Freeport Middle School

Proposal for an Alternative to Suspension Program at FMS For the 2015- 2016 school year

Mission Statements:

FSD #145: In partnership with students, family, and community, we educate every student for the challenges of today and the opportunities of tomorrow through the continuous pursuit of excellence.

FMS: In our school; staff, students and parents will be held accountable as we prepare our students to be life­long learners who are college and career ready. We will show respect for all individuals and have a collaborative parent­school­community partnership.

Project Description:

Freeport Middle School is currently in the process of creating an alternative to suspension program. When we suspend students it becomes the first of a long series of statements of failure for them. Or maybe, it just confirms what they have experienced all along; that they are not worthy. We do not believe that message should ever be sent to anyone let alone a 10, 11, 12, or 13 year old child. It is our belief that when a student is sent to an alternative site, they believe we have given upon them. And although this is so far from the truth in our hearts, it becomes their truth.

We believe every student that attends FMS should stay at FMS and know we will support them through any and all issues. We would like our alternative sites housed in our building. We would like our suspended students to become non­suspended students in an alternative program in our building. We would like to provide an opportunity for them to learn how to change behavior instead of being punished for the behavior. We actually believe all of the buildings in District 145 would benefit from such programming and ours would be the pilot program.

We feel this program is important to reclaim Academic Learning Time that would be otherwise lost to out­of­school suspensions. The program would address the number of recurring offenses and suspensions at FMS as well as use a certified staff member to put into practice intensive interventions addressing decision­making and behavior management skills to achieve school and life success.

FMS is noticing some concerning trends to the educational environment regarding student behaviors. Data from the 2014­2015 school year greatly shows the need for a program of this nature. We would like to be proactive in addressing these behaviors in our school environment before the behaviors lead to expulsion.

Need for the project:

We believe that there is an unanswered need for a more extensive behavior intervention for a portion of our student population here at FMS that is not currently being met. We have around 68 students who are repeating behaviors that lead to out of school suspension. For whatever reason, suspension is not working for the students as a way to change behavior therefore we feel that we need an additional step before using out of school suspension. When a student is suspended from school there is no longer a community resource for the students, like the Truancy Abatement Crime Suppression center (TAC). The students are then out of school and often unchaperoned since parents and guardians are working. Many times school work that needs to be completed is often neglected for a variety of reasons as well. According to data from the 2014­2015 school year, we have a definite need for this type of program. We had 292 out of school suspensions at the end of 2014­ 2015 school year. These suspensions were from behaviors such as: physical aggression, fighting, verbal abuse, battery, sexual harassment, bullying, and acts that endanger staff. Some of the out of school suspensions are result of the student not fulfilling the requirements of lower level discipline processes. Based on this data, we see a need to educate students in how to change behaviors.

We would like to create a resource here at school to attempt to deal with behaviors that would normally result in out of school suspension. We have been looking at alternate programs outside of Stephenson County. We also have been in communication with Truants’ Alternative Program (TAP), New Horizons and FHN as to what they might be able to add to this new program. We believe that this program will assist students in modifying behavior with support which will result in a return to the regular school program without further

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suspensions. Hopefully the students will then be able to translate their new skill sets as they interact with others in the community as well.

Data to support need for Project:

As a school improvement team, we have been discussing ways to address behaviors at FMS. We have seen some changes with the implementation of PBIS, but there is still more that can be accomplished. Unfortunately, suspensions are still occurring in our building. These violations directly impact our school’s learning environment and safety of students. During the 2014­2015 school year there were 358 suspensions.

Total Number of Out of School Suspensions

Ethnicity/Gender of students suspended

Number of suspensions

% of students suspended

% of school population

Caucasian 89 25% 46.5% African American 186 52% 27.6% Bi­racial 61 17% 11.9% Hispanic 22 6% 4.7% Male 256 71.5% 52% Female 102 28.5% 48%

Upon further analysis of the 358 suspensions – 221 (62%) of those suspensions were caused by 68 students with repeat offenses. The students are not changing behaviors that result in suspension from school.

