Intervention Center (IC)Stated goal is to return these pupils to the regular education least restrictive setting as soon as possible
Intervention Center (IC) Program Summary:• Not to be a separate program that totally supplants regular educational programming• Supplemental/intervention setting to regular classrooms. – Cannot be a ‘life-sentence’; but is a temporary intervention with the goal to return students fully to regular classroom setting• This will not supplant any current regular programing, such as all current counseling services will remain the same.
Intervention Center (IC) Program Summary:• IC placement is to be considered temporary – Placement of seconds to a few minutes, to have a timeout or cool down, so they can return to the regular setting – Possible need for days or weeks to transition back to the regular setting. – In many cases, part days in both the IC and regular setting may be appropriate.• IC Students under a full regular schedule and on regular classroom teacher’s rosters.
IC Schedule:• IC students are to be in a regular schedule and regular programming as the default; the IC is only for intervention purposes – Student normal school time of 8:00 am to 3:40 pm – Occasionally a student may have a shortened day, if that is appropriate - transportation• Check out at the end of the day• Additional counseling/tutor service after-hours
Intervention Center (IC) Staff:• Counselor hired to be a main person in the IC – Have competencies, in identifying and addressing the issues and concerns of troubled students. – Have training to help students experiencing and demonstrating the effects of stress from multiple avenues be it environmental, emotional, or otherwise.• Professional teacher to mentor and tutor students• Aide(s) may be added, if needed, for additional paraprofessional education and supervisory purposes.
Intervention Center (IC) Staff:• IC staff will be trained in August in proper restraint techniques.• Additional training for educating children on the autistic spectrum is being planned for during the school year (a grant is being written).• Mandate to cooperate with regular classroom teachers – Individual Learning Plan for each student placed in the IC – Attempt to keep students on pace with peers. – Still on classroom teacher record; return asap
Intervention Center (IC) Staff:• Mentor and tutor – Students to gain both the academic and appropriate behavioral and emotional skills to return to the regular programming as soon as possible.• IC staff are responsible for full documentation – All IC interactions will need to be recorded by IC staff in the SIS along with all attendance and other records as appropriate.• IC staff will make parent contacts as needed and applicable.
IC Students• Eligible students are K to Grade 12 aged children that have difficulty in the regular setting• All students now placed at New Frontiers or Wyalusing at the end of the 2011-2012 school year will be placed in this program to start the 2012-2013 school year• Lessen separate services which are contracted out
IC Fiscal Impact• Savings, estimated to be over $100,000 (potential of $130,000) from transferring students to new program.• Staff Increases – Add Counselor $70,000 – Add Aide(s) as needed $15,000 per• One-time costs – Administrative offices to HS (location of IC) • A/C partially/fully under EE • Minimal office changes, handled internally – Another van may be needed (grant funded)
Students will have individualized services as appropriate.• Students placed at New Frontiers and Wyalusing• Any ISS (in-school-suspension) situations would be assigned to, and supervised in, this program.• Seclusion• Daily 3:40 check out at the end of the day• Counselor will work with children after school by appointment to do further prevention and intervention work
IC Academic program goals• The overriding goal is to intervene to keep students on track with their peers academically – At the minimum, academic progress should be equivalent to increases of grade level peers• Stretch goal is for IC students to exceed academic progress of grade level peers; this is especially important if the pupil is below proficiency – Substantially more resources per student than regular programming – Significantly more intervention support – Very low student to staff ratio
Academic Success Measured• Measured by monitoring the academic progress on grade appropriate testing – Grades / progress – MAP – WKCE – Explore – Plan – ACT – TABE – etc.• Use Growth Mindset!
IC Behavioral program goals• Through prevention and intervention services, overall school behavioral issues will lessen.• Students should wean off IC services and return back into the regular setting as soon as appropriate• The ultimate goal for the IC is to work so well that students stay in the regular setting more frequently and that IC services can be scaled back or eliminated
Behavioral Success Measured• Less overall student disciplinary referrals recorded in the schools• Students return back to regular classrooms – Significantly more intervention support – Substantially more resources per student than regular programming – Very low student to staff ratio• Use Growth Mindset!
IC monitoring• Quarterly reports will be made to the Board of Education • Progress reports on academic progress will be forwarded to the Board when testing results are available • Behavioral change reports on disciplinary referral data will be forwarded to the Board at the end of each quarter/semester
Reserve right to change placement to anoutside setting or expulsion (hope not to need this)• If the learning environment in the school is severely negatively impacted by a pupil’s disruptive behavior, then the pupil may need to be placed in an outside setting or expelled• If the health and safety of the pupil, other students, and or any staff member is compromised, then the student may need to be placed in an outside setting or expelled