North Polk Community School District - perry.k12.ia.us
Perry Community School District
At-Risk Plan
Revised May 19, 2015
Introduction
The Perry Community School District will include in its comprehensive school improvement plan the following provisions for meeting the needs of at-risk students (281 Iowa Administrative Code 12.5(13):
1. Valid and systematic procedures and criteria to identify at-risk students throughout the district’s school-age population.
2. Determination of appropriate ongoing educational strategies for alternative options to the education programs as required in Iowa Code, Section 280.19A, and
3. Review and evaluation of the effectiveness of provisions for at-risk students.
The Perry Community School District will use allowable growth for provisions for at-risk students and will incorporate education program goals for at-risk students into its comprehensive school improvement plan. Provisions for at-risk students will align with the student learning goals and content standards established by the district. The comprehensive school improvement plan shall also include objectives, activities, cooperative arrangements with other service agencies and service groups, and strategies for parental involvement to meet the needs of at-risk children.
Definition of at-risk
An "at-risk student" means any identified student who needs additional support and who is not meeting or not expected to meet the established goals of the educational program (academic, personal/social, career/vocational). At-risk students include but are not limited to K-12 students in the following groups: homeless children and youth, dropouts, returning dropouts, potential dropouts, and students currently enrolled in an alternative school or program.
Programming Framework
The Perry Community School District will annually maintain and revise the programming options for identified at-risk students and will closely adhere to the Department of Education Standard for At-Risk Education. The following components will serve as a framework for Pre-Kindergarten through grade 12 support system:
1. Strategies for Identifying At-Risk Students
Perry Counselors use multiple criteria for identifying at-risk students. At-risk students include but are not limited to K-12 students in the following groups: homeless children and youth, dropouts, returning dropouts, potential dropouts, and students currently enrolled in an alternative school or program. In addition to using the above categories, counselors review data for all students using the criteria listed below. Students must meet at least two of the criteria to be eligible and receive services from at-risk personnel. Criteria include…
• Low achievement (Iowa Assessment scores for reading and mathematics reflect achievement at least two years or more below current grade level).
• Disconnected from school (expressed feelings that they do not belong nor connect with school, limited or no participation in any school activities, has been suspended or expelled, returning from placement, etc.).
• Credit Accrual/Progression in school (e.g., failing one or more school subjects or grade levels, has been retained, etc.).
• Excessive absences (89% or less attendance, reported to juvenile court liaison for truancy, frequent tardiness, etc.).
Strategies or procedures for identification include students who may be affected for short durations, such as those experiencing sudden trauma or homelessness.
2. Specialized Instructional Support Services
Supplemental and/or intensive support is provided, in addition to the core instruction, to students who meet the established criteria. Individual schools will have supports identified and in place to meet the student’s needs, with the range of services determined at the building level. Students who need help to succeed in academic classes can receive assistance through activities supported at the federal, state, and/or local level. The table on page 3 lists the typical supports, including specialized instructional supports, available through the district.
3. Coordination with Community-based Support Services
Other established community services may be used to assist students when appropriate. Multi-agency collaboration will be utilized as needed to ensure student success in the school program.
4. School-based Support Services
School-based services, as determined by specific building needs, are available such as tutoring during or before/after school, small groups, use of a “check in/check out” program, etc. The table on page 3 lists school-based support services.
5. Appropriate Counseling Services
Appropriate counseling service includes the identification, monitoring, and provision of assistance to students regarding their academic, career, and social development. The standard for at-risk students implies that these counseling services will be made available to at-risk students at the same level provided to other students and, to the extent possible, be provided as appropriate for each individual student.
Typical Services and Support for Identified At-Risk Students
Interventions are based on individual student needs. Data drives the decision-making process at to which interventions might be tried. Students, families, teachers, and counselors are involved in making decisions regarding interventions.