Students with Multiple Suspensions

Ethnicity/Gender of students suspended

Number of students suspended

% of students suspended

% of school population

Caucasian 14 19% 46.5% African American 40 60% 27.6% Bi­racial 10 16% 11.9% Hispanic 4 5% 9.7% Male 45 70% 52% Female 11 30% 48% Special Ed 9 15% 12.6%

Students with multiple suspensions typically display the following characteristics:

70% are male 60% are African American 95% are free and reduced/poverty (FMS is 80.1% free and reduced) 23.3% have been retained for at least one grade level 73% have earned 2 or more D’s and/or F’s in coursework 47% would qualify for retention due to 3 or more D’s and/or F’s in coursework 66% have over 15 tardies to school 83% have missed over 15 days of school 20% are followed by a truancy case manager 37% of students had a parent/guardian attend a meeting about the suspension

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Suspended students in the 2014­2015 school year missed 1500 days of instruction; this is equivalent to 8 ½ years of school. Suspensions effect our attendance numbers which in turn impacts our budget. Our building loses $17.50 per student per day when a student is not in attendance. Therefore we have lost $26,250 of income due to suspensions in the 2014­2015 school year.

Population who would be served:

There are 703 students in grades 5th through 8th grade at Freeport Middle School. This program would serve anyone of those 703 students who would be at­risk of being suspended from school due to behavior. We anticipate serving 60 to 110 students in this program. Numbers will fluctuate depending on student behaviors in the 2015­2016 school year, as well as the effectiveness of this program.

Criterion for entrance into the Program:

In order to be eligible to participate, student must meet the following criterion:

Student is eligible for suspension. If the offense is drug, alcohol or an act that endangers staff then the student would not be considered for the program.

Students would have access to the program 4 times total for the school year. If the student has to be removed from the program for any reason then he/she will no longer have the option of utilizing this program. (See Appendix A for the process for placement).

The student’s parent/guardian will complete entrance and exit interviews along with student. This is extremely important to the program as this is an alternate environment to the out of school suspension. The interview component will assist parents and students by emphasizing the importance of making changes that will impact their personal educational environment. (See Appendix B for interview topics)

The daily limit in the classroom is 10 students. We see the program having equal access to students since some students would be accessing the program for 3 days, 5 days, 7 days, or at the most 10 days. With the length of the suspension being student dependent the number in the program would vary. If the number exceeds 10 then the program is closed and the student would serve the out of school suspension. If a spot opened up on day 2 of a 10 day suspension, then the student would be offered the spot for the remainder of his/her suspension.

Number of days in the program would be equal to the number of days of suspension. The expectation is for the student to be in attendance for all assigned days. If a student assignment to the program falls during a scheduled Early Release Day the student is expected to be in attendance.

Goals/Action Plan/Strategies of the Program:

1. Reduce the number of out of school suspensions.

2. Decrease the number of repeat offenders.

3. Increase academic learning time.

4. Provide intensive behavior interventions.

5. Teach and monitor goal setting with students in program.

6. Build parental involvement in the program and in school.

7. Work on CORE academics.

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In order to meet our program goals the following actions will need to take place. Students will remain in the school setting providing academic learning time. To reduce the number of out of school suspensions participants in the program will discuss the behavior that brought them to the program, as well as set goals that focus on improving behavior once they return to the classroom. Students in the program will also be involved in intensive behavior interventions which will be delivered by the certified staff member using the purchased curriculum and resources. Participants will also have access to school counselors, social worker, family resource coordinator, and possibly outside partner resources (parents, community health organizations, school resource officer, Highland Community College) to assist with behavior modifications. These interventions can be accomplished through whole and small group discussion and/or one­on­one interactions. In addition the students will also spend time exploring careers through the Naviance program as a way to support change.

In order to participate in this program, a meeting with the students, parents and staff will be held prior to scheduling the student into the program. The parent/guardian and the student will be asked to sign a contract to fulfill the expectations of the program. In order to build parental involvement, the certified staff will make contact with parents who are in the program and encourage parents to come in and meet with teacher/staff to gain information that will help support their child at school beyond the initial meeting. Besides the work on behavior(s), students involved with the program will have time set aside in their daily schedule to work on CORE academics. They will have the support of the certified staff member as needed to complete work. (See Appendix C for agreement).

