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Benefits of
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Alternative Schools: Approaches for Students at RiskThe Northwest Sampler - Washington
Location Contact Rural Tonasket School District serves a geographic area larger than the state of Rhode Island. Some of its students travel an hour-and-a-half to school. Tonasket Alternative High School, located in a separate building, is a program of the district's middle high school of 600 students. Established in 1996, the alternative school came about as an outgrowth of several community goal-setting processes and a community development process guided by the Northwest Regional Educational Laboratory. The school superintendent, teachers, counselors, and residents of this rural area were concerned about a large population of disenfranchised teenage students. As well, a substantial number of home schooling parents wanted their teenagers to move into a school situation for both social and academic reasons and were interested in finding an alternative to the mainstream school.
In 1993, the district passed a bond for construction of a new middle-high school, freeing up a building for the alternative school. The school was started with a grant from the state's Office of Public Instruction and is now maintained with district funds. The staff consists of one full-time teacher, three part-time instructional aides, and many community volunteers.
Like the Tonasket community the student body of the alternative school is diverse. The approximately 30 students range in age from 13 to 19. Some are very competent, college-bound students, some are below grade level, and some are reluctant learners. All applications are processed through the school counselor and come about by the choice of the student. If the high school wants to refer a student with behavioral problems the student is required to maintain four to six weeks of acceptable behavior to demonstrate that he or she is motivated to attend the alternative program.
The alternative school instructional strategies and curriculum stress an active, hands-on approach, some direct instruction, and a reliance on community resources. Much of the curriculum integrates the subject areas. Some students earn credit through a contract-based independent study program. For instance, a student might earn language arts credit for being in a community play or building an engine at home, if he or she can describe in writing what was done and what was learned from the experience.
The staff tracks student progress by recording time on task in a computer chart, recording products in a grade book, and maintaining a star chart for skills students are expected to master, such as learning to touch type, using certain computer applications, and writing a resume. Quarterly report cards have both grades and teacher comments. Students in the alternative program earn a Tonasket High School diploma.
The staff at Tonasket Alternative High School strives to create a feeling of family identity and community. Students are supported with group discussions and individual counseling. They contribute to the sense of community by helping to structure the program and maintain the school building. At the beginning of the year they developed their own rules and codes of behavior. They and the staff clean the floors and rugs. Students have helped build school furniture and worked on landscaping.
Observed Outcomes
Keys to Success
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