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New Alternative Education Programs

New Alternative Education Programs. School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge. Carnegie Council Task Force on Education of Young Adolescents, 1989. IC 20-30-8-5.

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New Alternative Education Programs

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  1. New Alternative Education Programs

  2. School systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge.Carnegie Council Task Force on Education of Young Adolescents, 1989

  3. IC 20-30-8-5 • To qualify as an alternative ed program must: • Be an educational program that instructs in a different manner than in the traditional school setting • Serve eligible students in grades 6-12 • Operate for a minimum of 2 continuous hours

  4. Department Policy • No greater than 15:1 teacher/student ratio • Generally ≥ at least one semester • Programs should embrace best practices for alternative education • Programs should generally be the child’s primary educational placement

  5. 2007-08 Data Number of Programs 208 Number of Students Served 22,705 Number of Participating Districts 183 Number of Counties Represented 65

  6. Eligible Students Served • 9% Intends to withdraw/has withdrawn • 58% Failed to comply academically • 5% Parent or expectant parent • 1% Employment required for support • 27% Disruptive student

  7. Problem Solving Integrated, Model for Academic and Behavioral Supports Data-based Decision Making Across the Tiers Intense, Individualized Support Targeted, Supplemental Supports Core curriculum, instruction, & learning environment

  8. TYPES OF ALTERNATIVE EDUCATION:WHAT’S BEST FOR YOUR STUDENTS?

  9. Type: Academic Services • Academic intervention to improve academic behavior/attainment • Variety of appropriate, individualized instructional methods • TRANSITIONS and continued support are important.

  10. Type: Positive Behavioral Services • Second-Chance • alternatives to expulsion • behavioral interventions prior to expulsion • NOT the first intervention (IC 20-30-8-8) • NOT specifically focused on special education • TRANSITIONS remain important

  11. Type: Extended Services/ Post-secondary Preparation • Often longer-term • School Community Partnerships-feature collaboration and use resources of community • Vocational Interventions-prepare students for workforce and have a work component • School Continuation-serve students with economic, family, personal challenges with appropriate services like childcare

  12. Program Development • Establish an Advisory Group that will insure broad-based school and community support • Conduct a needs assessment (data) • Decide on type/mission/vision/goals • Design program and how it will operate including location, administrative structure and policies, entrance/exit criteria

  13. Program Development (cont.) • Identify teaching and support staff • Design curriculum and instruction • Create a positive school climate • Create mechanisms for transition (as applicable) • Determine budget and sources of income • Set accountability measures • Get school board approval

  14. Accountability Components • Administrator Survey • Teacher Survey • Student Survey • Site Visits • DOE-AL Report

  15. REMEMBER: • Alternative education is NOT the first intervention • Alternative education is not a quick fix • Alternative education is not the answer…it is AN answer

  16. Contact Information • Website www.doe.in.gov/alted • Sue Foxx 317-233-3598 sufoxx@doe.in.gov • Molly Chamberlin 317-232-0579 mchamber@doe.in.gov

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