S.T.A.R.
(STudents At
Risk) PROGRAM
AT-RISK PLAN in Coordination with all Special Programs
The primary mission of the Arp Independent School District is to provide an educational program that will help each student to develop personal knowledge, skills, and competence to maximum capacity, and to learn behavior patterns which will make each student a responsible member of society.
The STAR (Student At-Risk) Program is the District's plan for identifying and providing educational services to students who meet the criteria for at-risk students listed in Senate Bill 1, Subchapter C. Section 29.081. The purpose of the STAR Program is to promote academic success for at-risk students and to retain such students in the school setting. It is one component of Arp's Five Year Plan for Excellence in Achievement for all students. At-risk students shall be provided academic options and serviced deemed appropriate by the district based upon its assessment of student's needs. Students will be placed in academically challenging programs. These options and services may include, but not be limited to, alternative education programs, retention, counseling, peer tutoring, and/or referral to other service providers. They shall be provided immediately to students identified as at-risk. The dropout reduction programs, strategies, and resources are defined by this document.
According to the PEIMS report, the district's total dropout rate is at 0%.
The district's goal is to promote programs which encourage students to remain in school with an expectation that the actual dropout rate for 2010 will not exceed .0%.
Students in grades one to eight who have been retained or placed in alternative programs and who still fall two years or more below grade level in reading or mathematics or both shall be placed in an accelerated program providing intensive remediation designed for rapid progress in language arts, reading, and mathematics. Time and subject requirements for subjects other than language arts, reading, and mathematics may be adjusted.
No student shall be retained more than one time in first through grade level four and more than one time in grades five through eight. In exceptional cases, with approval of a committee consisting of at least the student's teacher or teachers and two administrators, one of whom shall be assigned above the campus level, and the permission of the parent, a second retention within either pre-kindergarten through grade level four or grades five through eight may be allowed.
GOALS AND OBJECTIVES
- All students meet and increasing percentages of students exceed requirements of the Texas Assessment of Academic Skills. Appropriate instruction and skills development for students who are performing below standards will be offered to assist those students in meeting higher academic standards.
- Students meeting at-risk criteria are identified and services are provided to meet their academic needs.
- Instructional strategies based on effective teaching research are implemented.
- Programs and services are provided which meet the special needs of ESL students, slow learners, culturally and linguistically diverse pre-kindergarten children, varied learning styles, and students with dyslexia and other related disorders.
- Students will be placed in academically challenging programs. Accelerated, compensatory, and special education programs are designed to prepare students to return to regular classroom instruction as soon as is feasible.
- Emphasis will be placed on the development of students' citizenship skills, moral and ethical values, self-esteem, self-responsibility, and respect for others.
- Parental involvement in the development of academic plans will be encouraged. Parent training and suggestions for assisting the student at home will be offered. Methods of increasing parental involvement will be explored and implemented as appropriate.
- The district will collaborate with community efforts and public agencies to implement dropout recovery programs and to provide comprehensive education and integrated services for at-risk students and their parents.
- The district will implement drug-free curriculum pre-kindergarten through the twelfth grade to educate children about the harmful effects of drug and alcohol abuse and the violence associated with such abuse.
- The district will implement family intervention programs to assist student and parents in assessing cognitive, psychological, or physiological needs that may be better addressed by alternative district programs.
The STAR Program is designed to work in concert with other academic and student support programs in the District. The plan emphasizes a comprehensive team approach including central administration personnel, principals, counselors, nurses, teachers, parents or guardians, students, and community resources. Components of the plan will incorporate identification, parental notification and involvement, prevention, and intervention strategies, utilization of community resources, and evaluation.
