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TITLE Alternative Schools: Caring for Kids on the Edge. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 41p.; Printed on colored paper. CONTRACT RJ96006501 PUB TYPE Collected Works - Serials (022)-- Reports Descriptive (141) JOURNAL CIT Northwest Education; v3 n4 Sum 1998 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adolescents; At Risk Persons; *Educational Innovation; Educational Principles; Experimental Schools; *High Risk Students; High Schools; *Nontraditional Education IDENTIFIERS United States (Northwest)

ABSTRACT This theme issue presents an overview of alternative high schools that serve at-risk students. It opens with an essay on "Learning from the Margins," offering insights on the need for alternative schools, definitions of what constitutes an alternative school, how such schools succeed, and how alternative schools use new ideas to reach students. Four schools are profiled: Mat-Su, a school north of Anchorage, Alaska, which accepts students between the ages of 15 and 21 who are considered at-risk; Portland Night High School (Oregon), which helps students complete their secondary education even if they have already started a job or a family; the Open Meadow Learning Center, a private high school in Portland (Oregon) that uses relationship-based learning to teach life-skills development, preemployment training, peer-advocate groups, and other skills; and Meridian Academy near Boise, Idaho, a small alternative school that emphasizes the importance of each student and fosters a family-like atmosphere. Each profile features information on teaching strategies, the unique approach each school takes to meet the needs of its students, and other alternative school techniques. (RJM)

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\-\ ,L. U The Les_sons of Alternative Sohools ; liii 1111 IL , .tie ninth-grade student was a show stopper;14alf of her head was shaved,anAhe other half was freaked out19, a bold explo- ion of hair, belpand ribbons. She had three gp)l studs in her nOse And was "ring at least a c. dozen earringsdiat, -- icfchimes whgt Samove& rAbIli§tinctive wif she was a beabtiful ykkug.gir her"v71She had left her former high school to travel across town to a small alternative program. She thought for a moment then explained, 'A'rrrtkri*toliaol everyone treated me like a geek, eve-rybody thought IA-kind of meird. Over here...it's like, I iust disappeared into this really -happy fainityt : f" Hope at Last for At-Risk Youth

Alternative Schools tudents attending the nation's estimated 15,000 alter- alternative school, truly remarkable achievement native schools come in all sorts of colorful packages. often occurs." More than a few adopt hairstyles, wardrobes, street Mary Anne Raywid of the Center for the Study of language, and attitudes that would make them stand Education Alternatives has witnessed hundreds of outor be kicked outof mainstream classrooms. similar success stories over the years. In her research But what's most remarkable about this diverse stu- review in The Handbook of Alternative Education dent body isn't outward appearances. It's that these she writes, "Alternative schools are known for the students, many of whom face obstacles ranging from dramatic turnarounds they often bring to the lives of poverty to teen pregnancy to long-term academic fail- individual youngsters whose previous school perfor- ure to chronic delinquency, are making an appear- mance has ranged from poor to disastrous. Well-sub- ance in school at all. stantiated evidence is harder to come by," Raywid A growing body of research and years of anecdotal adds, "but gradually the hard evidence is piling up." evidence show that students who have been labeled That hard evidence includes studies showing failures, troublemakers, or dropouts in traditional improvements in academic performance and'self- schools can thrive in smaller, more individualized set- esteem, and reductions in behavior problems and tings. That may sound like plain common sense to dropout rates, among students in alternative settings. any teacher who has worked to pull a struggling stu- These schools can't work wonders in every difficult dent back from the brink. It's especially timely news, case, of course. Nor can schools alone untangle the however, as communities across the country wrestleweb of social and economic problems that put so with the staggering social and economic costs associ- many children in jeopardy. But the results coming ated with undereducated youth. After years of operat- from alternative settings are convincing. Barr and ing on the margins of public education, alternative Parrett go so far as to argue that alternative schools schools are getting a serious look from many differ- should be a key component of "a blueprint to ent interest groups: proponents of school reform, restructure public education" so that all students will corrections workers overwhelmed by juvenile have a fighting chance to succeed in school. caseloads, and employers concerned about finding Many of the current buzzwords of school reform enough educated young people to fill tomorrow's performance-based education, school choice, school- workplaces. to-work transition, experiential learninghave long Robert D. Barr of Boise State University and been realities at alternative schools in the Northwest William H. Parrett of the University of Alaska Fair- and across the country. Now, with an explosion of banks took a comprehensive look at the mounting interest in these program, it's worth investigating what body of research literature regarding at-risk students, the margins can teach to the mainstream. much of it generated at alternative schools in the

Northwest. Their detailed findings, published in Hope WHO NEEDS AN ALTERNATIVE? at Last for At-Risk Youth, help explain why these At least a quarter of the students who eniered the diverse schools are earning such widespread atten- nation's high schools as freshmen in 1994 never got tion. As the authors explain, "Once at-risk students the chance, four years later, to don a cap and gown. leave the difficult world of traditional school classes Before they could march across the stage to receive and enter the supportive, focused programs of an their diplomas, they either dropped out, or were

NW Education / Summer 1998 7 pushed out, of public schools ill equipped to copedescribes a "collision of factors" leading to an indi- with such wrenching problems as family dysfunction,vidual student's decision to leave school: "Most stu- domestic violence, poverty, and homelessness. dents quit because of the compounded impact of, for Dropout rates run even higher in urban areas where example, being poor, growing up in a broken home, these issues are most acute, according to Staying in being held back in the fourth grade, and finally hav- School: Partnerships for Educational Change. ing slugged 'Mr. Fairlee,' the school's legendary vice What happens to the kids who disappear from theprincipal for enforcement." As Mann points out, educational system? Statistics paint a grim picture. school-related factors are often only part of this com- More than 80 percent of prison inmates are highplicated picture. school dropouts; teen parents who have two or more Much of the research on at-risk youth has focused children can expect to remain on welfare for aon the problems these students face at the time they decade. According to a 1997 Juvenile Justice Bulletinleave school. But often, their academic challenges ("Reaching Out to Youth Out of the Education Main- begin years earlier, even before they start school. stream"), "Research has demonstrated that youthReady to Learn, a 1991 study by the Carnegie Foun- who are not in school and not in the labor force aredation for the Advancement of Teaching, reported at high risk of delinquency and crime. Society pays athat more than one in three kindergartners arrive at high price for children's school failure. In 1993, one-school unprepared and poorly equipped to learn. "If fourth of youth entering adult prisons had completedchildren do not have a good beginning," the study grade 10; only 2 percent had completed high schoolcautioned, "it will be difficult, if not impossible, to or had a GED." compensate fully for such failings later on." After a decade of study, researchers can chart the After years of watching a steady percentage of their characteristics of students most at risk of school fail-students fail to become engaged in learning, educa- ure. According to the Staying in School report,tors have become adept at predicting which kids will "Black, Latino and less-affluent Americans of all eth-be lost from the system. "Using only a few identified nic groups and nationalities drop out at far higherfactors, schools can predict with better than 80 per- rates than members of other groups, especially in thecent accuracy students in the third grade who will inner-cities." later drop out of school, Barr and Parrett report. Studies also show that students are more likely toSubjective factors, they add, are often as telling as leave school early if they have a history of poor aca-hard data: "Regardless of what others might call demic performance or low attendance; if they are olderthem, teachers have always known these kids. They than their peers by the eighth grade (often due to reten-have known them as disinterested and disruptive, as tion); if they become pregnant during high school; or those students who refused to learn, and as those if they need to work to support their families. who they thought could not learn. And they have Barr and Parrett add, "Research clearly indicatesknown these students as those who, by their pres- that many school attempts to help at-risk students ence, have made teaching and learning so difficult for (including retention, expulsion, and ability tracking) all the rest." According to Public Agenda, 88 percent too often backfire and become contributing factorsof teachers nationwide believe academic achievement toward forcing students out of school." would improve substantially if persistent troublemak- Dale Mann, writing in Teachers College Record, ers were simply removed from class.

Alternative Schools Every student who leaves the system early, either by In the Northwest, alternative programs are similar- choice or as punishment, loses much more than a ly marked by innovation and variety. Students inter- diploma. These young people "are being disconnect- ested in real-world education can gain experience at ed from the functions of societc argues Fred New- jobsites in the community while developing their own man, director of the Center on Organization and"master skills" (such as reasoning, problem solving, Restructuring of Schools at the University of Wiscon- and communications skills) through a program sin. "Not just from economic productivity," he adds, called CE2. First developed in Tigard, Ore., CE2 has "but from the functions of citizens in a democracy." been adopted in dozens of other communities. In Because the costs of losing touch with at-risk stu- rural Idaho, an alternative school serves students in dents are so profound, many states have passed legis- grades K-12 with small classes, a schoolwide focus lation allowing alternatives. Oregon law goes so far as on technology, and outdoor learning experiences in to require districts to provide educational alternatives which older students act as counselors for their for students who either are not meeting, or are younger classmates. exceeding, educational standards. Some Oregon dis- Clearly, programs labeled "alternative" cover a var- tricts contract with private schools to provide alterna- ied map. While they are diverse in organization, tives while others create their own, unique programs. teaching style, and curriculum, many of today's alter- In Washington, where the state actively encouragesnative schools can trace their roots to the free and supports alternative education, the number ofschools or community schools founded during the alternative schools expanded from 44 schools in the 1960s. Richard Neuman, writing in Phi Beta Kappan, mid-1970s to more than 180 in 1995. describes the early alternative schools as springing from an idealistic, counterculture era when the pro-

WHAT IS AN ALTERNATIVE SCHOOL? gressive educational ideas of John Dewey enjoyed a Alternative schools have long been defined by what resurgence of popularity. they are not: Not in the educational mainstream. The early free schools shared a general belief that Geared for students not succeeding in traditionaleducation should be tailored to students' needs and classroom settings. Not bound by the conventionalinterests, Neuman recounts. "Consequently, alterna- rules and regulations regarding textbooks, class size, tive programs attempted to blend academic subjects curriculum, grades, teaching styles. But what are with practical areas of knowledge and personal inter- they, exactly? est. They offered individual learning plans for each There is no simple answer. An alternative "cyber- student. Students developed their personal learning school" in California delivers individual instruction plans and made curricular decisions. Faculty acted as via home computers to high school students who partners, collaborating in development and operation range from gifted to slow learners. In Connecticut, an of their school." Unlike more traditional schools, adventure curriculum is built around rock climbingthese institutions avoided tracking, ability grouping, and other forms of outdoor education designed to and other forms of labeling. build students' self-esteem. Students in a Foxfire pro- Many of these ideas have endured as alternative gram in New England conduct oral history interviews schools have evolved. Today, educational alternatives in the community to learn how local folktales reflect include a smorgasbord of private and public pro- their culture. grams, each one with a distinct flavor. What they con-

