Pacific Alternative High School AK
T h e Pacific Alternative High School is designed to help students who are at-risk of dropping out of their traditional high school, to
graduate. The school has different programs that target specific student populations. T h e school also has a variety of programs provided
after school, and designed to target an array of student interests; cooking, drum making, kayaking, etc. Counseling services are available,
and students are taken on field trips which provide leadership training. T h e school has adopted a program called ELOB, based on
experiential learning. ELOB is an expedition at school, providing schematic units rather than text book learning. ELOB also uses IEP s,
which helps the school to assess each individual student and enables them to help plan for the future. T h e school typically graduates 10
students each year.
Title I Transition Classroom AK
T h e Title I T ransition Classroom is located in downtown Anchorage where it is accessible to all students. T h ere are three different sessions
for the students to attend, daytime (Mon-Fri, 10am-2pm), evening (1 night each week from 5:30-8:30pm), and summer (Mon-Fri for five
weeks in the summer). In this program, 66% of the students are minorities, two-thirds of those being Alaskan Native. T h ere is regular
contact with parents, guardians, social workers and or probation officers. After enrollment, parents are contacted if the student does not
show up for class. Most of these students have unique educational needs that must be met in a safe, non-threatening environment. Given
such an educational setting most students learn when they are ready. T h e Transition Classroom provides ongoing access to education for
at-risk Anchorage youth. Secondary students from a variety of backgrounds, including those who are residing in adolescent and family
shelters, living on the street, couch surfing, or transitioning from residential or juvenile justice centers are offered much needed support
services to enroll and stay in school. T ransition Classroom services are available for students attending any secondary school or program
in Anchorage if they meet the project criteria. The measurement of success will continue to be a tabulation of the number of students who
enroll in and stay in a regular alternative ASD secondary program. Ninety-three percent of the students in the program enrolled or
attended a regular or alternative ASD secondary program, GED program or received a high school diploma at the end of the 00/01 school
Direct Instruction Reading Program AL
T h e Direct Instruction Reading Program is initiated in elementary schools and is continued as long as needed. T h e rationale behind the
program states that students who can't read don't do well in any subject. Teaching students to read early on will help them to stay in
school. Program personnel work to identify students with reading problems provide them with direct instruction. Schools use unemployed
or former substitute teachers to teach the children during the day. Seven to eight students per hour for five hours allows the students to get
one on one help with reading and allows the teachers to learn more literacy teaching skills. T h e Direct Instruction Reading Program has
been using this program, as well as after school tutorials, technology teaching, and other techniques for five years. Participant students'
standardized test scores have increased by double digits over that time.
Sending me the information
Wednesday, April 10, 2002 Page 1 of 26
Alternative Classes for Expectant Teens AZ
T h e Glendale Union High School District utilizes the resources available through the dropout prevention program to support a variety of
instructional and related services aimed at keeping students in school, helping them be successful in meeting state academic standards, and
ultimately graduating from high school. Specific programs that are supported include the Alternative Classes for Expectant Teens which
targets a student population that nationally has the highest drop out rate. This program allows pregnant teens the opportunity to continue
making progress towards graduation while addressing their unique instructional and personal needs. The district also supports the School
within Schools alternative education programs on eight and soon to be nine campuses that serve at risk students from all of the districts'
schools. The program employs computer assisted instruction as well as teacher directed activities to keep students on track for graduation,
and to assist in the transition back into the regular school program. One additional opportunity will be provided to students who have been
out of school for an extended period. The Chris-T o wn Academy, a partnership with Communities In Schools, provides dropouts a chance
to return and earn a district diploma. As a last intervention strategy, the district contracts with the Ombudsman program to provide a high
school education and graduation to students, who for a variety of reasons, are not able to be successful at one of the nine high schools in
the district. This effort serves as a "safety net" for students who are most at risk of not completing their high school education.
Additionally, extensive staff development and support is provided to all professional staff to assist them in making maximum use of the
technology available to them. T h is effort enables teachers to more effectively reach all types of students and accommodate their individual
Amphitheater Dropout Prevention Plan AZ
In this plan, students begin to benefit from service during their elementary years. Prevention measures in grades four and five include
district allocated funds to serve lower quartile students in the areas of reading and/or math. Each elementary school within the district has
a lower quartile allocation for a .5 FTE. Each elementary school is also provided funds to support a Behavior Intervention Monitor. This
position provides assistance to the staff in the form of behavior support. T h ey also serve to support students in need of short-term
alternatives to suspension while continuing in their regular curriculum.
Middle school students who are experiencing difficulty in the traditional program are eligible for Project SOAR. This program provides
academic and behavioral support. Students can attend a SOAR classroom for one period per day to enhance study skills. If needed,
students can attend full day programs for up to one semester. They are transitioned back to their classrooms with consultative support.
Project SOAR is currently available at each of the middle school sites. It has worked very successfully for many students who need short-
term support. SOAR classes serve 15-30 students annually.
Amphitheater High School offers a Bridge Program to over-age eighth graders. This program serves students who are at-risk of not
returning to the eighth grade to complete their promotion requirements because of their age and lack of academic success at the middle
school level. This program allows students an opportunity to make up eighth grade deficiencies and concurrently take high school
courses. T h e Bridge teachers directly instruct students in areas of eighth grade deficiencies and monitor their high school classes to assist
with success. This program annually serves approximately 30 students.
Amphitheater Public Schools also has two alternative programs to assist students to stay in and complete school and several on-site
programs for students who are at risk of dropping out of school. Such programs include small learning communities in the area of fine
arts, and vocational classes that lead directly to employment.
Dropout Prevention Plan AZ
T h e Yuma Union High School District #70 Drop Out Prevention Plan supports two major programs that are designed to reduce the number
of dropouts and increase graduation rates. Vista School is tailored to meet the individual needs of students who are behind their cohorts in
credits or who have other risk factors that may endanger graduation. Enrollment is limited to 250 students during each six-week marking
period. Each prospective student is identified and recommended by a counselor from the student's home school and then interviewed for
potential selection to the program. Parent support and teacher collaboration are key to the success of Vista School. However, students
who are emancipated from their parents are not excluded from the program. Students are added to the program each six-weeks as
A second program offers students who have been suspended from their home school an opportunity to earn credit towards graduation
requirements. Students who attend the YUHS # 70 Continuation School have individual education plans that utilize the Nova Net
Computer Curriculum as well as individualized instruction. Vista School administers the Continuation School project. During the next
three years, Vista will continue to revise instructional strategies so that they may meet the needs of the at risk population while at the same
time increasing students achievement in AIMS and Stanford 9.
Wednesday, April 10, 2002 Page 2 of 26
Dropout Prevention Program AZ
T h e Phoenix Union High School District currently serves approximately 23,000 youth in grades 9-12 who reside in the heart of urban
Phoenix. Faced with many challenges, including growing student enrollment, increasing numbers of students who have limited English
proficiency, high dropout rates, high absence rates, low graduation rates, and significant numbers of students from low income families,
the district has convened an ongoing task force to research and make recommendations with regard to dropout prevention issues. The
district continues to implement the dropout prevention activities formulated through a dropout prevention restructuring process that took
place during the 1998-99 school year. T h e details of these dropout efforts can be found in the School Improvement T eam (SIT) plans at
each campus. The schools annually evaluate the data collected on the results of that year's SIT plan. A district level dropout prevention
coordinator facilitates regular meetings to continue to guide the development of dropout prevention efforts and monitor the results.
Dropout prevention efforts include tutoring, mentoring, support groups, dialogue groups, alternative school opportunities, rigorous follow-
up of students absences and withdrawals, and referral for social services interventions and/or alternative program placement.
T h e district wide KKIS (Keeping Kids in School) program has been strengthened by the addition of a formal student mentoring program.
A full time mentoring coordinator helps to organize, promote and monitor the implementation and progress of the program as well as
facilitate training for the mentor participants. The program will expand for the 2001-2002 school year to include both certified and
classified staff at all district campuses and will eventually include business partners, community members, and students mentoring
students. A dropout prevention programs developer, hired to develop and coordinate district wide programs for homeless and pregnant
and/or parenting teens, works to improve current programming for these populations through expanding partnerships with the community.
T h e Phoenix Union High School District has experienced a significant improvement in dropout rates, graduation rates, and attendance
rates through these refocused efforts.
Dropout Prevention Program AZ
T h e goals (objectives) of the dropout prevention program are: 1) to maintain a student dropout rate of less than 4% and to maintain a
student absenteeism rate of less than 6%; and 2) to help maintain median grade level equivalents at their current levels or above. The
components of this program include a Saturday school, noon-time and after school detentions, and student support groups. T h e Saturday
school and detentions provide opportunity for tutoring and one-on-one help with school work. T h e support groups provide opportunity for
emotional and social support for at-risk students. The Saturday school, detention and support groups are supervised and directed by
faculty members and a certified counselor.
Elementary, Middle School, and High School Dropout Prevention AZ
Site based programs at the elementary level are tailored to the individual needs of each school. For example, some schools place a heavy
emphasis on the individual tutoring of students, while others rely on school wide attendance programs that involve students and parents
alike. In addition, an alternative elementary school was started this year which aims to remove overly disruptive students from the
traditional training environment and prepares them for re-entry into the comprehensive school setting at a later date.
At the middle school level, potential dropouts are identified as early as possible so that prescriptive intervention methods can be initiated.
Various middle schools have developed both mandatory and optional special summer school sessions for at risk students. Also, an
alternative program was started during the 2000-2001 school year. One of the program's intents is to adequately prepare students for their
future entry into the secondary school environment where hopefully they will be retained until graduation.
At the high school level, the center of focus is on Nova Net classes which provide students having attendance and discipline problems with
an alternative instructional setting within the walls of the comprehensive high school. Students connect on-line to a computer system in
Illinois which instructs them in a variety of high school course options. While students normally take classes during the regular school
day, after school sessions and Saturday sessions are also available at certain high schools. T argets for next year are to maintain the dropout
rate under 2% per year; reduce the absenteeism rate by at least 1% compared to this school year; and increase the overall reading and
language percentiles by 2 points for middle schools and high schools.
Near The Finish Line and 3 Alternative Programs AZ
To minimize the number of dropouts at the 9th-12th grade levels, the district uses three Alternative Programs and a Near The Finish Line
Program through Cochise College. T h e Alternative Programs were for struggling freshman, reclassified 9th-10th graders, and 11th-12th
graders. Students are given credit for classes completed in these programs. The students work individually on classes, with the assistance
of one teacher and one aide per 18 students. Priority emphasis is placed on core curriculum classes. Alternative classes are available for
suspended students. Free and Appropriate Public Education (FAPE) classes are in place. Refined special education procedures,
standardized forms, and provided counselors with in-service are also available.
Wednesday, April 10, 2002 Page 3 of 26
Prevention Programs AZ
T h e Sunnyside Unified School District K-12 works to build a student up with a commitment of a comprehensive counseling program in
the schools. The program is resiliency based and works to build self-esteem, skill building, pro-social activities, etc inside the classrooms.
Program personnel rely on a university research institute for information on developmental assets for their programs. Sunnyside also has a
tracking program where they visit student homes and meet with parents and their children about school attendance. T h e success rate of the
prevention program has reduced the dropout rate from over 20% to less than 10%.