COORDINATION WITH SECTION 504 OF THE REHABILITATION ACT OF 1973
The STAR Program's primary goal is to promote academic success for at-risk students. Thus Arp Independent School District, its STAR Program, and Section 504 are congruent in their purpose. Section 504 states that no person with a handicap can be excluded from or denied benefits of any program receiving federal assistance. A "handicap" is defined as any mental, psychological, or physiological disorder which interferes with a person's civil right to one or more "major life activities", one of which is learning. "Appropriate education" is defined as the provision of regular or special education and related aids and services that are designed to meet the individual educational needs of handicapped persons as adequately as needs of non-handicapped persons are met. Procedures for identification, evaluation, notification, and placement of students under Section 504 are outlined in Appendix A.
The STAR Program is designed to identify, assess, and provide interventions for all at-risk students including those who may fall under the auspices of Section 504. Students who demonstrate handicapping conditions under Section 504 will be reviewed by the STAR Team which will determine appropriate services, interventions, and may develop an individually tailored educational plan for the students based on assessed needs.
COORDINATION WITH THE STUDENT ASSISTANCE PROGRAM
The Student Assistance Programs (D-FY-IT, Peer Mediation, Peer Helpers) are implemented as an intervention strategy for assisting students in dealing with stress, drug abuse, and other serious social problems which currently confront many young people. Because of the complexity of these problems, the Student Assistance Programs strive for a cooperative and coordinated effort between the school, community, and family resources.
The STAR Program and the Student Assistance Programs will be closely coordinated because of the strong interrelationship between the areas they address. The STAR Team will monitor the academic status of each at-risk student. The Student Assistance Teams will monitor behaviors of concern related to chemical use, stress, or social factors and will utilize information provided by the STAR Team in the pre-assessment phase of the referral process. In addition, the Student Assistance Teams may refer students to the STAR Team when the development of an academic remedial plan is deemed an appropriate intervention strategy. The Student Assistance Teams contact person will serve as a member of the STAR Team to facilitate the interrelationship of the two programs.
COORDINATION WITH SPECIAL EDUCATION
Special education student shall be classified as at-risk provided they meet the at-risk identification criteria. The IEP will serve as the STAR Remedial Plan for such students. Furthermore, STAR Remedial Plans which have been developed prior to referral for Special Education assessment should be included in the information provided in the referral process. The ARD committee should assist in developing a STAR Remedial Plan for students who meet the at-risk criteria but do not qualify for (or are dismissed from ) Special Education services.
COORDINATION WITH PROGRAMS FOR DYSLEXIA AND OTHER RELATED DISORDERS
Students identified as demonstrating characteristics of dyslexia and other related disorders may be classified as at-risk. One program / service option for students with dyslexia and other related disorders is the Reading Clinic (Elementary & Secondary Multi-Sensory Reading Program -- MTS/MTA or Herman.) The STAR Team will review referral information that will include the Checklist for Characteristics of Dyslexia and Other Related Disorders as well as screening, achievement assessments, and consider all available program / services. Specific procedures for identification, notification, evaluation, placement,and exiting are outlined in Appendix B.
COORDINATION WITH THE PROGRAM FOR ATTENTION DEFICIT HYPERACTIVITY DISORDER
Students who demonstrate characteristics of ADD / ADHD may be classified as at-risk. The STAR Program is a key component in the identification, assessment, notification, and intervention for students demonstrating characteristics of ADD / ADHD. The campus level At-Risk Coordinator is designated as a facilitator for the ADD / ADHD identification and assessment process and the STAR Team will serve as the committee which reviews ADD / ADHD referrals. Specific procedures for the identification, notification, evaluation, and placement process are outlined in Appendix C.
COORDINATION WITH ESL PROGRAM
Students who are placed in ESL programs shall be classified as at-risk students in grades Pre-K through Sixth Grade. Since the ESL program provides a curriculum to serve the learning needs of LEP students and the LPAC committee monitors their academic progress, a STAR Remedial Plan will not be developed for these students unless it is deemed appropriate by the LPAC committee.
COORDINATION WITH TITLE I READING PROGRAM
Students who are placed in a Title I reading program shall be classified as at-risk students provided they meet the at-risk identification criteria. A STAR Remedial Plan will not be developed for at-risk students placed in a Title I reading program unless a STAR Team composed of the student's regular teacher, the Title I reading teacher, and the campus At-Risk Coordinator determines that additional remediation is needed.
