Moving on up promoting at-risk students: students at risk of retention are placed in an alternative intervention program in this district, with the goal of promoting them to the next grade level as soon as possible

Leadership, Sept-Oct, 2002 by Marilou Ryder

Buena Park School District, a small, Orange County K-8 district, implemented an aggressive retention and promotion plan during the 1999-2000 school year. Administrators, teachers, parents and students worked as partners in the identification and subsequent development of intervention programs to help students at risk of retention.

Throughout the process, stakeholders were aware that no students would be retained in their original grade level (for example, no student would "fail" second grade and repeat that grade level for another year). Rather, all students recommended for retention would be placed in an alternative intervention program called GOAL: Gaining On Academic Learning.

Principals were charged with reviewing the numbers of students at their schools recommended for retention. They then met with their teachers and support staff to design their own version of a GOAL program at their school, an alternative instructional program that would meet the needs of retained and identified serious "at risk students." Target date for operation: September 2000.

Nine different GOAL multi-graded (K-5) classrooms were developed and implemented at five elementary schools within the district. The instructional focus was to move children to reading and math independence. The primary goal for those charged with taking on the challenge of becoming a GOAL teacher: move students out of the program and into the regular education program at the next grade level as soon as possible.

After the initial design of GOAL program configurations, the assistant superintendent of educational services met regularly with teachers and administrators to assist with the development of the five programs. Each school was allocated one extra classroom from the district. Teams of teachers collaborated among grade levels to create GOAL classrooms from their master student lists.

For example, in one school a GOAL self-contained classroom was established by melding retained students from grades 2-6, basically having little impact on the master schedule. However, at another school, a fourth-grade self-contained classroom with only 14 students was formed, causing the remaining fourth grade teachers to support heavier than normal class loads.

Researched-based curriculum

While all nine GOAL classrooms looked a little different from school to school, they all subscribed to similar program goals. All GOAL teachers hold true to the primary objective of the program: bring students' skill levels up to grade-level standards, thus enabling them to move back into the regular education program as soon as possible.

Using the theme "Building Readers First," all nine GOAL programs focus their attention on teaching students how to read. All GOAL teachers employ research-based materials that work for these students, including a strong, phonics-based program to enhance decoding skills, and integrated learning systems to track and build comprehension skills.

The same research-based materials are used for math instruction on the basics that so many of the GOAL students lack. Intensive instruction in reading, writing and math occurs for the entire school day. Curriculum of choice for all GOAL teachers includes SRA Open Court, Excel Math, Accelerated Reader and Math, and Mountain Math.

Organizational structure

Each GOAL class is sustained by the following four pillars of organizational support:

1. Additional support staff--While each GOAL class is taught by one credentialed teacher, every classroom has managed to secure additional teacher support through parent volunteers, cross-age tutors, university students, retired senior citizens and teachers on staff who devote planning or free time to tutor GOAL students.

2. Flexible grouping--Teachers use small-group instruction, independent learning centers and multi-graded classroom configurations to serve their students.

3. Connection with regular education--GOAL teachers work collaboratively within their own schools to "mainstream" GOAL students into important regular education events such as science fairs, school-wide contests and physical education.

4. Routine schedules--GOAL teachers report that their GOAL students thrive on predictability, prescribed seating arrangements, routine homework schedules and consistent discipline standards.

Assessment drives instruction

Buena Park School District has instituted district-wide assessment tests, enabling teachers to gather important student assessment data to drive their instruction. Each GOAL teacher uses the results of internal assessment data derived from district assessments in math, reading, language arts and writing to help them set individual student goals. In addition, GOAL teachers use data from the Accelerated Reader STAR Early Literacy Program and Accelerated Math to help them design individual student profile reports. Teachers and students then meet to set individual goals for increased student achievement.

Students become part of the process for their own self-improvement. Assessment data shared with students helps them to see their own growth as a result of their participation in the GOAL Program. For example, on any given day a child can see a visual representation of his or her growth in math or reading through the use of these technical support systems.