HomeMy WebLinkAboutAgenda - 04-26-2004-11i1
CHAPEL HILL-CARRBORO CITY SCHOOLS
Lincoln Center, Merritt Mill Road
Chapel Nill, North Carolina 27516
Telephone: (919) 987-821 1
Neil G. Pedersen
Superintendent
Nettie Collins-Hart, Assistant Superintendent
for Instructional Services
Raymond J. Reitr
Chief Technology Officer
IO: Orange County Manager
FROM: Neil G. Pedersen
Superintendent
RE: Report on Alternative Schools
DATE: Apri122, 2004
Steve Scroggs, Assistant Superintendent
for Support Services
Attached is a copy of the report on alternative schools that the Board of County
Commissioners requested. Phoenix Academy has been a successful program for several
years in our district, We believe that much of its success is attributable to its small size
and its proximity to cotmnunity services as well as to the students' neighborhoods. We
are appreciative of the local dollars that we receive to supplement fitnding for this
program.
Cc: Board of Education
Dr. Nettie Collins-Hart
PHOENIX ACADEMY
Chapel Hill-Carrboro City Schools
MISSION
Phoenix Academy's mission is to provide students with a highly structured,
cooperative environment that assures academic achievement, promotes
personal motivation, and renews active participation in their educational
process so students can return to their home school or to other educational
systems in the community, The motto - "Whet°e success is made simple and
education is personalized,"
PHILOSOPHY
Phoenix Academy believes that all students can achieve educational excellence in a
positive, challenging educational enviromnent, which stimulates their interests, channels,
their energies, and develops their abilities. Phoenix strives to value each student's
perspective (including racial and cultural perspective).. Phoenix believes each student
should be accepted and treated with dignity and respect. This non-haditional school
setting uses as an educational model "brain- based learning" so there is no way that a
student can be marginalized or have lower expectations because of race, school history,
or anything else.
REFERRAL & APPLICATION PROCESS
Entry and exit into Phoenix will be monitored by an entry/exit committee consisting of
the superintendent (designee), lead teacher, one representative of each high school's
student assistance team, Exceptional Children's director, Career & Technical Education
director, and two designees from the school board.
High schools students may be referred by their Student Assistance Team or-students may
self refer. The Superintendent as a result of a long-term suspension hearing
recommends middle school students.. Priority is given to students applying to Phoenix
in the following order: PREP Academy students (a former program offered for non-
proficient rising 9°i graders); expelled, long-term suspended, chronically truant, as well
as, disengaged learners, students with multiple suspensions, and students with
extenuating life circumstances that have not responded to other less intensive
interventions.
An application must be completed on each student and submitted directly to the program
director. Applications are reviewed by the Entry/Exit Connnittee according to priority
ranking. Parents are notified that placement in the alternative program is being
recommended and nntst be in support prior to submitting the application to the entry/exit
committee. If the student is accepted, Phoenix will interview the student and parent to
review the structure of the program, transportation needs and develop flee PEP.
After students attend Phoenix for a minimum of one semester they maybe eligible to
return to their home school. Specific criteria will determine the exiting of such students:
meeting the PEP goals and objectives, completion of a written reflection paper, daily
attendance requirements, 75% average in each completed academic course, tluee positive
recommendations from teachers, counselor or support staff; appropriate behavior at least
80% each week, and application of conflict resolution skills with students and staff.
CURRICULUM
Instruction in the core academic areas of English, mathematics, science and social studies
is provided by certified classroom teachers and enhanced by the NovaNet Learning
System and the Scholastic Read 180 System. The NovaNet courseware allows the
instructors to meet individual student needs, and to match curricula objectives for the
State and district, A career and technical education teacher provides instruction in the
uses of technology as well as provides career assessments and services. To etllrance
academic skills, Phoenix teachers also focus on character development and building self-
esteem. Participatory decision-making, behavior modification and mentoring
relationships will facilitate these goals.
STRENGTHS OF THE PROGRAM
• Academic progranl features instruction for amulti-grade population. Curriculum
is aligned with End-of Course assessments and with locally produced curriculum
guides aligned with major textbooks.
• A flexible instructional delivery system for individualized instruction-web based
learning, computer assisted learning, individualized learning packets, flexible
scheduling, workforce/career opportunities, and accelerated services for students
needing to meet competency requirements as well as graduation.
• Program services include learning styles assessment, personal education plan
(PEP), behavior modification plan, computer technology and health screening.
• Before and after school activities, quarterly Saturday activities, parent/student
participation incentives, and service learning. Cultural enriclunent-field trips,
weekend excursions, exploration classes and non-traditional physical activities
such as Tae Kwon Do and swimming.
• A healthful living program, which provides physical exercise and classes in
nutrition, interpersonal conflict management, sex education and character
education.