NW Education / Summer 1998 k; ,11- 9 tinue to share, according to Jerry Mintz of the Alter-ry grades. They bring progressive educational princi- native Education Resource Organization, "is anples to a wide population of students. Some, such as approach that is more individualized, has moreMetropolitan Learning Center, a K-12 program in respect for the student, parent and teacher, and is Portland, have endured since the 1960s. Many of the more experiential and interest-based." new charter schools opened since the early 1990s While the earliest alternative schools were designed have adopted a similar child-centered philosophy. as options for any student who wanted to experience Although not specifically designed for at-risk youth, a different style of learning, today's public alternativethese programs often incorporate ideas that work to schools are more likely to be problem-solving pro-the advantage of students who are struggling in the grams geared to serving a specific population ofmainstream. struggling students. Disciplinary programs. Violent or disruptive stu- Education Week defines alternative schools asdents are "sentenced" to these diversion programs, "public schools which are set up by states or school such as New York City's recently approved Second districts to serve populations of students who are not Opportunity Schools. Sometimes nicknamed "last succeeding in the traditional public school environ- chance highs," these institutions provide high school ment." This shift in emphasis led Don Giles to writeor middle school students with a mix of behavior in Changing Schools, "The term alternative is nomodification and intensive individual attention. In longer generally regarded as applying to a variety of theory, they also benefit mainstream students by models but instead has become associated exclusivelyremoving troublemakers from class. with nonconforming programs for 'at risk' or 'bad' Problem-solving schools. Alternatives specifical- students." ly designed for at-risk students, these programs tend Because alternative schools have meant differentto be nonpunitive, more positive and compassionate things in different communities, researchers lookingfor students in need of extra help, remediation, or to compare programs have run into an apples-and- rehabilitation. They often provide a network of aca- oranges dilemma. As Raywid explains in Making ademic, social, and emotional assistance to students Difference for Students at Risk, "The challenge inwho have been unsuccessful in the mainstream. Pan researching effectiveness of these programs has been Terra High School in Vancouver, Washington, for the absence of a standard definition." instance, develops a personalized learning plan for Yet most alternative schools do emphasize centraleach student and allows for flexible scheduling, with themes and philosophies, Raywid notes, citing "small- class blocks offered from morning through evening. ness, personalization, interpersonal relationships, If free schools sound somewhat like educational and a primary focus on students as human beings." utopias, then Raywid suggests two more metaphors to By looking at patterns in alternative school organi- describe the other models. Disciplinary programs zation, teaching methods, and philosophies, Raywid resemble soft jails, while problem-solving schools are has found three models that emerge from the thou- more akin to therapy. sands of individual programs currently in place across the country. HOW THEY SPELL SUCCESS Restructured schools. These schools, progeny of"This is the only school where I've never had an the early free schools, may start as early as the prima- attendance problem, where I was interested in learn-

(v. 40 Alternative Schools ing, and where the teachers were there to help me. In "Overcoming the Odds," Emmy E. Werner and Most people I know in my position would have quitRuth S. Smith note that the more resilient youth in school, so I'd say I chose 'the less traveled road.' The their long-term study often had supportive teachers difference in my life has been great," wrote one stu-"who acted as role models and assisted with realistic dent in an essay. educational and vocational plans." When alternative schools work, they work wonders. Choice is another key to the success of programs They offer students who thought they were failures a that work. "Alternative schools must be membership taste of success. They reach the hardest- to-reach. institutions, places with which the students want to Although such stories can seem miraculous, there'saffiliate," Raywid reports. "Nobody gets sentenced no magic formula behind programs that enable stu- here," explains one program director, "not the stu- dents to succeed. Indeed, research shows that it's notdents or the teachers." what alternative schools teach, but how they work Rather than operating as dragnets to pull students with students that can make a difference. back from the brink of failure, effective alternative In Expelled to a Friendlier Place, Martin Gold andschools are more like safety nets into which strug- David W. Mann suggest two factors most likely to helpgling students can choose to jump. When researchers delinquent youth improve in alternative settings: at the University of Wisconsin looked at 14 schools 1. A significant increase in the proportion of a stu- with successful programs for at-risk youth, they con- dent's successful vs. unsuccessful experiences 2. A warm, accepting relationship with one or more adults A change of setting, they point out, can serve as a Strategies for Teacher Success fresh start for a student who has learned to associate . Meet students at the door of your room school with failure. As one teacher observes, "Kids every single day. know, when they arrive here, that they've stumbled 2.Call each student by his or her first name. somehow. And they know everyone else here has 3.Engage all students in each class each day. stumbled, too. This is a place where they can start 4.Set high standards for behavior and work. over, without all the grief." 5.Clearly communicate your expectations Ironically, the discipline problems that may have for student behavior and work. bounced students out of the mainstream tend to be 6.Use varied methbds of teaching (hands-on and student-centered activities). reduced in alternative settings. 7.Be consistent in rewarding behavior and In a national survey, Raywid found that the personal disciplining misbehavior. relationships alternative schools foster between stu- 8.Call parents with good news and concerns. dents and staff were more critical for success than Use the "sandwich" approach (put the con- curriculum or instructional strategies. Similarly, Barr cerns between slices of good news). and Parrett observes, "Many alternative educators 9.Understand the impact of homework on report significant improvement that is not directly many students. 10. Let your students know that you are truly related to the curriculum or the instruction (although interested in their welfare. these most certainly make a difference). It is student attitudes that seem to make the difference. SOURCE: Meridian Academy

NW Education / Summer 1998 cluded, "The key finding of our research is that effec- Barbara Means and Michael S. Knapp explain the tive schools provide at-risk students with a communi- logic behind accelerated learning for students who ty of support." may have struggled to keep up in regular classes. Barr and Parrett synthesize research findings intoRemedial education, they say, tends to "postpone these three "essential characteristics" of effective more challenging and interesting work for too long, schools for at-risk youth: and in some cases forever. Educationally disadvan- 1. Comprehensive and continuing programs. Studentstaged children appear to fall farther and farther who are not thriving in mainstream schools are sel-behind their more advantaged peers as they progress dom helped by short-term alternatives that dumpin school." them back into their old schools after a few weeks or Rather than focusing on a student's academic months. In long-term programs, students can benefitdeficits and insisting on mastery of the basics before from efforts that may address academic, social, fami- a student can move ahead, they outline an alternative ly, and health concerns. approach that acknowledges a student's intellectual 2. Choice and commitment. In the most successfulstrengths. This doesn't mean ignoring the basics. alternative programs, both students and teaching Instead, they use "a complex, meaningful task" as the staffs choose to participate. context for instruction. 3. Caring and demanding teachers. Barr and Parrett The active learning approach found in most alter- point to caring and demanding teachers as perhaps native settings means instruction is delivered through "the most powerful component in effective programs dialogue rather than lectures. Students practice for at-risk youth." They explain, "There is an abun- advanced and basic skills while being actively drawn dance of research that emphasizes how important itinto problem solving. For instance, students might is for teachers to care for at-risk youth, to believe that study the physical principles involved in shooting a these students can learn, and then to hold high basketball foul shot, or analyze the lyrics and struc- expectations for them as learners." ture of a rap song as if it were a sonnet. They wind up Small program size also seems to be a critical fac-acquiring new skills along with a new belief in their tor, according to both the research literature and capacity to think, and their leap in confidence can those who work in alternative settings. "However help make up for lost lime. great we may be," observes a writing teacher from an Although alternative school teachers work with alternative high school in Po-rtland, "even we would- some of the hardest-to-reach students, they report a n't be getting very far if we had to deal with a class of high degree of job satisfaction. They enjoy the creativ- 35 kids. Staying small is the only way we can keepity required to connect with students who have not these kids from getting lost all over again." previously enjoyed learning. In studies of the most Students often arrive at alternative schools lackingeffective alternative programs, researchers have or behind in basic skills. Many students are surprised found extensive collaboration between teachers. at how quickly they can make up for lost time in pro- Alternative programs typically involve the faculty in grams that deliver individualized instruction. Ratherdesigning programs and developing curriculum. One than doing slowed-down, remedial work, they may research team described "a climate of innovation and find themselves on an accelerated learning curve. experimentation" among the faculty at effective alter- In Teaching Advanced Skills to At-Risk Students,native schools.

4A 14 Alternative Schools PIONEERING NEW IDEAS learning, competency-based graduation require- One of the best known alternative school programs in ments, school choice, and site-based decisionmak- the country was started almost by accident in Newing. Observe Barr and Parrett, "It is startling to York's East Harlem neighborhood. Recounting theconsider the vast numbers of concepts, approaches, story in Miracle in East Harlem, former Deputyand programs first developed in alternative schools Superintendent Seymour Hiegel describes this neigh-that now have become widely used in traditional pub- borhood as "one of the toughest and poorest" in lic schools." America, with one in seven adults unemployed and Despite their well-documented success and innova- violent crime twice the citywide average. Being at risktion, alternative schools continue to operate in the of school failure was more the rule than the excep- shadows of mainstream education, often fighting an tion for his students. In 1973, East Harlem had theuphill battle for respect. Some schools continue to worst academic performance of New York City's 32struggle against being treated as "dumping grounds" school districts. At one high school, 93 percent of the for hard-to-handle kids. "They are likely to be seen ninth graders dropped out before graduation. as fringe or flaky...as programs for losers, misfits, Yet by 1987, the percentage of East Harlem stu- misbehaviors," Raywid admits. dents reading at grade level had soared from 16 per- Gold and Mann, whose research has demonstrated cent to 63 percent. Student achievement zoomed the value of alternative programs for students with from 32nd place to 15th place. Dropout and truancyserious delinquency problems, lament that these rates had declined dramatically. innovative schools "are particularly fragile. It does The difference, Fliegel asserts, could be traced to not take much to close such schoolsan incident of the opening of 26 small, innovative alternativeviolent behavior, an unfavorable report on achieve- schools focused on meeting individual student needs.ment test scores, a tight school budget." Each school was started by a teacher or a small team By their very design, alternative schools have a fla- of teachers who had a dream about how to delivervor that's unlike the mainstream. "We have a different education. The district, frustrated by chronic studentlook, taste, and feel," acknowledges a teacher who failure, gave them the autonomy to bend the ruleshas spent his long career in alternative settings, and experiment with alternative approaches. Theworking one-on-one with students who could not, or result, Fliegel believes, has been "more congenialwould not, survive among "30 students in a cell with environments for students and teachers alike." Easta bell." Harlem took many of the lessons first learned in For a student who has felt stifled in a traditional alternative schools back to the mainstream, creatingclassroom, the difference can be as invigorating as small schools designed and run by committed teach-fresh air. At his graduation from the Portland Night ing staffs who were encouraged to be creative inHigh School in 1997, Chris Moore summed up the designing programs. benefits of an alternative education in his simple but As school reform efforts continue in the Northwest joyous song: and elsewhere in the country, similar applications of I think it's amazing the alternative school model may be ahead. Alterna- What teachers here have done. tive schools have pioneered such concepts as cross- A kid comes in upside down 1 3 age grouping, schools without walls, nongraded And they turn him around. 0

NW Education / Summer 1998 11

mall program size also seems to be a critical factor, accord- ing to both the research liter- ature and those who work in alternative settings. "However " Sgreat we may be," observes a writing teacher from an alter- native high school in Port- land, "even we wouldn't be getting very far if we had to deal with a class of 35 kids. Staying small is the only way we can keep these kids from getting lost all over again." By Samantha Morrisey Photos by Al Grillo

