9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois Phone: Fax:

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1 9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois Phone: Fax: Our Vision is to provide HOPE, enlightenment and excitement for our students, families, and community through education, therapeutic services and Service Excellence Program Approved through the Illinois State Board of Education Program Description for the Academic School Year

2 Mission Statement Innovations Academy is a therapeutic school that REACHES, SERVES and PROVIDES HOPE to students, parents, guardians, school districts and employees. Our Value Statements We strive for all individuals to reach their highest potential. We challenge each individual to become active learners and productive citizens. At Innovations Academy, we treat each other with RESPECT, take RESPONSIBILITY for our learning, and strive for a SAFE and positive school for all! We are dedicated to meeting the needs of each individual student. Our services are designed to: Help students enhance their problem-solving skills Increase student self-awareness in regards to strengths, challenges, and goals for future academic and emotional growth Support continuing student social and vocational development with transitional reintegration to home school, community and post-secondary education and training The Innovations Academy mission allows our learning teams to incorporate teaching and therapy within a full range of services, including: Common core standards based academic courses Physical education classes and club sports Visual art classes and art therapy opportunities Music classes and music therapy opportunities Therapeutic clubs based on specific population needs ( Boys to Men, Girls Group, Breakfast Club) On-campus job training and shadowing building to on-campus employment, volunteering, and support future community employment Introduction Innovations Academy provides a comprehensive learning and vocational program for students who live within our surrounding communities. We serve students in grades 9 through 12+ who have the following disabilities: Emotional Disabilities Intellectual Disabilities Autism Spectrum Disorders

3 Specific Learning Disabilities Traumatic Brain Injury Other Health Impairment Multiple Disabilities Our 9 th through12 th + grade program has six classrooms with a ratios varying from 5:1 to 10:2 based on classroom size, student need and acuity. The program has the capacity to serve 53 students. We provide the following services: Individual and Group Counseling Physical Education Visual Arts Education Art Therapy Music Education Music Therapy Special Recreational Sports League Psycho-educational and Recreational Groups Speech-Language Therapy Occupational Therapy Transitional and Vocational training / skill development Job training leading to off campus community job opportunities Innovations Academy currently implements the Beacon Therapeutic Day School Curriculum and the Simple Curriculum as our 9 th through 12 th grade educational curricula. These curricula are aligned with the Common Core Learning Standards. A significant component of our 9 th through 12 th + grade program will be focused on Vocational and Transitional skill building and development. Students will participate in semester long Vocational Education training blocks (with the exception of Employability that will rotate quarterly) within an extended school day that will increase awareness of successful job and social skills for future on and off-campus employment and integration into one s community. Curriculum for the Vocational Education training blocks is aligned with the Common Core Learning standards in each area of focus and include supporting resources such as the Kuder Career Assessment and Curriculum. The four Vocational Education blocks and specific categories of training are: Culinary Arts / Hospitality o Culinary Skills o Lunch Service o Catering o Housekeeping o Basic Maintenance (Janitorial Services) The Arts o Fine Arts o Crafting

4 o Gift Shop o Landscaping o Horticultural Arts Home Economics o Simple Meal preparation o Knitting and Sewing o Craft Making for the home Employability Skills o Communication in the workplace o Managing Information o Using Numbers o Problem Solving o Personal Management Skills o Interviewing Skills and Resume writing o Basic Computer and Clerical Skills A Vocational Education Coordinator will provide support to our students and staff members in the areas of job shadowing, on-campus job placements, interviewing skills, resume writing and appropriate social skills within the workplace. We have implemented a Positive Behavioral Intervention and Supports (PBIS) model of programmatic intervention beginning with Level One interventions of Universal Expectations and therapeutic interventions based on the philosophy of Trauma- Informed Care. Level Two and Three interventions include classroom based group therapy, and individualized and group art and music therapy. Individualized intervention responses based on the CPI model of the Integrated Experience are developed by the student s therapeutic learning teams and reviewed monthly within therapeutic case meetings. Intensive Programming / 1:1 services For students in need of additional support such as one-on-one paraprofessional, Innovations Academy can provide these services that are documented within the student s Individual Educational Plan (IEP). The IEP will reflect the need for this type of service delivery model. Such services can be identified by a home school district during the intake process for a newly placed student or presented to the home school district by the Innovations Academy academic team for a currently enrolled student. Final approval of the intensive programming will be agreed upon and maintained by the following: The agreement of the defined need for additional support must be an IEP Team decision. The defined need will be provided with supportive data provided by either the home school district through the comprehensive case evaluation or by Innovations Academy through collected scanner data, crisis documentation and/or documented observational data from Innovation staff.

5 Support clearly defined within the IEP in regards to amount of time for the identified support, reason for the identified support, and goals towards the reduction of the identified support. Support provided will be monitored through the continuous data collection through scanner data, crisis documentation and/or documented observational data from Innovation staff including any identified 1:1 provided as part of the support. The provided support will be reviewed monthly by the Innovations Academy principal and the home school district outplacement contact for effectiveness and assessment of continuing need. In the event that the Innovations Academy team has identified the need for a reduction or full removal of the provided support, a full IEP Team meeting including district and parent or guardian representation will be requested. Supporting data will be provided at this time to show the movement towards the identified goals related to the provided supports, identify the timeline for any support changes or reductions, and complete an addendum to the student s IEP. If full reduction of the supports is agreed upon, Innovations Academy will request a new placement contract identifying the basic Innovations Academy programming for further school services. School Improvement Plan and Performance Improvement The Streamwood Behavioral Healthcare System has identified system wide Performance Measures of Reduced Physical Restraint Utilization, Reduced Student to Student Aggression and Reduction of Student and Staff Injuries. Performance Measures Outcomes are reported monthly to each Principal who in turn shares findings with school staff. Outcomes are presented in trend and analysis fashion to present the districts with evidence of areas that may require additional action to promote positive outcomes as well as areas of success. Recommendations for actions are evaluated following implementation to assess for success in addition to sustainability. Innovations Academy has developed a School Improvement Plan (SIP) which includes Strategic Plan Goals that focus on the following areas: Increasing student attendance and overall program participation Increasing student awareness of successful job and social skills for integration into one s community Increasing the awareness of community and business members of the unique abilities and needs of Innovations Academy students

6 Creating positive student-community relationships through community outings and volunteer opportunities The Innovations Academy School Improvement Plan is also supported on a corporate level through the Universal Health Systems Best in Class accountability system. This system directs a programmatic commitment to academic accountability and in fully supporting each school district s ambitious goals to raise student achievement and prepare every learner for post-secondary opportunities. Clinical Model Innovations Academy Masters level therapists work collaboratively with teachers to address a wide spectrum of emotional and mental health issues. Therapeutic services are provided with the goal to help each student find hope for healing and achieve greater personal growth and wholeness. Each student receives 60 minutes of individual, group and crisis therapy weekly within Innovations Academy as part of the therapeutic program. The Innovations Academy team believes pulling a student out of his or her normal educational environment for extended times to receive individual therapy may be counterproductive to appropriately addressing identified social or emotional issues while in school. Pull-outs also increase transitions potentially causing overstimulation and increased anxiety for the student. As a result, Innovations Academy provides a Push-In model of therapeutic services that includes various levels of therapist-student contact in the school milieu in addition to individual therapy that includes classroom observation, individualized classroom support, psychoeducational groups, and crisis response. Within this model, the therapists provide support throughout the academic day within the natural school milieu including hallways, outside, or the student s classroom. Within our PBIS Level One interventions of Universal Expectations and Trauma- Informed Care philosophy, school learning teams provide regular lessons about which behaviors are expected and how they will be positively encouraged. School staff members also employ positive role modeling to students and will honor them through various incentives such as increased points to make school store purchases or group motivators such as class outings or school wide reward lunches or activities. Innovations Academy utilizes the UHS Verbal De-escalation model in order to most appropriately respond to potential student crisis and keep all individuals safe within the school environment. Physical Management is used as an intervention only if students present direct harm to self or others. All school staff members are properly trained in the Crisis Prevention Institute (CPI) method. All school staff members are also trained in CPR. The extended day Vocational program will provide unique opportunities for school therapists as well as our Speech Language Pathologist and Occupational Therapist to

7 observe, assess and supportively train students in guided vocational lessons and natural work environments. The collaborative team can more comprehensively address emotional, behavioral, and physical challenges and provide necessary social, language and skill development to encourage successful workplace behavior and performance. Student Assessment, Progress, and Outcome Reporting Students who attend Innovations Academy begin their relationship with the school through an initial intake or orientation meeting. Within this meeting the student will meet with the Principal and members of the school team in order to orient them to the school program, universal behavioral expectations and PBIS program, school guidelines and rules, and the general school schedule including transition, lunch, art, music, and physical education guidelines. Within the orientation process, the student s support team (teacher, school therapist, student and principal) will discuss the student s triggers, warning signs, coping skills, medications, etc., in order to most appropriately develop a successful behavior plan. This meeting and the therapist completion of the student psychosocial document begins our relationship with the student, parent/guardians, and home school district and an integral agreement to address the following outcome areas: Increasing student attendance and overall program participation Increasing student awareness of successful job and social skills for integration into one s community Increasing the awareness of community and business members of the unique abilities and needs of Innovations Academy students Creating positive student-community relationships through active mentorships provided by community leaders The above outcomes will be assessed through the collection of daily behavioral, crisis intervention and debriefing data, the student transitional portfolio inventories, assessments and documentation including but not limited to Kuder Career Inventories, and weekly performance evaluation of student employee with participating community partners. MAPs testing will also be used as components of overall student assessment. In addition, data collected through our PCMA scanner system will be presented and used to make programmatic and intervention evaluations and modifications for future student success. Transition and the IEP Process All Case Managers / Teachers with the help of the Vocational Education Coordinator will provide guidance and support in the continued development of appropriate vocational

8 and transitional programming for the Innovations Academy students. This will include graduated programming starting with our youngest students (focused on on-campus academic and hands-on programming) through to those students who have the academic credits to graduate (focused on community outings and on-campus job skill building). A transitional portfolio will be initiated for each student by age 14 that will build to include the following: A typed introduction by the student identifying goals, strengths, weaknesses and preferences Work samples selected by student and/or teacher as their best work Interest inventories completed at least once yearly Documentation of progress towards post-secondary outcomes Age appropriate transition assessments (Kuder Career Assessment) at least once yearly Current IEP Current Transcript Personal resume development when students enrolled in Employability block Documentation of community and/or work experiences, and linkages or contacts with outside agencies Our goal is to have the student lead the development of their portfolio and be confident in using it as a tool for personal success following the transition or graduation from our program. In addition, we also believe that the IEP development and presentation should also be a student led process. We will encourage our students to help the learning teams with the development of appropriate IEP goals, evaluation of personal strengths and challenges, and present these during the IEP meeting with the school district and parents or guardians. We believe that a student who is invested in one s academic and emotional development will have the greatest chance for success within our program and beyond. The student s academic and behavioral progress is tracked daily within the classroom through our PCMA scanner system as well as in vocational work areas. The daily progress serves as a baseline data for writing behavior plans. The case managers / teachers write academic reports and the therapist writes a summary of how the student is progressing in therapist. All IEPs are updated quarterly. A report summarizing the misconduct is documented and sent to the school district and parent/guardian. Teachers, therapists, parents/guardians work as a team in developing the IEP. We use current testing and baseline data along with career testing for each student. Parent and student interviews are conducted to lead the transitional plan. Final Statement We delight in the uniqueness in every student. As a result, every student program is different. Working as a team [teachers, therapists, parents/guardians, and students] each participant augments the input and efforts of the other team members. We provide

9 differentiated instruction to meet the needs of each student based on the assessed level of social/emotional, cognitive, and vocational functioning. Therefore, we reassess each student s skills on a daily basis to monitor progress and modify teaching strategies as needed. We meet as a team daily to address problems that occur; we do not merely identify them, but we look for ways to solve them. We are dedicated to being positive agents of student development, independence, and the drive for them to be successful participants in their community and society as a whole.

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