Student Success Center: Provides a quiet, structured, and calming space for students who are not finding

success in the classroom.

Population

Documentation

Students who are sent out by

teachers for disruptive behaviors

Documentation
will be required by
teachers about why the
student was sent and what
interventions were used
Follow-up with
students last five minutes
of class (coverage by
Dean of Students or
Principal)
Contact with
parents needs to be
included on the
documentation
P
HONE CALL
Teacher will need
to work with Coaches to
put in preemptive
strategies, management

Students who need a quiet place

to work because they are
becoming overly stimulated or
agitated in the classroom
These students
should be those on a BIP
and/or IEP
Can come in after
first 15 mins of
instruction in classroom
Documented on
behavior plan for IEP
progress monitoring
purposes
Shared with the
IEP case manager to
determine if changes to
IEP are needed
Can be used as a
service hour if they are
receiving instruction from
the teacher in the
room/pull out from sped
teacher

Individual who is struggling and

asks to work in this space to keep
self from creating educational
issues for other students
Must have
teacher permission

Must fill out a

Reflection Sheet as to
why he or she used the
room

techniques and
proprioceptive proactive
responses for students
Students will be
required to fill out a
problem solving sheet and
discuss with room
monitor
Allowable Time

Expectations

Possible Outcomes

If sent out of
classes for two class
periods a day the student
will remain in this room
the remainder of the day
and required to work
I
SS or OSS if non
compliant
Students will not be allowed
phones in this room
They will be
removed and must be
picked up by parents if
confiscated

Depending on
IEP /BIP allowed use
daily

Students will work at individual

work stations
Silent
Independent work

1-3 times a month

no concern
If
it is frequented a
meeting with AT
RISK teacher,
SAT, student,
parents and
principal will be
set
Students will be
working or reading the
entire time

In one month:
Green

0-2 referrals

Yellow

3-5 referral (Affective Skills

added in place of elective
course)
Any student
with a behavior plan
should have an
affective skills
course in place of
elective

Red

6+ referrals (Alternative
placement)

Affective Skills Course: Focuses on providing relevant social, interpersonal, and emotional intelligence skill instruction that will help individuals
grow socially, academically, emotionally and behaviorally in all areas of their lives.
Duration

9 weeks

Credit

Counts as elective grade

Getting into the course

Teacher

week

All students with Behavior IEP

Those who are in Student Success Center 3-5 times a
At Risk Coordinator or SAT team recommendation

day Fleetwood, Day Short (Opposite time they are in the student
success center or with IEP roster)

Alternative MS Program
Vision: Foster an environment focused on developing and transforming the whole person by demonstrating respect for individual intelligence and
the ability to contribute to the community.
Duration

Academic
Program
Requirement
s

9 weeks

Documented interventions
should be done for 3-4 weeks prior to
this meeting
Contract signed by parents,
teachers, staff members, principal
agree to terms
Use
competing pathway chart to
help decide what needs to be
focused on in Educational
Development Plan

ht
tp://behaviordoctor.or
g/wpcontent/uploads/2013/
12/blankcompetingpat
hwaychart.pdf

ath
E
nglish
S
cience
S
ocial

PE - different yoga, pilates,

strengthening exercises (This course
should be more about teaching how to
condition your mind and body not just
fun and games)

Transition back into MS for 3 core

periods before lunch (2 weeks)
Ease back into full schedule
including afternoons next two weeks
If transition fails parents are required
to attend with student
Love and logic
parent class for detention
Transition will require a 1 -2 week
out of school suspension whereupon student
and parents will meet with educators to set up
new plan for alternative program repeat
Parents must be in attendance for all
alternative meetings before student can be
placed in alternative program

Affective Skills course

9 weeks
Self Management( How do I manage my own
behaviors, feelings and emotions?)
EQ
for ms/hs ?
Working with

Studies
P
E
A
ffective
Skills/S
ervice
learning
Program
NonNegotiables

75% or above
on all
coursework
before it is
counted.

Others: Character Education (What

kind of character will help me
become who I was created to be ?)
Serving Others:
Service Learning (How can I serve
and help others in my community?)

Attendance stringent and focused

Attendance will be figured
into the grade for MS

Otherwise it is
incomplete, and
Saturday school
or extended
days may be
required or

EXTREMEL
Y
STRUCTUR
ED

Teacher is
Expectations are set high, and schedule is
consistent with followed with great care
behavioral
expectations
If unable to follow schedule student will be
B sent home and must make the day up
e Safe
Saturday School

Absolutely no phones allowed on premises

Parents will be called to pick the
phone up if it is on campus
Reasons no Phones:
Needs to be a highly structured
program, with minimal social interaction with
peers in reg. ed.
They need time to remove the
addictive behavior of the phone to increase
engagement and buy in to the program.
Research shows students without their
phones deal with an increase in blood
pressure, heart rate and anxiety. This is just
like any other addiction. Therefore, by
removing this you will be teaching them how
to handle and process through an addiction,
and take control over their own life.
Plus it is an incentive to get back to
the ms / hs building.
8:15-8:30- Read aloud
8:30-8:45- Daily meeting (Character
skill focus discussion)
8:45--9:45 Math
9:45-9:50 - Break/Snack
9:50-10:50 English

 B
e
Respect
ful
B
e
Respon
sible

Choice

Longer hours until made up

Before/after
school
Lunch work
not free
7:45-4:45
Another day added to the
program

These
expectations
will be taught
and revisited on
a consistent
basis.

