Individualized Service Plan Helps Students
Students who attend schools today are facing an array of challenges unlike any we have seen in previous generations. When they attend school many of these challenges significantly impact their ability to perform civically, socially, and academically. Students who enroll at Options Charter Schools enter the enrollment phase by filling out a standard enrollment packet, taking baseline assessments in language and math, participating in an in-depth conversation with a school leader using an Individualized Service Plan (ISP) as a catalyst for the conversation, and taking a tour of the facility. Options Charter Schools has developed this “triage” process during enrollment to identify the specific social/emotional, behavioral, and academic challenges a student experiences that undermines school success. The school leader and staff then builds a comprehensive plan of support in the student’s Individualized Service Plan to target growth in all three areas building towards the goals of graduation from high school and developing post-secondary plans.
Issues this Best Practice Addresses:
Students who choose to attend Options Charter Schools are those who typically are expelled or have withdrawn, or soon will fall into one of the two categories. These students fall into one of five DOE developed categories for at-risk students. The categories are: a. Student intends to withdraw or has withdrawn before graduation b. Student has failed to comply academically c. Student is a parent of expectant parent d. Student is employed and employment is necessary for the family e. Student is disruptive (as defined in IC 20-300802) Regardless of the specific category that represents a student’s reason for enrolling at Options Charter Schools typically the student is also behind in credit attainment for graduation and is suffering from significant academic gaps in language arts and math. Once a student is enrolled they are placed into a cohort for graduation not based on age or when they were enrolled as a freshmen but by calculating key qualitative and quantitative factors impacting student progress and credit attainment. A staff member known as an advisor works with the student on a daily basis and updates the student’ ISP each semester to track progress. The timeline for graduation will be based on the evidence and progress and is often five or six years from the student’s original enrollment date as a freshmen. Our philosophy regarding graduation is that we are more concerned about a student receiving a quality education and being prepared for life after high school than how long it takes them to accomplish this goal.
Major Challenges to Implementation:
The difficulty in implementation revolves around time and trust. The process does take a great deal of time and the families’ previous experiences with traditional schools often leads to initial mistrust as well. Often, we see generational academic failure and families that struggle to appropriately support their child due to many of their own social, emotional, or academic deficiencies. Students and families are often very guarded, wanting to not only be free of the past baggage but also to present themselves in a way that is more positive than what the transcript or discipline records may portray. If the family does not connect with us, at least on a surface level, immediately it becomes increasingly difficult to prepare an appropriate ISP for the student due to not having all the facts of what has contributed to the student’s past struggles.
Benefits Derived from Implementing this Best Practice:
Increased academic performance, improved attendance, reduced discipline referrals, and increased student confidence and self-esteem are the commonly seen byproducts of this process. By developing a strong relationship with student and families we are better able to support them during the first difficult months of trying to appropriately engage in school in socially, behaviorally, an academically. Once a relationship is formed and the student is engaging positively in school growth in all three areas is immediate. Now, our role as school employees is to sustain the student and family throughout the process. Inevitably, there will be setbacks in all areas. We try to hold students accountable using the Love and Logic method but always try to re-focus them on their goals. Our four-year graduation rates typically are not good compared to statewide averages. However, our five and six rates are phenomenal especially considering these were all at-risk students. When a person attends an Options Charter Schools graduation in May be prepared for a very emotional event. All stakeholders, school employees and families, are highly invested in our graduates.
Evidence Illustrating Success:
4th, 5th, and 6th year graduation rates ECA proficiency improvement – 10th to graduation Student Growth measures – NWEA or Accucess Credit Attainment Rates Attendance Rates Behavioral Referrals
Submitted by: Mike Gustin, Options Charter School