PROGRAM DESCRIPTIONS. Level Two (2) Programs

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1 ALTERNATIVE PROGRAMS Administrative offices: Blair G. Ewing Center Avery Road Rockville Phone: "Success for all students through academic and personal growth" PROGRAM DESCRIPTIONS Montgomery County Public Schools (MCPS) operates six secondary alternative school programs for middle and high school students who are unsuccessful in their home schools for a variety of reasons. All alternative education programs provide direct instruction, supports and services that address the academic, social, emotional and physical health of adolescents. These programs are considered Level 2 and Level 3 intervention and prevention services designed to meet the needs of students. Alternative programs provide more structure, smaller classes, close supervision, direct instruction in behavioral skills and immediate reinforcement to students. Social skills training are infused into the curriculum. The behavior management system follows the principles of Positive Behavior Interventions and Supports (PBIS), which includes proactive strategies for defining, teaching and supporting appropriate student behaviors. In addition to academic and behavioral interventions, the programs also offer counseling, case management services, parent outreach, and frequent progress monitoring. The intent of each program is to help students return to and function effectively in their home comprehensive secondary school. As a result, Alternative Programs (AP) strive to provide the proper connection for our learners who have been disconnected in some way during their educational process within their home schools Alternative Program instructional staff utilizes and incorporates the same MCPS and MSDE curriculum in our classrooms as teachers in MCPS comprehensive schools. Level Two (2) Programs Referral to Alternative Level 2 Process: When a school Collaborative Problem Solving (CPS) team identifies a student in need of additional alternative education supports beyond the home school Level 1 program, they should conduct a meeting to determine whether the student could benefit from an Alternative Level 2 Program. When considering a referral to a Level 2 program, the CPS team must ensure the following: The student has participated in the school s Level 1 students for a defined period of time (a minimum of one semester) in order to determine the effectiveness of the Level 1 interventions The parent/guardian attends the CPS meeting The pupil personnel worker (PPW) attends the CPS meeting The team must consider authentic functional data/documentation that suggests that previous interventions have been implemented and progress has not been made.

2 (For details, see MCPS Regulation IOI-RA: Placement Procedures for Alternative Programs; Form : Referral for Alternative Program Placement). High School Alternative Programs Needwood Academy High School Alternative Program (located at the Blair G. Ewing Center) Avery Road, Rockville telephone: Needwood Academy Alternative Program is the consolidated high school alternative program and is operated for high school students who are not achieving at their potential for a wide variety of reasons, usually including behavior, academic and/or attendance problems. Students are referred through the home school CPS team and facilitated by the referring school pupil personnel worker (PPW). The program provides academic instruction in coursework for credits toward a high school diploma. In addition, a behavioral/social skills component is infused into the curriculum to teach social skills necessary to return to home schools and succeed. With the low teacher to student ration the program insures that each student is known well by at least one adult in the program. Phoenix Program (Blair G. Ewing Center, Avery Road, Rockville telephone: ) The Phoenix Program is a structured recovery program for high school students, grades 9-12, with substance abuse problems that interfere with school attendance, performance, and behaviors. Students can be referred directly by agency drug treatment partners or through the home school CPS. The referral process is facilitated by the pupil personnel worker (PPW) and includes required written documentation from the student s treatment provider. Student participation in the home school level 1 program is not a requirement for Phoenix students. The Phoenix Program includes academic instruction in courses for credit toward a high school diploma. A drug-free environment is maintained through weekly urinalysis and group counseling on recovery. In addition, high adventure activities and a community service component foster self-esteem and team building in drug-free activities. Phoenix is not a treatment program; rather it is a support program for students in treatment or immediately after treatment. Middle School Alternative Programs Glenmont for 25 students grades 6-8. Glenmont serves the downcounty area. (Location: 8001 Lynnbrook Drive, Bethesda, Maryland telephone: ) Hadley Farms for 25 students grades 6-8. Hadley Farms serves the upcounty area. (Location: 7401 Hadley Farms Drive, Gaithersburg, Maryland telephone: ) The middle school programs are operated for middle school students who are not achieving at their potential for a wide variety of reasons, usually including behavior and/or attendance problems. Students are referred through the home school CPS and facilitated by the referring school s pupil personnel worker. Each site provides academic instruction in courses leading to completion of grade level objectives and promotion. In addition, a behavioral/social skills component gives students the skills necessary to return

