Aspire

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Aspire

  1. 1. 11 A.S.P.I.R.E.A.S.P.I.R.E. Ms. Dar KadulskiMs. Dar Kadulski Mr. Josh SkubalMr. Josh Skubal Dr. Kay TulppoDr. Kay Tulppo December 2006December 2006
  2. 2. 2 Education: At-RiskEducation: At-Risk  Last 2 decades termLast 2 decades term “at-risk” has become“at-risk” has become more prominentmore prominent  almost ½ of Americanalmost ½ of American adolescents are atadolescents are at high or moderate riskhigh or moderate risk of damaging their lifeof damaging their life chanceschances
  3. 3. 3  Students are at risk if:Students are at risk if: – Experience educational hardshipExperience educational hardship – Perform poorly or failing regularPerform poorly or failing regular educationeducation – High rate of absenteeismHigh rate of absenteeism – Low resiliency factorsLow resiliency factors  No caring adultNo caring adult  Lack of monitoring skillsLack of monitoring skills  Trusting adultTrusting adult  Negative peer groupNegative peer group – Low parental involvementLow parental involvement – Experience psychological issuesExperience psychological issues
  4. 4. 4 ResiliencyResiliency  Definition: “the ability to springDefinition: “the ability to spring back from and successfullyback from and successfully adapt to adversity” (Hendersonadapt to adversity” (Henderson and Milstein, 2003, p. 2)and Milstein, 2003, p. 2)  Necessary for student successNecessary for student success
  5. 5. 5 Education identifiersEducation identifiers  AcademicAcademic  SocialSocial  EmotionalEmotional
  6. 6. 6 Academic NeedsAcademic Needs – Strong and fair leadershipStrong and fair leadership – Safe and caring climate for all; disciplineSafe and caring climate for all; discipline is fairis fair – Highly qualified and motivated staffHighly qualified and motivated staff using variety of teaching methodsusing variety of teaching methods – At-risk cannot be “fixed”At-risk cannot be “fixed” – Outside environment cannot beOutside environment cannot be controlled by schoolcontrolled by school
  7. 7. 7 Social IssuesSocial Issues  Students at risk:Students at risk: – Feel a sense of detachment from school settingFeel a sense of detachment from school setting – Lack of belonging to a groupLack of belonging to a group – Peer groupPeer group  Difficulty creating and sustaining - positiveDifficulty creating and sustaining - positive  Gossiping/name-calling/attire - negativeGossiping/name-calling/attire - negative
  8. 8. 8 Personal/Emotional IssuesPersonal/Emotional Issues  Will escalate @ high school without interventionWill escalate @ high school without intervention in middle schoolin middle school  IssuesIssues – Poor self-esteem/self-imagePoor self-esteem/self-image – Poor attitude(s) toward schoolPoor attitude(s) toward school – Low academic achievementLow academic achievement – Subjected to ridicule and embarrassment from peersSubjected to ridicule and embarrassment from peers and staffand staff – Signs of depressionSigns of depression – Increase risk behaviorIncrease risk behavior  Could lead to “dropping out” of schoolCould lead to “dropping out” of school environment – physically and/or emotionallyenvironment – physically and/or emotionally
  9. 9. 9 Northland Pines At-RiskNorthland Pines At-Risk ProgrammingProgramming At-RiskProgramming NorthlandPinesSchool District Phoenix Center: Off-Site Programming At-Risk: ModifiedHigh SchoolSchedule Computer-based ASPIRE: RegularAcademic Programmingwith support/real-world applicable
  10. 10. 10 A.S.P.I.R.E.A.S.P.I.R.E.  AAcademic excellencecademic excellence  SSelf-motivatedelf-motivated withwith  PPositiveositive  IInitiatives,nitiatives, areare  RReliableeliable and have highand have high  EExpectationsxpectations
  11. 11. 11 Northland Pines SchoolNorthland Pines School DistrictDistrict Mission StatementMission Statement Northland Pines School DistrictNorthland Pines School District is dedicated to empowering allis dedicated to empowering all individuals to reach theirindividuals to reach their potential.potential.
  12. 12. 12 Elementary and SecondaryElementary and Secondary Education ActEducation Act (NCLB – No Child Left Behind)(NCLB – No Child Left Behind)  At-risk intervention and assistance necessary toAt-risk intervention and assistance necessary to meet AYP (Annual Yearly Progress)meet AYP (Annual Yearly Progress)  Lack of programming could lead to status of “InLack of programming could lead to status of “In need of improvement”need of improvement”  No child deserves to be “left behind”No child deserves to be “left behind”  District’s allocation of resources to at-riskDistrict’s allocation of resources to at-risk programming will fortify a commitment toprogramming will fortify a commitment to empower EVERY child to attain his/her fullempower EVERY child to attain his/her full potentialpotential
  13. 13. 13 Middle School A.S.P.I.R.E.Middle School A.S.P.I.R.E.  Our goals:Our goals: – Ensure students graduateEnsure students graduate from our school as civic-from our school as civic- minded and responsibleminded and responsible citizenscitizens – Become service-mindedBecome service-minded – Prosperous citizensProsperous citizens – Develop good work habitsDevelop good work habits – Honesty “absolutelyHonesty “absolutely essential” to publicessential” to public educationeducation – Foster development ofFoster development of caring heartscaring hearts
  14. 14. 14 A.S.P.I.R.E.A.S.P.I.R.E. Mission StatementMission Statement  To serve students who:To serve students who: – have not been successful in thehave not been successful in the traditional school environmenttraditional school environment – exhibit patterns of excessiveexhibit patterns of excessive absenteeism and help to developabsenteeism and help to develop positive school attendancepositive school attendance – have been unsuccessful in otherhave been unsuccessful in other academic programsacademic programs
  15. 15. 15 A.S.P.I.R.E. Mission StatementA.S.P.I.R.E. Mission Statement (cont’d.)(cont’d.)  To educate allTo educate all students in basicstudents in basic knowledgeknowledge  To provide a safe,To provide a safe, supportivesupportive environment whereenvironment where:: – Students will be able toStudents will be able to participate in meaningfulparticipate in meaningful learning experienceslearning experiences – Learning experiencesLearning experiences will be flexible andwill be flexible and suitable to the individualsuitable to the individual learning style(s)learning style(s)
  16. 16. 16 A.S.P.I.R.E. Mission StatementA.S.P.I.R.E. Mission Statement (cont’d.)(cont’d.)  To educate students in life-longTo educate students in life-long learning skills that promotelearning skills that promote continuous growth in theircontinuous growth in their occupational, civic, and personaloccupational, civic, and personal liveslives  To provide a dynamic partnershipTo provide a dynamic partnership with the each students, family,with the each students, family, staff, and community – a strongstaff, and community – a strong school-student-parent partnershipschool-student-parent partnership critical to education every childcritical to education every child  To create a climate of mutualTo create a climate of mutual respect with each student, family,respect with each student, family, staff, and communitystaff, and community
  17. 17. 17 HistoryHistory  Staff team formed at middle school toStaff team formed at middle school to explore at-risk programs in state –explore at-risk programs in state – UW PlattevilleUW Platteville  Site visits by staff to regional at-riskSite visits by staff to regional at-risk programsprograms  Inclusive approachInclusive approach
  18. 18. 18 A.S.P.I.R.E. HistoryA.S.P.I.R.E. History  Name must be positiveName must be positive  88thth grade transition to high schoolgrade transition to high school imperativeimperative  100% of A.S.P.I.R.E. students that100% of A.S.P.I.R.E. students that began in middle school are enrolled inbegan in middle school are enrolled in public educationpublic education
  19. 19. 19 A.S.P.I.R.E. Program ProfileA.S.P.I.R.E. Program Profile  The first two weeks of academic yearThe first two weeks of academic year spent working on:spent working on: – Interpersonal Conflict, Training forInterpersonal Conflict, Training for Empathy, Anger Management, ProblemEmpathy, Anger Management, Problem Solving, Dealing with Peer Pressure, andSolving, Dealing with Peer Pressure, and Dealing with BullyingDealing with Bullying  Students in A.S.P.I.R.E. program inStudents in A.S.P.I.R.E. program in middle school often enrolled in math andmiddle school often enrolled in math and English with A.S.P.I.R.E. teacherEnglish with A.S.P.I.R.E. teacher
  20. 20. 20 A.S.P.I.R.E. Program ProfileA.S.P.I.R.E. Program Profile (cont’d.)(cont’d.)  Students have a structured study hall/resourceStudents have a structured study hall/resource with the A.S.P.I.R.E. teacher and/orwith the A.S.P.I.R.E. teacher and/or paraprofessional to assist in completion ofparaprofessional to assist in completion of homeworkhomework  Daily contact made by A.S.P.I.R.E. teacher withDaily contact made by A.S.P.I.R.E. teacher with all teachers regarding assignments for the day;all teachers regarding assignments for the day; noting academic progress and/or difficultiesnoting academic progress and/or difficulties  Periodic progress reports to monitor progressPeriodic progress reports to monitor progress
  21. 21. 21 A.S.P.I.R.E Program ProfileA.S.P.I.R.E Program Profile (cont’d.)(cont’d.)  All grade levelsAll grade levels – De-escalationDe-escalation  66thth gradegrade – Math 6/Language ArtsMath 6/Language Arts able to block timeable to block time – Extra time to completeExtra time to complete teststests – Extended work time onExtended work time on science and historyscience and history  ALPHA SmartsALPHA Smarts  LaptopsLaptops
  22. 22. 22 A.S.P.I.R.E. Program ProfileA.S.P.I.R.E. Program Profile (cont’d.)(cont’d.)  77thth and 8and 8thth gradegrade – Able to work inAble to work in A.S.P.I.R.E. room forA.S.P.I.R.E. room for quizzes and tests forquizzes and tests for further clarification offurther clarification of questionsquestions – Option to report toOption to report to A.S.P.I.R.E. roomA.S.P.I.R.E. room during work time forduring work time for further clarification offurther clarification of assignmentsassignments
  23. 23. 23 A.S.P.I.R.E. Program GoalsA.S.P.I.R.E. Program Goals  Assist identified studentsAssist identified students to experience academicto experience academic successsuccess  Link students withLink students with positive peer/adultpositive peer/adult mentorsmentors  Instruct students in basicInstruct students in basic skillsskills  Application of criticalApplication of critical thinking andthinking and communication skillscommunication skills  Encourage students toEncourage students to build on strengths andbuild on strengths and talentstalents
  24. 24. 24 A.S.P.I.R.E. Program GoalsA.S.P.I.R.E. Program Goals (cont’d.)(cont’d.)  Develop andDevelop and implementimplement PersonalizedPersonalized Instructional PlanInstructional Plan (PIP)(PIP) Personalized Instruction PlanPersonalized Instruction Plan Name: ____________________________Name: ____________________________ Grade: 6 or 7 or 8Grade: 6 or 7 or 8 Quarter: 1Quarter: 1 22 33 44 MyMy academic goalacademic goal for this quarter is:for this quarter is: I will know if I met my academic goal if I accomplish theI will know if I met my academic goal if I accomplish the following:following: 1.1. 2.2. MyMy social goalsocial goal for this quarter is:for this quarter is: I will know if I met my academic goal if I accomplish theI will know if I met my academic goal if I accomplish the following:following: 1.1. 2.2. MyMy physical goalphysical goal for this quarter is:for this quarter is: I will know if I met my physical goal for this quarter if II will know if I met my physical goal for this quarter if I accomplish the following:accomplish the following: 1.1. 2.2.
