DOCSLIB.ORG

Case Study of a Secondary School Model for Special Needs Students at the Eagle Hill School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Case Study of a Secondary School Model for Special Needs Students at the Eagle Hill School University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1977 Case study of a secondary school model for special needs students at the Eagle Hill School. Dewey McGowen University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation McGowen, Dewey, "Case study of a secondary school model for special needs students at the Eagle Hill School." (1977). Doctoral Dissertations 1896 - February 2014. 3421. https://scholarworks.umass.edu/dissertations_1/3421 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. CASE STUDY OF A SECONDARY SCHOOL MODEL FOR SPECIAL NEEDS STUDENTS AT THE EAGLE HILL SCHOOL A Dissertation Presented By DEWEY McGOVIEN Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION November, 1977 Education Dewey McGowen 1 977 (c) All Rights Reserved ii CASE STUDY OF A SECOIJDARY SCHOOL MODEL FOR SPECIAL HEEDS STUDEHTS AT THE eagle hill SCHOOL A Dissertation Presented By DEWEY McGOWEN Approved as to style and content by: i i i ACKNOHEDGEMENTS The writer wishes to express his sincere appreciation and gratitude to the many friends that gave me their enthusiastic support, understanding encouragement, and tim.e while carrying out this study. It would be inap- propriate net to single out the concern and dedication of my Dissertation Committee Chairman, Dr. Peter Wagschal , who has the courage to look at differences critically and be constructive in his criticisms, and invested expertise, time, and effort through the many crises of this course of study. Grateful acknowledgement is also extended to the members of my comimittee. Dr. Gene Orro and Dr. Robert Randolph, who gave up their valu- able time to assist and encourage. A special point of appreciation is made to Charles MacDonald, the Headmaster of Eagle Hill School, whose faith in the students and faculty was demonstrated miany times by his encouragement to go look, talk, and ask questions of anyone and everyone. He pointed out the school motto, "Do it for him, do it with him, watch him do it with him, watch him do it, and finally, let him do it himself." My indebtedness to Ms. Patricia Baskin, who contributed much time me humible and support from the study's inception to its conclusion, m.akes and enriched by her friendship. her kindness and assistance. To I thank Ms. Sheila K. Rooney for grateful for their under- Curtis, Heidi, and Lea Beth, my children, I am the support of my standing and sacrifices. Finally, I must acknov/ledge grandmother, and Jam,e parents, Dewey and Ann P. McGowen. Eria McGowen, m,y always there to help m,e with my children J. Curtis, my father-in-law, were which allowed me tp stay on task. IV ABSTRACT Case Study of a Secondary School Model for Special Needs Students at the Eagle Hill School (February, 1978) Dewey McGowen, B.S., Springfield College M.Ed., Boston University, Ed.D., University of Massachusetts Directed by: Dr. Peter Wagschal This case study presents the formative and summative process of a private school serving special needs students in a secondary pro- gram. The school's philosophy and the administrative policies which implement it are outlined. Eagle Hill's educational program is designed to serve the academic and social needs of learning disabled students. The program's basic orientations are toward individualized education and student success, utilizing the linguistic method of teaching language arts mastery in a structured and supportive environment. The curriculum developed by Eagle Hill is presented in detail, subject. with a course outline and the objectives of each available The school's emphasis on mastery of basic language skills following the linguistic teaching method is evident. and information about Eagle On-site oDservations , interviews order to provide Hill's living and learning environment are presented in out its philosoph- illustrations of the ways in which the school carries not just the handicap. ical belief in treating the total child, V Data concerning student academic achievement for both the stu- dent body as a v/hole and for the population split into three groups ac- cording to I.Q. test scores was collected and analyzed. The data show significant results in two areas: 1. Lack of correlation between tested I.Q. and academic performance improvement at Eagle Hill; 2. The difference in gains between math and spelling lead to ques- tions about the centrality of these two areas to the learning disabled syndrome. Also included is a case study of randomly selected student, "Billy B.". The study follows Billy's progress through his educational program at Eagle Hill, provides linear perspective on the v;ays in which the various aspects of Eagle Hill's educational program are implemented and provides concrete examples of how the school's