HomeWelcome to Project s.t.a.r.t.* For students to stay in school they must develop a sense of who they are as learners - and persevere through life changes. Motivation and success usually occur because the student has developed strong bonds and a trusting relationship with at least one adult who serves as a role model, guide and cheerleader. With many parents not available after school to facilitate positive decision making and with school guidance counselors serving 350-500 students each, many students opt for maximizing time with friends rather than shouldering academic stress. Project s.t.a.r.t.* (Support Training Accountability & Rewards for Turnarounds) is a private-public partnership providing academic mentoring services to high school students, and their families, who are underachieving academically. Project s.t.a.r.t.* personnel work within the public school : - as an adjunct to the faculty and counseling department
- to provide small group services during the school day and
- customized services for targeted needs after school.
Students meet with an Academic Coordinator in groups of 8-12 at least one hour per week, during the school year. Interventions include: Individual academic goal setting, program planning, and tutoring; Group conflict resolution and interpersonal skill development; and Transition goal setting and planning for post secondary achievement including employment and higher education.
Each Academic Coordinator focuses on individual student improvement in attendance, behavior and grades. Weekly point checks hold the students accountable to their goals. Accumulated points can be "cashed in" for incentives such as special group outings or merchandise from Project s.t.a.r.t.* business partners. Students and parents must sign a contract to participate. Students receive earned credit (similar to correspondence or work/study credit) for active, continued participation. For many students, Project s.t.a.r.t.* is the only group to ever offer them positive support and encouragement, and which relates academic success and life skills. Group members develop a sense of community over time and learn to work together to achieve success. It was for this reason that Project s.t.a.r.t.* increased its original intervention from two semesters to eight – students requested ongoing support throughout high school. * business partners. Students and parents must sign a contract to participate. Students receive earned credit (similar to correspondence or work/study credit) for active, continued participation. For many students, * is the only group to ever offer them positive support and encouragement, and which relates academic success and life skills. Group members develop a sense of community over time and learn to work together to achieve success. It was for this reason that * increased its original intervention from two semesters to eight – students requested ongoing support throughout high school. Academic Group Coordinators are drawn from the educational system and qualified community members. Frequently they are retired teachers or counselors, college students studying to become teachers, high school substitute teachers or other adults who have a passion for working with struggling students. Training comprises approximately 40 hours; twenty-four hours for initial training and an additional sixteen hours during the first year. Mentors provide assistance, as role models, beyond the Academic group meetings. Relationships between students and mentors augment the work of the Academic Coordinators and foster higher achievement levels by the students. Each school that chooses to participate in Project s.t.a.r.t.* becomes a true partner in raising the performance of its underachieving students. The school provides: meeting space for the groups; time in the students’ schedules; assistance in identifying and enrolling underachieving students; access to student records; and support for those students working to improve individual performance. Project s.t.a.r.t.* supplies: trained Group Mentors; training for school coordinators and administration; an area director to coordinate business partners, reward trips, employment and/or internships, etc. Students and parents must commit to: one year of active attendance; commitment to helping themselves and others within the group; and achievement of personal goals. More than fifteen years of experience has shown that weekly interactive support group sessions for at least two semesters, with an accountability points system and rewards, yields a 80-90% success rate. This is in direct contrast to the efficacy of individual student-school counselor sessions (5-10%), single interactive group sessions (10-20%), or recognition and incentives without support (25-30%). Each Academic Coordinator focuses on individual student improvement in attendance, behavior and grades. Weekly point checks hold the students accountable to their goals. Accumulated points can be "cashed in" for incentives such as special group outings or merchandise from | 