Safe Schools 2000-2001 Grant Summaries
ADAIR COUNTY R-II |
Twenty-four students benefit from the intervention services of this program, and the total school population benefits from prevention activities that include components of nationally recognized programs such as DARE, TRIBE, RIPP, PACT, and Prime Time. The Boys Town Social Skills Program is used in the alternative program to teach students how to follow instructions, accept criticism, give criticism, and resist peer pressure. Parents sign a contract with the program staff which requires them to participate in the initial placement meeting, family counseling, home visits, and three parent training workshops. |
MEXICO 59 |
This program provides intervention services for K-12, with an emphasis on middle and high school students. Specifically, the plan addresses students who have received repeated suspensions, offering them long-term placement in an alternative school. This project has three key elements: |
MONETT R-I |
This alternative program serves students in grades 9-12. Along with bi-weekly parental involvement, the program encourages the "exchange" of classroom teachers -- classroom teachers are provided a substitute so they can spend time in the alternative setting. They learn strategies in dealing with students who are at risk of educational failure due to behavioral problems. Along with one-on-one instruction, students use computers to individually address academics. |
LAMAR R-I |
The Lamar Safe Schools project offers behaviorally at-risk students in grades K-12 an opportunity to develop social/academic skills through a collaborative home/school approach. Prevention strategies are implemented in grades K-6. Middle school and high school alternative classrooms offer intervention for grades 7-12. In cooperation with the Vocational Technical School, students who are at risk due to chronically disruptive behaviors develop job skills. |
NEELYVILLE R-IV |
This intervention program targets students in both junior high and high school, developing individualized education plans through the means of assessments, interviews, and PLATO software. To increase student success, a vocational counselor works with students to provide individual assistance in selecting appropriate routes regarding vocation, employment, or post-secondary educational experiences. A certified counselor also works with students and their families during the program and throughout the transition process, focusing on skills such as drug and violence prevention. This counselor facilitates a monthly family meal at the alternative school. During dinner, parents and students participate in group counseling sessions and have the opportunity to schedule individual meetings with LEA staff and other community resources. |
OAK RIDGE R-VI |
This program includes four components that take decisive action against increasing disciplinary problems by utilizing a comprehensive student-centered K-12 program. A secondary alternative school provides a realistic educational option for students determined to be behaviorally at-risk and not experiencing success in a traditional educational setting. A secondary in-school suspension program provides firm disciplinary response to disruptive students while providing positive educational opportunities. The PALS (Productive After-school Learning Sessions) provides tutorial instruction opportunities to students not achieving success due to poor study/work habits. A character education program promotes key values that enable all students to become healthy adults and productive citizens with emphasis on self-discipline and goal-setting skills. |
EAST CARTER R-II |
An in-school suspension room along with an adjacent alternative classroom provides services to approximately 20 students in grades 6 through 12 . Students utilize computer-assisted instruction on the Plato system and change behaviors with the help of professional counseling services. Parents are involved with weekly communication with the teacher and monthly consultations with the counselor. |
STOCKTON R-I |
The Harbor School, an alternative program available to students in the Stockton R-I, Greenfield R-IV, and Lockwood R-I school districts, provides a 6-8 week intervention service for students in grades 9-12. While in the program, students learn core subjects through computer-generated curriculum as well as teacher-designed research projects. One such project, which lasts throughout the semester, requires students to research the economy, customs, teen responsibilities, etc. of a particular country. Students are also responsible for developing a monthly newsletter for parents, which fosters the link between students, parents, and schools. Parental involvement is encouraged through monthly meetings with parents, legal authorities, juvenile officers, and administrators. In addition, parents choose the topic for and participate in quarterly parent training sessions. |
NIXA R-II |
This plan provides an alternative setting for behaviorally at-risk students in grades 7-12. During initial placement, students complete the NovaNET academic placement test and a learning-styles assessment to determine the individualized curriculum design. While attending the program, students meet with a psychologist and drug counselor twice each month. Parental involvement begins during the placement phase of the program and continues throughout the transition back to the regular classroom. Teachers keep parents updated on their child's progress through bimonthly contacts and parent conferences. Parents are also encouraged to participate in monthly seminars on parenting skills. |