Behavior modification and academic goals will be set by the student with the assistance of certified staff. Students will work with the school counselors, social worker, family resource coordinator and certified staff member in order to set and achieve their behavior goals to more thoroughly address the behaviors and learning. The certified staff member will also check in with students who have been in the program to follow up on goals.

This program will be different from our current in­school­suspension program known as APAD (Advanced Placement for Attitude Development). First, our APAD coordinator is a member of the classified staff whereas this program’s staff member would be a certified teacher that can assist more directly with school work and has the appropriate pedagogical training to work with middle level students.. Second, this program serves the lower level infractions and students are assigned to 1 day of APAD or occasionally placed in APAD for the remainder of the school day. The alternative to suspension program would provide multiple days of support, while not allowing students the option of interacting with the general population. On the assigned day, the student completes a behavior sheet in which he/she identifies why he/she was assigned APAD. This behavior sheet is completed by the student and reviewed by the APAD coordinator. If time allows, they have a conversation about the incident. In the alternative to suspension program, students would spend significant time individually or in a small group to discuss their reason for assignment to the program. While in APAD there are no interventions with counselors either from the building or from outside partners. The student’s main focus is completing school work while out of the classroom for that day. The APAD coordinator is occasionally given a day without students in an attempt to follow up with students but there is not a lot of opportunity to actually follow through with ideas that may have been discussed since APAD is utilized daily. The alternative to suspension teacher would have time to follow up on a daily basis to check in on students. This time would also allow them to set­up other supports for students who were in the program if they are having issues back in their classes.

Daily Schedule:

Students who are in the Alternative to Suspension program would be in school for 5 hours (approximately 8:30am­1:30pm). Two hours will be dedicated to working on the behavior that brought about their involvement in the program. During that time students would participate in behavior interventions, goal

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setting, career planning, and/or counseling. Two and a half hours of the day would be set aside for academics. Students would have access to a certified staff member to assist students with school work. A half hour would be set aside for lunch.

The contracted staff member (1.0 FTE) would follow the regular contract time for FMS staff. The time prior to the students’ arrival will be spent preparing for the specific needs for that group of students. The idea is for each student to receive personalized modifications. The time after the students’ dismissal would involve follow up visits with former participants and goal checking as well as preparation needed to meet goals with current participants. (See Appendix E for a mock schedule of the teacher’s day)

Curriculum:

During the afternoon portion of the day, the students will be working on classroom work sent by their core teachers. Encore (specials) teachers will also have a chance to send work if it can be completed in that room. The students will not leave the room to access core or encore staff and/or locker. Staff often will stop into the APAD room to assist students as needed and we anticipate this will also be the case with this program.

FMS began to implement PBIS during the 2011­2012. Due to the restructuring in the district to create 2 middle schools for the 2010­2011, both schools were given an additional year to prepare for PBIS. FMS is currently using Tier One interventions school wide. This school year, 2015­2016, we have begun implementing Tier Two.

The curriculum for the morning portion of the day should be tailored to the students in the program. There will also be general lessons that focuses on behavior modifications, interventions, and goal setting. We already have programs available to us such as 2nd Step (we have binders for all 4 grade levels); PBIS lessons; Building Resiliency in Young People Resource (pdf); Building Bridges by Michelle Rappaport, LCSW; Resiliency Resources K­8 (from Missouri). There is a wealth of resources on­line if the above books, documents and lesson plans still do not meet the needs of the program.

Evaluation of Program:

The Alternative to Suspension Committee will create student and parent evaluations to be given after participation in the program. If students use the program multiple times an evaluation will be required by the parent and student each time they participate in the program. The group will keep data as the school year progresses on the types and numbers of offenses to compare results to the previous year. We will also look at the counseling tools used with students to evaluate the usefulness of the tool and whether or not adjustments need to be made. Staff will also be asked to complete an evaluation to see how the behavior modifications have worked in the classroom. (See Appendix D for surveys)

Collaboration with Community Partners: Need to add partnership details

Freeport Health Network and New Horizon Counseling Center have already been approached about being community partners with FMS in this program. We have also discussed reaching out to Highland Community College/Career Center.

