Serve Students At-Risk of Dropping Out
UCAP is built to serve the unique needs of
at-risk students. In recruiting students, we seek children who
have not been successful in school. All students who attend UCAP
have repeated at least one grade, and approximately a third of
the students have repeated more than once. Repeating a grade is
the single most reliable indicator of whether or not a student
is at risk of dropping out. In addition to repeating a grade,
students often have histories of truancy, suspensions, high
mobility, poor grades, and a general lack of educational
opportunities. Many students come from very challenging family
situations, and have siblings who have dropped out of school. A
significant number or students are involved with family court or
the Department of Children, Youth, and Families. It is not
unusual for our students to lack constructive relationships with
supportive adults and peers. Finally, students at UCAP live in
some of the poorest and most violent neighborhoods in the state.
Unique Accelerated Curriculum
The UCAP curriculum helps students
accelerate by completing two grades in one year or three grades
in two years. Students work to strengthen literacy and problem
solving skills in the context of a rigorous, standards-based
curriculum. Students must take responsibility for their learning
by choosing the focus of their work and study within a unit, by
developing the skills and knowledge they need and by behaving in
a manner that supports their success as a student and as a
member of the community.
Best Practice Instruction and Assessment
UCAPs instruction and assessment strive to
serve the individual student whose needs vary greatly. Students
reading and math skills span 8 grade levels, they hail from
dozens of different countries, speak many different languages,
and come from varying school experiences. Their commonality is
that they have been retained in the past and share this stigma
and the need to catch-up. Therefore, UCAPs instruction and
assessment are differentiated for each student by way of a
common, though flexible, approach in which teachers strive to be
responsive, offer choice and employ variety. While UCAP teachers
exercise flexibility in how they craft their lessons, they also
collaborate to use common strategies across the curriculum.
Teachers respond to individual needs that are assessed by
classroom and school-wide assessments by offering additional or
different types of work, study groups, and/or study halls. To
demonstrate mastery of standards, students are often able to
choose the type of project; focus of a paper; and/or order of an
assignment. Similarly, students are exposed to a variety of
instructional methods (e.g. cooperative learning, individual
work, writers and readers workshop). Overall, UCAP teachers work
hard to continuously try new things to innovate instruction and
assessment that serve students unique and changing needs.
School As Community
UCAPs strives to provide a safe, caring, and
welcoming environment for students. When visiting UCAP, many
comment on the palpable sense of community they feel exists at
the school. UCAP students connect to the larger community
through such structures as community meetings, Beyond School
programs, and silly days. But students also identify with
smaller communities within the school such as their academic
team, their advisory group, and even the small classes that UCAP
affords them. Student social learning is a priority at UCAP, and
the school holds high expectations for student behavior.
Students are held accountable to the community through such
mechanisms as the Discipline Committee and extra-curricular
planning committees (e. g. Dance Committees). UCAP endeavors to
provide a supportive community that motivates students with
meaningful opportunities for achievement while stressing the
importance of taking responsibility, working hard, setting
goals, taking risks, and having fun. It is also part of UCAPs
mission to provide a setting which engenders and relies upon
individuals who respect each other, appreciate diversity, and
who share a commitment to community.
Mixed Grouping & Flexible Scheduling
UCAP is a school of diverse reading levels,
grade levels, and paces of student progress. Classes necessarily
reflect this diversity and attempt to use it to the advantage of
learners. UCAP classes feature:
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Students looping with a team of teachers
for two years to finish the 7th, 8th, and 9th grades.
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Students of varied ages and levels
working together at different paces on group and individual
challenges.
UCAP employs a block schedule to allow staff
to creatively plan classes and facilitate student learning
objectives. A new schedule is drawn out every week, which
usually features students rotating through two two-hour classes.
Among the scheduling adjustments at UCAP are:
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The schedule bends to accommodate
science class field trips.
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An advisor period is created on
Wednesday and Friday afternoons.
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Teams create remediation and enrichment
periods for students at risk of falling behind or with the
potential to accelerate with extra-help.
Beyond School Programs
The Beyond School Programs (BSP) at UCAP are
unique and diverse in that they are committed to reach our
school community through four different areas enrichment,
physical education, community, and academics. An important goal
of the BSP is the development of qualities such as honesty,
respect, responsibility and caring in students. In addition, a
sense of fair play and teamwork are an essential learning
component to all BSPs. The aforementioned goals are attained
through the supervised interaction between the students by the
staff during the programs. A plethora of activities are offered
in the four areas. They range from enrichment (e.g. Boston
Museum of Science, Mystic Aquarium, Block Island) to physical
(e.g. Field Days, hikes, basketeball), community (e.g. Block
Party, Bingo, Dances), and academic (e.g. Algebra I, Biology,
Homework Club, Saturday School). Finally, the BSPs are designed
to foster a sense of belonging and community amongst the
students, parents and staff in a more casual and stress-free
atmosphere.
Personalized Student Support
At UCAP, each student is monitored in a
number of ways:
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All students have individual criteria
sheets that monitor their academic progress in the core
academic subjects.
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Students are assigned to an advisor who
meets twice a week with the group to discuss social and
academic issues. This group also sets monthly goals.
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All students making insufficient
progress are placed in an academic assistance program that
includes parent meetings with teachers, informational
letters to parents, weekly progress reports, counseling
referrals and extra study periods.
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7th graders who make insufficient
progress during the first three quarters are placed on
academic probation for the 4th quarter. Probation
includes mandated study sessions, weekly student-teacher
meetings, and summer sessions.
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All students preparing for high school
meet with a counselor to discuss options for the upcoming
year and to complete high school applications.
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Students are recognized for various
academic and community achievements.
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Students who are referred for their
behavior or are in conflict with other students go through a
counseling process or mediation.
Family Engagement and Guidance
At UCAP, the staff engages each students
family through a variety of means:
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Incoming students and their families
meet with a UCAP staff member at the familys home during the
summer before entrance into UCAP.
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Parent Teacher Meetings are scheduled on
a regular basis to discuss academic progress and
disciplinary issues
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Social Activities are planned for
families and students including Open House, Block Party,
Movie Nights, and Bingo Nights.
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Informational workshops are scheduled on
topics affecting UCAP students.
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Many parents request weekly academic
progress reports that are sent via mail or phone.
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Parent Volunteers are requested for
activities including school dances and fundraisers.
Job-Embedded Professional Development
We believe that continuously working
together to develop the curriculum, instruction, and assessments
is a sure route to real improvement in student learning. While
we take advantage of the best of what outside organizations can
offer to our school improvement, we always bring it home to talk
about and apply with our colleagues. We also feel that staff
should have a significant voice in guiding and leading staff
development to meet individual needs and to address our shared
goals and vision. We accomplish this through a series of groups
(e.g. Reading Study Group, Problem-Solving Study Group,
Professional Development Committee, etc.) that meet at least
once a month to discuss matters of curriculum, instruction, and
assessment There are also a number of satellite groups that
convene when needed (e.g. Showcase Committee, Technology
Committee, etc.). The whole staff also comes together monthly
for 2-3 hours to focus on issues pertinent to our yearly goals.
During this time, we discuss articles and books, look at
students work, and give each other feedback on practice.
Ongoing Organizational Assessment
UCAP incorporates a variety of assessment
techniques in order to evaluate the schools programs. This
allows the school to assess how well the program is meeting the
needs of the students. The ongoing nature of these evaluations
allows the process for using data to be continuously
strengthened. The school gathers data and information from
various sources and assess information individually and as a
whole. Changes are then implemented and the assessment cycle
begins again. This iterative approach ensures that the school is
achieving its maximum potential.
Independent and Autonomous
The Urban Collaborative is an independent
501(c)(3) non-profit corporation, controlled by a board of
superintendents from the school departments of Providence,
Central Falls, and Cranston. Because of this, decisions by the
board are based upon what is best for the students of UCAP, so
that policies, daily practice, and procedures can be tailored to
the needs of a small school serving at-risk urban youth. The
daily operation of the school is overseen by a director who
works closely with the staff to make decisions in virtually
every aspect of the school including: curriculum and
instruction, staffing, discipline policies, selection of
students, use of resources, use of space, technology, school
schedule, and school culture. Staff members at UCAP are
encouraged to assume roles of leadership, and are supported in
their efforts to improve the school. Many of UCAP's most
successful and valuable programs are the result of staff
leadership.
Community Partnerships
Aside from working very closely with middle
and high schools in the participating communities, many
community based organizations assist UCAP in serving at-risk
youth. These organizations support art programs, student
mentorships, recreation, guidance, and special programs. UCAP
benefits by a partnership with the University of Rhode Island
through the placement of student interns in the classrooms.
Other volunteers also serve on advisory boards and
sub-committees to assist UCAP in special initiatives. Through
the guidance department students and their families are
connected to a wide range of organizations that can assist
families that are experiencing difficult situations. Individuals
and organizations from the community also play a large role in
UCAPs Beyond School Programs. In addition, UCAP receives
substantial funding from many individuals, businesses, and
foundations. Contributions from these sources allow the staff to
continue developing programs that meet the needs of UCAP
students and make them feel UCAP is a special place. Finally,
UCAP has become a primary advocate for at-risk students in Rhode
Island and readily offers support to school districts or
individuals interested in creating small alternative schools.
Model Overview
| Theory of Action |
Distinguishers |
Guiding Principles
Student Outcomes