School Within A School (SWAS) AZ
At Westview High School there is an evening program for students who have failed classes and need to make up credits prior to
graduation. Westview also has a school within a school (SWAS) program which is monitored by a social worker. The social worker
makes individual contact with students who are identified as at-risk for dropping out of school. The social worker also makes home visits
to those same students as well as others who have previously dropped out of school in an attempt to get them back into school. Tolleson
Union also has a SWAS program for those students who are academically at-risk. T o lleson Union also has a T o lleson Enrichment Program
(TEP) for students who are at risk for dropping out of school. T h e Tolleson Union social worker also makes home visits to students.
Alternative Education and Work Center (AEWC) CA
T h e Alternative Education and Work Centers (AEWC) are student dropout recovery and educational re-entry programs that offer
classroom instruction, vocational training, GED preparation, and academic and career counseling for both dropouts and potential
dropouts. An AEWC may be established at a continuation high or adult school or the district may contract with a private nonprofit,
community-based organization to operate the center. The AEWC is required to provide the following: 1) teach basic academic skills,
which emphasis on the improvement of student motivation to assist students in obtaining employment or return to the comprehensive high
school; 2) operate on a clinical, client-centered basis that includes diagnosing the student's educational abilities, setting individual students
goals, providing individual courses of instruction, evaluating each students' progress; 3) providing classroom instruction; and 4)
developing a strong partnership with labor, business, and industry.
An AEWC does not replace other district options such as continuation high schools, adult schools, or schools, or other traditional
alternative programs such as independent study, work experience, ROP that serve students who are in danger of dropping out of school or
who are re-entering the educational system. Though services can be provided by the AEWC, including academic and career counseling,
the goal of the program is to assist student's in completing high school or its equivalent.
AEWC students are more likely to stay in school and graduate. They function effectively in a school environment, receive more direct
instructional services and successful referrals to other agencies, and demonstrate improved educational performances as a result of
receiving educational and services as crisis intervention, psychological services, and health services, etc.
Educational Clinic Program CA
T h e Educational Clinic Program was developed in the state of Washington and combines instruction in basic academic skills with
emphasis on motivational strategies to encourage school-re-entry and/or employment. It differs from most alternative schools by dealing
with youth ages 13-19 who have not been attending school. The Clinic offers individualized instruction from certified teachers with
experience working with at-risk students. Students may receive up to 225 hours of instruction (405 with approval of the California
Department of Education). A large number of Clinic participants are recruited outside the school system. Educational Clinic students are
classified as high-risk and are typically several years behind normal grade level. The average age of students attending Education Clinic is
16 with a family income level between $10,000-$15,000, generally below the California average. Many of the students come from homes
where the primary language is not English and the parents themselves have not completed high school. Educational Clinic Programs are
highly effective in recovering and retaining students who have not been attending school. Additional outcomes include: increased number
of credits earned while attending the Educational Clinic; increased numbers of students achieving successful transition to traditional
school or other educational program; increased performance in improving reading scores; and increased earned credits toward graduation.
Wednesday, April 10, 2002 Page 4 of 26
Foster Youth Services (FYS) CA
Foster Youth Services (FYS) programs provide support service to reduce the traumatic effects of having been displaced from family,
schools, and placement. FYS programs have the ability and authority to ensure that health and school records are obtained to establish
appropriate placements and coordinate instruction, counseling, tutoring, mentoring, vocational training, emancipation services, training for
independent living, and other related services. FYS increases the stability of placements for foster children and youth. T h ese services are
designed to improve the children's educational performance and personal achievement, directly benefiting them as well as providing long-
range cost savings to the state.
Dropout Prevention Program/Truacny Intervention Prevention Project CO
Over the years there have been many exemplary "programs" designed to prevent our disenfranchised youth from dropping out of school
before completing an adequate education. There have been countless studies that have listed the myriad of reasons why these youth drop
out (poverty, drug/alcohol use and abuse, mental illness, homelessness, family stress, academic failure, history of truancy, etc). Yet, we
inevitably try to develop the perfect therapeutic based program to identify and "fix" the problem. Recent data indicates however, that at
least part of the "solution" should include a continuum of services that youth, families and school can access. T h e Thompson School
District (Loveland, CO) has begun to develop a continuum of services for dropout prevention that incorporates: the philosophy and
practices of restorative justice
asset identification (Peter Benson: Search Institute), and social skill building ( Aggression Replacement T raining) (Ross Goldstein and
Salmon). Restorative justice is a philosophy, an underlying set of principals and values, that can guide policy, programs, and practice.
Restorative practices give the victim a voice and the opportunity for healing. Safety is always maintained. A report from Minnesota
states, "Restorative measures help students learn from their mistakes, reconcile and resolve problems with others." A restorative approach
can be used in conjunction with traditional methods of discipline and interventions. Restorative practices provide a wider variety of
options that are inclusive of the school, community, parents, and youth. Restorative measures move from punishment, exclusion and
isolation to repair, restoration, and reintegration.
Another program used is the Truancy Intervention and Prevention Project (T IP). Poor attendance habits are the number one indicator that
a child is at risk of educational failure, potentially dropping out and an early indicator of juvenile delinquency. The TIP project
incorporates the practices of restorative justice, in particular, the Family Group Decision Making model that empowers school, family,
students, and the community to identify barriers to good and prompt attendance and identify solutions to the issues. The TIP project
addresses the root causes of truancy and provides interventions and services from community agencies both public and non-profit.
Project Redirect CO
Project Redirect is housed within the Colorado Department of Human Services, but is actually a community partnership, as there are other
partners in the community that support this program. Project Redirect is located in Colorado Springs, Colorado and serves school districts
8 and 11. Students referred to the project are those deemed to be high-risk. Project Redirect serves the whole family and is especially
involved with the parents. T h ey take a systematic approach within the family system to keep them from being delinquent. Some students
are from treatment facilities like foster homes, they try to redirect children back into the home or the community. Project Redirect uses
case management, therapy, mentoring and experiential activities (i.e., scuba diving, hiking, biking, skiing, etc.). This project does well to
intervene with students who are headed in the wrong direction.
R5 High School CO
R5 High School works to provide relevancy in education not just for the future, but for now. R5 High School individualizes instruction.
T h e content of the program is driven by student interest and career plans. Several programs, like Schools Without Walls, use self directed
learning. The students engage in whatever activities interest them, anything from the business world, economic world, archeology,
geology, etc. The majority of students that participate have already been unsuccessful in one or two other settings or they have dropped
out. It is hard to put numbers on the success of this school in terms of high school completion, but there seems to be a re-engaging of these
students. T h ere is an Individual growth program where parents sit with the student and the teacher every 28 days to discuss the student's
progress and goals for the future. The largest program located at R5 High School is Alternative Cooperative Education; students have jobs
where they work at least 15 hours each week. The school coordinates work efforts with many businesses within the community, creating
activities, like fund raising. This program deals with Hispanic populations when applicable.
Wednesday, April 10, 2002 Page 5 of 26
Berlin High School Alternative Evening High School CT
T h e purpose of the Alternative Evening High School is to provide an alternative setting where students not succeeding in the regular day
will continue full time schooling in a small setting outside the regular school day. Admission to the program is by recommendation only of
the selection committee, which is composed of counselors, teachers, and administrators. It is expected that, during the day, work
experience for credit will be part of a student's program. T h is is supervised by the guidance counselor. Regular attendance is expected.
Students who miss more than 10% of classes will not receive credit in each course as this applies. A high standard of behavior is expected
and the teacher will dismiss students who do not meet the standard. Readmission is possible only with the approval of the high school
administration. Students are expected to arrive on time since the time available for instruction is limited.
WAVE Inc. DC
WAVE Inc. has been providing services to youth professionals and educators who serve high-risk youth for thirty-two years. WAVE's
programs are designed to meet the needs of middle grade and high school students, as well as dropouts and out-of school youth, as well as
those who have completed high school, but are unemployed. WAVE's program specialists travel the country to provide training and
professional coaching to programs that work with high-risk youth. While the focus is mainly on working with those who serve at-risk
youth, the program specialists work directly with youth during Leadership Enhancement T raining Seminars (LET S). During these training
sessions, youth learn how to develop leadership skills, gain confidence, and build their self-esteem. WAVE works with partner programs
in over thirty states, helping youth program administrators build capacity to more effectively serve high-risk young people. WAVE helps
youth professionals and educators expand their instructional strategies with competency-based, experiential curricula, which recognizes
that all young people have different learning styles. The programs target teachers, aides, and administrators in addition to local
employers. WAVE's staff come on-site to help local programs expand their services and develop better dropout prevention recovery
Intense Puplil Counseling DE
Intense pupil counseling is the tool of choice almost everywhere and it appears to have significant positive impact.
Escambia School Dsitrict Department of Alternative Education FL
T h e Escambia County School District has a many programs that are dedicated to helping troubled or at-risk youth graduate or perform
better in school. One program is for students who have excessive referrals or who have a case for expulsion. T h is program provides high
school students the opportunity to complete their academic work and receive counseling services as well as other interventions. Referrals
may be made from schools. Another program is designed for "at-risk" elementary students in grades K-5. Students may qualify for the
program based on academic need or due to behavior difficulties. District elementary schools may refer students to the program, or if
parents wish, they may enroll their child provided they meet the criteria. The length a student participates is determined based on need.
Another program is designed to retrieve students between the ages of 16-19 who have dropped out of school. Students referred to for
dropout counseling may be directed to this program as an alternative to dropping out. Students may work toward a regular high school
diploma or for GED preparation.
Safety Net Plan FL
Through a coherent set of structures, the Safety Net Plan (Dropout Prevention Plan) is designed to provide continuity in the dropout
prevention programs in Ducal County Public Schools. Students who are identified as unsuccessful in the district's regular education
program due to retention, truancy, disruptive behavior, pregnancy, neglect, or court assignment will be provided with and educational
program to meet their needs and prevent a dropout situation from developing. The Safety Net Plan works with grades 2-12. Each program
includes standards that allow teachers to provide students with standards based instruction in the basic skills areas of reading, language
arts, math, science and social studies. Career awareness, employability skills, character development, and law education are included as
part of the curriculum to encourage the students to become productive members of the community. T h e curriculum is structured to enable
students to develop the skills necessary for effective interpersonal, multi-ethnic, and intercultural group interaction.
Wednesday, April 10, 2002 Page 6 of 26
The Academy at CVTC FL
T h e Academy is an alternative high school operating within the Chorlotte City School system. T h e Academy's curricular design assists
students who are behind in credits and would like to seek a standard high school diploma. By accelerating the credit earning process. T h e
academy has a full-credit graduation option, as well as the GED Exit Option Program, which also offers a regular high school diploma.
T h e Our T een Parent program offers a full range of academic and vocational course work in addition to special parenting skills course.
T h e academy has full child care services for all teen parents to use. While completing the requirements for their high school diploma,
students may also dual enroll in a number of vocational/technical courses. College dual enrollment is also available in cooperation with
Edison Community College.
Communities in Schools (CIS) GA
Communities in Schools (CIS) is the nation's leading community-based organization helping kids succeed in school and prepare for life.
CIS began in Atlanta and now has over 25 years of experience with programs and activities in 34 states. Communities In Schools provides
training and technical assistance for the 44 locally managed Georgia CIS programs working to help young people succeed.