EXCELSIOR SPRINGS 40 |
This alternative program serves students in grades 9-12 through curriculum that is specialized by PLATO software, direct teacher instruction, Power Point and video technology, and "Love & Logic." Students are placed in either a day or evening program, and have the additional opportunity to attend an after-school tutoring program with access to PLATO software. A variety of collaborative efforts, including Parents as Teachers, S.A.F.E. Community 2000 Task Force, the local medical center, local law enforcement, the county health center, and local community colleges, strengthen the program's effect on students. |
BOONVILLE R-I |
Students enrolled in "Alternative Education: Option for Success" (AEOFS) begin their day at 1:00 p.m. Each student attends two hours during regular school time, participating in one elective class and one social skills class. After regular school hours, students in AEOFS study core curriculum with the assistance of PLATO software. A parent support group meets quarterly to discuss ways the school can help students and parents work together as productive partners. In addition, the AEOFS facilitator informs parents about drug awareness meetings, parenting activities, speakers, Practical Parenting Partnership activities, and other opportunities. |
DALLAS CO. R-I |
This program design addresses the needs of behaviorally at-risk students in grades 2-12 through the use of intervention and prevention strategies. Preventive measures include a substantial increase in after-school, summer school, and family support programs, as well as an extensive program of school-based mental health services. Intervention services are provided through an alternative program that combines core academics with career opportunities and social skills education. The district maintains regular communication with parents and offers monthly training sessions on conflict resolution. |
SALEM R-80 |
This program focuses on students in grades 7-12 and provides academic and social skills. A multi-disciplinary team assists students and parents in determining short- and long-term goals. The team evaluates the program's success quarterly. Students use daily e-mail to assist their transition back to the regular classroom. Parents are encouraged to participate in regular communication with program personnel and to attend group meetings. |
MERAMEC VALLEY R-III |
This 6-12 grade alternative program has expanded its staff to include a substance abuse counselor, who provides non-medical treatment and follow-up services to students, and an additional home-school liaison. Other changes to the program include providing services to sixth graders and "splitting" the day in order to better provide services for students of various ages with behavioral/academic problems. Staff receive training in crisis management, substance abuse identification, and chronic aggressive behavior management. Parent involvement classes are provided throughout the year. |
UNION R-XI |
The Union R-XI School District offers a number of services to behaviorally at-risk students, including an evening alternative school, close monitoring of student attendance and achievement, and elective classes which focus on character education, study and organizational skills, anger management, substance abuse prevention, goal setting, career exploration, and other life skills. In addition, the previous grant established a management school which utilizes the Ombudsman Educational Services to offer academic credit. Elective courses may be taken concurrently at Union High School. Tutoring, vocational mentoring, and the services of a social worker are also available. |
SULLIVAN C-2 |
A component to address severely disruptive students was added to an existing consortium's alternative middle/high school program. It enables students to receive academic and behavioral assistance. Along with a teacher and aide, a counselor/career coordinator provides much-needed help in working with social service agencies and in making career planning choices. An alternative interventions coordinator has joined the academic team and acts as a liaison with parents and outside agencies. The coordinator also monitors student attendance and interpersonal relationships. |
GASCONADE CO. R-II |
This district serves students in grades 6-12 through the use of a management school and an evening alternative program. In addition to addressing the academic needs of students, this plan includes collaborative efforts with parents, local law enforcement, DFS, FOCUS, and school counselors in order to provide needed services to program participants. A Student Services Coordinator (SSC) is key to the success of this program. Duties of the SSC include: |
GASCONADE CO. R-I |
Building on an established character education and in-school suspension program, students in grades 6-12 attend an alternative program that provides a strong element of counseling. Students are usually placed for a minimum of 45 days, during which they use a variety of technology to improve academic performance. Parents are involved with educational sessions, parent literature, counseling and home visits. |
STRAFFORD R-VI |
