Iredell-Statesville Schools Alternative Education Programs

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Iredell-Statesville SchoolsAlternative Education
Programs

• Todd Griffin, Monticello School Principal
• Aron Gabriel, Pressly School Principal

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ONE COUNTY, THREE SCHOOLS, SEVEN OPTIONS

• Long-term Program (Monticello)
• Freshman Academy (Monticello)
• Out of School Suspension Program (Monticello)
• Extended Day Program/SAVE (Monticello)
• Day Treatment (Springs Academy)
• Community Classroom (Pressly School)
• HS Success Classroom (Pressly School)

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Monticello SchoolLong-term Program

• Designed to be an intervention for students
  displaying repeated disruptive behaviors at their
  home school (15-45-365 day placement) grades
  3-12.
• Students entering Iredell-Statesville Schools
  from another alternative program come to
  Monticello for a 15 day assessment.
• Students accepted into this program through the
  district referral committee come to Monticello
  for a 45 day intervention and assessment.
• This program also serves students that have been
  administratively placed on a long-term suspension
  (45-365 day placement).
• Curriculum NovaNET High School.
• This program operates from 900-300.

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Long-term Suspended Students

• Students that have been long-term suspended from
  their home school.
• Can be administratively placed at Monticello
  (depending on severity).
• Students could attend SAVE program to recover
  credits.
• Students could recover credits at home using
  NovaNET (case by case basis).

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Freshman Academy

• Each HS submits 3 returning (red shirt) and/or
  current freshmen each quarter to attend the
  Freshman Academy program at Monticello School.
• These students will be eligible to return to
  their home schools at the end of the semester.
• The freshman academy will serve 60 at-risk
  freshmen by the end of the school year.

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Out of School Suspension Program

• Designed to serve students grades 3-12 in an
  academic setting as an alternative to
  out-of-school suspension.
• Participation allows students to be counted in
  attendance at school.
• Curriculum NovaNET.
• Structured environment.
• Completion of a behavioral assessment and
  selection of a home school mentor.

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OSS Program Procedures

• Each school designates one contact person (Data
  manager, ISS coordinator, etc)
• Administration can reduce OSS time as an
  incentive for student to attend Monticello (ex.
  Reduce 10 days OSS to 7 days OSS)
• Administration checks to make sure space is
  available
• Student agrees to attend Monticello.

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OSS Procedures (Continued)

• Parent agrees to transport their child.
• Teachers provide assignments by giving the NCSCOS
  objective number for NovaNET assignments.
• Student assignments are e-mailed or faxed.
• Monticello e-mails contact person verifying
  attendance.

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OSS Procedures (Continued)

• Students completed work is either e-mailed back
  to home school or sent through courier.
• If student behaves inappropriately, the student
  will be sent home, the full suspension reinstated
  and the home school notified.
• This program operates Monday through Friday 800
  200.

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Monticello OSS Follow-up

• Monticello will work with the students to appoint
  an adult mentor of the students choosing within
  the home schools faculty.
• Mentors will be sent written notification that
  the student selected them.
• A Monticello staff person will visit the student
  at their home school to check their progress.

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SAVE Program

• Drop-In program.
• Students that have been removed from all other
  ISS School programs are eligible to attend the
  SAVE Program.
• We focus primarily on Juniors and Seniors to help
  them graduate. Differentiated diploma students
  may attend as well.
• This program operates Mon. Thurs. 300-700.
• Students taking EOC courses must take state
  mandated tests. (High School accountability
  policy).

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I. ELEMENTARY PROGRAM

• 15 day placement only
• Sept 8-29
• Oct 5-23
• Nov 2-20
• Dec 1-18
• Jan 4-22
• Feb 1-22
• Mar 1-19
• Apr (Mar 29-Apr 23)
• May 3-28 (ROY)
• Teacher Assistant runs interventions
• Home school teachers assigns grades and
  assignments
• May be able to allow 1st 5th grades
• Rational take elementary certified teacher
  swap for additional HS teacher

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II. MIDDLE SCHOOL PROGRAM

• 2 Middle School classrooms
• Serves long-term suspended students
• Serves placement students
• 2 students per school per semester (total 28)
• 7 Middle Schools
• More spots may be available if schools do not
  use spots (ex. Brawley Middle School)
• When students are placed they will not be
  transitioned until end of semester

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III. HIGH SCHOOL PROGRAM

• 5 CLASSROOMS IN 4 PROGRAMS
• Freshman Academy
• 5 traditional High Schools send 3 names per
  semester
• Target repeating Freshman without 8 credits
• Referral Classroom
• 5 traditional classrooms send 3 names per
  semester
• SAVE Program
• 3pm to 6pm program
• Target students At-Risk of dropping out Diff
  students
• Long Term Program
• Students who are long term suspended
• 2 classes

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THERAPEUTIC INTERVENTIONS

• Piedmont Mediation
• Conflict resolution
• Anger management
• Dream Builders
• Curriculum assistance
• Social enhancement
• Brian Long
• Life skills
• Gang prevention/interventions
• The Cove Church
• Leadership skills
• Seminars
• Career exploration
• Mental Health
• Chuck Spears
• Full assessments
• Threat assessments
• Individual group therapy
• System of Care

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Monticello School Curriculum

• EOC/EOG Coach Books
• EPIC Learning
• Study Island
• Electives 8 electives offered
• Advanced studies for completers
• Nova Net
• Textbooks (content specific)
• Manipulatives

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Springs AcademyDay Treatment

• Day Treatment programs are designed to meet the
  needs of students (grades K-12) with intensive
  behavioral and emotional challenges.
• Featuring a 1 to 3 staff to student ratio, these
  classrooms offer experiential learning paired
  with therapeutic activities.
• Each classroom holds up to twelve students that
  are served by staff with educational and
  therapeutic expertise.
• Students participating in this program must meet
  mental health eligibility criteria to receive
  services.
• Day treatment is the most intensive intervention
  available to students in a public school setting.

