Banner Learning

Banner operates and manages therapeutic schools for students with emotional, behavioral and learning disorders, as well as other disabilities. Banner’s therapeutic program is designed specifically for students who are considered the most challenging to educate. Banner welcomes these students and takes great pride in educating them. Banner’s innovative special educational program instills confidence and builds the competence of each of its students.

Banner works closely with its partner school districts to ensure that each student’s Individualized Education Program (IEP) is fully satisfied. Banner employs an IEP compliance officer. The IEP compliance officer’s primary function is to monitor IEPs and see that each and every requirement is met. The IEP compliance officer maintains close contact with each district’s special education staff.
 

Banner recommends changes to a student’s IEP if Banner’s staff believes it is in the student’s best interest and if it will provide a stronger foundation for success. Banner’s therapeutic school staff typically includes a principal, an assistant principal, special education teachers, assistant teachers, specialized teachers (e.g. computers, art, music), social workers, a behavior specialist, a reintegration coordinator, a secretary, and the IEP compliance officer.

Banner educates students who require an alternative setting due to behavioral issues, truancy, prolonged absences from school, or other reasons. Banner’s behavior modification program is designed specifically for students who are generally considered difficult to educate, but who could benefit from Banner’s innovative methods. Banner welcomes these students and takes great pride in educating them.

Banner’s behavior modification program creates a truly alternative setting for its students. Banner utilizes a variety of educational methods to build the confidence and competence of each of its students. Banner’s students are placed on paths to reintegration to their home schools, graduation, post-secondary education, and/or employment.
 

Banner’s communication philosophy requires all stakeholders to participate in the educational processes of its students. Stakeholders include students, parents, Banner staff, school district personnel, vocational and post-secondary groups, social service agencies, and members of the juvenile justice community. Stakeholders participate in the intake process, development and monitoring of Individualized Graduation Plans (IGPs), and the implementation and assessment of academic, behavioral, and vocational development. Each stakeholder is an integral member of Banner’s decision-making body.

Banner’s alternative education staff typically includes a principal, an assistant principal, teachers, assistant teachers, specialized teachers (e.g. computers, art, music), social workers, guidance counselors, a behavior specialist, and a reintegration coordinator. Banner’s staff is certified as required by school district and state regulations. Banner also contracts with therapists and other personnel to provide services necessary for its students. Banner’s typical staff-to-student ratio in these programs is 1 to 10.

Banner operates educational programs designed to prevent students from dropping out as well as recover students who have already dropped out. Banner’s dropout prevention program utilizes an innovative and effective blended learning model to teach core subjects, offers extensive credit recovery and vocational classes, and promotes and assists students with dual enrollment opportunities at local colleges.

Banner began operating dropout prevention and recovery programs in 2004 and has been instrumental in placing many students on paths to academic and post-secondary success. Banner students not only achieve academic and occupational success, but they often stay in their communities and make significant and positive contributions after graduation.

Transformation Academy provides training educators with workshops and training in Socio-Emotional Learning, Team Building, Equity-Diversity-Inclusion, and Continuous School Improvement Planning. Transformation Academy also provides workshops and training for students Socio-Emotional Learning, Conflict Resolution Strategies, Team Building, Peace Circles, Equity-Diversity-Inclusion, and Leadership Development. Finally, Transformation Academy provides special programs in Career & Leadership Development in Sports Officiating and Physical Activities/Wellness,

Workforce High is a collaboration of like-minded individuals and entities working together to address some of the most serious issues affecting economically distressed communities. It is a workforce development program for disadvantaged and/or previously disengaged young people built on a foundation of entrepreneurship. Through individual entrepreneurial pursuits, Workforce High students acquire transferable workforce skills which they later apply in our bridge program, apprenticeships, and future employment. For more information on this innovative program, please visit http://workforcehigh.com.

Making Moguls is committed to helping disadvantaged students succeed in the business world by developing their entrepreneurial skills and providing support for their dreams. Making Moguls provides enterprising young people with the tools and resources necessary for entrepreneurial success. Our students receive entrepreneurial training, professional mentoring, business funding and other valuable resources. Making Moguls works with its students virtually through its portal which includes, among other things, the Mentoring Hub, the Funding Center and the Resource Library. For more information on Making Moguls, please visit http://makingmoguls.org.