Dawn comes slowly here in late winter. Fingers of light stretch across a gray sky that holds the promise of turning blue. A school bus roils to a stop, snow' crunching under its tires, and a group of teenagers steps off the bus in a collage of denim, plaid flannel, baseball caps, backpacks, and headphones. Two toddlers link hands with their Moms and fol- low the others through the glass N doors into Mat-Su Alternative t,140, '''',..., '':4School. Inside the heart of the school, a packed, multipurpose room pulses with activity. At small round tables students himch over textbooks with notebooks .-7 open and pencils in hand. A A steady rhythm of fingers punch- ing keyboards comes from the computer lab along one wall. Roving students mingle with friends or help themselves to breakfast. From his desk by the front door principal Peter Burchell takes it all in, mentally noting who is absent and what he needs to take care of today, while bantering with students and answering the phone. When a boy hands him a slip of paper, Burchell looks at it .0*-- and booms, "Kevin WhitneV. Thank you, jesus! U.S. History, grade B.- The room breaks into applause and cheers as Kevin takes dents at Mat-Su, almost a third remarkable considering the behav- can do is meet them where they back his credit slip with a grin. Each don't live with their parents, a ior problems many kids have when are and accept them for who they time a student earns half a credit quarter are parents themselves, they first walk through the doors. arelook past the weird hair and or completes a course, Burchell and nearly as many have spent "I won't tolerate graffiti or steal- clothes, look past the anger. They performs what he calls a "ta-dah" time in juvenile detention or jail. ing," says student Steven Humphreys. may not have a clue how to change, before the entire school. Every Many students have been abused, "All the other schools, I didn't care. but we give them ideas and let achievement at Mat-Su, no matter addicted to drugs or alcohol, or I would have burned them down them do it." how small, is recognized. homeless. myself. But this one, I won't let The school's informal environ- All of the students at this alter- In educating these kids, the anybody (mess) with this one." ment allows Wirkus and the rest native school 45 miles north of school has to first remove the bar- Steven started using drugs of the staff to relate to students in Anchorage have failed inor feel riers that keep them from getting when he was 11 and was in juve- ways that would be difficult in a failed bymainstream schools. an education. Mat-Su helps stu- nile detention six times before he larger school. Classes at Mat-Su Mat-Su accepts students between dents overcome their challenging was 16. Three years ago Steven are small, never more than 15 stu- the ages of 15 and 21 who have backgrounds by offering diverse decided to get sober, and he credits dents, because these kids demand dropped out of school, are behind programs, including an onsite the school for helping him work individual attention. Here, they in credits for their age, and are day care center, food and clothing through his addictions. "If I told receive it. committed to earning a high banks, an Alcoholics Anonymous them to go away, they wouldn't," Faculty "offices" are desks in school diploma and acquiring program, and a full-time work- he says. "When you screw up, they the main room where the students work skills. Students find in the study coordinator. Perhaps most don't get on your case. They tell spend much of the day, and teach- school the direction and resources important, the school gives them you what you did wrong and how ers take breaks and eat lunch with they need to get back on the edu- a place where they belong. to fix it." the students. Kids call teachers by cation track. In the process, they The teachers at Mat-Su have their first names and often sit with discover how to become successful, A PLACE OF changed Steven's approach to them at their desks, where they contributing members of society. THEIR OWN schoolwork because, for the first catch up on their classes and their BurchellMr. B. to everyone Beside Burchell's desk, a boy rifles time, he was expected to succeed. lives. The atmosphere is deliberate at the schoolis principal, boss, through a box of snacks that sell "I disrespected the teachers at and designed to make students feel teacher, caseworker, and friend to for a quarter, and finally decides first," Steven says. "But the more comfortable approaching teachers. his students. He relishes every role. on some potato chips. When a I screwed up, the harder they tried. Sometimes this is half the battle, "The number one criterion for lone coin drops into the box with I never expected it in a million because if a student doesn't feel school policy is what's going to aplink, Burchell looks up from years. I expected to be kicked comfortable approaching a teacher, help kids the most," Burchell his work and questions, "A dime, out in a few months." chances are good that student will says. He uses the analogy of a Todd?" Todd, who is fishing in Earning the trust of a student be too intimidated to ask for help. three-legged stool, the strongest his jeans pocket for the rest of the like Steven can take time, and The close quarters allow stu- piece of furniture you can build, change, protests, "I don't want to teachers here have learned to bal- dents to keep an eye on teachers to explain his definition of success. rip you off, Mr. B. I'd just be rip- ance optimism and realism with in the same way teachers check on Academic skills, social skills, and ping off myself." persistence. The school is open 12 students. Many of these kids have vocational skills are the three legs. The kids at Mat-Su have devel- months a year, 141/2 hours a day. never had positive relationships Kids need a balance of all three to oped a sense of ownership in the Lydia Wirkus, who teaches with adults and lack adult role develop a strong, stable foundation school and their pride is evident. English, writing, and government, models, so watching the teachers for the future. No graffiti decorates the bathroom says: "I think most of the kids come do their jobs, interact, and handle For most of Burchell's students, walls or covers the tabletops. No here not trusting, not believing in stress in constructive ways is often social skills are the weakest leg, cans or cigarette butts litter the themselves, and with few appropri- as crucial to the students' educa- the reason they have failed in tra- parking lot. The school has had ate social skills. They are usually tion as anything the curriculum ditional schools. Of the 175 stu- only five fights in 10 years, which is way behind in academics. All we provides.

Alternative Schools At Mat-Su, nobody cares whether neath my pants. I have no pride selves. They have all heard the attending the University of Alaska a student is a sophomore or a senior left," Burchell jokes. "Most people put-downs and know that some in Anchorage, and tears well in her it's all about credits and indi- don't tell you 'no' more than once people think their school is a eyes when she talks about graduat- vidual progress toward graduation. when they know you are right." place for losers. Some kids have ing. Her biggest worry is Jacob "The growth I see in them is the Science teacher Tim Lundt has even believed it themselves. These being in a new day care center. growth they choose to make," learned from Burchell what grants students may come to Mat-Su con- The fact that the day care at Mat- Wirkus says. "We can facilitate bring to the classroom. His stu- fident only in their ability to fail, Su is onsite makes it easier for stu- that growth, but we are in no dents have been tracking ruffed- but they walk down the aisle at dents like Carolynn to leave their way responsible for it." spruce grouse, a popular sport- graduation certain of their ability babies. hunting bird in the valley, in a to succeed. Carolynn thinks teen parents at GROWING WITH project with the Alaska Department "It's okay not to be the best at Mat-Su have a better chance of suc- THE STUDENTS of Fish and Game that is funded by everything. Just focus on what you ceeding than kids in mainstream The school has come a long way grants Lundt wrote. Every Friday are good at," Burchell tells his stu- schools, which is good because the from its humble beginnings with three students traipse through bear dents. "Most of all please yourself. school has close to 50 teen parents a single $35,000 grant and five country, supervised by Lundt, in Succeed according to your own right now. "Don't sigh when you students in a neglected portable search of the grouse. The students definition of success, not anyone hear this," Carolynn says. "You classroom behind Wasilla High humanely capture the birds with else's." should applaud because these are School. ltvo and a half years ago snare poles and equip them with a More than 300 students have teen parents who go to school and Mat-Su moved to its present loca- nickel-sized radio collar. The class graduated from Mat-Su, and 75 have jobs and are parents." tion in a former Chevrolet dealer- then tracks the grouse and looks have gone on to college. If college Pregnant students and those ship, a 20,000-square-foot building for patterns. isn't a goal, then the school pre- with children are required to take on seven acres. In its 10-year his- In Lundt's classes, traditional pares students for jobs that pay parenting and life skills classes. tory, Mat-Su has received more science skills are taught through more than minimum wage. An updated version of home eco- than $6 million in grants and unconventional projects that chal- "Kids need to learn how to learn, nomics, life skills teaches students gifts. The majority of the school's lenge students and hold their inter- set goals, and develop real skills. how to manage a house, a car, and funding now comes from the Mat- est. A road-kill moose sparked We want to teach kids how to be a job. In parenting class students Su Borough School District, but another projectand stocked dependent on themselves, not to learn the different behavioral and that wasn't always the case. the food bankwhen students depend on other people or on developmental stages of a child's Every room of the school bulges butchered the moose and canned handouts," Burchell says. life, but the atmosphere is infor- with evidence of Burchell's creative the meat. Now Lundt's biology Student Carolynn Laliberte has mal, often more support group fund-raising techniques. The initial class is reconstructing the skeleton. learned to depend on herself in her than traditional class. Sheri furniture and toys in the day care "The kids enjoy what we are three years at Mat-Su. "In normal Lehman, who teaches parenting center were made by prisoners and doing," Lundt says. "A student high school I learned nothing. All and life skills, often finds herself donated to the school. Computers, once said, 'This is what I wanted I remember are two words: face- asking, "Is it more important to furniture, and soda machines not book work, but hands-on tious and enigma," Carolynn says. stay on Chapter 9 or to talk with came from a closing military stuff.' I try to come up with pro- "Here, instead of teaching you who a student who is tired because the school. Grow lamps and shelves jects that keep kids involved. To the third president was, they show baby was up all night?" in the greenhouse are compli- show them that they can go to you how to fill out tax forms." Burchell thinks of the school ments of the police department. college and do science." Jacob, her 20-month-old son, as life challenging. Because the Seized from marijuana growers spends his time in the school's day majority of Mat-Su students leave in a drug bust, the equipment now LEARNING care center chasing soap bubbles high school and go straight to work, helps lobelia seedlings survive the TO BELIEVE and bouncing on knees while his the curriculum concentrates on long Alaska winter. One of the first lessons kids at mom is in class. vocational skills as much as aca- "I have kneepads on under- Mat-Su learn is to believe in them- Next year Carolynn will be demics. Students are required to 17 NW EDUCAT1Oly 12kummer 1998 work at least 15 hours a week in addition to their classes, and the school accommodates work sched- ules by staying open until 9:30 p.m. World of Work is one of the few required courses at Mat-Su, and students in this self-directed class write resumes and use a computer program called AKCIS to explore career paths and deter- mine the types of work they are best-suited for. "The job experience is great. They push you, but not to the point where your head is going to evlode," says Tamara Tabor. Tamara is one of the students involved in the "Teen Power Hour," a show produced by a local radio station under the super- vision of the school's work-study coordinator. "On the first day of the radio show, you had an hour to prepare write the opening, read it, write the closing, read it. I didn't even know I knew how to do it," Tamara says. "I found that if I don't know how to do something, or I'm not prepared, I pretend I know what I'm doing. So I pretended I was a DJ. I faked the whole thing, and it turned out fine.", Tamara, who was homeless from May to October of last year, has gained confidence since com- ing to Mat-Su, and her work with the show reflects this. "I've seen a lot of growth in myself. It's not all the school," Tamara says. "I've thought it would be fun to be a DJ. Maybe I can do it." John House-Myers runs the vocational construction program at the school, and his students are