It is our hope that the collaborators will be able to assist the program through resources, workshops, offer support services as appropriate to students, and assist our school counselors as needed.

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Costs and materials:

­ FTE: o A certified FTE for this position will be needed to staff this program. It is important to us that

there is a certified staff person in this position due to the integrity of the program. The person who is chosen for this job needs to have middle level experience, able to form meaningful relationships with students and have a background in working with challenging students.

­ Curriculum and Materials for class: (Estimated cost $1500 ­ $2000) o Student materials ($500) will include paper (large chart paper, graph paper, color paper,

notebook paper), pencils, folders, markers, color pencils, binders and other classroom type supplies. Teacher supplies needed to create goal folders for students and other organizational materials. The curriculum materials will be DVD's, print materials, books and workbooks, pamphlets for students and parents, and on­line subscriptions to counseling materials.

­ Technology: (Estimated cost $3,000) Elmo Machine ­ $719.99 plus shipping and handling Dell Computers with monitors 5 * $300 each = $1,500.00 (Will be purchased through

our technology department) Elmo Projector Cart that locks = $377 (no tax) but with shipping and handling. Desk Privacy Dividers = $60.00 with shipping & handling Remainder of the money to pay for materials needed to hook up the electronics.

First year cost:

1.0 FTE and $4500 for materials and technology in the classroom.(We applied for a Public School Fund Grant for the technology.$3000.)

Recurring cost:

1.0 FTE

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Resources and Research:

Fenning, P., & Rose, J. (2007). Overrepresentation of African American students in exclusionary discipline: The role of

school policy. Urban Education, 42, 536–559.

Implementing Restorative Justice: A Guide for Schools http://www.icjia.state.il.us/public/pdf/BARJ/SCHOOL%20BARJ%20GUIDEBOOOK.pdf

"ALTERNATIVES TO OUT-OF-SCHOOL SUSPENSION." TeachSafeSchools.org. N.p., n.d. Web. 27 June 2015.

<http://www.teachsafeschools.org/alternatives-to-suspension.html>.

"The School-to-Prison Pipeline: Time to Shut It Down - NEA Today." NEA Today. N.p., 05 Jan. 2015. Web. 27 June

2015. <http://neatoday.org/2015/01/05/school-prison-pipeline-time-shut/>.

"ACEs Too High." ACEs Too High. N.p., n.d. Web. 27 June 2015. <http://acestoohigh.com/>.

Building Resiliency in Young People Resource. PDF by Outreach.com. http://au.professionals.reachout.com/building­resiliency­in­young­people­resource

Resiliency Resources K­8 mper.missouri.edu/files/Resiliency%20Resources.K­8.doc

Committee members:

Deb Scott – Dean of Students

Janet Rauch ­ Teacher

Cheri Crawford ­ Teacher

Sara Shockey ­ Counselor

Katie Ries ­ Counselor

Keelee Lobdell ­ Teacher

Alex Walocha ­ Teacher

Lafrancine Baker ­ Teacher

Jessica Larson ­ Teacher

Jesse Johnson – FSD #145 Communication/Grant Writer

Carlee Yeager – community /currently interning in alternative program in DeKalb

Nick Swords ­ Principal

Brian Lamm – Assistant Principal

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Appendix A

Process for student being placed in the Alternative to Suspension Program:

Student acquires a referral for a suspendable offense. Decision made by the Dean of Students to place student in the program. Dean to check availability of program and sends homework request to teachers of that student with the

number of days in program. Academic (CORE) teachers to send work for the first day of scheduled program by 11:00 AM of the first

day. Teachers would then be expected to gather the rest of required work for the length of the

suspension by day 2 of the program. Parent meeting held to discuss the expectations and answer questions. Parent, student, Dean,

counselor for that grade level, the Program teacher and one administrator will attend this meeting. Student enters the program the day after the suspendable occurrence. Idealistically, it will be the day

after the occurrence, but depending on numbers might be later. Student attends assigned first day and is marked present for attendance purposes but in the program.

