Plum Creek Academy Profile

Superintendent
Erin Kane

Deputy Superintendent

Danelle Hiatt

Assistant Superintendent

Danny Winsor

Executive Director, Special Education

Liza Meier

Executive Director of Schools: Alternative Education

Dan McMinimee

Director of Special Education

Sarah Cannon

Nicole Lechman Trujillo

Principal

Luke Lorenz

Assistant Principal

Jon Hubbard

Administrative Assistant, Registrar, Bookkeeper & Health Assistant

Pamela Fairley

Plum Creek Academy is a special education program that has been meeting the needs of students in the Douglas County School District since 1993. We deliver specialized instruction in two unique programs. 

The Affective Needs (AN) program offers services for students whose educational disabilities deny them access to or progress in the general curriculum that is offered in their neighborhood school environment. The Dual Diagnosis (DD) program offers services for students who experience cognitive impairment with co-occurring emotional and behavioral disabilities. Both programs at Plum Creek Academy may also serve as an interim placement for students transitioning from residential treatment centers or hospital settings back to the school district. 

Consistent with our mission of providing a safe, supportive, and empowering educational community, Plum Creek Academy provides a higher level of school-based mental services than a neighborhood school and an aligned curriculum aimed at stabilizing students emotionally and academically. To this end, we afford students with a low student-to-staff ratio and a significantly smaller school environment to meet their individual needs.

The Affective Needs (AN) Program at Plum Creek Academy provides intensive evidence-based programming designed to meet the diverse academic, mental health, and behavioral needs of our student population. Academically, the AN program offers a combination of core curriculum, elective courses, and intensive academic intervention that enable our students to transition seamlessly back to their neighborhood schools. The Mental Health team also plays a vital role in the programming offered at Plum Creek Academy. Each student has an assigned mental health provider with whom they may meet on an individual and small group basis for support and intervention. In addition to these individual and group meetings, the Mental Health team provides direct instruction in affective skills, symptom-specific assistance to targeted groups, and quality assessment services which are designed to measure and minimize risk in our school community. 

The AN program utilizes a school-wide Positive Behavioral Interventions and Supports (PBIS) approach in conjunction with a research-based level system for identifying general school-wide behavior expectations, teaching those expectations, and reinforcing students as they meet expectations. At Plum Creek Academy students are expected to demonstrate Friendship, Respect, Education, Safety, and Honesty (FRESH). Using the school-wide PBIS approach at Plum Creek Academy places the emphasis on behavior management on teaching skill-building and positive interpersonal approaches. 

Students in the AN program are evaluated by staff during every class period each day utilizing a Student Data Sheet. Students are rated on how they demonstrate FRESH behaviors and this data is used to determine when a student is ready to transition back to their neighborhood school. Transitions to neighborhood schools are student-centered and designed to facilitate academic success and emotional stability that will enable students to meet the expectations of the larger neighborhood school environment. As a program, the PCA team meets quarterly with students and parents to discuss transition. Transition will typically begin when a student has met transition criteria which are based on program data, and demonstrated academic competence (grades, attendance, discipline, and progress toward IEP goals). 

The AN Program at Plum Creek Academy utilizes a 7-period schedule plus a daily Proactive Restorative Homeroom designed to allow students time to build community, create a sense of belonging, proactively address concerns, discuss current events, and support students around grades and academics. Students have ACCESS built into their schedules twice a week during which they are engaged in a learning intervention rotation of either English/Social Studies or Science/Math.  Students have a FRESH block built into their schedules once a week during which they can access additional mental health, intensive academic intervention, and/or attend fun social activities.  Students are given a 30-minute lunch period. 

The AN program employs two full-time and (one part-time) mental health providers, one full-time Classified Behavior Technician, five full-time Affective Needs teachers, one full-time Interventionist/IEP Specialist, an Educational Assistant, and one emotional support animal. 

The PCA administrative team consists of a Principal, Assistant Principal, and a Personalized Learning Specialist.

Language Arts 

English I, English II, English III, English IV 

Social Studies

World Geography, US History, World History, American Government, Economics

Mathematics

Pre-Algebra Strategies, Algebra Strategies, Algebra, Geometry, and Algebra

Science

Earth/Environmental, Applied Biology, Chemistry in the Community

Electives & Modified Courses (AN and DD)

Affective Skills, Peer Mentoring, Creative Writing, ACE I, ACE II, ACE III, Resource, Art Experience I, Physical Education/Health, Foods, Yearbook, Music Appreciation

Intensive Services

Daily Affective Skills Groups, Targeted Mental Health Groups, Occupational Therapy, Speech Language Therapy, Behavior Management, Animal Assisted Therapy, Academic Intervention Labs

The Dual Diagnosis (DD) Program at Plum Creek Academy strives to meet and exceed the Colorado Department of Education’s criteria for Model Autism and Significant Support Needs programs. Students in the Dual Diagnosis program move through three program phases to allow them to return to their neighborhood school able to access and make progress in the curriculum. Our teaming approach allows for low student-to-staff ratios encouraging both individual and small-group instruction. 