• Student handbook outlining attendance policy, student code of conduct,
computer-use policy, accountability agreement, grading policy, is provided to all
students.
• A comprehensive program of incentives to reward students for academic
achievement,,job performance, appropriate behavior and attendance..
• Supportive transitions to and from Phoenix via meetings with home school
counselors, staff and students. Written transition plans with follow-up at home
school. Complete IEP/504 documentation is included with an application.
• Strong community comzections with a varieCy of community agencies-Chapel
Hill Police Department, UNC, Community Cuisine, Hargraves Community
Center, Department of Public Works, etc.
CHALLENGES OF THE PROGRAM
• Adequate space is azl on-going challenge for the school. There are three modular
units that provide classroom space, conference space, and computer space as well
as teacher work areas. Generally, there are two classes being taught in the same
trailer at one time. There is limited space to conduct confidential conferences for
IEP meetings, the school nurse, and school/community agency persomrel.
Conferences occur on the porch, at picnic tables outside or in corners of
classrooms,
• The space challenge affects student life-eating space, physical activities, holiday
events, etc.
• Staff turnover hampers team building and academic growth. The average
employment is one and a half years. (Causes listed are the same as other
schools-moving, pregnancy, etc.)
• Scheduling of classes is sometimes difficult as Chapel Hill-Carrboro City Schools
regular high schools are on the traditional schedules and Phoenix uses a 4x4-
blocked schedule,
PROFILE OF STUDENT POPULATION
During 2002-2003, there were .35 students served at Phoenix. The racial breakdown is .3
white males and one female, 17 black males and 11 females, one Hispanic male azid one
female, and one multiracial female.. Twenty-eight of the 35 students were proficient in
reading and math and had passed the computer competency test. There were eight
exceptional education students whose labels included LD (3), BEH (.3), EMH (1) and 504
plan (1). There were five 8°i graders, eight 9°' graders, five 10°' graders, thhree 11`h
graders and 14 12`x' graders. Sixteen students were referred for academic difficulty, one
for academic acceleration, 14 for truancy, five from PREP, 4 for substance abuse, 3
serious threat, and one student was homeless and had work related problems. Of the four
students who were placed at Phoenix, their referrals included substance abuse and
deemed a serious threat. SEE APPENDIXA -Profile of studeuts 2002-2003.
RACIAL BREAKDOWN
RACE MALES FEMALES
BLACK 17 11
WHITE 3 1
HISPANIC 1 1
ASIAN 0 0
MULTI RACIAL 0 1
TOTAL STUDENTS 35
11V l.>liAUl~.
9
10
11
12
*REASON FOR REFERRAL
Academic Difficulty 16
Academic Acceleration 1
Truancy 14
PREP 5
Substance Abuse 4
Deemed Ser°ious Threat 3
Homeless/Work Related Problems 1
Placed (Substance Abuse, Deemed Serious Tlueat) 4 'i
*Sorne studeuts had urultiple reasons for referral
Exceptional Education Labels (22%
Learning Disability (LD) 3
Emotionally Handicapped (BEH)
Behaviorally 3
,
Educably Mentally Handicapped (EMH) 1
504 Plan 1
During 200.3-2004, there were .38 students served in the program as of April 9, 2004.
The racial breakdown is 6 white males, 16 black males, l2 black females, 2 Hispanic
males, 1 Hispanic female, and 1 Asian male. Twenty-six of the .38 students were
proficient in reading and math and had passed the computer competency test. There
were 13 exceptional education students whose labels include Learning Disability (5),
Behavioral Educational Handicapped (2), Educable Mentally Handicapped (2~, 504 plan
(2), and Limited English Proficiency (2). There are eight 9`h graders, ten 10` graders,
five 11`" graders, and eleven 12°i graders. Seven students were referred because of
truancy, 5 substance abuse referrals, 15 referrals for academic difficulty, and 10 referral:
for disruptive behavior or deemed a serious threat. Of the 12 students placed at
Phoenix, their referrals included assault, weapon, substance abuse, sexual misconduct,
deemed a serious tlueat. SEE APPENDIX B - Profle of students 2003-1004.
RACIAL BREAKDOWN
RACE MALES FEMALES
BLACK 16 12
WHITE 6 0
HISPANIC 2 1
ASIAN 1 0
TOTAL STUDENTS 38
GRADE # IN GRADE
7 1
-
-
8 3
_
9 8
to to
11 s
12 11
*REASON FOR REFERRAL,
Academic Difficulty 15
Disru five Behavior/Deemed Serious Threat 10
Truancy 7
Substance Abuse 5
Placed (Substance Abuse, Deemed Serious Threat,
Weapon, Assault, Sexual Misconduct) 12
*Son:e students bad urultiple reasons for referral
Exceptional Education Labels (34%)
LearningDisabilit (LD) ~ 5
Behaviorally Emotionally Handicapped (BEH) 2
Educable Mentally Haudicap~ed (EMH) 2
Limited English Proficiency (LEP) 2
504 Plan 2
MEASURES OF SUCCESS 2002-2004
Attendance - hr 200.3-2004 the first semester average daily attendance was .3.36
students absent per day or 12%. Second semester the average daily attendance is 4.12
students absent per day or 1:3%.