Typical Services and Support for Identified At-Risk Students
|Elementary (PK – 5) |Middle School (6-8) |Secondary (9-12) |
|I. Instructional Support Services |I. Instructional Support Services |I. Instructional Support Services |
|Tutoring and academic support – focused on remediation and teaching of|Tutoring and academic support – focused on remediation and teaching of|Credit recovery for high school students using Edgenuity |
|skills |skills |Tutoring and academic support – focused on remediation and teaching of|
|Before and After School Assistance – set up with individual teachers |Before and After School Assistance – set up with individual teachers |skills |
|Peer Tutoring - set up as needed |Differentiated Instruction |Before and After School Assistance |
|Differentiated Instruction |Flexible Scheduling |Peer Tutoring |
|Reading Recovery, Title I services |Edgenuity |Differentiated Instruction |
|ESL Program |Reading and Math Lab |Learning Center Diploma |
| |ACTS homework help |Online and Career Advantage Classes |
| |ESL Program |Early Graduation |
| | |Flexible Scheduling |
|II. Appropriate Counseling |II. Appropriate Counseling |II. Appropriate Counseling |
|Building Assistance Team |Small counseling groups |At-Risk team meetings |
|Small counseling groups |Individual counseling |Intervention team/data review |
|Individual counseling |Classroom guidance/advisory lessons |Small counseling groups |
|Coordination with outside agencies |Coordination with outside agencies |Individual counseling |
|Student Assistance Program |Referrals to community providers |Coordination/referrals with outside agencies |
|Referrals to community providers |Collaboration with AEA providers |Food pantry/student need support |
|Collaboration with AEA providers |At-risk team meetings |On-site mental health therapists |
|“Check in/check out” program at West Elementary |Food pantry/student need support |Collaboration with AEA providers |
|Behavior Plans |On-site mental health therapists |Classroom guidance/advisory lessons |
|III. Strategies for Engaging Parents |III. Strategies for Engaging Parents |III. Strategies for Engaging Parents |
|Regular Parent/Family communication |Regular Parent/Family communication |Regular Parent/Family communication |
|Parent/family meetings |Parent/family meetings |Parent/family meetings |
|Assistance with community resources |Assistance with community resources |Assistance with community resources |
Note: This list is not meant to be exhaustive; rather, it provides a sampling of typical support services.
6. Strategies for Engaging Parents
Perry recognizes that respectful two-way communication with parents is paramount in engaging parents as partners in their child’s learning. Interventions that engage families in supporting their child’s learning at home include telephone calls, e-mails, home visits, informational meetings and workshops at school, etc.
7. Involvement of All School Personnel
At-risk personnel are expected to collaborate and use the district’s professional learning team format to ensure that all identified students are receiving core and supplemental services to promote their academic success. Plans for providing and improving services for at-risks students should reflect efforts by all staff in a comprehensive effort as opposed to segregated and pull-out program models involving few staff. At-risk personnel will be active participants and leaders in the professional development at the building level.
8. Compliance with Federal and State Nondiscrimination Legislation
Federal and state nondiscrimination legislation support placing attention on at least four strategic areas related to the education of at-risk students:
a. Identification and placement processes
b. Educational programming and support services
c. Data-based decision making, and
d. Employment and personnel practices.
The at-risk standard requires that a monitoring system be established to evaluate the progress of at-risk students and the effectiveness of the support services provided.
9. Provisions for Monitoring Behavior, Social and Academic Improvements
Some students, once identified as being at-risk, may not remain at-risk throughout their school career. However, some students may need constant support until they leave school. Therefore, a monitoring system is needed to allow for the constant review of student performance. This consistent review of formative data allows for the fluid entry and exit of students as needed.
Perry CSD PK-12 At-Risk Staffing
The Director of At-Risk Program plays an integral role in the academic achievements of identified at-risk students. The Director works collaboratively with counselors, teachers, advocates, and other district and community personnel to identify students at-risk. The At-Risk staff works specifically with identified at-risk students to ensure that their needs are met academically, socially, and emotionally. Counselors collaborate with teachers to assist with the collection of student learning and achievement data, design and implementation of student interventions, and the design, implementation, and progress monitoring for all identified at-risk students.
Alternative School
Credit Recovery is a secondary intervention option available for all 9th through 12th grade students who have failed one or more core courses. At-risk students schedule individual time with the high school counselor and/or the district at-risk coordinator to ensure integrity of instruction and credit completion. Credits are earned by completing courses offered by community colleges, such as Des Moines Area Community College (DMACC) or through a computerized learning environment such as Edgenuity. The high school counselors work collaboratively with the alternative school teacher to determine credits that need to be recovered. Credit recovery options are available during the course of the school year as well as during the summer.
Counselors
Counselors meet with students as appropriate. In particular, counselors collaborate with teachers to identify at-risk students, meet with these students, identify their needs and determine what kinds of counseling and services are most appropriate to meet each student’s needs. Counselors will collaborate with the BAT Team at the elementary and grade level, department, or teachers who work regularly with the student at the secondary level to write and monitor the student assistance plan. Counselors will refer students and families to services outside the district as appropriate.
