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For High School At-Risk Students INTERVENTIONS THAT WORK.

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Presentation on theme: "For High School At-Risk Students INTERVENTIONS THAT WORK."— Presentation transcript:

1 For High School At-Risk Students INTERVENTIONS THAT WORK

2 Kathleen Chronister Alternative Education Principal Kathy Johnson School Counselor, Testing Coordinator Irvin Crouse School Social Worker, Food Pantry, Technology expert, School Photographer Cheryl Richards Orientation, FACS, Food Pantry Coordinator, Faculty Chair, FCCLA Advisor Tomee Pace Marketing, Psychology, Yoga, Sports Psychology, Latin Dance, DECA advisor Meredith Villalba English 11, Choir, Creative Writing, Latin Dance, My Access Trainer, Dept. Chair Cody Banks Biology, Environmental Science, Science Lab, Fly Fishing Becky Smith Financial Literacy, Multi-Media, Digital Photography, Video Production, Skills USA Advisor, School Videographer, Yearbook Advisor MOUNTAIN HIGH SCHOOL

3 Suburban district of 60,000 students located North of Salt Lake City, Utah 8 Traditional High Schools serving 14,400 HS students  Each high school has 1500 – 2400 students in grades 10-12 2 Alternative High Schools serving the district  Mountain High School  Canyon Heights High School DAVIS SCHOOL DISTRICT, UT

4 Davis District HS 14,400 23.9% Poverty 14.4% Minority 8.2% Hispanic 6.8% Mobility 90.5% Reading on Level 2.5% Limited English Mountain HS 260 44% Poverty 29% Minority 22% Hispanic 33.7% Mobility 73.3% Reading on Level 7% Limited English DEMOGRAPHIC COMPARISON TO THE DISTRICT HIGH SCHOOLS

5 MHS  1 Administrator  1 Counselor  1 Social Worker  14 Teachers  2 Secretaries  1 Media Specialist  1 Custodian 2 part time  2 part time Teacher Assistants  1 part time Tutor Shared Resources  1 SRO  1 School Nurse  1 Career and Technical Education (CTE) Coordinator  1 CTE Technician  1 Tracker for Davis Applied Technology College students MOUNTAIN HIGH SCHOOL FACULTY AND STAFF No Title Money, No At-Risk Money, No Grant Money



8 Reason for Referral  40% Behind in Credit  20% Poor Attendance  20% Medical or Mental health issues  6% Academic Failure  5% Needs smaller setting  5% D&A issues, peer influences, family conflict or crisis Underlying Issues  Family crises  Mental health or medical issues  Poor reading and/or math skills  Poverty  Pregnancy or young parent  Physical or sexual abuse  Poor relationship or social skills REFERRALS

9  93 % of students are behind in credit  84% have failed more than 1 English class  73% have failed more than 1 Math class SCHOOL FAILURE

10  74% of Seniors enter Mountain High School with less than 10 credits.  27 credits Required for Graduation CREDIT ISSUES

11 In 2006...  25% of students were absent on a daily basis ATTENDANCE

12 80% Report mental health issues ADD/ ADHD, Depression, Anxiety MENTAL HEALTH

13 What Interventions Will Work? Minority Low income Limited English Proficient Poor attendance Low motivation Lacking Credits Failing Academically Low Skills Discipline Problems Mental Health Issues Antisocial Friends Family Problems Drugs & Alcohol Bad School Experiences Struggling in school

14 But not getting desired results WORKING HARD

15 Small class size Adult advocate system Emphasis on caring relationships Increased assessment Clear rules with high expectations Flexible scheduling RESEARCH & BEST PRACTICE

16 Inspire Learning Empower Success OUR MISSION

17  Whole school systemic approach to Interventions for At-Risk Students  Designed a model using research and best practice SYSTEMIC APPROACH

18  Accountability  More Structure …Not Less  High Expectations  Relationships FOUR GUIDING PRINCIPLES

19 In a continuous improvement model we always ask ourselves, “Is this good for kids?”  If the answer is YES, we try it.  If the answer is NO, we stop the practice. IS IT GOOD FOR KIDS?