Alternative Schools 8 II

WASILLA, Alaska Morgan dropped out of the students "I probably wouldn't Shawn Morgan chops a roasted mainstream high school when have gone to college without red pepper, adds it to a bowl of he was only three credits short talking to himI went back - minced onions, and tosses the of graduating For Morgan, even years after I graduated to talk two together A radio blares that seemed like too much He about college with him, whether overhead, drowning all sounds says he was working a lot, and I could go," Morgan says "I but that of knife hitting butcher partying a lot, and not taking guess he pulled something block when he dissects the next advantage of his education "I out of me pepper Scooping the pieces didn't have my priorities Morgan remembers calling with the flat side of the knife, straight," he says. Burchell while he was at culi- he runs an index finger down When Morgan got his act nary school, especially during the blade and slides the pepper together, he decided he needed holidays or other lonely times. into the bowl with the others. to graduate. Going back to the "What I've learned from him is Morgan's restaurant opens for public school after dropping out basically that it all comes down dinner in two hours, and he is was not appealing, so Morgan to you. You're the one who's making a sauce for tonight's decided to try the alternative got to make decisions in your special. school. "There you could just life," Morgan says. Morgan and his family own go and finish your credits," he A pan of demi-glaze simmers the Shoreline Restaurant on the says. on the stove behind him, and banks of Wasilla Lake in Alas- Morgan, who started working he pauses to stir it. Morgan's ka's Matinuska-Susitna Valley. in restaurants years ago, has time at Mat-Su was brief, but he Morgan, the restaurant's chef, long had a goal of buying a res- was at the school long enough was the first student to gradu- taurant of his own. He attended to develop a relationship with ate from Mat-Su Alternative the Western Culinary Institute in Burchell. Judging from the sto- School. Now 29, Morgan grad- Portland, Oregon, and his fami- ries of Mat-Su studentsboth uated in 1988, when the school ly bought the Shoreline last past and presentthat's enough was in its inaugural year. Back September. "We've outgrown to change your life. then the school was housed in this place already," Morgan says. Samantha Morrisey half of a portable classroom "We've been jamming. We have behind Wasilla High School a full house most days, and we and had just five students. are packed on the weekends." The school has moved onto Morgan says his time at Mat- bigger and better surroundings, Su, however brief, taught him but it hasn't forgotten its roots. two crucial things: responsibili- A gold plaque hanging over the ty and respect. He says princi- door to the men's bathroom at pal Peter Burchell motivates his Mat-Su bears the name Shawn Morgan and reads "He helped acquire this building for MSAS." involved in their biggest project yet, the school what they put into it. his students, but has learned that it now Grandpa B.takes a tin 17 building a portable classroom for They are given the resources and is impossible to reach everyone. For milk jug filled with candy from next year's science classes. Seven support to succeed, but they have Burchell, the only thing harder than beneath his desk and trades lol- students gather around House-Myers to do the work. a student who drops out and doesn't lipops for hugs. This is his favorite in the field behind the school as he Mat-Su is not required to accept return is when a student dies. part of the day. impresses on them the importance referrals from mainstream schools. Eleven young trees line the front of measuring five times and cut- Prospective students are interviewed of the school, barely noticeable ting only once. by a panel of students and teach- without their leaves. One has been "Do you guys know how much ers, and they must complete a planted for each student the school this beam, times two, and this detailed questionnaire about their has lost in its 10-year history. Four beam, times two, costs?" he asks specific goals, both immediate and more trees wait to be planted when the students. long-term, to be admitted. Stu- the ground thaws in the spring. "A lot of money," one boy quips. dents must attend school on the Some of the deaths were the result "I want a dollar amount," closed campus for at least three of accidents, but half were suicides. House-Myers persists. hours each day, and missed time Burchell is silent as he thinks about Some people may look at his "A hundred dollars?" another must be made up within two weeks. the students who have slipped away. school and see only misfits and boy guesses. If an absence is not called in by He has a theory that you have to dropouts. He sees opportunities "Try $1,430," House-Myers tells 11 a.m., students double their either hug kids or harass them. and bright futures. As Burchell them. make-up time. Students keep "The only way to lose them is to replaces the lid on his candy tin, The class splits into two groups planners with daily, weekly, and ignore them," he says. "Silence his student calls out to her son, to measure a support beam that long-term goals, and faculty advi- is always approval." "Tell Mr. B thank you." II will be the foundation of the class- sors meet with them weekly to check "I was six-foot-five when I start- room. By the end of the hour a few their progress and give them a ed this job, now I'm five-foot-six," of the students are worried about nudge when needed. Burchell jokes. "My body can't their progress. "It's all right. It's The school is good at giving take much more of this." gonna work out," House-Myers second chancesand sometimes Burchell plans to retire August tells them. "Trust me. It's gonna third and fourth chances as well. 15, but he is confident that the work out." When a student doesn't show up school will continue to succeed. The construction projects are for school, the faculty advisor "I'm afraid for me personally leav- good for the students because they calls. If the student still doesn't ing. I'm not afraid for the school. are tangible, House-Myers says. return, Burchell makes the call. I've got a great staff," Burchell "You can stand back at the end of Mat-Su always has a waiting list, says. "I don't know a person who the day and say, 'This is what I did so students who aren't willing to has a better job in the state of Alas- today.' It's real for them." The kids work lose their place to someone ka. I really don't." don't get paid for their work on the who is. The staff seems to feel the same projects, but they do get school When kids don't work out and way. "He's given us the opportunity credit. House-Myers believes that are suspended from the school, to change a lot of kids lives. And for these students, success builds Burchell tells them, "We'll never it's changed our lives in the pro- on success. "If we can hold on to stop loving you, but we'll never cess," says House-Myers. you long enough, we will change change the rules." Students are 1\vo students lead toddlers, bun- your life," he says, and then cor- welcome to come back to the dled in coats and caps, from the day rects himself: "We will help you school when they are ready to care center to the front door to meet change your life." follow the rules. the bus. The toddlers make a bee- Students at Mat-Su get out of Burchell connects with most of line for Burchell's desk. Burchell 9 mtaativeSchools 18 PORTLAND By day, Grant High School in punished if work or family of facts. This one taught me how NIGHT HIGH northeast Portland pulsates with demands keep them away from to think." the energy of 1,500 teen-agers fol- class for a few days. "We're looking Teachers at the night school SCHOOL: lowing the rhythms they've come for ways to help students along," "have to have an uncommon PRESSING ON THE to associate with school. Lockers Mesirow explains, "not to punish grasp of common knowledge," ACCELERATOR slam, bells ring, basketballs bounce, them if they're absent." There's no Mesirow observes. "It takes some- textbooks open and close at pre- assigned homework, although stu- one who can be flexible, who is Story and Photos by SUZ1E BOSS dictable times. dents can choose to do extra inde- able to listen, and who can help By night, a few dozen youth pendent work to earn credits faster. students connect pieces of infor- make their way downstairs to a "It's like pressing on the accelera- mation." corner of the Grant basement. tor to help them get out faster," With room for 115 students and There's a whole different rhythm Mesirow says. the length of stay averaging four when Portland Night High School And grades? Forget about the months, this is a school where comes to order. Most of these stu- old A-F scale. Nobody fails classes everyone is on the fast track. Tradi- dents have already put in a day's here. If their performance isn't up tional high school class standings work before they slip into their to par, they haven't failed; they just (freshman, sophomore, etc.) don't wooden desk chairs. Those who have more work to do. Report cards apply here. Students understand are teen parents (about 15 percent read like bank statements, with an that they're finished with school as of the group) have had their hands accounting of credits earned and soon as they complete the require- full all day, changing diapers, wip- bar graphs showing the percentage ments for a diploma or pass the ing noses, reading stories. Night of tasks completed. But that does- test to receive a GED. As a result, school comes at the end of their n't mean credit is given easily. Stu- Mesirow finds his students "more day, but many of these students say dents must demonstrate their com- purposeful" than their daytime it provides them with a new begin- petency in order to earn course counterparts in more traditional ning in life. credits. classroom settings. For 25 years, Portland Night Curriculum includes high school Discipline is seldom an issue, High School has offered students standbys such as math, history, and even among students who arrive a way to complete their secondary writing, but the content is skewed with a long track record of behav- education even if they've already to grab attention. A social studies ior problems. "We're relatively free started a job or a family. "These course might focus on "street law," of having to teach civilized behav- are the students who used to be for instance. A class in which stu- ior," Mesirow says. frozen out of an education if they dents read biographies helps their Small class sizes enable teachers had to go to work," explains David reading skills, while also introduc- to get to know their students as Mesirow, who directs the award- ing them to role models and giv- individuals and to adapt lesson winning alternative program and ing them the uplifting message plans to match specific needs and is also one of its five teachers. that "life is like a work of art." interests. No one has a chance to Students must choose to enroll Writing labs offer students a feel anonymous or out of the loop. in this program, and choice remains chance to examine the difficult "Teachers speak to everybody in a theme throughout their night issues in their own young lives. In class, everyday. You can't slip school experience. The students every class, thinking and problem- through the cracks here," one stu- themselves elect how fast they will solving skills are honed and sharp- dent observed. Students call teach- move toward high school comple- ened. Observed a recent program ers by first name and know them tion. Regular attendance helps graduate, "Other schools I've as friends, mentors, and role mod- them press ahead, but they aren't attended teach you a collection els in addition to instructors. 2 1 NW EDUCATION / Summer 1998 it+ ,0011114 1" He left home, moved in with a At night school, the absence girlfriend, and was tempted to of traditional letter grades worked earn some quick money in the to Johnson's advantage "If your street culture that had sucked in work is not up to par, you do it many of his peers "That could again There's none of the stain have given me a new identity, a of failure different kind of membership," Within a year and a half, he admits As a young black man Johnson had graduated from / without an education or a job, he night school and began taking had trouble imagining a decent general education courses at future for himself Portland Community College But for Johnson, an alterna- "That was another big step for Wearing a crisp white dress tive came along. His grand- me. At first it felt like a brick shirt and tie as he heads off to mother, who is a teacher, told wall," he admits. He drew sup- his new job in a high-rise office him about Portland Night High port from the night school building in Portland, 25-year-old School. From his first night teachers who had become his Aaron Johnson has a purposeful there, he knew he had arrived friends, allies, cheerleaders. "I look about him. This is a young somewhere different. knew I could always go back man with a plan, heading some- The teachers treated him in a to them," he says. where in life. way he had never experienced Johnson took another leap When he pauses over a cup before, either. "From the start, and enrolled at Whitman College of coffee to think about who he you get the feeling that some- in Washington. He graduated in was a decade earlier, he has body cares about you. Before, I 1997 with a degree in philoso- trouble dredging up a clear mem- felt like I had been branded as a phy. Now, he's working in the ory. "That was a long time ago," failure. These teachers, though, human resources department he says. refused to accept that. I respond- of the Northwest Regional Edu- At 16, Johnson had just ed to their faith in me." He felt cational Lab while also pursuing dropped out of Portland's Jeffer- his curiosity stir. One class dis- graduate studies in philosophy son High. Disenchanted and cussion about the stock market at Reed College. uninterested in school, pulling grabbed his attention, and he His dream today? Johnson a paltry 1.8 grade point average, wasn't ready to stop learning at aspires to earn his doctorate he didn't see the point in stick- the end of class. He cornered and become a professor of phi- ing it out any longer. "I never his teacher in the hallway. They losophy. It's a field of study he got a grip on what school was made time to continue the dis- first encountered at Portland supposed to do for me," he cussion later, outside of school. Night High School. "At night recalls. He wasn't a troublemak- "That teacher became a men- school, teachers would ask me, er, at least not in obvious ways. tor to me, and that was cool," 'What do you think, Aaron? "I was quiet, but that doesn't Johnson says. "For the first What's your voice saying?' That mean I was good. Sneaky was time, I had a way to imagine was different from memorizing more like it," he admits. He felt myself as someone successful." a set of facts. Learning how to hemmed in at home, which he Johnson also found a day job think for yourself is the whole shared with a grandmother who as a messenger at a Portland point of an education. It's the was also his adoptive parent. law firm, where he encountered single most important paradigm, "It was clear I wasn't going more role models. Suddenly, his asking yourself, 'Why am I to succeed by following the nor- own life seemed full of paths here?" mal course, so I figured I'd find and possibilities. Suzie Boss another identity," Johnson recalls. 2 3 The deliberately small scale of Students also create a portfolio, Teachers don't have access to bul- an emotional rite of passage for 21 operations allows for the one-on- which becomes a tangible record letin boards to create visual dis- the youth who once thought they'd one nurturing and tutoring that of their accomplishments. Mesirow plays that might enhance curricu- never get this far and the teachers many students need. "In her old considers the portfolio one of the lum. They can't leave long-term who showed them the way. Last school, my daughter would get jam- program's most valuable compo- projects or props up on the walls. year, 54 students received high med up all the time," explained the nents. "It's a habit in our culture There's no school library open at school diplomas and another 24 father of a night school student. to keep track of your stuff," he night, and the only drinking foun- were awarded GED certificates. An "Maybe she wouldn't understand explains. "Your tax records, your tain.in the basement space has open mike awaits any brand new an assignment. So she'd go to her immigration status, your work his- been broken for two years. The graduate who wants to share an teacher for help. But her teacher torythese documents tell who gym is available to night students experience, a story, or a thought would be too busy to help her. So you are." only for a few weeks in the spring. that first came to life late one she wouldn't get it done. Then Student portfolios include a The highlight of the year is the night, in the basement of Grant she'd fail the class because of transcript and concrete examples annual night school graduation, High. uncompleted work. The same of "what you can do," Mesirow teacher would say, 'Why didn't you explains. Students learn to use the get this project done?' Here, they portfolios as tools during job inter- always make time to help you." views to show exactly what they are With Oregon school reform capable of accomplishing. "It's your efforts putting a new emphasis on toolbox," Mesirow tells students, school-to-work transition, Portland "the very best toolbox you can Night High School suddenly finds leave high school with." itself on the cutting edge of inno- The school-to-work program vation. The school-to-work (STW) has earned Portland Night High concept may sound trendy, but this School federal grants, awards, program has been offering a bridge and other recognition. The school between school and work since its serves as a field test site for the founding a quarter-century ago. Northwest Regional Educational Each student in the night school Laboratory. The Oregon Depart- is expected to work, volunteer in ment of Education selected the the community, or handle parent- school as one of 15 prototypes for ing duties at least 16 hours each what the Alternative Learning Cen- week, in addition to the 14 weekly ters called for in recent education- hours of evening class. To smooth al reform legislation. the transition between school and Despite the acclaim, the school work, teachers visit the students' operates almost invisibly in the worksites. Back in class, teachers basement of a large school build- can help students make connec- ing that would otherwise sit empty tions between what they're doing at night. Night school students and on the job and what they're learn- staff leave no footprints behind. ing at school. In addition, teachers Operating in classrooms "borrowed" have a chance to talk with employ- from the day school, the night pro- ers about ways to make the cur- gram is a model for using facilities riculum mesh more effectively with economically. But the lean arrange- real-world career opportunities. ment creates some challenges. v,

Alternative Schools 4. MANSION ON THE BLUFF CATCHES LIVES ON THE EDGE By Shannon Priem Photos by Rick Stier

22 he 1910 landmark perched on a bluff over the Willamette River houses one of Port- land's best-kept secrets. Outside, the yard is tended by a corps of teenagers while their aging golden retriever Elmo greets visitors. Inside, the over-stuffed couches, bay windows, and lace curtains invite you into the laughter and conversation. You sense a home where peo- ple like each otherwhere the art over the huge mantle is charged with emotion, and the framed faces on bookshelves are exuberant and wearing graduation caps. The area rugs scattered over polished oak floors are curled from years of wear and tear You want to step on the edges. Don't bother because at least 100 pairs of shoes will scram- ble over them throughout the day with an even more relent- less desire: To succeed in high school. "We've been meaning to fix those," laughs Carole Smith, school director as well as stu- dent leader and friend. But Smith and her staff are too busy fixing more impor- tant things.

