Research has shown that all students can learn. Unfortunately, as students progress through the years, many fall behind their peers, losing the motivation to learn. As a principal I used January to focus school-wide attention on students at risk for failure. When teachers returned from winter recess I handed them a form requesting a list of their “at risk” students specifically those who most likely to fail that year. The form asked each teacher to identify a reason for the potential failure such as poor attendance, poor behavior, failure to complete assignments and inability to do grade level work. Teachers could request a meeting to discuss their more baffling students.

Once the lists were compiled teachers met with other teachers and support staff who were familiar with the students to get their feedback and develop strategies for interventions. All staff members were enlisted to play a role in helping these students achieve success. Coaches, art teachers and other individuals became mentors, paired with students who had talents in their field of expertise. Many students found success working on projects in non-traditional academic areas. Feeling successful and valued in one area often gave them the stamina and drive to seek success in the more difficult learning situations.

I had an active role in helping to motivate the students at risk providing both public and private encouragement. I reviewed the information sent to me by the teachers and became familiar with the intervention plan for each at risk student. I met with all the students in a group setting, creating groups based on the student’s grade and the likely reason for their at risk status. This format allowed me to make my remarks focused and personal. I followed up the initial group meeting with individual contact, monthly or weekly as agreed upon with the student. I counted heavily on a great office staff to keep me on track and make certain I kept my appointments. Throughout the winter and spring I continued to monitor each student’s progress and show interest in them on my daily classroom visits. I also personally involved myself with the family often making home visits in the cases of the most truant students.

The end result of these efforts was that most students were able to pass. Equally remarkable was witnessing the way the entire school community focused on student success. During the months when people traditionally feel sapped by the drudgery of winter, the staff felt stimulated and energized by the challenge. I set the standard by sending a message through words and deeds that all students were important enough to have the attention they needed to succeed. The staff took that message to heart and truly worked as a team planning creative interventions, taking on extra tasks and responsibilities, and using each other as resources. The students felt acknowledged by the entire school community and that sense of self-worth helped motivate them to reach for success. - Frank DeStefano