. ED393958) Retrieved July 8, 2002, from http://www.ed.gov/databases/ERIC_Digests/ed393958.html.

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.

Schumacher, D., (1998, June). The Transition to Middle School.  ERIC Clearinghouse on Elementary and Early Childhood Education.  Retrieved on January 8, 2003, from http://ericcass.uncg.edu/virtuallib/achievement/1004.html

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.

Stringfield (1993).  Specify the problems. Retrieved June 17, 2002, from the North Central Regional Educational Laboratory Web site:  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.

Success in school: Education ideas that count-"Small schools". Baltimore, MD: Annie E. Casey Foundation. Retrieved June 17, 2002, from http://www.aecf.org/initiatives/success/smschool.htm.
This article discusses the success of some small school settings and the increased academic gains by students who were considered at-risk.

Tompkins, R. & Deloney, P. (1994). Rural students at-risk in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. (No. RP91002003). Austin, TX: Southeast Educational Development Laboratory. Retrieved June 17, 2002, from http://www.sedl.org/rural/atrisk/behaviors.html.

United States Department of Education (2002). Class size reduction program. Retrieved June 26, 2002, from http://www.ed.gov/offices/OESE/ClassSize/index.html.

Volman, B. (1996). You can't educate an empty chair: Increasing student attendance through parent involvement in regular classroom lessons.

Wells, A. S. (n.d.).  Middle school education – The critical link in dropout prevention.  Retrieved on January 2, 2003 from PEN pages College of Agriculture Web site:
http://www.penpages.psu.edu/penpages_reference/28507/285072881.HTML

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Key Words

Absenteeism, retention, lack of connection, community involvement, ethnic background, parental expectations, interdisciplinary teams, transitions, decsision-making, logitudinal student data, mentoring, parental involvement, differentiated instruction, culturally responsive teaching, advocate, peer mentoring

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