At-Risk/title> <body> <hr> <center> Price Laboratory School General Access Policy </center> Price Laboratory School (PLS) is committed to the well-being and security of students, staff, and faculty and strives to provide an environment conducive to quality educational programs. While we promote access and involvement from our various communities, some situations may warrant limited access to MPLS faculty, staff, students, or facilities. In a democracy all students should be guaranteed the right to participate in and benefit from school and community resources and programs. During the past decade, many schools in the name of excellence have increased standards for grade level achievement and high school graduation. Concurrently, changes in family structure, social environment, and economics have negatively affected various student populations. All of these changes have interfered with some student acquiring the related behaviors necessary for school success and contributed to the lower achievement level of certain student's. Failures at all levels of the educational spectrum resulted. In 1988 Iowa adopted a standard to guide public education agencies in developing a plan to accommodate students who need additional help to succeed. The standard requires a linkage of local, state, and federal resources within each local education agency to provide the needed services. In response to this mandate, PLS combines resources from within and outside the school to accommodate student needs. At some point in every student's school experience some special assistance may be needed. This necessary assistance varies in the type and degree. The PLS system emphasizes assisting those students who are not succeeding in school, not continuing in school, or may not be productive upon completion of school. The following diagram is a pictorial representation of Iowa's standard for at risk students. It assists visualization of the standard in its totality. The diagram starts at the center and moves outward encompassing the nine components of the standard. <center> <img src="image002.jpg" width=300></center> Components of Iowa's At-Risk Standard Iowa's standard for at-risk student depicted in the previous diagram includes the following components each addressed at every PLS educational level (NK-12). <ol> <li>Strategies for identification of at-risk students </li> <li>General instructional services </li> <li>PLS school based support services </li> <li>Appropriate counseling services </li> <li>Community based services </li> <li>Strategies for involving parents/guardians </li> <li>Involvement of all school personnel </li> <li>Compliance with federal and state nondiscrimination legislation </li> <li>Provisions for monitoring behavioral social, and academic improvements </li></ol> Component 1: Strategies For Identification of At-risk Students PLS defines an at-risk student as one who is not: meeting their educational goals; a productive worker; or who is in danger of not completing high. Such students include, but are not limited to, those identified by the Iowa Department of Education (insert chart link here). All PLS school personnel provide support and assistance for students, including those identified at risk. Plans for providing and improving services for at risk students at PLS reflect a comprehensive and team approach and are based on the PLS school team meeting process. Through the PLS school team meeting process teachers and parents work in collaboration to meet the needs of any student having difficulties. In this process, the purpose is to generate, as a team, interventions to support the at-risk student in obtaining school success. Staff development is provided to insure that PLS personnel are aware of support services programming and academic and behavioral interventions to facilitate in classroom adaptations, modifications and how to make timely referrals. Component 2: General Instructional Services Listed below are many different types of instructional support that PLS utilizes to provide a quality education for all students and early identification of at-risk students. <uL> <li>Class size</li> <li>Multi-age classroom groupings</li> <li>Cooperative learning</li> <li>Curriculum adaptations and instructional accommodations</li> <li>PLS STM Process</li> <li>Development of intervention, individual education and health plans</li> <li>Allowing open entry and exit to and from support services <li>Elementary Citizenship Program <li>Service learning projects at all levels <li>Peer Helper Program at the high school level <li>Developmental student groups at all levels <li>Individual counseling at all levels is available through the guidance program <li>People Respecting Our Unique Differences (PROUD) group at the high school level <li>Educational Equity Coordinator <li>Transition programs (elementary to middle school, middle school to high school, high school to work or post secondary training) <li>Work experience and exploratory/vocational education offerings University of Northern Iowa student assistance (participants, Northern Iowa Instructional Clinic [NIl C], Reading Clinic) <li>Meal program (Breakfast, Lunch) </ul> Component 3: PLS School Based Support Services The needs of students and families, especially those at risk, were considered when the PLS Support Services program was developed(<a href="mission.html">Support Services Background and Mission</a>). A variety of services are available at PLS through the school team meeting process (<a href="STM05.html">PLS School Team Meeting Process</a>). Component 4: Appropriate Counseling Services Appropriate counseling services include the identification, monitoring, and provision of assistance to students regarding their personal, social, academic, and career/vocational development. The standard for at risk students (4.5(13)) implies that these counseling services should be made available to at risk populations to no less an extent than provided to other students and, to the extent possible, be provided as needed at PLS. The guidance standard (12.5(21)) specifies that a K-12 guidance program be established to address personal, educational, and career development of all students. The PLS program includes counselors, instructional and non-instructional staff, students, parents, and community members in a full range of services. The requirements of the guidance standard are similar to the requirements of the at risk standard: parent involvement; coordination with community services; involvement of all school personnel; provision for monitoring academic, behavior, and social improvements; and provisions for special instructional services. The need for special assistance with personal, social, and career/vocational development characterizes the at-risk student Therefore, strong implications exist for developing counseling services that are responsive to and effective in overcoming these problems. The PLS N/K-12 guidance program provides activities which respond to the issues characteristic of at risk students. Elementary Guidance Services N/K-5: <ul> <li>Developmental and preventative classroom guidance units provide an opportunity for atrisk students to gain information and learn skills; i.e., Feelings, Building Community, Stress Management, Similarities and Differences, Challenges, Friends, etc. </li> <li>Conflict Resolution Units are taught in Unit II, 3rd grade and 5th grade. DARE (Drug Abuse Resistance Education) Program is taught in Nursery/Kindergarten, Unit II and 4th grade. </li> <li>Need based small groups are developed as concerns arise; i.e., play groups, problem solving groups, friends groups, family change groups, and grief-loss groups. </li> <li>Individual counseling is available on a short term, drop in, or long-term basis as needed. </li> <li>Peer mentor-buddy program (older students helping younger students) is initiated on an as needed basis.</li> <li>Liaison with community services for families of individual students is provided as concerns are identified. </li> <li>The(<a href="http://www.intime.uni.edu/citizenship/">Elementary Citizenship Program </a> is co-coordinated by the elementary guidance counselor and the resource teacher. It exposes students to the principles of responsible, productive community involvement </li> <li>Consultation with parents and teachers of at-risk students is ongoing.</li> <li>Crisis intervention is activated when needed.</li> <li>UNI 018 students are available to mentor-buddy with an individual student when appropriate. </li> <li>UNI graduate students do on-site practica and internships which provides additional resources for our at- risk students.</li> </ul> Secondary Level 6-12: <ul> <li>Classroom guidance units provide an opportunity for at-risk students to receive information which can be helpful to them; i.e., peer relationships, conflict resolution, diversity, transition, etc. </li> <li>Developmental small groups involving grades 6-12 are formed to assist students in learning problem solving and peer relationship skills. </li> <li>Need based small groups are developed as concerns are identified; i.e., grief and loss, character education, and specific problem solving groups.</li> <li>DARE (Drug Abuse Resistance Education) program is done on an annual basis in 6th grade.</li> <li>Human sexuality education is incorporated at the 7th and 9th grade levels as a unit in the physical education curriculum. </li> <li>Individual counseling is available on a short or long term basis as needed.</li> <li>Peer Helper program utilizing students in 9th through 12th grade as the helpers is available for all students in 6-12th grades.</li> <li>Liaison with community services for families of individual students is done on a frequent basis as the need is identified. </li> <li>Experience Based Career Education program is available for those students who choose that option. </li> <li>Career guidance curriculum is available for all students to assist them in developing a post secondary education plan. </li> <li>Consultation with parents and teachers of at risk students is ongoing. </li> <li>Crisis intervention is activated when needed (see the PLS Crisis Response Plan). Junior and Senior interviews are held for all students to assure readiness for graduation. </li> <li>UNI graduate students do on site practicums and internships which provides additional resources for our at- risk students. </li> </ul> Component 5:Community Based Services PLS has developed strong relationships with many community based support services and programs. The Parent Teacher Partnership (PTP) established a Partners in Education Program with-local businesses. A meeting with the student, parents/guardians, support service personnel and teachers is required upon reentry into PLS following residential treatment. This provides for continuity in the educational and treatment plan. Multi-agency collaborative plans are established to provide services when needed and modification of the school program is initiated when necessary to assure student success. Out of school resources used include but are not limited to: Area Education Agency 267 Consultants; the Department of Human Services; residential treatment programs; mental health clinics; support groups; community parenting programs; juvenile court services; law enforcement agencies; medical professionals; Still point (crisis intervention assessment); and Pathways (out patient drug and alcohol counseling). Component 6: Strategies For Involving Parents & Guardians Three parent roles have been identified by the PLS school community as significant for student success. Supporting the implementation and maintenance of these roles is an important function of all PLS administration, faculty and staff.