PURPOSE OF PLAN
The Carroll Community At-Risk Program is focused on prevention, early intervention and the transition of students through the school system. The intent of the programming is to help students become successful and to prevent potential dropout by assisting identified students who are having difficulties in the areas of personal, social, academic and career preparation skills. The program is designed to help assure that our student population will graduate, be employable and to have the confidence to enter post secondary education.
The Iowa Administrative Code 12.2 (256) defines an “at-risk student” as any identified student who needs additional support and who is not meeting or not expected to meet the established goals of the education program. At-risk students include but are not limited to students in the following groups: homeless children and youth, dropouts, returning and potential dropouts.
Carroll Community Schools will include in its comprehensive school improvement plan the following provisions for meeting the needs of the at-risk student population.
Carroll At-Risk Programming
The Carroll Community School District will annually
maintain, adjust and audit the programming options and monitoring protocols for
identified at-risk students and will closely adhere to the Department of
Education Standard for At-Risk Education.
The following services will serve as a framework for PreK – 12
SPECIAL INSTRUCTIONAL SUPPORT SERVICES
Supplemental and /or intensive support is given in addition to the core to students who meet the established criteria. Grade spans will have supports identified and in place to meet the students’ needs, with the range of services determined at the building level. Students being served by at-risk personnel will document and monitor interventions on a Personal Education Plan. Students who need help to succeed in academic classes should receive assistance by federal, state and locally supported activities.
COORDINATION WITH COMMUNITY-BASED SUPPORT SERVICES
Support agencies lend services to schools and families to meet student needs. Other established community services should be utilized to assist students whenever possible. Multi-agency collaborative plans should be established to allow for continuous outside service and the modification of the school program when necessary to ensure student success in the school program.
SCHOOL-BASED SUPPORT SERVICES
Area educational agencies will provide school based services as determined by specific building needs.
APPROPRIATE COUNSELING SERVICES
Appropriate counseling services include the identification, monitoring and provision of assistance to students regarding their academic, career and personnel social development. The standard for at-risk students implies that these counseling services should be made available to at-risk populations to no less an extent than provided to other students.
STRATEGIES FOR ENGAGING PARENTS
Carroll recognizes that respectful two-way communication with parents is crucial in engaging parents as partners in their child’s learning. Programs and interventions that engage families in supporting their children’s learning at home are linked to higher education.
INVOLVEMENT OF ALL SCHOOL PERSONNEL
At-risk personnel are expected to collaborate and utilize the district’s professional learning team format to ensure that all identified students are receiving core and supplemental services to promote their academic success. Plans for providing and improving services for at-risk students should reflect efforts by all staff in a comprehensive effort. At-risk personnel will be active participants and leaders in the professional development at the building level.
COMPLIANCE WITH FEDERAL AND STATE NON DISCRIMINATION LEGISLATION
Federal and state nondiscrimination legislation supports placing attention on at least four strategic areas related to the education of At-Risk students.
The At-Risk standard requires that a monitoring system be established to evaluate the progress of at-risk students and the effectiveness of the support services provided.
PROVISIONS FOR MONITORING BEHAVIOR, SOCIAL AND ACADEMIC IMPROVEMENTS
Some students, once identified as being at-risk, may not remain at-risk throughout their school career. However, some students may need constant support until they leave school. Therefore, a monitoring system is needed to allow for the constant review of student performance. This consistent review of formative data allows for the fluid entry and exit of students as needed.
Credit recovery is a secondary intervention option available for all 9–12 students who have fallen behind academically. Students work with the at-risk coordinator to ensure integrity of instruction and credit completion. Credits can be earned through the A+ Program or Edgenuity if home-bound instruction is needed. A three-week summer school program is also available for credit recovery. Credit recovery options are available during the course of the school year.
After School Programming
Programming options for after school opportunities and Saturday mornings look different depending on a student’s grade level. Opportunities will be arranged for identified at-risk students and communicated via the at-risk teacher, classroom teacher, parents and administrator.
In-Service for Staff
An in-service for all K–12 staff members is conducted each year. Topics may include health, academic, behavioral and career-related concerns. Teacher meetings for items dealing with at-risk students are held as needed throughout the year.
Communication between staff members and the parents is considered a priority in dealing with at-risk students. Parents are urged to contact the school whenever they feel there is a need and staff members are encouraged to contact parents. Conferences are held when either party feels a need.
Monitoring Strategies for behavioral, social and academic progress
Program Status May Include: