Rising S.T.A.R. Program
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The document outlines a one-year pilot school-home mediation program at Aiea Elementary School aimed at reducing chronic absenteeism and improving academic performance among 6th-grade girls from public housing. The program, called Rising S.T.A.R., includes academic interventions and advocacy through various support activities such as tutoring, counseling, and home visits, leading to expected outcomes like better attendance and improved grades. The initiative emphasizes collaboration between parents and teachers to foster student responsibility and motivation for learning.
Rising S.T.A.R. Program
- 1. A One Year Pilot School-Home Mediation Program Aiea Elementary School SY 1995 Students Taking Academic Responsibility
- 2. Chronic absenteeism resulting in poor academic progress and obstructed access to education.
- 3. Academic Intervention and Student Advocacy through mediation between the home and classroom.
- 4. • 6th Grade Girls • Residents of Puu`wai Momi Public Housing • Chronic Tardiness and/ Absenteeism • Behaviors effecting classroom management • Failure in one or more subject areas
- 5. Logic Model: Students Taking Academic Responsibility (Rising S.T.A.R. Program) Theory: Academic intervention and student advocacy will decrease absenteeism and improve academic progress at least one letter grade by providing tutorial services, small group facilitation, classroom mediation and home visitation. •Classroom •Resource Teacher/Advocate •School Counselor •Classroom Teachers •Parent Participation Inputs •Recess Tutorial •Individual Counseling Session •Small Group Session •Consultation w/ teacher •Home visitation/consultation w/ parent •Report to School Counselor Activities •Decrease in absences •Improvement in academic performance at least one letter grade. •Parents cooperation with absenteesim and homework •Decline in student referral for behavioral issues in the classroom. Outputs
- 6. Logic Model: Students Taking Academic Responsibility (Rising S.T.A.R. Program) Theory: Academic intervention and student advocacy will decrease absenteeism and improve academic progress at least one letter grade by providing tutorial services, small group facilitation, classroom mediation and home visitation. •Increased attendance •Practical application of good study habits •Completion of unfinished classroom assignments. •Improved relations with teachers and peers. Initial Outcomes •Improved regular attendance •Improved classroom behavior •No referrals. •Parent participation in student success •Classroom teacher participation in student success Intermediate Outcomes •Improved Parent/School relations. •Improved student attitude toward learning. •Correlation between learning and real world situations. •Intrinsic motivation to learn. Long Term Outcomes
- 7. • Transformed a storage room into a classroom. • Provided morning recess tutorial. • Lunch recess extra-curricular activities • Small group sessions once a week • Individual Counseling Sessions— once a week pull out.
- 8. • Teacher referral for tutorial sessions as needed. • Assist students with math and reading assignments. • Motivate students to complete. • Consult with teachers on progress. • Report to Counselor about attitudes and behaviors.
- 9. • Play Group • Conflict Resolution • Anger Management • Token Economy of Earned Rewards • Community Store • Career Exploration Field Trip (Liberty House / YMCA) • Guest Speaker—Personal Appearance Demonstration (Susan Page)
- 10. Students Taking Academic Responsibility A one year pilot program Aiea Elementary School School Year 1993-1994 A.M. Ramos ©July 2014