</ul> <li>Role 1: Parents and/or Guardians As One who Values Education Most parents work and are involved in the community and have limited time to be involved in school. Thus the school must attempt to clearly identify its' expectations. Parental involvement at PLS is viewed as a collaborative and supportive experience. obligations, such as registering their children in school, overseeing attendance, obtaining medical exams, responding to written or phone messages and attending meetings. It is also important that parents/ guardians keep the school informed regarding family situations which may affect the educational performance of student/s. The following activities are utilized at PLS to support the parent/guardian role as a valuer of education. <uL <li>Positive notes on student progress on either a daily or weekly basis. </li> <li>A checklist of students accomplishments ,/li> <li>Personal letters and/or emails regarding student progress, attendance, behavior, etc. </li> <li>Activities to draw parents into school such as plays, exhibits, athletic events, open houses, child's work nights, etc. </li> <li>Monthly or quarterly phone contacts.</li> <li>PLS Monthly Parent Newsletter</li></ul> <li>Role 2: Parent/Guardian As A Supporter/Partner Of Education Teachers need allies and the allies they need most are parents. Parents are a child's first teacher and have the most potential to influence a child's development. At times parents/guardians are asked to contribute material goods, money, assistance, to purchase material for home study and/or volunteer time. The following activities are utilized at PLS to assist parents/guardians in their role as supporter/partner.<ul> <li>Providing food for birthdays, holidays, special events.</li> <li>Purchasing appropriate material for a home study area.</li> <li>Contributing money or items to be used for field trips, learning centers, or projects, etc. </li> <li>Providing donations of learning aids for classroom or home.</li> <li>Providing clothing for seasonal weather that can be given to students who need them.</li> <li>Providing assistance with home work.</li></ul> <li>Role 3: Parent/Guardians As Co-decision Maker/Advisor Often when given direction about how to help (what to do and when), parents will try to help their children at home, at school, or in cooperation with other PLS parents. Parents/guardians are invited to consult regularly with PLS personnel regarding their student's educational plan. Parents/guardians provide input to improve PLS school policy and programs through membership on standing committees. PLS parents/guardians provide critical input and direction to the following task forces, activities and committees.<ul> <li> Educational Equity Committee</li> <li>Parent Teacher Partnership (PTP) </li> <li>Parent Advisory Committee (PAC) </li> <li>Booster club</li> <li>Strategic Planning Committee</li> <li>Parent-teacher conferences </li></ul> Component 7: Involvement Of All School Personnel All PLS Personnel provide support and assistance for students, including those identified as at-risk. Plans for providing and improving services for at-risk students reflect a comprehensive team approach. Some strategies utilized at PLS are listed below: <ul> <li>Short, positive notes are sent home identifying student success or how to help with homework.</li> <li>Peers are engaged in cooperative learning/tutoring. Computer programs are utilized for tutoring, remedial help, and additional instruction time.</li> <li>Low achievers are included in class participation. Their interaction is encouraged by using questioning techniques involving opinion and evaluation.</li> <li>All students are helped to review for tests, with specific attention given to those whose progress indicates special need.</li> <li>Classroom learning centers are utilized as much as possible to maximize individualized learning and assistance.</li> <li>Student's preferred names are used when interacting with students, particularly in learning exercises.</li> <li>Study skills are taught in the content of subject matter; reviews are utilized in class, incorporating the study skills.</li> <li>Information/directions are presented using as many learning modalities (hearing, seeing, touching or manipulation, speaking) as possible. </li> <li>Learning experiences are deliberately selected with the greatest likelihood of success to minimize the possibility of failure. </li> </ul> Component 8: Compliance with Federal And State Nondiscrimination Legislation The PLS nondiscrimination policy adheres to the federal and state nondiscrimination legislation by encouraging that attention be given to the following areas as it relates to the standard for at risk students: <ul> <li>Placement processes which ensure equal access to education programs and support services.</li> <li>Programming which promotes integration The collection and analysis of student data on the basis of race, national origin, gender, and disability.</li> <li>The proper hiring and placement of staff with regard to sex, race, national origin, creed, color, religion, disability, parent/family and marital status.</li></ul Component 9: Provisions For Monitoring Behavior, Social And Academic Improvements Some PLS students, once identified as at-risk, may not remain so throughout their school career. However, some students may need constant support until they leave school. Therefore, a monitoring system is necessary to provide an ongoing review of student performance. This allows for the entry and exit of students from the PLS Support Services program. Provisions for monitoring can include formal and informal assessments to verify student progress. Examples of PLS monitoring systems are identified below. <ul> <li><a href="STM05.html">PLS Support Services School Team Meetings</a></li> <li><a href="concern.html">Notice of Concern Form</a> <li><a href="stm_init.html">School Team Meeting Intialization Form</a> <li>Observations</li> <li>Individualized education/career plans/504 plans/intervention plans (IP)</li> <li>Systematic progress monitoring</li> <li>Letters or notes sent to parents/guardians</li> <li>Assessments and/or communications with cooperating agencies </li> <li>Student/parent evaluations of services provided </li> <li>Records of economic assistance provided students for fees, materials and supplies, transportation, etc. </li> <li>Centralized databases or centralized records</li>