Alternative Education

National Dropout Prevention Center/Network Volume 25 Number 1 NEWSLETTER Meeting Students’ Needs

n a nation where more than 2,857 high school students drop out of school every day (Children’s Defense Fund, 2014), the estab- lishment of, and enrollment in, alternative (or nontraditional) Ischools is one of the solutions to our dropout crisis he hallmarks . T of alternative education—smaller class sizes, individualized attention, career-focused/self-paced coursework, and classes taught by instructors certified in their subject areas—have not only served the purpose of dropout prevention and recovery, but are also impacting the delivery of instruction at “traditional” high schools.

ontributors to our Alternative recover up to two years of academics Kevin Wells of COFFEE writes Education issue represent dif- in just one year. The program is not that his staff includes counselors and Cferent perspectives on the topic, easy.” social workers trained to intervene and are a few among many who exem- What alternative school students on behalf of youth pursuing their plify what works best and why. Further, are looking for—and find—in pursuit education in the face of PTSD, depres- our contributors share strategies and of their education is a critically impor- sion, learning disabilities, and other approaches that are not only research- tant sense of school belonging, confi- disorders. based, but can be replicated in other dence that the knowledge acquired— Our contributors are among the schools and districts as well. and required of them—has “real life” cadre of educators across the nation In this issue, our Program Profiles application upon graduation, and that who open the school doors each day spotlight two Massachusetts-based their learning environment is student- to welcome their students, to teach alternative schools—COFFEE (the centered and caring. and counsel them, and to meet them Cooperative Federation for Educational Family mobility can be particularly where their needs are. Alternative Experiences) in Oxford, and the Pea- challenging. Bedard points out that educators battle against dropout every body Learning Academy in Peabody. immigrant students often enroll, then day in every way they can—from lob- Located just 90 minutes and 80 miles return to their native countries for bying their communities and leaders apart, both institutions are commit- several months, returning to school for funding and in-kind support, to Alternative Education Alternative ted to providing the best in alternative again in June. They are then counted providing students with money for education, including rigorous individu- as “dropouts,” even though they were food or transportation to school, to alized curriculum, community service enrolled for less than 45 days of the afterschool tutoring and mentoring, or and career-skills components, and academic year. meeting with a parent to help cushion behavior and social skills education. In addition to mobility, Robert L. news a student cannot bear to deliver In many cases, alternative school stu- Eichorn, Principal of New Directions alone. dents must work more diligently and Alternative Education Center; and We are grateful to have educators be even more committed to complet- John Murray, Founder and CEO of like these in our schools—and as ing their high school education. AdvancePath Academics, discuss contributors to this Newsletter—and As Seith Bedard, Director of the other societal and demographic to them we say onward. Peabody Learning Academy states: challenges that impact dropout and “Students [in alternative schools] work increase the need for vital wrap- Reference harder in many ways…and that is not around services to provide additional Children’s Defense Fund. (2014). Each often recognized. [These] students… support for students in both alterna- day in America. Research Library. in many cases are years behind where tive and traditional school environ- Retrieved from www.childrensdefense. they should be academically. Students ments. These services involve mental org/library/each-day-in-america.html at our Academy work on a credit health and drug counseling, and sup- recovery program that allows [them] to port for pregnant and parenting teens. —Mark R. Cheatham Editor 2014 Crystal Star Winners

he National Dropout Prevention Network’s Crystal Star Awards of TExcellence in Dropout Recovery, Intervention, and Prevention iden- tify and bring national recognition to outstanding individuals who have made significant contributions to the advancement of our mission to reduce school dropout and increase graduation rates nationwide. This year, NDPN presented awards to a stellar slate of recipients who have brought national attention to the issue of dropout prevention, intervention, and recovery at The Honorable Elaine L. Chao, 24th and Governor Steven L. Beshear and First Lady the national, state, and local levels. former U.S. Secretary of Labor 2001- Jane Beshear, Commonwealth of Kentucky— In particular, the interventions of 2009—Recipient of Crystal Star Award of Recipients of the Crystal Star Award of these leaders and their abiding com- Excellence for Lifetime Achievement and Excellence for Distinguished Leadership mitment to education have served National Impact Service to help keep youth in school through graduation, and in several instances, have provided schools and districts throughout the country with effective research-based strategies that can be replicated and implemented on behalf of the students they teach. We are pleased to present this year’s Crystal Star Awards of Excellence winners.

National Dropout Prevention Center/Network

Seith Bedard, Director of the Peabody Kelly Tonsmeire, Director of the Alaska NEWSLETTER Learning Academy, Peabody, MA— Staff Development Network, Douglas, Recipient of Individual Crystal Star Award AK—Recipient of Individual Crystal The National Dropout Prevention Center/ of Excellence in Dropout Recovery, Star Award of Excellence in Dropout Network Newsletter is published quar- Intervention, and Prevention Recovery, Intervention, and Prevention terly by the National Dropout Preven- tion Center/Network. Your comments are always welcome. Please address mail to: Newsletter Editor National Dropout Prevention Center/Network Eugene T. Moore School of Education Clemson University 209 Martin Street Clemson, SC 29631-1555 Phone: 864-656-2599 Email: [email protected] Program Recipient—Crystal Star Award Program Recipient—Crystal Star Award Web: www.dropoutprevention.org of Excellence in Dropout Recovery, of Excellence in Dropout Recovery, Intervention, and Prevention, Mountain Intervention, and Prevention, Edmonton Editorial Staff Educational Charter High School, Catholic Schools, Alberta, Canada Cleveland, GA Raymond J. McNulty, Network Chair Sandy Addis, Interim Executive Director Editors: Mark R. Cheatham Cairen Withington Editorial Assistant: Peg Chrestman

2 National Dropout Prevention Center/Network Network Notes Dr. Sandy Addis Appointed and administered a variety of dropout as Dean of HEHD for 11 years until he Interim Executive prevention initiatives that include stepped down in 2014. Dr. Allen was out-of-school programs, counseling, selected for the Governor and Mrs.  Dr. Sandy Addis has been named Interim Executive service-learning, and educator train- Richard W. Riley Award of Excellence Director of the ing and professional development. in Dropout Prevention in recognition National Dropout of his efforts, nationally and interna- Prevention Cen- Governor and Mrs. Richard tionally, to include the family and the ter by George J. W. Riley Award Presented to greater community as stakeholders Petersen, founding Dr. Lawrence R. and foot-soldiers in the campaign to dean of the Eugene eliminate dropout. The award was Allen presented at the organization’s 2015 T. Moore School Dr. Lawrence R.  At-Risk Youth National FORUM in of Education at Allen, Professor and Myrtle Beach, SC. Clemson University. Dr. Addis suc- Dean Emeritus of the ceeds Dr. Elizabeth Reynolds, who College of Health, stepped down at the end of 2014. Education, and Hu- Solutions to the Dropout Dr. Addis has been a member of the man Development Crisis Board of NDPN and joined NDPC/N (HEHD) at Clemson University, received  The second Tuesday of each month, as Associate Director in 2013. He has the Governor and Mrs. Richard W. Riley link to www.dropoutprevention.org/ more than four decades of experi- Award of Excellence in Dropout Preven- webcast at 3:30 PM ET for a free, hour- ence in public education, having been tion, given annually by the National long professional development video a teacher (K12 and postsecondary), Dropout Prevention Center. webcast. On April 14, Joshua Cramer, counselor, coach, alternative school Currently a Professor in the De- Director of Family Engagement for the principal, system-level administrator, partment of Parks, Recreation, and National Center for Families Learning, and director of a regional educational Tourism Management, Dr. Allen served will be our guest. service agency. Dr. Addis has designed

Mark Your Calendars! Check out our Web site at www.dropoutprevention.org for more information.

