Early Identification and Interventions for Elementary Students at Risk of Not Succeeding in School.

This project described methods of early identification and implementation of various interventions used to increase achievement of students at risk in grades three, four, and five at John D. Floyd Elementary School in Spring Hill, Florida. The 51 children who qualified for and were enrolled in the dropout prevention program had achievement scores below national and state norms. Possible causes of the low achievement scores included poor attendance, retention, inconsistent time on task, inappropriate teaching strategies, large class size, inadequate material, nonsequenced curriculum, and unstructured computer instructional time. Individual education plans were designed for children and interventions included curriculum revision, specific teaching strategies related to individual needs, increased use of technology and manipulatives to reinforce instruction, positive reinforcement of lessons, consistent disciplinary practices with rewards, and guidance activities to develop self-image. After implementation of the program the achievement scores of the targeted students increased. Eleven appendixes provide copies of: (1) suggested criteria for identification of students; (2) additional criteria; (3) an alternative program statement of eligibility; (4) an opportunity matrix; (5) a parent current status survey; (6) a teacher survey; (7) a parent evaluation survey; (8) a dropout prevention program checklist; (9) a student behavior contract; (10) a program statement of eligibility; and (11) student assessment results. Contains 31 references. (MDM)