Inclusive High School Program at Bishop Miege

Notes from November 16th - Mallorie Hurlbert - Bishop Miege

Program History & Peer Mentor Model

• Mallorie is a Bishop Miege alumni and has over 10 years of experience in special education
• Early years of the program lacked trained staff — Miege sought models from St. Michael's High School in Lee's Summit and St. Elizabeth's
• Adopted a peer mentor program where juniors and seniors apply, interview, and train with an external entity each year. In the past this has included EMBRACE and the Kansas Council on Developmental Disabilities
• Peer mentors support full classrooms (not 1:1) — selected for leadership, empathy, and willingness to support peers
• 15-25 peer mentors per year across core classes
• Social integration improved by shifting focus from manufacturing peer friendships to building student self-confidence
• Classes have peer mentors for all year; elective peer mentors rotate

Tiered Classroom Structure

• Tiered core classes: High Support, Traditional, and Honors
• High Support classes emphasize pace changes, visual/kinesthetic learning, and reduced lecture — higher support classes do most assessment in the classroom
• Math is the only consistent pullout — foundational and real-world-based curriculum (listed on transcript as "Foundational Algebra/Geometry" rather than standard course titles)
• Approximately 20 students in high support; roughly 130-150 students total on plans, with 30+ receiving daily higher-support services

Electives Supporting Development

• Personal Development (new) — small classes focused on building confidence and social readiness
• Guided Studies — freshman executive functioning skills with short lessons
• Personal Growth — sophomore through senior small-group study hall
• LRD PG — for highest-need students, 3:1 structure for pre-teaching and re-teaching

Staffing & Department Resources

• Department includes: full-time director (Mallorie) + 2 full-time teachers (one on 4-day load), 1 part-time teacher with social work background, and a full-time testing center aide
• Testing aide manages testing logistics and schedules meetings — critical for reducing instructional disruption

Accommodations & Academics

• Honors and AP students receive full accommodations; adjunct instructors often provide individualized support
• Modifications used sparingly — modifications change what the student learns; accommodations change how they access the same material
• Placement test accommodations available — some schools may be reluctant with specific supports (e.g., fact tables)
• Google Classroom access for learning support staff allows proactive monitoring and targeted assignment modification
• AP classes are done by external adjunct professors
• Paper assignments available by request; some students work exclusively on paper
• Teachers use Securely to monitor browsing and lock screens in the Google School ecosystem

IEP & 504 Practices — Parent Advocacy

• IEPs are only through public schools — Catholic schools collaborate but cannot set IEP goals or service minutes
• Get the IEP before middle school if possible — it's harder to get services later
• Do NOT sign anything at the IEP meeting on the spot — take documents home and review
• If denied services, request the evaluation in writing — the district must respond within 60 days
• Request data when a school questions an accommodation
• Ask for trial periods or daily progress logs
• Archdiocese autism/behavior support teams can observe and advise when school teams disagree
• District responsiveness varies: Shawnee Mission is generally responsive; Blue Valley can be more restrictive; KCK is inconsistent

Transition to College & Post-High School

• Programs discussed: KU TPE, UCM THRIVE, Benedictine Cupertino, UMKC Student Accessibility Services, Donnelly College, JCCC CLEAR/CONNECT
• Experiences vary — some programs emphasize social integration but lack academic rigor
• JCCC partnerships allow seniors (age 18+) to attend college transition classes two days per week
• Colleges accept accommodation plans for extra time, read-aloud, copies of notes — but will not modify curriculum
• 7-8 students currently in the "Careers & Life Planning" track
• Life skills focus: job readiness, job searching — then start talking about college in 7th grade so they can attend and test it
• High school placement tests can include accommodations — resource teachers are in every class and can modify assignments so students can participate quickly

Comparative Notes on Local Catholic High Schools

• Families shared that resource availability, school culture, and administrative comfort with diverse needs vary across Catholic high schools in the KC area
• Parents noted the importance of visiting schools, asking direct questions, and understanding each school's capacity and willingness to support your child's specific needs
• Some schools have more established learning resource departments and longer track records with inclusion
• Funding, staffing, facilities, and relationships with public school districts all affect the scope of what a school can offer
• The Archdiocese is working to expand learning support services across schools — programs are evolving and improving

Choosing Between Public and Catholic Education

• Families shared decisions based on: access to therapies, inclusion with neurotypical peers, faith formation and community, and specialized program availability
• ABA therapy was allowed in some Catholic preschools but not in public schools
• Key challenge: balancing services and support with family belonging and spiritual priorities
• A new school with all new peers can be a good thing — it's a fresh start
• Medically fragile and behavioral students can get support — schools are ready, able, and willing
• Mallorie's advice: adopt the mentality "what do we need to do" rather than focusing on limitations

Building Relationships Early

• Build relationships starting from grade school — community embraces these kids over time
• Part-time students are supported but full-time enrollment strengthens those relationships
• If you want to attend a Catholic high school, start talking in 7th grade so they can plan