Introduction

Project Anchor was a model demonstration project between the Academy for Educational Development (AED), Mark Twain School, Montgomery County Public Schools (MCPS), Maryland, and Communities in Schools of Montgomery County (CISMC), operated under a cooperative agreement between the Academy for Educational Development and the US Department of Education, Office of Special Education Programs. The project was conducted during a three year period, from October 1997 through September 2000.

The demographics of the student population underscored the need for a project such as Project Anchor. Fifty-eight percent of students had a history of poor attendance; 70% had been adjudicated; 50% had been hospitalized for psychiatric care; 72% had a family history of substance abuse; 60% received free or reduced price meals; 12% had no medical insurance; 65% came from single parent families; 52% had a Protective Service referral, 20% of which were for sexual abuse, 50% for physical abuse, and 33% for neglect; 20% were removed from their home. In addition, 26% had dropped out of school.

Mark Twain School embraced Project Anchor and the project received excellent support and guidance from the Principal. A part-time on-site coordinator ensured the integration of project activities into Mark Twain activities and provided the necessary training and direction to implement project activities, which were incorporated into the school’s Success for Every Student plan.

Project Summary

Project Anchor was highly successful in meeting the project’s four goals and eight objectives. The goals of the project were:

Goal 1: To develop, implement, and evaluate a model program for improving secondary services and results for youth with serious emotional disturbance (SED).

Goal 2: To provide students with skills and opportunities that enable youth with SED to retain and generalize academic and vocational skills that provide access to opportunities, including STWOA partnerships, and to function and live in integrated settings.

Goal 3: To conduct personnel development that provides school personnel with the tools and models to restructure and revise academic and vocational course offerings.

Goal 4: To produce and disseminate high quality materials that promote awareness of the project and enable others to replicate the model.

 

The objectives of the project were:

Objective 1: Conduct strategic planning.

Objective 2: Integrate support structures.

Objective 3: Design and produce curricula/products.

Objective 4: Obtain and integrate input from key stakeholders into the model and curricula/products.

Objective 5: Revise and finalize implementation procedures.

Objective 6: Implement the model for improving the secondary education services and results for youth with SED.

Objective 7: Evaluate Project Anchor.

Objective 8: Disseminate the model and promote its replication.

The overall mission of Project Anchor was to bring together educators, students, families, employers, and the community to improve educational services and results for youth with emotional or behavioral difficulties. The following summarizes the Project’s accomplishments.

Objective 1: Conduct Strategic Planning

The first year of the project was devoted to strategic planning. The process followed the model developed and used by the National Institute for CSPD Collaboration at the Council for Exceptional Children (See Appendix A). The process was initiated in 1997 and completed in June 1998. The management team identified key constituencies for participation in strategic planning. Input was received from the entire 150-member school staff, over 200 students, 30 parents, 10 employers, one alumnus, five community participants, and representatives of three State agencies.

Prior to the first meeting, an environmental scan and the Indicators of Effective Practices Assessment (Kohler, 1997) was completed. Information collected via these instruments provided insights about what was in place and what was needed and provided the basis for planning by illuminating the current levels of programming vs. desired level of programming. Three strategic planning meetings were facilitated and included presentation of current information, exchange of ideas in large and small groups, and comments/suggestions for the creation of an action plan. Meeting #1 focused on reviewing the environmental scan and the development of a vision for the future. Meeting #2 reviewed the draft vision and identified 5 priority themes. They were: Improved Public Image and Community Interaction; Family Support and Involvement; Student Self-Determination, Involvement and Engagement; Improved and Varied Youth Development Activities; and Improved Curriculum and Instruction. Meeting #3 resulted in the development of goals and objectives for the themes. Three broad school improvement goals were generated:

1. Provide a range of quality educational programming that leads to school and postsecondary success for every student.
2. Provide a variety of youth development activities that promote student self-determination, engagement and involvement.
3. Provide assistance and information that empowers parents/caregivers to support their

families.

The final goals, objectives and strategies resulting from the strategic planning process became the foundation for and was integrated into the Mark Twain Success for Every Student (SES) plan.

The overall strategic planning process resulted in the development of a vision statement, the identification of student-generated Qualities for Success, strategic directions, activities, timelines and benchmarks for evaluation, and staff training to support the strategic plan.

Many follow up meetings were held with staff to review the vision statement, review and prioritize objectives, and reach consensus. A review of the literature identified best practices for implementation in each broad category and in concert with identified strategic directions.

Objective 2. Integrate Support Structures

As the Anchor Framework (Appendix B) details, three service delivery components served as the basis for the project’s framework. These components included school-linked interagency/organization and collaboration, personnel development, and skills and opportunities necessary for improved outcomes and integration into school and community life. Four areas were linked and coordinated to form an integrated support structure: School-linked interagency organization, family involvement, personnel development, and youth development.

Activities accomplished in meeting this objective include: the assembling of teams to coordinate project activities (project management team, strategic directions stakeholder group, volunteer stakeholder advisory group, school leadership team, student leadership team); completed strategic planning; staff training, and youth development activities.

School-linked Interagency Organization

Communities in Schools Montgomery County (CISMC) was the primary vehicle for providing school-linked interagency/organization collaboration. CISMC coordinated partnerships with public agencies, businesses, and youth development organizations, as well as the delivery of existing community services such as health, education, and human resources for students and their families, and the school. The goal of CISMC activities was to provide school-based services for students and their families to increase their opportunities to lead healthy and productive lives.

Family involvement was fostered in several ways:

Linkages to Learning (LTL), a model of collaboration between public school systems, public health and human services departments, and private nonprofit community service organizations, was implemented at Mark Twain. The goal of LTL was to promote the adolescents’ ability to reach their optimal physical and mental health, achieve academic success and become socially secure in the community and empower families to take an active role as participants in the collaboration. Agencies involved in Linkages to Learning at Mark Twain included: Montgomery County Public Schools, The County Departments of Social Service, Health, Family Resources, and the Department of Addiction, Victim, and Mental Health, the Mental Health Association, the Family Services Agency, the Guide Program of Montgomery County, and the Community Psychiatric Clinic.

In addition to becoming partners in the LTL initiative, families were invited to participate in the strategic planning process. This included participation in the needs assessment and personal interviews, the visioning process, and the development of the strategic plan for the Mark Twain School. They were also invited to attend presentations about the project, and to join the volunteer advisory group. During the initial months of the project, staff interviewed 27 parents of students enrolled in grades 11 and 12, 11 parents with students in grades 9 and 10, and 3 parents with students in middle school, grades 6, 7 and 8 (see Appendix C). Parents were asked to identify what they envisioned in terms of career, employment, schooling, family life, living situation, and participation in the community for their son or daughter. They were also asked to identify the ways in which the school was helping their children reach those expectations. They were then asked to identify shortcomings or needs they felt were unmet. A total of 9 parents were involved in the strategic planning meetings held between January and March 1998. As a result of their involvement, family support and involvement became a priority for the school.

The strategic planning group recommended that Mark Twain empower and affirm parents to use their skills to help their children. Strategies to reach this goal included parent education, increasing family involvement and communication, offering more social activities including students and parents such as Family Fun Night, recognition of parent efforts, and staff education on how to better communicate with families. These recommendations were incorporated into the school’s 1998-1999 Success for Every Student (SES) plan and the1999-2000 SES plan as well.

A Parent Volunteer Corps was formed to promote and facilitate school-home communication, job shadowing opportunities for students, to identify speakers on careers and industry from the parent community, and for transportation to parent programs so more parents could become involved in school programs.

Personnel Development

Topics to be addressed through professional development activities were identified by staff via a needs assessment survey administered in August 1998. They were: instructional strategies for youth development; career education; student self-determination; working with families and case management; discipline/behavior management; technology; and the 1997 Amendments to IDEA. (See Appendix D for the needs assessment survey).

A comprehensive staff development plan was implemented based on the results of the needs assessment survey. A total of 21 training opportunities were offered to the staff. In June 1998, an intensive Summer Institute was provided to 75 staff members. This institute focused on providing teachers with the knowledge and skills needed to fulfill the goals of Project Anchor. The Institute covered: Career Connections, integrated academic and vocational curriculum and instruction, family support and involvement, self-determination, and youth development and self-determination, student Qualities for Success, and Mark Twain’s behavior management system. At the conclusion of the Institute, staff spent an additional three days developing integrated curriculum for use in the coming school year.

In the summer of 1999, 25 business externships were offered. This was a one-week (five six-hour sessions) program. Teachers visited five separate business sites representing different business clusters identified in the Montgomery County Career Connections Project. Staff identified company resources available for classroom use, and developed relationships with employers for classroom follow-up activities. An intended outcome was that teachers would develop interesting and innovative ways to engage their students in learning and practicing workplace skills in the classroom setting. For the final class project, teachers designed curriculum integrating student use of academic skills, workplace skills and technology tools, including a problem solving strategy used in industry. (See Appendix E for a listing of curriculums developed, and Appendix F for a listing of personnel development modules and in-services offered by Project Anchor).

Youth Development

A comprehensive youth development plan was developed as a result of Project Anchor. During the first year of the program, intensive individual interviews were conducted with a representative sample of students as part of the Environmental Scan (See Appendix G for a copy of the Environmental Scan). Many youth development programs and activities already in place at Mark Twain were seen as helpful by students: community and staff mentoring, job visits, work experiences, participation in the Edison School of Technology, and school support groups. Shortcomings included a need for more extracurricular activities (e.g., team sports, clubs) and activities to promote school pride and student "ownership" of school activities. Information from the needs assessment was used to formulate the youth development objective and specific tasks presented in the SES plans for the years 1998-2000.

Two major tasks with accompanying activities were identified:

1. Provide a comprehensive, coordinated year-long series of in-school, after-school and community based activities.
2. Increase student progress in levels of responsibility for behaviors and self-control.

Mark Twain added a variety of youth development activities as a result. Five components of youth development activities were implemented:

• Character Education

• Personal Development and Support Groups

• Extracurricular Activities

• Community Mentoring

• Integrated Psychotherapy

Character Education: The School vision and student-generated Qualities for Success (QFS) represented the school’s core ethical values and formed the basis of good character for students and staff. All school program dimensions: academic instruction, career and youth development, behavior management, self-determination curriculum, parent outreach, and IEP progress monitoring were intended to foster the five QFS qualities of (1) assertiveness/self-confident leadership; (2) perseverance/positiveness; (3) self-control/responsibility; (4) respect for others; (5) dream/goal directed. Student-service learning was also a part of character education.

Personal Development and Support Groups: The Environmental Scan identified a variety of school-linked student opportunities for personal development and support, including a series of support groups. (See Appendix H for a listing of support groups provided to students).

Extracurricular Activities: As a result of interviews with parents and students, the school program was strengthened by: (1) appointing a staff member to coordinate extracurricular activities; (2) offering several clubs and sports activities that appealed to many students; (3) arranging for after-school bus transportation to take students to off-site activities; (4) informing parents of opportunities so they could support and encourage participation; and (5) including the school in a basketball league comprised of special schools.

Leadership development activities were included in extracurricular activities through such venues as the Student Government Association and the Peer Counseling Program.

Community Mentoring: The School established a mentor program drawing mentors from the local community. The school provided all mentors a general orientation to mentoring Mark Twain students, and staff was available to answer questions and provide support as needed while the individual served as a mentor.

Integrated Psychotherapy: The School, recognizing the need for intensive mental health services, entered an interagency agreement with a community-based agency to provide integrated psychotherapy for students. This program was in-place prior to the start of the project; however, by enabling students to participate in psychotherapy on campus, it indirectly supported student’s participation in school activities by making time that would otherwise be needed to seek therapy after school available for students to participate in school-based activities.

Appendix I contains a list of after-school activities conducted during the 1998-2000 school years.

Objective 3: Design and produce curricula/products.

Website

A website was created for Project Anchor under the Academy for Educational Development, Disability Studies and Services Center (www.dssc.org/anchor) and was linked with the Mark Twain School, Montgomery County Public Schools website. The Project Anchor homepage at the Mark Twain School website described the project and contained both editions of the BULLETIN. It linked back to the Disability Studies and Services Center at AED and the Montgomery County Public Schools website. It is still operational.

Project Anchor BULLETIN

Two newsletters were produced and disseminated. The first BULLETIN was produced and disseminated in January 1999. It described Project goals, the strategic planning process, and innovations to be implemented in the school year. The second BULLETIN was produced and disseminated in June 2000. It provided an overview of activities to date, and featured selected successful outcomes of project activities. 2500 copies each were printed and disseminated to a diverse audience. Information about their dissemination can be found on page 9. (See Appendix J for copies of both BULLETINS).

Self-Determination/Career Education Curriculum

A Self-Determination Curriculum to provide students with skills, opportunities, and supports, was developed. Best practices for building positive self-determination formed the model for the curriculum. The Career Education component developed under Project Anchor is embedded within this curriculum. The curriculum was disseminated throughout the Mark Twain School for teacher use. (See Appendix K for the curriculum outline).

Helping Mark Twain Students Develop their IEPs:

Teacher’s Guide and Student’s Guide

Two guides and an accompanying overview for promoting student involvement in the IEP process were developed for use with Mark Twain students. The guides were adapted from a series by the National Information Center for Children and Youth with Disabilities (NICHCY). Both guides and the overview have been incorporated into the Self-Determination Curriculum discussed above.

Exploring Career Clusters: A Guide for Students, Families, and Educators

This booklet was adapted from the Exploring Career Paths booklet developed by the Instructional Materials Lab at the University of Missouri – Columbia. Extensive modifications were made to fit the career clusters used by Montgomery County. This booklet was distributed to Mark Twain teachers for their use. As stated earlier, Mark Twain staff developed integrated curriculum as a result of participation in professional development activities. These curricula are listed in Appendix E.

Project Anchor Manual

The final Project Anchor manual, detailing the project from start-up to outcomes, has been developed and is currently being prepared for dissemination (attached).

curricula/products.

Five working groups (identified in Objective 1) guided the development of project activities and products during the strategic planning process through the completion of questionnaires, participation in discussion groups, and through interviews. "Best Practices" were identified, agreed upon, and became the basis for the Project Anchor model. Products were developed with student/staff input, used, and then evaluated by stakeholder groups after use, with evaluation input guiding modification. Objective 7 below further discusses the integration of stakeholder input.

Objective 5: Revise and finalize implementation procedures

Implementation of this model project began immediately upon award of the grant with the establishment of several key teams and groups (project management, school leadership, and student leadership teams and strategic directions and volunteer stakeholder groups) to implement project goals and initiate the strategic planning process. The planning phase of the project was completed at the end of the first year. Objectives 1-4 describe the process by which implementation procedures were revised and finalized.

Objective 6: Implement the model for improving the secondary education services and results for youth with SED.

Years 2 and 3 focused on the implementation, evaluation, and refinement of project activities. Implementation has been discussed in earlier annual reports; the activities described within this report, the information contained in the appendices, and the attached draft of the Project Anchor manual provide further information about model implementation activities. The implementation of the Project Anchor model led to many improvements in student services and outcomes at the Mark Twain School. Objective 7 describes the outcomes of model implementation.

Objective 7: Evaluate Project Anchor

Project Anchor used an empowerment evaluation, employing formative and summative evaluation methodologies to assess and report systematically on the effectiveness of 1) project activities and 2) project outcomes and impacts for participants. Integral to the model was the involvement of participants in all aspects of the project.

Three ongoing evaluations were implemented:

1. Management Evaluation.

The Project’s Management Team provided ongoing management oversight and reviewed the project’s goals, objectives, activities, operations, and results on a weekly basis. They also reviewed the coordination of activities, problems and issues, and level of satisfaction with activities. The team solicited recommendations and feedback from the Strategic Planning Work Group, Leadership Team, staff and students. The evaluation results of the strategic planning meetings and staff inservices were reviewed and changes were made accordingly.

2. Product Evaluation:

Product evaluation included reviewing curricula and products for accuracy and usefulness; assessing the vehicles for dissemination; and modifying products and processes, as needed. Regular feedback was received through team and departmental staff meetings, and through a formal evaluation by participants after a product was used. Comments were considered and incorporated into products to ensure that the product was reflective of stakeholder comments and met stakeholder needs. For instance, teacher and student feedback on the usefulness of the Career Clusters booklet indicated that the booklet was not useful for many students with low reading skills, but that the booklet used in conjunction with the Career Game, a career interest assessment tool selected by the County, proved to be very valuable. Thus, the two were used together for optimum results. In another example, a pre/post evaluation of the Self-Control module contained in the IEP Curriculum, indicated that over 50% of the teachers using the curriculum found it to be very helpful to students. Staff completion of Instruction Evaluation Lesson Forms after using new curricula, and feedback on both newsletters and the Project Anchor Manual provide further examples of stakeholder input and evaluation of products.

3. Outcome Evaluation:

Outcome evaluation was achieved through several venues. Evaluation activities were designed to collect data in the following three areas:

1. Model effectiveness and impact;
2. Impact on participants; and
3. Model Costs.

Model effectiveness and impact:

The model relied heavily on stakeholder involvement. Integral to project activities was assessing needs, gathering data, and developing a strategic plan based on findings. Specific data collection activities included: (1) student, family, and faculty interviews; (2) analysis of effective practices implementation using the NTA Transition Practices Framework Assessment; (3) document review; and (4) feedback from stakeholder groups. The model has proved to be an effective means of improving services for students with emotional disorders; this is supported by the substantiated success in reaching project benchmarks. (See the Benchmark Chart on page 10 that lists target goal and results achieved).

Impact on participants:

Participants included students, families, staff, employers, and other agencies and organizations. Many of the benchmarks established for the project and incorporated into the SES plan were achieved; the project had a positive impact on participants in the following ways:

1. Global benchmarks to be achieved by Project Anchor by the end of the project:

1. Increase in level of student responsibility. Analysis of student progress in the Mark Twain Behavior Management system indicated that there was a 5% increase in progress in achieving responsible behavior and movement up the level system and a 6% decrease in regression.
2. Achieve a 3% reduction in drop-out rate. A 3.2% reduction in drop-out rate was achieved (from 12.9% to 9.7%).
3. Increase in number of students earning a "C" or better. No significant changes were recorded in grade distribution. Although grade improvement did not occur, it is important to note that grades remained stable and did not decline.
4. Establish a Parent Volunteer Corps with at least 1/3 of school clusters participating in Mark Twain Role Orientation. A Parent Volunteer Corps was established with ½ of school clusters having a volunteer participating in MT Role Orientation.

1. Objective-specific benchmarks:

1. Integrated Curriculum. 4-6 units in each academic discipline were to be developed and

implemented. A total of 29 integrated units were developed and taught, with at least four

in each discipline.

2. Career Education. At least 75% of students were to identify a tentative career cluster plan. 80% of students identified a career cluster plan.
3. Youth Development. At least 75% of students were to participate in extracurricular and other support activities. A total of 80% participated in at least one activity
4. Self-Determination. 75% of students were to use a student portfolio; at least 50% of IEP meetings were to have meaningful student participation. 84% of students actively used their portfolios and 81% of IEP meetings had meaningful student participation.

Stakeholders were positively impacted in many ways. In particular, the development and use of integrated curriculum and instruction; the formation of a Career Education Department and the creation and implementation of a Mark Twain Career Development model; extended youth development activities; the creation and implementation of a self-determination curriculum; increased opportunities for family involvement; and staff development activities to support the project all provided new opportunities for growth for students, youth, families, and staff.

Model costs:

The project served 350 students (school and satellites) and 140 staff (school and satellites), over a three-year period. A total of 490 individuals, not counting parents, community and businesses, participated. At $150,000/year, with 490 individuals served over a three-year period, the cost was $918 per person.

Project Anchor Benchmarks

Objective 8: Disseminate the model and promote its replication

As stated under Objective 3, many products were developed under the project. Staff disseminated the model and promoted its replication in the following manner:

• Mark Twain Staff – school and satellites

• National Transition Alliance Annual Project Directors Meeting, Washington, DC

• TATRA Conference

• CEC Division on Career Development and Transition International Conference (2 presentations)

• Montgomery County Public Schools Teacher Training

• University of Maryland Center for Study of Troubling Behavior

Please see Appendix L for additional information on presentations.

Anchor BULLETIN (newsletter):

January 1999:

2500 copies were printed and disseminated to the following audiences: US Department of Education project directors, Council for Exceptional Children (Division on Career Development and Transition members and national conference attendees), participants at the Project Director’s Conference, Montgomery County Public Schools secondary principals and central administrators, and staff/parents of Mark Twain School and satellites.

June 2000:

2500 printed were printed and disseminated to the following audiences: Council for Exceptional Children (Division on Career Development and Transition members and national conference attendees), PACER Center, Non-Public Special Education Facilities, American Federation of Teachers, Maryland State Transition Coordinators, DC Rehabilitation Services, State of Virginia T/TAC Regional Offices, Children’s National Medical Center, and staff/parents of Mark Twain Schools and satellites.

Website:

www.dssc.org/anchor; linked to Mark Twain School, Montgomery County Public Schools website. (See page 6 for a description of the website).

Anchor Manual:

The final Anchor Manual will be provided to ERIC for dissemination, and will also be promoted through DSSC program websites.

Self-Determination Curriculum:

The Self-Determination Curriculum developed by the Project was disseminated throughout the School for internal use.

Other Media:

Information about the project was also disseminated through articles in local newspapers and

AED’s newsletter and Annual Report.

Budget Information

Detailed project expenditures are provided as an attachment to this final report.

Summary

As noted in the benchmark results on page 10, the project achieved many positive outcomes. Many of the goals and activities implemented under Project Anchor have been incorporated into the School’s Success for Every Student plan, thereby sustaining the benefits of the project beyond the funding period.

In addition, the projects’ success has fostered a positive perception of students with serious emotional disturbance (SED). The outcomes achieved (and noted in the project benchmarks) clearly demonstrate that student behavior improves when programs are responsive to their needs. As behaviors improve, perception of youth with SED by staff, the community, families, and employers become increasingly positive as well; student success dispels myths and negative stereotypes about students with SED and changes the students’ perception of themselves as well as the perceptions of others.

Recommendations

Because a thorough needs assessment is essential before any planning can take place, it is highly recommended that future projects be allotted at least five years for project planning and implementation. Project Anchor was implemented over a period of three years with the first year devoted to assessing needs, identifying a vision for the future, and determining a strategic plan for achieving that vision. Although many successes were realized, more time for implementation, evaluation, and modification would have resulted in even greater success. Five years appears to be an adequate period of time from planning to summative evaluation.

Improvements in services for students with emotional or behavioral disorders are sorely needed, nationally and globally. Efforts such as Project Anchor can and do make a significant difference. However, notwithstanding the importance of visioning, setting strategic directions, and fostering staff development to implement best practices, the most crucial factors in determining the value and quality of services are the caring and competence of staff. Today’s shortage of educators is compounded for special education, more so for children and adolescents with emotional and behavioral disorders. These students require highly effective, experienced staff.

