Purpose
The purpose of this program is to provide a continuum of services in a safe, structured environment where students can grow socially, emotionally and academically to be better equipped to participate and succeed in a mainstream high school and in the community.

Population Served
The Bancroft Behavior Intervention High School serves students, grades 9-12, who have had difficulty maintaining appropriate behavior in the regular educational setting due to social, emotional, psychological, or behavioral disabilities. All students placed in the Bancroft program have been assessed and qualify for Special Education or 504 eligibility. Before being admitted to the High School B.I. program, students are referred from their neighborhood school teams. Students that are appropriate to this setting are those in need of a most restrictive environment.

Program Structure
The program serves 50 students with the support of 10 full time staff. Four teachers, five instructional assistants, and one counselor provide fulltime services to this program. Particular program strength comes from the high quality of staff preparation. Many of our staff have dual counseling and/or clinical therapy certification.

Behavior Component
Bancroft BI High School 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
Bancroft’s B.I. High School is structured for student to feel physically and emotionally safe. Much emphasis is placed on social and emotional intervention and growth. Strategies that are therapeutic rather than punitive and are geared towards assisting students to change behavior rather than control it are emphasized. Bancroft staff work closely with community agency professionals who share a vested interest in students. This wrap around approach to the student results in better understanding of the students’ needs and a viable plan for success of the whole child.

Daily opportunity is given to fostering social/emotional growth through individual conferencing with staff as well as a daily group “check-in” class. During this time students have the opportunity to discuss events in their lives that are both positive and negative. The “check-in” classes give the teacher an opportunity to understand the mood, behavior and general feeling of students before each school day and to make program changes accordingly. A brief “check-out” at the end of the day provides closure for the students, helps the teachers and evaluate their progress.

Specific curriculum is used to teach social and behavioral skills. Many opportunities are available through out the day for students to talk with staff and work on emotions and behaviors. This work is considered critical to the student’s success and is often prioritized over academic work.

Academic Component
Bancroft offers high school credit for six to seven classes each semester. Emphasis is placed on obtaining credit for graduation while providing individualized academic programs for students. The core skills, reading, math and writing are emphasized. Credits are offered in English, Social Studies, Science, Health and Fitness, Art, and Life Skills as well as a variety of electives. The program also adjusts the academic program accordingly for those who need a more functional or vocational experience. GED prep classes are available for those who are 18 years old and have minimal high school credits. Extra-curricular activities are offered on an intermittent basis at the school or maybe accessed through Havermale or North Central. Frequent outings in the community are planned to give students an opportunity to practice skills.

Transition Component
Transitions out of the B.I. program are encouraged to give students an arena to apply the social and academic skills they have learned. Individual goal setting is focused around such transitions. Transition sites vary according to individual needs. The transition process is slow and calculated to provide success for both student and transition site. Bancroft utilizes high schools, job sites, and vocational programs, STRIVE and alternative schools as designated transition sites for students.

Parents
This program emphasizes a positive proactive approach with parents. There are frequent communication and meetings with parents. Parents are considered an integral part of the team and are consulted often to help steer student success.

Referral Process
Students are referred by their neighborhood school teams after trying different interventions and when the least restrictive environment of the neighborhood is deemed ineffective for the student’s learning and progress. Referrals are made through Assistant Principals or the Student Support Service Coordinators. They are staffed at a central committee made up of designated and assistant principals. Once a placement is approved by the team, a team-to-team staffing is scheduled by Bancroft with the sending school where records are shard. A second intake meeting is set with the parents and student with Bancroft staff to complete intake information, enrollment paperwork, IEP or 504 plans as well as arrange for transportation.