LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 DATE: February 18, 1999 TO: Middle School Steering Committee Members FROM: ida Young, New Futures Liaison and Restructuring Director RE: Next Meeting The next middle school steering committee meeting will be February 23,1999 in the administration building, 810 West Markham, board room, at 4:30 p.m. Enclosed is a draft copy of the student programs and services focus group proposal. We will discuss it further at the next meeting. Encl.Student ProQtRniC Pr 0 FES 3 9 isas .<( f f Submitted by: The Middle School Student Programs & Services Focus Group February 16, 1999 Table of Contents Introduction Social & Emotional Developmental Needs of Young Adolescents Student Support Program Standards Student Support Program Advisory Programs School Discipline/Safety & Security School-Based Clubs, Organization & Activities Alternative Learning Environment Model1. Diversity 2. 3. 4. 5. 6. 7. Middle School Level Student Programs & Services Developmental Needs of Young Adolescents Self Exploration & Self-Definition Meaningful Participation In Their School & Community Positive Social Interaction With Peers & Adults Physical Activity Competence & Achievement Structure & Clear Limits Because of the varied abilities and interests of students, programming should provide a variety of teaching styles, methods, curricula with a balance among core and high interest ejqsloratory experiences, and flexible scheduling that mixes short and long periods based on the nature of the task and the maturity level of the students. Diversity, not uniformity, is the rule rather than the exception. Students need opportunities to integrate their developing capabilities, interests and relationships info a sense of who they are. Students need opportunities to exlend their new knowledge and competencies by contributing to their school and commumty through meaningful sendee projects. Positive social interaction with adults, parents and peers are extremely important. Positive adult interactions are facilitated by achdser-advisee relationships, staff participation in activities and informal contact outside the classroom. Structured outlets for the physical energy of young adolescents in non-competitive physical education should be an integral part of the curriculum. This means providing activities to help develop large muscles for some and small muscles for others and opportunities to hone arm-foot-eye coordination ^lls while recognizing that young adolescents have the physical need to move about and stretch their developing bodies, rather than sit for long periods. These two needs can be met by emphasizing positive expectations, high quality instruction, generous rewards and praise and opportumties for increased independence and responsibility. High interest e.xploratory courses, extra curricula activities, and a balanced curriculum help provide for a diversity of rewards/recogniUon so that each student can be successful at something. Students need clearly slated rules and expectations that are generally accepted and understood by students and staff. Adolescents need the security provided by clear limits in order to learn and grow during a lime of rapid and pervasive change.Middle School Level Student Programs & Services Focus Group Suggested Program Standards Student Prosrams and Services shall: Ensure that each student has access to at least one caring adult who provides support, nuturance, advocacy, encouragement and a trusting relationship. Provide resources & programs that promote physical, social and emotional health. Provide a discipline structure that guides students in becoming responsible for their own behavior and allows for personal learning and growth. Provide expanded learning opportunities that facilitate self-exploration, experimentation and self-definition. Provide organized opportunities that enhance positive social interaction with and adults. peers Provide each student wiA the opportunity to experience structured, supervised school and community service that inculcates values, develops and reinforces skills and fosters of social responsibility. a sense Build alliances with families that promote mutual respect, trust and open two-way communication and enhances the educational and personal development of each student. Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities. Create a structure of opportunities for learning that nourishes the strengths and the weaknesses of each student. overcomes Provide a range of exploratory activities and programs for students to develop interests and abilities and ease the transition from the elementary to the secondary level.ADVISORY PROGRAMS Focus Group Objective: To establish standards to guide the development and implementation of advisory programs. Student Support Program standard (s) Addressed: Ensure that each student has access to at least one caring adult who provides support, nurturance advocacy, encouragement and a trusting relationship. Developmental need met
Positive Social interaction with peers and adults Rationale Given the tremendous physical growth, intellectual changes and the emotional roller coaster that characterizes early adolescence, educators have begun searching for appropriate vouiuvtvuiLo vaiiy auuitavcuvc, cuucdiois Havc Dcguu Searching tor appropriate ways to emphasize the affective side of education and providing improved guidance for all students. Affective education must be an integral component of effective middle level education. Teachine flip hocipc ic puPGaIqm* ________________u. _ 1 . , the basics is not sufficient if provisions are not also made for students to evolve into self- actualizing indi viduals capable of making healthy decisions, formulating a value system, developing social competencies and recognizing their own intrinsic worth. The responsibility for accomplishing these and other developmental goals lies primarilv with teachers and other school staff. The goals of the advisory program may vary from school to school depending on various factors, i.e. size of the school, level of staff commitment, the preparation of teachers and the quality of leadership provided by the principal. However, effective advisory' programs will: Provide increased opportunities for social and emotional development
Promote improved peer group relationships
Provide an adult advocate for every child
Improve communications among students, teachers and parents
Provide a ready source of information and interpretation of rules, regulations, guidelines and expectations
Expand significantly the scope and impact of the guidance program Build school spirit and a feeling of belonging and importance among students and staff. Promote a feelitig of self-satisfaction among teachers and other school staff Assist teachers m gaining information about students and their patterns of behavior that might not be observed in regular classes
Serve as a rallying point for improving the total school climate
Provide on-the-spot assistance when needed, i.e. referral, advic^, information, etc and Increase opportunities for mainstreaming and other kinds of special instructional grouping.Characteristics of Successful Advisory Programs 1. 2. 3. 4. Time is scheduled on a regular basis for contact with advisees. Advisories are scheduled at least twenty-five minutes and no longer than forty minutes in length including time for attendance and routine matters Advisories are scheduled the first thing in the morning when possible. The nature of activities conducted vary according to the needs and interests of individual 5. 6. advisory groups. Community resource people may be used but are not placed in charge of an advisory group. Students are assigned at random but individual assignments are made based on individual 7. 8. 9. 10. student needs No teacher is assigned more than one advisory group Virtually all certified staff are assigned an advisory group allowing lower teacher-student rations and ensuring broad-based involvement by all professional staff Handbooks, resource guides and other appropriate resources are readily available. Roles of the principal, other administrators, teachers and guidance personnel are clearly defined. 11. Good discipline is maintained and there is awareness that advisorv time is a valued part of the school day. 12. Grades are not assigned 13. Clearly defined procedures are followed. Role of the Principal Principals represent the organizational authority within the school structure and symbolizes what the Program stands for. The support, commitment and leadership of the principal is essential if an advisory' program is to succeed. Principals can promote effective advisory' programs by: Giving the program sufficient space and time in the master schedule. Providing effective and continuing staff development Communicating the importance and purpose of the program to teachers, parents and the community at large Providing needed resources and materials Providing common planning time for teachers in the school schedule Exhibiting a through understanding of all aspects of the program Demonstrating flexibility and adapts the program according to student needs. Providing constant evaluation of the program, i.e., problem areas, successes, student needs. * Assigning personnel in a maimer that enhances the guidance process Modeling effective guidance in his/her own relationships with students Role of the Counselor Because of the high rates of students per counselor, it is impossible for a counselor to successfully address the guidance needs of all students. The advisory program enables the 2counselor to extend or expand the school-wide guidance program. The role of counselor is cntical in this effort and they do not surrender responsibility for the total school-wide guidance program. The classroom teacher is not expected to assume the counselors responsibility in dealing with student issues requiring specialized training and preparation. In effectiveness advisory programs the counselor serves as a team leader and resource person for the tcachcr/ad visors and extends the scope of guidance services by utilizing his/her expertise in working closely with teachers. The counselors role includes: Provides support and enthusiasm for teachers, administrators, students and others involved in the program Avoids acting defensively or in ways that undermine the program Serves as a consultant to administrators, teachers, and others involved in the program Coordinates all functions of the guidance program including teacher-based guidance Provides leadership in assisting teachers to develop skills necessary for harmonious interactions with students and other staff. Plays an important role in initiating and maintaining the affective education programs. Serves die prunary source for teacher training regarding guidance and provides assi
in onin CArnd, _______________it * in the advisor-advisee classroom as needed. assistance Role Of the Teacher Guidance must be viewed as a responsibility of all teachers and cannot be left only to the 1 U,* 1-1 _ n I 1 * guidance specialists. While the teaching of knowledge is an important element of the middle school educational expenence, the early adolescent needs a comprehensive instmctional program that includes oppormnitics for personal development as well. However, unless the program is p armed, success will not be achieved. Some commonly recognized responsibilities of teachers i- advisory programs are: Miners i.. in Establishes a personal, caring, relationship with individual advisees
Is available to discuss interests and concerns with students
Assists students m obtaining information regarding school & community activities' Serves as a first-line source for referrals to counselors, nurses and other specialists' Conducts group activities including group guidance
Acts as a sounding board without passing judgement so students can work out problems. Serves as a resource by being available to help students make decisions related planning, personal/social issues, career planning, etc., and to educational Serves as a communication link between the school, home and community. 31. Advisory Implementation Guidelines Allow a minimum of one year of preparation time for the staff to plan implementation including a staff development component for total school staff. 2, Appoint a staff steering committee to explore the advisory concept and settling agreed upon philosophy for the advisory program
make visits to schools with a successful advisory
research the literature and make professional contacts. Put the on an 3. 4. strongest supporters and risk takers on the committee as well as some aginners. Authorize the steering committee to consult with the LRSD Staff Development ' Department in planning retreats and inservice programs for the entire staff to prepare for the advisory program. Content should include basic human relations skills' early adolescent development
health needs and physical development process of early adolescents and the social and personal competencies that students should master. Assess the staff response to the concept of advisory through a survey that allows for open-ended reactions. 5. Establish program philosophy, purpose and set goals and priorities. Assign tasks for year plaiming. 1 6. Establish a timeline for inservice and implementation. Attempts to implement advisor^ programs without adequate preparation are doomed to failure. 7. Build in parent and student involvement in the project. Conduct a student survey to identify student needs for advisor}' time. 8. Compile and disaggregate survey data (students, staff and parents) and report results to the total staff. 9. Pnncipal and steering committee facilitate goal-setting activities for 1 vear of advisory with staff members. 10. Develop an advisory manual from information gleaned through readings visits and professional contacts of other school districts. Try to finalize manual during the preceding T year implementation. summer 11. The building guidance curriculum should serve as the basis for advison' content with Z*1 I lit * 1 . 1 M curriculum goals, activities and means of evaluating effectiveness of advisory sessions and a definite scope and sequence. 12. Build into the daily schedule, at least 20-30 minutes of advisory time. All students must participate in advisory sessions. 13. Avoid over standardization of programs to the point of neglecting individual differences in schools and in the students who inhabit them. I14. Review student assignment options, i.e., multi-aged grouping, maintaining same advisor each year, etc. 15. Avoid advisory being perceived as an add-on ( or one more thing to do in a crowded schedule. Consider the pros and cons of home basing advisory groups within interdisciplinary teams. 16. Plan frequent celebrations highlighting advisory accomplishments in academic achievement, community service, etc. combined with prominent displays such as an advisory wall of fame. 17. Develop an evaluation process that uses objective benchmark data such as reduction in disciplrnary referrals and absenteeism, improved academic achievement, perceptions of school ^ety by students, staff and parents and improvements in overall school climate and stafr morale.ARTICLE 40 WABTRS 1. To the extent possible, any proposal for waivers by a site or the District should be presented in writing to tfie Association by February 1 and processed in such a manner so as to enable the approval process to be completed by April 1. Waivers for proposals to be effective at times other than the opening of school shall be presented to the Association at least 90 days in advance. 2. Proposals for waivers must include
a. Which parties the proposed waiver would impact
b. The reason the waiver is needed and the goals that would be achieved if approved
c. d. The timelines for implementation
The resulting staff development needs
e. A preliminary budget
f. The evaluation and review process
g. The specific provisions of the contract to be waived. ' 3. Representatives of the District and the Association shall meet to discuss the reasons for and the ramifications of the proposed waiver. The parties will draft a Memorandum of Understanding and Agreement that covers the waivers needed for die implementation of the proposal. 4. To approve the final language of the waiver memorandum, the members of the bargaining unit at the site must, be secret ballot, approve the waiver by a three quarters (75%) majority of the bargaining unit members affected. Those provisions of this agreement which are not waived would remain in full force. 5. If the Memorandum of Understanding and Agreement is approved as described above, the District and the Association will consider the waiver to be in effect. 6. Any teacher requesting a transfer to a site that has contract waivers will be informed of the waivers before the transfer is finalized. Teachers assigned to sites where waivers are approved who do not wish to remain there will be considered involuntarv transfers and given priority to transfer to sites where similar waivers are not in effect. 76School Transition Program As students enter the middle school level, they are simultaneously undergoing the social and biological changes associated with early adolescence There is clearly a risk that these simultaneous adaptational challenges will overwhelm the coping skills of some students and have negative effects on the psychological adjustment self esteem and motivation to learn. To counter the negative effects and bolster the coping skills of rising middle level students, schools must be deliberate in designing and implementing articulation activities students make a smooth transition to the be deliberate school level. aimed at helping middle grades and high Suggested Articulation Activities 1. Administer a prepared survey to 5th and 6th to generate a list of concerns/issues students regarding the move to middle school. Elementary counselors will compile a list from the survey and address each during group orientation sessions with each graders middle school. have 2. list from the grade level. Plan and conduct orientation guidance activities 5th 6th graders, in the spring, after assignments have been finalized. and in spring, with school a discussion of the II student survey. concerns" The video, II Sessions should include list generated from the recommended as a resource for Moving On" use is highly by elementary counselors in planning the content for the orientation guidance sessions. " Moving On", includes an educational video, lesson plan and student workbooks designed to help students succeed video. level. from: specifically . - -- st the middle school The video, which costs $89.95, may be obtained Media Innovations P.O. Box 1351 Hickory, NC 1-800-354-9982 28603-1351 A Student workbook for $.42 per copy is also available. During the period of scheduled orientation uuiwy une perioa or scheduled orientation activities at the elementary school, include a visit by the junior high school principal, student representatives and the school counselor to present information about the opportunities, extra curricula activities, at the feeder middle school. Provide' opportunity to practice opening/closing discuss book-bag requirements
(if applicable). programs, etc. offered students an locks
combination pertinent topics. - . school uniforms class changing routines and other and3 . Conduct guided tours of assigned junior high/middle schools that are co-planned and coordinated by the junior high and elementary counselors. Plans should be made for the Sth and 6th graders to sit through a class period and eat lunch in the junior high school cafeteria durinq the visit. 4 . Encourage each junior high/middle school to school video and provide a prepare a . - copy to each elementary feeder The video should present the school positively and highlight student accomplishments, sUiool ac ' ' and any other special programs/features of the school. school activities school. 5> Provide an opportunity for elementary students shadow for a day to , or a portion of the day at their assigned middle school. 6. Plan a follow-up pre-school orientation riai, a loiiow-up pre-school orientation for rising 6th and 7th graders in the summer, perhaps during the week prior to school opening. prior to school opening. Include a "Health Fair" that would allow students to obtain needed immunizations screenings and receive other health information health appropriate to this age group, school's education partner(s) sponsor the activities. The local PTA and the could be asked to co- 7 . Plan a n Back-to-School Bash" could be a social event for new students. 8. 9. 10. 11. 12. bonding experience . or for This a retreat format to provide new administrators and middle school students, youth leaders. Assign each new middle school student "First Year Friend", r ' - a II a teachers, Peer Buddy" Junior high Peer Helpers can be - - Buddies/Friends could send or letter to introduce themselves used in this project. students as well and welcome the . ., assist in the orientation and assimilation process for the first semester. or a card new new students through the Organize uwoi famines" composed of upper class students and new students. The "Families" could meet weekly for the first two months of II School Families" composed of The II monthly for the remainder of the school and then school year. Each junior high/middle school should web page that students information about the school so and parents develop a school on the computer. can access a "Telephone Tree" using PTA parents to contact students
student buddies/mentors contact their assigned mentees and for and welcome parents and students. new students
to teachers to call Set-up a "hot-line" to operate beginning in the13. 14. 15. 16. 17. 18. spring and through the summer at individual schools to field questions from parents and/or students. Require students. tags/photo IDs for all middle school Provide the opportunity for middle school teachers and elementary teachers of rising middle level students, discuss articulation issues and programs with their colleagues at the next level. and implement to Plan a fuller array of diversified transition programs. Research as shown that the of numerous varied the articulation implemented, the more effective schools and more activities - are in helping new students to succeed in their critical first a new school. Parent Activities year at Local PTA's could sponsor Parent-to-Parent Coffee Klashes or luncheons to welcome new parents and get them involved in school activities. Plan conduct a Parent Night at the junior high/middle school. A "Dog and Pony Show" format presented by the junior high schools to publicize extra curricular activities, curriculum offerings and theme/specialty program can add glitz and excitement. Representatives from Laidlaw should also present information bus routes and other transportation issues. and at the Dog and Pony Show curriculum on routes and Prepare school orientation packets for all parents and distribute during parent orientation meetings and maintain a supply for distribution, the school year. as needed, throughout A major goal is to have all schools adopt and implement practices. School transition programs that use numerous and diverse articulation practices parental involvement role School transition effective , - . _ including a strong in the transition plan are much more . . , . ? strong partnership with parents throughout the child's matriculation at that level. likely to maintainBefore and After School Supervision In most single-parent families and in growing numbers of dual parent families, parents must woiL and cannot be at home before students leave for school in the morning or be at home after the school day ends. Thus, increasingly, young adolescents are spending more and more of their day in unsupervised activities. Regrettably, few parents can find or can afford, well-supervised, low cost programs that are accessible to young adolescents and that match activities to their interests and needs. As a result, too many youth are left aimless and uninvolved in their communities at a time in their lives that is typically characterized by high energy, a striving for self-definition and a need to prove their personal competence in a variety of areas. About twenty years ago, the term latch-key was coined to characterize the large number of unattended children and youth fending for themselves in the after school hours due to increasing numbers of mothers entering the workforce. While there is consensus that good quality child care should be available for pre-school and elementary aged children of worthing parents, there is a lack of discussion and consensus on the issues of appropriate after school supervision and services for young adolescents. In December 1998, 3,619 surveys were mailed to parents of 5* and b* grade students to determine the need for before and after school supervised programming for middle school students beginning in the 1999-2000 school year. Less than 1% (279) of the 3,619 surveys were returned. Only 103 respondents indicated that they would need before and after- school supervised CARE for their rising sixth and seventh grade students. The poor response may be due to the fact that the District CARE Program is fee based. However, when compared to other child care services in the city of Little Rock, the rates for the CARE Program are indeed a bargain. For the 1999-2000 school year, the Department of Human Services has indicated that grant funds will be available to fund Latchkey Programs for children in grades K-6. We will apply for the Latch Key Program funds, but that still leaves students in grades 7 & 8 without free supervised programs. Recommendations 1. 2. 3. 4. 5. 6. Offer supervised before and after school programs in all middle schools in the 1999-2000 school year on a fee basis. During the 1999-2000 school year organize a task force/woik team composed of representatives from city and state government, churches, business/industry, parents community organizations and the LRSD to develop an implementation plan for the 2000- 2001 school year for providing free, supervised activities/programs for seventh and eight grade students. Provide CARE program to 6* grade students through DHS funding in all middle schools. Mail out CARE recruitment/registration packets to all rising middle school students in April 1999. 7. Begin Day Care licensure process for all middle schools in May 1999. Implement start-up plan at all schools based on registration forms returned, i.e., (a) purchase materials and equipment, recruit and select staff and provide screening and service training. pre- Develop 3nd implement comprehensive marketing supervised to ensure parent awareness of all after school program options, i .e., electronic and print media. District publications and local school newsletters.We are confident that after-school supervised programs and activities between the hours of 4:00 and 6:00 p.m. c^ be provided to young adolescents virtually free of costs. Existing resources must be majrimized within the schools and communities to better serve our youth. By bringing together business leaders, religious leaders, community agencies, and institutions, both public and private, to study programs that are available and where resources overlap, a plan can be developed widiin the next year for providing affordable after-school supervised programs that appeal to the interests and needs of all middle level students beginning in the 2000-2001 school year. Extended Day Program Currently, extended day programs are provided at three of the eight District junior high/middle U 1 A nn A r\r\ -----------jv* vi j wm tlUUUlC , froni 4:00 - 6:00 p.m. three days a week. These programs at Cloverdale, Southwest and rulaski Heights Jr. High provide recreational activities, tutoring and creative activities within a safe supervised environment. Because the district transports the students home at the end of the program, one of the most serious barries to successful after-school programs is eliminated- lack of transportation. Schools are an excellent setting to house after-school programs for children and youth because they provide adequate space, they are a familiar environment for the students and . . - ----------------------------- can provide access to study areas, libraries, gymnasiums and computers that support academic and recreational activities for all students. to As these school-based programs are expanded, the kinds of activities offered will also need increase to support the needs and interests of young adolescents. Program components that engage students creative interests might include theatre, puppetry, storytelling calligraphy television production, arts & crafts and music & dance. Another high interest component Jould provide sports activities such as gymnastics, aerobics, karate, open gym, and intramurals. A firework of criteria for planning after-school programs for young adolescents should be developed that is responsive to parental concerns and to characteristics of early adolescent development. Suggested program criteria include : (a.) (b.) (c.) (d.) A safe environment Supervised, clean & caring Clearly defined mission Meets at least four of seven key developmental requirements for the age group: (1) diversity, (2) self-exploration and definition, (3) meaningful participation, (4) physical activity, (5) competence and achievement, (6) positive interaction with peers and adults, and (7) structure and clear limits. (Lefstein & Lepsih )1. 2. 3. 4. 5. Recommendations Expand the Extended Day Program (EDP) to all middle schools to serve 7'^ & 8* grade students. Continue funding Ejrtended Day Programs through New Futures to ensure transportation services and quality programming. Offer the EDP at least 3 days per week. Explore options for providing participants with a nutritious snack during the program. Provide programmatic components that respond to the interests, needs and energy level of young adolescents. 6. Identify program outcomes and evaluate program effectiveness in areas of skills acquisition, academic achievement and delinquency prevention.School Discipline/Safety & Security Focus Group Objective: to assess the safety and security needs for a middle school and prepare implementation recommendations. Student Support Program Standard (s) addressed: (1) Provide a discipline structure and clear limits that guide students in becoming responsible for their behavior and allows for personal learning and growth. Developmental need (s) met: (1) Structure & clear limits