25

NW EDUCATION / Summer 1998 The Open Meadow Learning ment training, peer-advocate had with an outside adult," says 23 Center is a private alternative high groups, group counseling, individ- Holly Anderson, a teacher-advo- school tucked in a north Portland ual and family support, and tran- cate. "It is also a very powerful neighborhood. sitions to work or college. force, more than even I imag- It's about as far as you can go ined." Anderson had just learned before falling into the Willamette RELMONSHIP- that some of her students were River. Students land there in an BASED having trouble making the transi- academic safety net after going LEARNING tion to their new advocate, since about as far as they can go before While the school's existence may Anderson will be leaving to start dropping out of schoolor society be little known, there's no secret to OMLC's new middle school. Students like Angel, Mary its success. In a word: relationships. "I was surprised that some 'I get the attention I need and I have great Veronica, Josh, Joel, and Nick had Creating strong, positive rela- aren't able to make the transition relationships with the given up on high school (or high tionships with caring adults has it shows how profound primary staff. It's a really special place." school had given up on them). As been OMLC's mantra since it relationships are to these kids." Josh OMLC juniors and seniors, they began in 1971as part of the teen now love talking about their drop-in "coffee house" days in EIGHTY future. Angel wants to be a pedia- downtown Portland. PERCENT trician. Joel looks forward to his "We're distinct from many ATTENDANCE internship with the City of Port- alternative schools because Open REQUIRED land. Mary's hoping for an inter- Meadow is relationship-based, not Getting students to attend school view with the Oregon Primate packet-based," explains Smith, is among Open Meadow's biggest Center, and Josh has turned his executive director since 1982. "It's challenges since many students energy from drugs and theft to not a place where kids can power were classified as "non-attenders" championship boxing. Veronica through to make up credits or do in public school. Ironically, OMLC's wants to be a trauma nurse. Nick, packets at home. Coming to school average daily attendance rate is 86 who helped plant 2,400 seedlings, is part of our culture." percent. hopes to showcase the school's suc- The center's Advocate Groups The school's small size and low cessful CRUE (Corps Restoring the are key to building strong relation- profile help keep OMLC close-knit, Urban Environment) program at a ships. OMLC teachers have two Smith says. With the lack of ano- national convention in New Orleans. rolesas educators and as advo- nymity, students who miss school Words like love and respect and cates for their students. Besides are missed. Staff quickly follow up no b.s. are sprinkled throughout teaching classes, the "teacher/ with the missing-in-action. An 80 their conversations about staff and advocate" works daily with groups percent attendance rate is required each other. Despite their "at risk" of 10 to 12 students. They share to pass classes. If students don't label, to an outsider they act more problems, confidences, and feel- keep their attendance up, hun- like young college students. ings. Teacher-advocates will go to dreds are lined up to take their "I've heard these students speak bat for their kids, and have been place. Last year, OMLC admitted in public and there's never a dry known to argue on their behalf at 87 of 650 who applied. eye," says Jim Cruckshank, OMLC faculty meetings. They also work Students earn admittance Board president and corporate with parents and other organiza- through a screening process in controller for Schnitzer Steel. tions in the students' lives, such as which they convince staff they will OMLC focuses on assessment, counselors and probation officers. knuckle under and try hard. At the academic skill development, life "In many cases, we provide the end of their 30-day probation skills development, pre-employ- first positive relationship they've period, they face the entire staff

Alternative Schools 2n I

Davison also recalls a pas- OSU that fallHe's 21 credits sionate dislike for math. shy of an engineering degree, "Hey, who invited the but not for long. Epson is alphabet to algebra?" jokes paying his tuition. the screw-off who later got How would he change hooked on math at Oregon today's public high school? State University, having no "IfI were president, I'd get rid problem with statistics or the of it," he says. "Seriously, it's ring and wave-field theory been said hundreds of times, behind black holes in the but the kids you have to pay universe. attention to aren't the ones in Davison remembers Carole the straight lines. Some of us Smith for challenging him. don't fit in. Some of us tend With his easy-going manner "She stuck with me by show- to wreck the neat, tidy sched- and charm, it's hard to see ing a new way of looking at ules teachers want to keep. Darren Davison as a social math." Teachers need to understand outcast. After being expelled, going the reason they're here is to Granted, this industrial to OMLC was a relief to Davi- help kids, not to stand at the manufacturing engineer from son. "I knew what was expect- front of the room." Epson is wearing a neon green ed, but I was also terrorized His advice to students: Get T-shirt under a red Hawaiian by the stereotype of alterna- over the stigma of being dif- shirt...but it is Saturday, and tive schools. It caused me to ferent and don't worry about he's opening the door of his think they're no different sticking out. own business venture, Mer- than I am. We were all there Today Davison looks for- lin's Starship in southeast for the same reason." ward to world travel, getting Portland. He sells the popular Davison got back into the his engineering degree, and "Magic: The Gathering" sci-fi swing and returned to Wilson running his own Magic shop. fantasy cards and other games. High. The happy ending should He plays the game as a math Davison is among thou- start here, but it doesn't. problem, runs tournaments, sands of students who got In eight months, Davison and personally owns 2,000 a jump-start from the Open started skipping again and cards, which he claims "bor- Meadow Learning Center in dropped out completely. "It ders on sickness." Portland. He attended in 1984 was another big vicious circle. He also collects Hawaiian after being expelled from Port- So they suspended me shirts...anything to fit in. land's Wilson High School. how's that punishment for Shannon Priem "I was an anomaly and a someone who skips school?" screw off," he says. "I skipped But this time, he had the school a lot.I wasn't nerdy skills and confidence to get enough, or popular enough his GED at a community col- to fit anywhere. I had no peer lege in time to catch up to his group. It was horrible." graduating class and enter again to discuss their progress. now I have one whenever I even 25 The school is often the first think about skipping school." structured experience for many kids "A lot of our students raised A SAFE PIACE themselves, so they struggle with "OMLC creates a safe environment the rules," Anderson says. "But we for students like Angel," says Smith, love them and they know it. As they noting that Angel now has beauti- begin to learn respect for us and ful writing skills and is one of the for themselves, they can address school's strongest leaders. "Once "If not for Open Meadow, I would have the issues that blocked their suc- she knew she could learn she was dropped out of high cess in school. High-risk youth engaged in the process." school. This school need consistency from someone Mary, stopping by to visit has changed my life dramatically." they trust." between classes, agrees. "Every- Kelli Angel is a good example of that body cares here," she says, "You struggle. "I tried three times to get don't get brushed aside and have in, but I was just too busy being to deal with stuff alone. I kept say- into myself," she says. "I was stub- ing I was quitting, well that was born and angry." Angel was failing a year ago." and had been expelled from public Josh had taken a wrong turn in high school, then turned her "in- life, stealing cars and landing in a your-face" anger at Open Meadow. drug rehab center. "I took a look Today her attendance is near per- around and didn't want to be there," fect and she leads school events. he said. "I needed to get back to So what happened? business. I was outta there quicker Angel thinks about the question, than anyone, four months." At nervously twirling her blond hair. OMLC he caught up with school, "I think the reason is love." started boxing, and has become Like other students, Angel had a leader on the school's Student given up on learning. Part of her Review Board. The board influ- defiance was to protect herself ences decisions, including hiring from failure. She came to Open new teachers. "I feel important Meadow unable to spell even the because we have a say here," simplest words. She hid behind Josh says. her computer, avoiding staff. She What keeps him from slipping wouldn't even look at her own test back? results. She thought she was stu- "I have a memory. And you're pid. She was ashamed, but didn't lucky only so long," he says. "I'd want anyone to know. eventually end up in jail, so why "They pay attention to you as a start again? I think about having a person, and they don't let you get family, a boat, you know, the nor- away with anything," she says. "I mal things." finally learned that I could learn. I can do more, read more. I never had a guilty conscience before, but

Alternative Schools 26 CRUE: nection between learning and specialist. "It's the oldest program UNDOING work, the questions pour out." I know of and Carole (Smith) has THE DAMAGE Another student says it best: always been able to attract staff "I really like doing things for the who really care about kids. It's the Joel, dressed in a crisp white shirt, community because I want to make diversity of programs we offer that bounds down the steps with a fist up for the damage that I did to it students, all with differing needs, full of ties. He's dressing on his way before, and it makes me feel good can reach the new high standards. to "one of those over the shoulder about myself when I go home." Why invent something new? We deals" with the City of Portland already have it."

"When I started here environmental bureau. "I'm help- CLASSES IN A department survey revealed everybody made me feel ing them set up a database," says CUBBYHOLES, that 80 percent of students in alter- welcome. I feel like I the clean-cut boy in wire rim native education programs stay in belong." BEDROOMS Angel glasses. Classrooms are small, perfectly school, Fuhrman notes. "I can't He and classmate Nick are part sized to fit into the mansion's bed- wait to see how they do with the of CRUE, OMLC's environmental rooms, lofts, and dens. Class sizes CIM and CAM; I have a hunch work experience project with the average 12 students. OMLC is a they'll create a little jealousy." The Wetlands Conservancy Last year fully accredited high school, on CIM (Certificate of Initial Mastery) they completed 42 service projects track with Oregon's Educational and CAM (Certificate of Advanced in the metro area. They were among Act for the 21st Century. Mastery) are part of Oregon's Edu- the heroes who labored through "It's exciting to know that what cational Act for the 21st Century. the night to control damage dur- we've been doing all along is now Students reach these milestones ing the Portland floods in 1996. considered mainstream," Smith after demonstrating levels of knowl- And they point with pride to the says, noting their emphasis on edge and skills that indicate an nature work they do. "We planted applied learning. Classroom sub- ability to succeed in liferegard- 2,400 treesthat's a good feel- jects include writing, journalism, less of their chosen pathafter ing," Joel says. English, literature, history, global high school. For Nick, CRUE made science studies, and government. Guests, Jim Cruckshank, OMLC chair- come alive. His excitement for such as actor/playwright William man, also credits Smith and her the environment comes through. Harper from the Portland Reperto- staff. "The staff is amazingly dedi- "We've been working on the ry Theater, give special classes. cated, which is what it's all about. slough, restoring wetlands and Harper led a nine-week course They have created an environment water quality," he says. "Employers culminating in professional actors in which kids want to learn." look for work experience, and I'm performing the works of two stu- Multnomah County, which also learning all kinds of stuff, like bio- dent playwrights. contracts students at OMLC, sees engineering and math." And at graduation, every student commitment and rigorous stan- Teacher Andrew Mason sees the gives the valedictorian speech. dards as the school's strength. healing aspect of CRUE. "These "They have outstanding leader- kids have taken a beating on their OUTSIDERS ship," says Bob Lewicki, alternative own internal landscape," he says, CREDIT STAFF education program coordinator. "If they can clean up the world "Open Meadow is the perfect exam- "Carole is way modest. A lot of peo- around them, it helps restore them. ple why Oregon doesn't need a ple have come and gone in those We work side by side, and when the charter school law," says Leon 20 years, but you can bank on opportunity comes up, I teach. Fuhrman, Oregon Department their dedication." When they make this sudden con- of Education alternative education Smith's love of working with

NW EDUCATION / Summer 1998 29 teenagers shows. She knows them 27 all by name, and casually exchanges informed greetings with them. Her office takes up the mansion's par- lor. There are no doors. When asked questions about the academic approach or research used in dealing with at-risk youth, her answers are simple. "We build assets in kids," she says, listing things like integrity, "Employers look for caring, decisionmaking, and resis- work experience, and I'm learning all kinds tance skills. "They need them to of stuff, like bioengi- succeed." neering and math." Joel With a big smile Smith adds, "I like what we do. We are continual- ly touched and awed by our kids. It's a genuine respect."