There is need for more tenacity and vision by national leaders responsible for funding programs and far greater commitment to personnel preparation. It is time to truly recognize the massive long term costs of neglect in serving troubled teenagers by embarking on sustained investment in programs like Mark Twain which can reclaim the promise and productivity of young men and women.

During the final implementation year of Project Anchor, the School was in a state of flux. Due to the age of the physical plant and the controversial nature of the Twain program (exclusive to students with SED/BD), a committee was established to perform a program and building review and make recommendations to the Superintendent. Although there was much praise for the programmatic effectiveness of the school, final recommendations from this study included reducing the student population of Twain, reducing county referrals to Twain, and moving the less-impaired students back into their local schools. Many of the recommendations were consistent with the County’s goals of creating more inclusive programming for students with special needs. It was the current administration’s perception that the recommendations suggested the school population would gradually be reduced, and the school would likely be closed within a five year period. In the spring semester, the Principal announced his resignation to be effective at the end of the school year and the Assistant Principal was promoted to a County level training position, effective that summer.

The support of school administration and staff is key to implementation and sustainability of a project such as Project Anchor. Without continued support that includes promoting and integrating project activities, and providing the training and support to staff needed to fulfill project goals, project success and sustainability are hindered. During the three-year implementation of Project Anchor, the project demonstrated great success. However, as the project concluded, the dramatic change in administration, in addition to the loss of Anchor staff, led to a breakdown of leadership for the project. Many of the school staff were reassigned positions under the new administration and were compelled to relinquish the responsibilities they had undertaken in implementing and sustaining Project Anchor in order to fulfill their new roles. Although many of the project’s activities have become enveloped into Twain programming, as the new administration sorts out its priorities, much of Project Anchor’s overall structure has been set aside until new priorities and directions are established.

On a more positive note, under Project Anchor, support staff from Mark Twain satellite schools shared in the benefit of Anchor’s staff training and key programmatic efforts. Although no longer directly supported by Project Anchor, it is hoped that the training and program advances in the satellite schools continue to flourish under the leadership of the satellite school’s support staff.

APPENDIX A

STRATEGIC PLANNING MODEL

APPENDIX B

Project Anchor Framework

APPENDIX C

Parent Interview

Career/Post-Secondary

Note to interviewer: This interview is intended to get the parent(s) perception of their desired future for

their son or daughter (expectations) in relation to their perception of how well Mark Twain prepared

them to achieve their expectations (school preparation). Views expressed may not be realistic or

accurate but we want the parents "subjective truths" not "true facts."

APPENDIX D

PROFESSIONAL DEVELOPMENT NEEDS ASSESSMENT

TOPIC AREAS AND MODELS FOR 1998-99 STAFF DEVELOPMENT

Name: Date:

Under each topic area, please select one or more subtopics that you would like to learn during 1998-99 by checking the subtopic(s). A subtopic area has to be chosen in each of the numbered areas. Thank you.

Strategies (School-based Learning)

Discipline Procedures

1. English/Social Studies

*1. The Constitution/NSLA

Study of constitutional law and application to laws in the workplace.

*2. Industrial Revolution/Modern World History A

Study of new skills needed for workers to make the transition to Industrial Revolution and the new skills that continue to be needed in today’s world of work.

*3. Expressions/English 10A

Use of research and language arts skills to design a flyer advertising a business that matches own interests.

4. Order (The Odyssey)/English 10A

Use of reading comprehension and computer/internet/research skills to write newspaper articles summarizing The Odyssey, with exploration of careers in publishing and newspaper production.

2. Math/Science

1. Income, Budgeting and Purchasing/Consumer Math

Use of percentages, decimals and basic math skills as applied to care salesmanship

*2. Credit/Consumer Math

Use of percentages, pie charts, and exponents in the field of financial planning

3. Stock Market Supplement/Math Approach to Problem Solving (MAPS) 2A

Use of basic math skills (adding & subtracting integers, fractions, percentages) in the field of financial investment

*4. Take Me Out to the Ballgame/MAPS 2

Use of fractions, ratios and percents to calculate sports statistics, and application of such statistics to sports related occupations

5. Matrices and Mean, Median, Mode/Algebra IA

Use of basic statistics (mean, median, mode), graphs, and matrices in inventory control, as applied to management of a music store or library.

 

 

*6. Linear Functions and Graphs/Algebra 2

Use of linear functions, graphs and tables as applied to the job of a recycling plant manager

7. Construction Coordinator/Algebra 2

Use of matrices to organize and track materials, as applied to the job of construction coordinator for a home building project

8. Realtor/Algebra 2

Use of one-to-one correspondence to determine home appraisal prices, as applied to the job of a realtor

9. Longitude and Latitude: Working with Angles/GPS "Where am I?" and "How do I know?"

Use of a Global Positioning system (GPS) receiver to determine location on earth, with calculation of angles and degrees, and application of GPS skills to various careers (e.g., surveyor, carpenter, draftsmen, astronomer)

10. Integers: Addition and Subtraction/Heating Degree Days and Wind Chill Factors

Use of basic math skills in calculating weather measurements, with study of careers in meteorology

11. Basic Constructions/Geometry 1A

Use of geometric constructions for a Fence Company’s proposal to fence an entire

farm

12. Surface Area/Geometry 1A

Calculation of surface areas of buildings in order to present a bid to contract a

paint job

*13. Safety Procedures and Measurement in the Lab/Biology A & Matter and Energy

Study of the safe use of laboratory equipment and the International System (SI) of measurement, and research/discussion of careers in laboratory and related fields

14. Lab Safety and Measurement Careers: Overview/Middle School Science

Analysis of skills needed to function safely in a lab setting and identification of place of labs in the world of work, followed by exploration of Science-related careers

*15. Simple Machines/Matter and Energy

Study of different types of simple machines, levers and pulleys and how they are applied to the field of construction and automobile repair

 

1. CAREER-VOCATIONAL AND ACADEMIC SKILLS UNITS

1. English/Social Studies

*1. Attaining Justice (Unit 5) National, State and Local Government (NSLG)

