Model Program

Box Elder Schools

Box 205
Box Elder, MT 59501

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Contact Information:
Mrs. Shari Ruff
Academic Advisor/Test Coordinator/School Improvement

Program Specification:






Limited Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

Middle School
High School


School Wide


Other Participation Criteria:

All Ethnicities


Currently Box Elder School offers after school tutoring 5 nights per week. Certified teachers are available for students to get help in any subject or students can arrange to make up credit during this time. Elementary tutoring is focused on reading and math. 2 nights per week the shop is open for HS students to create projects or make up credit. Also, for all Jr and HS students, the fitness center is open four nights per week. Elementary aged students are welcome to attend Native American dance, cooking, and tutoring as after school offerings. Jr. and HS students are welcomed at Native American Flutes. Our home school coordinator continues to make phone calls home questioning why students are absent unless otherwise excused. AT the time of this report, we have 27 ninth grade students and 18 seniors. Using a simple in-house graduation rate formula not sanctioned by the state, our current graduation rate is 67%. Over the years, using that simplistic formula, we have been averaging approximately 50%. Those numbers show improvement in our graduation rate at the district level. We strive to reach the state average graduation rate of 82%.

Program Descriptors Include:
Academic Improvement, Attendance/Truancy, Behavior Management/Discipline, Counseling/Advisories/Coaches, Credit Recovery, Mentoring/Tutoring, Professional Development, Service Learning, Substance Abuse, Life Skills Training

Starting Date: 2008
Students Served Per Year: less than 50
Last Verified: 2009

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Has a learning disability or emotional disturbance
  • Parenthood
  • High-risk peer group
  • High-risk social behavior
  • Low achievement
  • Poor attendance
  • Low educational expectations
  • Lack of effort
  • Low commitment to school
  • Misbehavior

Family factors

  • Low socioeconomic status
  • High family mobility
  • Low education level of parents
  • Not living with both natural parents
  • Family disruption
  • Low educational expectations
  • Sibling(s) has dropped out
  • Low contact with school

School factors

  • Race/ethnicity
  • School math achievement
  • Student engagement

Community factors

  • Family composition/socioeconomic status
  • Local labor market/neighborhood stability
  • Youth social attitudes

Program promotes the following:


  • Presence and involvement of caring, supportive adults
  • Opportunities and rewards for pro-social involvement
  • Clear social norms
  • Good relationships with parents, peers, and teachers
  • Involvement with positive peer activities


  • Healthy/conventional beliefs and standards
  • Positive/resilient temperament


  • Social competencies
  • Self efficacy


  • Problem-solving skills
  • Flexibility


  • High expectations by community, family, school, and self
  • Optimistic

Program Resources:

Annual Cost:

The annual cost range of the program is $100,000 - $200,000 or $1000 - $2000 per student.

Funding Sources Include:

Program Staff Includes:

Federal Agencies
State Agencies
Local/City/County Agencies
School Districts

School Administrators

Materials Used:

Supporting / Partner Organizations:

Instructional Texts/Manuals
Computer/Internet Based

Title I, Gear Up, Character Ed, Rocky Boy Tribal Programs, 21st Century Community Learning Center

Evaluation Information:

Students are mentored through an invisible mentoring program we implemented this school year. Students were identified by the mentors from criteria including achievement, attendance, behavior, and emotional health. The mentors are the only ones in the school who know about the mentoring program and the students identified. The students do not know. Our goal is to build relationships with our mentees. It is our hope that the relationships will increase the students' graduation rate. Our student achievement goals for all of our programs remain the same as the state mandated goals. In reading, 83% of students must be proficient or better in reading; 68% of our students are to be proficient or better in math by spring 2009. Box Elder Elementary, Middle School, and High School strive to continue improving. Each school has won the Title I National Distinguished school award. We work diligently to coordinate all programs toward the one goal of increasing student achievement.

How evaluation data was collected:
Data collected and analyzed at school/district level
Data collected and analyzed at state or organizational level