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Alternative Education Re-Design Initiative Thursday, December 12, 2013

Alternative Education Re-Design Initiative Thursday, December 12, 2013. Suffolk Public Schools’ Current Alternative Education Programs. WorkPlus Academics Program Individual Student Alternative Education Plan (ISAEP) Middle/High School Alternative Education Program

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Alternative Education Re-Design Initiative Thursday, December 12, 2013

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  1. Alternative Education Re-Design InitiativeThursday, December 12, 2013

  2. Suffolk Public Schools’Current Alternative Education Programs • WorkPlus Academics Program • Individual Student Alternative Education Plan (ISAEP) • Middle/High School Alternative Education Program • Turlington Woods Day Alternative Program (DAP)

  3. WorkPlus Academics ProgramCurrent Design • General Education Development (GED)Program at The Pruden Center • Students who are 17 years old with less than five (5) credits • Enrolled in GED program and a career and technical education course • Recommended by homeschool staff (teachers, counselor, administrator) Barrier - Low GED Attainment

  4. WorkPlus Academics ProgramProposed Re-Design Objective: To increase the number of students eligible to enroll and their success in obtaining a GED Certificate • Pre-Test • Pre-WorkPlus • WorkPlus

  5. Individual Student Alternative Education Plan (ISAEP)Current Design • GED program at Turlington Woods • Students who are 16 years old and employed • Successfully pass entrance test prior to enrollment • Attend GED course twice a week and report to work three days a week Barrier – Low Student Participation

  6. Individual Student Alternative Education Plan (ISAEP)Proposed Re-Design Objective: To improve success of program by increasing student recommendations • Screening for student eligibility • Notification of program requirements • Teacher assigned to Pre-GED, and Personal Living and Finance courses

  7. Middle School/High School Alternative Education ProgramCurrent Design Barrier: High Recidivism Rate

  8. Middle School/High School Alternative Education ProgramProposed Re-Design Objective: To provide support for successful student completion of program without re-admittance due to course failure. • Monitoring system • Mentorship • Identification of over-aged students

  9. Turlington Woods Day Alternative Program(DAP)Current Design • Enrollment of middle and high school students based on discipline issues and recommendation of Pupil Personnel Office Barriers: Increase in Recividism and Student Incidences

  10. Turlington Woods Day Alternative Program(DAP)Proposed Re-Design Objective: To improve programmatic interventions, transition process, behavior, and academic success • Review and strengthen Response to Intervention (RTI) model • Reduce time of transition • Greater collaboration between Turlington Woods and base school staff (teachers, counselors, administrators) • Implementation of Check-up Monitoring Form

  11. Tertiary Prevention: Specialized • Individualized Systems for Students with High-Risk Behavior • 504 • IEP • Truancy Review/Plan • CHINS Petition • Day Treatment Services (Individual counseling provided by Family Systems II) • Mentoring TURLINGTON WOODS ALTERNATIVE SCHOOL CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL, ATTENDANCE & POSITIVE BEHAVIOR SUPPORT 2013-2014 ~5% • Secondary Prevention: • Specialized Group • Systems for Students with At-Risk Behavior • Day Treatment Services (group services provided by Family Systems II) • Guidance Groups • Anger Management • Pro-Social Skills • Career Development • Attendance Review/Plan • Tutoring • Child Study • Behavior Contract • Functional Behavior Assessment • Behavior Intervention Plan • SOS Plan ~15% • Primary Prevention: School/Classroom- • Wide Systems for All Students, Staff, & Settings • DAP Orientation • DAP Transition • Group Mentoring/Jr. Achievement • Community Service • Cultural Activities (Plays/Guest Speakers) • Educational Activities (CTE Events, Career Day) • Self-Development (Recognition Programs, Principal Breakfast, Empowerment Luncheons) • Classroom guidance sessions • Transition sessions with base school counselors & administrators (held each grading period) • PBIS Student Card (school wide rewards, individual rewards) • Check In Monitoring ~80% of Students

  12. Next Steps • Continue to identify costs associated with remaining program redesign components • Create a schedule for phasing-in the remaining program redesign components

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