Each phase of programming is aligned with a specific goal aimed at stabilizing students behaviorally and academically. Upon entering the Dual Diagnosis program and with the support of a full-time Behavior Specialist, Behavior Intervention Plans derived from the CAPS (Comprehensive Autism Planning System) are implemented with fidelity as well as being progress monitored with fidelity using a variety of assessment measures. These assessment measures help to move students through the programming phases as criteria for transition readiness. Starting with phase one programming, students will learn coping strategies to stabilize behavior and acquire self-regulation skills to fully access their education. Then students move into the second programming phase where they generalize learned coping strategies and acquire self-regulation skills in the context of academic groups, community outings, independent activities, and social opportunities. Finally, in phase three, students will apply generalized social, behavioral, and academic skills in the context of transition readiness programming. The transition phase is a transition for the student, parent, and neighborhood school. Dual Diagnosis staff will help train, guide, and support the neighborhood school in implementing programming. 

The Dual Diagnosis program also boasts environmental tools such as a swing room for movement intervention and a sensory regulation room helping students access sensory and calming strategies designed to limit the impact of disruptive behavior and emotionality. In addition, students in the program experience opportunities to interact with people, resources, and services within their community. Community-based instruction provides our students exposure to environments beyond the school building that provide an extension of traditional classroom learning and help students generalize and apply their newly acquired skills in preparation for transition. The Dual Diagnosis Program was designed with the understanding that each student we serve is unique with complex and diverse educational needs. As a result, our staff is committed to providing specialized instruction and intervention for each student to succeed academically, at home, and in the community. As a team, we are dedicated to building an educational experience that offers a mix of individualized instruction, intensive services, and support for all stakeholders.  

The Dual Diagnosis Program employs a full-time SSN teacher, a full-time Behavioral Specialist, a part-time Mental Health Provider, Educational Assistants, and itinerant SLP and OT specialists. Additionally, depending on the program phase and needs of students, students may participate in small group academic or social-emotional groups encouraging students to work without a one-on-one model. When students are in the beginning phases of programming, they may be offered a one-on-one educational experience.

Freshman

Life Skills English, Life Skills Math, Life Skills Science, Life Skills Social Studies, Partner/Adaptive Physical Education, Art Experience, Independent Living Skills

Sophomore

Life Skills English, Life Skills Math, Life Skills Science, Life Skills Social Studies, Partner/Adaptive Physical Education, Art Experience, Independent Living Skills

Junior

Life Skills English, Life Skills Math, Life Skills Science, Life Skills Social Studies, Partner/Adaptive Physical Education, Art Experience, Independent Living Skills

Senior

Life Skills English, Independent Living Skills

All Grades Community-Based Instruction

Community Safety, Community Awareness, Educational Outings, Recreation and Leisure, Pre-vocational Experience

Intensive Services

Affective Skills Groups, Occupational Therapy, Speech Language, Behavior Management

In alignment with district expectations, Plum Creek Academy uses a Building Leadership Team to implement a Continuous Improvement Plan that is a living process of intentional actions that occur over time. The leadership team meets monthly to review the identified goals that are rooted in the school’s mission, vision, and shared values. Each year, the Continuous Improvement Plan is strategically reviewed and goals and an intentional series of steps are planned in response to change and the growing needs of the students who attend Plum Creek Academy. 

The goals identified within the Continuous Improvement Plan typically relate to Instructional and Assessment Practices, Communication Practices, Culture and Climate, Restorative Practices, and the IEP Process. Goals are measured, reviewed, modified, or changed based on progress each academic school year. 

The vision of Plum Creek Academy is based on:

• Researched-Based Interventions

• Implementing Best Practices

• Focus on Transition and Next Steps for Students

• Academic Opportunities Leading to Graduation

• Alternative Environment that is Personal, Relational, and Individualized

• Positive Growth and Empowerment for Students and Staff (self-advocacy, self-development, self-discovery, self-esteem, leadership).

• Equipped with Skills, Tools, and Resources for Success Outside of Plum Creek Academy

The values that drive the Mission and Vision at Plum Creek Academy are:

• Every Student has Strengths

• Every Student can Succeed

• Relationships are Important

• All Actions are Student Focused (not what is easy, but what is right)

• Communication and Consistency are Essential

• Best Practices are Implemented with Fidelity