PARENT INVOLVEMENT
Parental involvement in the educational process is emphasized. Notification is provided to the parent or guardian of each student identified as at risk. Notification states the primary conclusions of the assessment of each student's needs and services or modifications in which a student's needs are being addressed. Notification is waived for students identified at risk because of sexual, physical, or psychological abuse. The following sections of ***********Board Policy********** provide opportunity for parent notification and involvement regarding the instructional program for at-risk students.
PARENT-TEACHER CONFERENCES
PARENT NOTIFICATION
*
"Parent" includes legal guardian- At the end of the first three weeks of a grading period, the District shall provide notice of progress to the parent of a student whose grade average in any class is lower than 75 or whose grade average is deemed borderline by the District.
Parents also will have opportunity to be involved in their at-risk student's educational development through participation in training workshops which will be conducted periodically at various locations within the District. Major purposes of the workshops will be to facilitate the development of positive parenting skills, discipline management strategies, and home study skills reinforcement (See A.R.P. Project.)
COMMUNITY INVOLVEMENT
Partnerships in Education provides a unique opportunity for local educators and business people to work together to provide the necessary lifetime skills and instruction that will help our youth to be informed, productive, literate citizens. This program applies to students identified as At-Risk. The Partnerships in Education Program allows business people to be involved in education in one of the following ways:
- Classroom demonstrations
- Tours or field trips
- Speakers for special topics
- Tutoring
- Career guidance
- Workshops or seminars
- Specialized training for teachers
A district At-Risk Coordinator is available to make presentations to community groups to inform the community of the district's at-risk plan. Members of the community serve on various advisory committees in which they are informed of the at-risk plan and are provided an opportunity to provide input.
DISTRICT LEVEL COORDINATORS
The District Counselors and Curriculum/ Program Director will serve as district level At-Risk Coordinators for the district. The District Counselors will coordinate the At-Risk Program with the Campus Administrators to keep the dropout rate at its current percentage -- 0% . They will also assist in the Drug Free Programs & Career Education. They will insure that the proper student evaluations and placement are implemented. They will work with the Improvement Committees and STAR Committees as facilitators and to provide pertinent data for formative and summative evaluations in the Campus and District Improvement Plans.
The District Curriculum / Special Program Director will mentor program coordinators and staff in special programs functions, policies, and procedures. Duties will include providing parent information and training and to help address evaluation, notification, modifications, and implementation all STAR Program efforts.
Each Special Program will be assigned a District Level Coordinator to assist the district in program evaluation both formative and summative and to coordinate the efforts of all three campuses. The District Level Coordinators will meet with the Special Programs Director to keep programs effectively focused on student needs and potentials.
Contacts for Special Programs at Arp Independent School District
CAMPUS LEVEL COORDINATORS
The principal of each campus shall be responsible for the implementation of state and district policies and the district plan with due consideration for the unique characteristics and circumstances of that campus. The campus program coordinator shall serve as the on each campus. The responsibilities of the Coordinator include:
- Maintain a master list of students identified in the special program
- Serve as contact person for referrals to the STAR Team
- Coordinate a review of the academic performance, classroom portfolios, modifications, and other pertinent data for students referred and/or identified for the special program
- Coordinate the development of an individual profile and plan for each student in the coordinator's program.
- Coordinate the STAR Team and to rotate the chair at the STAR Team meetings.
- Coordinate record keeping of individual student profiles and plans in the permanent (colored) folder.
- Coordinate review / evaluation of program plans at the beginning and end of each semester.
- Other duties designated by the principal.
