---
date: "2025-11-16"
speaker: "Mallorie Hurlbert"
organization: "Learning Resource Director, Bishop Miege High School"
topic: "Inclusive High School Program at Bishop Miege"
blurb: "Mallorie Hurlbert is the Learning Resource Director at Bishop Miege High School with over 10 years of experience in special education. She discussed Miege's peer-mentor model, tiered course system, accommodations, IEP/504 practices, and transition planning for college."
---

# Mallorie Hurlbert - Inclusive High School Program at Bishop Miege

**Date:** 2025-11-16
**Organization:** Learning Resource Director, Bishop Miege High School

> Mallorie Hurlbert is the Learning Resource Director at Bishop Miege High School with over 10 years of experience in special education. She discussed Miege's peer-mentor model, tiered course system, accommodations, IEP/504 practices, and transition planning for college.

## Notes from November 16th - Mallorie Hurlbert - Bishop Miege

### Program History & Peer Mentor Model

- Mallorie is a [Bishop Miege](https://bishopmiege.com/) 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](https://www.smacatholic.org/) 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](https://embraceks.org/) and the [Kansas Council on Developmental Disabilities](https://www.kcdd.org/)
- 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](https://tpe.ku.edu/), [UCM THRIVE](https://www.ucmo.edu/current-students/student-services/thrive-program/), [Benedictine Cupertino](https://www.benedictine.edu/academics/success/cupertino), [UMKC Student Accessibility Services](https://www.umkc.edu/wellness/services/accessibility/), [Donnelly College](https://www.donnelly.edu/), 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

## Attachments

*No attachments for this session.*