This grant expands the district's previous alternative school program to meet student needs in a second district. In addition, the current program has extended the target group to include elementary students through prevention measures. Intervention services are provided to behaviorally at-risk students in grades 6-12, with the minimum length of placement being nine weeks. While in the program, students have opportunities to participate in community activities and vocational experiences. In addition to the behavior and academic focus, the program includes a unique component to let students know that "somebody cares." Volunteer members of the teaching staff anonymously adopt a child for special recognition and remembrances such as birthdays, achievements in the program, accomplishments outside school, etc. |
NORTH HARRISON R3 |
This program provides a minimum of two-weeks of intensive services for students who are chronically disruptive and falling behind in their academic work. A resource teacher works with students and their parents. Students are followed weekly in their transition back to regular classes. |
CLINTON |
This project, which addresses behavioral needs of students in grades 1-5, has four primary elements: |
HERMITAGE R-IV |
Hermitage R-IV Alternative Program serves students in grades K-12. The purpose of the program is to provide an educational intervention program for violent, abusive, or chronically disruptive students who struggle in the school setting. An elementary push-in program seeks to prevent younger students from eventually being placed in the alternative school. The pull-out program for grades 6-12 gives students more individual attention in a caring atmosphere. An interdisciplinary team approach is used by the teachers and aides. A skill-building computer program is utilized to monitor the ability level of these students so they may progress at their own pace. The goal of the alternative program is to provide a framework within which each student may develop a feeling of self-worth and accomplishment through meeting individual student needs and incorporating positive-based discipline. |
FAYETTE R-III |
The countywide Non-traditional Learning Center has expanded to include high school-age students. Through computer-assisted independent study and direct instruction, students work toward a diploma. Career/vocational training, including contract vocational education, is implemented. A deputized OSS tutor provides supervision and academic tutoring to students receiving out-of-school suspensions. |
MOUNTAIN VIEW-BIRCH TREE R-III |
The Mountain View-Birch Tree R-III Safe Schools grant enhances the original grant that established an alternative school program for students in grades 9-12. The 2000-2001 grant provides intervention programs for the elementary grades in an effort to provide students the skills needed to succeed in the regular classroom. Student contracts address the individual needs of students. Students receive specialized services for two-hour increments, focusing on mastery of the regular classroom curriculum. The home, school, and community work together in an effort to improve student self-esteem. |
ARCADIA VALLEY R-II |
Project GRAD (Graduation Requirements from Alternative Directions) is a consortium project that serves all grades through a prevention or intervention program. Students in K-4 receive instruction on drug/alcohol education, behavior modification, dealing with aggression, peer mediation and academic remediation. However, the emphasis is on grades 5-12. Students in these grades are eligible for an alternative program that establishes an IAC (Individual Academic Contract) for each of its participants, outlining academic, extra-, and co-curricular activities during the placement period. The educational process is delivered through individualized instruction, small group activities, and computer-based core curriculum instruction. Parents are involved in both placement and transition, and are required to attend at least one basic life skills training session each semester. |
IRON CO. C-4 |
STEPS (Students Taking Educational Progress Seriously) serves students in K-12 through a combination of academic and behavior modification strategies. Academic needs are targeted through the use of the Passkey Learning System. The behavioral component of the program includes anger management, conflict resolution, addressing family difficulties, dealing with feelings of hopelessness and alienation, drug and alcohol awareness, and mental health education. A counselor from an outside agency provides services to students in the program. |
OAK GROVE R-VI |
An expansion of an existing alternative program, the Oak Grove R-6 District integrates social-emotional development with academic instruction to address the needs of students in 5th-9th grades. In the past, many of these students were served in a specialized setting that has recently been closed. Students placed for extended periods are taking part in a character education program and in community service projects. Counseling services are contracted through a local provider. |
LEE’S SUMMIT R-VII |
This project establishes a junior high alternative program that has four main features: |
CENTER 58 |