Use of expressive language and listening skills in gaining understanding of the jury trial as a means of conflict resolution, with analysis of workplace conflicts and appropriate forms of conflict resolution

*2.Age of Jackson/U.S. History A

Study of Andrew Jackson Presidency and leadership style and application of leadership to school and work supervisory styles

*3. Renaissance/Reformation (Unit 2) NSLG

Study of assertiveness vs. aggression during the Protestant Reformation and application of assertiveness to school and workplace situations

*4. Independence – Short Story/Poetry/English 9A

Through a variety of readings and videos focusing on teenage struggle for independence, students identify steps and ideas for independence and consider careers that match their values

*5. Textures (Videos of Real and Fictitious Speeches)/English 11A

Study and practice of effective oral presentation skills and their importance in the

workplace

6. Community – People Helping People/English 6-8 grades

Use of reading comprehension and vocabulary skills to understand how people help others, as illustrated through international folktales, with application of helpfulness to workplace

7. Conflict: To Kill a Mockingbird/English 9A

Use of reading comprehension skills (character analysis, conflict and plot development) and oral or written language skills in understanding stress management techniques, with application to handling stress in school or workplace conflict situations

*8. Self-Awareness/English 11A

Use of reading comprehension skills (character analysis) in understanding strengths and weaknesses of characters in novel(Emma) and video (Clueless), followed by self-assessment of own strengths and weaknesses and application of self-understanding to practicing job interviewing

 

*9. Colonial America/American History

Study of ethnic groups in Colonial America in relation to multicultural issues in today’s workplace, with identification of strategies for problem solving and conflict resolution

 

 

 

1. English 9A/Career Awareness

*Hiring Practices and Civil Rights – Students read "To Kill a Mockingbird," discuss views of justice and injustice, research the civil rights movement and its impact on business hiring practices

2. English 10A/Social Studies (National, State & Local Government)/Computer Technology

*Mock Board of Education Hearing on Dress Codes – Class is divided into "pro" and "anti" groups on a dress code proposal scheduled for Board of Education action. Groups research dress codes on the Internet and prepare written and oral arguments using audiovisual aids for presentation at Mock Board meeting.

3. Social Studies (U.S. History B)/English 11B/Computer Science (Intro to Computer Use)

*History of Progressive Movement Project – Working with a partner students research the Internet to gather information about a social reformer and the industry or concern addressed, and then make a Power Point presentation to the class.

4. Social Studies (Modern World history)/English/Computer Science (Applications)

Power Point Presentation on Africa – Class is divided into three groups: Desert and River Nile; Savannah and Congo River; Rain Forest, Niger and Zambezi River. Each group prepares a Power Point presentation on the impact of African geography on trade and travel, based on Internet research.

5. Social Studies (U.S. History A)/English

*Immigration to America Project – Class is divided into "families" of students, each representing a different immigrant group. Using Internet and video resources, each "family" develops an information portfolio focusing on: reasons for leaving native country, customs and possessions brought, and housing and livelihood in America.

6. Algebra I/Science (Matter and Energy)

Understanding Laws of Motion – Students perform lab demonstrations illustrating Newton’s laws of motion and make mathematical calculations of speed and acceleration useful in explaining space launches, air flight and auto racing.

7. Geometry/Science (Matter and Energy)

Use of Math in Home Construction Industry – After discussing importance of math to various jobs in home construction, students solve real job problems facing a wood products production supervisor, and wood products technical salesperson.

 

8. Consumer Math/English 11A

Secret Holiday Shop Project – Students develop a business plan for operating a holiday shop for children, preparing a budget, advertisements, market surveys, store layout and design plans

9. Biology/Exploring Technological Concepts

Reading Project – Study of ecological balance and the need to preserve environmental resources, resulting in a Mark Twain School project to construct storage, publicize, collect and sell recyclables.

10. Biology/Exploring Technological Concepts

Plant Growth Chamber Project – Students design and construct a self-sufficient plant growth chamber and study and report results of various seed plants

11. Biology/Geometry/Computer Technology

Graphing Growth of Plants – Students grow plants under four different conditions, plot growth data on coordinate graphs, and share conclusions based on data analysis.

12. Health Education (Human Behavior)/computer Science (Applications)

History and Use of the Internet – Students study the history and use of the internet and research individualized questions designed to increase understanding of the impact of technology on human behavior.

13. Health Education (Human Behavior)/Computer Science (Applications)

Developing a Homeroom Group Home Page – Students work together as a group to create a Home page after exploring internet home pages and discussing legal and ethical issues.

14. Health Education (Human Behavior)/Computer Science (Applications)

Building Stock Portfolio Project – Class is divided into two tams who compete to develop the most successful stock portfolio using a computer simulation. Teams research stocks, reward progress, and make Power Point presentation on results.

APPENDIX F

Project Anchor Personnel Development Activities and In-Services

· Project Anchor Overview

The management team provided an overview of Project Anchor for staff, including organization and timelines prior to the start of the project. The strategic planning process was detailed and included a discussion of the environmental scan, priority practices for implementation, and professional development activities. The National Transition Alliance Transition Practices and Needs Assessment forms were shared.

· Integrated curriculum/blended instruction

A representative from the Maryland State Department of Education led an in-service on integrated instruction. It provided an overview of integrated curriculum, samples of integrated curriculum and a process for developing blended instruction projects.

· Overview of IDEA ’97 and the IEP

This training promoted understanding of the Individual Education Plan requirements of the Individuals with Disabilities Education Act (IDEA) of 1997, including how Montgomery County Public School procedures apply.

· Overview of Self-Determination (Two sessions)

To achieve the goal of student self-determination, engagement and involvement, it was essential that students be involved in the development of their own IEP. Professional development around this effort focused on providing teachers with the necessary knowledge and skills to so students could participate meaningfully in the IEP process.

