The Westerly School System has district wide programming that integrated and maintains students within community schools by providing a variety of supportive services. To accomplish this goal, the entire program focuses on interagency collaboration and classroom teaching practices. For example, staff and community are provided with a basic understanding of district philosophy to ensure common beliefs among staff, families, and the community. Students and teachers receive professional support from the staff psychologists, social workers, planning centers and links with community agencies. These partnerships are formed with teachers, administrators and families and all work collaboratively to cultivate student performance.

This innovative programming began few years ago with the onset of inclusive practices. The incorporation of team teaching helped improve grades, achievement, and attendance of students with emotional and behavioral problems while decreasing disciplinary referrals.

MISSION

Our mission is to gradually create programs to help all kids come to school ready to learn in an atmosphere which promotes respect and dignity. This would lead to more comprehensive programs and improved educational results, a high priority being students with social, emotional, and behavioral needs. The district has achieved long term planning goals which have focused upon programming at a different level each year, providing technical assistance, resources, and improved communication mechanisms among families, teachers, administrators, and the community.

HISTORY

The process of change for the Westerly School District began in 1988 through family advocacy, a strong staff development program, and a commitment to team building training. In addition, Westerly was chosen as one of the first four National Education Association Center for Innovation Learning Laboratories, which provided an opportunity for teachers to experiment with school change.

The Westerly School District had seventy-five teams of teachers in 1994. The number of self-contained classrooms decreased from 13 in 1990 to 2 in 1994. The fine tuning of inclusive strategies has continued

FUNDING

The Westerly program is funded by local taxpayers, the National Education Association, a blending of federal and state grants, and philanthropic support.

LOCATION

Westerly is a small middle class resort town located in the southwest corner of Rhode Island. The economy is based on Industry and tourism. The total population of the community is approximately 27,000. Geographically, the community is closer to school districts in Connecticut than to school districts in Rhode Island. This has created both a sense of isolation and independence for the small community. In addition, the creation of the Foxwoods and Mohegan Casinos in nearby Connecticut, has created economic development while also dramatically changing the demographics of Westerly.

SCHOOLS

Westerly has approximately 3,575 students in the school district, with additional student sin preschools and parochial schools. Westerly has five elementary schools, one middle school, and one high school. The special education census as of December 1, 1997 is 711.

All programs are based upon identified needs. Two of the five elementary schools, the middle school and the high school, employ a consultative model with student service personnel sharing the responsibility of consulting with classroom teachers and administrators, as well as Planning Centers and Support Service Teams (SST). The Planning Center is an alternative space with the school which provides a temporary location for students to address issues they may have. These Centers are staffed by behavioral specialists and/or social workers and teacher assistants. The high school model also employs a tutor. They are key components in transitioning students in and out of the "mainstream." The SST processes referrals, recommends a type of service (individual, group counseling, etc.) or program accessibility (Planning Center, alternative learning programs), provides case consultation, and programming guidance. Each building team is similar, comprised generally of a psychologist, social worker, behavioral specialist, school administrator, school to career coordinator, program coordinators, student self refer or access services through an SST referral process.

ELEMENTARY

In r1996 Westerly identified a high risk 5-7 yr. old population through pre-school assessment. These students are educated in a neighborhood school program developed from a hospital day treatment model. School department staff "link" with families and community professionals which integrate psychiatric and clinical consultation into the educational plan. A direct relationship with shared staff at a nearby hospital affords access to brief inpatient and partial hospital programs.

MIDDLE

A transition program provides an intensive behavioral model for students returning to the school from day placements, as well as students in need of a more restrictive placement in the district. Students also have access to the Planning Center.

HIGH SCHOOL

The Westerly Integrated Social Services Program (WISSP) is a general education program which serves all students and families by inviting private and public practitioners into the school to provide the necessary supports so all kids can come to school ready to learn. The Center, a suite of 4 offices, a conference room, receptionist area, and common area is located in the high school. The initial population targeted has been adolescents due to community crises over the past few years. The program is currently developing goals and expanding to meet the needs of all levels. A wide variety of community agencies and organizations are partners who apply for time space at the Center. Services available include individual and group counseling, adult and peer tutoring, peer counseling, a Teen Helpline operated after school by pager, youth ministry, referral networking, assessment and professional development. Examples of groups offered include anger management, Al-A-Teen, grief/loss, teen parenting, and healthy relationships. Examples of free workshops are domestic violence, homophobia, alternative worshipping, abuse reporting, legal issues in schools, understanding grief, and signs and symptoms of substance abuse. The program is guided by an advisory council comprised of diverse community representatives. Monthly service providers’ meetings serve to inform and update partners on Center operations. Most services are provided at no cost.

The high school is also currently restructuring a clinical day treatment program, with major changes occurring in the facility and management for the 1998-99 school year. A "links" model will be employed at a nearby site, again with a focus upon psychiatric and clinical services, similar to the elementary program. Improvements in transitioning students back to the school will be incorporated.

Two alternative programs are also options for grades 9-12. One individual, self-directed, computer based program is off-site for all students who have not been successful in a traditional program. Approximately 50% of the students enrolled receive special education services. The other one is located within the school but has an intensive community project focus which brings both general and special education students into the community for much of the school day.

ESSENTIAL ELEMENTARY

	continual reflection
	evaluation of services/action research
	collection of statistics
	data analysis
	planning and goal setting
	teacher supports
	professional development
	family involvement
	administrative support
	proactive strategies
	networking
	technical assistance
	community support

The Westerly inclusion program has been nationally recognized by every major coalition in the country. The U.S. Department of Education and American Institutes for Research selected Westerly as one of three programs nationally for its successful implementation of recent district programming. Westerly has been able to improve the grades, achievement and attendance of students with emotional and behavioral problems, while decreasing disciplinary referrals and out of community placements.

CHALLENGES

	increasing the school system’s understanding of children’s emotional and behavioral issues and their effect upon the educational process
	acknowledging change at a system’s level
	implementation of new programming into a comprehensive school department
	fiscal limitations
	space/facilities limitations
	building capacity to meet needs of all students
	union issues

Mark Hawk 401-596-0315 phone
Director of Special Education 401-348-8190 fax
Westerly Public Schools
44 Park Avenue
Westerly, RI 02891