  25. 25. 25 A.S.P.I.R.E. Program GoalsA.S.P.I.R.E. Program Goals (cont’d.)(cont’d.)  Instruct students inInstruct students in social skillssocial skills  Develop positiveDevelop positive family/student/schoolfamily/student/school relationshipsrelationships – Weekly home contactsWeekly home contacts – Parent meeting/dinnerParent meeting/dinner once a monthonce a month
  26. 26. 26
  27. 27. 27
  28. 28. 28 A.S.P.I.R.E. Student GoalsA.S.P.I.R.E. Student Goals  Exhibit an improved attitude toward schoolExhibit an improved attitude toward school and learningand learning  Increase motivation for learningIncrease motivation for learning  Successfully complete the school year andSuccessfully complete the school year and advance to the next leveladvance to the next level  Increase appropriate classroom behaviorIncrease appropriate classroom behavior  Complete 90% of class assignments in aComplete 90% of class assignments in a timely fashiontimely fashion
  29. 29. 29 A.S.P.I.R.E. Student GoalsA.S.P.I.R.E. Student Goals (cont’d.)(cont’d.)  Decrease number of failing grades to less thanDecrease number of failing grades to less than two in core areas (World History, Geography,two in core areas (World History, Geography, U.S. History), science, mathematics,U.S. History), science, mathematics, English/language arts)English/language arts)  Demonstrate improved academic performance inDemonstrate improved academic performance in reading and mathematicsreading and mathematics  Increase organizational and/or study skillsIncrease organizational and/or study skills needed for academic successneeded for academic success  Increase appropriate grade level social skillsIncrease appropriate grade level social skills  Demonstrates self-controlDemonstrates self-control
  30. 30. 30 A.S.P.I.R.E. Student ObjectivesA.S.P.I.R.E. Student Objectives  100% of the students in the A.S.P.I.R.E.100% of the students in the A.S.P.I.R.E. Program will demonstrate 70% proficiency inProgram will demonstrate 70% proficiency in applying skills learned in each math andapplying skills learned in each math and English/language arts unit before moving on toEnglish/language arts unit before moving on to the next unitthe next unit  70% of the students will achieve a C or better in70% of the students will achieve a C or better in all of their core classesall of their core classes  60% of the students will participate in at least60% of the students will participate in at least one co-curricular activityone co-curricular activity  100% of the student will participate in developing100% of the student will participate in developing and signing a Personalized Instructional Planand signing a Personalized Instructional Plan (PIP)(PIP)
  31. 31. 31 A.S.P.I.R.E. QualificationsA.S.P.I.R.E. Qualifications  At least one grade level below in math and orAt least one grade level below in math and or English/language arts (based on the results ofEnglish/language arts (based on the results of the SRA math and English achievement test)the SRA math and English achievement test)  Failing two or more core classesFailing two or more core classes  Previously retainedPreviously retained  Family issuesFamily issues – Death in familyDeath in family – DivorceDivorce – OtherOther
  32. 32. 32 A.S.P.I.R.E. QualificationsA.S.P.I.R.E. Qualifications (cont’d.)(cont’d.)  Psychological/emotional factorsPsychological/emotional factors  Frequent absenteeismFrequent absenteeism  Faculty recommendation (see checklist)Faculty recommendation (see checklist)  Previously referred for special education –Previously referred for special education – learning disabilities – did not qualifylearning disabilities – did not qualify  Lack of parental support, involvement,Lack of parental support, involvement, and/or disciplineand/or discipline  Minimal behavior issuesMinimal behavior issues
