ELEMENTARY SECONDARY PROVIDER SHALL BE PROVIDED ECS: Educational/Career recommended 1:600 recommended 1:300 · School counselor Educational Services: Admissions and orientation Study skills and tutoring Achievement Testing Advisement and Scheduling Career Services: Career education Career information Career assessment Career planning Placement and follow-up should provide shall provide SAS: Student Assistance recommended 1:700 recommended 1:700 School counselor School psychologist School social worker (master level) Prevention Assessment Intervention Group Counseling Brief Counseling Referral shall provide shall provide TOTAL RECOMMENDED RATIO recommended 1:323 recommended 1:210 Effective July 17, 2000 Student Services Rule (Article 4-1.5)

Option One PASS THE GQE EXAM Fall, soph yr Fall, junior yr Spring, junior yr Fall, senior yr Spring, senior yr Option Two 1.Core 40 Curriculum 2.No grade lower than “C” in required or directed elective courses 3.Principal’s Recommendation Option Three 1.Maintain attendance rate of 95% 2.Take the GQE at least once a year 3.Participate in reme- diation opportunities 4.Earn a “C” in the 22 credits required for graduation 5.Written recommen- dation from English and/or math teacher (with principal con- curring) saying that student has obtained the required skills Graduation Qualifying Exam (GQE)

EVALUATION EVERY 36 MONTHS REQUEST EDUCATIONAL EVALUATION INDEPENDENT EVALUATION AT PUBLIC EXPENSE PLACEMENT WITH PARENT CONSENT INDIVIDUAL EDUCATION PROGRAM (reviewed annually) EVALUATION WITH PARENTAL CONSENT LEAST RESTRICTIVE ENVIRONMENT ACCESS TO RECORDS CONFIDENTIALITY Special Education – Student Rights

1.Stored separately from school records 2.Access and disclosure record: a.Name of the person gaining access b.Date of access c.Reason the person gained access 3.Parental consent if disclosing to anyone other than agencies collecting or using the information Special Education – Student Records

School districts must make their programs and activities physically and educationally accessible and usable to all individuals with disabilities. Schools must provide special accommodations (such as modification of assignments) for students to benefit from their education. To qualify, one of the major life activities must be hindered: Caring for oneself Learning (ADD) Walking Seeing Hearing Speaking Breathing Working Performing manual tasks Each school sets up their own 504 plans. Section 504 of the Rehabilitation Act of 1973

General Educational Development CONTENT Writing Skills Social Studies Science Mathematics Literature Arts ELIGIBILITY 17 yrs old Documentation of no longer being subject to compulsory attendance laws Pass GED practice test Indiana resident for 30 days 79 TEST SITES ,508 tested 12,400 passed GED

511 IAC “The school corporation shall develop and periodically update a level of services program to provide educational opportunities to encourage high ability students to reach the highest potential at every state of development... The differentiated program for high ability students must include: multifaceted student assessment plan curriculum and instructional strategies plan counseling and guidance plan systematic program assessment plan professional development plan Gifted & Talented

Components of Effective Alternative Education Programs Lower student-to-staff ratio Strong and stable leadership Highly trained and carefully selected staff Vision and objectives shared by all staff Vision and objectives integrated into curriculum Innovative presentation of instruction materials Emphasis on “real-life” learning Linkages between schools and workplace Intensive counseling and monitoring Alternative Education

Free School – emphasis on freedom for students and faculty Magnet School – oriented around special interest area Open School – learning is individualized and occurs at resource centers around the classroom or building School Without Walls – community facilities used for learning School Within a School – focus on special interest or learning style / a mini-school within a conventional school Street Academy, Dropout Center, Pregnancy-Maternity Center – programs provided for targeted populations Career Academies Intern Programs Alternative Education Examples

SCHOOL-BASED LEARNING High Quality Academic and Career Preparation Best Practices Interdisciplinary Teams Teachers as Coaches Project-based learning Problem-based learning Teacher-Worker Teams Career pathways Portfolios Exhibitions WORK-BASED LEARNING Learning by Doing Best Practices Shadowing Volunteer Work Internships Paid Work Employers Create an IEP Teach new voc skills Apply academic content CONNECTING ACTIVITIES Build Bridges Between School and the Workforce Best Practices Coordinating school- based learning and work-based learning Regular communication between school and employers Communications structure between schools, employers, and postsecondary institutions Indiana: 15 regions / funding for locals Indiana School-to-Work

ELEMENTS OF TECH PREP Tech Prep curriculum - Core 40 - Hands-on instruction - Career Pathways 2+2, 3+2, 4+2 design Internships Articulation agreements TECH PREP IN INDIANA 15 Tech-Prep Regions Lots of Professional Development Funding for Schools Colleges must accept Tech Prep courses for admissions. Must connect with school- school reform initiative Indiana Tech Prep

 At least part of the daily schedule is organized into larger blocks of time to allow flexibility for a diversity of instructional activities  Professional development is imperative Block Four 4 ninety minute blocks per day Students take 4 courses each semester Each semester covers one year of content (2 credits) Block Eight 4 ninety minute blocks per day Students take 8 courses each semester, alternating half of their classes each day Trimester 5 blocks per day Students take 5 courses each semester Each trimester covers one semester of content Hybrid Combination of schedules M/W/F are traditional / T/T block AM traditional / PM blocked Block Scheduling