Counselor Forum Spring 2007 Intermediate 287 Area Learning Center

1. Counselor Forum Spring 2007 Intermediate 287Area Learning Center

2. Intermediate District 287 Counselors’ Forum Welcome

3. Overview Minnesota State Approved Alternative Programs or SAAP • SAAP history and eligibility • 287 ALC • CAREI Study • Questions

4. State Approved Alternative Programs in MinnesotaSAAP • First approved in 1988, 4 sites, 4,000 students • Today, over 150+ sites, 145,000+ students • Smaller class sizes • Year round opportunities • More hands on/experiential • Individualized, continuous learning plans • Vocational or career emphasis, • Child care • Collaboration with social service-county agencies • Additional 20% funding for qualified students

5. Types of SAAP Programming in Minnesota • Area Learning Centers 75 • Alternative Learning Programs 50 • Contracted Alternatives 28 Total SAAP site numbers 477 Total 287 ALC site numbers 150+

6. Number of learners served in SAAP School Year 1988-89 1998-99 2004-05 • Note this is headcount and not ADM • ADM Equivalent approx. 22,000 • Total headcount served by 287 ALC 15,000+ Students Served 4,050 (fast forward 10 yrs) 101,666 (fast forward 6 yrs) 145,911

7. Purpose of Alternative Education in MN Minnesota Statute 124D.68: Subdivision 1. Purpose. The legislature finds that it is critical to provide options for children to succeed in school. Therefore, the purpose of this section is to provide incentives for and encourage all Minnesota students who have experienced or are experiencing difficulty in the traditional education system to enroll in alternative programs. primarily through alternative strategies & methodologies for curriculum delivery, more time

8. SAAP implementation came in 3 parts: Recovery, Intervention and Prevention • Recovery • Secondary programs, credit recovery, grades 9-12, ages 15-21, year-round • originally: Project 70,001, CEC-PIE, Mini School, HAP • Intervention • Addressing middle level student needs, pull out programming, ext day and year • Prevention • Targeted Services for K-8 students, non credit bearing, goal is to keep in traditional day programming

9. Graduation Incentives Criteria (M.S.124D.68) any pupil under the age of 21 who: 1.performs substantially below the performance level for pupils of the same age in a locally determined achievement test 2. is at least one year behind in satisfactorily completing coursework or obtaining credits for graduation 3. is pregnant or is a parent 4. has been assessed as chemically dependent 5. has been excluded or expelled 6. has been referred by a school district for enrollment in an eligible program 7. is a victim of physical or sexual abuse 8. has experienced mental health problems 9. has experienced homelessness sometime within six months before requesting a transfer to an eligible program 10. speaks English as a second language or has limited English proficiency 11. has withdrawn from school or has been chronically truant

10. A 12th criteria was added to the Graduation Incentives Criteria: 124D.68 • And it is: 12. is being treated in a hospital in the seven-county metropolitan area for cancer or other life threatening illnesses oris the sibling of an eligible pupil who is begin currently treated, and resides with the pupil’s family at least 60 miles beyond the outside boundary of the seven-county metropolitan area.

11. Total students served in 2004/2005: 145,911* • Observations as to why growth has changed • Targeted Services is helping students to remain, and be successful, in the traditional school • Districts are putting more resources toward programming for younger students • The K-12 eligible public school population has declined • The mission of some Charter Schools is to work with students who are defined as ‘at-risk’ of not graduating from high school. These students are reported differently and not included in these figures. • Adult learners are reported under Adult Basic Education • Reporting has been ‘cleaned-up’ to sort out duplication • Numbers in the various categories will not equal the total due to the manner in which the numbers are calculated.. The categories reflect students who change schools/grades during the year. Targeted Services (Grades K through 8) 82,112 -.008%)** Grades 9-12 60,413 ( -8%) ** An additional .02% of students in grades K-5 are enrolled in daytime programming. Middle level 9,112 (+34%)**

13. So how is the 287 ALC funded? • General Education Revenue • Limited compensatory dollars (free and reduced lunch) • All local levy monies stay at the district • Left side of tree or Member district programs are funded with Gen Ed dollars and generally local dollars, this is locally determined

14. Delivery Models AlternativeProgramming Independent Study (1:4 ratio) • Structured/Seat Based • (SWS or site based) • Individualized Instruction • Basic Skill Remediation • Extended day/Dual enrolled Student Facilitated Teacher Facilitated Targeted Services- Kindergarten through 8th grade programming on an extended day/year basis to assist the students to stay in the traditional school.

15. Seat Based • Education occurs in a designated school building • Attendance expectation is 80-100% • Membership generates funding (same as traditional) • Homework does not generate membership • Available to students of any age (Mpls has elementary day alternatives) • Students are generally studying the subject at the same pace • Students can be kept in membership for 15 days during the school yearand 5 during the summer; if the district does not have knowledge as to if the student will be returning to school

16. Independent Study • Students work independently outside of school • Attendance expectation is 20-25% • Membership/revenue is generated by studentwork NOT Attendance • Students must be self-directed learners and be at least 16 years old • Education is individualized for student ability level and rate of progress • Teaches the development of ‘soft skills’; self-direction, time management, etc • Allows flexible scheduling, for students working full time and needing credit recovery

17. 287 ALC CAREI research projectCenter for Applied Research and Educational Improvement • Implemented school year 2006-7, expected completion summer 2007 • Goal to understand alternative program planning • Involving all 287 members: admin, counselors and students/parents Ski U Mah!