Session 1 focused on the importance of self-advocacy for students; provided an overview of statistics/bi-lingual IEPs and student led IEPs. It reviewed previous IEPs and provided opportunities to write goals based on new knowledge. It also covered laws, strengths and weaknesses, accommodations, and the Individualized Transition Plan.

Session 2 provided an overview of the IEP unit and simulated an individual student-led IEP conference. It , explained the use of transcripts and four year plans in the IEP process. It provided teaching activities for use in teacher counselor (TC) groups and reviewed the student Portfolio Model in terms of expectations and relevance to the IEP Process.

· Introduction to Using Student Portfolios

The purpose of this in-service was to:

(1) highlight basic educational concepts in using portfolios

(2) promote knowledge for teaching students to use the Mark Twain Student Portfolio, and

(3) develop guidelines and criteria for student selection and T/C approval of portfolio items.

The in-service provided definitions and examples of educational portfolios, and explained the use of

student self-reflection as a basis for enhancing self-determination.

· Guidelines for Leading Teacher/Counselor (TC) Groups

This workshop focused on providing TC staff with comprehensive understanding of their role and the instructional expectations for successfully implementing their teacher counselor group classes.

Other in-services provided during Project Anchor included:

· Best Practices for Postsecondary Transition and Project Anchor Directions

· School to Work: Goals and Expectations for Advancing Career/Academic Integration through Blended Instruction

· Career Connections Work Session on Blended Instruction

· Success for Every Student: Progress Towards Benchmarks

· Preparing Lessons for Block Scheduling

· Midpoint Decision-Making: Prioritizing and Implementing Best Practices for the 1999-2000 School Year

· Current Trends in Maintaining Safe and Secure Schools, and the MT Continuum of Interventions

· Life Space Intervention: Talking with Youth in Crisis (part I)

· Issues in Life Space Intervention and LSI Simulation Practice (Part II)

· Staff Training and Support for Behavior Management

· Working with Families and Effective Case Management

· Overview of Substance Abuse Prevention/Intervention Teaching Units (Part I)

· Overview of Substance Abuse Prevention/Intervention Teaching Units (Part II)

· Mark Twain/Project Anchor: Culminating Activities, Accomplishments, Results and Products

· Reviewing Effective Practices and Generating Recommendations for the MT School

APPENDIX G

 

Career/Post-Secondary:

APPENDIX H

Personal Development and Support Groups

The Environmental Scan identified a variety of school-linked student opportunities for personal development and support, including a series of personal development and support groups. Based on favorable formal feedback, participant questionnaires, and sustained resources, the following programs were offered continuously during the Mark Twain/Project Anchor grant.

Sneakers Program

A weekly, 45-minute group, for 8-10 sexually active and at-risk females students, ages 13-15. The program’s purpose was to decrease the possibility of pregnancy by students raising self-esteem and providing birth control information. The programs goals were: increase awareness of consequences of sexual behavior and teen parenthood; cope with negative social pressures; develop positive peer relationships and avoid unhealthy relationships; improve short-term goal-setting and attainment; and increase understanding of the impact of alcohol and other drugs on self-control and self-esteem. The goals were addressed through group discussion, modeling and role playing, and educational games.

Vision Quest, Rite of Passage Program

A weekly 90 minute group for 8-10 female students with poor self-esteem and generalized feelings of discouragement. The purpose of the group was to renew hopefulness and promote a sense of direction and positive self-determination. Specific goals addressed include: increasing self-esteem and school achievement; boosting self-confidence and social-sexual maturation; improving interpersonal relationships with peers and adults; and developing a personal vision for life-success. The program offered a cultural, intergenerational, multi-sensory approach to self-empowerment, using dance, art, music, ritual and discussion with modeling by adult mentors from the community. Through a series of 20-24 structured sessions, students actively participated in a culminating rites of passage ceremony.

Empower Program

A weekly 60 minute group for 8-10 female students experiencing gender conflict and sexual harassment. The purpose of this group was to promote student self-esteem, assertiveness, and effective decision-making. Specific goals included: enhancing self-esteem and ability to stand up for oneself; developing skills for non-violent conflict resolution; and effective problem solving and decision- making. Through guided group discussion, role playing, and print and audiovisual media, participants learned to set boundaries in relationships and exercise personal power responsibly.

Rite of Passage Program

Two weekly 90 minute groups for 10-12 male students with low self-esteem, lack of positive male identity figure, a pervasive negativism towards life, and a history of or potential for delinquent acts. . Specific goals addressed include: increasing self-esteem and school achievement; boosting self-confidence and social-sexual maturation; improving interpersonal relationships with peers and adults; and developing a personal vision for life-success. The program offered a cultural, intergenerational, multi-sensory approach to self-empowerment, using dance, art, music, ritual and discussion with modeling by adult mentors from the community. Through a series of 20-24 structured sessions, students actively participated in a culminating rites of passage ceremony.

Empower Program

A weekly 60 minute group for 8-12 male students with gender, masculinity and aggression issues. Specific goals included: enhancing self-esteem and ability to stand up for oneself; developing skills for non-violent conflict resolution; and effective problem solving and decision- making. Through guided group discussion, role playing, and print and audiovisual media, participants learned to set boundaries in relationships and exercise personal power responsibly. Sessions were held once a week during TC class for up to 10 weeks. A new group was included each semester.

Drug Education Program, Open Group

A weekly 45-minute session was offered that followed the Alcoholics Anonymous 12-Steps program. The purpose of this program was to offer preventive education and group support for resisting substance abuse. Participants were self-, staff-, or court-referred.

Drug Education Program, Closed Group

A weekly 45 minute session following the AA 12-Steps and Alateen guidelines. The purpose of this group was to help students with serious substance abuse problems maintain sobriety and recovery from drug abuse. Participants were in recovery following return from a community drug treatment or intervention program.

