1

Alternative Education Re-Design Initiative

Thursday, March 13, 2014

2

Suffolk Public Schools’Current Alternative Education Programs

• Middle School Alternative Education • High School Alternative Education • Individual Student Alternative Education Plan (ISAEP)• Turlington Woods Day Alternative (DAP) • WorkPlus Academics

3

Re-Design Phases

Phase 1 (2014-15) Phase 2 (2015-16) Phase 3 (2016-17)

Turlington Woods School Daytime Alternative Program (TWS DAP)

High School Alternative Program

Middle School Alternative Program

WorkPlus Academics Program

Individualized Special Alternative Education Program (ISAEP)

4

K- 12 Strategic Interventions

• Positive Behavior Interventions and Supports (PBIS)

• Strategies Offered for Success(SOS) K-12• Long range plans for elementary students

using Self-Contained Alternative Program (SCAP)

• Sixth and Seventh grade students retake failed courses second semester

5

Turlington Woods Day Alternative Program (DAP)Current Design

• Program for middle and high school students based on discipline issues

• Students are assigned based on the recommendation of Pupil Personnel Office and approval of the committee

Area for Improvement: Consistent monitoring of academics and behaviors

6

Objective: Enhance programmatic interventions to reduce undesirable behaviors and increase academic achievement

• Review and strengthen Response to Intervention (RTI) Model

• Improve student transition upon entry and exiting• Enhance collaboration between Turlington Woods

and base school staff (teachers, counselors, administrators)

• Implementation of Check-up Monitoring Form

Phase 1: Turlington Woods Day Alternative Program (DAP)Proposed Enhancements

7

Primary Prevention: School/Classroom-Strategies 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-Up Monitoring Form

Secondary Prevention:Specialized GroupsStrategies for Students with At-Risk Behaviors• Day Treatment Services (group services

provided by Family Systems II)• Guidance Groups

• Anger Management• Pro-Social Skills• Career Development

• Behavior Contract• Functional Behavior Assessment• Behavior Intervention Plan• SOS Plan• Attendance Review/Plan• Tutoring• Child Study

Tertiary Prevention: Individualized Strategies for Students with High-Risk Behaviors• Section 504 Plan• Individualized Educational Program (IEP)• Truancy Review/Plan• Child in need of services petition (CHINS)• Day Treatment Services (Individual

counseling provided by Family Systems II)• Mentoring

~80% of Students

~15%

~5%

TURLINGTON WOODS ALTERNATIVE SCHOOLCONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL,

ATTENDANCE & POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

2014-2015Response To Intervention Model (RTI)

8

Benefits of Enhancements to TWS DAP Proposed Re-Design

• Enhance teacher collaboration between TWS and base schools

• Improve Response To Intervention (RTI) Model – Guidance Groups– Check –Up Monitoring Form

• Minimal additional cost to implement

9

WorkPlus Academics ProgramCurrent Design

• General Educational Development (GED)Program at The Pruden Center

• Designed for students at least 17 years of age with less than five (5) credits

• Enrolled in General Educational Development (GED) Program and a career and technical education course

• Students are recommended by base school staff (teachers, counselor, administrator)

Area for Improvement- GED Attainment10

Phase 1: WorkPlus Academics ProgramProposed Redesign

Objectives:Enhance the process of identifying students eligible to enroll in the program

• Use ISAEP Application packet for both ISAEP and Work Plus

• Use Pre-Test to better identify WorkPlus and Pre-WorkPlus students

• Implement a Pre-WorkPlus program in order toimprove student preparation for WorkPlus

11

• Students will have additional instructional time to prepare and take the GED test

• Students will be able to take a two year career and technical education course at the Pruden Center

• All students will be considered ISAEP students which will allow greater flexibility in serving both populations of students

• Minimal cost to implement

Benefits of WorkPlus Academics ProgramProposed Re-Design

12

Individual Student Alternative Education Plan (ISAEP)Current Design

GED Program at Turlington Woods Criteria:• Students must be at least 16 years of age and employed

• Students must successfully pass entrance test prior to enrollment

• Students must attend GED course twice a week and report to work three days a week

Area for Improvement: Student Participation13

Objective: Enhance the process of identifying students eligible to enroll in the program

• Improve screening process• Improve notification of program requirements process• Require WorkPlus/Pre-WorkPlus students to complete

ISAEP registration forms• Use existing ISAEP Teacher to teach in the Pre-WorkPlus

program

Individual Student Alternative Education Plan (ISAEP)Proposed Re-Design

14

• All students will be considered ISAEP students which will allow greater flexibility in serving both populations of students

• Increased total number of ISAEP students• Minimal cost to implement

Benefits of WorkPlus/Individual Student Alternative Education Plan (ISAEP)Proposed Re-Design

15

Middle School/High School Alternative Education Program

Current Design

MIDDLE SCHOOL

•Serves students assigned to self-contained alternative program and fifth through seventh grade students who have failed multiple core subjects •Students attend summer school and in the fall receive a combination of classes based on courses not successfully completed

HIGH SCHOOL

•Serves over-aged students in seventh and eighth grades who have failed multiple core subjects •Students attend summer school and in the fall receive a combination of classes based on courses not successfully completed

16

Phase 2: High School Alternative Education ProgramProposed Re-Design 2015-16

Objective: Provide increased support to meet the needs of students

• Relocate the program to one centralized location (KFHS)• Enhance teacher collaboration• Improve current monitoring system • Improve mentorship opportunities• Provide additional support for students receiving special

education services• Provide after school intervention and remediation

17

Phase 3: Middle SchoolAlternative Education ProgramProposed Re-Design 2016-17

Objective: Provide increased support to meet the needs of students

• Relocate the program to one centralized location (KFMS)• Enhance teacher collaboration• Improve current monitoring system • Improve mentorship opportunities• Provide additional support for students receiving special education

services• Provide after school intervention and remediation

18

Benefits of Proposed MS/HS Re-Design

• Maximize human and material resources• Enhance Teacher Collaboration• Provide specialized instruction by teachers in

the content area• Increase support for students receiving

special education services• Improve implementation of blended learning

model

19

Barriers to Alternative Education Re-Design Implementation

• Transportation Costs• Additional Staffing Costs• Classroom Upgrade Costs

– Electrical power and data cabling to support the computers

– Additional switches to support the additional data drops

20

Additional Points to Consider

• Uniforms/strict dress code at TWS DAP• Cap on enrollment for all programs • Full-time guidance counselor for the TWS DAP

program

21

22