  33. 33. 33 Team Checklist for ASPIRE ProgramTeam Checklist for ASPIRE Program  Name of student ____________________Name of student ____________________  Grade 6 or 7 or 8Grade 6 or 7 or 8  Check all that apply:Check all that apply: ____ Lack of parental support, involvement, and/or discipline____ Lack of parental support, involvement, and/or discipline ____ Poor self-confidence, low self-esteem or self-worth____ Poor self-confidence, low self-esteem or self-worth ____ Poor peer relationships____ Poor peer relationships ____ Failing two or more core classes____ Failing two or more core classes ____ Not EEN served____ Not EEN served ____ Previous EEN referral____ Previous EEN referral ____ Staff recommendation____ Staff recommendation ____ Math assessment below grade level____ Math assessment below grade level ____ Reading assessment below grade level____ Reading assessment below grade level ____ Previous retention____ Previous retention ____ Absences hinder learning____ Absences hinder learning ____ Minimal behavior issues____ Minimal behavior issues ____ ADD/ADHD____ ADD/ADHD ____ Psychological/emotional factors____ Psychological/emotional factors ____ Does not use resource wisely____ Does not use resource wisely ____ WCKE results____ WCKE results ____ MAPS testing____ MAPS testing ____ IQ____ IQ
  34. 34. 34 Cycle of SuccessCycle of Success At-risk students Caring adult, safe environment Social, academic, emotional success
  35. 35. 35 Personal IssuesPersonal Issues  Poor self-esteem/self-imagePoor self-esteem/self-image  Poor attitudes toward schoolPoor attitudes toward school  Low academic achievementLow academic achievement – Subjected to ridicule and embarrassment fromSubjected to ridicule and embarrassment from peers and staffpeers and staff  Signs of depressionSigns of depression  Increase risk behaviorIncrease risk behavior
  36. 36. 36 Positive ChangePositive Change  Positive behaviorsPositive behaviors increasedincreased  Became positive roleBecame positive role models the majority ofmodels the majority of the timethe time  Able to identifyAble to identify inappropriateinappropriate behaviorbehavior  Intrinsic academicIntrinsic academic motivationmotivation
  37. 37. 37 Absences by gradeAbsences by grade 0 1 2 3 4 5 Avg.No.ofDays Absent Quarter 1 Quarter 2 Quarter 3 Quarter 4 6th Grade Attendance/7th Grade Attendance 2005/2006 6th Grade 7th Grade
  38. 38. 38 Grade Point Average 6Grade Point Average 6thth /7/7thth gradegrade 6th Grade GPA/7th Grade GPA 2005/2006 0 0.5 1 1.5 2 2.5 3 Quarter 1 Quarter 2 Quarter 3 Quarter 4 GradePointAverage 6th Grade 7th Grade
  39. 39. 39 Caring adultsCaring adults
  40. 40. 40 EnvironmentEnvironment
  41. 41. 41 Northland Pines School DistrictNorthland Pines School District Mission StatementMission Statement  Model what is expectedModel what is expected  Nurture a safe, healthy, and trustingNurture a safe, healthy, and trusting environmentenvironment  Provide a challenging and engagingProvide a challenging and engaging curriculumcurriculum  Promote life-long learningPromote life-long learning  Build school, family, and communityBuild school, family, and community partnershippartnership
  42. 42. 42 Northland Pines School DistrictNorthland Pines School District Mission StatementMission Statement (cont’d.)(cont’d.)  Celebrate cultural diversity, talents, andCelebrate cultural diversity, talents, and strengthsstrengths  Thrive in a global societyThrive in a global society  Foster continuous improvementFoster continuous improvement
  43. 43. 43 Invitation to all board members:Invitation to all board members:  Parent/studentParent/student meetings occur on themeetings occur on the second Tuesday ofsecond Tuesday of every monthevery month  February 13thFebruary 13th  6:00 PM6:00 PM  Middle SchoolMiddle School CommonsCommons  Meal served;Meal served; academic updatesacademic updates
  44. 44. 44 Questions/CommentsQuestions/Comments

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