STAR TEAM
The role of the STAR Team is to review the individual student profile for each student referred or identified as at-risk. After the classroom teacher develops a plan for each at-risk student in his/her class (S.O.S. Plan), a grade level and/or department level team of teacher will review each student's acceleration plan and will provide suggestions for intervention strategies. In addition, this team may make referrals to the campus level coordinator and STAR Team for further intervention and planning or will determine when a student is no longer in need of remediation or support program and will exit the student from the at-risk program. The STAR Team will develop and/or review each student's acceleration plan and will provide suggestions for intervention strategies. In addition, the STAR Team will determine when a student is no longer in need of an acceleration or support program and will exit the student from the at-risk program.
The campus level STAR Team is a multi- disciplinary team whose membership is composed of the following:
 | At-Risk Coordinator, Chairperson |
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| Administrator |
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| Counselor |
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| Student's classroom teacher |
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| Additional classroom teacher |
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| Special Education teacher (if applicable) |
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| Campus Program Coordinator |
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| Curriculum Specialist |
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| Nurse (if applicable) |
The campus level At-Risk Coordinator and/or program coordinator will determine additional team members whose presence is needed at a STAR Team meeting. Membership may vary according to the tasks to be performed and according to the needs of individual students being reviewed. The STAR Team will meet at the beginning of each semester for the purposes listed above. The campus At-Risk Coordinator, or District Program Coordinator will arrange for other team meetings on an as needed basis.
IDENTIFICATION CRITERIA
An individual profile and remedial / support program will be developed for students who meet the following academic criteria:
GRADES PK - 6 |
GRADES 7-12 |
Have not been promoted one or more times |
Have not been promoted one or more times in grades one through six and continue to be unable to master the essential elements in the seventh or higher grade level |
Standardized achievement test of the 40%ile in reading, math, or language arts |
Two or more years below grade level in reading or mathematics |
Have failed one or more sections of the TAAS |
Standardized achievement test score of 40%ile in reading, math, or language arts |
Currently failing 2 or more subjects |
Have failed at least two courses in one or more semester and are not expected to graduate within four years of the time they enter the ninth grade |
Enrolled in Pre-Kindergarten program |
Have failed one or more sections of the TAAS beginning with the third grade |
Score of moderate or considerable need level in 3 or more areas on the EPSF |
Is pregnant or a parent |
Limited English Proficiency |
Homeless |
Department of Human Services confirmation of sexual, physical or psychological abuse |
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Adjudged delinquent |
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Homeless |
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| Resides in a Residential placement facility apart from a parent |
ADDITIONAL CRITERIA WHICH MAY BE CONSIDERED (USUALLY 504 students):
Adjusted delinquent |
Stops attending school before the end of the school year or enrolls late in school year |
Abuses drugs or alcohol |
Non-handicapped students who reside in a residential treatment facility in a district which the parent(s) do not reside |
Limited English Proficiency |
Unmotivated or Underachiever |
Sexually, physically, or psychologically abused |
Other environmental, familial, economic, social, developmental and other psycho-social factors which contribute to the student's inability to progress academically |
Pregnancy |
Health Impairment |
Received compensatory education |
Any handicapping condition under Section 504 |
Dyslexia and Other Related Disorders |
ADD / ADHD |
504 / S.O.S. Campus Coordinator on the Secondary Campuses - Will assist the teachers in identification, notification, modifications, implementation, evaluation, and exiting students who have any handicapping condition under Section 504 or who are in danger of becoming a student in an at-risk situation. The 504 / SOS campus coordinator will monitor student progress through classroom portfolios which demonstrate implementation of modifications. The classroom teacher will maintain the portfolio for each student using these modifications. The Secondary Campus 504/SOS Coordinator will determine when a 504 meeting should take place and include a multi-disciplinary team to assist in the evaluation following the 504 Plan.
SENATE BILL 1668 (AT-RISK CRITERIA FOR PRE K-6)
Students in grades Pre-K through grade 6 will be classified as at-risk if they meet any of the following criteria:
- Did not perform satisfactorily on a readiness test or assessment instrument administered at the beginning of the school year.
