springs academy meeting the needs of at-risk students in the iredell- statesville schools

Springs Springs AcademyAcademy

Meeting the Needs of At-Risk Meeting the Needs of At-Risk Students in the Iredell-Students in the Iredell-

Statesville SchoolsStatesville Schools

The Challenge The Challenge

H.G. Wells: Our challenge is not to H.G. Wells: Our challenge is not to educate the children we used to have or educate the children we used to have or want to have, but to educate the children want to have, but to educate the children who come to the schoolhouse door.who come to the schoolhouse door.

Characteristics of EffectiveCharacteristics of EffectiveAlternative SchoolsAlternative Schools

The work of Guerin and Denti (1999) suggest that successful alternative The work of Guerin and Denti (1999) suggest that successful alternative programs need to have the following characteristics: curricula that is programs need to have the following characteristics: curricula that is responsive to the needs of the students, assessment, teaching of social responsive to the needs of the students, assessment, teaching of social skills, social responsibility, low student: teacher ratio, emotional skills, social responsibility, low student: teacher ratio, emotional support/coping skills, focus on behavioral management, and restorative support/coping skills, focus on behavioral management, and restorative justice.justice.

Cox and Davidson (1995) contend that programs that target specific Cox and Davidson (1995) contend that programs that target specific populations seem to have more of a positive impact with students. populations seem to have more of a positive impact with students.

The alternative programs offered by Iredell-Statesville Schools seek to The alternative programs offered by Iredell-Statesville Schools seek to embody the above characteristics and seek to place students into the embody the above characteristics and seek to place students into the program most appropriate for their individualized needs. program most appropriate for their individualized needs.

Description of Schools/Departments InvolvedDescription of Schools/Departments Involved

Iredell Statesville Schools consists of 20 Elementary Schools, 7 Middle Iredell Statesville Schools consists of 20 Elementary Schools, 7 Middle Schools, 5 High Schools, and 3 Alternative Learning Schools. Schools, 5 High Schools, and 3 Alternative Learning Schools. www.iss.k12.nc.uswww.iss.k12.nc.us –Click the Visit our Schools –Click the Visit our Schools Link Link

Iredell-Statesville Schools serves over 21,000 students from various ethnic Iredell-Statesville Schools serves over 21,000 students from various ethnic and socio-economic backgrounds. and socio-economic backgrounds.

ISS EC Department: heavily involved in ensuring that there isn’t a ISS EC Department: heavily involved in ensuring that there isn’t a disproportionate percentage of EC students placed in alternative settings disproportionate percentage of EC students placed in alternative settings unless they are the least restrictive environments for the individual child. unless they are the least restrictive environments for the individual child. They prefer to serve the EC students in the home school setting using They prefer to serve the EC students in the home school setting using resources/classrooms their department provides. This department also resources/classrooms their department provides. This department also assists in providing transportation for students attending Monticello School assists in providing transportation for students attending Monticello School and Springs Academy.and Springs Academy.

Administration from ISS Middle and High Schools: representatives from Administration from ISS Middle and High Schools: representatives from these schools participate in the referral and transition process of their these schools participate in the referral and transition process of their students to and from alternative settings. students to and from alternative settings.

How Do We Educate District Employees?How Do We Educate District Employees?

TrainingTraining: During the summer months, the principals of Monticello School and : During the summer months, the principals of Monticello School and Springs Academy present to: Central Office Cabinet, Principals, Assistant Principals, Springs Academy present to: Central Office Cabinet, Principals, Assistant Principals, and Guidance Counselors regarding the various alternative programs the school and Guidance Counselors regarding the various alternative programs the school district offers. The emphasis of this training is to emphasize the relationship between district offers. The emphasis of this training is to emphasize the relationship between the home school and the alternative school to place these kids in appropriate the home school and the alternative school to place these kids in appropriate programs and assist them in being able to find that same success in their home programs and assist them in being able to find that same success in their home school setting. school setting.

The training will also focus on the 3 areas: Attendance, Academic Performance, and The training will also focus on the 3 areas: Attendance, Academic Performance, and Behaviors. Behaviors.

The timeline for placement after the referral committee meetings will also be The timeline for placement after the referral committee meetings will also be distributed so home schools will know the length of time required for the intake distributed so home schools will know the length of time required for the intake process to the various alternative programs (See Handout: Springs Academy Intake process to the various alternative programs (See Handout: Springs Academy Intake Processes). Processes).

When Does the Referral Committee Meet?When Does the Referral Committee Meet?

PostPost: Alternative Referral Packet on the web pages of both Mulberry Alternative and : Alternative Referral Packet on the web pages of both Mulberry Alternative and Springs Academy so the principals, assistant principals, and guidance counselors will Springs Academy so the principals, assistant principals, and guidance counselors will have access to them and will be able to send in referrals to the committee to review have access to them and will be able to send in referrals to the committee to review prior to the referral committee meetings. prior to the referral committee meetings.

