Embedded Files
Admission to our Program has to be made thru school administration and the guidelines to be followed are here.
CREDIT RECOVERY
It is the goal of the credit recovery program to meet the diverse educational needs of each student we serve, to successfully transition those students back into their regular school program, and to provide students with an opportunity to recover lost credits.
Admission into the Credit Recovery portion of our program is based on the following criteria:
1. Student MUST be referred by Principal, Parent, or Guidance Counselor.
2. Student MUST be in jeopardy of not graduating with his/her class (falling 2 or 3 credits behind).
3. Student MUST have failed the recommended class at least once.
4. A second+ referral will be at the discretion of the Intake Committee.
Goals will include the specific academic and vocational needs of each student. We will develop the interventions necessary to address the students' needs and a timeline for meeting the treatment plan goals. We will also develop a plan for assessing the students' progress. Student progress will be reviewed and reported on a monthly basis by the transition team and will be shared with a representative of the student's school. A decision for movement to the next phase, and ultimately, transition back to the student's school will be made by the transition team and the district representative for the student's school.
BEHAVIOR MODIFICATION
The Behavioral Modification program was designed to create positive alternatives for students who are having problems in the regular school setting. This program will partner with Life Skills, Inc. and will operate in conjunction with the local program systems (such as the Juvenile Court, Department of Juvenile Justice, and Department of Social Services) who will provide referrals for students who have presented a lack of social skills, behavior issues, and/or truancy problems.
This Behavioral Modification system is designed to modify a student's behavior on a daily basis. It is used to give students clear behavioral expectations and guidelines and to provide incentives for appropriate behavior. The students must maintain a specific daily average over a nine-week period in order to qualify for transitions back into their regular school program along with (but not limited to) the following:
1. keeping body and objects to self
2. following directions/participation
3. respecting self, others, and property
4. use of appropriate language
5. staying on task
We offer an innovative approach to education and hope to equip the students with the capabilities to improve and develop their personal, academic, and professional growth.
All students are placed in this program upon referral from their school or other district administrator to the District Discipline Committee. Other agencies such as the Juvenile Court, the Department of Juvenile Justice, the Division of Community Based Services, or a parent can also make the referral. Placement occurs due to difficulties a student may have experienced while at home, at school, in the community, or due to involvement with law enforcement agencies. Each placement is reviewed by the staff and the student's needs and strengths are discussed. The staff uses the information from the referring school, student self-evaluations, parental evaluations, observations, and assessments to create an individual plan for each student.
Goals for the specific academic, social-emotional, behavioral, and vocational needs of each student. The interventions necessary to address the students' needs, a timeline for meeting the treatment plan, and plans for assessing the student's progress are developed. Student progress will be reviewed and reported on a monthly basis by the transition team to a representative of the student's program on a monthly basis. A decision for movement o the next phase, and ultimately, transition back to the student's school will be made by the transition team and the district representative for the student's school
DROP-OUT PREVENTION
Effective dropout prevention is a comprehensive programming effort that targets individual students, parents, school personnel and the community at large. Kentucky's dropout prevention efforts are predicated upon the belief that each student is unique and must be nurtured in a manner that will meet their individual needs. To this end, the Kentucky Department of Education promotes comprehensive dropout strategies that are grounded in research and address locally identified needs. The National Dropout Prevention Center offers resources to keep students in school.
Also, in a effort to help KY's dropout prevention program, the Legislative Branch passed the No Pass, No Drive Law during the 2007 legislative session, and affects every public school in Kentucky. Schools will use academic and attendance data from the fall semester of the 2007-08 school year to determine whether 16 and 17-year-old students are compliant with the law. The Dropout Prevention Branch in KDE has created a PowerPoint presentation to explain requirements of the law; a list of frequently asked questions is also included in the PowerPoint (to view the PowerPoint, click the link above).
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