- Did not perform satisfactorily on an assessment instrument administered under Section 21.551(A) of this code in the third or fifth grade (TAAS);
- Is a student of limited English proficiency, as defined by Section 21.452 of this code;
- Is sexually, physically, or psychologically abused;
- Engages in conduct described by Section 51.03(A) family code (delinquent conduct); or
- Is other wise identified as at-risk under rules adopted by SBOE;
And any student in grades PK-12 who is a non-handicapped student that resides in a residential placement facility in a district in which the student's parent or legal guardian does not reside, including a detention facility, emergency shelter, psychiatric hospital, halfway house, or foster family group home.
The Arp Independent School District currently has in place a number of compensatory and/or remedial programs designed to provide additional opportunities for students with various special needs. The STAR Program will provide the framework for coordinating and better utilizing the various prevention and intervention opportunities that are available. Listed below are a number of the programs available to students in the Arp Independent School District.
PREVENTION PROGRAMS
Pre-kindergarten program
Volunteer Programs (Extended Library Hours)
Community ITV Education
McGruff Program
Guidance and Counseling Services
Enforcement of Attendance Policies
Health services
Breakfast and Lunch Programs
Parent Workshops
Extra Curricular Activities
Recognition of Positive Student Achievement and Behavior
Emphasis on writing in all curriculum areas
Police Department Presentations
D-FY-IT Program
Emphasis on Character Counts! Education and Ethics
Partnerships in Education
INTERVENTION PROGRAMS AND STRATEGIES
Tutoring Programs
Title I Programs
Placement of the student in the next grade
Multi-Sensory Instruction
Reading Improvement Programs
Special Education
Accelerated Math, Language Arts, and Reading Courses
Instructional Modifications in the Regular Classroom
Guidance and Counseling Services
Health Services
Student Assistance Program
Drug and Alcohol Programs
Parent Conferences
Referral to Outside Agencies
SCANS Curriculum
ESL Program
PROGRAM DESCRIPTIONSALL LEVEL PROGRAMS
ELEMENTARY / SECONDARY
ORGANIZATIONAL OR PROGRAM NAME:
Special Education
Target Population:
Eligible youngsters are those between the ages of 3 and 21 (inclusive) (0 and 22 inclusive for visually and auditorially handicapped) who meet the legal requirements of one or more of the following handicapping categories: Hearing Impaired, Visually Handicapped, Other Health Impaired, Orthopedically Handicapped, Mentally Retarded, Learning Disabled, speech Handicapped, Emotionally disturbed, Autistic, Pregnant, and Multi-handicapped.
How to contact:
Consideration of student's need for special education is initiated by a referral. Referral may be made by the parent or guardian, physician, community agencies, groups or organizations, school personnel, or other appropriate individuals. For those youngsters presently attending an Arp school, referral is usually channeled through the school principal. Referral of youngsters not attending school can be made directly to the special education department. For additional information, call 859-4917.
Description of the Program:
The Arp Independent School District, in compliance with IDEA and Texas State Board of Education rules, offers comprehensive education leading to high school graduation to all eligible handicapped children and youth through the special education program. approximately 36 youngsters are served annually, each of whom receives a program designed to meet his/her individual education needs.
After the eligibility of a student has been documented by a comprehensive individual assessment, the Admission, Review, and dismissal Committee (composed of school personnel, parent or guardian, and necessary others) develops an individual educational plan (IEP) and determines the least restrictive instructional arrangement appropriate to meet the needs of the student.
Available instructional arrangements other than those offered through the regular education program include:
Regular Classroom: Some students receive all direct instruction in the regular class with help from a Special Education teacher or aide and/or the use of special materials on an as-needed basis.
Resource Room: Instructional setting for providing special education instruction and related services for less than 50% of the school day.
Speech Therapy: Sessions are provided by a licensed/certified speech pathologist on a regular basis to improve articulation and/or language skills.
The professional staff of the special education department is composed of certified special education teachers, licensed speech pathologist, and the support team including the director. In addition to the full-time staff, related service are available upon approval of the Director of Special Education.