Shannon Priem is an education writer from Salem. She also works as the public information specialist for the Oregon School Boards Association.

Alternative Schools t , MERIDPIN ACADEMY WHERE KIDS ARE VISIBLE AND VALUABLE By Lee Sherman Photos by Chuck Sheer

28 ,A- --""41111.

MERIDIAN,Idaho fesses, recalling the trepidation he When science teacher Larry Ford felt at confronting a classroom full got the phone call about a job of at-risk students. "I thought, opening at Meridian Academy 'Those kids'll eat me up." alternative high school, "right A single day at the academy van- away the'red flags went up," he quished Ford's misconceptions. The recalls. students he found at Meridian were He pictured "kids with chains, familiar to himnot from movies motorcycles, Hell's Angels." The and TV, but from big, traditional Hollywood-inspired images of high schools. They are the "church- knife-wielding hoodlums troubled mouse quiet" kids who sit at the the bookish teacher, whose last job rear of packed classrooms, unno- was in Scottsdale, an affluent Ari- ticed. Sometimes they sleep at their zona suburb where "Mama is a desk. Often they're absent. They fall brain surgeon, Daddy's a corporate farther and farther behind while lawyer" and Junior is headed to their teachers, unaware of their Stanford or Harvard. troubles, are "going 100 miles an "1 am not streetwise," Ford con- hour" through the mandated , 3 1 NW EDUCATION / Summer 1998 curriculum. risk youth, Taylor has never found repeating her freshman year after advised her to seek out the school 29 "I was looking at those little an incapable learner. What he has failing at the big high school. counselor and confer with the faces," Ford says, "and I recog- found in abundance are what he "There were too many kids there," principal to solve the problem nized them immediately. I thought, calls "discouraged learners." she says. "I sat in the back and in a more positive way 'I know you. You're the kids that Among the discouraged learners raised my hand, but I never got "I just wanted to let her know weren't getting the attention.' All attending Meridian Academy are: any help. I went home crying every we were there and we cared," Tay- of a sudden, I realized these were Amanda, an 18-year-old married day Here, everyone is very accept- lor said afterward. good kidsthese were good kids. mother whose year-old baby, Hai- ing. I know now that I'm going The Number One reason stu- It was the exact opposite of that ley, stays in Meridian's onsite day- to graduate." She wants to attend dents give for liking Meridian image I had in my mind." care center while Amanda attends college and become a counselor Academy is just that: Teachers care. Ford's term for such a student classes. After dropping out to have at an alternative schoola goal "All the teachers were glad to is "the invisible child." Over and her baby, Amanda decided to return that would have been unthinkable have me," says John, who came to over, Meridian Academy students to school for her diploma. "I don't before Meridian. "I always had Meridian after dropping out of the tell about feeling overlooked, want to be a stupid mom," Aman- really bad grades, and I thought local high school midway through anonymous, and unimportant at da told a group of visiting educa- no college would accept me. Now his sophomore year. "They make the big high schools, which typi- tors recently "I don't want my I have all As." you feel like you're important cally serve hundreds or even thou- daughter to come home and ask Students and faculty agree that you, as a person. It blew my mind. sands of youths. "Lost in the shuf- me a question, and I don't know the school's small size is its biggest I loved it from the first day. Every- fle" is how they often describe their the answer." She says the "one- strength. With only 15 kids in the body is really welcoming." experience. on-one" at Meridian has made average class, teachers greet each Greeting students at the class- To these kids, the 150-student the biggest difference in her school student as he or she comes through room door "every single day" is a alternative school is a last chance, life. "It's the best school I've gone the door. When problems at home schoolwide strategy the staff uses a final opportunity to earn a diplo- to," she says. "Everybody is really or in school are evident in a stu- to connect with students, Taylor ma. Their school is set among focused on goals, not just getting dent's face or demeanor, the teach- says. Engaging each student in industrial parks and horse pastures by And they're really understand- er pulls the child aside and offers class each day is another way teach- in this fast-growing farming-town- ing with teen moms." help. ers make kids feel visible and turned-bedroom-community near Sean (a pseudonym), whose For example, one recent Thes- valuable. First names are used Boise. Meridian Academy offers a dad died after accidentally shoot- day a boy came to school angry exclusively at Meridian, where the chance at success for youths who've ing himself while the boy, then 11, and agitated. His first-period teach- signs outside the modular class- dropped out or nearly dropped out, was in the next room. "It was a er directed him to the counselor, rooms read Room 5BoB, or who lag far behind their classmates really grueling sight for an 11- who mediated a two-hour discus- Room 12LARRY. in credits and grades, who have year-old to seefor anybody to sion between the student and his Friday afternoons, teachers and children or babies on the way, who see," Sean says. After getting heav- parents about a family problem students meet for "family group" have drug or drinking problems, ily involved in drugs and finally that had upset the boy. one teacher to 10 or 12 stu- who act out or break the law, and dropping out of school ("I abso- Later that day, Taylorone of dentswhere problems are aired, youths who've left home to live lutely, positively hated Middleton two teachers assigned to afternoon support is given, and bonds are on their own. High School"), Sean found his parking-lot duty, where they bid forged. After collecting their diplo- "Every student has a different way to Meridian. "All the teachers farewell to students each day mas at the yearly commencement reason why they're here," says his- really care about you. I've heard gently consoled a girl who was ceremony, graduating seniors get tory teacher Bob Taylor, a founding five times I've been talked about in crying and threatening to drop an embrace from each of their staff member at the eight-year-old staff meetings." Now a 4.0 student, out over an incident involving teachers in the "hug line." school. "Lack of intelligence, how- Sean aspires to a career as a police some other students. Telling her The family feeling that flows ever, is not a reasonnot ever." officer. "how bad the staff would feel" from this culture of caring helps In a decade of dealing with at- Anna, a 16-year-old who is if she didn't come back, Taylor fill the biggest gap in many at-risk

Alternative Schools After the school ousted "My parents' divorceTwen- him ("Their exact words were, ty-five students-100 percent 'You're uneducable," he had the same answer for recalls), he became an aircraft Question 2 "Coming to this mechanic and joined the Air school Force, where he spent 27 "There is a family atmo- years as a supervisor at bases sphere in this school," Taylor all over the world. But he says. "I think that is a key to always regretted not having success with these kids. I look 1-,0 his diploma. After a short every kid in the eye every day stint as a trainer in the Saudi when they come through the It was the magic of the munic- Arabian air force, he returned door. If they're not feeling well, ipal airportthe roar of planes to the states and, at age 43, I know it." taking off, the whir of pro- graduated from high school. Taylor has visited alterna- pellers, the romance of crop A bachelor's degree from tive schools and talked to at- dusters swooping low over Boise State University fol- risk kids all over the West. wheat fields and nut trees lowed. In 1984, the school Everywhere, he says, these that lured Bob Taylor away dropout became a teacher. students will give you the same from the classroom. He "jumped at the opportu- answer for why they are suc- His dad owned an airplane nity" to help start Meridian cessful in an alternative school: a Stinson "Stationwagon" Academy eight years ago. "The teachers care for me. and Taylor started haunting "The dropout kids need a They understand what my the hangars and runways in lot more help (than other kids), problem is. They work with his hometown of Modesto, and it just isn't there for them," me to get the job done." California, when he was only says Taylor, now 67. "We Schools like Meridian 11. By the time he was a don't have it in the big schools. Academy are in far greater sophomore, a part-time gig Families don't know what demand than supply, Taylor washing planes had turned to do. Court systems are says. A second alternative into a full-time job servicing swamped. TV and drugs get high school and an alternative crop dusters. more pervasive." middle school that recently He and his teachers were at Taylor once conducted an opened in the Boise area filled odds. "I would come to school informal survey of 25 Meridi- up immediately. All the schools dripping with chemicals and an students. He asked them have waiting lists. sulfur," he remembers. "They two questions: What's the "We're just hitting the tip didn't like me, and I didn't like worst thing that ever hap- of the iceberg on the kids who them. My interests did not lie pened to you? And, what's need help," Taylor says. "The in school." the best thing that ever hap- whole educational system in pened to you? Nineteen stu- America has to change." dents-76 percenthad the Lee Sherman same answer for Question 1: students' lives: a stable and nur- visual learners. I want my kids to Science Circus is another Merid- or abusive. Concentrating on the 31 turing home life. The lack of fami- be physical and talk and commu- ian program that brings together French Revolution or the conjuga- ly structure, in fact, is the "common nicate." Meridian students with elementary tion of Spanish verbs in the midst denominator" for Meridian stu- Caring for "simulator babies" kids for mutual enrichment. In of family turmoil is tough for even dents, according to Principal Mari- around the clock was one recent this project, funded by a $15,000 the most well-intentioned student. lyn Reynolds. activity for Urie's health and adult- grant from US West, the high To compensate for the lack of "I like the family environment," living classes. In the "Baby Think schoolers once again serve as homework, class time is extended says Ethan, who has kicked a drug It Over" program, students sample mentors and teachers when they to an hour and seven minutes. Fri- habit to become an honor student parenthood with computerized research, build, and write science day afternoons are dedicated to at Meridian. "The boss over here dolls that act like real babies, right demonstrations for younger stu- finishing or making up work. Kids (he points to Reynolds)she's down to the 2 a.m. feeding. Both dents. They prepare packets for ele- who've completed all their assign- like our mom." boys and girls tote car seats, diaper mentary teachers and suggest ments can leave earlya power- bags, and blanketed "babies" follow-up activities to extend the ful incentive for students to stay on TEACHING around school and at home, keep- lessons, which travel to area ele- top of their schoolwork. Three Sat- STRATEGIES ing diaries about their experience mentary schools. urdays each quarter, teachers are The basic curriculum at Meridian and engaging in class discussions The one place where Meridian's available to help students catch Academy is nearly identical to the about issues such as child abuse curriculum veers from the main- up on missed work. curriculum of other local schools. and neglect. stream is the added requirement Teacher expectations for Meridi- Textbooks are the same. Nothing In Greenbelt Guides, a class for a career awareness class called an students are not just high is watered down. developed by Taylor, Meridian Work Orientationa place where they're huge. Students must achieve But that's about where the simi- Academy students teach lessons students can begin linking their at least a 70 percent record in each larities between Meridian and regu- in botany, biology, ecology, and learning to life beyond the cam- class, or keep working until they lar high schools stop. Drop in on geology to local fourth-graders. pus. The class, which offers a job do. While nearly a quarter of any class, any time, and you'll The older students lead the younger shadowing experience and guest Meridian students who start each observe students discussing a mag- ones on an exploration of the 90- speakers from the community, fall leave by spring, the 75-percent azine article, rehearsing aplay, acre Boise River greenbelt, which focuses on topics such as interview retention rate is remarkable for a building a science exhibit, cooking includes a wildlife preserve and skills and resume-writing strate- population that had been 100 per- a meal. You'll see students working 15 miles of paved paths. gies, and helps students assess cent on track for dropping out, in groups, tutoring each other, con- The 16 lessons unlock the their job-related abilities and Reynolds notes. ferring one-on-one with teachers, secrets of local flora and fauna interests. Says Taylor: "I guarantee you, compiling portfolios of their best such as willow, cottonwood, blue One policy cuts across all sub- when you set high expectations, work. What you won't see are teach- heron, and beaver. They recreate ject areas: no homework. A big the kids will rise to meet them." ers lecturing at the front of the the geologic history of nearby reason at-risk kids so often fall room while students listen passively, Boise Range. They reveal the prin- behind in regular schools, accord- DISCIP "I have students get involved ciples of the food chain. They dis- ing to Meridian staff, is that they At Meridian Academy, the teachers' with what they're learningbuild cuss human impact, both positive rarely complete their homework. caring attitude attends to students' it or make it or do itinstead of and negative, on the land and on Many come from homes of poor hearts. Hands-on, student-centered reading it out of a book and answer- the water. They weave local lore or modest means, and they need to teaching attends to students' minds. ing the questions at the back," says and history throughout the cur- hold after-school jobs. Some have A third key element of the Meridi- PE and health teacher Audra Urie. riculum. Community collabora- babies or toddlers who need their an mixclear, consistent disci- "They all have different learning tors on the class include the Boise attention. Others attend trade plineattends to students' behav- styles, and I teach to all of them Historical Museum, the Basque school or vocational classes at ior. For kids whose home lives the verbal learners, the hands-on Center, and the Idaho Department night. And many come from typically lack order and structure, learners, the auditory learners, the of Fish and Game. homes that are chaotic, violent, and whose school careers often are