Dates for the Alternative Referral Committee meetings will be scheduled and Dates for the Alternative Referral Committee meetings will be scheduled and distributed via email to the above mentioned parties 3 months in advance so home distributed via email to the above mentioned parties 3 months in advance so home schools may prepare referral packets for students in need of alternative services. schools may prepare referral packets for students in need of alternative services. The meetings will be held the first Wednesday of every month at Little Joes Chapel The meetings will be held the first Wednesday of every month at Little Joes Chapel on the campus of Barium Springs Home for Children. on the campus of Barium Springs Home for Children.

How is a Student Referred to Alternative Education?How is a Student Referred to Alternative Education?

SubmitSubmit: Referring home schools submit the student packets for consideration at : Referring home schools submit the student packets for consideration at least one week prior to the referral committee meeting. The home school is least one week prior to the referral committee meeting. The home school is responsible for letting the student’s parents know that their child is going to be responsible for letting the student’s parents know that their child is going to be referred to alternative school in order to get their support. If their child gets accepted referred to alternative school in order to get their support. If their child gets accepted into one of the programs, the home school makes the initial parent contact to inform into one of the programs, the home school makes the initial parent contact to inform them of the pending placement. them of the pending placement.

MeetingMeeting: The referral committee consists of: Monticello and Springs Academy : The referral committee consists of: Monticello and Springs Academy principals and guidance counselors, ISS behavioral specialist, alternative school principals and guidance counselors, ISS behavioral specialist, alternative school psychologist, and one rotating HS/MS principal. This committee meets and listens to psychologist, and one rotating HS/MS principal. This committee meets and listens to formal presentations by an administrator/counselor from the referred child’s home formal presentations by an administrator/counselor from the referred child’s home school. The committee then convenes to discuss the best placement for the child. school. The committee then convenes to discuss the best placement for the child. **** Presenting schools are asked to turn in their referrals one week in advance so **** Presenting schools are asked to turn in their referrals one week in advance so that appointment times can be scheduled for each referring school to improve the that appointment times can be scheduled for each referring school to improve the efficiency of the meeting.efficiency of the meeting.

DeterminationDetermination: The committee decides if the child is in need of alternative : The committee decides if the child is in need of alternative educational services or if more interventions in the home school are needed. If more educational services or if more interventions in the home school are needed. If more interventions in the home school are needed, the committee prescribes which interventions in the home school are needed, the committee prescribes which interventions need to be attempted before formal placement is possible. The general interventions need to be attempted before formal placement is possible. The general determination is communicated through an email to all administrators. The receiving determination is communicated through an email to all administrators. The receiving alternative school will ensure that the prescribed timeline is adhered to. alternative school will ensure that the prescribed timeline is adhered to.

IntakeIntake: The school/program the referred child has been accepted into will contact the : The school/program the referred child has been accepted into will contact the child’s home school and set up an intake meeting. If the child is EC, then an child’s home school and set up an intake meeting. If the child is EC, then an accompanying IEP meeting will take place to indicate that the child is undergoing a accompanying IEP meeting will take place to indicate that the child is undergoing a change in placement into a more restrictive environment. Specific transition change in placement into a more restrictive environment. Specific transition objectives should be established in these meetings for the student to have a clear objectives should be established in these meetings for the student to have a clear sense of what the purpose of the alternative placement is to be. sense of what the purpose of the alternative placement is to be.

PlacementPlacement: After the intake/IEP meeting is completed, the child will then be able to : After the intake/IEP meeting is completed, the child will then be able to attend the alternative school/program. Planning for return transition to the home attend the alternative school/program. Planning for return transition to the home school setting ensures that the student is taught the necessary skills and is provided school setting ensures that the student is taught the necessary skills and is provided with the necessary supports. with the necessary supports.

How is a Student Placed After the Referral is Made?How is a Student Placed After the Referral is Made?

What do Home Schools do While the Student is in an What do Home Schools do While the Student is in an Alternative Setting?Alternative Setting?

Support of Intervention: Support of Intervention: The student’s home school will make monthly contacts The student’s home school will make monthly contacts with the alternative school principal/guidance counselor to check their progress in with the alternative school principal/guidance counselor to check their progress in their designated program. They are also welcome to visit they child in the alternative 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. 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 This helps destroy the pervasive/antiquated idea that alternative schools are dumping grounds where kids go but never come back. grounds where kids go but never come back.

Return TransitionReturn Transition: Once the student has met the attendance, academic progress, : Once the student has met the attendance, academic progress, and behavioral goals successfully, they are eligible to return to their home school. 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 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 return transition. Before the student returns to the home school, the alternate school principal and/or guidance counselor will take the student to their home school for a principal and/or guidance counselor will take the student to their home school for a visit and an informal discussion as to what skills they have developed while in the visit 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 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 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 the alternate school and given to the home school as a tool for assisting the student in their return transition. in their return transition.

How is a Student Transitioned Back and How is a Student Transitioned Back and What Support do Alternative Schools What Support do Alternative Schools

Provide?Provide?