(2) Meaniful participation within school and community. Rationale: Maintmning a safe, orderly and secure learning environment for both students and staff is a core objective of an effective school. However, effective discipline does not come from the quick mastery of techniques or the implementation of a single packaged discipline model. On the contrary, it comes form the belief that teaching students to be self-disciplined, to take responsibility for ones actions and the belief of students that there is real hope for them to be successfol in both the social and academic realms, is the primary aim of schools that are responsive to the developmental needs of youth. Schools that are responsive to the young adolescents need for structure have clearly stated rules and expectations th^ bind students in common standards of behavior. The process of including students in developing the behavioral expectations of the school should be deliberate and planned. By being brought into the governance of the school, students feel a deep sense of ownership and pride in the school community. The goal of an effective school is to create a climate in which students want to learn and achieve because they are acknowledged as valuable and ever changing individuals. 1. 2. 3. Implementation Guidelines Establish a discipline committee as part of the Campus Leadership Team with representation of the total school community, i.e., parents, students, teachers, administrators, support staff and the community to provide the leadership in developing the school discipline plan. Condurt a building level needs assessment that encourages the faculty to discuss discipline issues openly and freely without fear of censure so as to promote open communication and shared decision making. Set-up work groups to identify causes of student misbehavior and to develop a specific plan to minimize or eliminate the problematic behavior. The plan should state what will be done, who will do it, when will it be done and how it will be evaluated. Strive for 75 per cent agreement by the entire staff on the plan before it is implemented. Goals: Components of Discipline Plan What the plan will accomplish4. 5. 6. 7. 8. 9. 10. 11. 12. Principles: Principles define attitudes and expectations for long-term behavioral growth. Rules are developed from principles and enable students to understand the values behind the rule. Rules: Consequences: Student Learning: Evaluation: Rules establish clear expectations for behavior. What happens when a rule is broken. What the student learns as a result of the consequence. Measures how well the program goals are being met. The following questions should be included with statistical data relating to behavioral incidents. (Richard Curwin & Allen Mendler) Research a variety of discipline models to generate alternative classroom management strategies and increase teachers repertoire of skills. Establish a Social Contract within the Classroom Tethers will need to establish a social contract within their respective classroom. A social contract is a list of rules and consequences governing behavior either in class or school wide. The list are discussed and evaluated by the total class and when consenus is reached, the list of rules and consequences becomes the classroom social contract. As students are involved in the process of establishing rules and consequences, they feel ownership of the contract. Implement the school/classroom social contract. Campus Leadership team develops an evaluation design to measure effectiveness of discipline plan. Develop and implement parent orientation plan at each school. Distribute Student Rights & Responsibilities Handbooks to parents during August registration at the local school. Develop a Student Rights & Responsibilities Handbook video which parents can check out from school libraries. Develop process and make staff assignments for teaching Student Rights and Responsibilities Handbook during second week of school. Review parent involvement models that have been successfully implemented in other school districts. Contact the VIPS office for technical assistance and information promising parent involvement programs. Some recommended models include: on a. b. c. Security Dad Program Parents on Patrol Program Mid-Day Volunteer Program Implement a viable parent involvement program that will increase the amount of time parent volunteers are visible in the school.13. Maintain the SRO & District employed security guards. Involve them in all school-based inservice workshops as well as additional training in conflict resolution, effective communication skills and peer mediation. a. b. c. d. e. f. g- h. What happens to the student 10 minutes after the consequence? Is he angry? Is he back on task? Are there signs of passive aggressive behavior? Is he fully participating? What happens to the student the next day? What happens to the student a week later ? What happens to student motivation? Does energy for learning increase or decrease? (Good discipline plans enhance motivation) What happens to the students dignity? Is it attacked? Is it maintained? Is it enhanced? How is the student s focus of control affected? Does the student become more internally or externally focused? (Internal orientation leads to responsibility. Eternal orientation leads to helplessness. What happens to the teacher-student relationship? Is communication improved? Is it weakened? Does the student learn about his behavior in a way that provides increased choices or does the student learn that he has no choice at all? (Choices lead to responsibility).ARLINGTON HIGH SCHOOL Indianapolis Public Schools (IPS) SECURITY DADS Program Background: The Security Dads Program was created in 1991 as a means to involve fathers in the activities at Arlington High School. The joint efforts and resources of a parent who is the President of the Organization of Parents, Teachers, and Students (PTS), the principal and a core group of committed and caring parents started a program that has grown eveiy year since and has gained acceptance and respect from the school population. Fathers were recruited and assigned a specific role: to provide a visible male parental presence at school-sponsored activities and other student-based events. Over the years, the Security Dads developed a productive working relationship with the IPS security police officers when taking the role of chaperons, monitors of student behavior, helping students correct inappropriate actions, and at times evicting troublemakers who could ' jeopardize the peaceful development of activities. In 1991, the program started with 10 Dads. Currently, 45 Dads are involved in expanding roles such as guiding students address the problems of school violence, drug and gang-related activities in an urban school setting. Their presence at Arlington High School, one of five Indianapolis Public High Schools with a population of approximately 1,376 students, provides stability and security at school functions. The Security Dads have received much acclaim. They have been featured on ABC "GOOD MORNING AMERICA", on CNN HEADLINE NEWS, articles in GOOD HOUSEKEEPING and PARADE magazines described their program. The Governor of Indiana, Evan Bayh, proclaimed May Sth as the Security Dads Day in the State of Indiana. Mrs. Linda Wallace, the originator of this program and its present director, received in July, 1995, the National Governor's Award. She is also the recipient of the Martin Luther King's Drum Major Award.i ! FACTS ABOUT Arlington High School -ROLE- Training ' 4MiM Is sns Staswin aeftoota Ma-1f) to insbirtarjapoiiBtu&iic toMSM^MRBStoaehoslil^^ i i* Itaatal M.*ngtoR i * MMMMNM tt Intfanapafa. Mm. JseeuaNne MMeneeod has beer) the prindpp elnoe 16B7. Afln^on has about 1,600 students
nearly 70 peraent of the student body is Africarv Amierican. The program began under the direction of Linda Wallace, president of the Organization of Parents, Teachers and Students, as a way of involving more fathers in the activities of the school. 0 The goal behind the e^ort was to give dads a specific role to play in schc^ events. Fathers were recruited through a variety of means, including requests made at parent meetings, student referrals and home visits. Fathers of incoming freshmen (junior high students) are asked to join even before their children are at the school. To provide a visible male parental presence at school-sponsored sporting events, dances, skating parties and other student-based acthzrties. To chaperon, monitor student behavior, correct inappropriate actions, evict troublemakers when necessary and keep the peace. Hott: Security Dads do not replace the school disinct's security police officers. Rather, the fathers make the officars' jobs easier by serving as an added deterrent to student misbehavior. No official training is required to become a Security Dad. All that is needed is a concern for teenagers and a desire to be involved in the school. Every Security Dad is given a T-shirt and a jacket to wear whenever they are on duly. r 0 c d u r e SMurtly CMb Mndund M i Ml FrMttmanOriMMIgnwinBaning
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Ihay do. - Alone wt w principal, the OPTS praaMant *achedular tw Security Dada tor arthritaa and avanta. A Hat of participanis. wrti phone numPars and days avaMabta. is kept at Tha school's Param Center. RenwKtor calls are rrtade the day before the event to every father scheduled to vokmteer. Appropriate thank-you notes are sent. Nearty X fathers, many of whom wcK not involved in the school in meaningfuJ ways, now take pvt in school activitsea. These dads rtow have a connection to their children's school, aad a reason to be there. Shidents feel better about their school when they see fathers taking an active interest and being involved. Student behavior at events has improved and misbehavior has decreased as a result of the Security Dads' presence. - Security Dads have a productive working relationship with the school's security police officers, making for a safer school environment. For more inkrnnation on the Security OmM pleaae coiKact Linda Wallace, President Or^tnixation fgPttrmts, Teadttn nd Students (317) 226-3848 For more information on the Indianapolis Public Schools, please contact School and Community Relations (317) 226-4829 Arlington High School's SECURITY DAOS Indianapolis Public Schools iPOSITION: VOLUNTEER POSITION DESCRIPTION Mid-Day Volunteer Program GOAL OP POSITION: To provide additional positive adult and interaction during lunch periods. presence To establish children. rapport between adults and To provide assistance to students. SAMPLE ACTIVITIES: Adults are (cafeteria paired and or outside) observe students. assigned an to walk around area and TIME FRAME: Length of commitment: 30 minutes (one lunch) as scheduled 1.5 hours (both lunches) as scheduled Scheduling: 11:30 - 12:00 First lunch 12:30 - 1:00 Second lunch WORK SITE: Dunbar Junior High School QUAL1FICATIONS S OUGHT: 1. Patience 2. Appreciation of diversity 3. Comfortable around teenagers 4. Understanding of teenage behavior 5. Willingness to attend orientation session and follow program guidelines for volunteers ronow 6. Adherence to confidentiality BENEFITS: Better understanding of students' school life. PROGRAM CONTACT: Linda Brown, Dunbar PrincipalClubs & Extra Curricular Activities Focus Group Objective: To determine guidelines and recommendations for national clubs and organizations to be included in the middle school program. Developmental Need Addressed: Self-Exploration and Self-Definition Program Standard Met: Provide opportunities for all students to experience success exhibit excellence and gain confidence and personal satisfaction through participation in oi^anized physical, social and intellectual activities. Rationale: A well developed body of research suggests that youth participation in creative, structured activities, youth programs and religious activities contributes to the development of social competencies, adolescent identity, creates challenges, provides fulfilling experiences and also brings youth in contact with caring, non-family adults who may serve as mentors or role models. Youth activities and programs are also important components of adolescents lives because they provide a sense of belonging, develop skills through real world experiences, enhance a sense of self-worth and develops leadership skills and independence. For at-risk youth, participation in extra-curricular activities takes on an added significance by creating a positive and voluntary connection to the school. They also provide agateway into conventional social networks, while at the same time, promoting individual interests, achievement and the pursuit of personal goals. Conversely, research has shown that youth who are involved in the drug culture, juvenile crime and who drop out of school, participate in significantly fewer extra curricular activities at all grades, including the years prior to dropping our of school. Sports or exercise programs benefit youth, in part, because of how physical activity affects the biochemical mechanisms in the brain and increases the production of brain norepinephrine and serotonin which have been shown to promote feelings of well-being. Over-time, adolescents often learn to associate their feelings of well being with exercise and group activities. The majority of extra curricular activities that arc currently available in District junior high schools are appropriate at the middle school level. However, the individual schools must make a commitment or, be required by District policy, to ensure that all middle level extra curricular activities are inclusive and will accommodate all students who express a desire to participate in a specific activity or program. Procedures must be developed and implemented that support 100% participation of students in a variety of extra curricular activities and programs. While it is true that some extra curricular activities have eligibility requirements that may be restrictive to some degree, schools can provide countless opportunities for students to participate in academic clubs and other activities that are not regulated by the Arkansas Activities Association or by restrictive clauses contained in the charters of school-based organizations and activities.Listed below are a variety of extra curricular activities that school staff may consider for inclusion in the activities menu at their respective schools. Academic Clubs/Competitions Odyssey of the Mind Aegis Math Counts Math Olympiad Spelling Bee Amateur Radio Club Yearbook Staff Computer Club Chess Club Stock Market Club Fitness Club Dramatic Reading Club Foreign Language Clubs Science Club Quiz Bowls Journalism Club Art Club SECME Newspaper Staff Drama Club Dance Team Debate Team Teachers of Tomorrow Athletic/Sports Related Activities Drill Team/Dance Squad Tennis Pep Squad Football Basketball Volleyball Track & Field Gymnastics Cheerleader Squads Swimming/Diving Cross Countn' Girls Softball Indoor Track Fellowship of Christian Athletes Spirit Groups Golf Charter Regulated Organizations National Honor Society Student Council National Beta Club Boy Scouts Girl Scouts Future Business Leaders of America Future Homemakers of America Social, School and Community Service Organizations Y-Teens Peer Helpers Office Monitors Ladies Club Gentlemens Club Fire Marshalls Hall Monitors Bi-racial Club Peer Mediators All school-sponsored competitive interscholastic activities that educational program arc regulated by AAA.. are a part of the DistrictsEligibility rules apply to students in grades 7 and 8 at the middle school/junior high level. Eligibility is based on residence, age and minimum academic requirements. Sixth grade activities are not covered by AAA eligibility requirements. (A detailed analysis of AAA Regulations may be found in the Arkansas Activities Association (AAA) Official Handbook. IMPLEMENTATION GUIDELINES In order to fully implement a program that will benefit each child, the following concerns must be considered: 1. 2. 3. 4. 5. 6. 7. All club/organization sponsors must be trained for the activity that they will sponsor. Sponsors may include community and parent volunteers. Adequate funding should be provided by the District to ensure the broad-based student participation. Provide adequate transportation opportunities for students to participate in after school programs and activities. Every student should participate in at least one extracurricular activity . Intramural sports programs should be planned and implemented at each school to allow all interested students an opportunity to participate in team sports. Schedule an activity period into the master schedule to accommodate meeting times for all clubs/organizations.Alternative Education: School-Within-a-School Model Focus Group Objective: To define and recommend appropriate support programs including alternative education to he provided in the middle school. Developmental Need Met: Competence and Achievement Student Support Program Standard (s) Addressed: (a) Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities, (b) Create a stnicture of opportunities for learning that nourishes the strengths and overcomes the weaknesses of each student. Rationale: To be effective, alternative programs must create a total educational environment, which both challenges and nurtures students. The approach must focus on developing positive interactions between students and staff in an environment, which supports student progress. A model which should be sought is one that gravitates toward smallness-within-bigness or units designed to personalize education for students
teachers who assume diverse roles in addition to classroom responsibilities such counseling, advocacy, and some administrative responsibilities and which provides an experiential curriculum, coupled with developmentally appropriate inter-disciplinary learning activities. The school-within-a school model, which is built upon the smallness within bigness principle succeeds by not totally separating the target students from their peer group but uses co-curricular and extra-curricular offerings as a way to keep students in the mainstream while providing an individualized, self-paced learning environment. This model is designed to operate within a District middle school and thus can take advantage of OV 1 Cft nr rtlr> _______1 .1.1- __J - I existing facilities, classrooms and the administrative and teaching staff. Forest Heights Jr. High has successfully implemented the model for the last two years and can serve as a replication model. The mission of the school-within a school model is to provide, within the confines of the identified school, an ALE experience for students who are failing to thrive in the traditional setting. It will serve only students enrolled in the specific school who have been recommended by the school s Pupil Services Team. Core academic courses are taught by (2) teachers with dual certification in English/Social Studies and Math/Science or by a single teacher who is able to teach across grade levels. Students would be able to access electives that are offered at each school, _ ___________ level. In addition to the core subjects, all ALE students would be provided a social skill^and conflict resolution class to address personal/social issues and other developmental and behavioral needs. A staff ratio of 1 to 15 is recommended. as appropriate for the specific gradeImplementation Guidelines 1. Identify Target Schools Survey all middle schools to determine those with the space requirements to house ALE Classroom (s) on site. 2. Planning/Preparation Through the Campus Leadership Team or another school-based planning committee, begin planning for implementation of the ALE School-Within-a-School Model at the beginning of the 2000-2001 school year. 3. Selection of Staff Selection of appropriate staff for Alternative Learning Environments is crucial to the success of or the program. Alternative education should not be a dumping ground for poorly rated teachers hard to place support staff. Staff should be handpicked from among the best-rated and most popular teachers in the system. Characteristics should include a friendly, caring attitude, excellent classroom management skills, varied and flexible teaching methods, creative and energetic disposition, and willingness to work with all students. Drop-out prevention programs around the country that seem to be the most effective are ones which have a strong personality for students to identify with, admire or respect. Examples are a nurturing father/mother figure, a firm, fair disciplinarian, or a figure with special talents. Support staff should model the saine positive, up-beat attitude of the faculty and be part of the team that says to the students: We care. Preference should be given to teachers with a proven track record, those able to teach multiple subjects, and those who are interested in the academic success of at-risk students. 4. Staff Development An integral part of any Alternative learning Environment is an effective staff-training component. Training for effective interactions with at-risk students is not included in most traditional educational training programs. St^ development training must include all persons who have regular contact with the students. It is important that regular, part-time, volunteer, certified and non-certified staff all have training in the same areas. Areas to be addressed should include: 1. 2. 3. 4. 5. 6. 7. 8. Positive approaches to behavior management Aggression Replacement Training Non-traditional teaching strategies Stress management Training that includes interpersonal skills, counseling skills, and self-esteem development Other topics important to specific ALE sites Multi-cultural instruction Non-traditional instructional strategics including project based learning, cooperative learning and interdisciplinary team teaching. Staff development must be on going and, for new programs, it is essential that adequate in-service time be scheduled prior to the beginning of the school year. For a successful program, all staff must have a common vision and an understanding of how to make that vision bccomca reality.5. Therapeutic Component Mental health teams composed of community based service providers and school specialists should be established. A range of support services need to be provided on site that will foster the development of interpersonal and social skills, resistance to negative peer pressure and conflict resolution skills. A social services center will be established in all sites where space is available. Counselors and/or therapists form community-based service provider agencies will be scheduled to provide Crtf'ial cVilIo anotm a+I am ____I .*.l_ _ ... . _ social skills instruction, counseling and therapeutic interventions. These mental health WWW4IUII, cuuiibcimg ana merapeutic interventions. These mental health teams will also assist program staff in creating an emotionally safe and comfortable climate for students that the students can identify with and attach to a caring adult. The support services will include, but not be limited to: case management services, individual and group counseling and health ^sessments. Childcare vouchers will be obtained for students requiring this service A Child C^e Center is operational at the Metropolitan Vo-Tech School that will provide childcare for all ALE students who could not attend school without it. 6. Student Referral & Selection Process Students in grades 6-8 may be referred to the Alternative Program through a variety of sources: Student Self-Referral School Administrator Referral Parent Referral School Staff Recommendation Referrals should be based on the following criteria: > A pattern of academic failure- not performing at grade level in one or more of the core areas, and/ or performing poorly on standardized tests
> Poor social and interactive skills: (a) Displaying unacceptable patterns of behavior (Sent Home Class Bars, Suspensions): (b) Failing to fit in in the social environment of the school, and/or > Over age for grade level. Referrals will be submitted to the school-based Pupil Services Team The PST will referrals and assign the students to the school-based program, if appropriate. screen 7. Program Assessment Evaluation of the program and services will be accomplished by presentation and analysis of data, l.e _ ana VCIC nt cnrrocc ___i____***v*s i.e., analysis of success and failure rates, number of students served :7 V. .UVVC.S anu raiiure rates, number ot students served as compared to the number identified, and degree to which each identified program objective was achieved. Number of students who returned to the educational setting via the ALE
* A I* F percent of participants who completed the educational year through the ALE program
Demographic, personal and test data on ALE participants
Number and kinds of courses in which the students enrolled
A list of special problems identified, with actions taken and results
Data on the success and failure rate among students by course, with staff analysis of probable causative factors
and A written analysis of outcomes/results for each identified program objective, which will include substantiating evidence.Special Middle School Steering Committee Meeting for further discussion on the Family/Community Partnerships Proposal Wednesday January 27,1999, 4:30 p.m. LRSD Board Room 810 West MarkhamTO: FROM: RE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 JANUARY 21, 1999 Middle School Steering Committee Young, New Futures Liaison and Restructuring Director Information for Special Meeting, January 27,1999 A special meeting of the middle school steering committee has been set for January 27 at 4:30 p.m. in the board room at 810 West Markham. The purpose of this meeting is to allow additional time for discussion regarding the recommendation of the Family and Community Partnership Committee. Enclosed for your review is a copy of the committees proposal, budget requests, implementation timeline, information about Communities in Schools, and the local program standards for CIS. A request was made to provide information on CIS standards. Please review the section in the comprehensive plan packet labeled, Questions and Answers. This section gives a good synopsis of CIS standards. After reviewing this section, if additional information or a complete set of the standards is still needed, please forward your request to my office. The special meeting will be devoted strictly to a question, answer, and discussion format. Please come prepared with your questions and comments. The Family and Community Partnership Committee has worked endless hours to complete this recommendation. Thanks to all for your efforts. Please make every effort to attend this important meeting! Thanks so much. AttachmentsTo
Middle School Steering Committee From: unity Partm ip Committee Family/CcjW Sandy B^^r, Jesse Bens'c^Lam^erkley, Jim Brow: Bruce Coh^ Ida ColliR MeloifeClarke, JoAnn Cui Terri Davis,'Gwen Efirc^ Ie Ev^, Coleen Ferguso, Date: Subject: arah Facen, Bob Highto' iane John^n, Ann Kamps, ) jz Lucker fchairperson), Debb. ila' M
s itgomery, Char: f^Haysj Miller/^FZ/yy orr ain e
J^ sbj^ity sb^iA ^i Nel^n, Gail Nickerscffi,- Fr^Nicke Rushingodistene Smith January 6,1999 Committee Plan Proposal Nim: r. ebme The above mentioned individuals have spent the past ten months researching, exploring, surveying, planning, learning, discussing, re- ffaming and planning some more to present the enclosed documents as a firm, consensual proposal to address Family/Community Partnership issues within our upcoming Middle Schools. The work of our committee is largely supported by the good sense of the following efforts: Strategic Planning #5, Turning Points, LRSD Board and administrative mission statement and goals, principles of Campus Leadership Teams, Community In Schools principles, Pulaski Countys Promise To Youth goals, and our revised Desegregation Plan. We have all come to the table from varied arenas with our own agendas. We are united in vision, in spirit, and in a determined effort to address the critical issues challenging youth in our schools. Our focus is to produce a comprehensive proposal to serve all Middle School students and staff with the express purpose of offering each and every one optimal opportunities for success. This will be provided through support and adoption by our school district and active participation in a citywide Communities In Schools (CIS) process. CIS will most effectively meet the needs identified by our committee and countless research documents. ...the first and foremost concern for school boards is improving student achievement. The reality is that the best instructional reforms cannot produce the desired results for a large number of students as long as schools do not have comprehensive approaches for addressing external and internal barriers to learning and teaching. The CIS process will inevitably enable our educators to return to that which they are best trained to deliver-the education of our youth. It will in turn deliver the mission, the challenge and exciting promise of allowing our community to address the external issues/barriers that may prevent many of our youth from achieving their potential. Communities In Schools, founded in 1977, is our nations largest stay-in-school network. CIS champions the connection of needed community resources with schools to help youth successfully learn, stay in school, and prepare for life. By relocating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. The success of this approach has been documented repeatedly. Community partners make CIS succeed by embracing the principles and working collaboratively on behalf of children. CIS believes that every child needs and deserves the following basics: a personal, one-on-one relationship with a caring adult, a safe place to learn and grow a marketable skill to use upon graduation a chance to give back to the community. This is NOT proposed as a quick-fix but rather, as a long-term opportunity for our district and community to view the success of our youth as a shared responsibility, a true collaboration and a blending of expertise to impact the future of our city. We also view our district as an ongoing participant within this process as CIS becomes an established entity owned and operated via an independent advisory board. We realize the adoption of this process may involve a shift in how we traditionally view services but, the long-range outcomes are proof that our youth WILL benefit. As the Little Rock School District continues to pursue designation as Quality Schools, CIS by design, mandates quality and standards as keys to success. We as a committee, urge the Steering Committee to embrace the vision of the CIS process as an ideal direction to follow and we collectively vow to remain steadfast as active stakeholders in seeing this vision through to fruition. It would prove counterproductive to proceed without a comprehensive plan that offers a menu of all i f services possible to all Middle School students. Each and every student deserves the very best our schools and our conrmunrty can offer. I Our committee has already realized the accomplishment of an essential goal
the upcoming implementation of a district-wide Start Wellness Program. This commitment on the part of our visionary administration and hospital partners serves to illustrate a _ I determination to provide overall school improvement strategies that specifically address barriers to achievement. It is also helpful to note that programs and services already in place in our district (services wise), fit snugly within the framework design for the Little Rock Communities In Schools process. It is indeed time for our community to roll up their sleeves and share m the challenges and joys of raising our children. From LRSD, we are asking for. 8 full-time nurses (one at each Middle School) @ an additional $60,000. This request assures that the additional coverage will not compromise services provided to nonMiddle School sites. This will also assure that elementary school are provided adequate nursing services. Computer lines and e-mail capabilities need to be installed in each Middle School Health room to accommodate proposed Health Clinics. Staff Development for Middle School staff can be provided dtan ueveiopniciii lui ivuuuiv ------------ r by CIS National office. They have already committed to provide needed technical assistance. A LRSD Informational Services employee is needed to serve as liaison to work with CIS in generating appropnate evaluation/tracking of students serviced. 2 full-time site coordinators can be provided through 2 mil-time sue Luuiuiumvio vcui ww ---------- reassignment of existing staff (2 more provided through CIS). Letters of agreement for services with CIS and cooperating partners.CIS of Little Rock will provide the following through the planning and preparations of a strong Local Task Force who in turn, appoints a dedicated Advisory Board
An executive director A working Advisory Board 2 full-time site coordinators National/Local training sessions and ongoing consulting/technical assistance Generating resources and networking services State-level support Local support through Pulaski Countys Promise Other services and resources as yet to be determined As Colin Powell stated in Philadelphia, Our schools are the heart of our communities and the hearts of the community are in our schools!Family/Conununity Partnerships Committee Comprehensive Plan [ Communilies tn Schools Slate Office ~~r____, I Comrininilios in Sctiools Local Advisory Board | Communilies in Schools Local Admirristialive Office ]--{ [ Littre Rock School District Communily Partnerships ] I I 1 LRSD Middle Schools Site Providers Communilies In Schools Site Based Coofdmalois Voiunieeis X I Resource Oncers SAPtlOlAL TEEN EE RN's I 1 I Pupil Service Teams Campus Leadership Team Teacher Wellness Provided by Panners In Education VIPS xm.__ LRSOPTA ^Student Wellness | X I I I I I I I I I I I 1 Noi>Pro(its Media Higher Education Faith Commrify Citlual fists Heath Services Civic Orgarizations Mortal Heath Hunan Services Legal Jiwerite Business Providers Substarce Abuse GovermerX Big BAS BACaubt Scouci PAR.K. YMWCA United Way Comcast Newspaper Radio Ptiilwtder Puloki TeeJt RNProg UALX UAMS UCA NCa Arts Center Aru Council Rack Suge Museum* ACH ADII AUX Baptist Private Dr. Sl Vincent! Soultiwesi AARP Jr. Letfue Kiwutii Optimitl Rourv Cenien CSC FSA Youth Howe I Court Detention FINS Judge* Parole Probation Chamber lIRDepU I.R Alliance Small Busincu United Way ITC fSA AH)Y Drug Free Schoult A.AfnjL^ ARKidil Lily of LR Coop fca Str Dept of Com Prg File (Xpt Police Dept Medicaid Parks A Rec _ILittle Rock School District Proposed Timeline for Implementing Communities In Schools .45 in all quality efforts, much work must go into the planning, development and implementation of a Communities In Schools initiative. This is especially true for one as large and comprehensive as that being considered by the Little Rock School District. Insuring an effective, first class project requires a strong and consistent district commitment as well as a sizable community buy-in. Much will be asked of the community-at-large, not the least of which are services and financial support. Those business and community leaders who will be asked to partner with the district in this venture must see a motivated school district actively involved and committed to the cause. It is not enough to simply provide space and childretL The school district nurst invest in the concept and be an equal partner, working to not only further efforts to bring the rich resources of a caring community into the schools but to truly create safe and exciting places for children to learn and grow and for teachers to teach. Some results will be immediate, especially ex'ident in the responsiveness and performance of the students, in the enthusiastic involvement of the teachers and staff and finally, in the positive feed back from the community. The long range effect will be a more viable workforce, more involved young people and a healthier community. The following timeline is only a suggestion and one that can and should be reworked and revised for the districts use in developing a CIS project It is based on Quality and Standards, a well-defined progression of necessary steps to be taken in designing, implementing and operating the best possible program. The most important and relevant fact to remember is that, in the end, this cannot be simply a LRSD project. It must be a partnership with the community. The advantage to the district is that it does not have to assume to answer all of the questions and solve all of the problems by itself. As with the children of Little Rock, the community will provide much of the support. It is keenly important that the district works to support and not impede. It should be a leader, bringing fresh and exciting ideas to the table, with the community providing the opportunities and capacity for change.Proposed Timeline for Implementation December/January 1999: Prepare proposal based on school/ community assessment Present CIS proposal to Dr. Carnine Dr. Carnine presents proposal to Steering Committee Initial presentation to LRSD School Board (presentation/ information to the board members prior to a regularly scheduled board meeting) Present plans to middle school principals/staff/teachers Establish leadership task force
select chairperson/volunteer community liaison February 1999: School Board endorsement of CIS project/ Ltrs. Of Agreement First meeting of Leadership Task Force ( begin discussion re: governing, job descriptions/funding) '/ March 1999: Task force determines if it will incorporate and how it will be governed (will it form a 501(c)(3) or exist under another organization but with full governing authority) Preliminary operationalplan/timeline is drafted and approved (should include number of sites/site coordinators, job descriptions for Executive Director, coordinators, etc. as well as goals, objectives, responsibilities and desired outcomes, both general and particular*) Develop Resource Development Plan Develop individual site plans for each school (working with CLT) insuring students and families are actively involved) April 1999: Task force approves Operational/ Resource Development Plans and begins securing funds Appoint members to Board of Directors Plan to attend Spring Training Institute in Phoenix ( Board Development, Resource Development, Executive Director Training)COMMUNITIES IN SCHOOLS Helping kids to help themselves Who We Are The Communities In Schools Network The mission of CIS is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Millions of young people have lost the traditional safety nets that used to provide love and security even when the nuclear family was in trouble. Extended families, close-knit neighborhoods, a church, a synagogue or mosque all could be counted on to respond when these kids cried out for help. But now, the safety net is too often stretched to the breaking point. communities (and related problems affecting youth and their families) by adapting the CIS process to the needs and resources of the community. Local CIS projects are the individual Our society has tried to respond to this crisis with fragmented solutions. We deal with symptoms poverty, drugs, illiteracy as if each could be cured on its ora. But only one thing will cure the symptoms of disconnection. That is community. We need to build a new community around kids, a new safety net. Communities In Schools creates that community. By bringing existing resources, services, parents and volunteers into a school, we meet children's needs so that they can concentrate on learning. Founded in 1977, Communities In Schools (formerly known as Cities In Schools) is today the nation's largest stay-in-school network. CIS brings together hands in need with hands that can help. By re-locating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. Local CIS operations are independently incorporated, nonprofit community-, city-, or county- Mde public/private partnership organizations. They address the stay-in-school problem within their education sites that make up a local CIS program. The project's team of assigned and relocated staff connects the community's existing resources with students and their families. State CIS organizations, like the local programs, are independently incorporated. Their mission is to replicate the CIS stay-in-school strategy as widely as possible within a state, and to secure state-level resources and networking for the individual CIS communities within the state. CIS affrliates are pre-existing organizations or movements, developed independently from CIS. They are partnering with CIS because their missions meet the intent and spirit of CIS and are compatible in philosophy, principle and operations. The national office of Communities In Schools, Inc. in Alexandria, Va., helps create and support local and state CIS organizations. CIS, Inc. offers training and technical assistance through its field support centers in Atlanta
Chicago
Houston, Texas
and Alexandria, Va. A training curriculum for communities interested in replicating the CIS model is offered at selected training locations nationwide and through CIS, Inc.'s quarterly multitrack training events. aw COMMUNITIES IN SCHOOLS, INC. 1199 N. Fairfax Street, Suite 300,Alexandria.VA 22314-1436 Tel (703) 519-8999 Fax (703) 519-7213 e-mail cis@cisnet.org CIS at a Glance The Four CIS Basics Every child needs and deserv'es: a one-on-one relationship with a caring adult
a safe place to leant and grow
a marketable skill to use upon graduation
a chance to give back to peers and community. Some Facts about the CIS Network More than 500,000 students reached annually 135 local CIS programs in 33 states An additional 54 communities developing new CIS programs 1,009 school sites CIS, Inc. Field Support Centers North Central Field Support Center Al Ward, Field Support Director 815 West Van Buren, Suite 319 Chicago, IL 60607 (312) 226-1076
FAX: (312) 226-7566 e-mail: carole@cisnet.org Southwest Field Support Center Jill Binder, Field Support Director 11550 Fuqua, Suite 215 Houston, TX 77034 (281) 464-6200
FAX
(281) 464-6828 e-mail: louis@cisnet.org Northeast Field Support Center Raj Chawla, Interim Field Support Director 1199 N. Fairfax St., Suite 300 Alexandria, VA 22314 (703) 519-8999
FAX
(703) 519-7213 e-mail: raj@cisnet.org Southeast Field Support Center Douglas Denise. Field Support Director 1252 West Peachtree Street, N.E., Suite 304 Atlanta. GA 30309 (404) 873-2993
FAX: (404) 873-2488 e-mail: dtdenise@cisnet.org For more information, contact: Communities In Schools, Inc., Communications Department, Bonnie Frazier, director of communications, 1199 N. Fairfax St., Suite 300, Alexandria, VA 22314, (703) 519-8999 or (800) C1S-4K1DS
FAX
(703) 519-7213.COMMUNITIES IN SCHOOLS Helping kids to help themselves Communities In Schools Works. Who Makes It Work? Founded in 1977, Communities In Schools, Inc, (formerly known as Cities In Schools. Inc.) provides leadership and suppon to the nation's largest stay-in-school network. The CIS mission is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Small, caring teams of social service providers form one-on-one relationships with students and work alongside teachers, volunteers and mentors in the battle to keep children in school. The success of this approach has been documented repeatedly. Thanks to CIS, vounc people are graduating from high school and going on to hicher education or productive careers. But who makes CIS work'. Who actually implements this highly collabora-liV e strategy to help kids to help themselves'i The answer: Communities In Schools cannot succeed without it.s community-partners, the dedicated individuals who embrace CIS and work together behall ol the communitv's children. on I irsi and foremost, it is the students themselves who guarantee CIS success. .A CIS program "helps kids to help themselves" and last year, more than .'00,000 young people demonstrated that hard work, commitment to learning, and a desire to give back to peers and community can equal success. Parents give their approval and suppon to each child s participation in CIS. They become involv-ed in CIS' mission, volunteer their time, and often benefit themselves from parenting classes and other familyskills initiatives brokered into the school by CIS. The sc hool superintendent is the crucial player who approves CiS' presence in each community. He or she invites CIS to explore the feasibility of establishing a program in the public schools, and acts as an advocate and facilitator for the CIS process. The school principal leads the school's partnership with the CIS team, chairing meetings to introduce CIS to teachers and administrators, and making CIS an integral part of the life of the school. Teachers know their students better than anyone else at the school. They refer young people for needed services, create lesson plans with other members of the CIS team, and often incorporate a "CIS class" into the school day. Social service providers, relocated from public and private agencies into the school, form the nucleus of the CIS team. Career and college counselors, health professionals, drug-education specialists and manv others all work together to treat each student's needs holistically. The local CIS board of directors, drawn from both the private and public sectors, provides leadership, experience and public visibility for the program. All local CIS programs are independently incorporated, thus ensuring that community decisions remain in the hands of community leaders. Local businesspeople provide invaluable resources to the CIS program: funding, employee mentors, job-shadowing opportunities, part-time and summer jobs for students, and in-kind donations of supplies COMMUNITIES IN SCHOOLS, INC. 1199 N. Fiirfix Street, Suite 300,Alexandria.VA 22314-1436 Tel (703