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Highlights of Day Treatment

• Customized learning approaches
• Self-management/Interpersonal Skills Training
• Functional Application of Academic Skill
• Positive Based Motivation (Teaching Family Model)
• Availability of Individual and Family Counseling.
• Students are referred to this program through the
  districts behavior specialist.

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Day Treatment (Continued)

• This is a partnership between Barium Springs Home
  for Children and ISS. Both agencies have input
  into admission and continued placement decisions.
• Parents/Guardians must be willing for the student
  to attend and participate in treatment.
• The student must meet state day treatment
  eligibility.
• This program operates from 845 245 on the
  same ISS school calendar.

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Pressly School Community Classroom

• The Community Classroom provides an
  individualized academic program for up to 65
  elementary, middle, and high school at risk youth
  (grades K-12).
• The staff to student ratio for this program is
  roughly1 to 6 and offers students the opportunity
  to experience a non-traditional learning
  environment.
• This program originated from the Barium Springs
  on campus school for residents.
• Students are referred to this program through the
  district referral committee.
• This program operates from 845 245 on the
  same ISS school calendar.

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What kind of student comes to the Community
Classroom?

• The student has been unsuccessful in a
  traditional classroom setting.
• The student has potential to achieve academic
  success in a small structured learning
  environment and demonstrates the need to continue
  in this type of environment to maximize student
  potential.
• Episodes of non-compliance are infrequent and do
  not include physical aggression.
• Is able to succeed in a small classroom setting
  with minimal classroom disruption.
• Student can be effectively served when placed
  within the existing group of students.

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Pressly School HS Success Classroom

• This classroom is designed to serve students
  accepted into the differentiated diploma program.
• Students must be in 11th or 12th grade to be
  eligible for this classroom and complete an
  application for alternative referral committee
  review. Preference in admission will be given to
  students with 16 credits or more.
• Classroom designed to serve up to 25 students and
  will have a teacher and TA staffing the
  classroom.
• Home school staff should complete the application
  with the student before it is submitted to
  confirm student eligibility and accuracy of
  information.
• Differentiated diploma applications should be
  sent to Pressly School via courier.

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HS Success Classroom

• See Documents
• Program Description
• Student Application

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Other Items to Discuss

• Drop-Out Exit Interview
• Alternative Referral Packets

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Alternative Referral Process

• ---Home school intervenes with students
  exhibiting at-risk behaviors using both school
  based interventions and those recommended by the
  behavioral specialist assigned to that school.
  Documented evidence of applied interventions need
  to be included in the referral application.
• ---Home school refers students who are having
  behavioral, academic, or emotional issues to the
  Alternative Referral Committee one week before
  the meeting (meetings occur twice monthly.see
  referral calendar).
• ---Home school representative presents at-risk
  students to the Alternative Referral Committee
• ---Referral Committee makes a recommendation to
  the home school (more interventions needed,
  acceptance into either Monticello School, Pressly
  School or Springs Academy)
• ---Students needing to be observed by Alternative
  Committee members are observed in their home
  school setting (Community Classroom).
• ---Students accepted into an alternative setting
  are scheduled to attend the alternative school
  and program they were placed into by the Referral
  Committee (when necessary, an IEP meeting will be
  held prior to attendance into an alternative
  school setting).

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Alternative Transition Process

• Support of Intervention The students home
  school will make monthly contacts with the
  alternative school principal/school counselor to
  check their progress in their designated program.
  They are also welcome to visit they child in the
  alternative school setting to strengthen the idea
  that the child still belongs to their home
  school. This helps destroy the
  pervasive/antiquated idea that alternative
  schools are dumping grounds where kids go but
  never come back.
• Return Transition Once the student has met the
  attendance, academic progress, and behavioral
  goals successfully, they are eligible to return
  to their home school. The alternate school
  principal will contact the students home school
  to discuss the return transition. Before the
  student returns to the home school, the alternate
  school principal and/or school counselor will
  take the student to their home school for a visit
  (when necessary) and an informal discussion as to
  what skills they have developed while in the
  alternate school that they can transfer to the
  regular school setting. A packet showing the
  goals that were met, along with interventions
  used will be completed by the alternate school
  and given to the home school as a tool for
  assisting the student in their return transition.
  
• Return Transition Meeting A formal intake/IEP
  (if the child is EC) will be held at the home
  school prior to the students return. In this
  meeting, a behavior support plan may be developed
  by the home school liaisons based on the
  transition packet from the alternate school to
  assist in the childs successful return to the
  traditional school environment.
• Support/Tracking Once the student is back at
  their home school, the alternate school
  principal/school counselor will perform checks
  and/or visits of the child at the home school. If
  needed, assistance and interventions will also be
  provided by the ISS behavior specialist to assist
  in the success of the transitioned student.

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QAPlus/Delta/Issue Bin Feedback

• Please direct questions to Mr. Griffin at this
  time!!

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Contact Information

• Todd Griffin Monticello School
• 704-872-5297 or tgriffin_at_iss.k12.nc.us
• Aron Gabriel Pressly School
• 704-872-7606 or agabriel_at_iss.k12.nc.us