Alternative Education 3 A Vision for Exemplary Practices by Robert L. Eichorn

ontraditional and alternative According to the NAEA, when incor- schools serve students who porated into alternative school design, Nrequire or thrive in environ- the 15 exemplary practices assure that ments other than traditional educa- high-quality educational services are tional settings. These learners may delivered with fidelity, academic stan- face challenges in school, home, and dards and benchmarks are adhered to community, and as a result, may have consistently, and student achievement difficulties fully accessing services in is the foundation for program evalu- traditional settings. Innovative 21st ation. Exemplary practices include a Century approaches to teaching and school formulated vision and mission; learning found in nontraditional and experienced leadership; stakeholder alternative education provide students ownership of climate and culture; with opportunities to meet graduation ongoing professional development; rig- requirements, engage in college and orous and relevant traditional, digital, career readiness, and participate as and blended curriculum; consistent Eichorn and students at New Directions productive members of their com- and authentic student assessment; (Photo by Pete Marovich) munities. multiyear transition planning; parents For decades, nontraditional and and community stakeholders as es- students and those who serve them are alternative schools have increased sential partners; and strategic collabo- provided with the human, capital, and student achievement, changed the ration with community agencies led technical resources to create and main- lives of at-risk students, and fostered by professional school counselors and tain exemplary schools. Exemplary a sense of community for all stake- social workers, essential in developing Practices 2.0 (NAEA, n.d.) informs holders. When adopted and imple- nontraditional education plans for all school districts, divisions, communities, mented with fidelity, these schools students. Each component involves and stakeholders on the critical “look can transform their districts (Raywid, specific benchmarks and indicators fors” that should be evident in nontra- 1994). While local education agencies schools can use to plan, reflect, and ditional or alternative schools and the (LEAs) have been at the forefront of evaluate program performance. school communities that support them. alternative school creation and program improvement, individual states Examples of Efficacy of Technical Assistance and are having an increased role with Practices Educational Support oversight and program support. The LEAs as well as state depart- A variety of mechanisms can pro- Wisconsin Department of Education ments of education have adopted the vide support and technical assistance (n.d.) notes that alternatives must be exemplary practices as part of their for alternative and nontraditional edu- developed because large or traditional rubrics for program monitoring and cators. The NAEA holds annual profes- school environments do not meet the evaluations. In Virginia, Prince William sional development conferences which needs of all students, particularly the County Public Schools alternative provide continuing education units to at-risk, vulnerable, or disengaged. high school, New Directions (http:// attendees and help create and support newdirections.schools.pwcs.edu), state alternative education associations. Evidence-Based Standards embraced the 15 practices, increased Organization leaders visit and provide Research conducted by the Nation- enrollment by 300% and raised gradu- programmatic feedback to existing al Alternative Education Association ation rates by 19%, with the last four and developing schools throughout (NAEA) has identified 15 exemplary years at a 90% or better graduation the United States. Since 1978, The practices for creating, implementing, rate. Consequently, the district’s on- Oklahoma Technical Assistance Center and sustaining high-quality non- time graduation rate increased to 91% has served school districts with an traditional and alternative schools. in 2014 (Prince WIlliam County Public emphasis on closing the achievement Exemplary Practices 2.0: Standards Schools, 2014). The Tennessee Depart- gap and reducing the dropout rate. of Quality and Program Evaluation ment of Education (2015) adopted the State and local education agencies have 2014 (NAEA, n.d.) provides educa- NAEA Exemplary Practices and created engaged in partnership with these and tional leaders and practitioners with a a Governor’s Advisory Council for Alter- parallel organizations to provide profes- standards-based approach to program native Education. The council reviews sional development opportunities that evaluation; identifies essential char- issues, appraises plans, assesses curri- target program development, student acteristics; and notes the importance cula, and evaluates rules of governance achievement, and educator support of wraparound services, including as each relates to nontraditional and through the review of student perfor- school counseling, social work, and alternative schools. This systemic ap- mance data. Emphasizing the NAEA technology; all of which contribute to proach at local and state levels serves exemplary practices, colleges and successful schools and programs. to provide common structure to ensure universities offering alternative