519-8999 Fax (703) 519-7213 e-mad cis@cisnet.org and equipment. The chair of most local CIS boards of directors is also chosen from the private sector. Local government leaders help create access to public agency services for relocation into CIS sites. A mayor, county council chair or school board representative can be a powerful advocate for the CIS process, rallying community support and sending the message that local government is determined to improve our children's chances. The CIS staff in each community is usually quite small, since CIS teams are created by relocating staff from other agencies. But the small core of paid staff comprising the CIS executive director, individual project directors and administrative staff are indispensable to the program's success. These individuals receive in-depth training from CIS' Training Institute, and lead the way in implementing the CIS collaborative strategies. CIS national partners help bring resources to the "front lines" for kids and families. CIS, Inc. has longstanding partnerships with many government, private and nonprofit organizations. In addition, the CIS, Inc. national board of directors is a national advocate for the CIS network, helping to raise funds and public awareness for CIS' work with children. Relif
iou.s leaders, long accustomed to creating a communitv of spiritually committed parishioners to address social issues, find a new outlet with CIS. Volunteers from religious congregations play an i portant role in many CIS programs, and churches, synagogues and mosques support CIS by sharing space for after-school activities. CIS alumni keep in touch with Communities In Schools, sending new's of their educational progress and career achievements. The recently created CIS Alumni Network shares these success stories with the Leal and state programs, providing encouragement and support to CIS students across the country. Lastly, CIS depends on dozens of community volunteers who serve as tutors, mentors and role models for young people. The spirit of volunteerism is essential for any community-based program, and CIS volunteers help forge the vital one-on-one relationships that connect with kids. Communities.In Schools is truly a coordinated, cooperative approach to working with kids. As our name reflects, we bring the community into the schools and we need ever)' one of our community partners. For more information about the community partners who m^. CIS work, contact Bonnie Frazier, director of communications, at the Alexandria national office. 9/98COMMUNITIES IN SCHOOLS Helping kids to help themselves LOCAL PROGRAM STANDARDS FOR THE NETWORK COMMUNITIES IN SCHOOLS Final Draft - August, 1998 To Be Used During the 1998 - 1999 School Year (Quality - is a degree or level of excellence
something that is special in a person or thing. - Oxford DictionaryINTRODUCTION Mission Statement To champion the connection of needed community resources with schools to help young people successfiiUy learn, stay in school, and prepare for life. Our Guiding Principles 0 Personalism. Programs foster one-to-one relationships with young people, promoting individual achievement. a Accountability. Programs create a safe, supervised, healthy, accountable environment in order to provide resources and services which meet individual needs. E Coordination. CIS works with the local community and serves as a resource broker and program facilitator by forming public/private partnerships needed to reposition community resources into the schools. The Four Basics Every Child Needs and Deserves'. 1) a personal, one-on-one relationship with a caring adult, 2) a safe place to leam and grow, 3) a marketable skill to use upon graduation, 4) a chance to give back to peers and community. Our Methodology Building relationships... Our Strategy To implement a process, one community at a time, which demonstrates how to organize successfill human service delivery systems which meet community needs and increase the individual achievements of identified children and youth. 1QUESTIONS AND ANSWERS Why Establish a Quality & Standards Committee? Due to the velocity of CISs expansion, fueled by the increasing need to provide services both nationally and internationally, it is critical at this time in CISs history to identify standards common to all CIS operational programs. Therefore, Communities In Schools national board of directors convened the Quality & Standards Committee to: establish standards for local and state CIS programs
and recommend other policies required to improve the quality of CIS programs. In fact, the work of the Quality & Standards Committee can be viewed as one organizational response to the overall quality movement that now drives the missioEL, goals, and objectives of a number of enlightened organizations throughout the country, operating both in the public and private sectors. What is the Charge of the Quality & Standards Committee? The Quality & Standards Committees charge is to: E review the policy of the approval, establishment, and maintenance of CIS programs
B examine the status and strength of existing programs
B determine how a regular review process should be inqjlemented and what support would be available should a program fall short of national standards
B determine whether local programs have met, or need assistance in meeting, state and federal requirements to function as a 501(cX3) corporation
B define an academy, a traditional in-school program, and a whole-school model/ comprehensive strategy, with the appropriate method of evalualion for each
B determine the duties and responsibilities of the national and regional offices to state and local programs, and recommend appropriate measures for implementing such duties and responsibilities
B examine training programs for content, method, and location, and recommend changes if appropriate
B work closely with the research, evaluation, planning, and public relations efforts, and make recommendations when needed
and B recommend appropriate policies to protect the corporate identity of Commurities In Schools national. 1( What is a Standard? A standard is a series of statements that specify the critical elements of a program or activity that are deemed essential for effectiveness. After a series of intensive meetings, the Quality & Standards Committee identified the critical elements of a CIS program that are crucial for its existence. This does not negate each programs uniqueness, but does constitute some baseline standards for the existence of aD CIS programs. The CIS concepts and strategies encourage tremendous flexibility and diversity of community response to youth and families. No two CIS programs are exactly alike. CIS national/regional helps local programs avoid the "franchise or cookie-cutter approach to service delivery, instead offering a set of principles and strategies that any community may adapt. The result is a great variety of programmatic emphases throughout the CIS networL Thus, it is important to understand that the standards identified here do not negate or change the basic CIS philosophy of community ownership and self-determination. But they do articulate certain basic elements essential to all CIS programs. Why Should State and Lx)cal CIS Programs Meet the Standards? Over the past several years the Communities In Schools national organization has become a leader in the development of public/private partnerships highlighted by its fast-growing network of state and local programs. To augment the expansion of the network, the issue of increased quality and quantity of services looms large as the organization sets plans for the future. A renewed focus on providing services to state and local programs will consume much of the time and energy of CIS national/regional in the months and years ahead. The benefits to the state and local programs for embracing the Standards as recommended include the following: E Increased access to resources from federal agencies that form partnerships with CIS national/regional
B Access to funds that may become available firom public or private donors through CIS fund-raising efforts
B Access to expanded training and technical assistance from the regional and headquarters offices
and B Increased quality and quantity of programs and services for students and famihes participating in the CIS program. What Efforts Will be Made to Assist Programs in Meeting the Standards? All programs will be informed fully and will have the opportunity for training on the content and use of the national standards. CIS national/regional will establish a process for providing additional training and technical assistance for state and local programs. 3What Happens If a Program Meets All the Standards? Programs meeting all of the Standards will become chartered CIS programs. Chartered status is the newest and highest level of achievement for any CIS program, and this achievement will entitle the programs to: E Special recognition throughout the network as an exemplary program in providing service to youth and their families. Recognition may be with press releases, news articles, and events
B First opportunity to apply for CIS pass-through funds^grants
B B Opportunities to host celebrities interested in CIS programs
Invitations to join technical assistance teams, and provide trainers for CIS
B Invitations to conduct peer reviews for other CIS programs
and B All other resources available to all CIS programs. What Happens If a Program Does Not Meet All the Standards? Should a program not meet the Standards after undergoing a preliminary review, a process will be set in motion, with necessary support from the appropriate regionaVstate office, to help bring the program into compliance. During the period of review and techmeal assistance, the CIS program may receive services and benefits as recommended by the regional/state office. Should the program decide not to comply, it will be reclassified xmtil such time as compliance recommendations are satisfied. If after exhausting every effort, a program does not meet the Standards, then the status of the program will be determined by the (^ality & Standards Committee. The national CIS office reserx'es the right to revoke the use of Communities In Schools identity (i.e., trademarks, service marks. Communities In Schools, the Reaching Scholar and Mortar Board Symbol and the Slogan Helping kids to help themselves}, if any program is not actively moving toward compliance with the Standards. What .Are the Different Stages of Development for CIS Programs? On the folIov.Tng pages is a chart that delineates the different stages and the critical elements
the time frame for movement to the next level
and the resources provided by CIS national/regional and/or state CIS at each level * 4CIS LOCAL PROGRAM S l AGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS PREIMPLEMENTATION Benchmark for completion educ. authority invilalion to explore CIS replication CIS nalional/state conunilment to provide services orientation for community leaders fonnation of task force/committee community assessment "go decision" from task force/commillee transmitted to CIS nalional/state and accepted by CIS nalional/state IMPLEMENTATION I Denchinaik for completion CIS board or agreement with umbrella organization lax exempt status board papers filed with CIS. Inc. executive director (LOA required if outside entity is paying l:Ds salaty) project direction, agency coordination functions covered CIS board, director, and site director trained site plans completed begins serving students Letters of Agreement with national CIS fully executed OPERATIONAL Benchmark for completion Up Io 12 monllis Up (o 12 inonllis conduct self-review program development plan to obtain Charter status request for review Io slate or national CIS successful completion of Standards Review conducted Minimum of two on-site TA* visits
bulk mailings
Source Books
CIS info packs
Replication Training
Replication Manual**
on-site task force/commillee orientation
all CIS conferences, PSAs, unlimited phone/mail TA Timely response (60 days) from CIS slate or national recognizes completion of pre-implementation tasks, reaching implementation stage Minimum of Iwo on-site TA* visits, including board development, all bulk mailings
Source Books
training calendar. Program Ops and Project Ops Training and at least one follow-up training for each
Program Ops and Project Ops Manuals**
all CIS conferences Timely execution of Letter of Agreement by CIS stale or national (60 days) recognizes operational status Up Io 36 months from Q&S orientation, to first review
up to one additional year if review is unsuccessful All materials, appropriate training, and grants opportunities as above. TA* Io develop and implement plan to attain Charter Local Standard Review date placed on schedule of reviews williin 90 days of request
jointly planned follow-up, including minimum of one on-site TA/trainmg per quarter for one additional year to reach Standards, if needed 5CIS LOCAL PROGRAM STAGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS CHARTERED TASKS TO MAINTAIN CHARTER conduct annual self-study program development plan to maintain Charter, increase quality -successful completion of triannual (3 years) Standards Review conducted by Standards Review Team Review every 3 years, up (o 1 year to reach unmet standards All materials, appropriate training, and grants opportunities as above. Special recognition (press releases, news articles, events), may provide trainers for CIS and/or TA teams
may participate on Standards Review Teams for otlier CIS programs *TA Technical assistance CIS national manuals are provided upon completion of the coiTes|)onding course 64 STAGES OF DEVELOPMENT FOR LOCAL CIS PROGRAMS The process by wduch a CIS program develops is presented in this narrative and in the preceding Stages of D^elopment Chart. There are four categories of CIS programs: Pre-Implementation
Implementation
Operational
and Chartered. Throughout this process, specific activities are encouraged. Critical elements are necessary to proceed successfully to the next stage
a time frame is presented for each particular stage
and the resources provided by CIS national and state programs are delineated. PRE-EMPLEMENTATION STAGE Activities during thp phase focus on establishing community support for a CIS program. PreImplementation activities include: national or .state CIS responding to an inquiry about CIS and conducting orientation sessions after receipt of an i ' (usually the superintendent of schools)
identifying invitation by the local education authority
a local CIS liaison
developing a pre- implementation task force
assessing community leader ship support
preparing and implementing a workplan
and conducting a community assessment. The benchmark frat completes this stage is when the task force/committee meets and makes a decmon to go forward with CIS replication, to request a time extension to complete pre- implementation tasks, or to suspend activities. A letter giving the decision is sent to their state CIS or CIS national for acceptance. During the Pre-Implementation stage, the critical elements required to move to the next level include: E B B B B Invitation from the education authority to explore CIS replication in the community- A CIS national or state commitment to provide services
Formation of a CIS replication task force or committee
Con^iletion of a community assessment
