From April 27th, 2009
This is a journal entry that I meant to include in my blog about a month ago.
Today the teachers Union has another meeting with the Ministry. We will know shortly if the strike will continue. If it continues all public school children will be out of school for an indefinite period of time (until the Ministry agrees to increase the teachers salary by 7.5%).
Luckily for me and our kids, my IPP at Compre is a Seventh Day Adventist Church member. SDA members are usually discouraged from participating in strikes or any other potentially volatile political action. This includes any political action that involves slander or smear tactics; that is not to say that this dispute involves any such misconduct. In fact, the only details I really know are: a. The Ministry promised to increase the teachers’ salary by 7.5% during the strike that occurred last year; and b. Teachers did not receive their increase, as promised. Nonetheless, my community partner, although she is permitted to be part of this particular union, will still be attending school. Thankfully, this allows us to still work on the many things we set out to complete this term.
At the beginning of the term, the counselor at Compre and I created a schedule for the final term through to September when school starts again. We plan to design and facilitate a Peer Mentoring Workshop in order to train and prepare the 20 new Castries Comprehensive Peer Mentors. Peer Mentors assist new students in their adjustment to the school, especially Form 1 students, educate their peers on healthy life style choices, and are expected to be role models that provide mentoring and counsel to fellow peers.
We are also organizing a workshop for the new Prefects. Prefects are well behaved students that are selected for the purpose of managing a classroom when a teacher is absent. The Ministry of Education does not have substitute teachers on staff in the same way we do in the States. Instead, a student Prefect takes charge of the class. Their workshop will focus on school rules, class room management and conflict resolution. Then, of course, we are continuing the “Why Try?” Program. Why Try is a program that works with at-risk students to help them attain unlearned social skills necessary for positive growth and achievement. It was developed by Social Workers in the States, WooHoo!
Currently, Castries Comprehensive and Sir Ira Simmons have a total of 27 ‘at-risk’ students that are regularly attending “Why Try?” groups every week. Securing funding for additional groups for the 2009 – 2010 school year has also been in the works. I completed a rough draft of a proposal in February, and the District II counselor is still preparing the final product, which will then be sent to two different funding sources. The hope is to run a ‘formal pilot’ of the program in each of the four District II schools. Positive results will then be used to secure funding for the implementation of “Why Try?” island-wide. Even though the program has been running in Vaux Fort, the success of the program has not been empirically measured. I measured the students’ base-line level at Compre and Sir Ira but the program has not been run in a methodical way, neither under optimal conditions; obtaining all the necessary materials has been a challenge.
We will be measuring the success by collecting and analyzing the following data:
- group member, parent, and teacher surveys will help us to establish a base
line and monitor changes of particular behaviors, characteristics and basic
social functioning.
- Changes in attendance, suspension, detention, and drop-out rates
- Grades and CXC pass rates
- Observed progress in group
Additionally, some people have been asking me “What makes at kid at-risk?” In general, many different factors can put a child ‘at-risk’ in life. However, the term always needs to be considered within the context of which you are working. For example, children born in poverty are considered at-risk because they are less likely to receive a quality education, they may get involved with drugs or crime due to the different stressors of poverty, and they are more likely to be malnourished and/or go untreated for different health problems. That is just listing a few. For the purposes of “Why Try?” at-risk school children are those children that are at-risk for not completing school successfully. Since we are wanting to make the pilot as empirical as possible we will need to be specific in defining how we intend to identify at-risk children. For our use, a child is considered to be at-risk if they meet 1 or more of the following criteria:
- Poor grades in over half of the students subjects
- Having ever been suspended from school
- Poor school attendance or truancy
- Low self-esteem, as determined by teacher and counselor
- Having more than 1 school detention
- More than 1 referral to the principal’s office
- Inability to concentrate or follow instruction in the classroom, as
determined by teacher
- Scores low on social-skills survey
- Cannot identify at-least 3 adults that are supportive of them