In this 7th & 8th grade project, prevention and intervention strategies are used to assist students who are violent, abusive or chronically disruptive. Peer mediation, character education, motivational speakers and after-school activities are some of the prevention strategies. The intervention component includes a classroom with two teachers focusing on the core subject areas. Students and parents are offered a wide range of seminars and video support materials dealing with adolescent behaviors. Student success is evaluated with portfolios, videotaped presentations, student-led conferences and standardized tests. A computerized academic lab is also used in an after-school tutoring program. |
CARTHAGE R-IX |
In a concentrated effort, Carthage has modified an existing 7-10th grade alternative program to add intensive, full-day services for students in grades 10-12 who are violent, abusive or chronically disruptive. Additional staff have been hired, and parents are now referred to various support agencies to assist them in their efforts to educate the targeted students. While placements may be up to one year, a variety of school counselors work with the students in transitioning back to the regular classrooms. |
JOPLIN R-VIII |
Identified middle school students learn to understand and take responsibility for their actions by "shoring up" behavioral and academic skills. Program components include a program which 1) allows students to develop and use more appropriate behavioral and academic skills; 2) provides all middle school teachers with opportunities to develop the skills needed to deal more successfully with students; and 3) supports parents, educators, and agency personnel as they develop collaborative relationships. |
WINDSOR C-1 |
This intervention program serves students in grades 7-12 who are violent, abusive or chronically disruptive. While in the program, students participate in curriculum that includes drug and alcohol prevention skills, conflict resolution and training on issues dealing with behavior. In addition, PLATO software allows each student an individualized academic curriculum. Parents receive feedback concerning student progress on a daily basis and are encouraged to attend quarterly meetings with the alternative school staff. At the end of each quarter, students in the alternative program are evaluated to determine if they are ready to transition back to the regular classroom. Students who return to the regular classroom continue their weekly counseling sessions with a school counselor, and if problems arise, the school psychologist meets with students, parents and teachers to resolve the issue. |
LEWIS CO. C-1 |
Students in grades 5-8 attend the PEAKS (Promoting Education, Attitudes and Keepsake Skills) program in order to change behaviors and improve academic skills. The program intervenes by providing counseling, academic remediation, strategies to improve attendance and parental involvement. Parents are required to attend parenting classes prior to their child exiting the PEAKS program. Support groups and home visits are available. Parents remain in contact with program personnel 30 days after the student transitions back to the regular classroom. |
SILEX R-I |
This pull-out program uses contracts to assure that parents participate in the required quarterly parent training workshops. Agencies incorporated into these workshops include county youth services, family services, mental health services and law enforcement. Modeling some of its components after another district's proposal, this district has informal parent meetings to help parents feel more "at home," dinner meetings to fit parent schedules, and computer opportunities for parents. Collaboration with PAT provides childcare to parents during meetings. A family resource center is provided on-site in partnership with the Crider Center, North East Community Action Coalition, and Four County Mental Health Agency. |
MACON CO. R-I |
This program serves students in 9th-12th grades in an alternative setting. Computer-assisted software (PassKey), a teacher and an aide help students improve their academic skills, while a social worker helps students with behaviorial changes. Parents are involved in the alternative program with monthly contacts as well as a community-wide effort on the part of the district to involve more parents in all aspects of education. |
PALMYRA R-I |
An alternative to in-school and out-of-school suspension, this program serves students in grades 3-12. A teacher and two paraprofessionals provide direct instruction and the room is equipped with PLATO software. Placement is typically for nine to 18 weeks; however, each student has an individualized plan of instruction. The district works closely with its local Caring Communities project and the local juvenile court to provide counseling to students and their parents. |
ELDON R-I |
"Our Kids in Progress" is a program that provides services to chronically defiant, violent, and disruptive students in grades K-6. The K-3 program is staffed by a paraprofessional, and the 4-6 program is staffed by a certified teacher and an instructional aide. A helping network, or CARE team, develops an action plan for each student. Goals are to help students develop more appropriate responses, to solve their own problems and take ownership of their behavior, to affect a change in attitude toward education and school personnel, to re-integrate students into the regular classroom, and to provide group counseling sessions and mentoring. |
MORGAN CO. R-I |
