New Horizons/EEA Learning Academy

1. New Horizons/EEA Learning Academy Our Story

2. How did we get where we are? • The planning and initial grant process • A brief overview of why we do things the way we do

3. 2005-2006 School Year • Began with 9 students in grades 7 & 8 • Cindy Bodenheimer as teacher • Shannon Young as counselor (less than part time) • One Paraprofessional • One Americorp staff

4. 2006-2007 School Year • Enrollment increased to 25 students • Served grades 7-9 • Shannon Young was hired as second teacher • Methuselah Thao was hired as the paraprofessional • One Americorp staff • Principal Julie Sprague

5. 2007-2008 School Year • Creation of separate Middle School and High School programs • Cindy Bodenheimer and Methuselah Thao as teachers at EEA Learning Academy • Up to 40 students • One paraprofessional – Sarah Schneck • One Americorp staff • Principal Jason McFarlane • Addition of Nova Net as curriculum resource

6. 2007-2008 School Year • Shannon Young and Steve MacEachern as teachers at New Horizons • Up to 25 students • One paraprofessional – Diane Martin-Gurholt • One Americorp staff • Principal Shawn Sullivan • Restorative Justice and circles integrated into the school day

7. 2008-2009 School Year • Our first year with a senior! • One senior who entered with 3.5 credits halfway through his junior year WILL GRADUATE IN MAY! • We are fortunate to have Cindy Greil replacing Steve MacEachern. Steve took a position to be a science specialist. • Some changes • YMCA for EEA students • NovaNet for New Horizons • Additional Americorp staff at EEA • Enrollment maximum • 25 students at New Horizons • 40 students at EEA

8. 2009-2010 School Year • 17 Seniors • 16 Earned High School Diploma • 1 Earned HSED • 4 Seniors able to complete courses through Youth Options at NTC and UW-Marathon County • Begin transition planning for the move to Wausau East

9. The NAREN Nine • The National At-Risk Education Network has established Nine quality facets of At-Risk Education programs. You will see all nine in ours. The program was based on them and we continue to uphold these facets.

10. Accelerated Academic Curriculum • Most at-risk students learn differently and not at all slowly when they are engaged appropriate to their learning styles and needs. • High expectations that are reasonable and reachable are called for with an integration of academic and work-based learning. • Meaning is a key component to learning, and especially for at-risk learners. • Acceleration is accomplished by setting high and clear goals, with meaningful material, matched to learning style --meaning each student has their learning individually prescribed.

11. Strong Literacy Component • Strong Literacy Component • "Can't read? Go to jail!" Next to AODA issues, illiteracy is the number one qualifier for poverty and/or criminal behavior, and the logical and rightful place to stem this tide is in the school. • All academic achievement rests solidly on the ability to read and comprehend well. 1) assessing reading and comprehension upon entry into the program; 2) prescribing appropriate literacy activities; and, 3) monitoring and adjusting the literacy curriculum for each student commensurate with their needs and abilities to insure success.

12. Deliberate Self-Management Program • NAREN research reveals that if an at-risk program is to be effective it must include a deliberate atmosphere and program of social skills in self-management and responsibility. • School personnel must work towards objectives that increase student self-control, school success, attachment and commitment to education, self-efficacy expectations, and belief in a structure (e.g. guidelines, rules). • In schools where such a program is well implemented, student conduct improves significantly and substantially.

13. Personalized Curriculum • NAREN research reveals that if an at-risk curriculum is to be effective it must shape itself to the student. • NAREN strongly encourages deliberate curriculum wrapping (a NAREN-unique phrase) as an intervention procedure with a curricular foundation. • Each student is different in his/her own needs, problems and life journey. • A personalized curriculum holistically recognizes that one cannot separate academics from personal issues and is structured to deliberately and definitively address issues interfering with achievement and success in all facets of a student's life.

14. Project-Experiential-Work Orientation • NAREN research reveals that if an at-risk curriculum is to be effective it must offer a whole- to-part curriculum -- students fully engaged in a productive enterprise that makes learning relevant to their learning style. • A solid work component with major emphasis on developing a positive and productive work ethic is essential to high school age at-risk students. • School-based businesses run by students are highly encouraged.

15. Smaller School & Class Size • Research does not conclusively show a direct correlation between smaller class size and increases in achievement scores. • NAREN believes that success is not only about content centered scores but also about self-esteem, confidence, and the ability to be productive and healthy.

16. Smaller School & Class Size • A key factor in this kind of success with at-risk youth is often the creation of closer student-teacher and student-student relationships. • Smaller classes allow teachers to individually prescribe instruction and monitor progress and encourage more interactivity. • