Westport High’s Approach to “At-Risk” Students

1. Project Action Westport High’s Approach to “At-Risk” Students

2. Mary Jo Medeiros School Adjustment Counselor Project Action Grant Coordinator

3. Opening Workshop Overview: • Introductions • Group Discussion: • Define At-risk • Barriers to Effective Intervention • Panel Presentation • School-wide Initiatives • Alternative Ed Grant Funded Programs • ACT Classroom Model (FY ‘05 – FY ‘07) • Project Action (FY ‘08 –FY ‘09) • Program Highlights • Collaborating with community-based organizations and agencies • Engaging parents and family • High-quality curriculum and instruction techniques for at-risk students • Incorporating wrap-around services and referral out services • Questions

4. Introductions Panel & Participants

5. How Do You Define “At-Risk” Students? Open Responses

6. Obstacles and Barriers to Meeting Students’ Needs Open Responses

7. WHS Definition of “At-Risk Student • Academic • Middle School identification • Credit Deficiencies • Repeat freshmen • Citizenship • School-wide rubric • Grading on report cards • Ineligibility for sports • Poor Attendance • Detentions and Suspensions • In school and out of school • Social and Emotional Issues

8. What students report get in the way of school concentration… WHS students : Have lost 7 peers within the past three years 6 students lost a parent in the past school calendar year Report households where domestic violence is present, parental mental health issues and addiction render the caregiver unavailable Westport is home to at least 4 adolescent foster homes and some kinship placements.

9. WHS Overview & Secondary Reading Grant Mrs. Bridget Buckless, Librarian Grant Coordinator Parent

10. WHS Population • Small town • Few minorities • Little community resources • Few adolescent social opportunities • Small student body • Approximately 500 students • Border cities • More diverse resources • School choice students

11. Mission Statement Westport High School’s mission is to challenge students to gain knowledge, acquire skills’ develop talents, and contribute to a climate of respect.

12. WHS School-Wide Initiatives Reading Comprehension in Content Areas Workshop Model Co-Teaching PASS class RESPECT referral process Student Success Plan

13. Reading Comprehension in the Content Areas • “Modeling” is both necessary and difficult to do properly. • Modeling allows the students to see what good practices look like • Strategies need to be taught in a direct, explicit manner. • Students need to practice strategies until they own them.

14. Develop a Plan to Model Reading in Your Content Area • Set the purpose for reading this material • How would students need to read this material? • Demonstrate what a good reader would do before, during, and after reading this material • What other activities would deepen their understanding of the reading selection? • Students learn new vocabulary • Students making connections to other subjects or life experiences • Students write responses to open-ended questions based on reading selection • Use school-wide reading rubric to assess

15. I DO WE DO YOU DO

16. Literacy Study Group RECOMMENDATIONS • Problem with students’ learned helplessness • Look at school-wide culture • Discussion of literacy issues led to a need for consistency in classroom routines. • What school-wide routines would best suit our school?

17. School-Wide Approaches • Structures are necessary for students • Need for consistency among the faculty • Predictable routines in every classroom • Posting an agenda • Establishing an opening routine • Establishing a closing routine

18. Workshop Model in an English Classroom Mr. Tom Clark English Teacher

19. Workshop Model • Daily routine is as follows: • Independent reading (15-20 minutes) • Read aloud - Think aloud/Talk aloud (15-20 minutes) • Mini Lesson (5-10 minutes) • Work Period (30-40 minutes) • Closing (5-10 minutes) • Routine is essential!

20. Photograph of a teacher and students in a classroom - Removed for posting to ESE website.

21. Teacher Modeling Allows the students to see what good practices look like Most of the modeling takes place during the read aloud The focus of each read aloud will be one of the “7 Habits of Proficient Readers”

23. Classroom Set-Up • Small groups are conducive to this type of class • Conferencing can occur easily • Group work • Peer editing • Group discussions • Random seating techniques

24. Co-Teaching Matt Girard Mathematics Teacher

25. Co-Teaching • Access the experiences, knowledge, and creativity of two teachers • Exposes the students to various teaching styles • Multiple intelligences can be addressed more easily • Allows small group work and individual attention

26. Keys to Success: Co-planning time Chemistry Shared Responsibility (equals) Consistency

27. Benefits of Co-teaching for Students: Experience different teaching styles More individual attention Accommodations are fulfilled Small group feel in a regular classroom

28. Benefits of Co-teaching for Teachers: Attendance/Tardies Homework Check Missing work / Make-up work Discipline (consistency) Shared ancillary tasks Share “amusing” moments

29. Paul Bornstein PASS Teacher Special Education Teacher

30. PASS (Positive Attitude for Student Success) The PASS Program is intended to foster compliance with school regulations through the usage of a point and level system that places the onus of responsibility on the students. See handouts

31. Movie of a teacher Removed for posting to ESE website

32. Addressing Students Needs Leslie Ruel Guidance Counselor ACT Teacher

33. R.E.S.P.E.C.T. Regular Education Student Performance Evaluation Consultation for Teachers

34. Goals to Benefit Staff Maintain an environment that supports and encourages quality teaching. Provide staff with opportunities to participate in school improvement and the decision making process Encourage creativity and innovation Provide ongoing staff development programs and opportunities. Create applied learning situations that require students to demonstrate proficiencies. Measure progress in a variety of ways Hold ourselves responsible and accountable for appropriate use of resources and delivery of quality education.

