Project Action. Westport High’s Approach to “At-Risk” Students. Mary Jo Medeiros. School Adjustment Counselor Project Action Grant Coordinator. Opening. Workshop Overview: Introductions Group Discussion: Define At-risk Barriers to Effective Intervention Panel Presentation
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Westport High’s Approach
to “At-Risk” Students
School Adjustment Counselor
Project Action Grant Coordinator
Panel & Participants
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.
Mrs. Bridget Buckless,
Westport High School’s mission is to challenge students to
and contribute to a climate of respect.
Reading Comprehension in Content Areas
RESPECT referral process
Student Success Plan
Mr. Tom Clark
- Removed for posting to ESE website.
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”
Shared Responsibility (equals)
Experience different teaching styles
More individual attention
Accommodations are fulfilled
Small group feel in a regular classroom
Missing work / Make-up work
Shared ancillary tasks
Share “amusing” moments
Special Education Teacher
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.
Removed for posting to ESE website
Regular Education Student Performance Evaluation Consultation for Teachers
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.
Step One: Teacher Requests Consultation
Step Two: Convener Acts upon request
Step Three: Meeting is Conducted
Step Four: Teacher/Staff Implementation
Strategies & Monitor Student
Step Five: Follow-up Consultation is
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.)
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.
Cynthia Poyant, MSW, LCSW
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.
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
-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.
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.
-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.
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.
Removed for posting to ESE website.
Maintain R.E.S.P.E.C.T. as gateway
Establish provider contracts
Establish MOU’s with partners
Create the environment
Creating the space for community activities and Group Treatment
Maintain technology in the room
Student resource library available
Multiple uses: book club, council meeting, sped social skills group, small group testing, open houses
Creating an Individual Therapy space
Separate entrance for confidentiality
Multiple uses: Family treatment, family meetings, teacher meetings, private testing, space for other community based providers
STARR- provide drug awareness groups to student in need of support around their own use or the use and abuse of a family member.
Cynthia Poyant has been a Council Member and has provided individual and family counseling to the students in the former ACT classroom and during this past year in Project Action.
Community Counseling of Bristol County will remain active members of the council and will continue to provide individual therapy and psycho-therapy groups within the school setting
St. Anne’s Hospital has offered DRIVE seminars to all WHS students, participated in the Health Fair and provided their Trauma Crisis Team services to the school.
Bristol Community College (BCC) has hosted Project Action students for career exploration/career day, a tour of their campus and meetings with the Admissions and the Financial Aid Departments.
UMASS Dartmouth would like to expose the students at WHS to their Alternative Admissions program and have early identification of students who may benefit from their program.
Academic and clinical supports
Study Skills Teacher
Strategies for taking notes
Highlighting/underlining key terms
Break down words on basis of prefixes, suffixes and Latin roots
Word association for memory
Using flash cards-break down information into smaller parts
Repetition, repetition, repetition
Word association review
Compile list of basic words for memory to be assessed next week
Conduct post-course survey
Conduct pre-course survey
Being prepared: required materials for classes
Review lay-out of text book components (Table of contents, glossary, index)
Specifying content divisions (notes, handouts, homework, quizzes/tests)
Separation of courses
Separation information by dating entries
Separation information by chapter sections
Review lay-out of chapters in text book (Headings, subheadings, significance of bold or italicized words)
Complete pre-set outline
Review week two and determine main topics
Chapter review questions
Refer to outline and determine where the answer is likely to be found without actually answering question
1:1 consultation available
Faculty updates at staff meetings
Opportunity to serve on council
Opportunities to send staff and providers out for training
Vicarious trauma and self-care workshop brought to teachers
Staff to staff training at faculty meeting
“I participate in monthly council meetings every month along with my grandson. This is great for students. They get to meet with staff and share ideas.” (Parent)
“Life skills program helped him think about things in different ways.” (Parent)
Removed for posting to ESE website.
Earlier identification of post high school planning
Career “one stop” centers
Interest in the armed forces
Eligibility for college support
Eligibility for dual enrollment
Emphasize extracurricular activities and sports
Moved to family night model of support
Seek additional grant opportunities
3rd party billing for clinicians
Provider services offered by different funding streams
TAKE CARE OF YOURSELF.
TAKE CARE OF EACH OTHER.
TAKE CARE OF THIS PLACE.