Return Transition Meeting: Return Transition Meeting: A formal intake/transition packet/IEP (if the child is EC) A formal intake/transition packet/IEP (if the child is EC) will be held at the home school prior to the student’s return. In this meeting, a will be held at the home school prior to the student’s return. In this meeting, a behavior support plan will be developed based on the transition packet from the behavior support plan will be developed based on the transition packet from the alternate school to assist the child’s successful return to the traditional school alternate school to assist the child’s successful return to the traditional school environment. environment.

Support/TrackingSupport/Tracking: Once the student is back at their home school, the alternate : Once the student is back at their home school, the alternate school principal/guidance counselor will perform monthly checks and/or visits of the school principal/guidance counselor will perform monthly checks and/or visits of the child at the home school. If needed, assistance and interventions will also be 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 provided by the ISS behavior specialist to assist in the success of the transitioned student. student.

What are the Expectations?What are the Expectations?

LeadershipLeadership: : A clearly defined and user friendly approach connecting alternative schools A clearly defined and user friendly approach connecting alternative schools

to traditional schools.to traditional schools. An understanding of what programs are available to at-risk students and An understanding of what programs are available to at-risk students and

how to connect appropriate students to appropriate programs. how to connect appropriate students to appropriate programs. A systematic way to transfer successful interventions from the alternative A systematic way to transfer successful interventions from the alternative

setting to the home school setting.setting to the home school setting. A tracking system to assess flaws in the transition process as well as a A tracking system to assess flaws in the transition process as well as a

method to assess characteristics of successfully transitioned students to method to assess characteristics of successfully transitioned students to assist alternate schools in further development of their programs. assist alternate schools in further development of their programs.

Provides a timeline for principals and guidance counselors who have Provides a timeline for principals and guidance counselors who have students who are awaiting placement in an alternative setting to allow them students who are awaiting placement in an alternative setting to allow them to pre-teach to the student and encourage them to be diligent so they may to pre-teach to the student and encourage them to be diligent so they may return again (See attached). return again (See attached).


StudentsStudents: : Timely placement into programs that will enhance their educational experience Timely placement into programs that will enhance their educational experience

and will provide appropriate attendance, academic, and behavioral interventions.and will provide appropriate attendance, academic, and behavioral interventions. Increased, ongoing support from the home school during a student’s alternative Increased, ongoing support from the home school during a student’s alternative

placement by progress tracking. placement by progress tracking. Reciprocity of interventions from the alternative school to the home school Reciprocity of interventions from the alternative school to the home school

through continued dialogue, intervention packet, and continued tracking of the through continued dialogue, intervention packet, and continued tracking of the student in the home school setting to increase at-risk student success.student in the home school setting to increase at-risk student success.

Lessened feeling of rejection on the part of the at-risk student as the home Lessened feeling of rejection on the part of the at-risk student as the home school and the alternative school join forces to ensure that the student gets all of school and the alternative school join forces to ensure that the student gets all of the support and services available to be successful. the support and services available to be successful.

Formation of positive relationships with adults to foster a more caring Formation of positive relationships with adults to foster a more caring environment for the at-risk student and give them a more pro-social, positive environment for the at-risk student and give them a more pro-social, positive attitude.attitude.


TeachersTeachers:: Provides a structured set of strategies to increase success of at-risk students Provides a structured set of strategies to increase success of at-risk students

returning to the traditional classroom.returning to the traditional classroom. Provides a timeline for teachers who have students who are awaiting placement Provides a timeline for teachers who have students who are awaiting placement

in an alternative setting to allow them to pre-teach to the student and encourage in an alternative setting to allow them to pre-teach to the student and encourage them to be diligent so they may return again.them to be diligent so they may return again.

Increased teacher confidence in alternative programs as more successfully Increased teacher confidence in alternative programs as more successfully transitioned students return to their classroom and progress towards graduation. transitioned students return to their classroom and progress towards graduation.

Formation of a more system-wide teacher communication system to improve Formation of a more system-wide teacher communication system to improve classroom practices to reach students who would otherwise be unsuccessful. classroom practices to reach students who would otherwise be unsuccessful.

How are We Evaluated?How are We Evaluated?

Immediate satisfaction feedback to be given by referring principals/guidance Immediate satisfaction feedback to be given by referring principals/guidance counselors upon completion of the referral committee meeting using quality tools counselors upon completion of the referral committee meeting using quality tools (Issue Bin, Plus/Delta).(Issue Bin, Plus/Delta).

Tracking data to confirm the # of transitions that occur in the timeline beginning at the Tracking data to confirm the # of transitions that occur in the timeline beginning at the referral committee. referral committee.

Ongoing feedback from principals/guidance counselors utilizing quality tools to Ongoing feedback from principals/guidance counselors utilizing quality tools to address areas of improvement in the transition process to and from the alternative address areas of improvement in the transition process to and from the alternative school placement. school placement.

Parent/student satisfaction surveys to be completed quarterly during the alternative Parent/student satisfaction surveys to be completed quarterly during the alternative school placement related to the quality of services provided, interventions used, school placement related to the quality of services provided, interventions used, ongoing support given by both the home school, and timeliness of the transition ongoing support given by both the home school, and timeliness of the transition process. process.

