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Safe Harbor Replication
Sites
Safe Harbor staff selected diverse school sitessome geared to special
needs and some consisting of mainstream student populationsto replicate
the Safe Harbor program. The replication sites and how each program adapted
to meet its particular needs are described below:
The Graham School
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“When
you have a problem or something that you can’t handle,
you can come to Safe Harbor and discuss it with your classmates
and teachers. It is fun because we play games and share our
feelings with each other.”
—Leslie,
7th grade,
New York City |
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The Graham School was the pilot for a Safe Harbor program in a special
education school. It is a public school linked to Graham-Windham Services
for Children and Family Services. This upstate New York school serves
300 children in grades K12 who reside at the agency as well as those
who are sent from surrounding school districts and group homes. The school
provides education for high-risk students with special needs. All of the
students are classified as economically deprived and participate in the
free and reduced-fee lunch program. Many students have been victims of,
witnesses to, or initiators of violence. The schools goal in implementing
a Safe Harbor program is to help children overcome emotional and behavioral
obstacles in order to fulfill their potential. As is typical of high-risk
students, the kids are emotionally needy; however, the school provides
extensive clinical services and staff to run the Safe Harbor program.
Jefferson Middle School
Jefferson Middle School in Champaign, Illinois, serves 750 students in
grades 68. A mainstream urban middle school, it is located in a
middle-class neighborhood. It serves a large percentage of the districts
urban population, which is 68 percent white, 28 percent African American,
3 percent Asian, and 1 percent Hispanic. Thirty-one percent of the students
are eligible for Title One federal grant program services. The goals for
the Safe Harbor program are to enhance student success and address self-esteem,
anger management, conflict resolution, and social interaction in general
and to develop strategies to deal with hate, violence, and bullying in
a positive and informative manner.
Lindbergh Middle School
Located in Long Beach, California, this sixth to eighth grade middle school
is located in a low-income area. A high percentage of students are on free
or reduced-fee lunches. There are 1,412 students in the school with a population
that is 49 percent Hispanic, 26 percent African American, 12 percent Asian
American, and 13 percent identified as other. The goals of the Safe Harbor
are to promote positive self-esteem, develop social skills to enhance students
readiness to learn, encourage high academic achievement, and reduce student
attrition. Additional goals are to establish a comprehensive, integrated,
and coordinated approach to providing mental health and other support services
onsite. The school has extensive counseling and referral services and uses
the Safe Harbor program as a coordinating agent within the school. A part-time
coordinator staffs the Safe Harbor room. This coordinator, who is a social
work intern, helps implement the curriculum, antiviolence campaign, group
activities, and parent component.
Long Beach Preparatory
Academy
This Long Beach, California, school was one of the early Safe Harbor
replication sites. It is an alternative middle school for 250 students
who have failed eighth grade. The Safe Harbor room is the schools
counseling center and is staffed by the school counselor. Because of the
small student population and students many emotional and social
needs, this school provides an open and supportive familial atmosphere
that is maintained with very clear rules and boundaries.
John Woodson Junior High
School
Located in St. Croix, U.S. Virgin Islands, this school serves 698 students
in grades 7 and 8. The community experiences high levels of violence that
inevitably affects the students. The Safe Harbor program has developed
an atmosphere that is safe, healthy, and conducive to learning. The program
is implemented by a variety of school staff administrators, teachers,
and counselorswith the goals of reducing the number of students
suspended for violence and educating the entire school community on violence
prevention. The Safe Harbor room in this school is large and comfortable
and is used before, during, and after school.
New Horizons School
New Horizons is the only alternative school on St. Thomas, U.S. Virgin
Islands. Like the Long Beach Preparatory Academy, it provides students
with a creative and familial school environment. It currently serves 75
students: 90 percent are from low-income families and 50 percent have
experienced violence. The goals of the Safe Harbor program are to improve
academic performance, develop conflict resolution skills, and provide
a safe space where students can explore and enhance their identities and
self-esteem and learn to choose alternatives to violence. The counselors
at this school facilitate the violence prevention/victim assistance curriculum
and the principal is very active in implementing schoolwide antiviolence
campaigns and presentations.
Shawnee High School, Robert
Frost Middle School, Newburg Middle School, and Meyzeek Middle School
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"The Safe Harbor program is not about discipline-it helps
us look at the cause of violence and provide alternative solutions."
-Replication Site Principal, Louisville, Kentucky
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All these schools are located in Louisville, Kentucky. All the schools in
Louisville are equipped with Youth Services Centers. These social service
centers are located on each schools campus and function as the social
service wing of the school. They are staffed by at least one counselor and
are the backbone of student support services. The Safe Harbor program has
been brought into these schools to help structure their existing social
service program. Safe Harbor is used as an umbrella in all four schools.
Following is a description of the populations these schools serve:
- Shawnee, the Safe Harbor high school pilot, is an Aviation Magnet
High School with 600 students in grades 912. The student population
is 50 percent African American and 50 percent other. Seventy percent
of the students are on the free and reduced-fee lunch program. Shawnee
represents an inner-city area with a high crime rate. The school struggles
with high dropout rates, teen pregnancy, and poor attendance. Many of
the students at Shawnee are victims of crime and have experienced or
are experiencing homelessness, substance abuse, and poverty.
- Robert Frost Middle School has 477 students in grades 68. The
school is 70 percent white and 30 percent African American. Sixty-five
percent of the students are on free or reduced-fee lunches.
- Newburg Middle School is a Mathematics/Science/Technology School
that serves 1,275 students in grades 68. Most students come from
low-income areas where 52 percent of the residents lack a high school
diploma and 54 percent are in single-parent families.
- Albert E. Meyzeek Middle School is a Mathematics/Science/Technology
Magnet School that serves 1,280 students in grades 68. Approximately
32 percent of the students are African American and 80 percent of the
students qualify for free or reduced-fee lunches.
Safe Harbor Replication Project
Advisory Board Members
Dr. LaRue Allen, Chair
Department of Applied Psychology
New York University School of
Education
New York, New York
Ms. Gricel Arredondo, Counselor
Public School 528
New York, New York
Police Officer Laverne D. Best-Yard
Special Projects Youth Division
New York Police Department
Brooklyn, New York
Dr. Curtis Branch, Clinical Psychology
Professor
Hackensack, New Jersey
Dr. Effie Bynum, Director of Special
Projects
Division of Student Support Services
New York City Board of Education
Brooklyn, New York
Dr. John Devine, Director of the
Academic Advisory Council
The National Campaign Against Youth
Violence
New York, New York
Sgt. Steven M. Gilmartin
Special Projects Youth Division
New York Police Department
Brooklyn, New York
Mr. Vincent Giordano, Deputy
Executive Director
Division of Student Support Services
New York City Board of Education
Brooklyn, New York
Mr. Michael Hirschhorn, Executive
Director
Literacy Assistance Center, Inc.
New York, New York
Ms. Bettina Jean-Louis, Research
Associate
Metis & Associates
Elmont, New York
Ms. Lucille Lewis, Principal
Margaret S. Douglas Intermediate
School 292
Brooklyn, New York
Mr. Peter Lucas, Assistant Project
Director
New York University
New York, New York
Mr. Larry Mandell, Executive Vice
President
United Way of New York
New York, New York
Dr. Susan MacLaury, Professor
Physical Education and Health
Department
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Kean University
Montclaire, New York
Ms. Joan Mahon, Superintendent
New York City School District 19
Brooklyn, New York
Ms. Karen A. McLaughlin, Project
Director
Educational Development Center, Inc.
Newton, Massachusetts
Ms. Violet Mitchell, Acting
Commissioner
Department of Youth and Community
Development
New York, New York
Mr. Peter Nelson, New York Program
Director
Facing History and Ourselves
New York, New York
Ms. Cary Normile-Sellers, Guidance
Counselor
The Spence School
New York, New York
Ms. Lorna Palacio-Morgan, Director
Training, Technical Assistance and
Resource Development
The After School Corporation
New York, New York
Ms. Deepa Purohit
Educational Consultant
New York, New York
Captain James Serra, Commanding
Officer
Youth Division
New York Police Department
Brooklyn, New York
Ms. Jean Schultz, Coordinator
Comprehensive Health Program
National Middle School Association
Columbus, Ohio
Mr. Mark Spellman
New York University Graduate School
of Social Work
New York, New York
Mr. Gerry Vasquez, President
New York Charter School Resource
Center
New York, New York
Ms. Marlene Wong, Director
Los Angeles Unified School District
Mental Health Services/District Crisis
Teams
Van Nuys, California
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Safe Harbor: A School-Based
Victim Assistance/Violence Prevention Program |
January 2003 |
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