Communities In Schools has a proven track record, with focus on results. CIS provides access to service for 1 million kids across the
country on an annual basis. Working with 53 schools systems in Georgia, Communities In Schools reaches over 60,000 young people in
48 counties across the state. CIS ensures student success with increased graduation and stay-in-school rates, increased attendance, better
academic performance, and decreased incidents of violence. For example, high school "at-risk" students who received sustained services
from CIS during the 1999-2000 school year achieved a 95.5% stay-in-school rate.
In Georgia, activities ranging from individual case management to whole-school initiatives are helping young people gain access to the
five basics. Some of the key program areas of CIS in Georgia are mentoring, parent education, early literacy, technology and bridging the
digital divide, youth leadership development, and training and support services for students and teachers in Alternative Education and the
Juvenile Justice System.
CIS delivers programs and services by using a unique community development approach to organize a community's resources around
children, families, and schools. CIS successfully organizes support from businesses, community organizations, government, social service
providers, and volunteer groups in partnership with parents, principals, superintendents and teachers. Through programs tailored to meet
the specific needs of each community, CIS successfully creates a support system for children and their families. T h ese support systems are
sustainable and cost effective; for every dollar of state funds passed through by Communities In Schools of Georgia, CIS programs 2 years
or older raise an average of eight dollars.
Comprehensive School Alienation Program (CSAP) HI
T h e Comprehensive School Alienation Program (CSAP) is a vital component of the Comprehensive Student Support System and is
implemented as a prevention and intervention program to address the problem of school alienation by students identified as alienated in
the secondary level schools. The program includes Special Motivation Class and the Alternative Learning Centers. This program has been
created for all of Hawaii; 67 schools throughout the state. T h e CSAP focuses on minimizing the problems of school alienation. It provides
relevant instructional and counseling intervention services to those youths identified as alienated in the public secondary schools. The
program focuses on academic and social emotional competence by assisting the student to develop a positive attitude towards school by
providing the appropriate academic programming and instructional strategies and assisting the student to develop a positive self-concept
through personal guidance activities and counseling interventions. When students are provided a safe, caring, and supportive learning
environment responsive to their needs, positive changes can occur. Such a milieu provides timely and appropriate instructional guidance
and counseling activities/interventions which may ensure that students return to the regular school program.
Wednesday, April 10, 2002 Page 7 of 26
Basics and Beyond IA
Basics and Beyond serves students from five school districts in central Iowa. They are located in Newton, Iowa, with a city population of
about 15,000 and a high school population of about 1,000. The majority of participating students have dropped out of Newton High
School, but they also serve students from Baxter, Colfax, Lynnville, Sully and Prairie City Monroe. Basics and Beyond take students aged
14-21 if they want to enroll and are not a threat to themselves or to other people. They do not accept students who are not willing to
verbally agree they want to be with the school. T h e school provides a flexible program that gives students tremendous choice in many
things; from which type of diploma they want (there are seven types) to what classes they want, when they want those classes, etc. The
school feeds them, gets them to the doctor/dentist, offers free childcare, buy clothes or takes them grocery shopping when there is little to
eat at home. The school will go with students who are in trouble with the law, as they know the students' social workers, probation
officers, therapists, and significant others as well. Basics and Beyond tries to interact on a "family" level. T h e curriculum is self paced
and students can enroll every day of the school year.
T h ere is only a small minority population in the state and thus in the community as well. Parents are invited to a minimum of two
conferences per year to discuss their child's abilities, current progress in classes, and plan for graduation. Each student has an advisor who
makes frequent home contact. The students and the school are involved in some community activities and generally they are well
supported. The school graduates approximately 30 students each year, and served about 250 last year.
Maquoketa Alternative Classroom IA
T h e Maquoketa High School has a block scheduling whereas, the Alternative Classroom uses the traditional 40 min period with 8-12
students per class. There are some classes that have individualized curriculum and there are some classes that are offered through the
traditional high school. Students are encouraged to take a vocational class at the high school. Also, the community supports the program
by providing each student a job. The school requires students to give service back the Alternative Classroom by learning to make ceramics
and then donating them for sale. T h e school has a juvenile court liaison and policemen on campus which help with violence and chemical
substances. Student at both the high school and alternative high school are also dedicated to helping other students who have trouble or
seem to need help. The school also has a program called the Yellow Ribbon program where students know they can go for counseling.
For incoming freshman there is a teacher for every 3 or 4 students. T h is program help students to feel connected to an adult, and helps
with the transition process. T h ere are some students who are not involved in extra-curricular activities that need help as well. T h e school
has great leaders, a nurse, a dean, and others who are always there to help the students. This school is dedicated to helping students
survive and graduate.
Metro High School IA
Metro High School is located in Cedar Rapids. The school has an adult advisor-advisee program where adults mentor up to ten students
each. Mentors take students to court appointments, to get their driver's license, or to get an apartment if they need it. The school works
with the community in various activities. The school also works with the Cedar River Paper Company to produce videos. In addition, the
school has a partnership with a church, helping with food drives and distribution. The school makes it easy for students who work to
attend by providing a half day schedule. The school has outdoor activities like skiing and hiking. T h e school employs team teaching and
has a good success rate.
Wednesday, April 10, 2002 Page 8 of 26
Eagle Academy ID
With an enrollment of 150 students in a school of 9-12 graders, this alternative high school has a low student to teacher ratio and a lot of
activities that help to inspire students. Eagle Academy is an alternative school that has a hands on learning approach. Courses include a
horticulture classes that deal with all types of plants; and a birds, reptile and amphibian class where they go on field trips (one class went
to Snake River Birds of Prey to tag raptors). The school has an outdoor classroom built by the students. Located on the grounds are
iguanas, boas, rattlesnakes, lizards, and a pond with turtles and fish. Even their English class is unique as the students recently conducted
a presentation on the re-entry of grizzlies into Idaho. People from around the country came to listen and provide feedback. Mission Wolf
from Colorado brought a wolf to introduce to the school. After which, the students had a B-B-Q fund raiser for the Mission Wolf Fund.
T h e students put on a Halloween carnival for the elementary students every year. T h e Computer and Business T ech classes put on a power
point presentation for the career fair. The Eagle Academy is a tight knit community within the school. Although they have fun, they still
focus on academics with strict attendance policies and dress codes. Student attendance on certain days is handled differently (e.g., one
day of Friday block class is considered three absences). Students and staff have uniforms and they only have one day a month where it is
not in force. This eliminates gang, drug and alcohol, and any other inappropriate clothing. T h ey have strict discipline policies and a
student with 3 discipline referrals is suspended. A student is suspended twice are not let back into Eagle Academy. The criteria for being
admitted to Eagle academy is based on being at-risk for dropping out (e.g., those that are behind in credits, those with attendance
problems, drug use, students moving into large communities for the first time that couldn't deal with the larger student population, etc.).
Part of the Eagle Academy's success comes from the fact that there are only 150 students in the school. The school has demonstrated a
success rate of about 75-85%.
Mount Cove High School ID
Mount Cove is an alternative high school that runs in the Boise, Idaho school district. The school schedule is unique in that is has a 3
block day, and a 9 week semester, allowing students to begin new classes every 9 weeks. T h e school has 3 regular classes during the
school day and an option for a fourth which runs from 4-6 p.m. There is also a night school from 8-10 p.m. to serve students needing
alternative schedules. T h us, the school provides classes for anyone in the community from 8 a.m. to 10 p.m. During the summer the
school provides two 4 week blocks for students to earn more credit in the mornings and afternoon for both regular and elective classes.
Mount Cove is geared toward cooperative learning and other activities that focus more on activity than lecture. T h ere is on average 15 to
20 students per class. Mount Cove does not participate in all sports, but they do have girls' and boys' basketball and softball. The school
is also involved in activities around the community. Students help in the elementary schools as aids as well as participating in career
exploration by working in businesses throughout the community. Mount Cove also provides day care for students. This alternative high
school had 40 students graduate in January, 70 Graduate in June, 40 in August, 40 students from evening classes, and another 80 who
earned their GED.
West View Alternative High School ID
T h is alternative high school started 25 years ago in Idaho Falls as a continuation high school. Five or six years ago they decided that they
outgrew that name and they called it West View. This type of school is designed with smaller classes. In a normal sized high school you
have a teacher to student ratio of 1 to 18. The legislature provides this school with funding for a 1 to 12 ratio. This allows students to
achieve a closer relationship with teachers. They also have a work study program where they are able to work and earn credit at the same
time. The alternative high school meets the students' needs that the formal high school did not provide. T h e state criteria for alternative
high schools eligibility are listed below.
I. T h ey have to meet three of these five criteria: a) repeated a grade at anytime in their academic career, b) have absenteeism more than
10% in the last few years, c) have a G.P.A. of less than 1.5 on a 4.0 scale, d) failed a basic skills subject (i.e., math, English, etc.), and e)
they are behind 2 or more semesters in progress towards their High School Diploma.
II. Or they must meet one of the following criteria: a) be referred to us by a state agency, (i.e., Dept. of Juvenile Justice, Health and
Welfare, etc.), b) pregnant or a parent, c) be an emancipated student (live on own), d) be a school dropout, or e) have a personal or medical
problem that makes attendance at regular school a problem or they are less likely to be successful.
Some of these students come from dysfunctional families struggling to survive. Most of these students would have never graduated and
this gives them a chance to succeed and go on to college. T h ere are students that come from this alternative high school who achieve great
things in their lives
Wednesday, April 10, 2002 Page 9 of 26
Alternatives for At-Risk Students IL
T h e St. Clair County Alternatives for At-Risk Students delivers a variety of services to help students experience educational success. At
the elementary level (K-6), prevention activities directed or coordinated by the caseworkers include home visits, individual and/or group
counseling, tutoring, classroom presentations, school staff conferences, parent/teacher conferences, and referrals to other agencies. The
middle level (7-9) receives a combination of prevention activities through the caseworkers' actions and in some school districts
intervention by STARS T eachers (Supplemental T eaching for At-Risk Students). At the high school level (9-12) intervention occurs
through after school classes (P roject Catch-Up). Students involved in the court systems, because of truancy, are served in a once-a-week
tutoring program held at the St. Clair County Probation Office.
I-KAN Attendance Assistance Program IL
T h e I-KAN Attendance Assistance Program (AAP) has one major goal; to prevent students form "dropping out" or being "pushed out" of
school. To that end, the I-KAN AAP serves 18 school districts with a population of approximately 24,000 k12 students, over 2,100
teachers and 60 building principals covering 1,871 square miles of territory. T h ere are 39 elementary buildings housing approximately
10,000 students who are exposed to prevention activities. Approximately 500 students are served by the I-KAN AAP through the
intervention component of the project with highest priority given to the greatest need. The I-KAN AAP is staffed with a Director who also
serves as the Community Coordinator, four full-time Educator/Caseworkers, a part-time secretary and a part-time bookkeeper. Overall,
Educator/Caseworkers devote approximately 10% of their time to prevention activities and 90% of their time to intervention activities.
T utoring and mentoring of referred students, leading to increased academic achievement and enhanced self-esteem, is and integral part of
each Educator/Caseworker's assignment to interrupt the cycle of failure that leads to early exit from school. The comprehensive
community-based program planning and evaluation has led to an extensive partnership between the I-KAN AAP and community service
agencies, businesses, the legal system, and parents. The project staff continue to partner with personnel from over 100 entities to assist
students and families in achieving a shared goal.