How are We Evaluated?How are We Evaluated?

Feedback data gained from satisfaction surveys to be completed by the home school Feedback data gained from satisfaction surveys to be completed by the home school principal/designee, parents of transitioned students, and students who have received principal/designee, parents of transitioned students, and students who have received an alternative school intervention. an alternative school intervention.

Tracking data to indicate the success/failure of each student transition back to the Tracking data to indicate the success/failure of each student transition back to the home school setting in the 3 key areas: attendance, academic performance, and home school setting in the 3 key areas: attendance, academic performance, and behavioral management.behavioral management.

Tracking data to log the number of at-risk students who become repeat referrals to Tracking data to log the number of at-risk students who become repeat referrals to alternative school settings after having received interventions. ( 2000-2001 data alternative school settings after having received interventions. ( 2000-2001 data collections in the state of Pennsylvania indicate that 44% of students served returned collections in the state of Pennsylvania indicate that 44% of students served returned to the home school that year, 37% remained in alternative education for another year, to the home school that year, 37% remained in alternative education for another year, 8% of students returned to the home school only to be re-referred and admitted back 8% of students returned to the home school only to be re-referred and admitted back into alternative education during the same year, and 12% left alternative programs into alternative education during the same year, and 12% left alternative programs and didn’t return to the home school due to graduation or dropping out of school). and didn’t return to the home school due to graduation or dropping out of school).

Description of Schools/Departments Involved:Description of Schools/Departments Involved: Monticello School Monticello SchoolLong-term ProgramLong-term Program

Designed to be an intervention for students displaying repeated Designed to be an intervention for students displaying repeated disruptive behaviors at their home school (15-45-365 day placement).disruptive behaviors at their home school (15-45-365 day placement).

Students entering Iredell-Statesville Schools from another alternative Students entering Iredell-Statesville Schools from another alternative program come to Monticello for a 15 day assessment.program come to Monticello for a 15 day assessment.

Students accepted into this program through the district referral Students accepted into this program through the district referral committee come to Monticello for a 45 day intervention and assessment.committee come to Monticello for a 45 day intervention and assessment.

This program also serves students that have been administratively This program also serves students that have been administratively placed on a long-term suspension (45-365 day placement).placed on a long-term suspension (45-365 day placement).

Curriculum: Nova NET, Hands-on LearningCurriculum: Nova NET, Hands-on Learning

This program operates from 8:30-3:00.This program operates from 8:30-3:00.

Long-term Suspended StudentsLong-term Suspended Students

Students that have been long-term suspended from Students that have been long-term suspended from their home school:their home school:

1.1. Can be administratively placed at Monticello (depending Can be administratively placed at Monticello (depending on severity).on severity).

2.2. Students could attend extended day to recover credits Students could attend extended day to recover credits lost.lost.

3.3. Students could recover credits at home using Nova NET.Students could recover credits at home using Nova NET.

How was Springs Academy How was Springs Academy Formed?Formed?

ISS Superintendent Dr. Terry Holliday and ISS Superintendent Dr. Terry Holliday and Barium Springs Home for Children Barium Springs Home for Children President John Koppelmeyer met to President John Koppelmeyer met to discuss how the at-risk student population discuss how the at-risk student population at Barium Springs as well as those in ISS at Barium Springs as well as those in ISS who weren’t being successful in any who weren’t being successful in any setting (including the existing alternative setting (including the existing alternative school in ISS, Mulberry School).school in ISS, Mulberry School).

How was Springs Academy How was Springs Academy Formed?Formed?

The 2 respective leaders commissioned an oversight committee, known as the MOA The 2 respective leaders commissioned an oversight committee, known as the MOA (Memorandum of Agreement) committee, to work out the logistics of making this (Memorandum of Agreement) committee, to work out the logistics of making this partnership a reality.partnership a reality.

The committee members included: ISS EC department leadership, Monticello School The committee members included: ISS EC department leadership, Monticello School Principal and Guidance Counselor, BSHC Vice President of Educational Services, Principal and Guidance Counselor, BSHC Vice President of Educational Services, and BSHC Educational Leadership from the on-campus school. and BSHC Educational Leadership from the on-campus school.

Several committee meetings took place over the course of the 2004-2005 school year Several committee meetings took place over the course of the 2004-2005 school year to form the MOA which would serve as the constitution for this partnership. to form the MOA which would serve as the constitution for this partnership.

The MOA is renewed annually by the Oversight Committee which includes: Springs The MOA is renewed annually by the Oversight Committee which includes: Springs Academy Principal and Student Services Counselor, ISS EC Department Director, Academy Principal and Student Services Counselor, ISS EC Department Director, BSHC Vice President of Program Development, BSHC Vice President of Educational BSHC Vice President of Program Development, BSHC Vice President of Educational Services, and BSHC Educational Services Director.Services, and BSHC Educational Services Director.

ISS Superintendent and BSHC President sign off annually as the Oversight ISS Superintendent and BSHC President sign off annually as the Oversight Committee forwards the recommendation. Committee forwards the recommendation.