APPENDIX I

School Clubs and Sports

As a result of interviews with parents and students, Mark Twain/Project Anchor staff and the Youth Development Committee strengthened the school program by taking the following actions:

1. Appointed a staff member as the school’s coordinator of extracurricular activities – this was accomplished after MCPS approval of a special request by Mark Twain since the school had not previously been eligible for such a position;
2. Offered several clubs and sports activities that appealed to many students and arranged for after-school bus transportation for students;
3. Informed parents of the extracurricular opportunities via newsletter and parent outreach; and
4. Included Mark Twain School in a basketball league of special schools.

The following after-school activities were conducted during the 1998-2000 school years:

Computer Club – for students interested in use of the computer for games, research, music, sports and arts.

Homework Club – for students wanting to improve their homework completion, with assistance from a Mark Twain staff sponsor and other students.

Music Club – for students interested in learning and playing various instruments, practicing as a band, and enjoying listening to different kinds of music.

Intramural Sports – for students who enjoyed athletic competition, including flag football, basketball and softball, tennis and weight training.

Mark Twain Basketball Team – for the first time, a school basketball team was formed with twelve students participating (after a series of try-outs held). The Mark Twain team joined an existing league of private special education and alternative schools and had a winning record in its first year.

After-school clubs and intramural sports were held twice a week for a two-hour period (clubs on Monday/Wednesday; sports on Tuesday/Thursday). Signed parent permission forms were required for participation. Teacher Counselors explained the purpose of a particular activity to parents whenever necessary. Although a nominal activity fee was expected, funds were provided to subsidize payments for families with limited resources.

In addition to after-school clubs and sports, a kayaking program was initiated during the school day, with support from the Montgomery County Department of Recreation. 8-10 students met weekly, for a two-hour period in the school’s pool, to practice kayaking skills. Basic kayaking and water safety were taught to two different groups during winter and spring semesters.

Self-Determination/Career Education Curriculum

Glencoe-McGraw Hill Publishers

National Transition Alliance Annual Project Directors Meeting

Washington, DC

June 2000

June 1999

June 1998

MCPS Transition Support Teacher Workshop: Promoting Self-Determination of Adolescents with E/B Problems

December 1999

MCPS Teacher Training

Transition Support Teachers

IEP involvement – Student-Led IEPs

November 1999

CEC, Division on Career Development and Transition

International Conference, Charleston, SC

Session 1: Promoting Self-Determination of Adolescents with E/B problems

Session 2: Motivating Adolescents with E/BD through contextual learning

October 1999

Linking Schools and Communities: Alternative Education for Troubled Youth Conference

"Alternative Programs for Students at Risk"

University of Maryland Center for Study of Troubling Behavior

July 1999

TATRA Conference

March 1999

In-Services

· Project Anchor Overview

The management team provided an overview of Project Anchor for staff, including organization and timelines prior to the start of the project. The strategic planning process was detailed and included a discussion of the environmental scan, priority practices for implementation, and professional development activities. The National Transition Alliance Transition Practices and Needs Assessment forms were shared.

· Integrated curriculum/blended instruction

A representative from the Maryland State Department of Education led an in-service on integrated instruction. It provided an overview of integrated curriculum, samples of integrated curriculum and a process for developing blended instruction projects.

· Overview of IDEA ’97 and the IEP

This training promoted understanding of the Individual Education Plan requirements of the Individuals with Disabilities Education Act (IDEA) of 1997, including how Montgomery County Public School procedures apply.

· Overview of Self-Determination (Two sessions)

To achieve the goal of student self-determination, engagement and involvement, it was essential that students be involved in the development of their own IEP. Professional development around this effort focused on providing teachers with the necessary knowledge and skills to so students could participate meaningfully in the IEP process.

Session 1 focused on the importance of self-advocacy for students; provided an overview of statistics/bi-lingual IEPs and student led IEPs. It reviewed previous IEPs and provided opportunities to write goals based on new knowledge. It also covered laws, strengths and weaknesses, accommodations, and the Individualized Transition Plan.

Session 2 provided an overview of the IEP unit and simulated an individual student-led IEP conference. It , explained the use of transcripts and four year plans in the IEP process. It provided teaching activities for use in teacher counselor (TC) groups and reviewed the student Portfolio Model in terms of expectations and relevance to the IEP Process.

· Introduction to Using Student Portfolios

The purpose of this in-service was to:

(1) highlight basic educational concepts in using portfolios

(2) promote knowledge for teaching students to use the Mark Twain Student Portfolio, and

(3) develop guidelines and criteria for student selection and TC approval of portfolio items.

The in-service provided definitions and examples of educational portfolios, and explained the use of student self-reflection as a basis for enhancing self-determination.

· Guidelines for Leading Teacher Counselor (TC) Groups

This workshop focused on providing TC staff with comprehensive understanding of their role and the instructional expectations for successfully implementing their teacher counselor group classes.

Other in-services provided during Project Anchor included:

· Best Practices for Postsecondary Transition and Project Anchor Directions

· School to Work: Goals and Expectations for Advancing Career/Academic Integration through Blended Instruction

· Career Connections Work Session on Blended Instruction

· Success for Every Student: Progress Towards Benchmarks

· Preparing Lessons for Block Scheduling

· Midpoint Decision-Making: Prioritizing and Implementing Best Practices for the 1999-2000 School Year

· Current Trends in Maintaining Safe and Secure Schools, and the MT Continuum of Interventions

· Life Space Intervention: Talking with Youth in Crisis (part I)

· Issues in Life Space Intervention and LSI Simulation Practice (Part II)

· Staff Training and Support for Behavior Management

· Working with Families and Effective Case Management

· Overview of Substance Abuse Prevention/Intervention Teaching Units (Part I)

· Overview of Substance Abuse Prevention/Intervention Teaching Units (Part II)

· Mark Twain/Project Anchor: Culminating Activities, Accomplishments, Results and Products

· Reviewing Effective Practices and Generating Recommendations for the MT School