Evaluation of the Effectiveness of At-Risk Programming
Perry Elementary
Teachers at Perry Elementary assess all students three times each school year using the Student Risk Screening Scale (SRSS). The results of the SRSS are then examined at the school level and disaggregated by classroom and grade-level. Students rating the highest on the at-risk scales are placed into social skills or counseling groups based on area of concern. Classroom teachers complete the Social Skills Checklist for each of the students who scored highest on the SRSS, and this data is used to determine which area to focus on and which students to place together in small groups.
The checklist is given to classroom teachers to complete both before and after the 6-week social skills group. The data is then compared to the checklist that was completed prior to the intervention group to determine if growth occurred or if instruction needs to continue. In addition, scores from the SRSS are used by the at-risk department to determine growth (or if a need for services still exists). For example data from the winter SRSS will be compared with data from the spring administration to determine if further instruction is needed.
Finally, additional data such as office referrals, attendance, minor behavior referrals, and teacher referrals are also used to evaluate the progress and effectiveness of student at-risk plans.
Evaluation of At-Risk Programming for Middle School
At Perry Middle School, counselors review the following information on a weekly or bi-weekly basis throughout the school year:
• Grades- to decrease the number of F’s.
• Attendance- to decrease the number of absences within a month.
• Office Referrals- to decrease the frequency of referrals.
• Frequency of suspensions- to decrease in frequency the number of referrals.
• Teacher input- meet on a weekly basis to go over student needs and evaluate effectiveness of services (i.e.: counseling, grades, attendance, etc.)
• Frequency of visits to the counseling office- to decrease daily or weekly visits.
ACTS (Attitude and Character Targeting Success) Class
The goal for students in ACTS is to better themselves both academically and personally. Effectiveness of programming in ACTS is evaluated in several ways.
First, students in ACTS are monitored daily for missing work. Students are given a list of what they are missing and then use class time to complete this work. The goal, however, is more than simply completing the work. Students learn the value of doing an assignment right the first time so they do not have to redo assignments as well as the benefit of turning assignments in on time. Students are encouraged to take pride in their work and ownership and accountability for late work and lower grades. Through ACTS, student typically demonstrate a decline in late or missing work and a corresponding increase in overall grades.
Second, students learn about and grow in areas such as responsibility, positive attitudes, character traits, life skills, and the importance of having empathy. Students explore these topics and how they can impact their lives both in and out of school. For example, students are encouraged to think before they speak or act and to think of how others might feel about their actions or words. A part of each class focuses on these things and what it means to be a good role model. Effectiveness of this learning is monitored through class attendance and reduction of office referrals.
Middle School ACTS Class Data
2014-2015 data-Serves 92 Students 84% are passing all their classes (no F’s)
2013-2014 data- office referrals were down 26% for the 53 students it served
Evaluation of At-Risk Programming for the Behavior Intervention Room Serving Middle and High School Students
The behavior intervention rooms works with students to guide them toward more successful behaviors in the classroom. Students in this class may be in here for a few classes a day, or check in only during times of poor behavior. This room also helps students that are suspended for a few days, and may need to reflect on their recent offenses. While in here, students are given the opportunity to work on missing assignments as well as behavior skill building. The success of both the long term, and short term students are monitored by both classroom grades and behavior logs entered into Power School (the district’s student information system). Successful interventions typically show an increase work completion and fewer office referrals.
Evaluation of At-Risk Programming at Perry High School
Counselors and at-risk staff continually evaluate at-risk programming through weekly review of data. The data team meets every Thursday to discuss students that are failing one or more classes and assign extra support for these students. Our counselors and at-risk staff meet bi-monthly to update each other and make adjustments to at-risk services based on data that includes but is not limited to attendance, credit attainment/graduation progress, behavior referrals, test scores, failing grades, and assignment completion. Data is looked at districtwide, and disaggregated by building and individual students.
Another tool used to monitor each student’s progress toward graduation is a graduation progress card. Each counselor keeps a card on every student that provides a visual for what credits they have earned and what requirements are still outstanding. Students that are behind on credit attainment are placed in supports to assist them in catching up.
In addition, each fall all students complete a Google survey that provides data used to determine needs for additional support services. This data is studied and summaries of the findings are shared with staff during professional learning.
Below are four specific programs offered at the high school that provide support for at-risk students. Each is briefly described along with ways that the effectiveness of the program is evaluated.