Springs Academy Placements: Springs Academy Placements: How are they different?How are they different?

Springs Academy serves both residents of Barium Springs Academy serves both residents of Barium Springs Home for Children (on whose campus our Springs Home for Children (on whose campus our school is located)– Typically about 10% of our students school is located)– Typically about 10% of our students are group home residentsare group home residents

Both of our programs: Community School and Day Both of our programs: Community School and Day Treatment require an Assessment with a Certified Mental Treatment require an Assessment with a Certified Mental Health Employee (Community School- 1 assessment, Health Employee (Community School- 1 assessment, Day Treatment- 2 assessments). These assessments Day Treatment- 2 assessments). These assessments serve to validate the need for the services provided by serve to validate the need for the services provided by these programs and to also see if the student qualifies these programs and to also see if the student qualifies for additional services or supports. for additional services or supports.

Springs Academy Day Treatment ProgramSprings Academy Day Treatment Program

Day Treatment programs are designed to meet the needs of Day Treatment programs are designed to meet the needs of students with moderate behavior challenges. students with moderate behavior challenges.

Featuring a 1 to 4 staff to student ratio, Featuring a 1 to 4 staff to student ratio, these classrooms offer daily experiential learning, therapeutic these classrooms offer daily experiential learning, therapeutic activities, and group time in addition to their academic studies. activities, and group time in addition to their academic studies.

Each classroom holds up to twelve students that are served by staff Each classroom holds up to twelve students that are served by staff with educational and therapeutic expertise. with educational and therapeutic expertise.

Students participating in this program must meet mental health Students participating in this program must meet mental health eligibility criteria to receive services.eligibility criteria to receive services.

Day treatment is the most intensive intervention available to Day treatment is the most intensive intervention available to students in a public school setting.students in a public school setting.

Highlights of Springs Academy Day TreatmentHighlights of Springs Academy Day Treatment

Customized learning approachesCustomized learning approaches Self-management/Interpersonal Skills TrainingSelf-management/Interpersonal Skills Training Functional Application of Academic SkillFunctional Application of Academic Skill Positive Based Motivation (Teaching Family Model)Positive Based Motivation (Teaching Family Model) Individualized and Group-Based InterventionsIndividualized and Group-Based Interventions Availability of Individual and Family CounselingAvailability of Individual and Family Counseling Students are referred to this program through the Students are referred to this program through the

district’s behavior specialistdistrict’s behavior specialist

Springs Academy Day TreatmentSprings Academy Day Treatment

This program is a partnership between Barium Springs Home This program is a partnership between Barium Springs Home for Children and ISS. Both agencies have input into for Children and ISS. Both agencies have input into admission and continued placement decisions.admission and continued placement decisions.

Parents/Guardians must be willing for the student to attend Parents/Guardians must be willing for the student to attend and participate in treatment.and participate in treatment.

The student must meet state day treatment eligibility.The student must meet state day treatment eligibility.

This program operates from 8:15 – 2:15 on the same ISS This program operates from 8:15 – 2:15 on the same ISS school calendar.school calendar.

Springs Academy Community ClassroomSprings Academy Community Classroom

The Community Classroom provides an individualized academic The Community Classroom provides an individualized academic program for up to 24 middle and high school at risk youth. program for up to 24 middle and high school at risk youth.

The staff to student ratio for this program is 1 to 6 and offers The staff to student ratio for this program is 1 to 6 and offers students the opportunity to experience a non-traditional learning students the opportunity to experience a non-traditional learning environment. environment.

This program originated from the Barium Springs on campus school This program originated from the Barium Springs on campus school for residents. for residents.

Students are referred to this program through the district referral Students are referred to this program through the district referral committee.committee.

This program operates from 8:15 – 2:15 on the same ISS school This program operates from 8:15 – 2:15 on the same ISS school calendar.calendar.

What kind of student comes to theWhat kind of student comes to theCommunity Classroom?Community Classroom?

The student has been unsuccessful in a traditional classroom The student has been unsuccessful in a traditional classroom setting.setting.

The student has shown academic success in a small structured The student has shown academic success in a small structured learning environment (Monticello, resource or self-contained room), learning environment (Monticello, resource or self-contained room), and demonstrates the need to continue in this type of environment and demonstrates the need to continue in this type of environment to maximize student potential.to maximize student potential.

Episodes of non-compliance are infrequent and do not include Episodes of non-compliance are infrequent and do not include physical aggression.physical aggression.

Is able to succeed in a small classroom setting with minimal Is able to succeed in a small classroom setting with minimal classroom disruption.classroom disruption.

Student can be effectively served when placed within the existing Student can be effectively served when placed within the existing group of students.group of students.

What Do We Do With Our Students What Do We Do With Our Students To Assist in Their Success?To Assist in Their Success?

Positive point totals lead to extrinsic incentives from the School Positive point totals lead to extrinsic incentives from the School Store (drinks, candy, video games, clothes, games, balls) and Fun Store (drinks, candy, video games, clothes, games, balls) and Fun Friday Activities. Friday Activities.

Fun Friday Activities funding comes from BSHC as well as from Fun Friday Activities funding comes from BSHC as well as from donations from community churches and agencies.donations from community churches and agencies.

Students are eligible to be named Student of the Day (each Students are eligible to be named Student of the Day (each classroom has a designated day of the week). Students recognized classroom has a designated day of the week). Students recognized in this manner are eligible to attend Student of the Day parties once in this manner are eligible to attend Student of the Day parties once each quarter filled with food, games, and music. each quarter filled with food, games, and music.

Students are also eligible for Quarterly A/B Honor Roll recognitions Students are also eligible for Quarterly A/B Honor Roll recognitions and Monthly Perfect Attendance recognitionsand Monthly Perfect Attendance recognitions


Monthly Perfect Attendance RecognitionsMonthly Perfect Attendance Recognitions


Quarterly A/B Honor Roll RecognitionsQuarterly A/B Honor Roll Recognitions


Springs Academy staff receive continuous Springs Academy staff receive continuous consultation on behaviors and at least consultation on behaviors and at least monthly observations with written monthly observations with written feedback regarding the team’s feedback regarding the team’s effectiveness in using the Teaching Family effectiveness in using the Teaching Family Model to address behaviors and achieve Model to address behaviors and achieve academic success. academic success.


The Teaching Family Model of care is employed by the The Teaching Family Model of care is employed by the Springs Academy Staff to provide individualized behavior Springs Academy Staff to provide individualized behavior management and therapeutic intervention to modify management and therapeutic intervention to modify behavior and teach coping and social skills needed to be behavior and teach coping and social skills needed to be successful at home, school, and in the community. successful at home, school, and in the community.

The TFM is also utilized by the group home staff at The TFM is also utilized by the group home staff at Barium Springs Home for Children.Barium Springs Home for Children.

The TFM originated at Boy’s Town and has shown The TFM originated at Boy’s Town and has shown overwhelmingly positive results in decreasing aggression overwhelmingly positive results in decreasing aggression and increasing positive decision making. and increasing positive decision making.


A motivational system is utilized in which students A motivational system is utilized in which students receive positive points for positive behavioral exhibitions receive positive points for positive behavioral exhibitions (1 point increments), and negative point consequences (1 point increments), and negative point consequences for negative behavioral exhibitions (2 point increments). for negative behavioral exhibitions (2 point increments). The initial goal for staff is to identify 4 positive behaviors The initial goal for staff is to identify 4 positive behaviors to every 1 negative behavior on their point card. A (-10) to every 1 negative behavior on their point card. A (-10) is the maximum point consequence assigned at any is the maximum point consequence assigned at any given time. At that point a youth is considered out of given time. At that point a youth is considered out of compliance.compliance.

Each earned negative consequence is followed by an Each earned negative consequence is followed by an opportunity for the youth to participate in positive opportunity for the youth to participate in positive corrections (role plays and processing appropriate skills) corrections (role plays and processing appropriate skills) to earn back half of the point consequence. to earn back half of the point consequence.


A key component in addressing any A key component in addressing any student behavior, positive or negative, is student behavior, positive or negative, is providing rationales as to why youth providing rationales as to why youth should use appropriate skills and how it should use appropriate skills and how it will benefit their own lives and achieving will benefit their own lives and achieving personal goals. personal goals.

What is the Point of the Incentives?What is the Point of the Incentives?

The goal of the incentives is to get the students focused The goal of the incentives is to get the students focused on something they are interested in (rewards) while they on something they are interested in (rewards) while they are learning the target skills (which is a totally new way are learning the target skills (which is a totally new way of operating for them).of operating for them).

Students move up levels: Student, Scholar, Masters, Students move up levels: Student, Scholar, Masters, Doctorate. Moving up the levels increases expectations Doctorate. Moving up the levels increases expectations of behaviors and receive less reinforcement for basic of behaviors and receive less reinforcement for basic skills that are now expected to be mastered and are only skills that are now expected to be mastered and are only reinforced for more advanced skills tailored to their reinforced for more advanced skills tailored to their individual behavioral needs. With each level also comes individual behavioral needs. With each level also comes increased access to privileges for using the advanced increased access to privileges for using the advanced skills. This move from extrinsic to intrinsic motivation is skills. This move from extrinsic to intrinsic motivation is what drives our students towards successful transitions what drives our students towards successful transitions back to their regular school placement. back to their regular school placement.

What Data Supports the Usage of What Data Supports the Usage of the Teaching Family Model?the Teaching Family Model?

Items such as successful discharge, Items such as successful discharge, decrease in CAFAS scores, physical decrease in CAFAS scores, physical interventions, and restraints are evaluated interventions, and restraints are evaluated each quarter to provide trend data for each quarter to provide trend data for school staff to use to improve service school staff to use to improve service delivery. delivery.