ORGANIZATIONAL OR PROGRAM NAME:
English As A Second Language
Target Population:
Limited English proficient students grades PK-12
How to contact:
Principal or Coordinator of ESL Program
Description of the program:
An instructional delivery system for the acquisition of listening, reading, speaking, and writing the English language through adaptations and modifications in pacing and methodology by teachers specifically trained to teach ESL students. Instructional periods may range from a 45 minute minimum to a full block of subject area instruction in the secondary level.
ORGANIZATIONAL OR PROGRAM NAME:
Guidance and Counseling Services
Target population:
Arp Independent School District Students
How to contact:
Counselor
Description of the program:
Arp Independent School District has a comprehensive guidance program to meet students needs. The Counselor is available to all students on every campus, parents, and teachers. Services provided include academic, career, and personal/social counseling. The Counselor works with students in areas that affect the academic achievement of the student. This includes decision-making skills, study skills, problem-solving, and individual needs. The Counselor works in the areas of career development, leadership groups, new student orientation, school adjustment to entering grade levels, college entrance and financial aid, vocation information, special services to identified specified needs, staff development, and parent education programs.
The Counselor deals with numerous causes that affect the academic achievement of the student such as areas of adjustment to divorce and blended families, school adjustment, depression and suicide prevention, drug abuse, sexuality, teenage pregnancy, motivation, school dropouts, and career development.
ORGANIZATIONAL OR PROGRAM NAME:
STAR Program
Target population:
1. Students who have or are in danger of dropping out of school
2. Students who have failed on Achievement tests or in a course for more than two six weeks
How to contact:
Principals, Counselor, Curriculum Specialist
Description of the program:
Student who are identified as being in danger of dropping out of school are given special services. Intervention, reasons and options, and individual plans are explored. Parent/guardians are contacted. Teachers and staff work together to enable the student to remain in school and to succeed academically.
An academic tracking system is maintained and reported to central office staff in order to keep track of students who are in danger of dropping out or failing in a subject area.
Students who have dropped of school and wish to return are counseled to explore options available to the student in order to graduate.
ORGANIZATIONAL OR PROGRAM NAME:
National School Lunch and National School Breakfast Program
Target population:
School children 4 to 19
How to contact:
Principals, Director of Food Services
Description of the program:
National School Lunch and Breakfast Programs are available to all school children age four to nineteen. The nutritional goal of the NSLP is to provide one-third of the Recommended Daily Dietary Allowance (RDA) as specified by the National Research Council/National Academy of Sciences. National School Lunch Programs and Breakfast Programs are available on all Arp Independent School District campuses. Menu choices at lunch allow children to select their food preferences. Students who household income meets the federal criteria can receive meals free or at a reduced price.
ORGANIZATIONAL OR PROGRAM NAME:
Health Services
Target population:
Pre-kindergarten to Graduation
How to contact:
School Nurse
Description of the program:
The School Nurse is available to the District Monday through Friday. She maintains office hours in at the Elementary Campus from 7:30 am until 12:00 (noon). The School Nurse is available to the Junior High and High School Campus from 12:00 (noon) to 3:30 pm each school day. Her duties include hearing, and eye tests, consultation and care of minor injuries, and is utilized as a presenter in Wellness Curriculum Projects.
ORGANIZATIONAL OR PROGRAM NAME:
Discipline Management Plan
Target population:
All students Pre-K through 12
How to contact:
Principals
Description of the program:
In the Arp Independent School District, students are allowed as much freedom as possible without hindering the freedom of other individuals. Students must learn to accept responsibility for their own actions. Students should be disciplined for their misbehavior if their disruptive actions hinder another student's rights to a good education in a safe environment. This understanding is essential in order for young people to learn to function as responsible citizens.
The Arp Independent School District believes that students have the right to learn and teachers have the right to teach. The district strives to provide students with a quality program that is free from disruptions which interfere with the educational process. The district is committed to the rights of students but also expects students to behave in an appropriate manner that contributes positively to the school community.