In 2002-2003, the first semester average daily attendance was 3.4 students absent
per day or 15%. Second semester the average daily attendance was 4.4 students absent
per day or 16%.
Discipline - A code of student conduct is included in the Phoenix handbook
which must be read then documentation returned to the school indicating that the student
and parent has read the handbook. Violations of the student code are reported to the
lead teacher via a referral form (A summary of the types of referrals are listed below).
The handbook lists violations as Level I, II or III. Level I violations will result in
detention, work detail and/or a parent conference. Level II violations will result in short
teen suspension for up to ten days and a parent conference. Level III violations will
result in long-term suspension and/or expulsion with a referral to the criminal justice
system or,juvenile system. Police are notified and parents are contacted.
TTte Phoenix Code of Co~tdt[et is divided into tln~ee levels:
Level 1-Disruptions: Inappropriate clothing, loud talking, grooming in class, bringing
unrelated objects to class, etc.
Level 2 -Minor Offenses: Disrespect/Verbal Abuse, Fighting, Insubordination/faihue to
comply, skipping school, tlneats, fireworks, etc,
Level .3 - Majoi° Offenses: Theft, Vandalism, Assault on an employee or a student, use of
tobacco products, bomb tlu~eat, etc.
Phoenix Discipline Data 2002 - 2003 (August -June)
121 -Written disciplinary referrals
Level 1 63
Level2 49
Leve13 9
Results: 83 detentions; 16 work details; .38 out-of-school detentions
Phoenix Discipline Data 2003 - 2004 (August -April)
38 -Written disciplinazy referrals
Level 1 26
Level2 49
Level .3 12
Results: 26 detentions; 12 out-of-school detentions
Dropouts - hii 2002-200.3, tlu~ee students dropped out of the program, however,
during 200.3-2204 no students have dropped out of our program.
Graduates -During 2003 2004, two students graduated in December and 9
students are on track to graduate in June 2004. Ten students will return to their home
school next year. One student withdrew to attend lob Corp, one student transferred to a
schedule N facility and one student is now in,juvenile detention, The other 14 students
will remain at Phoenix next year.
During 2002-200.3, twelve students graduated, three dropped out, one transferred
to the GED program, one transferred to another district, 10 students returned to their
home school and 8 remained at Phoenix.
Grades
Phoenix Student Grades
Fall 2002 Spring 2003 Fall 2003
No D or F ades 45% 41% 63%
1-2 D or F grades 25% 29% 21%
More than 2 D or F grades 30% 29% 16%
20 Phoenix students had grades in the fall of 2002, 17 had grades in the spring of 2003,
and 19 had grades in the fall of 2004.
Test Scores
Phoenix Student End-of-Course Tests
Fa112002 Spring 2003 Fall 2003
Achievement Level I 32% 39% 25%
Achievement Level II 57% 37% 65%
Achievement Level III 11% 24% 5%
Achievement Level N -- -- 5%
Phoenix students tools 28 End-of-Course tests in the fall of 2002, .38 End-of-Course tests
in the spring of 200.3, and 20 End-of-Course tests in the fall of 2004,
STAFFING & BUDGET
Staffing -Phoenix staff consist of a lead teacher; a science, math, English,
reading, and career/technology teacher; an ESL (shared with another school) and a part.
time (50%) exceptional education teacher; a counselor, and two teacher assistants.
Phoenix uses the services of a system-wide teen parent counselor, OPC sends a staff
member eight hours a week and there is a school nurse four hours a week. In addition,
there are two teachers contracted for short-term services in German and Spanish..
Budget -See ckrrrt belarv
PHOENIX ACADEMY 2002-03
BUDGET
CATEGORY STATE
2002.03
Bud et Sent LOCAL
2002-03
Bud et Sent TOTAL BUDGET
2002-03 TOTAL SPENT
2002.03
Salaries and Benefits 62,480 62,460 221,289 163,669 283,769 226,129
Instructional Supplies 37 37 13,267 13,266 13,304 13,303
Field Trips 500 103 500 103
Contracted Services 2,375 2,375 2,375 2,375
Travel 640 639 640 639
Food 1,250 517 1,250 517
Equipment 5,048 3,795 5,048 3,795
Staff Develo ment 1,526 1,526 1,526 1,526
TOTAL 62,517 62,497 245,895 185,890 308,412 248,387
STAFF POSITIONS: FTEs
Tutors 3.6
Certified Teachers 2.0
Teacher Assistants 2..0
Director 1.0
Total 8.6