18. Project Goal • To inform the 287 ALC planning process through • Assessing current systems for program development within member districts (left side of tree) • Identifying potential areas for development: (right side of tree) • To strengthen current program offerings and determine if new programs are warranted.

19. Perception of ALC administration • Member district administrators hold a common view of purpose of ALC and its relation to general education. • Interviewees indicated valuing ALC services as part of their comprehensive educational program. As a group, while recognizing that not every individual student’s needs may be met, participants indicated general satisfaction with the range of current programming options, particularly at the high school level. • Multiple interviewees expressed that they valued the creation/maintenance of in-district options.

20. Current Issues administration • Program space limitations. • Uncertainty about review process for enrolling special education students. • Concern that stigma associated with alternatives may inhibit suitable placement • Two interviewees also expressed concerns related to rigor or program quality. In particular, they questioned how to be assured that the educational experience will be comparable to those offered in other settings?

21. Current Issues Continued… administration • Multiple interviewees raised the issue of whether independent study options may need to be updated. • Online options were described by two interviewees as a desirable alternative to “packet” based program • Two needs related to targeted services were identified by individuals: • Information about how to access targeted services funds and establish accountability for these programs was identified as a need by one interviewee. • Support in coordinating the efforts of targeted services teachers with their general education counterparts.

22. Overview of Perceived Programming “Gaps” administration • 4 main areas of need were mentioned by multiple interviewees: • Middle level/High school transition • ELL/immigrant • Older students with severe credit and/or skill deficits • “Borderline” behavior and/or special education students.

23. Other areas mentioned as potential “gaps” in service administration • World Languages (especially less common languages e.g. Chinese) • Advanced Math (elementary level) • Services for expelled students • Academy for African American males • Experiential Learning Program

24. Background on Counselor Survey • 144 member district counselors were sent a “Zoomerang” link to an anonymous 8 item survey via email. • The survey addressed counselors’ perceptions of a) the communications received from 287 about the ALC, b) issues faced by counselors when working with students for whom alternatives might be suitable and c) possibilities for new programming. • After 3 attempts, 46 individuals responded.

25. Program space limitations Uncertainty about review process for enrolling special education students. Concern that stigma associated with alternatives may inhibit suitable placement Two interviewees expressed concerns related to rigor or program quality. In particular, they questioned how to be assured that the educational experience will be comparable to those offered in other settings? Multiple interviewees raised the issue of whether independent study options may need to be updated. Current Issues counselors

26. Counselor Comments • I have been pleased with the feedback from my students who have been enrolled in 287 programs. I just wish there were more programs/slots within the programs for the kids. • More staff so enrollments could increase a bit. It seems like there are lots of waiting lists and students who are on IEPs or ELL can’t take advantage of the programs. • The number of openings available at WAVE and South Vista need to be expanded. Both programs are full much; as a result they are not available to students who truly need them. • I cannot get students into our ALC; instead I am always told about how full all the seats are and try next year . . . I have gone to referring out of my own district

27. Counselor Comments Continued… • District 287 provides great programming. 287 should work harder on de-stigmatizing ALC programs. We need programs with more rigor. Presently students leave our high school most often to escape the demands of the curriculum. They want easy classes with no homework. • Clear district/state guidelines, goals, expectations that are written and/or expressed in ways that teachers, parents, other staff and students can thus feel like they know what is expected and how to deliver. • 4 counselors elected to recommend that 287 consider developing new programming in the middle level based on their observation of student needs.

28. Counselor Comments Continued… • A middle school ALC with transportation. • Alternative programming opportunities for students in 7th and 8th grade regular education. • There needs to be a way to get 9th grade students into the program and not just 11th and 12th graders who are behind graduating. • I understand limiting the number of seats available, and at the same time more opportunity has to be created for students who are in 9th and 10th grade who have gone through school interventions prior to going to the ALC.

29. Counselors’ perceive challenges in placing students who: • Have mental health issues 51% (22)** • Exhibit behavioral problems 47% (20)** • Are extremely low-performing (severely behind in credits) 44% (19)** • Are English Language learners 35% (15)** • Are struggling with chemical dependency 30% (13)** • Have been expelled 16% (7)* • Are older than the typical high school student16% (7)**

30. Middle level/High school transition ELL/immigrant Older students with severe credit and/or skill deficits “Borderline” behavior and/or special education students. Overview of Perceived Programming “Gaps” counselors 4 main areas of need were mentioned by multiple interviewees AND by counselors:

31. Next Research Steps • Focus Groups with ALC students and parents regarding their enrollment decision-making process (accessibility of information) • Pursue questions related to enrollment status. • Track distances and program types.

32. What’s next for 2007-8 in the ALC? • 287 ALC is • potentially opening a program to serve expelled, excluded or suspended students • closing the Lincoln Hills ELL program • expanding career and tech opportunities at RAP in commercial photo, graphic arts …with plans for welding