hope academy s.t.a.r.r program hope academy s.t.a.r.r. supportive, therapeutic, action focused,...

Hope AcademyS.T.A.R.R Program

HOPE ACADEMY

S.T.A.R.R. Supportive, Therapeutic, Action Focused, Recovery Room

Mayor’s Sponsored Special Education Presentation 2013

What is Hope Academy?• Indiana’s First Recovery High School• Tuition-free Public Charter School• Safe, Sober, Supportive, School Environment• Open to all students in grades 9-12.• Core 40/Academic Honors Diploma• Credit Recovery• Recovery Support• Restorative Discipline• Parent Education/Parent Support• Relapse Support and Processing

S.T.A.R.R.Supportive Therapeutic Action-focused Recovery Room

Rationale: The program was created to manage the

contagion of deviant behavior associated with young alcoholics and addicts who struggle with school and recovery; so that the recovery focus and culture of Hope Academy might remain strong and supportive. (This is an evidence-based approach; c.f., Dodge et al., 2005, Deviant Peer Behavior in Intervention and Public Policy for Youth)


Target Population:The target population includes students who manifest

a cluster of behavioral, educational, and/or recovery markers that put them at-risk for classroom disruptions, suspensions, and academic and recovery failure.

RecoveryOpenly Negative About Recovery

Sharing “War Stories”

Minimizing Problems with

Substances and Supporting

Others in Doing the Same

Contributing to Others Continued Use

Not Taking Recovery Seriously

Encouraging Relapse

Conspiring to Use

Disregard of Recovery Requirements

Failure to Show Recovery Progress

AcademicNot Engaging in the Learning Process

Expends Little Effort

Does Not Care About Work

Distracts Others From Their Work

Fails to Turn in Work

Does Not Consistently Finish Work

Turns in Incomplete, Poor Quality Work

Classroom DisruptionNegative Attitude

Unwillingness to Participate

Chronic non-compliance

Chronic InappropriateLanguage and Behavior

Chronic Off-task Behavior

Engages Others Negatively

Consistently Provocative

Distracts Others From TheirWork

POTENTIAL MARKERS


Objectives and Desired Outcomes:• Program will:• Address and redirect non-normative i.e., deviant behavior into

appropriate and sufficient scaffolding through centered teacher-guided interaction

• Structure for each student’s individualized educational and recovery supports• Students will:• utilize recovery tools and support by meeting recovery

requirements and making progress in recovery• show improvement in academic engagement and academic success• build emotional, social, academic, and behavioral skills • display appropriate behaviors conducive to individuals actively

engaged in recovery and learning • improve their overall attitude toward school and recovery


Learning Environment:

Essential Frameworks:Schedule:• Students will have a posted schedule of weekly/daily events and activities that will provide structure and

consistency.• Staff will guide transitions from one event/activity to the next by giving clear instructions as to have minimal

disruptions and “down” time.

Physical Environment:• Computer Area• Independent Learning Area• Collaborative Learning/Group Processing Area• Isolation Area• Independent and Collaborative Rhythms• Scaffolding• Visual Expectations Posted = Visual Authority

Emotional/Psychological Structure:• Stress student problem solving: give students sufficient time and space• Reduce personal battles: redirect to Expectations Poster as authority• Conduct Quadrant Behavior Audits (Staff and Students)• Explore student’s needs


Weekly Student Performance Audit in 5 Areas:

– Attitude – Behaviors– Skill Building– Academics– Recovery

S.T.A.R.R MOVING OUT OF MOVING INTO

1 2 3 4

Actions

Showing a Positive Attitude (Open and Willing)

Displaying Appropriate Behaviors (Centered, Compliant, Expectations Followed)

Building Skills (Cooperative, Engaged, Making Progress)

Completing School Work (Academic Work is Quality Work)

Utilizing Recovery Tools and Support (Recovery Requirements Met, Making Progress)


S.T.A.R.R Student Weekly Score Sheet

Student ____________________ Week of: __________________

ACTION 1 to 4 RATIONALE/FACTS Showing a Positive Attitude (Open and Willing) S.T.A.R.R Teacher, Recovery Coach, Subject Area Teacher

Displaying Appropriate Behaviors (Centered, Compliant, Expectations Followed) S.T.A.R.R Teacher, Recovery Coach, Subject Area Teacher

Building Skills (Cooperative, Engaged, Making Progress) S.T.A.R.R Teacher, Recovery Coach, Subject Area Teacher

Completing School Work (Academic Work is Quality Work) S.T.A.R.R Teacher, Subject Area Teacher

Utilizing Recovery Tools and Support (Recovery Requirements Met, Making Progress) S.T.A.R.R. Teacher and Recovery Coach

Staff Signature _____________________________________________ Date _________________


LEARN A NEW TOOL….

LET’S BEGIN.


Node-Link Mapping—Source of Process.

Node-link mapping is a simple technique for presenting verbal information in the form of a diagram. It has been shown to have positive

benefits for counseling interactions with clients.


Using “unpackings” for Relapse and

Problematic Behavior


Using “unpackings” for Relapse and Behavior

Why Students Are Significantly Less Defensive About A Problem When Unpacking It Vs. Talking About It

Zielke & Pontius, 2006; 2008 Version

Some Hypothesis• Unpacking creates a safe joining space and neutralizes power in

helping.• Unpacking distances self from the account which quiets defenses, as it

objectifies behavior, thus freeing up the exploratory behavior system.• Unpacking creates a holding space where material is held and factors

connected. • Unpacking changes repair motivation as it focuses on the immediate

issue/problem and not self-deficits. Thus, separating shame (with it defensive covering) from guilt (taking action to “mend” what is broken).

• Behavior moves form the agnostic position of “I don’t know” to the existential position of having meaning as a decisive act of self.


Goal of Unpacking: • To facilitate a personal deconstruction (i.e., “to take apart or examine in

order to reveal the basis or composition with the intention…of exposing biases, flaws, or inconsistencies”, Merriam-Webster, 2007) of a problematic event.

• To re-engage a youth with his or her memories of the specified event;• To help the youth reconstruct the event as a flow of experiential units

(“units of happenings”)— “What happened?” “And then what happened?” “And then what happened?” and so forth.

• To have the youth relate from memory thinking and feelings associated with each of the experiential units.

• To have the youth make “holistic” observations as to the direction, cohesiveness, and outcome of his or her behavior.

• To have the youth evaluate his/her behavior in the event to personal beliefs, values, goals, dreams and aspirations? Clarify the discrepancies.

• To clarify motivation for behavior change, points for possible change, and challenges to making changes.


Process and Unpacking Steps

Upper Left Corner—Student Demographics

Precursors to the Event

Balloon Bubble—Date of the Event

Black—What happened?, What happened?, etc.

Green—What were you thinking?, etc.

Blue—What were you feeling?, etc.

Red—Observations; what do you see? Repair/Action Plan; What do you need

To do to repair the situation?

( * )—Where could you have done something different to change the outcome?


I know “everyone” loves to

role play so……

Here we go!

hope academy s.t.a.r.r program hope academy s.t.a.r.r. supportive, therapeutic, action focused,...

Documents

recovery failure

recovery tools

recovery roommayors

recovery progressacademicnot

recovery supportsstudents

recovery focus

meeting recovery requirements

andor recovery markers