and Task force decision to go ahead with the development of CIS. The time frame to accomplish the above activities and to reach a decision to continue development based on the findings from the community assessment is up to one year. Any task force exceeding one year may submit a letter requesting an extension that identifies (1) the reason for the delay,' (2) the plan/timetable to conclude the Pre-Implementation phase, and (3) the additional techmeal assistance required to move forward. If an extension is not requested within 30 days after the initial year, CIS national or state will send written notification that the program has 30 days to file the request or it will be considered inactive until further notification from the community. Programs requesting an extension will be expected to complete their plan as indicated. When the CIS state or national oflhee receives notification of the task force decision, a response is provided within 60 days. 7The National and/or state CIS will assist a pre-implementation task force by providing replication training, minimum of two on-site technied assistance vdsits, on-she task force /comn^ee orientation. Source Books, CIS information packets, public service announcements, bulk mailings, invitations to all CIS conferences, and unlimited mail and telephone techmeal assistance. The CIS Replication Process Manual will be provided upon completion of the training course to attendees. IMPLEMENTATION STAGE This phase focuses on establishing a CIS program. Implen ntation involves finalizmg the incorporation of the CIS program and its board of directors
raising funds
selecting and hiring a local management team
selecting the education site(s)
developing an operations plan
developing a comprehensive site plan
obtaining agency agreements for the repositioning of social service staff into the project(s)
preparing the she
and selecting and providing mitial services to students. Execution of the Letter of Agreement with the state CIS (or, where there is no state CIS, with national CIS) marks the completion of the Implementation stage and recognizes the program as OperationaL Critical elements of the Implementation stage necessary to advance to the next level include
s B B B B B B B B B Formation of the CIS board or an agreement with an umbrella organization
Tax exempt status
Board papers Sled with national CIS
Executh'e director selected (letter of agreement required if this person is paid for by an outside entity such as the school system)
Functions of project direction and agency coordination are covered
CIS board, director, and site director are trained
Operational plan Sled with CIS state/national
Site plans completed
Students are receiving services through CIS
and Letter of Agreement with CIS state/national is Silly executed. The time frame for the Implementation stage is up to 12 months to the signing of the Letter of Agreement bv the local program The national or state CIS signs the letter within 60 days, which signiSes that the program is then Operational. Local programs that do not complete aU steps within one year will STe a letter requesting an extension that identifies (1) the rea on for the delay, (2) the plan/timetable to become Operational, and (3) the additional techmeal assistance required to move forward. Programs requesting an extension will be expected to corrplete their plan as indicated, with the assistance of their state CIS program or CIS national. Resources provided by the CIS national and/or state program include: minimimi of two on-site visits to provide technical assistance
Program Operations and Project Operations Training and the corresponding manuals upon com^iletion of the training
at least one follow-up training for each training course
Source Books
training calendars
all bulk mailmgs and invitations to all CIS conferences. 8' OPERATIONAL STAGE J CIS programs that reach the C^erational stage have made a commitment to participate fully in the c phase focuses on further strengthening the program to meet national it^dards and qbtam its CIS Charter. During this phase, the programs identify and assess needs
collect and utilize data
conduct annual rexdews
prepare and implement a program development plan to meet all national standards and obtain CIS Chartered status
receive technical assistance to ^renethen the program
and schedule and complete a Standards Review conducted bv a Standards Review Team. Successful completion of a Standards Review by a Standards Review Team recognizes the program as a Charter CIS program. Critical elements during this phase are designed to help operational programs obtain a CIS Charter and mclude: B B B B Conducting a self-review based on national Standards
Preparation of a Program Development Plan to attain a CIS Charter
Requesting a Standards Review by a Standards Review Team
and Successful conpletion of the Standards Review conducted by the Standards Review Team. time frame between obtaining Operational status and requesting the first Standards Review by the Standards Review Team is up to 36 months from the time of Q&S orientation. Requests tor a Standards Review are filed with the programs state CIS office or national CIS through Its regional offices where a CIS state office is not in place. The Standards Review will be placed on the schedule of Reviews within 90 days of the request. Programs that are not successful in completing their Standards Review will receive technical assistance from the state and/or nation^ CIS to develop and implement a second program development plan fociiginp on areas of need identified in the Standards Review. In most cases, it is expected that the local CIS program will reach all standards with in development plan. one year or as specified in their second program Local CIS programs may appeal the decision of the Standards Review Team to the Qualitv & Standards Committee of the CIS national board of directors. Resources provided by the national and/or state CIS program include: minimum of two on-site visits to provide technical assistance, including assistance to conduct a self-review and/or to prepare the program development plan
all CIS training courses and their related manual
and materials
at least one follow-up training for each training course
Source Books' training calendars
all bulk mailings
invitations to aU CIS conferences
and the timely execution of the Standards Review by a Standards Review Team. Jointly planned technical assistance, mcluding a minimum of one on-site TA/training per quarter for one additional year, will be provided to programs that do not obtain the CIS Charter on their first review. After three years, if a CIS program does not meet the standards, technical assistance will continue from CIS national/and or state ofiBces, but the local program will not be eligible for grant opportunities and CIS pass-through funds. CHARTERED STATUS The newest and highest stage of development for CIS programs recognizes program'
that have met all of the local CIS program standards. With this accomplishment, the program gains new opportunities for recognition and to assist their peers and new CIS programs in development. At this level, the program also strives to maintain their Charter and to reach even higher levels of quality in their services to students, families, and the community, and to see that newly established CIS programs also meet CIS standards. Critical elements for maintaining Chartered status include
s E B Conducting an annual self-review on national standards
Preparing a Program Development Plan to maintain the CIS Charter and increase quality
and Scheduling and participating in a tri-annual (every three years) Standards Review conducted by a Standards Review Team. Time Frame to maintain the CIS Charter is open-ended, except that the Chartered local program will participate in the Standards Review conducted by a Standards Review Team, every three years. Programs that do not successfully complete the tri-annual Standards Review will develop a Proeram Development Plan to address program needs in partnership with their CIS state and/or the national CIS. The Program Development Plan will ^ecify the technical assistance that the state and/or national CIS wUl provide and the steps and time lines to complete the plan. In most cases, it is expected that the local CIS program will reach all standards within one year or as specified in its second program development plan. Local CIS programs may appeal the decision of the Standards P,eview Team to the Quality &. Standards Committee of the CIS national board of directors. include all Resources provided by national and/or state CIS to Chartered local programs materials, appropriate training, and grants opportumties that are available to operational CIS programs. In addition. Chartered CIS programs will receive special recognition ^ress releases, news articles, events) and may, at their discretion, proxdde trainers for CIS training courses and events, participate on state and/or national techmeal assistance teams, and/or participate on Standards Re\dew Teams for other CIS programs. 10810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 L fi - ROH1VE0 1 1S89 DATE: February 26, 1999 OFFICE OF DESEGREGATION MOSITOO TO: FROM: Middle School Steering Committee Members Young. New Futures Liaison and Restructuring Director RE: Next Meeting ^28 mHEI < The next middle school steering committee meeting will be Tuesday, March 2, 1999 in the administration building, 810 West Markham, first floor lounge, at 4:30 p.m. Enclosed is a draft copy of the student support programs proposal. Please review it prior to the meeting and bring it with you. We will discuss it further at that time. Encl. student Support Programs Focus Group Objective: Define and recommend appropriate student support programs (including alternative education) to be provided in the middle school. Developmental Need (s) Addressed
(1) Competence & Achievement (2) Meaningful participation in the school and community: (3) Self Exploration and Self-Definition (4) Diversity Program Standard Met: create a structure of opportunities for learning that nourishes the strengths and overcomes the weaknesses of students. (2) Provide a range of exploratory activities and programs for students to develop interest and abilities and ease the transition from the elementary' to the secondary' level. Rationale The years of early adolescence, roughly from ages (10) ten to fifteen (15) is a time of rapid change in adolescent development and developmental needs and is believed to represent the last best chance to have a positive impact upon the development of youth. High-quality' youth development programs, at this age, can significantly influence the decisions that young people make and the paths they choose. The availability of youth programs, as well as how they are used in the school and community, determine the overall health of youth in a community. A singular distinguishing characteristic of healthy conununities is the percentage of youth who are engaged in positive youth activities. The places, opportunities and relationships that young people experience in their families, schools, community, youth programs and in religious settings, provide the foundation on which youth develop. If these settings support and stimulate development, as well as provide appropriate boundaries and limitations, children and youth will most likely grow into healthy and productive adults. When youth dont experience positive, supportive relationships, places and opportunities, the chances increase that youth will become involved with health compromising behaviors. Positive youth development programs and activities provide opportunities for young people to experience success
positive and meaningfill relationships, develop a sense of belonging and selfidentity, enhance leadership skills, and develop self initiative, time management, conflict resolution and social and personal skills. Youth who feel supported feel that they are connected to people they value and to adults who know and care for them. They also feel that they have adults they' can turn to for help of various kinds such as dealing with emotional problems, learning new skills or obtaining financial resources. Supported youth know that they are not alone
they know they can rely on positive fulfilling relationships with numerous adults in their families, schools and corrununities. Over the y'ears, the Little Rock School District has implemented a range of positive youth development programs in both the elementary and secondary schools. A short description of all support programs that are currently implemented in District junior high schools and are appropriate for the middle school level as well, are listed below.YOUTH SERVICE Youth community service and/or service learning is a method by which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs. As such, it blends service and learning in ways that serve to reinforce and enrich one another. Service-Learning that is connected to the academic curriculum is integrated, coherent and based on the belief that learning comes to life for students only when it is intimately cormected to the lives of real people. Effective service learmng programs provide structured opportunities for students to apply academic theory to real world practice. Students reflect on their experience, discuss how the service experience ties back to their academic learning
assess how they have impacted the community through their work, and identify how their experience affects their future studies and career ambitions. Service learning can be a vehicle through which students begin to understand concepts such as community revitalization and economic development and leam how they can use their skills and education to better the community in which they live. Recent studies on the outcome of service learning reveal the following outcomes: (1) (2) (3) (4) (5) Reduction of negative behaviors
Increased achievement in basic skills. Increased motivation to leam
Improved judgement, understanding, insight and personal/social development, and Increased achievement in observation, inquiry and application of knowledge. Studies have also shown that service learning has a positive impact on schools (Conrad & Heden 1989
Carin & Keilsmeir, 1991): A paradigm shift where teachers become facilitators and coaches and students take more responsibility for their own learning
Motivated learners engaged in authentic and significant work
A cooperative learning environment
Teachers as reflective practitioners engaged in planning curriculum development and inquiry. Collaborative decision-making among administrators, teachers, parents, students and community members