INCLUDE this in contract, and parents will be

required to provide the transportation for this
extended time

Students need
to face choices
in their day as
well

Choices can be
What activity to do during
break
Reading material
Creative competencies to
show skill development
Videos,
songs, etc

10:50-10:55 Break
10:55-11:55 Science
11:55-12:15 Lunch
12:15-1:15 Social Studies
1:15-1:20- Break
1:20-2:10 PE
2:10-2:20 Cool Down:
Prepare for final part
of day /Snack
Edu
cational Development Plan
Goal areas
Teac
her and student scores
2:20-3:20 Affective Skills

Affective Skills will have a scenario every day

about making positive choices in their lives.
The students must reflect upon individually
and then discuss as a group.

IDEA : If students must repeat, parents are required to take Emotional Intelligence Training or Parenting with Love and Logic training at the
school four times a month while their child is in the program for the second time.
PARENT CONTRACT AT THE BEGINNING:
Documentation will be required for each one of students. If we have trouble getting parents on board then we will start the Child
In Need of Assistance Process.
Required to attend Parenting with Love and Logic class (?)

HS Alternative Program:
Duration
Academic
Program
Requiremen
ts

Unknown

Ma

th
En
glish
Sci
ence
So
cial Studies
PE
/Elective
every other
day
Aff
ective
Skills/Servi
ce learning

PE - different
College and Career Ready Attitude/Affective Skills
yoga, pilates, strengthening
Self Management-( How do I manage my
exercises (This course
own behaviors, feelings and emotions?)
should be more about
EQ
teaching how to condition
your mind and body not
Character Education (What kind of
just fun and games)
character will help me become who I was created
Electives that they
to be ?)
need to graduate
Pe
Serving Others: Service Learning (How
rsonal Finance
can I serve and help others in my community?)
Re
Laundry
sume building
for elderly in community
A
Mowing
pplications
Shovelin
E
g snow
mployability
Raking
pieces needed
leaves
Cleaning
for local non-profits (church)

Employability
Students
will be required to job shadow
different careers
Big
Sister/Big Brother to elementary

Program
NonNegotiables

75% or above on
Attendance stringent and focused
all coursework
Must complete the
before it is counted.
9 weeks of affective skills
course to earn credits at hs

Absolutely no phones allowed on premises

Parents will be called to pick the phone
up if it is on campus

Otherwise they
must continue to
improve

Structure is
less intense
but still
follows a
schedule

Teacher is
consistent with
behavioral
expectations
Be
Safe
Be
Respectful
Be
Responsibl
e
These expectations
will be taught and
revisited on a
consistent basis.

level as an elective
Work must be
completed

Expectations are set high, and

timelines are established for
amount of work to complete
If MS is in building they will have
to be a little more structured and on
task as role models
Break time is the only time phones
are permitted if they are a
distraction
If ms/hs are together the
expectation for full days and
timeliness will be needed

Reasons no Phones:
Needs to be a highly structured program,
with minimal social interaction with peers in reg.
ed.
They need time to remove the addictive
behavior of the phone to increase engagement and
buy in to the program. Research shows students
without their phones deal with an increase in
blood pressure, heart rate and anxiety. This is just
like any other addiction. Therefore, by removing
this you will be teaching them how to handle and
process through an addiction, and take control
over their own life.
Plus it is an incentive to get back to the
ms / hs building.
If apart
8:15-8:30- Read aloud
8:30-8:45- Daily meeting (Character skill
focus discussion)
8:45--9:45 Core 1
9:45-9:50 - Break/Snack
9:50-10:50 Core 2
10:50-10:55 Break
10:55-11:55 Core 3
11:55-12:15 Lunch
12:15-1:15 Core 4
1:15-1:20- Break
1:20-2:10 Elective
2:10-2:20
Educational
Development Plan Goal areas
Teacher
and student scores
2:20-3:20 Affective Skills /Employability
etc

Choice

Students need to
face choices in
their day as well

Choices can be
Digital Learning
Farm model
What activity to do
during break
Reading material
Creative
competencies to show skill
development
Vi
deos, songs, etc

Employability and affective skills

Learning how to get

Program Needs:
Partitions (accordion wall or curtain)
Teaching with Love and Logic $900 needed
Money to pay teacher to run parent love and logic (If interested)
The Next Steps in Guided Reading by Jan Richardson needed to be purchased (Cindy is ordering for MS teachers have her throw
in a few more for Heidi and MS Alternative program)
Study cubby for Christian
Light filters for Fluorescent lighting
Skypanels.com
NEXT STEPS:

Order supplies for the program direction

Training set up (Burlington)
Find a Teacher for MS
Find 1 on 1 Aide for Christian
http://www.loveandlogic.com/classes.aspx (CONFERENCES FOR LOVE AND LOGIC)