By Jessica Haapajoki | Brainerd Learning Center principal

 

In our quest to provide a quality education for all students, our school district embraces a diverse range of learning environments. While the traditional high school model serves many students exceptionally well, it's increasingly clear that a one-size-fits-all approach doesn't work for everyone. This is where alternative schools come in, offering a crucial lifeline for students who, for various reasons, have not found success in a traditional setting. These schools are not a last resort but a deliberate and necessary alternative, designed to meet the unique needs of a specific population of learners.

At its core, an alternative school is a place of intentionality. It operates on the understanding that for some students, the large, often impersonal atmosphere of a traditional school can be a barrier to learning. Instead, these environments are built on the principles of smaller class sizes, relationship building, and a nurturing atmosphere. The focus shifts from a rigid, standardized curriculum to a flexible, individualized one, where student needs are at the forefront of every decision. This includes personalized learning plans, independent study options for upperclassmen, and a strong emphasis on social-emotional support.

The student we serve: A profile of need

Consider the journey of a student like Maria. In a traditional high school, Maria felt lost. She was bright but struggled with the rigid structure and large classes. The fast-paced curriculum left her feeling constantly behind, and she found it difficult to connect with her teachers in a meaningful way. Her grades began to slip, and she started to disengage, feeling like she didn’t belong. The pressure to keep up with hundreds of other students was overwhelming, and she began to lose confidence in her ability to succeed. For Maria, school had become a source of anxiety and frustration, not a place of growth and discovery.

Maria's story is a common one. Many students face challenges that make a traditional school environment difficult to navigate. This could be due to a variety of factors, including personal circumstances, learning differences, or simply a different learning style. The traditional model, with its emphasis on standardized testing and a fixed pace, can often overlook these needs. For a student who thrives on one-on-one attention or needs a more flexible schedule, a large classroom can feel isolating and overwhelming. The result is often a cycle of academic failure and emotional distress, leading to truancy or dropping out altogether.

Meeting the criteria for a different path

Alternative schools are designed to break this cycle. However, they aren't open to just anyone. To ensure that these valuable resources serve the students who need them most, there are specific criteria students must meet to attend. These criteria vary by district and state, but generally aim to identify students who are "at-risk" of not graduating from a traditional high school.

Common criteria include:

• Performs substantially below the performance level for pupils of the same age in a locally determined achievement test,
• Is behind in satisfactorily completing coursework or obtaining credits for graduation;
• Is pregnant or is a parent,
• Has been assessed as chemically dependent,
• Is a victim of physical or sexual abuse,
• Has experienced mental health problems, 
• Has experienced homelessness sometime within six months before requesting a transfer to an eligible program,
• Speaks English as a second language or has limited English proficiency,
• Has withdrawn from school or has been chronically truant.

The process often involves a team including, teacher, counselor, and parent/guardian, followed by a team meeting to determine the best fit for the student. This ensures that the alternative setting is a deliberate and well-considered placement. Interventions in a traditional setting need to be tried before consideration for an alternative setting.

Finding success and a sense of belonging

For students like Maria, who was beginning to feel defeated, an alternative school provided a path to renewed success. In her new school, she found a place where she was seen and heard. Her teachers worked with her to develop a learning plan that allowed her to work at her own pace. The independent study options for 11th- and 12th-graders provided the flexibility she needed to balance her academic work with her personal responsibilities. Slowly, she began to find her footing. She discovered a love for writing and was able to delve into projects that truly interested her. The small class sizes allowed her to build meaningful relationships with her peers and teachers, and for the first time in years, she felt a sense of belonging.

The success of alternative schools lies in their ability to meet students where they are. They are a testament to the idea that there is no single path to success and that every student deserves an education that is tailored to their needs. These schools are not just a solution for students who are struggling; they are a vital component of a comprehensive educational system that recognizes the diversity of its learners. By providing a different kind of classroom, our district is ensuring that all students, regardless of their circumstances, have the opportunity to learn, grow, and find success in school and in life, including our community.