This will require an additional attendance code in Skyward. Student enters the building on West (parking lot) side of the building through the door which enters

directly into the classroom at the designated time. Student will also exit through the same door. Student’s programming to be carried out entirely in this room with the only exception being bathroom

breaks. These breaks will take place outside of the general populations passing time. Lunch will be

served in this classroom. If student needs to see the nurse, they will be escorted to and from the

nurse’s office. During the last day of scheduled programming, student and parent will attend an exit interview with the

Program teacher, Dean, counselor for that grade level, and one administrator. Program teacher to meet with student during non­scheduled program time (after kids leave) after

returning to regular schedule to check in on goals and progress towards change. Program teacher and Dean will meet to check suspensions/behavior monthly basis to assess program

success/failure and adapt program as necessary.

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Appendix B

Entrance Interview

During the entrance interview the following will be discussed:

-the behavior that resulted in the suspension

-length of time in the program

-behavior expectations for the program-the expectations will mirror the district Code of Conduct and PBIS matrix

-what parent wants to happen

-how to support the student at home

-availability to come into school if the student is having difficulty with behavior

-current contact information (phone number and/or email)

-would the parent participate in a parenting skills session/workshop

-set up exit interview time (attendance at the exit interview is mandatory-if the parent/guardian does not show up for

the exit interview participation in the program may not be available for their child in the future)

Exit Interview

During the exit interview the following will take place:

-review the program contract

-review plan to re-enter the school

-ask parent/guardian if they noticed any changes in their child’s behavior during the time the student was in the

program

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Appendix C

ALTERNATIVE TO SUSPENSION AGREEMENT

Student Name ______________________________________

1) Academic component: This student must complete the assignments for their academic classes while in the program. Time will be allotted each day for the student to complete assignments. (Some work may need to be completed at home)

2) Attendance component: All students are expected to be in attendance daily unless the parent verifies an illness. Unexcused absences are not allowed. Removal from the program will be taken into account for the students’ future involvement in the program.

3) Behavior component: This student will be expected to use conflict resolution, peer helpers, and any available means to avoid problems which may lead to consequences as outlined in the discipline code. This student will be required to abide by the district’s Code of Conduct and the PBIS matrix for the classroom.

4) Participation component: This student will participate in ALL activities while in the program. If the student does not give full participation, further use of this program may not be available to the student.

5) Goal setting component: This student will be required to set a goal(s) which will be aimed at changing the behavior that resulted in their involvement in the program. The goal(s) will be reviewed during the exit interview.

6) Parent component: The parent(s) or guardian(s) of this student must read, sign, and return this plan before this student is officially entered in the alternative to suspension program.

Parent/Guardian is requested to support this program by encouraging the student to participate fully in the program.

I, ________________________________, agree to do my best and follow the conditions of this agreement.

Student Signature

_________________________________ _______________________________

Parent/Guardian Signature School Representative

_________________________________ _______________________________

Date *Date

*Copies will be given to the Dean, academic team, and any other agency with which this student/family is involved.

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* This plan was discussed in detail with this student on this date.

Appendix D

Review of the Alternative to Suspension Program-Student Survey

Student Name _________________________________

A. Read the statements below and rate them on a scale of 1 to 5 based on your participation in the program.

1. I well did this program work for me. (Effectiveness of the program)

1………………………...2………….……………..3………….……………..4…………….…………..5 (not at all) (very effective) Comments

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

2. How likely am I to need this program in the …. (Likelihood the behavior will be repeated)

1………………………...2………….……………..3………….……………..4…………….…………..5 (not at all) (very likely) Comments

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

B. Answer the following questions being as specific as possible.

1. What suggestions do you have to make the program better?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

2. What is the most important thing you learned and will take away from this program?

________________________________________________________________________________________________

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________________________________________________________________________________________________

________________________________________________________________________________________________

______

Appendix D

Review of the Alternative to Suspension Program-Parent Survey

Student Name _________________________________

Parent/Guardian _______________________________

A. Read the statements below and rate them on a scale of 1 to 5 based on your participation in the program.

1. Effectiveness of the program

1………………………...2………….……………..3………….……………..4…………….…………..5 (not at all) (very effective) Comments

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

2. Likelihood the behavior will be repeated

1………………………...2………….……………..3………….……………..4…………….…………..5 (not at all) (very likely) Comments

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

_____

B. Answer the following questions being as specific as possible.

1. What suggestions do you have to make the program better?

________________________________________________________________________________________________

________________________________________________________________________________________________

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________________________________________________________________________________________________

______

2. What changes did you see at home during the student’s time in the program?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

Appendix D

Review of the Alternative to Suspension Program-Teacher Survey*

Student Name _________________________________

A. Read the statements below and rate them on a scale of 1 to 5 based on your participation in the program.

1. Effectiveness of the program

1………………………...2………….……………..3………….……………..4…………….…………..5 (not at all) (very effective) Comments

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

2. Likelihood the behavior will be repeated

1………………………...2………….……………..3………….……………..4…………….…………..5 (not at all) (very likely) Comments

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

B. Answer the following questions being as specific as possible.

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1. What suggestions do you have to make the program better?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

2. What changes did you see in the student during his/her time in the program?

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

______

*The alternative to suspension teacher and the referring staff member will complete.

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Appendix E

Mock Schedule for the Certified Teacher in the Alternative to Suspension Program

Since this person is a part of the certified staff, he/she will follow the middle school teacher work day. This person will also be assigned supervision duties. This mock schedule uses the time periods for M, T, TH & F work week.

7:05 AM

­ Reports to building to begin day. (Supervision of scheduled).

7:30 – 7:50 AM

­ 20 minute planning time. Activities might include checking on materials, checking over course work sent by teachers for students, gathering materials for small group behavior activities, and planning for instruction.

7:50 – 8:00 AM

­ Arrival of students to the program. ­ If no students scheduled, then uses time to check on previous students who were in the program and attending team meetings for grades 7 &

8 to check in with teachers.

8:00 – 8:30 AM

­ Team building/advisory activities in whole or small groups.

8:35 – 9:15 AM

­ Individual program work such as goal setting, identifying behavior that led to suspension (own the behavior), problem solving/resiliency building skills identification and practice, or center work.

­ Possible short conference time with student(s).

9:20 – 9:55 AM

­ RtI/PBIS Lessons/MIRP/Small Groups time/Conferences o Teacher would work out a rotation for those in the program so time is used to address these areas. o 2nd Step lessons, Conflict Resolution, Peer Mediation, PBIS lesson of the month could be used during this time. o Dependent on the day, this might be when the social worker would meet with students. o Goal checks and grade checks could also be done as well.

10:00 – 10:30 AM

­ Counselor Visit o This will be either of our school counselors, the school social worker, or from an outside partner in the healthcare field (FHN, New

Horizons, Scott Lewis or other guest speaker)

** The teacher will work in a bathroom break in the AM when the other students are not in the hall for passing time. One of the administrators or dean will also visit the room in the morning.

10:35 AM – 1:00 PM

­ Curriculum time and lunch o Students will then have time to work on classwork provided by their teachers during the suspension time. Students will also be able

to test if their teacher feels it is appropriate based on completion of coursework or if a test was scheduled prior to the suspension. o Cold lunch will be provided. (This might change depending on what we can work out once the program is approved). Students will

eat in the room. Coverage will need to be provided to the teacher since he/she needs a 30 minute duty free lunch.

1:00 – 1:15 PM

­ Supervision of students as they leave campus

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1:15 – 1:45 PM

­ Plan time (30 minutes plus the 20 minutes in the AM will give the teacher his/her plan time according to the bargained contract).

1:45 – 2:35 PM

­ Check in with students o Check goals, review behavior, celebrate successes, or sit in with a student in a class.

­ Conference with dean about incoming students ­ Conduct Entrance and Exit interviews with students and parents/guardians ­ Collaborate with counselors

2:35 – 2:55 PM

­ Fulfill rest of contract time (Supervision if scheduled).

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