3 4 Alternative Schools 32 blotted by tardiness, truancy, and the stack of green slips. "Calvin (a and have a hand in shaping it, other troubles, unequivocal disci- pseudonym) has a discipline refer- they regard it with a sense of own- pline is mandatory says Meridian's ral for using the F-word." ership. When they don't like the principal. "I want to hear about this, policy, they have an avenue for "These kids have proven that they young man," she says when Calvin protest. Most importantly, Reynolds don't do well without a lot of struc- is seated in her office. "How did says, they know that discipline at ture," Reynolds says. "Part of love is that happen?" Meridian is even-handed, never discipline. Good parents administer "Honestly, I can't tell you how arbitrary. discipline; them are clear expecta- that word came out," he says, "Sometimes I'm in tears, and tions, and the consequences are sounding genuinely mystified. they're in tears," she says. "But administered fairly. That's what we She looks through Calvin's file, they hug me and they understand, do here. I think that's partly why going over his past offenseskiss- because it is consistent, and they we become the family" ing another student on campus, know the rules." As chief disciplinarian, Reynolds' throwing a hair tie during an After three referrals (or two from tasks include signing forms from assembly, rough-housing, being the same teacher), students are sent late, slipping off-task in computer to Student Court In this mast unusu- lab. He agrees to watch his lan- al court, teachers, counselors, and guage and actions more closely principal serve simultaneously as in the future. witnesses, jurors, advocates, prose- The parade of errant students cutors, and judges. They present evi- to the principal's office continues. dence of the student's misdeeds, but Several students are in a precarious only after describing the student's spot. With two discipline referrals positive traits, abilities, and accom- for the semester, they are just one plishments. referral from being sent back to The student and his or her par- their home high schoola terrify- ents get a full voice in the proceed- ing fate for many Meridian kids. ings a chance to explain circum- "To even hint that you might stances that led to the rule violations send them back to that other envi- and to make assurances for better the state verifying that students are ronment, they just go nuts," says performance in the future. In the enrolled and therefore can qualify Ford. "It's just like saying, 'We're end, the student and parents leave for a driver's license (in Idaho, going to cast you off into hell.' the room, and staff members vote dropouts lose their licenses). She They've experienced terrible failure to keep or dismiss the youth. writes notes to probation officers there. Who among us wants to go "It was done with love," says vouching for young violators' regu- back and be a loser again?" Debra Woods, a mother whose tar- lar attendance and good citizenship As difficult as it is to send kids diness-prone son Donald recently in school. And she handles referrals away, Reynolds is comforted by avoided going back to his old from teacherslots of them. knowing that all students are well school when the Student Court Just after spring break, she shuf- versed in the Student Behavior Pol- voted to give him another chance fles through a backlog of warnings icya terse, two-page document to get to class on time. and referrals, most of them fairly which they must read and sign Straight-A student Ashley (a mild in nature. when they are admitted and each pseudonym) wound up in Student "Oh, my gosh," Reynolds semester thereafter. Because stu- Court recently after missing 14 exclaims as she looks through dents sit on the policy committee days of schoolmany of them

NW EDUCATION / Summer 1998 without the required note from fi 1Iff IIANGBAGE 33 a doctor's office or courthouse explaining the absence. One by When administrators from other one, the staff talked about Ashley's Boise-area schools visit Meridian outstanding scholarship and their Academy, they often are floored by puzzlement over her absences. the change they see in students "I see in you a wonderful, bright, who once were sullen or surly. articulate student who can do any- "They can't believe the thing," said English teacher Tina demeanor of the kids," Reynolds Roehr. "When a teacher gets a stu- says. "Their body language has dent like that, she says, 'Thank you, changed. Their whole persona is God.' I want you to graduate more different. There's a different aura than anything in the world. I want around them." Resolutions to know what we can do to keep It's the aura of success, says To get at least a 3.0 for my GPA you." Larry Ford. "Physically, you can To give more respect to my family To cut down on smoking Tearfully, Ashley admitted to read their body language when To stay out of trouble with the police suffering from family- and school- they come in," he says. "Their To be kind to more people related stress and frequent bouts of shoulders are rolled. They will not Meridian Academy student depression. She said she would seek look me in the eye. Their heads are a doctor's prescription for an anti- down, and they mumble. They're Resolutions depressant medication that had belligerent. They've been beat up Graduate next year helped her battle depression in the and picked on by teachers, adults Go to college past. She asked them not to send at home, other students. You'll Get my truck paid off Snow boarding tillI die her back to her old school, which hear 'em say, 'I'm a loser. I'm Get a band going she disliked because "it was big dumb. I'm stupid." Meridian Academy student and impersonal." He tells a story of an 18-year-old

"It was like I was a number boy standing at his desk after class, Resolutions instead of a student," she said. crying. When Ford asked him what Have no chemical dependencies After she left the room with her was wrong, the boy held up an Hopefully not sick dad, staff members quickly cast assignment that had just been Get a good-paying job their votes on pink slips, which returned. It was marked with a B. Get a nice car Have fun no worries they folded and passed to Reynolds. He said: "I've always gotten Ds or Meridian Academy student "You bunch of wimps," she said, Fs. This is the first B I've ever had." jokingly. Says Ford: "They start to experi- The staff had voted to give Ash- ence success. It only takes a few ley one more chance to stay at weeks, and you notice they raise Meridian Academy. As part of the their head up. Next, they start contract she would sign, she would looking you in the eye, and their agree to check in with the school shoulders are back. Pretty soon, counselor weekly and to stay on they start thinking about vocation- her medication. al school or technical school or collegethe last thing they ever thought about in their lives."

3 13

Alternative Schools IN THE LIBRARY

34 A UNIQUE SERIES OF step descriptions of programs TEACHER RESOURCES AND 7_,Alc-co:TATAil",..ter ,4%/11 that work. STUDENT LESSONS, Work- Northwest authors Robert Barr Matters is a practical, activity- waiters= and William Parrett debunk some driven curriculum designed to WO R K of the myths surrounding what help students develop the skills, f-,g10-1."1-7411r4 nmob-l°^9 works in serving at-risk youth, habits, and self-awareness identify factors that place a stu- required to succeed in the r- dent at risk, synthesize what is workplace. CAREER known about students at risk, 7-11 Appropriate for students in and describe essential character- grades eight through 12, the cur- EXPLORATION istics of effective programs, rang- riculum includes five units: ing from kindergarten through 1. Personal ResourcesStudents high school. 41i1-1 4_1111 -47# examine their own values and .! Innovative ideas for restruc- skills and set short- and long- N41 turing and improving public term goals for meeting challenges. schools to better serve all stu- The unit includes strategies for dents are also provided. The It---Z"0"N4 achieving goals as well as lessons '4* authors advocate eliminating pro- on job satisfaction, transferable grams and practices that discrim- skills, problem solving, and time inate against at-risk youth, and 11. management. redesigning the traditional teach- 2. Human Relations on the Job ing and learning approach that Strategies for building positive has been long used in public work relationships are empha- education. sized in this unit, which includes "To be successful with all lessons on workplace culture, children and youth demands that employer expectations, dealing schools must start as early as with conflict, and getting ahead possible, work extensively with =Public/Private Ventures on the job. parents and the larger communi- ."-tfivim AtaNwt ""--"WThish-N 3. Career ExplorationsThis unit ty, provide long-term comprehen- takes students through a career employers to learn how hiring WorkMatters is a product of sive support, and significantly exploration process to increase decisions are made. Public/Private Ventures, a nation- change the teaching and learning their awareness of available jobs Course content in WorkMat- al, nonprofit organization that process that has been used in pub- and careers. Lessons on work ters is delivered through model- promotes successful youth devel- lic schools," stress the authors. values, job interrelatedness, and ing, guided practice and student opment by removing barriers that From directories and newslet- self-employment are included, discovery, and activities for indi- prevent kids from progressing ters to organizations and funding and students also learn how to viduals and small groups. Stu- through school and into respon- sources, the final chapter provides access job-related community dents maintain portfolios in each sible adulthood. For more infor- an encyclopedic list of resources resources and agencies. unit and are actively involved in mation on P/PV, call (215) 557- dedicated to improving schools 4. Workplace SkillsStudent their learning by making presen- 4400 or check out their Web site and the lives of youth. The chap- teams apply skills in the context tations, reading and writing, and at http://tap.epn.org/ppv/. ter also contains an updated bib- of workplace situations to help working collaboratively. For pricing information or liography of research on critical them see connections between Units can be ordered individu- to order WorkMatters, contact issues, schoolwide approaches what they learn in school and the ally or as a complete set. The set Contemporary Books by phone: and interventions, and classroom skills they need for work. The unit includes five teacher resource 1-800-323-4900, fax: 1-800- strategies. includes lessons on communica- books, step-by-step lesson plans 998-3103, or write: Contempo- Finally, to determine the extent tions skills, applying math skills for 60 complete lessons (each rary Books, Inc., 4255 West to which your school is address- at work, following and giving unit contains 12 lessons), and Touhy Avenue, Lincolnwood, ing the needs of at-risk youth, self- instructions, and budgeting for assessments for each unit. Illinois 60646-1975. evaluation checklists are provided a small business. NWREL, which had a major in the book's appendix. Topics for 5. Job SearchFrom resume to role in developing WorkMatters, DESIGNED TO GUIDE EDU- evaluation include shared vision interview, students go through the provides interactive teacher train- CATORS IN DEVELOPING and goals, parent involvement, process of a job search to exam- ing in using the curriculum. For EFFECTIVE PROGRAMS FOR early childhood and preschool ine the purpose of each step and more information, contact Andrea AT-RISK STUDENTS, Hope at programs, curriculum and develop strategies for conquering Baker at 1-800-547-6339 ext. Last for At-Risk Youth provides instruction, and social services. it. Students also role play as 595 or e-mail [email protected]. practical information and step-by- Hope at Last for At-Risk Youth

