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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Cycle of SuccessCycle of Success
At-risk
students
Caring
adult, safe environment
Social, academic,
emotional success
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
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
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
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
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
