Alternative Education Re-Design Initiative Thursday, March 13, 2014

2. Alternative Education Re-Design InitiativeThursday, March 13, 2014

3. 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

4. Re-Design Phases

5. 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

6. 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

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

8. 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 TURLINGTON WOODS ALTERNATIVE SCHOOL CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL, ATTENDANCE & POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS 2014-2015 Response To Intervention Model (RTI) ~5% • Secondary Prevention: • Specialized Groups • Strategies 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 ~15% • 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 ~80% of Students

9. 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

10. 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 Attainment

11. 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 to improve student preparation for WorkPlus

12. Benefits of WorkPlus Academics ProgramProposed Re-Design • 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

13. 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 Participation

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

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

16. Middle School/High School Alternative Education ProgramCurrent Design

17. 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

18. 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

19. 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

20. 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  

21. 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