NW Education / Summer 1998 3 7 35 was published in 1995 by Allyn & are successfully redefining the for a loan, and experts from the own voices; cultures and ethnic Bacon publishers, a Simon and roles they play in their students' community "certify" students as groups that are often ignored; and Schuster company. lives. Instead of addressing major competent in each skill. Strate- needed and necessary changes. policy issues and roadblocks to gies for recruiting community At-Risk Youth: Theory, Practice, IN EDUCATING AT-RISK effective teaching that often side- experts are included. "Learning Reform, was published in 1997 YOUTH: PRACTICAL TIPS track teachers, Baker focuses on in the Community: From A to Z," by Garland Publishing. FOR TEACHERS, author Andrea what a lone classroom teacher suggests more ways that students Baker synthesizes the practices of can do without additional of all ages can learn using non- THE SEPTEMBER 1994 teachers in the Northwest and resources or training. traditional resources in the local ISSUE OF EDUCATIONAL throughout the country who are To order single copies of the community. LEADERSHIP on "The New successfully motivating discour- guide, send $10.60 to NWREL Other offerings for teachers Alternative Schools" may no aged, disengaged youth by creat- Document Reproduction Service, include an employer recruitment longer be new, but it still serves ing a learning environment that 101 S.W. Main Street, Suite 500, and orientation guide and a learn- as a source of innovative ideas makes them want to return to the Portland, Oregon 97204. The ing site analysis form. Career for teachers working with at-risk classroom each day instead of guide is also available through exploration and job shadow guides populations. giving up. ERIC Document Reproduction are also available for both staff From a conversation with a Organized into five areas Service (Document Number: and students. co-principal at a highly regarded curriculum, methodology, coun- ED 319 875). For more information about public school often considered seling and advocacy, community Connections, contact Andrea "alternative" to profiles of pro- partnerships, and transitions Baker at 1-800-547-6339 ext. grams that are helping troubled the guide includes "essential 595 or e-mail [email protected]. teens, the issue is packed with ingredients" for each area as well The products can be ordered information on classrooms that Integrated as recommendations from practi- Workplace through NWREL's Document are making a difference. In addi- Learning tioners. Project Reproduction Service, 101 S.W. tion to features on programs for lowne Gold. The essential ingredients for Main Street, Suite 500, Portland, at-risk students, charter schools curriculum, for example, are: Oregon 97204. and home schools are also dis- Make the curriculum useful and cussed. meaningful for the students today TWO OTHER RECENT BOOKS One article states that despite as well as in their futures. PROVIDE IN-DEPTH INFOR- a lack of "institutional legitima- Structure academic success for MATION ON ALTERNATIVE cy," alternative schools can serve all students and use their success SCHOOLS AND AT-RISK as models for any school that to address positive attitudes and YOUTH. seeks innovative change. self-esteem. John Kellmayer's How to Issues of Educational Leader- Communicate clear learning Establish an Alternative School, ship are available for $6 from the goals that are challenging and FOR TEACHERS WHO BELIEVE published in 1995 by Corwin Association for Supervision and reachable for all students and THAT A SOLID EDUCATION- Press, addresses concerns such Curriculum Development, 1250 frequently encourage students AL FOUNDATION INTEGRATES as curriculum options, the impor- N. Pitt Street, Alexandria, Virginia to articulate and apply the goals ACADEMIC, CAREER DEVEL- tance of school site, and the polit- 22314-1453. Phone orders to to their own lives. OPMENT, AND LIFE SUR- ical realities surrounding start-up 1-800-933-2723, and refer to Within any subject area, teach VIVAL SKILLS, NWREL's Edu- programs. Kellmayer, who has September 1994/Stock No. reasoning, communication, and cation and Work Program has years of administrative experience 1-94211. life survival, as well as work atti- developed Connections, a com- at several alternative schools, Samantha Morrisey tudes and habits. prehensive set of products and also discusses what he considers Make it experiential whenever services designed to link work the 10 key characteristics of effec- possible (for example, provide and learning. tive alternative programs. opportunities for community ser- "The Integrated Workplace At-Risk Youth: Theory, Prac- vice, individual or group projects, Learning Project," one available tice, Reform is a collection of arti- and internships). product, helps teachers structure cles by different authors on various Adapt the curriculum materials and document what students learn facets of at-risk youth. Edited by so they speak directly to the needs outside the classroom, connect it Robert Kronick, the articles are of the students. Don't rely on edu- to academic coursework, and organized topically and fall under cational materials you have been determine guidelines for earning one of the following headings: given; improvise and scrounge credit. In "Survival Skills: A Guide social, political, and health aspects when necessary. to Making It on Your Own," stu- of at-risk youth; intriguing theo- The 33-page guide is full of dents learn real-life skills such as ries on at-risk youth; students ideas contributed by teachers who registering to vote and applying and mothers speak out in their

Li Alternative Schools TEACHER'S NOTEBOOK

36 IT STARTED ON A FLIGHT when they were pre-verbal and intensified by individual issues WE HEAR OF VIOLENCE IN FROM SEATTLE, WASHING- may not have had words for their each child brings to school. Fam- SCHOOLS ACROSS OUR TON, TO VICTORIA, B.C., as experiences. However, they may ily violence and child abuse, NATION ON A DAILY BASIS. a casual conversation between a have stored this information as attention differences, emotional Within the past 14 months, there counselor educator and a teacher visual images, sounds, or move- problems, and learning disabili- have been four student shooting educator, both assistant profes- ments and express the experience ties can greatly interfere with the sprees and countless other acts sors in the School of Education behaviorally, instead of verbally. student's academic and interper- of violence. Schools cannot avoid at Gonzaga University. This, of course, fits in beauti- sonal performance. addressing these issues and uni- Soon, it had turned into a pas- fully with Howard Gardner's con- Although teachers are not versities must take an active role sionate dialogue about the similar- cept of multiple intelligences. traditionally trained to deal with in preparing teachers to work with ities between teachers and coun- Gardner believes there are at least the affective needs of students, children at-risk. This graduate selors. We decided that we have eight intelligences (verbal-lin- they are often the first ones a stu- program focuses on what the much to learn from each other guistic, logical-mathematical, dent turns to for help. This can teacher can do to strengthen that we can learn when to teach in visual-spatial, musical-rhythmic, be an overwhelming challenge and support today's youth. counseling and when to counsel in kinesthetic-movement, interper- for the teacher. In many cases, teaching. We agreed that we could sonal, intrapersonal, and environ- special services and resources Resource note: For additional strengthen our positions by engag- mental). are necessary, but there are cer- reading on resiliency factors, ing in a united effort on the part of We need to ask in what ways tain communication and interven- see Bonnie Benard's Fostering our kids. This also involves find- children are smart, not if they are tion skills a teacher can develop Resiliency in Kids: Protective ing new ways of looking at chil- smart. My experiences counsel- that will help her to communicate Factors in the Family, School, dren labeled "at-risk." ing children taught me that I need effectively with students and their and Community(ERIC I/ED 335 It became apparent that both to get smarter. I can't change the parents, when necessary. 781); and Overcoming the Odds teachers and counselors need to past of the kids I work with, but I Gonzaga University offers a (ERIC #ED 344 979) by Emmy move away from a damage/patho- can affect what happens when I master's program, with concen- Werner and Ruth S. Smith. logical model to embrace a chal- am with them. In that way, I can tration on teaching at-risk stu- lenge model built on assets in the make a difference. If teachers and dents. The program provides the child, family, school, and com- counselors and community work- theory, methodology, and resources munity. About this time, I felt like ers all take the same approach, necessary to support the class- I was struck by lightning when I we can make a significant differ- room teacher and foster resiliency read Bonnie Benard's most elo- ence in what happens to our kids. in children. quent work on resiliency, Foster- The nature of the program is ing Resiliency in Kids: Protective THE CASUAL CONVERSATION theory to practice; the graduate Factors in the Family, School, and THAT STARTED 30,000 FEET students classroom becomes the Community. Benard's research IN SPACE, became a concept research lab. The program is cur- documents Emmy Werner's land- which became a dream which rently offered in the greater Dr. Jerri Simms Shepard is an mark study on resiliency and became a grant which led to Spokane area and can be provid- Assistant Professor in the Depart- clearly tells us what makes kids research that helped us to devel- ed in any community in the north- ment of Administration, Curricu- succeed. op a graduate program in educa- western United States, Hawaii, lum, and Instruction at Gonzaga My experience, expertise, and tion designed specifically for and Canada. The core courses University in Spokane, Washing- interest in counseling have taught teachers who work with challeng- include: Human Development ton. She is the director of the me that one has to be flexible and ing kids. The program accommo- and Learning, Teaching Strate- Master of Arts in Teaching pro- continually look for ways to reach dates teachers who work full time gies, Curriculum Development, gram with concentration in teach- kids defined as "unreachable." We and who balance many roles and Research and Statistics, and Edu- ing at-risk students. Dr. Shepard need to see all children as reach- responsibilities. Although called cational Evaluation and Measure- teaches and consults in the Unit- able, then find ways to reach them. "Teaching At-risk Students." the ment. The concentration courses ed States and Canada in counsel- However, the western education program is focused on resiliency. include: Teacher as Counselor; ing, child abuse, and teaching and mental health systems are Teachers can do a great deal to Risk and Protective Factors; at-risk youth. She can be reached based on a verbal-linguistic foster resiliency in their students School, Family, and Community; at Gonzaga University (509) 328- model, which assumes verbal and to change what happens in Issues in Multiculturalism; Inter- 4220, ext. 3471. ability and preference. I have long our schools. vention Skills in the Classroom; Jerri Simms Shepard believed that art, music, and move- Today's teachers face a variety and Managing and Enhancing the ment can be used to reach kids of challenges in their classrooms Instructional Culture. Coursework who are not verbal. for which they often have limited encourages active student partici- Often the children we work training and few resources. The pation from teachers experienced with were traumatized at an age dynamics in the classroom are in K-12 classrooms. 3 9 NW Education / Summer 1998 NWREL BOARD OF DIRECTORS Dr. Robert Everhart Dr. N. Dale Gentry (Chairperson) (Vice Chairperson) bean, School of Education Dean, College of Education Portland State University (Oregon) University of Idaho

NORMWIEST 'EDUCATION Dr. Trudy Anderson Diana Herschbach Director of Professional Development Businesswoman JA and Kathryn Albertson Foundation (Idaho) Wasilla (Alaska) Quarterly magazine of the Northwest Regional Educational Laboratory Scott E. Andrews Dr. Shirley Holloway Technology Coordinator Alaska Commissioner of Education Executive Director/CEO: Miles City School District (Montana) Nancy Keenan Dr. Ethel Simon-McWilliams Dr. John Anttonen Montana Superintendent Director of Public Instruction Co-Editors: Rural Educator Preparation Partnership Dr. Nancy Ruth Peterson Lee Sherman University of Alaska (Secretary-Treasurer) Tony Kneidek Henry Beauchamp Chairperson, English Department Executive Director/CEO Moscow School District (Idaho) Issue Editor: Yakima Valley Opportunities Tony Kneidek Industrialization Center (Washington) Christopher Read Teacher Dr. Joyce Benjamin Billings Catholic Schools (Montana) Graphic Production: Representative for Oregon Superintendent Denise Crabtree of Public Instruction Dr. Donald Robson Dean, School of Education Graphic Design: Dr. Teresa Bergeson University of Montana Washington Superintendent Dan Stephens of Public Instruction Joan Schmidt Director Proofreader: Mike Bernazzani National School Boards Association Catherine Paglin Superintendent (Montana) Educational Service District No. 105 Yakima (Washington) Dwight Souers Teacher (retired) Jacob Block (Past Chairperson) Eugene (Oregon) Superintendent Poison Public Schools (Montana) Dr. Nikki Squire Superintendent Ed Press Sally A. Brownfield Hillsboro School District (Oregon) Teacher/Indian Education WINTER Programs Coordinator Roger Wheeler 1997 GOLDEN LAMP AWARD Hood Canal School District (Washington) Elementary Principal Pocatello School District (Idaho) NORTIHNEST !EDUCATION Mardene Collins can be accessed on Teacher NWREIls Web site on the Internet: Matanuska-Susitna Borough School District http://wwwnwrel.org (Alaska) From our home page, select Resources Dr. Anne Fox Idaho Superintendent of Public Instruction This publication is based on work sponsored wholly or in part by the U.S. Department of Education under contract number RJ96006501. The content of this publication doss not Kathleen Harrington necessarily reflect the views of the department or any other agency of the U.S. government. Director This publication was not printed with government funds. Articles and information in this publication are in the public domain and may be reproduced and disseminated without Plymouth Child Care Center (Montana) permission. Please acknowledge NWREL as the source.

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