A positive, healthy and caring school climate, and Community involvement, resources and support in the educational enterprise. The LRSD has implemented low infusion service learning programs since 1986. Primarily, these have included community service activities and a peer helping program which have provided service learning opportunities through school and community-based projects. Effective in the 1998-99 school year, LRSD students in grades 9-12 may earn '/i unit of elective graduation credit for each 60 hours of service rendered or a maximum of 120 hours for one (1) unit of elective graduation credit.PEER HELPING PROGRAM The aim of the Peer Helping Program is to create a culture of caring in both the schools and communitj by having a pool of trained children and youth who have the interpersonal skills, caring attitudes and the desire to reach out and touch the lives of others in a positive way. School and/or community projects provide the vehicle for the organized service activities that students participate in. A few projects are described below. Peer Educators - Trained peer helpers serve as speakers or presenters to their peers on such topics as AIDS prevention, drug education Peer Tutors - Peer helpers are trained to serve as tutors to other students who are performing below grade level or in need of academic support and remediation. Goals: Train youth to become effective helpers of their peers. Increase self-esteem and self-confidence. Improve attitude toward school and community. Improve communication skills. PEER MEDIATION PROGRAM The Peer Mediation Program is designed to empower youth to resolve personal conflict by engaging in a problem solving process and developing a plan of action that has been mutually agreed upon by both disputants to resolve the conflict.. The program encourages student growth and develops skills such as listening, critical thinking and problem-solving that are basic to all learning. Goals: Reduction of conflict and violence by way of peaceful resolution. Improved communication skills. Reduce school absence and suspensions.MENTORING PROGRAMS Mentonng is a strategy whereby children and youth are matched with a caring adult or older youth to receive support and participate in a sustained nurturing relationship. Tfris intervention requires time and on-going training, support and attention to the infonnal mentoring relationship 1 nree nrartirpc nf ______________ Three practices of effective mentoring programs are: (1) A firm commitment from the youth and adults involved. (2) Quality training of mentors and screening of applicants. (3) Ongoing support and monitoring of the relationships between the student and his/her mentor. CROSS-ACE MENTORING Cross-age mentonng mvolves paring older students in positive, nurturing relationships with younger ^dent. Following extensive training, the mentors are matched with a younger mentee. Mentors visit mentees during the school day at a time mutually agreed upon bv the respecPve building administrators and program sponsors. Goals: a Keep students in school. Increase self-esteem. Improve attitude toward school and learning. PAIR-UP BUDDY MENTOR PROGRAM A collabor^ve effort between the Peer Helper Advison- Council and the Dropout Prevention I f Ko > N /f ___ 1 . - * Office, the Buddy Mentor program is designed to keep students in school by providing positive peer intei^tion and support. The program supports one to one relationships between students developed to fecilitate each students educational, social and personal growlh. It is an excellent strategy to assist in transitioning elementary students into the middle school level. Goals: Keep students in school Increase self-esteem Improve attitude toward school and learningPROJECT MENTOR (VIPS) Project Mentor is a Distnct mentoring program that promotes one-to-one relationships between a caring adult and a student, to facilitate the students educational, social and personal growth. Mentors typically spend a minimum of one hour a week visiting in the school with an assigned student. The mentor acts as a special friend, role model and advisor to the student. The program is available to students K-12 and is coordinated by VIPS. Goals: To provide academic and/or personal support to students. To provide improve attitudes toward school and learning. To increase self-esteem. To provide a nurturing and helping relationship between the child and caring adult.truancy/drop-out prevention initiatives TRUANCY PICK-UP PROGRAM A cooperative effort between the Little Rock Police Department, the Little Rock School District and concerned volunteers designed to keep school age children/youth off the school. Students seen on the streets during the curfew hours of 9:00 a.m. until 2:30 p.m., Monday streets and in - Friday while school is in session, are picked up by the Little Rock Police DepartmentLid T Students assigned school or the nearest secondaiy' school, which ever is closest. LRSD bus transportation is provided to deliver the students to the assigned school. as needed. Goals: Improve school attendance. Help students get back into the mainstream. Understand the importance of education. TRUANCY REVIEW COMMITTEE (TRC) The TRC is made up of representatives from the Little Rock Police Department LRSD Dep^ent of Human Services, the Juvenile Justice System and other agencies,who come together once a month to conduct scheduled hearings and to listen and intervene in chronic truancy cases. Elementary students who have a minimum of six unexcused absences and/or excessive tardies, are referred to the TRC by the building principal. The committee tries to idenufy obstacles preventing regular school attendance and provide resources and support to mprove attendance. This intervention is designed to prevent parents from being referred to the Truancy Prosecutor. Goals: Improve school attendance. Help students get back into the mainstream. DROP-OUT PREVENTION/INTERVENTION Middle school is often the time for adolescent testing of the rules. Utilizing a combination of counseling, remedial education, alternative placement, or special interest programs, dropout prevention/interv ention programs help redirect potential dropouts so they can stay on track and work toward graduation or a GED diploma. This initiative is supported through Title I funds. Goals: Keep students in school so thej' can complete graduation requirements. Improve academic performance. Improve behavior and attitude toward learning. Increase self-esteem/self-confidence.SUBSTANCE ABUSE PREVENTION PROC RAMS STUDENT ASSISTANCE PROGRAM (SAP) A Student Assistance Program is a comprehensive primary prevention and early intervention program for secondary students in the LRSD. The program includes a systematic effort to educate, identify, assess, refer and support students with drug abuse problems and other high-risk behaviors which are interfering with students education and life development. A district-wide SAP has been provided for secondary' students since 1988. During the 1998-99 school year, 6,500 students participated in student support groups facilitated by trained staff members at each secondary school. Four basic support groups are available: Intervention or insight - For students harmfully involved with alcohol and other drugs Concerned Persons - For student whose lives are being affected by the chemical abuse of a loved one. Staging Straight (SobrieU') - For students who choose to live a chemical-free lifesU le but cannot stop on their own without continued support. Sharing - For students wishing support for developmental and personal problems not related to alcohol or dmg abuse. TRUCE (TEENS RESISTING UNHEALTHY CHOICES EVERYDAY) A drug prevention incentive program co-sponsored by the LR Rotary Club 99 and the LRSD Safe & Drug Free Schools Program. It is a voluntary' program which rewards students for being drug- free and encourages students who are using drugs/alcohol to reject them. The TRUCE program differs from many others because of its emphasis on drug testing by urinalysis. With parental or guardian permission, students are voluntarily tested to prove that they are drug free. Students who test drug-free receive an official TRUCE ID card that entitles them to merchandise discounts, full entry into planned events and preferences in employment hiring. During the 1998-99 school year, 5,075 secondary' students participated in the TRUCE program. COMMUNITY-BASED CONFLICT MANAGEMENT TRAINING INITIATIVE (CBCMTI) CBCMTI is a program designed to help students and their parents leam new ways to handle conflict other than by resorting to violence and/or the use of weapons. All students who have been long-term suspended or expelled for a violence related offense and their parents are required to participate in eight CBCMTI sessions as a condition for the reinstatement of the student following suspension/expulsion.INSURE THE CHILDREN Insure the children is a drug/alcohol intervention and treatment program for LR youth who are harmfijlly involved in drug and/or alcohol. This service is provided by Arkansas Childrens Hospital through a contract with the city of LR. The program is funded by a quarter cent tax collected bj- the city of LR and is free to all children and youth (ages 5-18) who reside within the city of LR. LRSD students suspended or expelled for a drug/alcohol related offense are required by District policy to be assessed by a certified drug counselor and to enroll in and successfull)' complete a prescribed drug treatment plan as determined appropriate by a certified drug counselor. Both inpatient and outpatient treatment are available as needed. Students are screened by the Pupil Services Department and referred with parental consent to the Insure the Children Program. Annually, between 150 and 200 students are referred to the program. PARENT EMPOWERMENT GROUP - (PEG) The PEG program is designed to increase communication between the school and parents especially targeting students who are truant and are potential dropouts. The program strengthens positive, nurturing communication patterns within the family and betw'een parents and children. Aggression Replacement Training, a social skills curriculum that develops empathy, anger control, skills streaming and character education are components of the PEG program. Participants are involved in activities that research has proven will improve familv functioning and self-sufficiency and decrease student problem behaviors that impact school performance and attendance. Parents are referred to the program by the Juvenile and Municipal Courts or by a building administrator. Goals: Keep students in school and build self-esteem. Empower parents to become advocates for their children. Improve the at-risk youth s overall school performance Reduce the daily stress that parents and youth experience.SCHOOL-BASED HEALTH SERVICES FAMILY LIFE EDUCATION The Family Life Education program is delivered to students in grades K-8* and is designed to help students understand the unportance of reproductive health issues, self-esteem, communication and decision making skills. The program is taught through science classes in the V*" & 8* grades. Goals: Help students make informed decisions about their reproductive health. Help students make informed decisions for a successful life. School-based health services are available to all students enrolled in the LRSD. These services are provided by a registered nurse. School nurses are assigned to each school for one to five days weekly depending on the size of the school, or the type of school (magnet, incentive or area). All magnet (except PV) and incentive schools are assigned a full time nurse. Services provided include routine screenings, care of ill and injured students, physical assessments, health counseling, a health education program, monitoring of state required immunizations and the ac^inistration of Hepatitis B, Measles, Mumps & Rubella (MMR) vaccine at grade 7. Also, minimal health counseling and support are provided to building staff. School-based clinics, operated in partnerships with area hospitals, are available at Central, McClellan and Cloverdale Jr. High schools. Children and families are able to receive free or low cost medical care in locations convenient to their neighborhood.CARER PREPARATION PROGRAMS VITAL LINK Vital Link is a career awareness summer program designed to help students and teachers understand the hnk between classroom skills and work place success. Vital Link provides the opportunity for sixth grade students and teachers to participate in a one-week internship in a community business. By visiting and working with professionals on jobs such as bankings accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others, participants experience, first hand, the expectations and requirements of the workplace and are able to relate skills learned in the classroom to the world of work. Goals: Increase understanding of students and teachers the important link betw'een school and work. Increase career awareness. Encourage teamwork. YOUTH EMPLOYMENT CENTER (YEC) An employment training and job placement program designed for youth between the ages of 14- 21. The YEC provides pre-emploxment skills training and assist applicants in finding a job based on the applicants interests and skills level. YEC youth and adult staff work with emplo\'ers to ensure that job responsibilities and experiences of youth employees reinforce SCANS skills. Goals: Empower students to become better citizens/role models. Recognize the link between school and work.SPECIAL NEEDS PROGRAM BUILDING OPPORTUNITIES OF SELF-ESTEEM THROUGH TUTORIALS (BOOST) ^e aim of the LRSD BOOST program is to provide academic, emotional an social support to District students and families who lack a fixed, regular residence are living in a shelter, or are living tempor^ly with relatives or friends. Services provided include: academic tutoring and homework assistance, year round recreational and enrichment opportunities, student and family support groups, parenting education referrals and assistance in obtaining medical care, social seivices, individual and family counseling and advocacy to ensure that barriers to regular school attendance are removed. The district employs a Homeless Liaison to provide service coordination and support to these children ad families. Annually, approximately 650 students served through this program. are Criteria for Participation
Temporarily living with their relatives or friends (with or without parents). Homeless - lining in a shelter or transient. STUDENT WELFARE Through an annual allocation process with the United Way, economically disadvantaged students in the LRSD may receive school supplies, clothing shoes, and optical examinations. District schools are given an annual .............. sum with which to purchase clothing and school supplies for needy .... / JT ----------------------------------O QUppHVO IVl , children/youth enrolled in their respective schools. This fund is administered bv the Pupil Services Department.IMPLEMENTATION GUIDELINES 1. 2. 3. 4. 5. 6. 7. 8. 9. Insure that all parents, students and staff are familiar with the range of student support programs available in each middle school and know how to make appropriate referrals to each. Develop/distribute brochures or booklet that describes available support programs and how to access them. Collaborate with communitj'-based organizations such as the Boys & Girls Programs, city government, churches, scouting programs, YMCA YWCA, to partner with the schools in sponsoring school-based clubs/programs as a way to increase student participation in positive youth programs. Provide systematic and on-going training and support to school staff and other adults who work with children and youth support programs. Integrate service-learning and community-service into the school curricula and into the school s culture as a methodology to reinforce academic skills, educational relevance, the service ethic, develop personal and social responsibility' and promote positive civic involvement. Revise policy to permit service learning hours accumulated in the 8* grade to count towa
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.