3 to their home schools and succeed. The behavior management system follows the principles of Positive Behavior Interventions and Supports (PBIS), which includes proactive strategies for defining, teaching and supporting appropriate student behaviors. Level Three (3) Programs Fleet Street Middle School (Location: Blair G. Ewing Center, Avery Road, Rockville, Maryland ) Fleet Street Middle School program serves students grades 6-8 who have been involved in a serious disciplinary action that warranted a recommendation for expulsion. Students are placed by the Chief Operating Officer s office in lieu of expulsion. The referral process is facilitated by the referring school s pupil personnel worker (PPW).The program provides academic instruction in courses leading to completion of grade level objectives and promotion. In addition, a behavioral/social skills component gives students the skills necessary to return to their home schools and succeed. Special education students who have been expelled are also placed here. The program provides structured, smaller classes, close supervision, direct instruction in behavioral skills and immediate reinforcement to students. In addition to differentiated academic and behavioral interventions, the program also offers counseling, case management services, parent outreach, and frequent progress monitoring. The intent of the program is to help students return to and function effectively in their home comprehensive secondary school. Randolph Academy (Location: Blair G. Ewing Center, Avery Road, Rockville, Maryland ) Randolph Academy serves students in grades 9-12 who have been involved in a serious disciplinary action that warranted a recommendation for expulsion. Students are placed by the Chief Operating Officer s office in lieu of expulsion. The placement process is facilitated by the referring school s pupil personnel worker (PPW). The program provides an academic program in courses for credit toward a high school diploma. Special education students who have been expelled are also placed here. Students utilize direct teacher instruction along with Distance Learning during a modified school day schedule. The program provides small structured, classes, close supervision, direct instruction in behavioral skills and immediate reinforcement to students. In addition to differentiated academic and behavioral interventions, the program also offers counseling, case management services, parent outreach, and frequent progress monitoring. The intent of the program is to help students return to and function effectively in their home comprehensive secondary school. The program provides transportation for the morning and afternoon session.

4 45-day Interim Alternative Education Setting (IAES) is for special education students, grades 6-12, and is managed by the Randolph Academy site coordinator. Students are placed in the program for involvement in drugs, weapons or serious bodily injury. Students remain enrolled in their home school, which provides daily class work and assignments. Principals can locate the process for accessing this program in the Discipline for Special Education Student Procedures and through consultation with the Department of Equity, Assurance and Compliance (DEAC) and their special education supervisors. (Location: Avery Road, Rockville, Maryland 20853) Transition to comprehensive secondary schools: Alternative Programs (AP) offers a unique collaborative service to assist home schools with returning students. This process is facilitated by the Alternative Program Transition Teacher. Students are identified for transitioning based upon meeting defined exit criteria, which typically is a grade point average of 2.0; 90% or better attendance and no serious behavioral issues. As transition plans are developed to return successful students to the comprehensive home school, the Level 1 program should be made available as a consistent, daily support system to the student. The AP transition teacher participates in the Collaborative Problem Solving (CPS) meeting with the home school PPW, student, family, and home school staff. This meeting, conducted prior to enrolling in the school, recognizes the students successes and identifies supports in order to function effectively in the secondary school. Some students more than others benefit from regular support and resources which can be provided through the home school Level 1 program. Once the student begins in the school, the AP teacher is available as a liaison to work with the Level 1 teacher to provide ongoing follow-up services. The alternative Level 1 teacher can contact the AP transition teacher at any time for parent/student/staff consultation, student conferences, or participate in Collaborative Problem Solving (CPS) team meetings. Throughout the process, the AP transition teacher serves as an advocate for the student to assist teachers with the understanding of the student s background, history, and the types of approaches that best for work for that student. The AP transition teacher, used in conjunction with the Level 1 teacher ensures a better transition for the returning student, thus students will experience a higher success rate. This collaborative effort has been found to be the most effective method for maximizing student continued success in the educational process in a comprehensive school.

5 Alternative Programs Organization Chart Supervisor Instructional Specialists Blair G. Ewing Center Glenmont Hadley Farms Fleet Street Randolph Academy 45 day Program Needwood Academy PPW Social Worker Psychologist Resource Resource Resource Resource Coordinator Transition Staff development 4 Resource Security team leader Curriculum Chairs Paraeducator 2 security assistants