Admission
Referrals to the program come from the school districts, with these schools documenting that less restrictive educational opportunities are not viable options for the youth, as well as documenting a verifiable disability. The program's target population is behaviorally disordered/emotionally disturbed children and youth between the ages of 5 and 21. The school district must complete a "Required Information for Application for Services" form and submit all required information and/or documents prior to a student's being accepted as an active referral. The following documentation and information are required for a referral to Alpha School:
Documentation Checklist
Verification of B.D. handicapping condition. (NE)/E.I. in Iowa
Copies of staffing notes regrding handicapping condition.
S.A.T. notes or reports.
M.D.T. notes or reports.
Integrated reports.
Other staffing notes or related information.
List of presenting problem behaviors.
Copy of most recent psychological evaluations.
Copy of current IEP.
Current academic performance levels and grades.
Information and recommendations relating to the student's Learning Disabilities (if any).
Copies of latest academic testing (CAT, WRAT, WIAT, etc.).
Copy of immunization record.
Social Security Number.
Additional Helpful Information.
Copies of suspension letters, etc. relating to handicapping condition.
Copies of teacher and/or principal reports, referrals and letters relating to handicapping condition.
Correspondence with parents relating to handicapping condition.
Intake meetings occur as soon as a youth is accepted into the program and a slot in the program is available. The Alpha program requires that parent(s) and/or legal guardian(s) be present at the intake meeting with the referred youth. School district representatives may be present at the intake meeting.
Education/Academic
All students are academically assessed upon entry to the program and throughout their stay in the program. Curriculum is developed and reviewed through an Academic Administrative Review Process that is carried out by the Coordinators, Core Classroom staff, and other individuals relevant to the process. Subject areas covered correspond with the subject areas presented in the curriculum of the school districts Alpha serves. Some of these subject areas include: Math, Language Skills, Handwriting, English, Social Studies, Science, Reading, and Spelling. The professional teaching staff utilizes both a thematic approach and a skills based approach in their work with students. This blended instructional model best approximates what students will find upon their return to the public school. This approach also helps to develop instructional control through the curriculum by providing a stimulating and enriching learning environment that makes learning fun. Students are expected to complete 100% of their assigned work with a minimum of 85% accuracy. Every effort is made to assure that the assigned work corresponds with the students performance abilities in each subject area. The 85% accuracy requirement includes corrections and/or redoing an assignment until it meets this minimum criteria. These requirements insure that students are learning the material, not just moving through a textbook. The completion/accuracy standard also provides the referring school districts a higher degree of confidence when granting credits toward a diploma for their high school students. Although Alpha School does not offer a diploma, the program makes every effort to help students complete the work necessary for them to receive a diploma from their referring school district.
Behavioral Component
The Behavioral component adheres to the philosophy, which is a statutory requirement, of providing treatment using the least restrictive means of intervention that is possible with each client and/or situation. All program staff receive training and must demonstrate competency in the theory and application related to behavioral interventions. Each staff person is required to satisfactorily complete an extensive course in Applied Behavior Analysis in the Classroom Setting. The training involves the concepts and fundamentals of an applied behavioral analysis approach. This behavioral conceptual foundation is paired with training in the use of the behavioral program components in use in the program. These include the Weekly Point System/Token Economy and the Level System. Reinforcement, schedules of reinforcement, time out, and a myriad of other behavioral techniques and applications are covered. Training requires the staff to utilize the knowledge from the first half of the course in real situations in the program. This includes the classroom setting, recreational settings, vocational settings, and settings that take place off campus. The Behavioral program is subject to a regularly scheduled Administrative Behavioral Review Process. The core classroom staff and the Coordinator responsible for their classroom are routinely involved in this review. The Alpha School Director, School Social Worker and other Alpha staff that are not assigned to a core classroom and consultants may also participate in these reviews.
Cognitive-Behavioral
This component focuses on teaching, practicing and/or role playing, and integrating into daily life, skills that are designed to help students to: learn appropriate alternatives to their maladaptive behaviors (replacement skills); develop a greater understanding of themselves and the world around them; improve their social and recreational interactions; develop greater self-confidence and self-worth; facilitate a return to a less restrictive, more traditional, educational setting; and to generalize skills to home, social and work settings. This approach and philosophy is most evident in the Personal Growth classes offered at Alpha School.
Transition/Reintegration to Public School
Reintegration of the student back into the public school setting is a challenging and critical part of the program for students, families and all involved professional staff. Upon promotion to Level IV, students will initially attend the public school for a partial day and return to Alpha for the remainder of the day. During this time the Alpha School Transition Specialist, Core Classroom Staff and School Social Worker will work with the student, publlic school staff and the student's family to facilitate a successful reintegration. As the student progresses his/her time attending public school is gradually increased. The planning and implementation for the reintegration process includes the referring school district, Alpha School staff, the student and the student's parent(s) and/or guardian(s). This planning is a part of the IEP process. Daily and ongoing communication among the professionals, the family and the student is an integral part of a successful reintegration plan. The student is discharged from Alpha School when staff at both the public school and Alpha School, the parent(s)/guardian(s) and the student all agree that the student is ready for full time placement in the public school.
Program Outcomes
Desired Outcomes for Alpha School:
Students will improve upon presenting problems.
Students will meet the IEP Goals and Objectives.
Students will demonstrate improved attendance at School.
Students will move through the Level System
Students will learn and demonstrate usage of important skills(replacement behaviors).