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All Students Learning: Making It Happen In Your SchoolA Caring Community Ensures Student Success (ACCESS)
Program Location Sunnycrest Elementary School Contact Mary Miles, Teacher Description When military housing in the Seattle area became available for purchase about six years ago, two local agencies, South King County Multi-Services and Catholic Community Service, leased 22 units. The housing was set aside exclusively for homeless families. Eight of the units were reserved for long-term stays
(up to two years), and are managed by Catholic Community
Services. Fourteen units, managed by South King County Multi-Services, were reserved for short-term stays (three to five weeks).
The initial knowledge that there would be a substantial homeless population in the community and schools concerned many in Kent. They were unsure how this would impact students already attending in the district, and wanted to be as prepared for this new group of students as possible. After several school-community meetings, the district pursued a special setting for the homeless students that would gently ease them into the routine of schooling, and that could meet some of their unique emotional and material needs. What resulted was ACCESS (A
Caring Community Ensures Student Success).
The ACCESS classroom is located at Sunnycrest Elementary School. It is run by a certified teacher and a full-time teaching assistant. The program is supported by district and Title I funds. All children in the program are bused to school each day. The primary intent of the ACCESS classroom is to take care of the children’s initial needs so they can be successful in a regular classroom setting. This can mean getting them necessary books, setting them up on breakfast and lunch plans, getting them clothing, or fulfilling health needs such as eye glasses. They are also screened to determine their reading and math levels. ACCESS instruction is individualized for each student. Among many other things, ACCESS teachers emphasize the importance of education as a way to break the cycle of poverty prevalent
for most of the children.
After seven to 10 days in the ACCESS classroom, students are reviewed by the ACCESS teacher and other school staff to determine whether or not they should be mainstreamed into a regular classroom. The program is not meant to be a long-term placement for any student. However, for as long as children are in the school, the ACCESS teacher will have contact with them and their families. Students that are in the school on a long-term basis are also matched with a part-time family service worker who connects regularly with them and their families.
About 100 students go through the ACCESS program each year. Generally, there are eight to 12 students in the class at any given time. Most ACCESS students are eager to learn and be in school, but are performing below grade level. In all likelihood, this is due to the fact that the majority of them have been in more
than 10 schools by grade four. Many have spent more time out
of school than in it. Because their lives are often filled with the stress and chaos commonly faced by adults, they tend to be more mature than other children of similar age. It is also probable that these children have never been able to establish any lasting friendships because of the high mobility of their families.
Meeting the needs of such unique children could not be done without the strong support of the surrounding community, which has adjusted well to the presence of the homeless families. Each year community members contribute countless amounts
of school supplies, stuffed animals, Christmas gifts, books, and other materials to the children in the ACCESS room. They want to ensure that these children have a positive experience, even if they are only in the community for a short period of time.
Keys to Success Observed Outcomes Secondary Transitional Bilingual Program
Program Location Pasco School District Contact Description In the Pasco, Washington, School District there is a common educational philosophy that pervades at each school. The philosophy is that every student will receive certificated instruction all day (without initial instruction from teacher aides), in a language they understand. In the high school alone, more than one-half of the student population come from homes where English is not the primary language. To serve this diverse group of students, the district built upon an already existing program that is known as the Transitional Bilingual Program. It is rooted in district educational philosophy, and it is available to all students in grades K-12.
The program is based upon research that indicates students become proficient in English much faster if they first become strong in their primary language. The Transitional Bilingual Program at the secondary level (students in grades 6-12) first provides limited-English-speaking students with instruction
in their native language, and gradually transitions them to English instruction. Students are placed in the program based on their level of English-language proficiency. Most students in the program begin with content area instruction (courses such as math, science, and social studies) delivered to them in their native language only, and have two hours of English as a Second Language (ESL) class. As they progress, English in content-area courses is increased using sheltered-English teaching strategies. They advance through five language levels before they are incorporated fully into mainstream classes.
The majority of the program is funded with basic education dollars instead of relying on federal and state bilingual dollars. The district’s goal is for 100 percent of its teaching staff to be trained in instructional practices consistent with bilingual education. Through intensive staff development that trains teachers in sheltered-English methods, cross-cultural communication, and ESL strategies, the district ensures that its educators are able to effectively serve this diverse student population.
Overall, the program has proven successful for students and the community in general. It has worked so well, in fact, that the district is now host to many visitors throughout the year who are looking to implement similar programs in their schools.
Keys to Success Observed Outcomes
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