philosophy of treat- ing the whole child is successful. The major implication of the study is that Eagle Hill's program prepara- is a successful one, the only areas of reservation being career they tion and the lack of adequate follow-up studies on students after the leave the school. Residential ity may be an important factor in school's success. chiefly The study suggests several areas of further research, temporary residential for studies on the feasibility of public regional children. centers for the remediation of learning disabled vi TABLE OF CONTENTS (Continued) Chapter Page IV Art 148 (Cont'd) Wood and Metal Shop 151 Small Motor and Auto Repair 155 Afternoon Activity Classes 160 Photography - Filming 161 Extracurricular Activities 163 Typing 169 Health Education 171 Motor Training and Physical Education .... 172 Summary 175 V OBSERVATIONS 177 Students 177 Teachers 178 General Living Environment 182 VI STATISTICS 185 Student Assessment 185 201 Areas of Statistical Significance . General Remarks 203 VII CASE STUDY: "BILLY B." 207 Case Study . Summary .... 302 304 Implications . 305 VIII CONCLUSIONS . Significant Findings 305 Implementation 308 Implications and Suggested Areas of 314 Further Research 319 BIBLIOGRAPHY . LIST OF TABLES Tabl e Page 1 Mean Grade Level Performance Improvement of 57 Secondary Students at Eagle Hill School . 204 2 Comparison of Mean Grade Level Performance Improvement of 57 Secondary Students at Eagle Hill School Grouped According to Wise Test Scores 205 LIST OF FIGURES Figure Pagi 1 Table of Organization of Eagle Hill School ... 46 2 Supervisory Responsibilities to Students and Staff 47 3 Types of Classes Offered, Afternoon Activity Class 162 4 Tests Administered 186 X CHAPTER I INTRODUCTION One of the largest obstacles encountered by special needs stu- dents is our educational structure's continual underestimation of their potential. With the exception of a relatively small number of progres- sive secondary schools, the public educational system has failed to deal with the learning needs of individual special needs students or their mainstreaming, career education, and guidance problems. In many public high schools, programs for special needs students are inadequate or non-existent. A redefinition of current public secondary school instructional programs has been mandated by the needs of our rapidly changing, complex right of society and by federal and state legislation guaranteeing the inability of many all children to a free and appropriate education. The programs has local school systems to provide appropriate educational offer instructional forced them to turn to those private schools which special needs students. strategies based on the individual differences of ample rationale for close This deficiency in public education provides an needs students at private study of the programs available to special secondary schools. compiling of information As an initial step in the necessary used by private secondary schools about the programs being developed and 1 . 2 for special needs students, this descriptive case study of one such in- stitution, the Eagle Hill School in Hardwick, Massachusetts, will ful- fill the following objectives; 1. To provide a detailed description of the formative process util- ized by Eagle Hill School for the delivery of educational ser- vices to special needs, secondary school students, including the areas of educational philosophy and purpose, administrative and supervisory policies, and implementation procedures. 2. To provide in-depth information concerning the objectives, con- tent, and methods of delivery of Eagle Hill's curriculum. 3. To provide an overview of Eagle Hill's educational climate and function through personal observation of and interviews with students and teachers and observations concerning Eagle Hill's general living environment. 4. To provide specific information on Eagle Hill's student assess- ment procedures; to present, describe and analyze statistics concerning student progress in assessed areas during their stay at Eagle Hill School selected student in or- 5. To present the case study of a randomly and summer- der to provide linear perspective on the formative and to provide tive process of Eagle Hill's educational model, findings concerning concrete examples to illustrate statistical the student population. 3 6. Finally, to analyze and summarize significant findings of the study and to outline implications and explore avenues of re- search suggested by the findings. History The right of American children to a free public education has long been one of our society's most cherished concepts. Deeply rooted in the egalitarian ideal on which the country was founded, our belief in access to public education has historically been considered so basic to the health of the nation that it has been included as a requirement of most State constitutions. The concept is fair, just, and consistent with our democratic ideals.