Alternative School/Classroom. The Alternative School program is used for credit recovery. Students are placed in this program by counselors based on their credit attainment/deficiencies or other issues that require flexibility, such as, pregnancy, drug treatment, etc. This program is evaluated by gathering data on the number of students passing classes/earning credit each term (including summer school), compared to how many students are enrolled. This instructor also sends weekly updates on completed credits to counselors so they can move students out of the program when it’s a no longer needed support.
Below is an example of data we look at for the high school. We can provide additional examples, including data samples for our other buildings, on site.
High School Alternative School Data for 2013-2014
240 credits earned out of 248 credits attempted = 240/248 = 96.7% completion rate
40 seniors graduated on time / 41 seniors served = 40/41 = 97.6% graduation rate
Total Students Served for the 2013-2014 School Year: 107
High School Summer School Data 2014
21 credits completed. 30 credits attempted = 21/30 = 70% completion rate
14/26 = 53.8% caught up relative to their cohort graduation class
PASS Program. The PASS program is utilized for students who are identified at-risk and need additional support academically to ensure success. Classes are kept to around 10 students or less. Students receive tutoring and other supports during this time. The PASS instructor keeps data on students enrolled including attendance and grades. Students that are refusing support and continuing to fail classes in PASS are looked at for other interventions. Students that are passing all classes and making progress towards graduation may be kept in or if the support is no longer needed, they are moved to a regular study hall.
After School/Lunchroom Study Table. Students are required to attend lunch study table if they are failing a class. During this time, they eat their lunch and spend time working on missing assignments/making up tests/etc. in the library with certified teachers and at-risk support personnel. After school study table is required for students that are failing two or more classes and is also held in the library. This is a new program. We are keeping attendance and grade data for students participating so we can make data driven decisions for next year. This data will be reviewed with the principal and counselors in June. Since this is new, the specific parameters will be set in June.
At-Risk Small Groups. Using credit count and counselor interview, we determine what junior students will benefit from this group each year. This group is focused on intervening with students that are credit deficient for graduation. We collect grade point average and attendance growth data on students that participate as well as pre and post student surveys. This data is utilized to modify sessions the following year.
We consider our at-risk population to be very fluid. All at-risk services/supports have the goal of providing students with appropriate supports so they can eventually move off this designation.
Appendix I: Major Educational Equity Legislation Affecting Iowa Schools
Federal Legislation
Title VI of the Civil Rights Act of 1964 prohibits discrimination against students on the grounds of race, color, or national origin in educational agencies receiving federal funds. It covers admissions, access to courses, programs and school activities, and board and administrative policies. The agency responsible for enforcement is the Region VII Office of Civil Rights in Kansas City. The Iowa Department of Education has monitoring and technical assistance responsibilities.
Title VII of the Civil Rights Act of 1964 as amended by the Equal Employment Opportunity Act of 1972. Title VII prohibits discrimination in employment on the basis of race, color, religion, national origin, or sex in educational agencies with 15 or more employees. Areas such as recruitment, hiring, promotion, salaries, benefits, and retirement are covered. The agency responsible for enforcement is the Region VII Office of the Equal Employment Opportunity Commission in Kansas City. The Iowa Department of Education has monitoring and technical assistance responsibilities.
Title IX of the 1972 Education Amendments. Title IX prohibits discrimination on the basis of sex against students in educational programs within educational agencies which receive federal funds. Areas such as admissions, access to program, counseling practices, school activities, and student treatment are covered. The regulation requires a local grievance procedure for the handling of complaints. This procedure may be used, or complaints can be filed with the Region VII Office of Civil Rights in Kansas City. The Iowa Department of Education has monitoring and technical assistance responsibilities.
Title II of the Vocational Education Amendments of 1976 and the Carl Perkins Vocational Education Act of 1984 prohibit discrimination on the basis of sex in vocational education programs. The law requires nondiscrimination components in all vocational education plans.
Section 504 of the Rehabilitation Act of 1973. Section 504 prohibits discrimination on the basis of handicap in any educational program receiving federal financial assistance. The compliance agency is the Region VII Office of Civil Rights in Kansas City. The Iowa Department of Education has monitoring and technical assistance responsibilities.
Civil Rights Restoration Act of 1987 restored, through legislative action, the interpretation that Title IX, Section 504, Age Discrimination Act of 1975 and Title VI of the Civil Rights Act of 1964 applied to all parts of an institution that received federal financial assistance.
