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Volusia County & St. Lucie County January 2010 Andy Griffiths Lesley Messier Dave Perkins Chris Valdez Carol Eisenman Jeff Arnott.

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Presentation on theme: "Volusia County & St. Lucie County January 2010 Andy Griffiths Lesley Messier Dave Perkins Chris Valdez Carol Eisenman Jeff Arnott."— Presentation transcript:

1 Volusia County & St. Lucie County January 2010 Andy Griffiths Lesley Messier Dave Perkins Chris Valdez Carol Eisenman Jeff Arnott

2 Program Design- Both counties had recent experiences with struggling alternative education programs (within the past 5-10 years) where schools were “dumping grounds” for students & staff alike Both districts were consistently frustrated with the lack of success in prior programs Both determined a total redesign was required

3 Solutions – Program Entrance & Design First and most important job: Help the Student! Schools demonstrated a positive focus Ratio of classrooms is small, to one teacher provides for maximum individual attention for students Combined the required (disciplinary) alternate education and remedial (voluntary) program to enhance the FTE funding Program serves both middle school (MS)and high school(HS)

4 Solutions – Program Entrance & Design Program was developed by and the with support of the superintendent/ board and district & school staff Program entrance: required a committee to determine if placement was indeed appropriate Regular meetings held to evaluate individual students entrance/progress/exit Guidance Services insured that students were monitored at alternate school and returning school

5 Solutions – Support School board and district dedicated to supporting the program financially Site has own school number that differs from the home school EBD students with disciplinary issues were also housed there, with the ability to transition out in to the voluntary program as behavior permitted Teachers are multi certified and HQ

6 Solutions – Support Funding was moved from SAI funds, Title I and ESE (for ESE aides and support non-instructional) Bus service provided for all students outside the 2 mile radius Collaboration with the DJJ program (residential and treatment facilities). No students went from DJJ straight to the regular school, all first transitioned in alternate education then to the home school if appropriate.

7 MCSD- Lower Keys Current Financial MCSD currently spends $176, for the Ombudsman program serves average 36 MS/HS students Voluntary credit retrieval, (3 hours HS, 4 hours MS) a day in the voluntary program Keys Center successful for students who have emotional & counseling needs, supports credit retrieval Alt Ed In KW pervious models were “dumping grounds”

8 Solutions – Administration & Teachers Administrator was carefully selected, the individual believed all students can succeed & shared a passion for helping students with behavior, drug and family problems Site administrator fully involved in all principal meetings Site administrator played an important role in development of programs and was responsible for staff selections, evaluations, terminations and development Staff were selected based on the similar attributes that the administrator held.

9 Solutions- Teachers & Support Staff Teachers received PD, materials and all classroom supports that the “regular” teachers received Teachers were hired with the understanding that they are the one responsible for students success, which allowed for flexible scheduling and supervision Staff attended all meetings relating to the child including those outside the school, such as home visits

10 Solutions – Program Design The programs were designed to meet the following goals: Get the child on/or above the grade level maintaining a 2.0 since their arrival at the program Strict conduct rules and rewards Foundation of mutual respect between staff and students. Staff & students follow a character program ingrained in all subject areas Students’ needs were of primary concern

11 Solutions – Program Design Program uses the same credit retrieval in the alt ed/ DJJ/Keys Ctr /DOP program as is used in the regular school. This provides a seamless transition for students who return to the “regular” school Students (including voluntary and involuntary) may choose to remain, based on space and the committee recommendation, they may be allowed to continue into the voluntary program There is no differentiation between voluntary students and the required placement students. All are treated as though this is their school

12 Solutions - Discipline No cell phones, iPods etc… allowed on campus One site required uniforms, though not traditional uniforms Mandatory drug and alcohol counseling for all students Career development classes offered

13 Solutions - Discipline Character program infused throughout the school Principal met with students and faculty daily Students recognized weekly and rewarded based upon behavior goals Teachers collaborate to best meet students needs Flexible Scheduling

14 Solutions- Teachers & Support Staff Weekly PD training for all staff Shortened school day to provide common planning time i.e. class transition fully supervised only taking less that one minute Restroom and other breaks only with adult supervision

15 Solutions- Teachers & Support Staff Teachers eat lunch with the students modeling appropriate social behavior Teachers used creative hands on activities to engage students Teachers Care!!!

16 Solutions- Re-entry The committee met monthly to assess entry/progress/exit of the program Principals involved and have the understanding that once a child served the required time they were given a fresh start at their home school, no paperwork = no entry Transition meeting was provided for teachers when a child re-entered the “regular” school setting Students were allowed to stay if the alternate setting was the most appropriate and successful placement, voluntary program

17 Team Recommendations Clear entry/ progress and exit procedures outlined and implemented with fidelity Combine the required (disciplinary) Alt Ed program & the (voluntary) to create a combination program that will be supported by FTE, District & grant funding

18 Team Recommendations Place high quality administrator with vision and passion to meet this challenging population’s needs Regular committee Meetings to discuss/ evaluate students and programs success, modify as necessary Administrator has the authority to hire/ fire and evaluate staff to ensure success, no arbitrary placement of staff

19 Team Recommendations Institute program credit retrieval like Blue Ridge Learning to ensure seamless transition School will receive a separate school number Support the school, administrator and programs by the board, superintendent and schools

20 Team Recommendations Principals will be trained on appropriate referrals, including emergency placements District will provide equal resources and training to the program staff Positive Behavior Programs required at all schools, not only Alt Ed.

21 Team Recommendations Is this the direction we want to go? We can create a very positive program for struggling students that will help them achieve Next step, Carol will create an outline of the program in actual terms including budget, location, evaluation etc… by April 1 st, 2010 Include the budget and allocations in the 2010 budget process Shift allocations, resources to the possible site Projected opening date August 2010


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