At-Risk Program


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.

  1. Valid and systematic procedures and criteria to identify at-risk students through out the school district’s school age population.
  2. Determination of appropriate ongoing educational strategies for alternative options to the education programs as required in the Iowa Code of section 280.19A.
  3. Review and evaluate the effectiveness of provisions for at-risk students.

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 programming options:


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.



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.



Area educational agencies will provide school based services as determined by specific building needs.


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.



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.



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.


Federal and state nondiscrimination legislation supports placing attention on at least four strategic areas related to the education of At-Risk students.

  1. Identification and placement process
  2. Educational programming and support services
  3. Data based decision-making
  4. Employment and personnel practices

The At-Risk standard requires that a monitoring system be established to evaluate the progress of at-risk students and the effectiveness of the support services provided.


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

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.


  1. Credit deficient
  2. Transitional students from alternate facilities
  3. Transfer students who require additional programming

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.

Parental Involvement

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

At-Risk Identification

  1. Students will be identified as At-Risk if they fit into two or more of the subcategories under the three domains of individual, family or school concerns
  2. Students will be referred to the BAT team
  3. The Building Assistance Team will determine services and supports by review of data and document services through a PEP
  4. Student progress will be monitored once every nine weeks or more often as needed.

 Exit Criteria

  1. 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.  The consistent review of formative data allows for the fluid entry and exit of students as needed.
Data Review May Include:
  1. Teacher grades and observations
  2. Progress reporting (mid-term and nine weeks, semester)
  3. Behavioral records
  4. Attendance records
  5. Standardized tests
  6. Reports fro local police, juvenile officers and DHS
  7. Ineligibility list

Program Status May Include:

  1. Goal met, exit services
  2. Goal met, continue to maintain services to maintain success
  3. Goal met, redesign services to maintain success
  4. Goal not met, progress made, continue services
  5. Goal not met, progress made, redesign services
  6. Goal not met, no progress, redesign services
  7. Other:  student transfers, drops out, etc.