Load more

Recommended publications
  • Knowledge for the Journey
    Knowledge for the Journey Application for Admission for the 2016-2017 academic year ___________________________________________________________________________________________________________________ King • 1450 Newfield Avenue • Stamford, CT 06905 ADMISSION CHECKLIST * Parts A & B of the application must be received on or before December 15, 2015, in order to be considered for February notification. Pre-Kindergarten and Kindergarten (Application Deadline: December 15, 2015) Parent Interview: date/time Application: date mailed School Recommendation: date given to school Screening: date/time Group Class Visit (student): date/time * Please Note: A completed PreK/K admission file includes: application, $75 fee, school recommendation, King Admission screening and student visit. Lower School Grades 1-5 (Application Deadline: December 15, 2015) Parent Interview: date/time Application: date mailed Teacher Recommendation: date given to teacher Common Report and Transcript Release: Standardized Testing (Grades 3–5): date/time date given to school Student Visit: date/time Screening & Class Visit (student): date/time * Please Note: A completed Lower School admission file includes: application, $75 fee, school recommendation and official transcript, teacher recommendation, King Admission screening and student visit, and standardized testing (Grades 3–5). Middle School Grades 6-8 (Application Deadline: December 15, 2015) Parent Interview: date/time Application: date mailed Student Questionnaire: date mailed Common Report and Transcript
    [Show full text]
  • The Southport School We Change Lives
    The Southport School We Change Lives Our students are... COMPASSIONATE RESILIENT …and they are BRAVE. With a language-based learning disability or attention difficulties, school can be hard. Knowing that they can develop the tools to succeed reignites our students’ love of learning. Since our founding over 35 years ago, The Southport School has provided a transformative educational experience for more than 3,500 students. 1 CONFIDENT Ask a student: What is your favorite thing about our school? “This school has taught me to have confidence in myself, and Students come I’ve learned that I am smart!” here to unlock – Deanna their full potential 8th grade Instead of a one-size-fits-all philosophy, we focus on understanding how each student “The days go by fast learns best. Then, into every classroom and because you have fun every co-curricular activity, our expert faculty integrate literacy and executive function while you learn.” strategies that are grounded in scientific and educational research. – Hensley 3rd grade In this environment, our students become independent learners for life. They build skills, resilience, and optimism. They go on to thrive at their next schools, in college, and wherever their aspirations take them. 2 Ask a parent: What is your favorite thing about our school? Serving up to 125 students in kindergarten through 8th grade “Here my son can work on the skills he needs Hartford Ulster County Litchfield throughout the whole County Duchess County day because all the County CONNECTICUT teachers are trained to Middlesex
    [Show full text]
  • An Open Letter on Behalf of Independent Schools of New England
    An Open Letter on Behalf of Independent Schools of New England, We, the heads of independent schools, comprising 176 schools in the New England region, stand in solidarity with our students and with the families of Marjory Stoneman Douglas High School in Parkland, Florida. The heart of our nation has been broken yet again by another mass shooting at an American school. We offer our deepest condolences to the families and loved ones of those who died and are grieving for the loss of life that occurred. We join with our colleagues in public, private, charter, independent, and faith-based schools demanding meaningful action to keep our students safe from gun violence on campuses and beyond. Many of our students, graduates, and families have joined the effort to ensure that this issue stays at the forefront of the national dialogue. We are all inspired by the students who have raised their voices to demand change. As school leaders we give our voices to this call for action. We come together out of compassion, responsibility, and our commitment to educate our children free of fear and violence. As school leaders, we pledge to do all in our power to keep our students safe. We call upon all elected representatives - each member of Congress, the President, and all others in positions of power at the governmental and private-sector level – to take action in making schools less vulnerable to violence, including sensible regulation of fi rearms. We are adding our voices to this dialogue as a demonstration to our students of our own commitment to doing better, to making their world safer.