New Approach School IL
T h e New Approach School is both an optional and alternative education program for students 14-21, grades 9-12. Most of the students are
working towards their home high school diploma while others attain the skills necessary to pass the GED. Academic excellence,
personal/family responsibility, workforce preparation, and social services are a vital ingredient to the program. Instruction and curriculum
is teacher generated with close attention paid to the Illinois State Learning Standards. T h e New Approach is also an Adult Education and
Literacy Program. T h e Regular Attendance Program (RAP) serves over 200 students each year in grades K-9 in a three-county region.
RAP attendance specialists work one-on-one with students, families, and schools to improve students self-esteem and promote good school
attendance. Preventive programs are done with all three counties' third graders to encourage regular school attendance while teaching
students and families proper reasons for missing school. A RAP specialist also works with the area LAN to provide additional social
services to families and students.
Optional Education IL
Optional Education is for those students who have already dropped out of high school, but have decided to return. These students earn
credits at Optional Education, then transfer them back to their own high school toward receiving a High School Diploma, or through a
GED program. This school serves six school districts in the Black Hawk Community College area. Students with special needs are
counseled to remain at their school, as the Optional Education school does not have funding specifically for those needs. When students
enter the program, they are tested and interviewed. T h is allows counselors to determine academic progress, and allows students to voice
their needs and discuss barriers. Juvenile court, mental health, youth support agencies and others help to keep students appropriately
linked to outside agencies. The Optional Education program has a fairly high success rate. They have, in the past fifteen years, graduated
over a thousand students and awarded over a thousand GEDs. The school has an option to enroll every three weeks, so students don't have
to wait a whole semester to apply. Individualized instruction available and the setting includes small class sizes. T h e school is located near
the college and operates within a college environment rather than an alternative school.
Wednesday, April 10, 2002 Page 10 of 26
Project TARGET IL
Through a collaborative effort and comprehensive planning, a continuum of services is provided for dropouts and educationally at-risk
students in grades K-12 in Peoria County. T h is effort has been carried out in an area containing the second highest percentage of dropouts
and fifth highest truancy rate in Illinois. The continuum of services involves Peoria Public Schools, the Peoria County Education Service
Region, and the T ri-County Peoria Urban League. The following major components comprise the program:
prevention/intervention/remediation services through Project TARGET for 300 truant and chronic truants in grades K-8; caseworkers
monitoring attendance/tardies and returning truants to school; student mentoring and tutoring; filling court petitions for chronic truants not
responding to intervention; placing public aid recipients on protective payee status as necessary; and working with community members to
develop additional methods to enforce and promote good school attendance. Optional education for students ages 14-16 provided by Tri-
County Peoria Urban League includes: individualized instruction to master skills needed to meet eighth grade requirements for promotion
to high school; and counseling and other support to assist students in changing attitudes and behaviors. Alternative Education for students
grades 9-12 in Peoria County helps students earn a high school diploma; raise academic abilities; assist with post-secondary planning;
provide daycare/transportation for student mothers and babies; provide a work-training component for all students; and build positive self-
esteem, effective personal skills and necessary pre-employment skills.
TAP/ Attendance Building And Leadership Education (ABLE) IL
TAP 1 hour truancy prevention classes include 1 hour group counseling, reading instruction, study skills, role playing and affective skills
development. The Attendance Building And Leadership Education (ABLE) is a program for students with a history of chronic truancy.
T h e program operates as a school within a school and currently serves 120 students. Students are enrolled in English, history, algebra or
geometry, and TAP. Students have PE outside of the program and may also have an elective.
Alternative High School IN
Virgo County has a free standing alternative high school, meaning that students have the option to return to their original high school once
they are back on track. The school is predominantly concentrated on high school students, but there is one program for junior high
students. T h e school uses smaller classes, activity based learning, trimesters (extended 70 min class periods, and the opportunity for
students to have a fresh start three times a year), hands on learning, a great deal of access to technology, counseling programs, and
numerous service learning/community projects. Service projects include raising money for the Susan G Cullman Foundation for breast
cancer, food and clothing drives during the holidays, preschool and elementary interventions where students go to tutor younger children,
blood drives, and school wide cleanup for the community. T h ese activities are designed to teach students civic responsibility and to give
back to the community. Several different organizations within the community contribute to the success of its operations. The SLOWP, art
program, brings different artists to the school; a council on domestic abuse offers onsite anger management; mental health provides a
counselor once per week for the students; AARP places workers in the school; and correction agencies. For a student to be admitted into
the school there are several referral processes they can go through: they can apply and be interviewed, they can be referred through the
three comprehensive high schools, or they can be placed there through expulsion. Eighty percent of the students attend voluntarily.
Bartholomew Consolidated School Corporation IN
Jefferson Education Center provides an environment that enables all students to develop a positive sense of self and to achieve academic
success. Housed under one roof are four separate and unique educational programs that are meeting the academic and developmental
needs of at risk youth. Joy Howe is a program for students in grades 7-8 which provides placement for one year or less. Community
School programs are designed to meet specific individual needs of students in grades 9-12. REBOUND is a 9 week program for students
in grades 7-8. Jefferson's curriculum centers on the behaviors, attitudes and/or skills that high risk students often lack or inappropriately
express Founded in 1983, Jefferson Education Center moved to its current location in 1991. Since its inception, the school has
cooperated in collaborative programming with businesses and agencies. Numerous organizations and individuals have contributed
resources, services, and time to help meet students' needs.
Wednesday, April 10, 2002 Page 11 of 26
Hamilton Alternative School IN
Hamilton Alternative School has two separate programs. T h e first is a one year program designed to help eighth graders integrate into the
high school. T h e second program deals with 9-12th graders. Participants are those students who would have dropped out if not for the
alternative school. Parents are involved through student parent meetings, held once every nine weeks. Meetings are student led. Parents
are also involved in curricular related field trips, and school administrators have an open door policy for parents to come and visit at
anytime. The school has small class sizes with a limit of 15 students per class. The school uses a hands on approach with a lot of project
based and service based learning activities. Classes are pass/fail, and students must complete all assignments with 80% proficiency. The
school has a major focus on an advisor/advisee program they call the Advisory OZ which works on hearts, brains, and courage. For one
hour each week, the school provides a written curriculum that covers self esteem, communication, conflict resolution, diversity issues, and
academic advising. T h e school also provides counseling in the areas of anger management, drug/smoking prevention, depression, as well
as a teen mothers and fathers program. Hamilton Alternative School is a full day program that provides students with transportation.
Students graduate from Hamilton with great skills and success. The school also has students who get their GED or go onto Adult
Michigan City Area Alternative High School IN
T h e Michigan City Area Alternative High School is designed to meet the educational, occupational, and social/emotional needs of 200
inner-city and rural Laporte County students. The school seeks to remove barriers to learning and is designed a "full service school" that
links students and school with comprehensive health and human services, child care, and daily after school "Safe Haven" activities. T h e
Alternative High School serves as a field placement site for Indiana University's MSW program. T h e Open Door Adolescent Health Clinic
located at the school provides students and their children with free, reliable, and accessible health and mental health care. In addition, the
Chamber of Commerce's Women in Management organization provides community mentors to the school. Impressive graduation
statistics demonstrate that the school's vision of developing lifelong learners who are contributing members of society despite their life
circumstances is working.
Stanley Hall Enrichment Center IN
T h e Stanley Hall Enrichment Center program supports 100 students at capacity. Students ask to attend, and are recommended by
interview with the principal or designee with a parent, guardian or spouse. Students who accept the challenge enroll in either a morning or
an afternoon session. Students are expected to maintain regular attendance, earn at least three class credits per semester, maintain a drug-
free campus, and assume positive relationships with teachers and peers. Students and their families are aware that non-compliance may
result in the students choosing to withdraw from the program. It is a school-year long commitment when students come to Stanley Hall.
Students and staff move about in a positive, flexible, informal setting. Service learning and success/leadership skills and academic
standards alignment are incorporated in the curricula. Staff members prepare courses designed to meet state and local standards through
creative, challenging, self-paced lessons. Social and academic skills are acquired through enrichment activates, school to work
opportunities, service learning and the operation of the entire Stanley Hall Enrichment Center program. Graduates are expected to be
worthy family members, productive workers, good citizens and lifelong learners. Stanley Hall has been helping over 80% of students to
graduate or receive their GED.
Students host speakers and guests from around the world and participate in fund-raising activities, grant writing, conference presentations,
receptions, dinners, historical celebrations, career fairs, community and environmental events, safety programs etc. Students orchestrate
food drives and deliver the boxes of food, deliver special treats to neighbors, conduct neighborhood clean-up campaigns and host
Cornerstone High School KS
Cornerstone High School (CHS) is an accredited high school, vocationally based. CHS has a trophy and engraving business run through
their school to teach students and keep them involved. CHS also has regular academic courses. There are 55 students in the entire school
for grades 9-12. CHS has individualized curriculum, extended class periods, virtual computer classes, and great community support with
lots of volunteers, a career day, and shadow career programs.
Wednesday, April 10, 2002 Page 12 of 26
Dickinson County Learning Exchange (DCLE) KS
T h e Dickinson County Leaning Exchange (DCLE) is an alternative high school for at-risk students in Dickinson County. DCLE is a
performance-based diploma program focused on national, state, and local curriculum standards and guidelines. However, students earn
credit based on performance rather than seat time or Carnegie units. An 80% mastery level is the quality standard for this
school/workplace. Students move through the curriculum at their own pace, not by traditional semesters. Approximately 25% of the
school day is spent addressing work performance issues, approximately 50% addressing academic skills and approximately 25%
addressing project-based learning linking academic skills and workplace skills. Since it is a school of choice, students and parents know
up front the founding philosophy of DCLE. T o clarify any misconceptions, an interview is scheduled during the application process. A
major part of this is parent/guardian awareness and agreement to actively participate in their student's learning program. Parent/T eacher
conferences are held to discuss student progress. Community service and school-to-work activities include many business and community
members. Mentors from the community volunteer to assist in the classroom and during off campus projects.
Residential Treatment KS
USD #305 contracts with Smoky Hill Central Kansas Education Service Center to provide the regular education and special education
requirements for the residents of the St. Francis Salina Facilities (St. Francis Center and St. Francis Academy). These academic services
are a combination of on-line computer-based academic skill learning and off-line performance activities and projects. T h e software being
used is designed for self-paced learning. It is both diagnostic and prescriptive in reading and math. T h e level of difficulty is middle
school through adult education, with diagnostic and prescriptive abilities to grade 2. It had been used successfully in a variety of settings
and has enjoyed particular success in the T exas prison system.
T h e program started four years ago as a dropout recovery program for adults, students 18 years of age and older whose class had already
graduated. Since that time the program has expanded into other alternative education settings and is currently serving approximately 325
students in four locations. Each location has a different clientele with special needs to be addressed. A key component to the program is
that it is not time based, but strictly performance based. A student may proceed at his/her own pace and motivation.
Smoky Hill began providing education services for St. Francis approximately three years ago. With the St. Francis placements coming at
various times during the semester, it was frustrating for the student, school, and St. Francis staff to fit students into a time-based custodial
system. Since the program started at St. Francis, each young man has earned 5-10 credits each semester during their stay at St. Francis.
