Community Problems

The Need for Our Project

For 2006-2007 the School Report Card for OPE reported that Growth and Performance Indicators were not met, and OPE was rated in School Improvement 3. At OPE approximately 60% of students scored below proficient in Math and ELA in grades 3, 4 and 5. According to the August, 2007 School Improvement Plan for BMS, only 18% of 8th graders and 21% of 7th graders score proficient on the LEAP or iLEAP in 2007. This decline in scores at BMS has been a consistent trend over the past five years. 6th graders at the Laurel Center ranked in the bottom quartile in both reading and science in 2005. Only 20% of 7th graders and 22% of 8th graders scored proficient in math in 2007. Midway demonstrated the following results for the 2006-07 school years: Approximately 60 to 70% of students scored below basic in Math and ELA in grades 3, 4, and 5. Being Title 1 schools, OPE, Midway and BMS/Laurel Center are predominantly minority schools with 90.5% of the students receiving free lunches at OPE, 93% at BMS and 95% at Midway. OPE received the label “Academic Warning” going into School Improvement 3 in 2006-07. BMS received the status (SII) in 2004 and in 2006 -07 received the School Improvement 5 status. In addition, the trend analysis conducted on Student Attendance and or Dropout data revealed that at BMS student attendance has declined every year for the last 6 years, and the 8th grade number of dropouts has tripled from 2003 to 2004 (2 to 6). OPE and Midway both had adequate whole school attendance rates.

Addressing Identified Needs

The targeted schools have been identified as schools with students at-risk of failing or dropping out of school. Researchers report that delinquent behavior; incarceration and antisocial acts characterize a significant number of adolescents with learning disabilities/problems (Bryan, Werner, & Pearl, 1982; Larson & Gerber, 1987). A national survey revealed that 44 percent of incarcerated adolescents had a history of learning disabilities and learning problems (McConaughy, 1985). The inmates described family problems that compounded learning problems. Family turmoil, abuse and neglect are known to contribute significantly to behavior disorders in children (Becker & Bonner, 1997; Saigh, 1997). An emphasis in society on imprisonment and punishment, especially relatively minor offenses, combined with lack of economic and educational opportunities, appear to perpetuate if not exacerbate the harsh conditions of a life that leads to behavior problems and delinquency (Miller, 1997). Therefore, failure in school can lead to failure in life. Students identified at-risk need special programs to offset school failure and to prevent future problems in life. With the high crime statistics in the area of the targeted schools and the problems of low academic scores, there is a great need for addressing educational needs in the area. The CCLC would be an intervention to support students in extended learning opportunities and in providing structured, safe environments after school in these school communities.

The CCLC is prepared both in instructional strategies and in physical environment to take into account individuals needs and will accommodate individuals with disabilities, including students who exhibit attentional difficulties, dyslexia, dysgraphia, physical problems and/or other special needs. Accommodations are made for students with disabilities, as defined in Section 3 of the American Disabilities Act of 1990, Section 504 or the 1973 Rehabilitation Act, and IDEA, including, but not limited to the following: Use of assistive technology (tape recorders, calculators, word processor, etc.); adjustments in physical settings (seating arrangements, accommodation for wheelchair, etc.); minimizing distractions if needed for some students; maintaining proper lighting levels, noise levels, and classroom temperature; use of graphic organizers, agendas or other strategies to build student organizational skills. In addition, the CCLC promote learning that is related to the learner’s needs. The use pre and post testing, student surveys and interviews, and student satisfaction surveys will enhance learner-centered learning. The program will use research-based instructional practices that take individual differences in learning styles and educational levels of the student into consideration. The following effective models will be utilized when appropriate: individualized instruction, direct instruction (Bickel & Bickel, 1986); small group instruction; peer-tutoring (Jenkins & Jenkins, 1981); computer-assisted instruction, cooperative learning (Johnson & Johnson, 1986). Accelerated learning and student advancement will be enhanced by computer-based, competency learning that provides immediate, specific positive feedback. Progress will be tracked and documented for student goal-setting and completion of individual plans.

Crime as a factor

Crime is an additional societal cost. The Shreveport Police Department provided the Call for Service Data report for 2003 and January to June 2004. During 2003 in the Mooretown community, 7,549 incidents ranging from minor to severe in nature were reported. As of June 2004, incidents reported already number 3,441 for the Mooretown area. The City of Shreveport rated Mooretown as District #11 in severity in the 18 districts in the city of Shreveport (Shreveport Police Department Call for Service Data Report, 2003-2004. According to the July, 2007 Criminal Offenses by District, the Mooretown area ranks 3rd in the number of criminal offenses as compared to other district offenses (Shreveport Police Department, July, 2007). Therefore, the area is in need of intervention to prevent further increases in criminal activity. Research has demonstrated that after-school programs improve participant social skills and self-control, and promote avoidance of fights, and aid in constructive decision-making (Friedman & Bleiberg, 2002). Grossman, et al., 2002 reported that students that attended after-school programs were less likely to drink alcohol than students who did not attend. Student school attendance also was improved by attendance in after-school programs (Grossman, et al., 2002). The Mooretown area is in need for alternatives for students to provide after school hours, which can change a time of risk to a time of opportunity for growth.