PALS (Program for Alternative Learning at Stover) identifies those students who are at highest risk of school failure due to behavior problems. This alternative school provides an educational component that consists of computerized instruction, a work/study program, and a personalized research project; a therapeutic component that emphasizes peer mediation, conflict resolution, and behavior management; and a parent component that explains to parents the growth and development of children, as well as the appropriate ways to reinforce positive behaviors. The program is a cooperative effort between the alternative instructor and the regular classroom teacher. |
GIDEON 37 |
In this district, students who are violent, abusive, or chronically disruptive have two options for placement. Students needing longer placements are served through a nearby district's alternative school. The second option involves an at-risk room within the district where the guidance counselor, as well as the social worker, teach character education with an emphasis on anger management, conflict resolution, and dealing with stress. The curriculum in this program follows the regular classroom, but allows for more individualized instruction through a smaller class size. Family and community collaboration is fostered through participation in Practical Parenting Partnerships, Parents as Teachers, and Caring Communities. |
WEST NODAWAY R-I |
This intervention program serves students in grades 7-12 with a comprehensive program aimed at behavior modification. Selected students attend an alternative classroom that provides academic and social support through individual instruction, daily group and individual counseling, and extended day services. In addition, a certified counselor presents drug and alcohol awareness and prevention skills, a peer conflict resolution program, and career awareness activities. Tutoring is available from a para-professional, peers, community members, and parents on a volunteer basis. Parents are encouraged to be involved and help establish guidelines for the program. |
OSAGE CO. R-III |
Students in grades 6-12 receive alternative services through a contract with a neighboring school district. Upon referral to the alternative school, student academic and behavioral records are examined, and students are assessed for academic strengths and weaknesses, aptitudes, and learning styles. This information is used to develop an Individualized Alternative Education Plan. Also included in this IAEP is an assignment of daily duties involving the care and upkeep of the building and grounds of the school. Parent involvement includes parent training seminars offered quarterly and both sending/providing districts focus on better transitions of students. Placements may be made quarterly. |
PHELPS CO. R-III |
A school-within-a-school concept helps 4th and 5th grade students learn to deal with behavioral and academic issues. A minimum of 70% of daily activities consist of academic instruction though self-paced computer programs and guided practice. The remainder of the day includes a combination of group and/or individual counseling, behavioral management activities, career awareness activities, substance abuse prevention, and anger management activities. Enrollment is limited to 10 students for a minimum of nine weeks. Parents are involved in a number of district-supported activities, including those occurring in collaboration with Parents As Teachers and Practical Parenting Partnerships. |
PIKE CO. R-III |
Prevention, parental involvement, and collaboration are the goals for the Pike County R-III Safe Schools program designed to serve all students and decrease the risk of violence, abuse, and chronic disruptions. This program provides weekly lessons in all kindergarten through sixth grade classrooms, provides peer mediation in grades 3-12 and a form of conflict resolution for pre-K through grade 2 (called Peace Prints), and offers evening parenting sessions for families from the school-wide population. This comprehensive, student-centered plan also includes collaboration with other community services, local as well as extended, which include a social psychologist and a school-based social worker. |
NORTH PLATTE R-I |
Five school districts operate a consortium which provides alternative classrooms in a "storefront" setting. Each classroom is staffed with a teacher and an aide, and a school social worker and counselor also provide support services. The social worker works on prevention measures, such as social skills training, in elementary classrooms. Alternative school curriculum is consistent with high school graduation requirements but also emphasizes social behavior components. |
PULASKI CO. R-IV |
The SWELL program (Students Will Excel in Learning and Life) is an innovative program that serves K-12 students in the Pulaski County R-IV School District with activities that help them develop good learning and interactive skills, increase their self-esteem, be more positive and safer students, and provide intervention for students who are a risk to themselves and others. The mission statement of the program is "Prevention through Education, Intervention without Isolation." |
DIXON R-I |
Serving grades 6-12, this project provides individualized instruction to behaviorally at-risk students through full-time or part-time placement in an alternative setting. During the alternative placement, students receive academic support through educational counseling and the use of the PLATO instructional system. Behavioral needs are addressed by the collaborative efforts of juvenile authorities, DFS, and professional counseling services. Parent workshops provide instruction on anger management, peer pressure, signs of drug addiction, child discipline, homework assistance, and other suggested topics. |
SOUTHERN REYNOLDS CO. R-II |
"My Success," an intervention program, serves grades 5-8 through a focus on individualized education and a strong network of collaborative efforts. PLATO software helps create core curriculum for each student, while non-core instruction comes in the form of training in talent or interest areas, extra-curricular activities, and career awareness and exploration activities. While in the program, students attend presentations featuring community sources such as the juvenile officer, prosecuting attorney, law enforcement, military representatives, health care professionals, and speakers on team building activities. |
BUNKER R-III |
This intervention plan focuses on the social and academic needs of students in K-6. When a student is referred to the program, the alternative classroom teacher uses assessment tools to determine the student's academic level in core subjects. The referral team establishes a contract that contains behavioral and academic goals for the student, as well as involvement requirements for the parents. Collaborative efforts include Parents as Teachers, contracted counseling services, and specialists on conflict resolution, anger management, and building self-esteem. |
NAYLOR R-II |
This district offers a comprehensive pull-out program to students in grades 7-12. While in the program, students are provided with individualized instruction that incorporates PLATO software along with supplemental materials recommended by the teaching staff. A strength of this program is its extensive parental involvement, which is encouraged and maintained throughout the year by a family involvement coordinator. Parent activities include a monthly family support group facilitated by a counselor, an informal "over-a-cup-of-coffee" meeting with staff in the alternative school's kitchen, and cooperative academic sessions for students and parents. The academic sessions are aimed at parents who are among the district's 57.6% of adults over 25 who do not have a high school diploma. By improving parents' computer and academic skills, the district hopes parents and children will develop a mutual appreciation for education. In order to make parent activities more convenient, childcare is provided. |
DONIPHAN R-I |
The target population for this program consists of students in grades 5-12. A teacher, counselor, administrator, or parent (guardian) can recommend a student to the alternative program. The structured environment enables students to benefit from block scheduling, individualized instruction, and the mentoring program. Principals, teachers, counselors, parents, and students have reported fewer problems at school and home. The program receives needed support from the school, parents, and community. |
FORT ZUMWALT R-II |
This alternative school for students in grades 9-12 allows participants to use the same basic curriculum adopted for the three existing high schools. Juniors and seniors are given the option of participating in a cooperative work program. A full-time counselor is part of the staff; this person implements the Aggression Replacement Therapy program and conducts preventive and intervention services related to drugs/alcohol and conflict resolution. |
CENTRAL R-III |
The Mineral Area Consortium Safe School (Central R-III School District) is a joint effort among three local schools to educate students in grades 6-12 who exhibit violent, disruptive, or abusive behavior. The program is comprised of three tiers. In Tier One, which is short-term, student placement does not exceed ten days, during which course assignments from the sending school are completed. In Tier Two, placements range from 11-180 days. Students are able to receive credit in all academic areas utilizing computer-aided instruction, with teachers serving as facilitators and tutors. In Tier Three, open only to juniors and seniors, graduation from high school will be the main goal. Once students have made acceptable progress in their academic work, development of career/vocational goals, attendance, and behavior modification goals, they may apply for part-time off-campus employment, job shadowing, school-to-work, or graduation. |
ROCKWOOD R-VI |
Students in 6th, 7th, and 8th grades who have been in long-term suspension or expelled are now offered an opportunity to resume their education in an alternative setting. Each student has an individualized learning plan and attends classes on behavioral concerns and social skills. Parents are involved in an intensive program with meetings twice a month, parent/student/staff event each semester, and linkage with community resources. This district has a 9-12 grade alternative school in a nearby location where fine arts are incorporated into the communication arts curriculum. |
MEHLVILLE R-IX |