4 National Dropout Prevention Center/Network Alternative Education: A Vision for Exemplary Practices (Continued from page 6) education degree and certificate pro- content subject areas. While such and providing equitable resources at grams include Lock Haven University, grants can provide valuable resources the onset or during transformation will University of Wisconsin, and University to a traditional or alternative school, change the ending of this cautionary of West Florida. LEAs should bench- it should be noted that a consistent tale, creating opportunities for students mark the standards for alternative local funding stream is critical to the and changing the landscape for the and nontraditional education in their success and long term viability of any entire school district. state with Exemplary Practices 2.0 and alternative school or program. utilize the aforementioned resources to Creating and sustaining high- —Robert L. Eichorn, Principal develop their programs. performing alternative schools can New Directions Alternative Effective benchmarking will lead be accomplished when LEAs focus on Education Center to the creation of model programs outcomes-based approaches through- [email protected] that increase student achievement, out the developmental process. Em- are cost effective, and are regionally phasis should be on front-end plan- aligned. While per pupil costs vary ning with a shared vision supported Resources by jurisdiction, effective schools and by the superintendent and school National Alternative Education programs can be created using the board. In particular, resources should Association, http://the-naea.org/NAEA/ standard traditional school allocation be aligned based on the performance Oklahoma Technical Assistance model. To maintain the recommended data of the target student population. Center, http://www.otac.info/ 12:1 student:teacher ratio using that In addition to achievement data, pro- allocation, flexible schedules can be gram surveys should be distributed References implemented along with blended to stakeholders with an emphasis on Larson, R., & Barton, R. (2013). instruction, maximizing enrollment community, economic, and logistical Lessons on leading for equity. while maintaining small class size. In needs of the families and students Principal Leadership, 13(8), 19-24. addition, operating multiple academic served by the alternative school. National Alternative Education Asso- shifts on abbreviated schedules takes Not all students start at the same ciation. (n.d.). Exemplary practices advantage of per pupil allocation and place with cognitive development, 2.0: Standards of quality and pro- enrollment opportunities, particularly social awareness, or economic status. gram evaluation 2014. Retrieved at the high school level. For example, By using an equity-based model, from http://the-naea.org/NAEA/ two 3-hour academic shift sessions educational leaders and profession- wp-content/uploads/2014/03/ with complementary digital learning als purposefully adjust human and NAEA-Exemplary-Practic- affords a student the opportunity to capital resources to serve the most es-2.0-2014.pdf earn eight academic credits in a year at-risk students (Larson & Barton, Prince William County Public Schools. on a half-day schedule, freeing up time 2013). The most economically needy, (2014). PWCS on-time graduation to engage in employment, internship, emotionally starved, and academi- rate reaches new high of 91%. or other off-campus activities. cally challenged students deserve the Retrieved from http://pwcs. schoolfusion.us/modules/news/ best teachers and resources. announcements/announcement. Funding phtml?aid=4430372&sessionid Historically, funding streams for A Cautionary Tale =ab42f633de10a05e5e7929070 alternative programs come from state Consider this cautionary tale that 75bfdc1 or federal grants. For example, the plays out in many school districts: Raywid, M. A. (1994). Alternative Commonwealth of Virginia provides An alternative program is created for schools: The state of the art. grants to regional alternative pro- the most at-risk students in a school Educational Leadership, 52(1), grams for staffing purposes, allowing district in a less than adequate facility. 26-31. multiple districts to refer students Staffing is minimal and not skilled in Tennessee Department of Education. (2015). Governor’s Advisory for educational services. Federal working with the challenges associated Council. Retrieved from http:// grants such as the 21st Century Com- with alternative students. The program www.tn.gov/education/instruction/ munity Learning Centers provide is underfunded and resources are not alternative_education.shtml traditional schools the opportunity to equitable to those found in traditional Wisconsin Department of Public staff afterschool tutorial and “school- schools. The result: The school typical- Instruction.(2015). Alternative within-a-school” programs to support ly exists two to three years, has poor education. Retrieved from the needs of disenfranchised and academic achievement results and a http://alternativeed.dpi.wi.gov/ at-risk youth. This opportunity, funded high turnover rate for staff, and sub- through the Elementary and Second- sequently closes due to performance ary Education of 1965 (ESEA) and and funding challenges. A year later, a amended by the No Child Left Behind new school or program is opened due Act of 2001 (NCLB) is designed to to need; however, the same process is assist students in meeting or exceed- followed and the same result occurs. ing local or state standards in core Alternatively, engaging stakeholders

Alternative Education 5 Program Profiles The Peabody Learning Academy by Seith Bedard

he Peabody Learning Academy as reading and donating books to (PLA) is a small program that is elementary school children through- Thome to 30 at-risk students and out the district; working with Habitat offered by Peabody Veterans Memorial for Humanity to build and renovate High School (PVMHS). Located 20 miles local houses; serving over 1,500 north of Boston, PLA partners with the Thanksgiving meals to homeless Simon Youth Foundation as one of 23 citizens through the Greater Boston national academies focused on prevent- Food Bank; and participating in the ing school dropout. Now in its fifth year, American Red Cross’s “Holiday Mail PLA is one of the nation’s most success- for Heroes” event, sending more than Salem Evening News: http://www.salemnews.com/news/local_news/student- ful alternative education programs. 1,000 greeting cards and letters to dropout-rate-in-decline-at-north-shore-area-high/article_d16c0d1c-65f2- The Academy focuses on credit re- U.S. troops overseas. 5aba-af0e-512f370fe532 covery, college placement upon gradu- Academy students spend ap- annually) in 2006-07 to 1.4 % today ation, and individualized attention proximately 100 hours per academic (26 students annually). to students. Academics are delivered year participating in local community Even more impressive is that 63% asynchronously through the web- service. Through these leadership roles of Academy graduates attend post- based Gradpoint program, supported in the community, students gain a secondary school with a 70% college by personalized instruction by certi- sense of pride and ownership for their retention rate. Of the 37% who do not fied instructors who monitor to ensure actions as members of the community attend postsecondary school, 10% join mastery of learning. School days and as students. the armed forces (we proudly have a are Monday - Friday, 7 AM – 2 PM. The PLA difference is generating Marine as well as an Army Ranger as Academy students are also subject to results. The Massachusetts Depart- PLA alums), and the majority of others a strict code of conduct requiring each ment of Elementary and Secondary find full-time employment. student and parent to sign a contract Education recently released data Lastly and most proudly, the Acad- promising to uphold guiding princi- (http://profiles.doe.mass.edu/) citing emy has had a 100% graduation rate ples focused on discipline, dedication, PVMHS and its 1,800-member student each of its four years and expects to work ethic, and good character. body as having one of the lowest drop- continue that streak this year. Rigorous academic requirements out rates in Massachusetts. Data shows are supplemented by students spend- that since the Academy’s launch, the —Seith Bedard, Director ing one day each month participating dropout rate at PVMHS has decreased The Peabody Learning Academy in community service projects such dramatically from 4.2% (82 students [email protected] COFFEE by Kevin Wells

he Cooperative Federation for senior year at COFFEE, Educational Experiences— diplomas are issued from TCOFFEE—is located in Oxford, their sending schools. MA (about 50 miles east of Springfield) COFFEE’s student body and has been serving alternative public profile includes 70% on school students in greater central IEPs and 30% who do not Massachusetts since 1979. live with a biological par- One of the largest contributors to ent. The most significant student success is a curriculum that change since our incep- provides a half day of rigorous academic tion, however, has been classes and a half day of vocational, the dramatic increase hands-on training. COFFEE serves in students with mental students from grades 7-12 representing health issues. Student many local districts. Our overall goal is diagnoses include ADHD to assist students in accessing the cur- (68%), specific learning riculum, modifying behavioral issues, disabilities (40%), depres- COFFEE students in a vocational class and developing appropriate social skills sion (32%), oppositional work at restoring small engines. to allow them to return to their sending defiant disorder (28%), and districts. For students completing their PTSD (28%). (Continued on page 7)

6 National Dropout Prevention Center/Network Hope and Opportunity Need Not Be Costly by John Murray

Blended learning gives me a better opportunity of success in school, and keeps me focused on my goal of graduation. I love to come here every day and get my work done. When I go home, I feel ten times smarter. I love telling my mother what new things I learned about in biology or health, and she is fascinated by and proud of it. Jordan—Maryland AdvancePath Academy Student

I’m making a difference with these students every day. Every day! This is why I became a teacher. Craig—Maryland AdvancePath Academy Teacher

Teachers and students who feel like this are the foundation of Highly Effective Team Teaching and Team Learning.