What Does the Model Look Like in What Does the Model Look Like in Action? The Target SkillsAction? The Target Skills

All students are taught 4 basic skills upon admission that All students are taught 4 basic skills upon admission that are the basis for advanced skills and critical to school are the basis for advanced skills and critical to school success:success:

Following InstructionsFollowing Instructions Accepting Feedback/”No” for AnswersAccepting Feedback/”No” for Answers Staff/Peer RelationsStaff/Peer Relations ParticipationParticipation

**Each student provides input into their individual goals at their **Each student provides input into their individual goals at their intake meeting and through functional analysis of behavior the intake meeting and through functional analysis of behavior the staff develops a behavior support plan to teach target skills. This staff develops a behavior support plan to teach target skills. This is reviewed and revised each month based on observation, is reviewed and revised each month based on observation, feedback from staff, client, guardians, and the treatment team feedback from staff, client, guardians, and the treatment team during monthly person-centered planning meetings. during monthly person-centered planning meetings.


Following InstructionsFollowing Instructions Look at the personLook at the person Say OKSay OK Complete the TaskComplete the Task Check BackCheck Back


Accepting Feedback/”No” AnswersAccepting Feedback/”No” Answers Look at the personLook at the person Say OKSay OK Don’t ArgueDon’t Argue Wait until a neutral time to discuss any Wait until a neutral time to discuss any

disagreement you may havedisagreement you may have**This target skill can be used when **This target skill can be used when

receiving instructions, consequences, or receiving instructions, consequences, or work assignment critiques. work assignment critiques.


Staff/Peer RelationsStaff/Peer Relations Be pleasant when talking with staff/peers.Be pleasant when talking with staff/peers. Refrain from behaviors and words that hurt Refrain from behaviors and words that hurt

others.others. Encourage peers to follow rules.Encourage peers to follow rules. Report peer’s negative behaviors to staff.Report peer’s negative behaviors to staff.


Participating in ActivitiesParticipating in Activities Appropriately request to be a part of the Appropriately request to be a part of the

activityactivity Cooperate with others in the group (ex. Cooperate with others in the group (ex.

Allowing others to take their turns)Allowing others to take their turns) Use a pleasant voice when talking to Use a pleasant voice when talking to

othersothers Remember to accept losing or winning Remember to accept losing or winning

appropriately appropriately


Showing RespectShowing Respect Obey a request to stop a negative Obey a request to stop a negative

behavior.behavior. Avoid acting obnoxiously in public.Avoid acting obnoxiously in public. Refrain from teasing, threatening, or Refrain from teasing, threatening, or

making fun of others.making fun of others. Allow others to have their privacy Allow others to have their privacy


Asking PermissionAsking Permission Look at the person.Look at the person. Ask for what you want using a question.Ask for what you want using a question. Accept the answer given.Accept the answer given.


Self-ControlSelf-Control Learn what situations make you angry.Learn what situations make you angry. Monitor the feelings you have.Monitor the feelings you have. Instruct yourself to relax.Instruct yourself to relax. Express feelings in an inoffensive way.Express feelings in an inoffensive way. Praise yourself for controlling emotions Praise yourself for controlling emotions


Completing TasksCompleting Tasks

Listen carefully to instructions or directions for tasksListen carefully to instructions or directions for tasks Assemble the necessary tools/materials needed for the Assemble the necessary tools/materials needed for the

tasktask Begin working carefully and neatlyBegin working carefully and neatly Remain focused on the task until it is completedRemain focused on the task until it is completed Examine the product of your work to make sure it is Examine the product of your work to make sure it is

completecomplete Check back with the person who assigned the task if you Check back with the person who assigned the task if you

have questions or once you have completed the task have questions or once you have completed the task

Additional SkillsAdditional Skills 1. Accepts Compliments 26. Independent Living1. Accepts Compliments 26. Independent Living 2. Accepts Criticism 27. Leadership Skills2. Accepts Criticism 27. Leadership Skills 3. Accepts Responsibility 28. Listening Skills3. Accepts Responsibility 28. Listening Skills 4. Accepts “No” for an Answer 29. Money Management4. Accepts “No” for an Answer 29. Money Management 5. Age-Appropriate Activities 30. Offers Help5. Age-Appropriate Activities 30. Offers Help 6. Apologizes/Expresses Regret 31. Participation6. Apologizes/Expresses Regret 31. Participation 7. Asks Permission 32. Peer Reports 7. Asks Permission 32. Peer Reports 8. Assertiveness 33. Personal Hygiene/Appearance8. Assertiveness 33. Personal Hygiene/Appearance 9. Attends School 34. Problem Solving9. Attends School 34. Problem Solving 10. Conversation Skills 35. Public Conduct10. Conversation Skills 35. Public Conduct 11. Cooperates with Others 36. Purchasing Skills 11. Cooperates with Others 36. Purchasing Skills 12. Emotional/Impulse Control 37. Reports Whereabouts 12. Emotional/Impulse Control 37. Reports Whereabouts 13. Employment Skills 38. Says “No”/Resists Peer Pressure 13. Employment Skills 38. Says “No”/Resists Peer Pressure 14. Encopresis / Enuresis 39. Sex Education 14. Encopresis / Enuresis 39. Sex Education 15. Establishes / Maintains Friendships 40. Shows Appreciation 15. Establishes / Maintains Friendships 40. Shows Appreciation 16. Expresses Accomplishments 41. Shows Respect for Others16. Expresses Accomplishments 41. Shows Respect for Others 17. First Aid / Self-Medication 42. Show Respect for Property17. First Aid / Self-Medication 42. Show Respect for Property 18. Follows Instructions 43. Sportsmanship18. Follows Instructions 43. Sportsmanship 19. Follows Rules 44. Stays on Task19. Follows Rules 44. Stays on Task 20. Gives Criticism 45. Table Manners20. Gives Criticism 45. Table Manners 21. Grade Improvement 46. Takes Responsibility/Initiative21. Grade Improvement 46. Takes Responsibility/Initiative 22. Grammar 47. Telephone Skills22. Grammar 47. Telephone Skills 23. Greeting/Departure Skills (23A/23B) 48. Time Management (Academic & 23. Greeting/Departure Skills (23A/23B) 48. Time Management (Academic & Maintenance Tasks) Maintenance Tasks) 24. Honesty 24. Honesty 49. Utilization of Community Resources 49. Utilization of Community Resources 25. Ignores Minor Inappropriate 25. Ignores Minor Inappropriate 50. Volunteers50. Volunteers