SCOPE (South County Opportunity for the Purpose of Education) is a comprehensive alternative school that serves 6th through 12th grade students from five districts by offering morning, afternoon, and evening sessions. It is located in close proximity to a management school that provides educational and behavioral interventions to students. While the program provides one-on-one instruction, computer-assisted instruction and counseling opportunities, one of the strong facets of the project is the parent involvement/support. Along with regular parent meetings that focus on adolescent behavior, communication skills and career choices, the SCOPE program offers parents of teenage parents the opportunity to receive support from other parents who have experienced similar situations -- parents working with parents. The parent trainers receive training from the grant director and a consultant and, in turn, train other parents in coping skills, connecting to social support agencies, and the "how to" of being a parent of a teenage parent. |
BRENTWOOD |
This consortium grant involves four districts and provides services to students grades 6-12 in a program called the Collaborative School. While utilizing computer-assisted instruction along with one-on-one instruction, the program also provides expanded social service support and community service coordination for students. In addition to meeting the academic and social development components of the program, all students provide five hours of community service each week. |
JENNINGS |
Focusing on the specific needs of the Woodland Elementary School, this project provides character education, strong parental involvement and health/safety services for elementary students. A home/school liaison develops parent skills training, arranges for parents to work with a counselor, and designs special programs targeting K-3 parents, while the part-time health services worker works with parents on children's physical, social and emotional stages of development. |
SCOTT CO. R-IV |
In addition to serving K-12 through prevention methods, this comprehensive plan concentrates on intervention services for middle and secondary schools. Students in these grades who are violent, abusive, or chronically disruptive are placed in either the alternative school or ISS program, depending on the degree of behavior problems. In addition, the district offers an after-school credit recovery model for students who have already attended two years of high school. Components of the various services include participation in character education, peer mediation, and Practical Parenting Partnerships, as well as utilization of PLATO software. Counseling, tutoring, and mentoring are also integral parts of the program. |
SIKESTON R-VI |
This three-district consortium provides services to students in grades 4-12 as an alternative to long-term suspension. This consortium builds on a previous 1/2 day program that served students ages 12-15. A strong computer-assisted curriculum, cooperation with local police and juvenile officers, and a school-based social worker help students and their parents meet behavioral and academic needs. |
WINONA R-III |
This alternative design addresses behaviorally at-risk students in grades K-12. While in the pull-out program, students receive assistance in the areas of conflict management, anger control, self-esteem, and other topics as deemed necessary for individual situations. Through collaboration with PAT and FACS personnel, the district holds monthly meetings to offer parenting skills. Other methods used to encourage parental involvement are phone calls, parent conferences, home visits, and newsletters, all used on a monthly basis. |
DEXTER R-XI |
A countywide consortium, the Stoddard County Alternative School (SCAS) serves violent, abusive, and chronically disruptive students in grades 4-12. The program is housed in a new juvenile facility that includes the county's courtrooms and juvenile/detention center. While in the program, students use PLATO software and are able to checkout laptops if parents sign an agreement to work with the child on using the laptop. Students also participate in the district's socialization plan, which teaches students the appropriate conduct for public situations, and art therapy, which promotes creative and productive use of spare time. Parents are included in the program through evening parenting classes, conferences, school tours, in-home visits, telephone calls, and notes from teachers. Sending schools benefit from the interdistrict loan system that provides materials for prevention programs. |
REEDS SPRING R-IV |
New Horizons Alternative School is an educational consortium which meets the needs of students in grades six through twelve who need to be removed from the classroom because of their violent, abusive, and/or chronically disruptive behavior. The New Horizons staff philosophy is one in which personal attention is vital for the progressive development of its students. The staff consists of two certified counselors and two licensed social workers who work with the students, parents, staff, and community in the development of "people skills." A professional therapist conducts weekly meetings with the students. The goal of every endeavor at New Horizons is to teach skills that "train" the students and parents to function as productive citizens in school and in our society. |
HOLLISTER R-V |