The Student Handbook, developed cooperatively by the district's administrators, teachers, parents, and students, describes the district's expectations of student conduct and specifies the consequences of violating this code of conduct.
The district utilizes "The Right Choice" discipline manuals as a curriculum for teaching students appropriate morals, ethics, responsibility, respect, and conduct. We have taken positive action to equip our children with good principles and behavior skills in order to avoid disciplinary problems.
Parents are an integral part of the discipline management plan and will be involved in working with the district personnel in implementing successful discipline practices. Workshops are offered by the district to parents on good discipline and parenting skills.
ORGANIZATIONAL OR PROGRAM NAME:
Cooperative Learning
Target populations:
All level teachers, counselors, and administrators
How to contact:
Curriculum Specialist
Description of the program:
Cooperative Learning is a teaching strategy which research has shown promotes social skills, academic learning, liking of subject matter, and liking of school. Peer tutoring is initiated through cooperative learning which additionally helps students to understand each other and to increase one's self-esteem, particularly and asset for the at-risk student. Teachers become familiar with the teaching paradigm and learn how to incorporate the method in their particular subject area.
ORGANIZATIONAL OR PROGRAM NAME:
D-FY-IT
Target population:
All students 6 through 12
How to contact:
D-FY-IT Sponsor, Junior High or High School Campuses
Description of program:
The D-FY-IT program is a program available 6-12 grades. T\Students are required to be drug tested to enter the program and randomly checked at later dates. Each drug-free student receives a D-FY-IT card that can be used at area businesses for discounts. Students are also invited to group activities that involve other drug-free students on this campus and others. (See Appendix D)
ORGANIZATIONAL OR PROGRAM NAME:
Drug-Free School Program
Target population:
All students Pre-k through 12, faculty, and administrators
How to contact:
Curriculum Specialist
Description of program:
The program is designed to incorporate an integrated curriculum Pre-K through 12 on the harmful effects of drug and alcohol abuse and the violence associated with such abuse. The program also emphasizes basic bike, vehicle, and stranger safety. It incorporates the Texans' War on Drugs Program, McGruff Program, Safety Dillow Program, DAVE Drug Free Approach and Prevention Program, and the Education for Self-Responsibiltiy II Curriculum (Pre-K through 12). This program collaborates well with "The Right Choice" Discipline Management Plan. (See Appendix D)
ORGANIZATIONAL OR PROGRAM NAME:
Peer Helpers (PALS) Program
Target population:
Grades 5-12
How to contact:
Campus Principals, Peer Helper Sponsors
Description of program:
The PAL/Peer Helping program trains students as peer facilitators with other students on their own campuses, and/or from feeder campuses. It also helps young people to identify potential interests in careers in education and other "helping" careers. Participants will be trained in a variety of helping skills which enable them to assist other students in having a more positive and productive school experience. Positive peer influence will be utilized as a central strategy for addressing such issues as at-risk youth, drop out prevention, substance abuse prevention, teen pregnancy, suicide, absenteeism, low achievement, behavior problems, students with special needs, and other areas of concern in the school district.
ORGANIZATIONAL OR PROGRAM NAME:
Arp ISD Remediation / Reassessment Procedures
Target population:
3 through 12 grades
How to contact:
Building principal
Description of Program:
The Texas Administrative Code (75.170) requires that "each board shall establish an acceptable procedures to reteach non-mastering students....policies shall establish the relationship between grades and mastery of District objectives which have been related to essential elements." The school district's policy on grading and remediation must provide for documentation of mastery of essential elements. Teachers typically document mastery by recording a passing grade in the gradebook.
The Texas Education Agency requires some degree of consistency in remediating and reassessing students who fail. The District Site-base Committee has developed a draft of procedures to address these issues.
It is the belief of the committee that students who fail on major tests (or other assessments which have a major impact on a student's grade) should have an opportunity to receive remediation and be reassessed for mastery. However, the following events must occur in order for a student to be eligible for a reassessment which could result in a possible change of the recorded grade: