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THE IMPACT OF AN ALTERNATIVE LEARNING PROGRAM ON AT-RISK STUDENTS AT FISHER MIDDLE SCHOOL

THE IMPACT OF AN ALTERNATIVE LEARNING PROGRAM ON AT-RISK STUDENTS AT FISHER MIDDLE SCHOOL. Janet S. Gleim Educational Leadership Program Dr. Ruth J. Palmer, Faculty Advisor The College of New Jersey July 20, 2004. Students with chronic school-related problems are

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THE IMPACT OF AN ALTERNATIVE LEARNING PROGRAM ON AT-RISK STUDENTS AT FISHER MIDDLE SCHOOL

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  1. THE IMPACT OF AN ALTERNATIVE LEARNING PROGRAM ON AT-RISK STUDENTS AT FISHER MIDDLE SCHOOL Janet S. Gleim Educational Leadership Program Dr. Ruth J. Palmer, Faculty Advisor The College of New Jersey July 20, 2004

  2. Students with chronic school-related problems are often disciplined with suspension, which is primarily punitive in nature. Suspension does not address the students’ problems, and may actually reinforce negative behaviors. Alternative learning programs may provide a therapeutic solution to meet the needs of the at-risk student without sacrificing the mainstream learning environment of his peers. The Issue “The most difficult child to deal with is the one who has nothing to lose.”

  3. Purpose of the Research Study • To determine changes in student and parent perceptions of students’ academic achievement, attitude, and behavior as a result of temporary placement in a new alternative learning program (ALP) at Fisher Middle School in Ewing, New Jersey. • To determine the relative effectiveness of the ALP when compared to suspension.

  4. Research Questions What is the impact of an alternative learning program on student perceptions of their attitude, behavior, and achievement? Do parents of students with school-related problems perceive a positive impact on their children’s attitudes, behavior, and achievement as a result of the alternative learning program? Do students and their parents feel that an alternative learning program is more effective than suspension in producing positive changes in student attitude, behavior, and achievement?

  5. Theoretical Framework • Students who do not thrive in traditional school settings may experience success in a smaller, more personalized setting. • Successful alternative learning programs share these common characteristics: • Small class size • Unique staffing • Personalized instruction • Individual accountability • Well-defined entry and exit criteria • Collaboration with other agencies

  6. Related Literature • No single organizational model for alternative schools works in all settings (Weir, 1996) • Most school districts face the challenge of educating students who fail to thrive in regular classrooms (MW Regional Laboratory, 2001) • There were over 11,000 public alternative schools in 2000, compared to 450 in 1988 (Thomas, 2003) • Alternative school designs represent varying degrees of departure from mainstream school designs (Raywid, 2001)

  7. Findings of Earlier Studies • A well-designed alternative learning program will produce positive changes in student attitude and performance • Even the best suspension program will not be as effective as a good alternative learning program

  8. Participants: Students in grades 6, 7, and 8 Placed in the Fisher Middle School Alternative Learning Program for at least 45 days September, 2003, through February, 2004 Research Design: Qualitative case study Objective and narrative data prior to and upon completion of the program Students and parents provided information about: attitudes assessments of students' problems effectiveness of the ALP Research Method

  9. Data Collection Instruments StudentsParents Pre-ALP Survey Pre-ALP Survey Pre-ALP Interview Post-ALP Survey Post-ALP Survey Post-ALP Interview

  10. Results and Findings • 100% of the students and their parents expected a positive outcome from the ALP • 100% of the students and 100% of the responding parents regarded the ALP experience as positive and beneficial • Students experienced growth in these areas: • Self-Esteem / Motivation to Succeed • Feelings about School • Feelings about Relationships

  11. Discussion of the Results What was the impact of an alternative learning program on student perceptions of their attitude, behavior, and achievement? All of the participating students believe that their attitude about school, their classroom behavior, and their academic achievement improved as a result of their experience in the ALP.

  12. Did parents of students with school-related problems perceive a positive impact on their children as a result of the Alternative Learning Program? All of the parents of participating students believed that their children’s behavior, attitude, and achievement improved as a result of their ALP experience. Parents feel that it is essential to keep children in school, learning, while their school-related issues are being addressed.

  13. Did students and their parents feel that the Alternative Learning Program was more effective than suspension? • Both students and parents believed that the ALP was more effective than either in-school or out-of-school suspension. • Students and parents believed that suspension compounds students’ academic problems and fails to address behavior and attitude problems.

  14. The FMS Alternative Learning Program is believed by students and parents to be an effective intervention, producing positive changes in attitude, behavior, and academic achievement more effectively than suspension. THE IMPACT OF AN ALTERNATIVE LEARNING PROGRAM ON AT-RISK STUDENTS AT FISHER MIDDLE SCHOOL

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