Purpose
The purpose of this program is to provide a short-term school experience for students because of discipline issues or in need of an interim placement. The middle school program offers services in a safe, structured environment where students are expected to grow socially, emotionally and academically to be better equipped to participate and succeed back in a neighborhood school.
Population Served
The Middle School Alternative Program serves middle school grade students 7- 8, and an occasional 6th grader who have had discipline and behavior problems in their neighborhood school. Some, but not all students have IEPs or 504 plans. Before being admitted to the MSA program, students are referred by their Assistant Principals. Intervention/transition plans are developed upon intake and placements can last from a few weeks to a semester or more.
Program Structure
The program serves 36 students, 18 in each session each receiving 3 hours of services a day in a morning or afternoon session. Three fulltime teachers and two instructional assistants provide services to this program. This high quality program comes from the excellent staff experience and preparation.
Behavior Component
Because students are referred primarily for discipline issues, the MSA emphasizes the importance of students taking responsibility for their behavior. The behavioral component is based on choices, and students are taught to understand and accept the consequences of poor choices. A consequence ladder is used to respond appropriately to student’s acting out and avoid power struggles. We also utilize a level system in which students receive increased responsibilities and privileges as they demonstrate improved behavior.
Social/Emotional Component
The Middle School Alternative program is structured for students to feel physically and emotionally safe. Much emphasis is placed on social skill intervention and growth. Specific curriculum is used daily to teach social and behavioral skills. Middle School staff work closely with the referring neighborhood school as well as any community professionals who share a vested interest in the students. This coordinated approach to the student’s needs results in an effective way to maximize the intervention time and increase the likelihood of student success.
Daily opportunity is given to fostering social/emotional growth through a daily “check-in” period. During this time students have the opportunity to discuss events in their lives that are both positive and negative. The “check-in” period gives the teacher an opportunity to assist the students to problem-solve and manage their frustrations. A daily progress sheet brief helps provide closure at the end of the day and helps students evaluate their progress. Occasional outings in the community are planned to give students an opportunity to practice skills.
Academic Component
The Middle School Alternative Program offers credit for language arts, social studies, math, science and life skills. Spokane Public School curriculum is utilized and modified when needed. Grades are issued at typical times and students are tested with required state and district tests.
Transition Component
Each student has an Intervention/Transition plan developed when they come into the program. Individual goal setting is focused around such transitions. The plan is reviewed frequently and coordinated with the sending school, reviewing academic and behavioral skills. Transition plans vary according to individual needs. As part of a transition plan some students may transition back to their neighborhood school for a couple periods a day while they are still enrolled at the Middle School Alternative. The transition process is calculated to maximize success for the student. Some students that are placed near the end of the school year may not move back in to their neighborhood school before the end of the school year.
Parents
This program emphasizes a positive proactive approach with parents. There is frequent communication and meetings with parents. Parents are considered to be an integral part of this intervention and are consulted often to help steer student success.
Referral Process
Students are referred by the Assistant Principal or by a Student Support Coordinator when it has been determined there is a need for an interim placement. Referrals are processed through a bi-monthly Assistant Principal meeting or the made to the Bancroft principal. Once a placement is approved, a team-to-team staffing is scheduled at Bancroft with a representative with the sending school, the MSA staff, the parents and student. The referral packet is reviewed, enrollment paperwork completed and an Intervention/Transition plan developed.