Presentation is loading. Please wait.

Presentation is loading. Please wait.

Iredell-Statesville Schools Alternative Education Programs Todd Griffin, Monticello School Principal Aron Gabriel, Pressly School Principal.

Similar presentations

Presentation on theme: "Iredell-Statesville Schools Alternative Education Programs Todd Griffin, Monticello School Principal Aron Gabriel, Pressly School Principal."— Presentation transcript:

1 Iredell-Statesville Schools Alternative Education Programs Todd Griffin, Monticello School Principal Aron Gabriel, Pressly School Principal

2 ONE COUNTY, THREE SCHOOLS, SEVEN OPTIONS 1.Long-term Program (Monticello) 2.Freshman Academy (Monticello) 3.Out of School Suspension Program (Monticello) 4.Extended Day Program/SAVE (Monticello) 5.Day Treatment (Springs Academy) 6.Community Classroom (Pressly School) 7.HS Success Classroom (Pressly School)

3 Monticello School Long-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 9:00-3:00.

4 Students that have been long-term suspended from their home school. 1.Can be administratively placed at Monticello (depending on severity). 2.Students could attend SAVE program to recover credits. 3.Students could recover credits at home using NovaNET (case by case basis). Long-term Suspended Students

5 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.

6 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.

7 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.

8 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.

9 OSS Procedures (Continued) Student’s 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 8:00 – 2:00.

10 Monticello OSS – Follow-up Monticello will work with the students to appoint an adult mentor of the student’s choosing within the home school’s 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.

11 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. 3:00-7:00. Students taking EOC courses must take state mandated tests. (High School accountability policy).

12 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 1 st – 5 th grades  Rational: take elementary certified teacher & swap for additional HS teacher

13 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

14 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

15 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  Kelly Johnson  Individual Art Instruction  SAVE Program

16 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

17 Springs Academy Day 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.

18 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 district’s behavior specialist.

19 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 8:45 – 2:45 on the same ISS school calendar.

20 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 8:45 – 2:45 on the same ISS school calendar.

21 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.

22 Pressly School HS Success Classroom This classroom is designed to serve students accepted into the differentiated diploma program. Students must be in 11 th or 12 th 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.

23 HS Success Classroom See Documents: –Program Description –Student Application

24 Other Items to Discuss Drop-Out Exit Interview Alternative Referral Packets

25 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).

26 Alternative Transition Process Support of Intervention: The student’s 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 student’s 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 student’s 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 child’s 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.

27 Q+A Plus/Delta/Issue Bin Feedback Please direct questions to Mr. Griffin at this time!!

28 Contact Information Todd Griffin – Monticello School 704-872-5297 or Aron Gabriel – Pressly School 704-872-7606 or

Download ppt "Iredell-Statesville Schools Alternative Education Programs Todd Griffin, Monticello School Principal Aron Gabriel, Pressly School Principal."

Similar presentations

Ads by Google