PDSA: Plan, Do, Study, ActPDSA: Plan, Do, Study, Act

Springs Academy uses the PDSA Springs Academy uses the PDSA approach to improve processes, academic approach to improve processes, academic and operationaland operational

The Cycle involves the identification of the The Cycle involves the identification of the problem, validation of the need for problem, validation of the need for improvement, and a plan of action to improvement, and a plan of action to improve results.improve results.

PDSA: Plan, Do, Study, ActPDSA: Plan, Do, Study, Act

Plan– What is it that we want to Plan– What is it that we want to accomplish?accomplish?

Do– What steps are we going to take to Do– What steps are we going to take to accomplish our plan?accomplish our plan?

Study– What do the results tell us about Study– What do the results tell us about the success/failures of our action steps?the success/failures of our action steps?

Act– Did we accomplish our plan, are we Act– Did we accomplish our plan, are we going to try it again, or do we need to going to try it again, or do we need to change our deployment steps?change our deployment steps?

Examples of PDSA’s at Springs Examples of PDSA’s at Springs AcademyAcademy

Bus Transportation: Knowing the long bus rides Bus Transportation: Knowing the long bus rides that students had to endure each day, we used that students had to endure each day, we used the PDSA approach to show how we could the PDSA approach to show how we could increase efficiency to make the addition of increase efficiency to make the addition of another bus more cost effective. (Shuttle another bus more cost effective. (Shuttle Routes)Routes)

The Result: The alternative schools received a The Result: The alternative schools received a 44thth bus to transport our students, thus bus to transport our students, thus decreasing the average length of bus ride. decreasing the average length of bus ride.


Teacher Rotation: Instead of having each of my Teacher Rotation: Instead of having each of my teachers prepare anywhere from 6 to 19 lessons teachers prepare anywhere from 6 to 19 lessons per day, we devised a teacher rotation to allow per day, we devised a teacher rotation to allow each teacher to focus on one of the tested areas each teacher to focus on one of the tested areas to improve our academic results. to improve our academic results.

The Results: Staff satisfaction improved by 15% The Results: Staff satisfaction improved by 15% in one year!! Student performance composite in one year!! Student performance composite increased by 10%!! Our students achieved AYP- increased by 10%!! Our students achieved AYP- High Growth!! Our school met its ABC goals for High Growth!! Our school met its ABC goals for the 2the 2ndnd straight year!! straight year!!


Attendance: By utilizing lunch and after school Attendance: By utilizing lunch and after school detention in lieu of always using bus and school detention in lieu of always using bus and school suspensions, making daily phone contacts with suspensions, making daily phone contacts with the parents/guardians of absent students, and the parents/guardians of absent students, and by making perfect attendance a requirement for by making perfect attendance a requirement for a student to achieve Fun Friday, we were able to a student to achieve Fun Friday, we were able to improve our attendance.improve our attendance.

The Result: Attendance improved to nearly 90% The Result: Attendance improved to nearly 90% (89.92%) and Springs Academy showed the (89.92%) and Springs Academy showed the highest rate of attendance improvement in all of highest rate of attendance improvement in all of ISS!!!ISS!!!

Iredell-Statesville Schools Triangle Model to Iredell-Statesville Schools Triangle Model to Raise Achievement and Close GapsRaise Achievement and Close Gaps

The Springs Academy Way The Springs Academy Way HandoutHandout

See the thumbnail interventions utilized at See the thumbnail interventions utilized at Springs. These were presented to other Springs. These were presented to other district schools for their own district schools for their own implementation as it fits their needs. implementation as it fits their needs.

Q + AQ + A

springs academy meeting the needs of at-risk students in the iredell- statesville schools

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