35. Goals to Benefit Students • Maintain a healthy and safe learning environment. • Provide an educational program that develops effective communication skills, a foundation for career skills, and a strong sense of citizenship. • Appreciate and accommodate differences in the way students learn. • Provide students with the appropriate time and assistance to achieve academic success. • Hold high expectations that demand intellectual rigor • Integrate learning opportunities that support the development of critical thinking skills.

36. Five Steps of R.E.S.P.E.C.T Step One: Teacher Requests Consultation Step Two: Convener Acts upon request (principal) Step Three: Meeting is Conducted Step Four: Teacher/Staff Implementation Strategies & Monitor Student Progress Step Five: Follow-up Consultation is Conducted

37. Student Success and Curriculum Accommodation Plan Tool for teachers and students to identify specific needs. Recognizes student’s academic history (for instance IEP or 504 support, grades, standardized test scores). Allows recommended actions to be established to ensure student success through accommodations or curriculum modifications (extended time, preferential seating) Short term and long term goals are established for each student along with strategies to attain the goals. A plan is developed to measure student success (meeting, review grades etc.)

38. Alternative Ed Grant • Reduce drop out rate • Outreach to provide services to students • Academic Support • Reduce retention rate • Provide support for student to pass classes and earn credits • Plan for transition to work or higher education

39. Alternative Ed Grant Goals Goal 1: High-risk students at Westport High School will be educated to the same standards as all students, will meet the competency determination for a diploma, and will graduate. Goal 2: Students will develop coping and self-management skills to deal with social, emotional and behavioral issues, and will develop life skills that will enable them to transition successfully into post high school life.

40. ACT Classroom & Project Action Therapist Cynthia Poyant, MSW, LCSW

41. ACT (Alternative Classroom and Transitions Program) Alternative classroom comprised of 20 at-risk students. One full-time teacher and one social worker/therapist One full-time aid for the first year of the program. R.E.S.P.E.C.T. process initiated enrollment in the program.

42. ACT Curriculum • Life Skills: All students were enrolled in one of two Life Skills classes. • Students learned: • Career planning (job search, college application process, resume writing, interviewing skills) • Communication skills both oral and written. • Anger management skills • Social skills • Study Skills • Stress management skills

43. ACT Curriculum • Some students remained in the ACT classroom for an academic course. • US History or • English • The school wide curriculum and rubrics were followed. • Behavioral Point system monitored and maintained student’s success in the program. • Students were enrolled in other courses outside of the ACT program which allowed for their transition out of the program and a link to regular education teachers.

44. Promote Student Control in the Classroom By: Modeling: Model the behavior you want to see from your students. Corrective Prompts: “the look”, finger over the mouth, slight tap on the desk. Corrective Strategies: Give the student time to reflect on their situation -Cool Down Time -Coupling Statements: Statements which you describe a student’s inappropriate behavior while offering a more appropriate behavior. -Reality statements and Reasons: Point out potential benefits or negative outcomes of certain behaviors. It provides students with the “why” of certain behaviors. -Empathy: Convince students not to give up on learning a certain skill. Let the student know that you understand their situation. Specific Praise: Recognize any appropriate responses or actions the student takes which will reinforce self-control and maintain appropriate behaviors. Guided Self Correction: A problem-solving strategy, that can be used with a student when he is agreeable and willing to have a conversation with you.

45. ACT’s Programs Parent group was created and organized by the ACT teacher/counselor and social worker/therapist. ACT Council was developed and was comprised of: administrators, special educaiton teachers, regular education teachers, parents, students and guidance, along with middle school assistant principal and local social service agency representative. Community Connections: -Bristol Community College: Career development -University of Massachusetts-Dartmouth: Career development -SSTAR: local social service agency to assist with social/emotional issues -Field Trip to Boston for cultural and social skill development -Memorial Garden: Created and developed by the ACT students in response to the loss of several peers at Westport High School. The Garden allowed ACT students to communicate with their community for donations, assistance and with peers to share in their grief. -Memorial Garden Service: Annually ACT students and now PROJECT ACTION students organize a service on Memorial Day weekend to commemorate the garden and all lives lost.

46. Parent Communication Strategies • Communicate positive news frequently. • Develop incentives with administration and peers to get families to come regularly to your school. • When families do visit, make them feel comfortable. • Encourage technology (Web pages, phone calls, brief e-mails) • Use school to home notes when daily communication is necessary. • Recruit parent volunteers. • Include parents in decisions that affect the student’s school life. (PTA/PTO, Parent representatives)

47. ACT’s Successes Five students graduated from Westport High School as part of the ACT program. All students enrolled in the ACT program passed their MCAS tests The Memorial Garden-A perpetual gift to the school and community Project Action-ACT was the catalyst to the new program being offered to Westport High School Students.

48. MEMORY GARDEN