20  Teachers willing to do what ever it takes to help students be successful  Restructure programs, courses, instructional strategies, curriculum design to meet student needs  Hold each other accountable on a weekly basis  Expect accountability from students and parents for attendance, behavior issues, transportation and living situations, school interventions, and credit earning options. GUIDING PRINCIPLE ACCOUNTABILITY

21 GUIDING PRINCIPLE MORE STRUCTURE…NOT LESS  Tiered Intervention Model  Tier 4 – less then 10%  Tier 3 – 10-20%  Tier 2 – 25-50%  Tier 1 – 100% ALL students

22 Mastery at 80% or higher Have I…  Defined clear learning outcomes  Given daily feedback on learning  Taught vocabulary for every unit  Used graphic organizer  Entered daily attendance & weekly scores  Daily phone calls for absences  Provided individual instruction  Implemented a classroom learning contract  Communicated with parent about specific issues Teacher Intervention Plan Daily: What is your personal intervention plan for students on a daily basis? Weekly: What are your weekly intervention options for students not making progress academically? GUIDING PRINCIPLE HIGH EXPECTATIONS


24  Be consistent and “on point” with communication to students and parents  Embrace change - It’s not personal  Acknowledge challenges or obstacles  If it doesn’t work, don’t do it again  Model learning  Remember it’s not about you – It’s about doing what’s best for kids.  Be kind  Be consistent  Speak up and share  Play nicely with others  Celebrate small successes  Eat together GUIDING PRINCIPLE FACULTY RELATIONSHIPS

25  Know each individual student (reading level/skill level)  Call home when students miss class  Communicate concerns at LCM weekly  Recognize when a student needs help and advocate  Provide feedback daily to students on their academics and behaviors  Acknowledge Effort  Expect Mastery and Excellent Work  Celebrate success with individual students GUIDING PRINCIPLE RELATIONSHIPS: FACULTY TO STUDENT

26  Flexible schedule  Educational programs designed to meet competency rather than seat time  Viable and engaging curriculum  Frequent assessment of learning with on-going feedback to students  Measureable academic standards  Standards-based Grade Book  Focus on the learning, followed by credit  Design a systems approach to student interventions that is aligned with discipline policy SYSTEMIC CHANGE


28 Changed our culture to a SCHOOL OF CHOICE Created a climate where it was a privilege to attend. We now have a waiting list Require: 1.Mandatory Parent Meeting 1 hour 2.Entrance assessment in Math, Reading, and Writing 3.Orientation Class for all students 1 week long 4.Counselor-led Student Education and Graduation Plan INTERVENTIONS THAT WORK SCHOOL OF CHOICE

29 Day School  Mon-Thu 8:30 – 3:30  8 periods  Fri 8:30 – 12:30  3 additional periods 70% of students are in Day School Flexible Options Satellite Program (3:30-5:30 M-Th *24/7 access)  27% of students Independent Study  10% Full time  18% of Day School students also in IS MOUNTAIN HIGH SCHOOL PROGRAMS

30 3 minute passing time! Monday – Thursday Schedule 1 st Period 8:30 - 9:15 2 nd Period 9:18 - 10:03 3 rd Period 10:06 -10:51 4 th Period 10:54 - 11:39 5 th Period 11:42 - 12:27 LUNCH 12:27 - 1:08 41 minute lunch 6 th Period 1:08 - 1:53 7 th Period 1:56 - 2:41 8 th Period 2:44 - 3:29 Progress Check on Friday Friday Schedule 9 th Period8:30 -10:00 0 Period 10:03 - 10:48 Advisory 10 th Period 10:51 - 12:21 LUNCH 12:21 - 12:45 DISMISS Students 12:45 Teachers meet in Local Case Management to determine interventions for specific students BELL SCHEDULE

31 PLAN  8 mini terms  8 classes M-Th  3 classes Friday  Satellite after-school  Independent Study  Work-based Learning  DATC  Bonus credit in advisory  Administrative Bonus Credit (Friday bonus) Follow Your PLAN Quick Start.25 Orientation.25 M-Th 8 classes8 Friday 3 classes 1 Advisory bonus.125 Administrative bonus.25 Advisory bonus credit may be earned each mini-term by completing an advisory book and writing a perfect essay outside of the regular school day. Administrative bonus is awarded each mini term for citizenship or elective credit to students who have 100% progress in their Friday classes MINI TERMS AND CREDIT

32 Bonus Credit  How do I get Friday Administrative Bonus Credit? And Doughnuts!  Attend every Friday. No absences and no excuses.  Be on time to every class. No excuses.  No behavior or discipline issues.  80% progress in Friday classes. NO EXCUSE FRIDAY