any students are challenged, but not necessarily producing better However, that is not enough—the with credit deficiencies outcomes. Others simply use technol- teaching staff mustn’t be forgotten. M(6 months or less behind), ogy instead of staff and get the same The staff must be highly qualified long-term academically deficiencies results. and well-trained but they must also (1.5 to 2+ years behind), socio- receive focused, high-quality, ongoing emotional challenges, or other priorities Solution professional development. (ailing parents, children, or work). Or, The key is to create an effective Many components must be effec- they’re otherwise disengaged or disen- blend of on-line and off-line instruction, tively integrated to successfully operate franchised from school. They are bright, one-to-one and small group learning cost-effective and rigorous intervention, creative, and capable—but simply not experiences, resiliency skills building, dropout recovery, and academic growth suited to a traditional school setting. You and use technology and data to leverage programs. The most successful pro- know these students personally! the teaching staff—as Baltimore County grams include broad-based research. All students are capable of learn- Public Schools System is doing. ing under the right circumstances Meeting the needs of these stu- Cost-Efficacy and if they are offered appropriate dents requires flexibility in teaching, Outcomes will be superior—suc- opportunities. But, what are these mentoring, and scheduling. It also cess with 9 out of 10 students, site- circumstances and opportunities? requires a different environment, based graduation improvement of a deep understanding of the socio- 10-15%or greater, a reduction in the The District Dilemma emotional and other issues that have achievement gap of 25-35%, reduced How do you serve all students caused academic progress to stall, dropout rates and improved school without spending disproportionately Individualized Learning Plans (ILP), climate—all within budget. on any significant number of them? and appropriate wraparound services This is AdvancePath’s experience As evidenced by the chart above, most to shore up academic opportunities serving over 5,000 students a year districts adequately serve most of their which can, and should, be rigorous. across 23 sites in 5 states—proof that students, including those at the higher the systemic application of broad-based end of the spectrum. But, for those Paradigm Shift research works! children who are struggling, districts A teaching and learning paradigm often spend more per FTE and struggle shift is essential, specifically requiring —John Murray, Founder and CEO to get the desired results. Why? that students are “met at their time of Williamsburg, VA, based District programs often use existing of need” and that they have access to AdvancePath Academics teaching methods but deploy more differentiated instruction and multiple [email protected] staff, thereby costing more per pupil pathways to graduation.

COFFEE (Continued from page 6) To effectively address these needs, COFFEE’s overall approach in- reluctant learners and to help develop COFFEE employs a licensed school cludes increasing individual growth marketable skills for each student. adjustment counselor who is also a on standardized tests; having small, Visit COFFEE at oxps.org; Tweet Licensed Mental Health Counselor, structured classes with consistently or follow us @COFFEE_Oxford; or and we have access to a district enforced rules, consequences, and re- email COFFEE Director Kevin Wells. Licensed Independent Clinical Social wards; providing group and individual Worker. COFFEE currently provides therapy and a daily behavior modifica- —Kevin Wells more therapeutic services than ever tion program; and stressing half-day Director of COFFEE before. occupational training as a way to reach [email protected]

Alternative Education 7 National Dropout Prevention Center/Network Nonprofit Org. U.S.Postage NEWSLETTER PAID Permit No. 10 Eugene T. Moore School of Education, Clemson University Clemson, SC 209 Martin Street, Clemson, South Carolina 29631-1555

Viewpoint

he terms “alternative school” Alternative schooling affords development that is adequate and ap- and “alternative program” can decision makers such as legislators, propriate to this unique work. Tand often do mean many school boards, and superintendents Alternative education also offers a things. Alternative programs across the opportunity to focus resources unique opportunity for school systems the education landscape range from and support at ground zero of dropout to engage in educational innovation individually-paced, student-directed, prevention, supporting students who and creativity. The very definition of and technology-based workplace- are less successful in traditional set- alternative as different—to benefit like learning environments to rigid, tings. Alternative educators under- student outcomes—allows creative discipline-intensive, listen-and-learn stand that the students they serve educators, vendors, and entrepre- classrooms that resemble schools of have high probabilities of nongradua- neurs a laboratory setting in which the 1930s. tion. They understand the challenges to explore new areas of dropout As one of the National Dropout faced by at-risk students and they prevention innovation. Rather than Prevention Center’s 15 Effective know that community graduation doubling down on methods, practices, Dropout Prevention Strategies, rates and individuals’ futures depend and rules that have not produced suc- alternative schooling is interpreted to on daily successes or failures. Alterna- cess with at-risk students, alternative mean the delivery of learning through tive educators require and deserve a programs can be places where dif- varied methods, at varied times, and/ high degree of respect and support. ferent looks, climates, interventions, or at locations that may be different The successes of alternative educators schedules, and practices are tried and from the traditional school offerings and struggling students, as well as tested to achieve different outcomes, and settings. As an effective dropout our nation’s graduation rates, depend both in terms of individual student prevention strategy, alternative educa- on adequate levels of funding for success and in system graduation tion also is assumed to be a different alternative programs, flexibility that rates. education offering intended to best allows individual student needs to be —Sandy Addis meet individual student needs toward met, facilities conducive to adult and National Dropout Prevention eventual graduation and college/career student engagement, and professional Center/Network readiness.