Iowa State Legislation
Chapter 280.3 — Uniform School Requirements — Iowa Code. Chapter 280.3 prohibits discrimination on the basis of race, color, creed, sex, marital status, or national origin in the public schools of Iowa. It covers all components of the educational program. The Iowa Civil Rights Commission and the Iowa Department of Education are the enforcement and monitoring agencies.
Chapter 256.11 — Iowa School Standards — Iowa Code. Chapter 256.11 defines the minimum standards for the approval of public and nonpublic schools in Iowa. This legislation is affirmative in that it requires that all school programs be taught from a multicultural nonsexist perspective. Section 281-12.1(1) 12.7(2) of the Department of Education Administrative Rules sets the standards for this legislation. This legislation is unique in that it pertains to curricular programs as well as policies. The Department of Education is the monitoring and compliance agency for maintenance of minimum educational standards and has technical assistance responsibilities.
Chapter 601A.9 — Civil Rights Commission — Iowa Code. Chapter 601A.9 prohibits discrimination on the basis of race, sex, national origin, creed, color, religion, disability, and parental/family or marital status in educational programs in Iowa. It includes admission and recruiting, intramural and interscholastic athletics, employment, and all educational programs. The enforcement agency is the Iowa Civil Rights Commission. The Department of Education has monitoring and technical assistance responsibilities.
Chapter 280.4 Uniform School Requirements — Iowa Code. This Section of the Code requires that bilingual or English-as-a-second language programs be provided for students whose primary language is not English. Section 281.60 of the Department of Education Administrative Rules sets the standards for these programs. The Department of Education has monitoring and technical assistance responsibilities.
Section 19B.11 Iowa Code. This legislation confirms the state policy of nondiscrimination in employment in school districts, area education agencies, and merged area schools. It requires that the State Board of Education adopt rules requiring affirmative employment strategies in the recruitment, appointment, assignment, and advancement of personnel, covering race, creed, color, religion, national origin, sex, age, and disability.
12.1(1) Educational Units Covered by Standards. These standards govern the accreditation of all pre-kindergarten, if offered, or kindergarten through grade twelve school districts operated by public school corporations and the accreditation, if requested, of pre-kindergarten or kindergarten through grade twelve schools operated under nonpublic auspices. “School” means pre-kindergarten to grade twelve of an elementary-secondary education program. Equal opportunity in programs shall be provided to all students regardless of race, national origin, sex, or disability. Each board shall take affirmative steps to integrate students in attendance centers and courses. In order to monitor progress, district attendance centers and course enrollment data shall be collected on the basis of race, national origin, sex and disability, and be reviewed and updated annually.
Appendix II: Definition of Terms
Academic Development
This could include the Instructional Decision Making processes of Core, Supplemental and Intensive instructional practices. Core instruction is the combination of instructional practices, materials, and strategies that compose the instruction provided in the general education classroom. All students receive core instruction. Core instruction implements a guaranteed and viable curriculum with rigor and relevance. Supplemental and Intensive instruction is the combination of research-based/evidence-based instructional practices and a positive learning environment, designed to match identified student needs.
At-Risk Student
"At-risk student" means any identified student who needs additional support and who is not meeting or not expected to meet the established goals of the educational program (academic, personal/social, career/vocational). At-risk students include but are not limited to students in the following groups: homeless children and youth, dropouts, returning dropouts, and potential dropouts.
Plan
A written document adopted by the local board of education documenting coverage of the nine requirements in the standard (12.5(13)) at each education level (elementary, junior high, senior high) and a continuous process for review for improvement of services at each level.
School Personnel
Professional and support service employees of the district. Professional employees are full-time and part-time certificated staff, including administrators, curriculum coordinators, consultants, teachers, nurses, counselors, psychologists, social workers. Support service employees are certified and non-certificated full-time and part-time staff, including teacher aides, volunteer associates, food service workers, custodians, child-care workers, security officers, study hall monitors, bus drivers, and others.
Student Identification/Assessments
This could include Screening, Diagnostic and Formative Assessments terms used in the Iowa Instructional Decision Making process. Screening occurs at many levels and includes individual screening, classroom screening, grade level screening, building screening and district screening. Diagnostic assessment involves gathering information from multiple sources to determine why students are not benefiting from core instruction due to advanced or deficit learning needs. Formative assessment occurs with individuals in core, supplemental, and intensive instruction with varying degrees of frequency.
Support Services
Special assistance provided at-risk students by the school program, community-based service agencies/organizations, area education agency support personnel, and parents and guardians.
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