The guide includes a list of general references and references on other programs for "at risk" students. The third and last section describes a planning and implementation approach that might be applied to both program model selection and program implementation at the local level. The second describes individual program models identified as effective by the National Diffusion Network and the National School Resource Network. It is the goal of the Board to provide alternative education program participants with …
You have javascript disabled. Minor-ity and special education students are more likely to be sus- (PGD)
The PA Treatment & Healing Alternative Education Program is approved by the Pennsylvania Department of Education to provide services in accordance with Act 30 of 1997 (Pennsylvania School Code, Article XIX-C, Disruptive Youth Programs) and Act 48 of 1999 (Pennsylvania School Code, Article XIX-E, Private Alternative Education Institutions for Disruptive Students). This guide provides information about various types of alternative education programs that address the educational and behavioral needs of disruptive students. Under this section of the school code, the purposes of alternative education programs are to remove disruptive students from regular school programs in order to provide disruptive youth with a “sound educational course of study and counseling designed to modify disruptive behavior and return the students to a regular school curriculum.” These programs provide disruptive students with the special support and assistance they need to develop more responsible patterns of behavior, while helping them succeed in school and preventing them from interfering with the learning of others. The first derives a conceptual framework for developing alternative educational programs from the literature. The "moving wall" represents the time period between the last issue To achieve this end, the District will provide an alternative education program to disruptive students in order to preserve a positive educational environment in the regular school program. The programs suggested are aimed at students whose behavior is so disruptive that they must be removed from classes or from the school for varying lengths of time. JSTOR®, the JSTOR logo, JPASS®, Artstor®, Reveal Digital™ and ITHAKA® are registered trademarks of ITHAKA. All procedures must be implemented and all information must be documented on this form and available for review during any monitoring or audit proceeding. All Rights Reserved. available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. 107-113 ty by segregating poor, disabled, and minority students in alternative programs. The programs suggested are aimed at students whose behavior is so disruptive that they must be removed from … The U.S. Department of Justice (DOJ) recently entered into an agreement with the Pennsylvania Department of Education (PDE) that creates additional rights and protections for English Learners in Alternative Education for Disruptive Youth (AEDY) programs. The Online AEDY Referral/Intake Documentation must be utilized by any LEA placing a student in an AEDY Program. publisher has elected to have a "zero" moving wall, so their current https://www.jstor.org/stable/30189513 Alternative Education Programs for Disruptive Students.This guide provides information about various types of alternative education programs that address the educational and behavioral needs of disruptive students. My … 2 (Nov. - Dec., 1999), pp. Preliminary studies in two states cau-tion that alternative schools may become "dumping grounds" for undesirable or unwanted students (North Car-olina Education 1997; Armstrong and Barber n.d.).
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