A ccess411 P resents Creating a Twilight Academy* Addressing the Needs of Over-Age and Under-Credited Youth Presented by: William Morrison

The Need To Help Changes in the way we handle 9 th graders-Junior High/Middle School Increased rigor and expectations in high schools-tracking/low level courses eliminated- Algebra II for all etc Minor problems in earlier grades become worse as students enter high school Lack of serious Transition programs for 9 th graders Instant course failure in first 30 days- Attendance issues-discipline issues-suspensions- Outside issues influence- family-poverty issues-mental health issues.

What to do with these students? Do we kick them out? transfer them? drop them? incarcerate them? Send them to Alternative School ?

Before High School Often grow up in poverty situations One to two years older then peers due to early grade failure Poor attendance in middle schools Often undiagnosed conditions ( ADD, etc) Usually more then 2+ grade levels below in core subjects Multiple disciplinary infractions in middle school

At the High School Attendance will decline as course failures mount Multiple suspensions early on May stop attending after winter break or after third report card-giving up Has given up hope on graduation with peers Will not attend summer courses for credit Will come back to second year in 9 th grade as a 16+ year old-Feel totally out of place Problems with law enforcement start occurring as student is no longer in school routine-out all night in community with other “drop-outs” Attendance and discipline problems as a “repeater” Total disengagement and hopelessness with school

The Answer… Twilight Academy Don’t kick them out, arrest them, or transfer them to another school: The answer is to keep them a part of their school, providing the intensive and targeted supports to help them succeed and get back on track

Twilight Structures and Policies Students attend school after school hours Dedicated part of building with all needs met in space Students scan in ID cards to enter and leave Academy Zero tolerance for lateness Phone calls every day to absent students Schedule reflects student needs All year round five cycles mandatory

Personalization in Twilight Academy Classes are always small( under 15-18) Dedicated coordinator on site with time for nagging and nurturing of students Dedicated Counselors- no drive by counseling Weekly one on one meetings with support staff Individual graduation/post graduation plan Progress reports every two weeks Phone calls every day both positive and negative

Sample Twilight Daily Schedule Term*Fall 1 Aug 25 – Oct 30 (45 days) Winter Nov 1 – Jan 29 (48 days) Winter 2 Feb 2 – April 16 (47 days) Spring April 20 – June 17 (42 days) Summer June 24 – July 31 (25 days) Class 1 (3:00 – 4:30) Course 1Course 3Course 5Course7Course 10 Seminar (4:30 – 5:00) Course 9 Class 2 (5:30 – 7:00) Course 2Course 4Course 6Course 8

Twilight Academy Pathway to Graduation

Building Capacity Having been implemented is over 30 high schools by our support team in New York Schools ( Called Achieve Now Academies) Philadelphia Schools ( Junior Twilight Academy) and Twilight Academy in Washington Public and Transition Evening Schools in Baltimore City Schools)

Have Demonstrated the Following Suspensions dramatic reductions(90+%) Attendance increases(30-60%) Credit accumulation gains (Earning Power) Often up to 300% increase Standardized tests high school graduation tests improvement

Create a Twilight Academy in your School Contact Access411 William Morrison ext 113 Cell

Core Values All students can learn and achieve at high levels given adequate time, resources and support. Recognizing that students come with individual needs encompassing a variety of learning styles, interests, achievement levels and cultural backgrounds, differentiated instruction and assessment will be employed. The learning environment will provide students with the essential knowledge, skills and values necessary to operate in the world of work, academic endeavors and in their personal lives. Learning is a continuous and lifelong process. Mentoring is a valuable tool for promoting positive life decisions A positive school climate requires personalization. A quality educational program requires students to demonstrate respect for themselves, each other, their community, and the adults in their lives.

Proposed Staffing Model for Years 1 – 4 * other staff utilized from host school include cafeteria staff and custodial/building engineering Year (150 students) Year (200 students) Year (250 students) Year (300 students) Max capacity Principal1.0 Team Leader(s) Counselor(s) Teachers (215 days 4Q + Summer) Assistant/Aide(s) Security1.0 Special Educators/ELL Staff and Supports as needed based on student IEP’s and ELL service levels

Of our anticipated Cohort 1 20% increase in average daily attendance 100% more credits will be earned 75% promotion to 10 th grade (either mid-year, end of the spring quarter, or after summer school) 60% of students taking the Algebra HSA will receive at least the minimum passing score 75% of students will increase their comprehension and vocabulary by 1 year or more as measured by the Gates-MacGinite Reading Test (Pre and Post testing for all students) 75% of students will increase their measured math skills by 1 year or more as measured by the CTBS(Pre and Post testing for all students) 65% reduction in suspensions 80% reduction in other serious disciplinary referrals 80% reduction in class cutting