scholarly journals Five Effective Ways To Support At-Risk And Wounded Students In Thriving At Alternative High Schools And Earning Their Diplomas!

2019 ◽  
Vol 12 (3) ◽  
pp. 76-78
Author(s):  
Tammy Williams
Keyword(s):  
At Risk ◽  
High Schools ◽  
Support Services ◽  
Alternative High Schools ◽  
Counseling Services ◽  
Whole Child ◽  
Safety Nets ◽  
Post Secondary ◽  
Playing Fields ◽  
High School Diplomas

Effective alternative high schools service the whole child - academically, socially, emotionally, and developmentally. It is critical to address the needs of the child through wrap-around support services that include Building Positive Relationships, Providing Supportive Safety Nets at School, Offering Counseling Services, Having a Food and Toiletry Pantry, Laundry Service and Bus Pass Bank and Focusing on Post-secondary Plans. A clear focus on these five wrap-around support areas will assist at-risk and wounded students to earn their high school diplomas - and level the students’ playing fields with an emphasis on building productive futures in college, military and/or career.

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

scholarly journals Where is it? Examining Post-Secondary Students' Accessibility to Policies and Resources on Sexual Violence

2019 ◽  
Vol 49 (2) ◽  
pp. 90-108
Author(s):  
Jacey Magnussen ◽  
Irene Shankar
Keyword(s):  
British Columbia ◽  
Sexual Assault ◽  
Sexual Violence ◽  
Secondary Students ◽  
Support Services ◽  
Post Secondary ◽  
Policies And Programs ◽  
Sexual Assault Policy ◽  
Similar Legislation

Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provinces and territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta’s post-secondary institutions have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have an accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions’ sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for students on and off campus.

School-Level Efforts to Address Sexual Health and Risky Sexual Behavior Among Students in Texas Alternative High Schools

2020 ◽  
pp. 105984052095043
Author(s):  
Karen E. Johnson ◽  
Kathryn L. Conn ◽  
Cynthia Osborne ◽  
Kelly L. Wilson ◽  
Lynn Rew
Keyword(s):  
High Schools ◽  
Reproductive Health ◽  
Health Services ◽  
Sexual Risk ◽  
Risk Behaviors ◽  
Sexuality Education ◽  
Sexual Risk Behaviors ◽  
Alternative High Schools ◽  
Reproductive Health Services ◽  
Sexual Reproductive Health

We compared sexual/reproductive health services and sexuality education topics provided in Texas alternative high schools (AHSs) with the prevalence of sexual risk behaviors among students in AHS. Using cross-sectional data from convenience samples of 14 principals, 14 lead health educators, and 515 students, we calculated descriptive statistics for 20 services and 15 sexuality education topics provided by AHSs and seven sexual risk behaviors among students in AHS. AHSs provided few sexual/reproductive health services and limited educational content, despite high levels of sexual risk taking among students. For example, no AHSs taught students about proper condom use, yet 84% of students have had sex. Findings provide preliminary evidence of unmet needs for school-based sexual/reproductive health services and comprehensive sexuality education in AHS settings. Future investigation with larger, representative samples is needed to assess the provision of sexual/reproductive health services and sexuality education in AHSs and monitor sexual risk behaviors in the AHS population.

Integrating Service Learning into a Curriculum to Reduce Health Risks at Alternative High Schools

2005 ◽  
Vol 75 (5) ◽  
pp. 151-156 ◽  
Author(s):  
Jill Denner ◽  
Karin Coyle ◽  
Leah Robin ◽  
Stephen Banspach
Keyword(s):  
High Schools ◽  
Service Learning ◽  
Health Risks ◽  
Alternative High Schools

Accommodations and support services preferred by college students with autism spectrum disorder

Autism ◽  
2018 ◽  
Vol 23 (3) ◽  
pp. 574-583 ◽  
Author(s):  
Amy L Accardo ◽  
S Jay Kuder ◽  
John Woodruff
Keyword(s):  
College Students ◽  
Autism Spectrum Disorder ◽  
Support Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Counseling Services ◽  
Faculty Mentor ◽  
Sequential Mixed Methods ◽  
Academic Supports ◽  
Students With Autism

This 2-year study investigated the accommodations and support services preferred by college students with autism spectrum disorder using sequential mixed methods non-experimental survey and semi-structured follow-up interviews. Students with autism spectrum disorder reported using both academic and non-academic supports with frequency (e.g. extended time on exams, transition program), using academic supports in line with other disability populations, and using non-academic supports connecting them one-to-one with a faculty member or coach as preferred (e.g. academic coach, counselor, faculty mentor). Findings suggest a need for university disability service centers, counseling services, and faculty to work together to develop systematic support systems for college students with autism spectrum disorder.

Use of the Whole Child Assessment to identify children at risk of poor outcomes

2020 ◽  
Vol 104 ◽  
pp. 104489 ◽  
Author(s):  
Ariane Marie-Mitchell ◽  
Heather B.R. Watkins ◽  
Ivan A. Copado ◽  
Brian Distelberg
Keyword(s):  
At Risk ◽  
Child Assessment ◽  
Whole Child ◽  
Children At Risk ◽  
Poor Outcomes
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