    [Show full text]
  • Tuitions Paid in FY2013 by Vermont Districts to Out-Of-State Public And
    Tuitions Paid in FY2013 by Vermont Districts to Out-of-State Page 1 Public and Independent Schools for Regular Education LEA id LEA paying tuition S.U. Grade School receiving tuition City State FTE Tuition Tuition Paid Level 331.67 Rate 3,587,835 T003 Alburgh Grand Isle S.U. 24 Sec Clinton Community College Champlain NY 1.00 165 165 College T003 Alburgh 24 Sec Northeastern Clinton Central School District Champlain NY 14.61 9,000 131,481 Public T003 Alburgh 24 Sec Paul Smith College Paul Smith NY 2.00 120 240 College T010 Barnet Caledonia Central S.U. 09 Sec Haverhill Cooperative Middle School Haverhill NH 0.50 14,475 7,238 Public T021 Bloomfield Essex North S.U. 19 Sec Colebrook School District Colebrook NH 9.31 16,017 149,164 Public T021 Bloomfield 19 Sec Groveton High School Northumberland NH 3.96 14,768 58,547 Public T021 Bloomfield 19 Sec Stratford School District Stratford NH 1.97 13,620 26,862 Public T035 Brunswick Essex North S.U. 19 Sec Colebrook School District Colebrook NH 1.50 16,017 24,026 Public T035 Brunswick 19 Sec Northumberland School District Groveton NH 2.00 14,506 29,011 Public T035 Brunswick 19 Sec White Mountain Regional School District Whitefiled NH 2.38 14,444 34,409 Public T036 Burke Caledonia North S.U. 08 Sec AFS-USA Argentina 1.00 12,461 12,461 Private T041 Canaan Essex North S.U. 19 Sec White Mountain Community College Berlin NH 39.00 150 5,850 College T048 Chittenden Rutland Northeast S.U.
    [Show full text]
  • Approved Private Special Education Programs
    School Year 2007-2008 Revised: September 25, 2007 CONNECTICUT STATE DEPARTMENT OF EDUCATION Bureau of Special Education Approved Private Special Education Programs APPROVED PRIVATE SPECIAL EDUCATION PROGRAMS Table of Contents OVERVIEW ............................................................................................................... iii ALTERNATE NAMES OF PROGRAMS, AFFILIATED PROGRAMS AND OPERATING AGENCIES.......................................................................................... iv AMERICAN SCHOOL FOR THE DEAF..................................................................... 1 ARCH BRIDGE SCHOOL .......................................................................................... 2 BEN BRONZ ACADEMY ........................................................................................... 3 BENHAVEN SCHOOL ............................................................................................... 4 BOYS & GIRLS VILLAGE DAY SCHOOL................................................................. 5 CCMC SCHOOL......................................................................................................... 6 CEDARHURST SCHOOL .......................................................................................... 8 CENTER OF PROGRESSIVE EDUCATION (COPE) .............................................. 10 CHAPEL HAVEN ..................................................................................................... 11 COMMUNITY CHILD GUIDANCE CLINIC SCHOOL..............................................
    [Show full text]
  • New York Metro Area Member Day Schools
    New York Metro Area Member Day Schools A.C.T. Early Childhood Program at The Cathedral of Children’s All Day School and Pre-Nursery St. John the Divine Christ Church Day School Aaron School The Church of the Epiphany Day School The Abraham Joshua Heschel School The Churchill School and Center Academy of St. Joseph City and Country School The Acorn School Collegiate School Alexander Robertson School Columbia Grammar and Preparatory School All Saints Episcopal Day School Columbia Greenhouse Nursery School All Souls School Columbus Pre-School The Allen-Stevenson School Congregation Beth Elohim Early Childhood Center Avenues: The World School Corlears School Bank Street School for Children The Dalton School Barrow Street Nursery School The Day School at Christ & Saint Stephen’s Basic Trust Dillon Child Study Center at St. Joseph’s College Battery Park Montessori The Downtown Little School Battery Park City Day Nursery Dutchess Day School Bay Ridge Preparatory School Dwight School Beansprouts Nursery School Dwight-Englewood School New York York 10028 New York New East 82nd Street 115 The Beeekman School (& The Tutoring School) Eagle Hill School (Greenwich, CT) Beginnings Nursery School East Woods School The Berkeley Carroll School The École The Birch Wathen Lenox School Educational Alliance Preschool at the Manny Blue School Cantor Center The Brearley School The Elisabeth Morrow School The Brick Church School The Episcopal School in the City of New York The British International School of New York Ethical Culture Fieldston School Broadway
    [Show full text]
  • February 2018 Read-In Participants 73,345
    February 2018 Read-In Participants 73,345 STATE CITY EVENT LOCATION ALABAMA Marion Judson College Alumnae Auditorium Auburn Family Home Normal J. F. Drake Memorial Library (LRC) - Multi- Purpose Room Fort Mitchell Mount Olive Intermediate School Cafe' Mobile Toulminville Branch Library Mobile Public ARIZONA Library Tucson CC Building Upstairs Art Gallery Phoenix Greater New Bethle COGIC Tucson Blenman Elementary School, Tucson Unified School District Tucson Bloom Elementary School, Tucson Unified School District Tucson Booth-Fickett Math/Science Magnet School, Tucson Unified School District Tucson Cavett Elementary School, Tucson Unified School District Tucson Cragin Elementary School, Tucson Unified School District Tucson Dietz K-8 School, Tucson Unified School District Tucson Drachman Montessori K-8 Magnet School, Tucson Unified School District Tucson Dunham Elementary School, Tucson Unified School District Tucson Hollinger K-8 School, Tucson Unified School District Tucson Kellond Elementary School, Tucson Unified School District Tucson Mansfeld Middle Magnet School, Tucson Unified School District Tucson Marshall Elementary School, Tucson Unified School District Tucson Mary Meredith K-12, Tucson Unified School District Tucson Myers/Ganoung Elementary School, Tucson Unified School District Tucson Rincon High School, Tucson Unified School District Tucson Sewell Elementary School, Tucson Unified School District Tucson Tolson Elementary School, Tucson Unified School District Tucson Tully Elementary Magnet School, Tucson Unified School District
    [Show full text]
  • Facility Code District Name School Name Date Open Date
    Facility Code District Name School Name Date Open Date Closed Description 0010111 Andover School District Andover Elementary School 7/1/1984 0020111 Ansonia School District P.A.C.E. (Positive And Creative Education) 8/27/2014 0020121 Ansonia Assumption‐Ansonia 7/1/2000 0020241 Ansonia Julia Day Nursery Inc. 7/1/2007 0020311 Ansonia School District Mead School 7/1/1984 0020341 Ansonia Team Early Education Center 7/1/2007 0020411 Ansonia School District P.A.C.E. ‐ PM (Positive And Creative Education ‐ PM) 8/29/2016 0020441 Ansonia Team Early Education Harry Ford Center 12/24/2015 0020482 Derby Disability Resource Network, Inc. ‐ Derby 7/1/2006 0020541 Ansonia Lower Naugatuck Valley School 7/1/2007 0020641 Ansonia Valley YMCA Child Care Center 12/30/2015 0020741 Ansonia TEAM Early Education ‐ Home Visiting 6/30/2017 0020811 Ansonia School District Prendergast School 7/1/1999 0020911 Ansonia School District Ansonia Public Schools Pre‐K Program 7/3/2017 0021011 Ansonia School District Ansonia 18‐21 Transition Program 7/1/2019 0025111 Ansonia School District Ansonia Middle School 7/1/1997 0026111 Ansonia School District Ansonia High School 7/1/1984 0030111 Ashford School District Ashford School 7/1/1998 0040111 Avon School District Avon Early Learning Center at Roaring Brook School 8/28/2014 0040221 Avon Farmington Valley Academy Montessori 7/1/2008 0040311 Avon School District Roaring Brook School 7/1/1984 0040411 Avon School District Pine Grove School 7/1/1990 0040511 Avon School District Thompson Brook School 7/1/2002 0045111 Avon School
    [Show full text]
  • 2018 Ar Cover Good 2016 Annual Report 1/25/19 12:35 PM Page 2
    2018_ar_cover_good_2016_annual_report 1/25/19 12:35 PM Page 2 WATERSIDE SCHOOL “Work hard, be kind, respect learning” 2018 Annual Report 2018_ar_cover_good_2016_annual_report 1/25/19 12:35 PM Page 3 MISSION Waterside School is a co-educational PK-5th Grade independent school serving children and families regardless of limitations in income or circumstance. The School attracts and inspires students of academic promise and families deeply invested in their children’s success. The School works to instill in its students a belief in their own worth, to cultivate in each a commitment to academic excellence and to ensure the fullest development of every child’s character. Through a rigorous program of study and experience, the School empowers its students with the knowledge, skills and virtues required to enable them to excel as students, to gain access to superior academic opportunities and to go forward to become the leaders of tomorrow. 2018_ar_interior_good_final.qxp_2016_annual_report 2/1/19 8:32 AM Page 1 BOARD OF TRUSTEES KONRAD KRUGER FOUNDER KEVIN GASVODA BOARD CHAIR TIM ARMSTRONG TOM ARRIX RICHARD AXILROD JAMES W. BERGER NANCY BETTER ERYN BINGLE JAMES D. CAREY TOBY COBB A. JOE DELGADO KIRSTEN DZIALGA DUNCAN EDWARDS TANJA ELLIS TED FERRARONE ROBERT GLANVILLE BILL HENNESSEY JOHN HOCK JAMEL KEELS (EX-OFFICIO) MERRICK R. (RICK) KLEEMAN TABLE OF CONTENTS MATTHEW LUCEY STEVEN MARKS ROBERT MORRIS FROM THE FOUNDER .......................................................................2 TOM O’MALLEY JR. BARNETT D. OSMAN FROM THE EXECUTIVE DIRECTOR.........................................................3 MICHAEL SCHWABE ROSE SHABET FROM THE HEAD OF SCHOOL .............................................................4 LISA G. STUART MICHAEL VRANOS 2016-2018 FINANCIAL OVERVIEW........................................................5 DIRECTORS EMERITI GIVING 2016-2017.........................................................................9 STEVEN P.
    [Show full text]
  • Secondary School Acceptances (2020 & 2021) *Denotes MatriculaOn
    Secondary School Acceptances (2020 & 2021) *Denotes matriculaon *Avon Old Farms School George School *Portsmouth Abbey School Bancro School *Georgetown Prep School *Proctor Academy Berkshire School *Gould Academy Putney School *Bishop Guern High School *Governor’s Academy Ranney School *Bishop’s College School Hawaii Preparatory Academy Saddle River Day School Blair Academy *Hebron Academy *Saint John’s High School Brewster Academy *Holderness School *Salisbury School *Brimmer and May School Hun School of Princeton *St. Andrew’s School (RI) Brooks School *Kent School St. George’s School Buckingham Browne & Nichols Kimball Union Academy *St. Johnsbury Academy *Cambridge School of Weston *Landmark School *St. Mark’s School Canterbury School *Lawrence Academy *Stony Brook School *Chapel Hill-Chauncy Hall *Lexington Chrisan Academy Storm King School *Cheshire Academy *Loomis Chaffee School *Suffield Academy *Choate Rosemary Hall *Marianapolis Prep School *Tabor Academy *Concord Academy Marvelwood School Thayer Academy *Cranbrook School Masters School *Tilton School *Culver Academy *Middlesex School *Trinity-Pawling School *Cushing Academy Millbrook School Vermont Academy Dexter Southfield School Milton Academy *Wardlaw Hartridge School Dublin School *Minuteman Vocaonal HS Westminster School *Eagle Hill School *New Hampton School *White Mountain School *Episcopal High School *Newman School *Wilbraham & Monson School Forman School *Noble and Greenough School *Williston Northampton School Fountain Valley School of CO *Northfield Mount Hermon *Winchendon School Frederick Gunn School *Oregon Episcopal School Worcester Academy *Gann Academy *Pomfret School *Wyoming Seminary 404 ROBIN HILL STREET | MARLBOROUGH, MA 01752-1099 | 508-485-2824 | FAX 508-485-4420 www.hillsideschool.net .
    [Show full text]
  • 2016 Annual Report MISSION
    WATERSIDE SCHOOL 15 Years of Opportunity “Work hard, be kind, respect learning” 2016 Annual Report MISSION Waterside School is a co-educational PK-5th Grade independent school serving children and families regardless of limitations in income or circumstance. The School attracts and inspires students of academic promise and families deeply invested in their children’s success. The School works to instill in its students a belief in their own worth, to cultivate in each a commitment to academic excellence and to ensure the fullest development of every child’s character. Through a rigorous program of study and experience, the School empowers its students with the knowledge, skills and virtues required to enable them to excel as students, to gain access to superior academic opportunities and to go forward to become the leaders of tomorrow. BOArD OF TrUSTEES Konrad KruGer FOUNDER Kevin GaSvoda BOARD CHAIR tim armStronG tom arrix richard axilrod JameS w. B erGer JameS d. c arey toBy coBB a. J oe delGado cindy dwyer duncan edwardS tanJa elliS ted Ferrarone roBert Glanville Bill henneSSey merricK r. (r icK ) K leeman Pam KuShmericK TABLE OF CONTENTS Steven marKS herBert h. (B art ) m cdade iii roBert morriS From the Founde r .......................................................................2 tom o’m alley Jr. Barnett d. o Sman From the executive director .........................................................3 michael SchwaBe From the head oF Schoo l .............................................................4 roSe ShaBet Jody viSaGe
    [Show full text]
  • Where-In-The-World-Is-FCD-2016.Pdf
    About Us FCD Prevention Works leads in substance Early Intervention Health Systems: We offer abuse prevention through our constant consultative training to help schools implement non- Where in the world is… innovation and utilization of the evidence- disciplinary systems for responding to concerns related 29 Crafts Street, Suite 150 based social norms approach to prevention. to potential student substance use. Developing an early Newton, MA 02458 USA We are proud of our worldwide reach and intervention team within a health system can be one look forward to passionately continuing of the most immediate and effective ways to protect to partner with our unique client school students within a school community from substance communities using our effective, tailored abuse before it becomes a health or discipline issue. prevention services. The FCD Student Attitudes and Behavior Intensive Student Education: Our intensive Survey: This 50-question instrument is designed to student education offerings—the core of our work measure students’ actual attitudes and behaviors for four decades—include classroom seminars, regarding alcohol and other drugs, as well as perceptions assemblies, workshops, roundtables, and virtual courses. of behaviors and attitudes of their schoolmates. The We incorporate effective strategies to shape healthy results provide a wealth of data schools can use to student attitudes and behavior. These include changing quantify levels of use, target priorities for prevention, false normative beliefs, delaying first use, providing and
    [Show full text]