T h is is based on their performance, not their length of stay.
T h e curriculum is very intense and student centered. Each student's time-on-task is greatly increased over regular classroom instruction.
In a regular high school classroom, a typical rate of engagement may be 15-20 minutes per hour per student. In this program, the rate of
engagement is closer to 50 minutes per hour per student because of reduced distractions.
Tailoring Programs KS
Voluntary Drop-out Recovery KS
T h e Learning Center serves communities and districts in Central Kansas and is designed to meet the needs of students who have left
traditional high school without a diploma (at least 18 years of age and whose class has already graduated) and who are now interested in
completing their diploma in a nontraditional school setting. Students who participate in the program will earn a high school diploma from
their local high school using a self-paced instructional model which is computer based and uses interactive software from Jostens Learning
Center. The computer based program allows the student and the teacher to develop an individualized program which fulfills all
requirements necessary to receive a high school diploma. In collaboration with the local high school, the current transcript is reviewed and
the local school determines what is needed for graduation.
Statewide Dropout Prevention Grants KY
T wenty-three grants have been awarded to districts across the state with high dropout rates and discrepant levels of other dropout
indicators (attendance, detention, reading levels, etc.) Each district is using a variety of strategies to reduce dropping out. This is the first
year for the grants, so no results are currently available.
Wednesday, April 10, 2002 Page 13 of 26
Aiken Optional School LA
Aiken Optional School is and alternative high school located in Alexandria, Louisiana. The curriculum offered by this school is designed
to meet the needs of at-risk students and students with special problems. T h e curriculum is structured on an individualized approach.
Each graduate from one level to another does so based on the work he or she does and how well he/she comprehends what is taught,
monitored, and evaluated by the classroom teacher. Many students attend this alternative high school. Students are responsible for their
transportation to and from school. One unique aspect of this school is a nursery for young and unwed mothers who desire to continue their
education and to receive a high school diploma. Another unique aspect of this school is that the student can both work and attend school.
A well planned commencement exercise is held for all students who meet the requirements for graduation. T h e school has a great
reputation and many students want to enroll and attend the Aiken Optional School. If space were available, the population would exceed
1,200 students as the waiting list is very long and stays filled to capacity. T h is school has computer based program designed for students
to continue their education and obtain class credit or work toward a GED.
Alternative Class/Evangeline Parish LA
At present, there is an alternative class set up for students who must be excluded from school for behavior problems. T h is class is
designed to allow students to continue regular instruction while in a restricted environment. Students are required to follow strict
discipline procedures and work their way back into their home schools. T h e class averages 20 to 25 students per day and approximately
175 to 200 students per year. The program is not gender focused; it serves ages 10-17. T h e only exception to admission is the possession
of drugs or weapons. Special Education students in possession of drugs or weapons are provided homebound instruction. Students are
bussed to the central site where there are two teachers, an aide, and a security guard.
Parents are required to visit the school and review the rules of conduct as a condition for admission. School counselors are required to
visit students assigned to the Center and must provide continued counseling when the student returns to his/her home site.
Calcasieu Career Center LA
T h is is an alternative education site for the entire Parish schools. They work to change student behaviors.
Dropout Prevention Intervention LA
T h e Dropout Prevention Intervention high school has a population that is 50% Caucasian, 40% Black, and 10%, Native American. T h e
program there includes: an advisory program, parenting classes, mentoring programs, and district wide programs for ages 16-21. There is
a diploma given, which also includes preparation for a GED.
Pre GED/ Skills Option Program LA
A Pre-GED/Skills Option Program/School is by definition a program/school that is an alternative to regular education. A student who
pursues this option will, if successful, receive a Louisiana Equivalency Diploma and/or a Skills Certificate and not a standard Louisiana
High School Diploma. Individual students may be considered on a case-by-case basis to re-enter the regular program. T h e purpose of the
Exit Option for Louisiana high school students is to provide a successful path for those over-aged students who cannot earn a regular high
school diploma within the standard four year period typically allotted students to graduate from high school. It also provides career
information and training to participating students so that they may have the skills either to earn gainful employment upon graduation or
pursue completion of certification in one or several work-based skills areas started while in the public school system.
Pre GED/Skills Option LA
T h e Pre GED/Skills Option service is housed in the Morehouse Parish Career Center. This program is for students 16 years old, who have
repeated grades 2 times and have failed the State Accountability Test. Students are instructed in academics 3-4 hours daily. Students also
receive 2-3 hours of a job skill preparation in one of the following: 1) small engine repair; 2) carpentry; 3) clerical work; 4) CAN; or 5)
early childhood. Students are prepared to enter the GED program after 1 year in the Pre GED/Skills Option. If not academically ready,
then a job skill certificate can be earned.
Wednesday, April 10, 2002 Page 14 of 26
Angell Street Alternative High School MA
T h e Angell Street Alternative High School (ASAHS) provides services to minority students at-risk of failing. Classes are small, none
larger than 10 students. T h e total population of this school is 30 students, 4 teachers, 1 student support, and 1 administrator. T h e focus is
on the 4 major subjects. Curriculum is competency-based and project-driven. It is possible for a student to achieve two years education in
one year, each student moves along at his or her own pace. Electives are focused on either overcoming weaknesses in English and math or
are focused on life skills, ethics, or other paths and plans. The successes are varied. T h e school considers it a success if they get a student
to attend school on a regular basis and arrive on time. Other students have improved their test scores by two years in only one year.
Several students successfully transitioned to alternative schools nearby, several to GED programs, one student returned to his original high
school and graduated and one student graduated while a student here.
City Roots Alternative High School MA
City Roots Alternative High Schools are located in five of Boston's neighborhoods (East Boston, South Boston, Roslindale, Dorchester,
and Allston). T h e GED component is a nine month commitment, Mon-Fri, 8-4 PM. The high school diploma granting program is a
minimum of a two year commitment.
T h e school has a multicultural staff and student body. Parents are engaged from the beginning. They are part of the intake process. T h ere
is a parent orientation in the beginning of the year and parent nights coincide with report card distribution. City Roots works closely with
the courts, Dept. of Social Services, Dept. of Youth Services, guidance counselors, community leaders and anyone and everyone who will
work with the school to help a student to succeed.
Because the schools are neighborhood based, they feel that it is important to bring all five sites together at least several times per year.
Each month they have one special event in which all five sites participate. The sites visit museums, ice skate outdoors, go to the theatre,
have a prom, a formal graduation, as well as a number of other special events.
T h e students develop portfolios which showcase their best work. Each spring the students present the work from their portfolios to a panel
of seven to nine professionals. Students are evaluated for both the work in their portfolios and their presentation skills. Constructive
criticism and feedback is seen as a crucial step in the students' growth and confidence.
Each year there is a college fair for the students, which attracts approximately 23 colleges, universities, and training schools. The
admission officers speak to the students and give them information regarding financial aid and school requirements. The students love the
fact that all of these professionals come to the City Roots college fair specifically to speak to them.
T h ere is an excellent success rate: 82% of the students graduate with their GED or high school diploma; and 43% of the graduates are
already enrolled in higher education for either this summer of for the fall.
Annapolis Road Middle School MD
T h e Annapolis Road Middle School is a regional alternative school established by the Maryland State Department of Education. The
school provides a high quality and challenging program for middle school-age students who have demonstrated persistently disruptive
behavior in the traditional school environment. The Annapolis Road Middle School gives its students the academic and social skills
required to return and succeed in their local public school program. T h ere is a capacity of 60 students from Prince George's county and
the nearby school districts of Anne Arundel, Calvert, Charles, Howard and Montgomery counties. Enrollment in the Annapolis Road
Middle School is voluntary, but the referral and selection criteria include such behaviors as chronic absenteeism, poor academic
achievement, frequent referral to counselors and administrators for academic and behavioral problems, and patterns of unsuccessful
disciplinary actions. The school's focus is on developing positive school, social, and interpersonal behaviors and providing disruptive
youth with academic, social, and self-management skills necessary for success in their local public schools. Priority is given to skill
building in oral communication, cooperative practices, adapting to change, decision making, and understanding human behavior as well as
a middle school academic program and support services. T h e program provides a family-focused approach, a staff development
component for local school systems' staff, and articulation and follow-up support programs for students returning to the home school.
Parents and caregivers are involved in the training that will help them to give their children successful environments. T h e staff is also
trained in practices that work with disruptive children. Students are enrolled in the program for one year before returning to their regular
Wednesday, April 10, 2002 Page 15 of 26
Maryland's Tomorrow High School Initiative MD
T h is program is a statewide support program that exemplifies how partnerships among business, education, and government can make a
cost-effective difference to the future of the state. Maryland's Tomorrow helps to change the school "atmosphere" into a helpful and
supportive environment for participating youth. T h e school looks to the future and tries to help students make successful career
connections. The development programs designed to help students plan include: skills development, personal development, a sustained
involvement program, business involvement giving students a sense of relevance about their school participation, and student services in
preparation for successful transition to school or work. Maryland's Tomorrow provides year-round services, allowing local flexibility in
reaching the shared goals: to improve school attendance, to increase basic skill levels, to increase the number of Maryland high school
graduates, and to increase the number of students who go onto college and/or employment after graduation.
Maryland's Tomorrow Middle School Program MD
Maryland's Tomorrow, a statewide dropout prevention program, has been operating in high schools since 1988, and is now extending to
middles schools. The purpose of the program is to improve the attendance, promotion rate, and behavior of at-risk students in grades six
through eight so that they may succeed in high school, make wise career choices, and continue their education training. There is a
different model at each school, allowing local systems a choice of approaches and also an opportunity to determine which strategies are
more effective for students. Because ideas and information are shared among staff from all models, a variety of strategies can be tried out
In the Choice Middle Schools Model, a team of caseworkers provides daily attendance monitoring, after school homework sessions,
tutoring, home visits, support to parents on parenting skills and crisis situations. Students begin the program in the sixth grade and
continue until their transition until the ninth grade. T h e Montgomery County Choice Program differs from other Choice programs in that
it offers only intensive outreach and case management services for youth who are at-risk of serious outburst or who have been suspended
for serious offenses.
T h e local school system sponsored models were designed with guidance from school improvement teams. The programs include services
such as after school tutoring and computer assisted instruction, daily help with homework, a student-operated cookie business, jobs in the
school community, weekly service learning at a Head Start Center, as well as wellness activities, rewards and incentives, and family,
business and community involvement. Each middle school is a feeder school to a Maryland's Tomorrow High School. To be eligible for
the programs the students must have one of the following: low achievement on standardized tests, prior grade retention, poor attendance,
or a GPA of less than 2.0.
Project IMPACT ME
Project IMPACT works with kids who have been in trouble with the law. The program evaluates their educational status and works with
the community schools to develop a program for them. T h e parents are also involved in the evaluation and transition process.
Michigan Alternative Education Organization (MAEO) MI
T h e Michigan Alternative Education Organization was formed in 1975 to provide services and networking opportunities for alternative
educators across the state. MAEO also advocates quality alternative education for Michigan's youth to promote awareness of alternative
education at local, state, and national levels. MAEO hosts annual fall and spring conferences as well as regional activities for students and
alternative educators around the state. MAEO sponsors scholarships for graduating alternative students pursuing higher education, and
regional grants that promote student activities. MAEO believes in three indispensable goals for alternative schools: 1) that students attend
by choice; 2) that the school or program be responsive to unmet local needs; and 3) that the student body reflect the racial and socio-
economic mix of the community.
Middle Area Learning Center MN
Wednesday, April 10, 2002 Page 16 of 26
Oakland Area Learning Center MN
T h e Oakland Area Learning Center serves three districts, Cambridge-Infanti, St. Francis, and Princeton. They serve at-risk students grades
7-12 and adults. T h e Center provides a caring environment for personal growth and self-directed lifelong learning. The activities and
programs involved in the center include: independent study, high structured programs, credit make-up, a thematic interdisciplinary
program, a middle school program targeting at-risk students in the regular system who attend in the summer time or during the school year
for one night a week, home school, teen parent counseling, work experience, educational tutoring programs, chemical dependency
counseling, and a variety of other activities. The Oakland Area Learning Center has an Improve T eam that goes to other schools and
performs improvisational skits about different issues like teen pregnancy and chemical abuse. The Center also belongs to Minnesota
Association of Alternative Programs (MAAP STARS), where students participate in leadership activities throughout the year.
Successfully Teaching At-Risk Students (STARS) MN
T h e St. Cloud Area Effective Alternative Strategies Project is called STARS. It is an exciting initiative that provides academic continuity
and support to high-risk students within the school district. The STARS program combines a number of successful approaches to
improving student outcomes. Services are targeted to students who have been suspended from the mainstream, those at-risk due to
academic and behavioral concerns, those who have been suspended from alternative education settings, and those who have been
expelled. Key components of the project include: anger management, training in restorative justice, community service/service learning,
work experience, and internet-based computer instruction for students: at-risk, awaiting placement, transitioning back from in-patient
treatment groups, or expelled from school.
Bridge Over Troubled Waters MO
T h e Bridge Over T roubled Waters program provides at-risk juniors and seniors enrolled in Biology B an opportunity to communicate,
research, and collect data pertinent to water quality studies. T h ese at-risk students communicate with scientists and members of the
community, gain the ability to access research information, collect and analyze data, as well as communicate the meaning of this data, as
they learn how people have impacted and will continue to impact Missouri's river environments. The expected results are for at-risk
juniors and seniors enrolled in Biology B to increase their communication and research skills, as well as their knowledge of scientific
concepts and data-gathering techniques, as they explore and learn about Missouri's river environments. Through oral and written
communication with experts in the field, students will learn the importance of being good stewards to the environment.
Service Learning for At-Risk Students MO
Service Learning for At-Risk Students is located in the R-5 School District. They serve no more than 30% of the high school's students.
T h e program works to get students back on track. Students are required to complete all of their homework no matter the grade. T h e
school has the same curriculum as the high school. Parents have to sign a contract of agreement with the student and school. Parents are
involved with their child at the school. T h e community is also involved with the school. The school works with the grade school and
nursing home, and provides students with smaller class sizes. There is activity time for a half hour after lunch everyday where the students
are able to socialize and learn positive social skills. T h is is also used as a reward system for students who have their homework
completed. There is another activity period every 3 to 4 weeks where students who are all caught up may watch a movie or go to the park.
The A+ Schools Program MO
T h e A+ Schools program is a school-improvement initiative established by the Outstanding Schools Act of 1993. The program is raising
academic standards, opening new doors to higher education and introducing students to the teaching profession through tutoring and
mentoring activities. The program is designed to provide incentives for local high schools to: reduce the dropout rate; eliminate the
general education track curriculum; provide better "career pathways" for all students; and work more closely with business and higher-
education leaders. Each school decides upon their own activities and what to focus on to intervene with the students. T h e key goal of the
A+ School Program is to assure that all students, when they graduate, are well-prepared to pursue advanced education, employment, or
both. Missouri's A+ Schools program is a win-win situation for schools, students, and communities. The program encourages students to
stay in school, make career plans, tutor younger students in school, and graduate with the skills and knowledge required for career success
or further education.
Wednesday, April 10, 2002 Page 17 of 26
Support Our Students (SOS) MS
Mississippi dropout prevention programs target students at-risk. T h ese students can be assigned to alternative education program for ten
days minimum, or they can be assigned to stay until they meet specified exit criteria. Students who participate in after school mentoring
and tutoring programs (SOS) are in grades K-9. These students are usually latch key or academically challenged students. There is also a
state approved GED program for students who are sixteen years old, two or more grade levels behind, or less than four Carnegie Units
toward graduation. All of these students may be considered at-risk. Alternative schools are mandated by Mississippi law. They have 152
school districts, however there are ten alternative education consortia presently in the state operating joint alternative schools. SOS
programs are determined by a competitive grant. Grants total between four and eight thousand dollars. Parental involvement is left to the
discretion of the local education agencies. However, parents are required to sign off on alternative placement, SOS participation, and GED
enrollments. Parents are invited to participate in all programs that pertain to their children. SOS programs are also awarded to
neighborhood programs that have a nonprofit status. Moreover, other groups from the community are invited to work with the students:
fraternities, sororities, the YMCA, Boys and Girls Clubs, and more. Intervention is structured for alternative education students via
behavior modification and counseling at the school district level. Students assigned to these programs receive assistance from certified
clinicians as needed. There is also some a collaboration with the Mississippi Department of Mental Health, Regional Mental Health
Centers, and the COMPASS Project. The COMPASS project is a federally funded grant program for emotionally and behaviorally
challenged students. There is not an ethnic focus, however, African Americans do make up a large percentage of at-risk students being
served in alternative education disciplinary programs.
Jobs For Montana's Graduates (JMG) MT
Jobs for Montana's Graduates (JMG), created in April 1990, assists Montana high school students to stay in school, graduate and
successfully transition from school to work. JMG partnered with the Montana National Guard in July 1999 to assist high school dropouts,
enrolled in the Montana Youth Challenge program, to gain their GED's and successfully transition to meaningful careers.
JMG is affiliated with the Jobs for America's Graduates (JAG) Program. JAG originated in Delaware in 1979 and has been successfully
replicated in 28 states and territories in over 725 schools in 400 communities. JAG has a proven record of success: it is the nation's
longest-running, most consistently applied school-to-work transition model.
JMG's mission is two-fold: 1) to provide classroom instruction and work-based learning opportunities to students in grade nine through
twelve and high school dropouts ages 16-18 which will enhance their career awareness, remediation, self-esteem, and work readiness; and
2) to identify young people who can benefit the most through participating in JMG and prepare them for meaningful career-oriented jobs,
matching the students with community job opportunities and providing long-term follow-up to facilitate their successful transaction from
school to work.
JMG serves: students having difficulty staying in school; those needing career exploration to identify career paths; seniors most likely to be
unemployed at graduation; students who frequently have absenteeism or school suspension; have little or no work experience; have limited
social and communication skills; score average or below academically; have no specific plans after high school graduation; are at least one
year behind their modal grade; have friend with limited educational expectations; and students who have dropped out of high school ages
16-18. 90.2% of JMG students graduate; 87.8% of the graduates enter employment, the military or post-secondary education; 82.76% of
non-seniors return to school; and 5.91% average Wage at Placement.
Summer Arts and Leadership Program MT
T h e Summer Arts and Leadership Program serves students entering grades 4-8 in District 1 Schools. Students are enrolled based on
priority ranking, which is based on the "homelessness" criteria: 1) homeless students (living in car, tent, motel); 2) students living in
shelter situation; 3) students living with friends or relatives due to lack of permanent housing; 4) transfer students who have enrolled in
county schools this year and previously attended more than one school during the previous year; 5) students who have attended multiple
schools in the past few years due to family circumstances; and 6) students at-risk of homelessness. T h e program looks for students who
exhibit: 1) interest in both the visual arts and outdoor skills (hiking, backpacking, ropes course); 2) physical ability to participate in full
day and perhaps overnight hiking trips; 3) ability/willingness to focus on long term independent and group projects; 4) ability to express
personal ideas and perspectives; and 5) pride in their personal achievements.
Wednesday, April 10, 2002 Page 18 of 26
Center for the Prevention of School Violence NC
T h e Center for the Prevention of School Violence serves as a primary resource for information, programs, and research about the
prevention of school violence. Much of the Center's work is directed at efforts designed to make schools safe places where teachers are
better able to teach, and students are better able to learn. T h e Center puts into practice a philosophy of service and support with a vision
that every student will attend a school that is safe and secure, one that is free of fear and conducive to learning. By paying attention to
school safety in a comprehensive way (i.e., attending to physical security, the relationships between/among students and staff, and the
linkage of safety and security to a school's academic mission), students are more likely to feel linked or connected to school and,
consequently less likely to drop out of school.
Lakeside Charter Public Schools NC
Lakeside Charter schools have two locations, one in Elon and another in Charlotte. T h ey are private non-profit schools. Students are
placed by social workers. T h e classrooms are limited to 12 students per teacher. The school employs a special education model, but they
meet all the requirement for graduation as public mandates for traditional high schools. The schools serve students in the 6th to 12th
grade. T h e schools operate on a residential campus and serve students that don't do well in the traditional setting. Emphasis is placed on
reading skills, as most of the students are there because they are operating on reading levels 2-3 grades below their age groups. T h e
Lakeside Charter school has been named as an exemplary program two years in a row.
School Counseling Programs ND
In North Dakota there is no formal program that deals with dropouts, however, they are currently taking measures within schools to help
students with several issues. Each school, elementary through secondary, is required to have a counselor to help students with future
planning and decision making, and those with discipline problems. Officials feel that students dropout of school long before they reach
high school. Either they are struggling with school and they get behind or they don't fit in socially. Elementary counselors can assist
students that begin to fall behind by addressing the different areas where they are struggling. Some high school counselors send out a
school newsletter to parents letting them know about key dates and issues coming up. T h ey address the students' scores in the newsletter
as well as dates for ACT and SAT testing, statewide test dates, college entrance application and scholarship application deadlines. The
newsletters also provide information about classroom guidance visits. Officials state that listening to students at risk of dropping out is the
key factor to help them solve problems. Most counselors have a career planning or development component. It helps students to plan for
the future when they can assess their strengths and weaknesses. T h ey can set career goals and then develop a tentative plan to reach that
goal. North Dakota has had several years of a low, steady, dropout rate. It is important for every student in the nation to have a counselor
that they can go to with any type of concern or problem.
Dropout Recovery Program NH
T h e Dropout Recovery Program identifies the most at risk students and provides academic, pre-employment, instruction, and leadership
skills. The program is designed to help students graduate, improve their grades and prepare students for a job, post secondary school, or
the military. The dropout recovery program is housed on the three technology campuses for students who have already dropped out.
Evening High School NM
Evening High School holds classes late in the evening for students who either work during the day, need to make up classes, or just want
to get ahead. They have full time students in classes with 17-20 students. Evening High School also has classes for part time students in
classes with up to 30 students. Students come from all over the district ages 15 to adult. Evening High School has about 1,500 students
enroll, and this year they had 75 full time students graduate, along with numerous seniors that were making up credit to graduate with their
day schools. T h ere are SRC meetings for the parents where they discuss curriculum and student progress.
Wednesday, April 10, 2002 Page 19 of 26
New Futures School NM
T h e New Futures School is designed for pregnant or parenting teens. It is not exclusive to teenage girls, but as of now, the population is all
female. The students can stay until they graduate or they can return to their home schools. The school has a full curriculum for both
middle school and high school students. They offer a free daycare center, and have after school programs such as the food nutrition club
and the art therapy club. There are two businesses run within the school, and they were just accepted into the ABEC where students are
paid to learn from job shadowing. New Futures also works with the business and community in other ways. Board Futures, Inc. is a non
profit agency that acts like a parent association. They also have partnerships with the University of New Mexico's departments of
medicine and parenting, the early head start nursery, local WIC office-5 clinics that see girls on site; and they have 5 operating daycares.
T h e local television station provides mentoring and Sandia Labs provide tutors. Local schools also do special drives for clothing, food,
etc. This school has about 500 students per year and 65 students graduated last year. New Futures helps teenage parents get on their feet.
Progressive Learning Center NM
T h e Progressive Learning Center is located in the Grants/Cibola County Schools. T h ey work with all age groups to help in a different
learning environment. The students are very bright and are usually just bored with the traditional school. The program is a one-on-one
self-paced program, where the counselors from the school come to the Center often more than one time per week. The Center also
provides the Connections Program, where a student with a problem can receive professional counseling. The Center is very supportive and
emphasizes parent involvement at the high school. Both parents and students know the rules and what is expected, plus, there is an open
door policy. One half of the students have jobs and the other half of the students participate in service learning. Since 1994, 150 students
have graduated from the Progressive Learning Center, while many others have gone back to the high school and graduated.
Secondary Success Programs NV
T h e Mentor Program is located at Valley High School. It is a individualized program where students and teachers must complete four
steps: 1) the teacher meets with the mentor coordinator to register for the program; 2) students are paired with a participating teacher; 3)
the teacher and student meet daily; and 4) the teacher works with each student in areas of critical needs, such as attendance, time
T h e Stay in School Mentoring Project uses adult volunteers from the community to work one-on-one as a student mentor. The volunteers
are trained to work with middle level school-aged students at 14 targeted schools. T h e one-on-one mentor relationship promotes staying in
school and identifying career interests and goals.
T h e Middle Level School At-Risk Prep Buyout Program provides funding to 14 middle level schools. The funding enables the school to
lower class size in two class periods. The lower class size is offered to students who have low or failing grades, high absenteeism, or who
meet the criteria for grade retention. Students typically receive greater individualized help in academics and other skills.
PAYBAC is employed at the middle school level and provides a variety of guest speakers from every possible occupation to speak to
students about the importance of staying in school. Speakers also share information about their career field, including what they do and
what requirements are needed to enter their fields.
T h e G.R.E.A.T . Program is located at Gibson Middle School and features metropolitan police officers that visit eighth grade health classes
once per week to provide gang resistance education and training. Staying in school is a major emphasis. The G.R.E.A.T . program is
nationally recognized as an intervention to reduce behaviors linked to gang involvement.
The Brighter Choice Charter School for Girls/Boys NY
T h e Brighter Choice Charter School will provide a new model for urban elementary education, one that joins high academic standards, a
nurturing and structured environment, and heightened accountability. The charter schools, located in Albany, will target at-risk students;
those students who participate in the federal student lunch program. The limit allows for a maximum enrollment of 290 students, for
grades K-5. T h e Brighter Choice Charter Schools, under one roof, will: educate boys and girls in separate classrooms, provide students
with a broad and rigorous liberal-arts education, offer a unique "Learning Guarantee"; under which students will provide the equivalent of
an additional two years of instruction for students who attend the school from Kindergarten through 5th grade, hire teachers to teach the
subject they have mastered (rather than to teach to a certain grade), base employment contracts for the principal and teachers on
performance, provide computers in every classroom, require students to wear school uniforms, administer a series of standardized
examinations in every grade and every major subject, and tie instruction to hundreds of detailed grade-by grade, subject by subject
Wednesday, April 10, 2002 Page 20 of 26
T h e School to Career T ransition program targets students at the end of 10th or 11th grade who are identified by the school as at-risk of not
graduating and/or not making a successful transition from school to work. T h e original program model includes twelve months of service
during the in-school period and twelve months of follow-up services post graduation. In the Dropout Prevention program, students are
identified in the spring of their 8th grade year and receive services through graduation and for 12 months after graduation. This model
provides four or five years of in-school and summer period services as well as post graduation follow-up services. A total of 60 months of
All students receive 720 hours of curriculum/classroom contact plus summer activities over the 60-month period. Provision of needed
redemption and basic skills are drawn from resources in the school and/or community and activities are aimed at the improvement of study
skills. Development of school and/or work-based learning experiences happen during the summer months. The Dropout Recovery
program targets young people who have not graduated and have left the educational system for at least sixty days. Goals for this
application include a high school diploma (or GED), a marketable skill, and a quality job with a good career potential. Occupational-
specific training using existing vocational and technical education programs or work-based training are provided. The program allows for
open-entry, open-exit access, and twelve months of follow-up services after graduation.
Steps Program OK
T h e Steps program is an alternative setting located on high school campuses, but in different buildings. Students who are not successful or
who have already dropped out are referred by the school, Juvenile Justice, parents, or by the student. T h ere is a shortened day. The classes
have the same seat minutes, but they spend less time on past time activities and lunch. Staff work a lot with teen moms and teen dads who
are working. When students complete 15 days of perfect attendance and they get one free day. This incentive can increase attendance
rates from 30% to 90%. Parents have to come in and sign a contract agreeing to meet with staff at least once each semester. The
community is involved through the Judge, Juvenile system, Ada P d, local Elks Club, Valley Hospital, and others. Community affiliates
provide and present programs that will help the students. T h e program started with 9-12 graders, but they now have a stand alone middle
school with about 8 students in the program. The building for the Steps program was designed with small classrooms. There are no more
than 10 students in a classroom. Homework is not done at home, they do all the work at school. Some Vocational-technology classes and
home-economics classes are also provided. Also available are field trips and ropes courses designed to teach students leadership skills.
T h e program also has a fully equipped computer lab.
Union Alternative Education OK
T h e Union Alternative Education Program was created to better meet the needs of Union students who have not been successful in regular
education programs. Students from ninth through twelfth grades are enrolled in the program. T h is is not a punishment program; instead,
it is intended to lead students back into the mainstream of education through the use of innovative teaching techniques, greater access to
counseling services, more individualized courses of study, flexible scheduling, lower student/teacher ratios, and a more supportive
classroom atmosphere. Clock scheduling is a major component of the Alternative program. All students attend four class periods daily for
approximately four weeks. At the end of this period, the students have earned a half-credit in that class. The students then rotate into
another class for the next four-week cycle. This type of scheduling allows for new students every four weeks, encourages teaching
creativity, gives greater flexibility, and allows more opportunity to make assignments for each student's strengths and weaknesses.
Students have the option of taking an abbreviated school day if they cannot cope with a full day, or they may take extra credits if they need
to catch up.
Gateways Learning Center OR
T h e Gateways Learning Center is an alternative program for students on a voluntary basis. T h e alternative program is a project-based
curriculum where three sessions are held each day. T h e first two sessions accommodate 50 students per session and the 3rd session is an
evening program for credit recovery. T h e sessions combine all subject areas. The rationale is to provide an alternative for students who
don't succeed in the traditional setting of a high school. Approximately 100 students graduate each year from the district. There are three
adult basic education programs in the district, but students do not receive a traditional diploma, receiving only 1/2 of the credits, thus
obtaining a district graduation.
Wednesday, April 10, 2002 Page 21 of 26
Pennsylvania Project SNAP PA
As an "inner ring suburb" of Philadelphia, Upper Darby School District serves 11,653 students who manifest increasingly complex
educational, behavioral, and social needs. Despite a continuum of alternative education services, expulsions have doubled over the last
year and suspensions have grown dramatically at the middle school level. T h e proposed Pennsylvania Project SNAP responds to the
Department of Education's absolute priority by focusing on four goals: 1) to prevent expulsion or continued suspension of the highest at-
risk students from Upper Darby High School, Beverly Hills Middle School, and Drexel Hill Middle School by improving their behavioral,
academic, social and workplace preparation skills and outcomes; 2) to enhance the educational experience and achievement of UDSD
students who have been expelled or are actively serving a suspension; 3) to reduce/prevent suspensions for all types of students through
more effective disciplinary policies/procedures, professional development, and students and parent programs; and 4) to increase the use of
effective strategies to prevent suspensions/expulsions in other educational systems. Goals will be accomplished by expanding an existing
5 year partnership with the Delaware County Academy (DCA) Alternative Education Program which has served UDHS students since
1995. Building on the success of this program and the results of a needs analysis, UDSD proposes placing 8 additional high school
students at DCA (for a total of 20 per year) and making 20 first-time placements of middle school students. Project outcomes will cluster
in five domains: at-risk student outcomes (e.g., reduce disruptive behaviors, improve grades, complete diploma/grade); parent outcomes
(e.g., increase participation in programs); school/school district outcomes (e.g., stabilize/reduce rates of suspension/expulsion, increase
teacher skills, adopt preventive policies/programs); community outcomes (e.g., increased linkages for target population); and program
Bridge Alternative School and the proposed Academy of Sciences, Arts and Te RI
T h e Bridge Alternative School aims to teach for growth and improvement in the mastery of basic skills; promote social development and
good citizenship; increase positive values and identity along with increasing levels of academics; integrate instruction and guidance to
enhance and support student learning; involve parents in the students' education by requiring that the parent visit the school at least once
each week for an informal conference, and request parent assistance on scheduled field trips. The Bridge School achieves the program
goals by implementing the following objectives for teaching and learning: assessment of student achievement when entering and leaving
the program; individualized educational programs to improve basic academic skills, motivation for learning and identify potential school
to career interest in technical or non-technical disciplines; developing a sense of responsibility, self-confidence, personal worth and human
dignity that enables students to become productive members of society; aiding students in developing socially acceptable attitudes, good
work habits and the ability to get along with others on returning to the home school; teaching respect for self and others; building self-
awareness, optimism, the expectation to succeed, and plans to reach goals; and providing supportive services, including career counseling
to establish a network of community organizations and agencies to support student progress.
T h e staff, students and family members help the Bridge School make decisions as a community. Family members are expected to give
feedback to teachers regarding their child or children on a weekly basis. T h e Director meets with students as a community every morning
and on Friday prior to dismissal, to give and receive feedback, and to make any changes necessary to ensure school function. T h e Director
is always available to meet with students individually. Family members, especially parents and guardians are updated on their child's
performance in hourly appointments biweekly.
T h e Urban League is seeking approval for the establishment of the Academy of Sciences, Arts and T echnology (SAT ) to expand on its
successful Bridge School. T h e Academy will help to prepare youth to secure various technologically advanced positions in the Rhode
Island workforce--in particular to prepare them for a career in the fields of sciences, arts, or technology.
Intensive Scheduling (Block Scheduling) RI
T o decrease dropout rates at Woonsocket High School a change to Intensive Scheduling was made. T h e new schedule provides for four
classes each day, 85 min long, on a semester system. Concentrating on only 4 classes at one time personalizes the instruction so that
teachers work with fewer numbers of students in each class student/teacher relationships are better facilitated. Intensive Scheduling did
not make it easier for the students though, the high school raised credit requirements students must actually pass more classes. The school
has a standard based curriculum, a different assessment system, and they are trying to get more project based instruction in the classrooms
to give students the opportunity to create ways to teach what they learned to other students. Intensive Scheduling has cut Woonsocket
High School's dropout rate in half with fewer disciplinary referrals.
Wednesday, April 10, 2002 Page 22 of 26
Tides Learning Centers RI
T h e Tides Learning Centers house an alternative education program, including after-school activities, designed to provide at-risk students
with a combination of individualized educational and counseling services, promoting academic attainment and more appropriate social
skills. Day school (8:30 a.m. to 2 p.m.) is for youth ages 7-12, and provides academic and therapeutic counseling dealing with issues of
truancy and behavioral problems. It is both a short term (up to ten days) and a long term (school year) intervention. T h ere are also an
Outreach and T racking Program and a Youth Diversion Program to keep young people out of trouble and in school.
Stop Truancy And Initiate Responsible Systems (STAIRS) SC
Stop T ruancy And Initiate Responsible Systems (STAIRS) is a project of the Catawba Family Center in collaboration with the Solicitor's
Office, Family Court, and the Department of Juvenile Justice. The goals for helping the child and family are: to improve school
attendance, to provide family and individual counseling, to provide needed support services such as tutoring and positive role models, and
to strengthen families by offering therapeutic services as an alternative to family court and possible incarceration. All school aged children
in York County who are referred by school attendance officers to Department of Juvenile Justice after 10 unexcused absences from school
are eligible to participate in the STAIRS program.
Truancy Prevention Project SC
University of South Carolina - Lancaster students serve on the high school council; and Lancaster High students serve at the middle school
level. After an extensive weekend training, the councils meet weekly during the academic year. T argeted students are identified and
referred by the Home/School Liaison employed by the Lancaster County School District. Students go to the truancy council where the
panel discusses the problem and attempts to identify solutions. In addition, the student and the council members develop a written
contract detailing the specific actions to be taken. The student returns to the truancy council in two months to report on their progress.
Students referred to the T ruancy Counsel are required to attend School on Saturday with their parent or guardian until they have three
consecutive weeks of perfect attendance. The Children's Council, Lancaster County School District, and Department of Juvenile Justice
make up the SOS staff. Topics addressed include: Department of Juvenile Justice overview, goals, communication skills, anger
management, study skills, and monitoring school progress.
In Parent Skills T raining, parents are given the opportunity to attend an 8 week program. The Effective Black Parenting and Confident
Parenting curricula are employed, both developed by the Center for the Improvement of Child Caring (CICC). A group of community
members have been trained in this curriculum which includes: a) provision of transportation and on-site child care; b) refreshments served
during training sessions; c) graduation ceremony, pot luck dinner, and strong cultural components; and d) incentives earned for attending
classes and completion of homework assignments. The South Carolina State Department of Education has selected the Lancaster T ruancy
Project as a Best Practice Model for the state. They have also been awarded the Shining Star award by the South Carolina Juvenile Justice
Joe Foss School SD
T h e Sioux Falls district in South Dakota has an alternative high school program that is geared to helping students achieve and succeed.
T h e school strives to meet students' specific needs by developing relationships with communities and parents. Speakers, financial
resources, job shadowing, interviewing services, in-class lecturers, mentors, counselors, material contributions, and classes of all sorts
come to the school to help students in any way they can. The court system and juvenile justice system work with the schools to help
provide an outlet for those students who have been in juvenile detention. Students attend the school voluntarily. Students at this school
are typically suffer from non-academic problems. T h e population of students at the Joe Foss School is diverse. T h e different activities
that are provided at Joe Foss include a city wide pool tournament, a 3-on-3 basketball tournament, individualized curriculum, independent
study, individualized pacing, small class size, meaningful curriculum, and the opportunity to participate in extra curricular activities at
their home high school as long as they still meet academic standards.
Wednesday, April 10, 2002 Page 23 of 26
Austin Youth River Watch TX
T h e Colorado River Watch Foundation is a nonprofit organization dedicated to the scientific study, preservation, and conservation of the
Colorado River. In the Fall of 1991, the CRWF approached the City of Austin with a proposal for involving at-risk minority students in
river monitoring activities. The overall purpose of the proposed program was to reduce the dropout potential of at-risk minority students
through positive role-model interaction and to encourage them to pursue scientific/environmental careers. Similar to the original year,
funding sources ($105,000) for the 1999-2000 school year included the City of Austin's water and wastewater utility revenues and
drainage fees administered by the Watershed Protection Department. T h e Austin Youth River Watch program, which grew out of a
combined concern for water quality protection and a desire to assist at risk minority students, has three major goals: 1) to improve the
water quality of the Colorado River and its tributaries through ecological understanding and systematic analysis; 2) to reduce the dropout
rate of students in the Austin area secondary schools through positive role-model interaction and tutoring; and 3) to increase the
participation of minority students in critical environmental issues and in technical careers that require understanding of science and
T h e fundamental principle behind the Austin Youth River Watch program is to engage at-risk students in learning about mathematics,
science, and English by involving them in real-world applications that use these subjects. The students benefit from using specific
knowledge that they have learned in particular situations. Consequently, students can more easily make direct connections that facilitate
greater understanding of information and its applications. Austin Youth River Watch students must use mathematics calculations and
measurements to conduct water quality tests. Because they also use chemicals in these tests, they must also learn about chemical
properties so that they can understand the results of their tests. Additionally, students write personal journals, contribute articles and
poems to the Austin Youth River Watch program's newsletter, and prepare written reports that are sent to the Lower Colorado River
Authority. Thus, the Austin Youth River Watch program is providing a situated-cognition experience in which at-risk students are
learning and practicing mathematics, science, English, and environmental studies.
Coca Cola Valued Youth Program TX
T h e Coca-Cola Valued Youth Program was created by the Intercultural Development Research Association. T h e program has been
successful in 215 schools, 24 cities, with 98 percent (7,700) of students in school. T h e program uses secondary students to tutor
elementary students; helping the elementary students learn while the tutors gain a sense of responsibility and pride. T h e program supports
tutors with positive recognition and pays them. The program is flexible; readily adaptable to individual schools, but careful design and
assessment have shown that certain elements are critical to implementation. To help schools, the program offers a full range of training,
technical assistance, evaluation, and supporting materials.
State Plan to Reduce The Dropout Rate TX
T h e Texas Education Agency submitted its first plan to reduce the dropout rate to the state legislature in March 1991. The 1995-97
dropout reduction plan presents a progress report on the 20 recommendations contained in the 1993 plan to reduce the dropout rate and
makes 18 recommendations for continued reduction. The recommendations made are organized by four categories: 1) Recommendations
for Continued Action by the T exas Education Agency; 2) Recommendations without Fiscal Implications; 3) Recommendations with
Immediate Fiscal Implications; and 4) Recommendations with Long-Term Fiscal Implications. Some of the twenty suggestions are: T ech-
Prep Initiatives, family and community support, role modeling, amend the 80-day attendance rule (directing the State Board to adopt rules
that establish minimum attendance periods for school districts), flexible scheduling, modify criteria for entering and exiting dropout
prevention programs, and continue to fund programs that increase the number of minority teachers and administrators to reflect the ethnic
composition of the state, and others.
T h e rationale behind the program is to make sure kids have added resources besides the ones at their site base, or regular school.
Activities involve lots of hands on learning and team work.
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PUSH and Heritage Language Conference UT
PUSH (Pride +Unity Between Self and Heritage) is a program of intense case management for the most highly at-risk kids. PUSH
students meet one or more of the following three criteria: SHO kids (Serious Habitual Offenders) - a formula driven program; suspected
gang members; and/or teen parents (male and female). All such kids are assigned a case manager/advocate who works with them and their
parents through the system, including the court system. This program operates throughout the year.
San Juan School district hosts an annual Heritage Language Conference, which rotates between Monticello HS (2002), Whitehorse HS
(2003), Monument Valley HS (2004), and San Juan HS (2005). T h is year's conference will be the 8th conference to be held. T h is 2 day
conference is co-sponsored with the Utah State Office of Education. T h e first day is one of site visits to exemplary heritage language at
various campuses. The second day is one of presentations by regionally and nationally well-known presenters.
T h e conference targets educators, parents, and students. Heritage languages are focused on Navajo, Spanish and Ute. Attendance is free
for residents of San Juan County. For others it is a nominal $50.00. Attendance has ranged from 600-1000. The conference is located in
San Juan School District, but it has a statewide/regional focus.
The 10th Grade Pre-Vocational Program VT
T h is program helps students, who are at-risk of dropping out, to remain in a non-traditional vocational setting. The program was first
located at the River Bend T echnical Center but has since been replicated in other technical centers throughout Vermont. The curriculum
involves English, Life Skills, and Vocational Exploration to help students learn basic skills while preparing for a future career. T h e River
Bend Career and T echnical Center (formerly the Oxbow Vocational Center) was founded in 1979, and operates on the belief that students
need three educational factors: 1) a purpose for remaining in school; 2) exposure to vocational options for education; and 3) the
development of positive personal, social, and academic attitudes and skills. Students have the opportunity to actually perform hands on
activities to allow them to actively participate. Students also are involved in community service projects.
Unity Project WA
T h e Unity Project targets 28 high poverty, low test scoring schools. The Schools were selected to represent African American,
Asian/Pacific Islander, American Indian/Native American, Hispanic, and low SES populations. The schools themselves are historically
considered "under-achieving". The mission of the Unity Project is to work with staff and the community to identify strategies that are
successful with these students and families. Project goals are to ensure that 90 percent of students are reading at grade level by third
grade, to involve families and the community with the school, and to develop an individual academic plan for each student. The program
is in the third year. The project provided activities included training for principals at least two to three times per year, an annual meeting
for parents (a team of parents and staff was invited), and information about and assistance with grant writing. For example, many of their
school have Goals 2000 or CSRD grants. Nine have Reading Excellence Act grants (first year is 2001-02). Some have technology
grants. Right now, teams from 13 of the schools are receiving a week of training and planning to develop School Improvement Plans in
reading and mathematics with technology infused in the curriculum. T h ere is no single program in reading or math that the schools are
encouraged to adopt. Each school will develop (actually, continue to develop -- they have done much planning already) a plan that meets
Policy and Information on Dropout Prevention WI
In Wisconsin, school districts are meeting the challenge and developing alternative education programs to address the needs of their
students. T h e programs range from early intervention for at-risk learners that start the student off on the right track to "last chance"
programs, designed for students that have interfered significantly with safety, or the well being other learners. The most effective and
successful programs use a team selection and student interview process. Referrals are screened and reviewed. Students and parents are
interviewed at which time the rules and expectations are explained.
Alternative Learning Program WV
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Safe Schools WY
T h e Safe Schools program works with all students, the pre-valedictorian and the failing student, to help them with a better future. The
Safe Schools program includes a Drug Free Schools Prevention Program Maintenance - where the school has meetings with parents and
students and provides support and counseling; School Response Officers and Campus Supervisors - who provide networking and training;
a Foreign Exchange Coordination - to help with records and special needs; and Home Bound Service Coordination - to help with tutoring
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