Satori is a parent cooperative school providing non-sectarian, quality alternative education for the children of our community. All children are eligible for the services provided by Satori, regardless of race, color, sex, national and ethnic origins. The school's mission is to create a nurturing environment where children discover fundamentals across disciplines within the context of an integrated real world curriculum while having the opportunity to work at their individual level of challenge. The school serves children in Kindergarten through fifth grade in small multi-age classes. Each class has a two-grade span and a maximum of twelve students with a credentialed teacher. The multi-age classroom creates a supportive learning environment for all students. The nurturing nature of the school environment is further fostered by daily direct experience in learning communication skills and practicing problem solving. All of the traditional subjects are taught using traditional textbooks regularly supplemented with manipulatives, hands-on experiences and real world exposures. The children have opportunities to experience the disciplines in an integrated fashion as they participate in thematic units within the classroom and as participants in school-wide thematic units. Parental involvement is the cornerstone of a child's education. Children must see that their parents are interested and place importance to the task. We require parental involvement in the school, ranging from volunteering in school activities and fundraising efforts to serving as Board officers of the school. All parents are voting members, and all have the opportunity to shape their child's education.
Banner designs its programs specifically for students who are at-risk, disruptive, and/or have special needs. The Banner School model offers a truly alternative setting. Students who have been unsuccessful in traditional school settings often find the Banner environment to be a welcome change. This change fosters academic success. Banner Schools is a true partner to public school districts. Banner provides a vital service to school districts by educating some of the districts' most challenging students. Banner works closely with the school districts' liaisons to insure that all educational, legal and regulatory requirements are met. Banner values its relationships with the school districts and prides itself on being highly responsive to the districts' needs. And Banner Schools educates these students at reasonable rates that are below the rates usually charged by other providers and lower than the costs the school districts would incur to educate these students on their own. A public/private partnership between a school district and Banner Schools creates a "win-win-win" situation. By placing these students in Banner programs, the school districts win by making their other schools more manageable and by saving valuable funds. By being placed in Banner programs, the students win by being educated in highly therapeutic settings that lead to academic success. By partnering with school districts, Banner wins because it gains the invaluable and highly rewarding opportunity to educate these students and to truly make a difference.
Transitions High School (THS) is an alternative education program for high school students in early recovery from addiction. It is designed for youth who truly desire and/or need a drug free environment to avoid old drug using influences. The purpose is to help these students develop the necessary skills they need to succeed by providing them academic programming that includes activities that support their recovery.
http://www.ridgwayareaschooldistrict.com
The Ridgway Area School District is located in the Borough of Ridgway, one of northwestern Pennsylvania's most scenic mountain communities. This community, designated as the county seat for Elk County is situated in a valley which is intersected from north to south by the Clarion River and surrounded by some of the most beautiful state and national forests in Pennsylvania. As a result, Ridgway residents are able to enjoy all the rudiments of rural life while maintaining a travel distance of less than 2 1/2 hours to such major cities as Pittsburgh and Erie. While lumbering and the powdered metal industry are the major sources of employment, the community also serves as residence for many people employed in neighboring communities. Local community services include retail stores, restaurants, an urgent care center, a mental health clinic, a YMCA, a community pool, public tennis courts, a daily newspaper, and a golf club. The Clarion River and state game lands provide for the recreational needs of Ridgway's local residents. The Ridgway Area School District boasts a superior educational program that includes both modern curricular studies and a vibrant extra curricular program. This educational program is augmented by a system of school libraries that includes over 50,000 volumes, an excellent Public Library that boasts 20,000 volumes and a school based computer education system. The Ridgway students are taught by a faculty that is both experienced and capable. Approximately 80% of Ridgway High School seniors attend post high school programs. Community interest in the District's extra curricular activity programs is evident from the sizeable support provided by various booster groups. The Ridgway Area School District is a vital and energetic partner to the Ridgway community as a whole. Ridgway schools are the recipients of the Magna Award, PASBO Award of Achievement, State Performance Funding Awards, and its elementary school is a Pennsylvania School of Distinction. Two of Ridgway's teachers were finalists for Teacher of the Year; one instructor is a Milken honored educator; one faculty member was the WPSX teacher of the year, and one faculty member was named the University of Pittsburgh at Bradford's distinguished educator. In 2004, the high school, middle school, and elementary schools met all requirements for NCLB, Annual Yearly Progress and scored above state averages in all PSSA testing. Likewise, Standard and Poor's issued the following 2003 analysis: "Ridgway Area School District is one of 29 districts in Pennsylvania that exceeds the state averages for PSSA (State Tests) mean scores and participation rates, despite serving an above average proportion of economically disadvantaged students. The District may serve as a valuable source of effective strategies and practices for other school districts in Pennsylvania that are looking for ways to improve student performance."
http://www.learningacademy.org
Morgantown Learning Academy, formerly Morgantown Day School, is an incorporated, private, non-profit school. The school was established in 1963 and has expanded to include preschool, kindergarten, and grades 1 - 8. The purpose of Morgantown Learning Academy is to provide an alternative education of the highest quality for children of all racial, cultural, religious, and economic backgrounds. The MLA educational program is based on a child-centered philosophy that is committed to teaching children in the ways they learn best. The purpose of this statement is to explain our beliefs about teaching and learning, our goals for our children, and how these goals and beliefs guide the everyday activities in our classrooms.
Aurora High School is the only high school in the city of Aurora and is one of four high schools located in Hamilton County. Aurora High school currently enrolls 301 students, grades 10 through 12. There are 99 sophomores, 100 juniors and the senior class of 2005 has 102 students. The faculty includes 30 high school teachers, 1 guidance counselor, and 3 administrators.
http://www.roseburgphoenix.com
Phoenix School is a special purpose school in Douglas County, Oregon, established in 1981 to serve at-risk youth who wish to continue their education but are unable to succeed in the public school system. Phoenix School relies on public donations, grants, and some public education funds for its support. We have the capacity to serve two hundred students per term. The entire student population qualifies for the National School Lunch Program. The student population reflects the twice the level of community diversity. We provide tuition free accredited middle school and high school alternative programs that respond to the five major reason youth drop out. They are the Oregon Youth Service Corp, counseling for grief, substance and sexual abuse, a teen parent program and certified infant to toddler childcare. Our school improvement data supplied to regulatory and accreditation agencies shows that we successfully engage, educate and transition at-risk youth. Graduate follow-up studies show our graduates have 96% employment status, show a 98% satisfaction index for their Phoenix experience, and transition to successful independent living 83% of the time. We have been named Oregon Alternative School of the Year twice, received continuing certification since 1981, and national recognition for our programs.
In 2005, Alee Academy was graded for the first time as a part of Florida's A+ program and was determined to be a failing school. The school has made changes to the philosophy and curriculum to meet the requirements of the Assistance Plus Program in an effort to improve the School Grade. However, the very nature of the student population served by this school makes the challenge of meeting traditional-based criteria in one year's time very challenging. When all students are considered to be struggling learners (most read at the 5th grade level when they enroll in Alee), more than one year is necessary to improve the level of reading proficiency from the 5th grade level to the 9th or 10th grade level that is necessary to pass the FCAT test. Several students even told the principal after the FCAT testing that they hoped they did well enough to help the school grades. The students and teachers want to succeed in this endeavor, yet they have been stressed trying to improve the School Grade so the school will not be closed after this year. According to Robert Marzano, students will put forth effort when students clearly understand the learning outcome and how it will be evaluated, when students feel the learning goals and assessment are meaningful and worth learning, and if they are able to see their potential for success. The recent publicity regarding dropouts on the Oprah Winfrey Show and by Bill Gates demonstrates the need to do something different to encourage and help at-risk students graduate from high school. With continued collaboration from the Florida Department of Education and Lake County Schools, Alee Academy can become a model school for this very effort. To date, 459 of the students served by Alee students have achieved success in receiving a high school diploma. As the parable goes, millions of starfish wash up on the beach to inevitably die. Some are thrown back into the sea and live. Ask any one of these students who have graduated if Alee Academy made a difference in his or her success. The answer will be a resounding, yes! The school utilizes historical student data as well as pretests and posttests, which each identify student's strengths, weaknesses, as well as skill levels to gauge student performance. Examples of this include: The Stanford Diagnostic Reading and Math Test (SDRT and ADMT) is given as a pre and post test to determine the skill level and grade level for each student as well as the overall school. The Achieve Forecast Test is given three times during the year and utilized to determine the student strengths and weakness for reading and math. The reading test encompasses main idea, supporting detail, sequencing, compare & contrast, cause and effect, making inferences, drawing conclusions, author's purpose, summarizing, vocabulary, library/reference skills and total. The math test encompasses number sense, problem solving, operations, measurement, geometry, spatial sense, algebraic thinking, data analysis, statistics and probability, and total. The prior year's FCAT results are gathered for each newly enrolled or returning student who has not successfully passed the 10th grade FCAT reading and/or math test, or who will be taking the 9th grade FCAT. The data that is gathered includes prior testing school, testing grade, SSS Reading scale score or SSS Math scale score, SSS Reading Developmental Scale Score or SSS Math Developmental Scale Score, SSS Reading Achievement Level or SSS Reading Level, and SSS Reading Gain or SSS Math Gain. Based on the