33 Weekly Progress reported in 4 areas:  Academic  Behavior  Attendance  Tardies  Academic – 80% progress in all classes  Behavior – Participation, preparation, turning in work  Attendance – 2 or more unexcused periods  Tardies – 2 or more periods WEEKLY PROGRESS

34 Be on Time… Tardies  More than 2 per week (periods) will result in NO PROGRESS  9 th tardy and Satellite is added with contract.  10 th tardy will result in change of placement! Be in Class… Attendance  More than 2 unexcused (periods) per week will result in NO PROGRESS  2 days to clear an absence beginning the 1 st day absent! Parents can clear by calling the office.  Work must be made-up with each teacher. No excuses! TARDIES AND ATTENDANCE

35  Truancy Warning-Meet with Advisor & Administration to sign Truancy Warning/Policy review  1 st Truancy $10.00-Meet with Administration/Policy Review & Attendance contract  2 nd Truancy $15.00- Parent meeting with Administration to review contract/Policy review  3 rd Truancy $20.00- Change of Placement for 1 mini-term to the Satellite Program on a probation contract, or possible change of placement from MHS  4 th Truancy $25.00-Student and Parent meet with the LCM Team to petition the committee as to why they feel they should remain at MHS. The committee will make the final determination of placement. TRUANCY & INTERVENTIONS 2 or more unexcused periods of absence results in a Truancy!

36  Regular High School  27 credits  Skill Enhanced High School Diploma  24 credits with a minimum of 1 semester successful completion of a post-secondary course DIPLOMA OPTIONS

37  Design Team to create appropriate Interventions based on research and best practice  Pyramid of Interventions model with 4 Tiers  Align the intervention model with discipline policy  Train, implement, modify, discuss, change as needed STRUCTURE TO SUPPORT INTERVENTIONS


39  Attend class daily and on time  Take responsibility for my actions  Strive for excellence in all my classes  Complete all assignments at mastery level and on-time  Engage fully in my learning  Respect myself, peers and MHS faculty and staff  Follow school and classroom rules/ procedures  Be positive in my words and actions with self and others  Participate in my personal learning plan that includes:  Credit Check and Graduation Plan  Options for credit such as Satellite School, Friday bonus credit, DATC, WBL, and Independent Study  Track weekly progress in school planner  Know MY goals and work to achieve them INTERVENTIONS THAT WORK STUDENTS TIER 1

40  Communicate with school when your student is absent (801-402-0455)  Communicate with your student about weekly progress for academics, attendance, and behavior.  Review school planner to assist your student in monitoring their credit and classes needed for graduation.  Consistently communicate by e-mail/phone call with your student’s teachers/advisor  Ask questions  Monitor student attendance and progress  Attend Parent/Teacher conference with student  Encourage your student to seek teacher help before and after school  Attend the Individual SEOP with student and counselor  Ask your student about the Keys to Success program  Read all paperwork, contracts, letters, and information your student brings home from school.  Stay Involved! INTERVENTIONS THAT WORK PARENTS TIER 1

41  Clearly define student learning goals and outcomes.  Engaging curriculum aligned with the content standards, assessments, and student learning goals/outcomes.  On-going assessment of student learning using frequent feedback.  Word walls for every unit.  Teach vocabulary for every unit.  Use graphic organizer  Enter scores weekly and attendance daily into Grade book  Teacher daily phone calls/e-mail to parents of students who are absent.  Document ALL parent/student communication on the interventions screen.  Assist students during advisory period with individual help. INTERVENTIONS THAT WORK TEACHERS TIER 1

42  Monitor and update a personal learning plan (SEOP) with advisee using the student planner including:  Credit Check and Graduation Plan  Discuss options i.e. DATC, WBL, IS, Satellite School, Administrative Bonus Credit, Advisory Bonus Credit.  Monitor weekly progress using Student Planner  Review weekly progress report for academic, behavior, and attendance.  Understand and review graduation plan and credit  Document all advisee interventions on the interventions screen  Set appointments and meet with all parents of advisee’s for Parent Teacher conferences held three times per year.  Nominate outstanding advisee’s for student recognition banquet and other recognition awards and opportunities. INTERVENTIONS THAT WORK ADVISORS TIER 1

43 Counselor  Counselor provides academic assessment data to all faculty  Counselor provides initial program placement /schedule determined by SEOP Social Worker  Social Worker provides student assessment data to all faculty School Health Nurse  Trains all faculty on potential medical issues SRO  Provide training and support for school and student safety issues  Directed a lock-down or lock-out procedure for school or other safety protocols as needed INTERVENTIONS THAT WORK SUPPORT TIER 1