Serving students in K-8, this program consists of two classrooms and one room for counseling. Students who are placed in the program remain for a minimum of four weeks. During this time, they participate in character education, behavior modification, classroom instruction, and scheduled sessions with the district counselors. After completion of the program, students are gradually reentered into the regular classroom, with peer mentors and paraprofessional monitors ensuring the success of transition. Throughout the school year, parents are included in the program through family counseling, home visits, workshops, meetings, and weekly goal cards. |
HOUSTON R-I |
This purpose of this program is to offer intervention services to grades 9-12. The project design includes four main components: |
CABOOL R-IV |
The Cabool Alternative School is a "hybrid" intervention program based on several successful alternative schools in Missouri. Instruction includes both computer-based and traditional instruction. This program includes an off-site alternative school and a cooperative education program with some instruction provided by the University of Missouri High School and Drury University. A strong element of the program is its mandatory parental involvement component. Parents must attend parent/teacher conferences and open houses, which include presentations on topics such as teen dating, student health, drug and alcohol abuse, job/career/post-secondary educational planning, and improving student responsibility. |
BRONAUGH R-VII |
A small district, Bronaugh R-VII offers prevention and intervention services. Students strive to learn anger control, behavior management and communication skills. The intervention aspect allows selected students to receive specialized help with behaviors and academics. Parents are provided the opportunity to conference weekly with the instructor and to attend monthly sessions on drug prevention, parenting skills, and anger management. Parents and students are required to attend a monthly meeting on open communication skills. |
WARREN CO. R-III |
While the district renews its Fight Free and DARE prevention programs, it establishes an intervention program to serve students in 6th -12th grades. PassKey, a computer-assisted educational program, is used to complement the one-on-one services provided by two instructors. A social worker also provides services in the alternative setting. A consultant helps the district tailor the program to local needs. |
KINGSTON K-14 |
APPLES (Alternative Program Promoting Learning for Exceptional Students) provides intervention services for violent, abusive, and chronically disruptive students in grades K-5. While attending the program, students receive a variety of individualized attention and instruction. Because of the small class size, the alternative teacher is able to offer one-on-one tutoring. In addition, a remedial reading teacher is available for those students who are below average readers, while a counselor provides services to address long-term family and student problems. Parents also benefit from access to staff and services; family support activities are conducted periodically by the licensed counselor and social worker. |
CLEARWATER R-I |
The Clearwater R-I School developed "Changed Attitudes About School" (C.A.A.S.) to target fourth through tenth grade students. The program focuses on the 3-8% of students who have chronic behavior problems and places them in an isolated restrictive environment. Students placed in C.A.A.S. receive behavior counseling, remediation, and family counseling from district staff and outside agencies. The alternative school staff works in conjunction with other agencies to develop a plan to address the needs of the student placed in C.A.A.S. The placement for students is determined by their discipline referrals and can be anywhere from three weeks to a full year. The goal of C.A.A.S. is to keep students in school instead of long-term suspension. |
MOUNTAIN GROVE R-III |
This alternative program assists behaviorally at-risk students in grades 9-12. Before entering, students and parents sign contracts that consist of long-range goals for students, specific content of each course, mastery level criteria, length of contract, and number of parent/staff contacts per contract period. The program focuses on the requirements of each student's Individualized Alternative Educational Plan, and also incorporates career planning, service learning/community service, support groups/counseling groups, social skills/behavior management training, mentorships/internships, parent education classes, community partnerships, and conflict resolution. Parents are informed weekly of their child's progress and attend monthly parent conferences. |
ST. LOUIS CITY |
This district targets behaviorally at-risk high school students through collaboration with Ombudsman Educational Services. The program serves students through three key features: an academic component that includes a school-to-work element; a therapeutic component that helps shape and alter behaviors; and a parent component that encourages parents to reinforce positive student behaviors. Parents participate in workshops which focus on conflict resolution, drug/alcohol awareness, violence prevention, anger management, social skills development, and career awareness. The program operates a form of "checks and balances" to ensure student success, with a full-time evaluator to determine the effectiveness of educational experiences and to assess the degree of student adjustment upon return to the home school. |