student's previous year's SSS Reading DSS, 78 points are added to the DSS to determine SSS Reading DSS Objective (the minimum for a one year's gain) for the current years FCAT test. Likewise, 55 points (for 9th grade) and 49 points (for 10th grade) are added the previous year's Math DSS to determine the SSS Math DSS Objective. Further disaggregation of the FCAT data looks for students who are in levels 3 or above, those who are in the lowest 25% as well as those who do not have results from a prior year's FCAT testing. This year the Folio testing has been implemented for the 9th and 10th grade students who will be taking the 10th grade Writing FCAT this year or who will be taking the 10th grade Writing FCAT next year. 1.3. How does the leadership ensure that the school's vision, purpose, and goals guide the teaching and learning process? Disaggregated data (FCAT) is shared with the instructional staff at the beginning of the school year in preparation for class scheduling, establishing curriculum guides, and expectations. During the school year, the SDRT, SDMT, Achieve, Folio as well as students' achievement within their classes are utilized to guide the teaching and learning process. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school's expectations for student learning and school effectiveness? The Continuous Improvement Model (CIM) is utilized to ensure the vision and purpose of the school remains current and aligned with the school's expectations for student learning and school effectiveness. The Plan Do Check Act (PDCA) instructional cycle drives the classroom instruction. CIM calendars for reading and math are developed in the "planning" stage. Instruction is delivered in the "do" stage. Results from focus lessons within the classroom instruction are "checked" for mastery/non-mastery via mini-lessons within the classroom. Further mastery/non-mastery is assessed via various formats which include the Stanford Diagnostic Reading and Math Tests, Achieve Reading and Math Forecast tests, Folio writing prompts, Accelerated math are utilized in the check stage. Based on the results the mini assessments and other various formats, instruction is given to students or small groups are delivered to sustain student learning or re-teach a concept, thus "acting."
Street School is a tuition free dropout prevention, intervention, and recovery program for students in grades 9 through 12 who live in the Tulsa Public Schools district. Our services include not only a high school education, but therapeutic counseling, and we are a certified drug and alcohol treatment program. As an alternative school, the Street School program incorporates teaching through real life experiences which reinforce key learning outcomes. With an average of 90 students and a focus on learning that engages the whole person, Street School is a great place to earn a high school diploma. Alumni share their success stories.
Desert Oasis High School is committed to providing a safe, and positive environment, where educational options and opportunities are provided to all pupils in order for them to attain their full potential. Desert Oasis High School Believes that pupils have varied learning rates and styles, therefore, we offer programs adaptable to each student's capabilities. We believe in an alternative school where pupils, teachers, parents and administrators jointly maintain a close working relationship. We believe that all pupils can learn, and learning is our highest priority. We believe that all of our staff members serve as role models who provide instructional leadership, as well as emotional and social guidance, which maximizes pupil potential. We believe that continuous staff training is necessary in order to meet the changing needs of every pupil.
The Fremont Union High School District is dedicated to recruiting and retaining the highest qualified teachers for our students. Maintaining a fully credentialed staff is mandatory for our District. It is vital for our teachers to comply with requirements for renewing their credentials as necessary and in a timely manner.
Katy ISD (www.katyisd.org) is a flourishing suburban school district that encompasses 181 square miles within three counties of east Texas. Its eastern boundaries stretch to Houston's energy corridor approximately 16 miles west of downtown Houston and extend along Interstate 10 to a few miles west of the city of Katy. In the 2004-04 school year, the student population will have grown to more than 44,000 served by 43 schools, including 5 high schools. Katy ISD offers an outstanding instructional program with facilities, equipment and materials that are among the best in the state.
As the fifth-largest and one of the fastest-growing school districts in the nation, the Clark County School District (CCSD) expects to serve more than 300,000 students in the fall of 2006. For the past 10 years, CCSD has welcomed approximately 12,000 new students a year with no sign of slowing in the future. The projections made by the district historically have been very accurate - predicting student populations with an error rate of less than 1 percent. CCSD has one of the most aggressive building programs anywhere in the nation - building more schools (160) in the past 15 years than any other school district in the country. In November 1998, county voters approved $3.5 billion in funding for a 10-year building program. With these funds, the district promised to build new schools, renovate existing schools, acquire land for future school sites and provide two new bus yards. Schools built in the last decade have won Excellence in Design awards from the American Institute of Architects Nevada, two Awards of Excellence from the National School Board Association, the Monarch Award (among others) from the Council for Educational Facility Planners International, and the Learning Environment Award from the National Supply and Equipment Association.
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