44  Conduct LCM meeting every Friday for staffing issues and intervention strategies  Train all faculty and staff to use the Pyramid of Interventions  Meet with parents and conduct a mandatory parent meeting discussing the Pyramid of Interventions  Provide on-going support for teachers and advisors with appropriate training and resources  Meet with individual parents/students as needed  Run progress reports each week for whole school progress  Use progress to determine Keys to Success winners weekly  Update attendance truancy reports weekly and notify faculty on truancy issues using email and in LCM meeting  Monitor and update tardies school-wide  Note student interventions and communicate assignments determined in LCM meeting to all involved in student intervention plan INTERVENTIONS THAT WORK ADMINISTRATION TIER 1

45 Tier 1 100% of Alternative Students  Solving problems at the lowest level is the classroom Tier 2 25-50% of Alternative Students  Students needing additional interventions and support from Administration, Counselor, Social Worker, Parent, SRO  Some students tend to cycle between Tier 1 & 2 Tier 3 10-20%  Students who need MORE support to be successful Tier 4 5-10%  Students not ready to “do” school...  Change of Placement INTERVENTIONS

46 Counselor  Schedule adjustments  Award credit for demonstrated competency  Graduation check with individual students  Communicate with parents and document Social Worker  Additional psychological assessments  Parent consultations  Consult with agency professionals  Weekly student check-in  Drug & Alcohol Friday Class  Drug testing School Health Nurse  Smoking Cessation Friday Class  Student Health Care Plans  Consultation with students/parents  Monitor health issues  Drug testing  Monthly Health Promotion  Refer to Free Health Clinic SRO  Work with LCM to follow-up on student concerns  Issue smoking, trespassing, and other warnings or citations INTERVENTIONS THAT WORK SUPPORT TIER 2

47 What’s behind it? AT RISK STUDENTS

48 Characteristics  Decreased self esteem  Irritability  Negative perceptions  Peer rejections  Lack of interest in previously enjoyed activities  Boredom – constant  Impulsive / risky behavior  Substance Abuse School Behaviors  Self deprecating comments  Defiance/Argumentative with authority  Pessimistic outlook on life / Sulking  Social isolation  Easy victimized  Theft, sexual activity, A + D  Sleeping in class  Acting out of character DEPRESSION – ADOLESCENCE

49 Characteristics  Inattention  Hyperactive  Impulsive  Passive  Fearful  Spacey/Daydreamy  Sluggish  Forgetful School Behaviors  Difficulty getting started on a task  Difficulty staying on a task  Loses assignments  Forgets to turn in assignments  Careless mistakes / messy work  Overly social in class  Poor listening skills  Poor Working Memory - Time to Work  Can’t distinguish between relevant vs irrelevant EXECUTIVE FUNCTIONING DISABILITY

50 PYRAMID MODEL FOR DEPRESSION & EXECUTIVE SKILLS Teacher & Advisor Responsibilities School Designee Responsibilities

51 Depression/Anxiety  Call parent with concerns  Give specific feedback on academic, social and behavioral performance  Teach the student to set goals and self-monitor  Teach problem solving skills  Give opportunities to engage in social interactions  Develop plans to respond to fluctuations in student’s mood and ability to concentrate, or side effects of medication.  Observe and refer to LCM Executive Skills - ADD/ADHD  Break the task into parts  Establish classroom routines for writing down assignments  Teach strategies for planning homework, remembering and organizing student work  Eliminate distractions or change seating assignments  Specific behavior contract  Invite students to complete their unfinished work during lunch, afterschool, or during Friday advisory/ tutoring  Observe and report at LCM INTERVENTIONS THAT WORK

52 Depression/Anxiety  Communicate concerns/ progress with school designee  First line assessments  Monitor student for suicidal thoughts  LCM team referral to social worker/school psych  Obtain release of information to communicate with mental health professional  Understand meds and effects on student performance Executive Skills - ADD/ADHD  First line assessments  Daily explicitly teach, model, and rehearse the needed executive skills  Executive skills class ( study skills)  Provide daily feedback on academic and behavior to student  Monitor the student’s independent use of time  Communicate concerns with student, parent, and advisor INTERVENTIONS THAT WORK

53 Interventions That Work EVIDENCE OF SUCCESS













66 TAKE A LOOK AT OUR STUDENTS Video produced by student John Baer

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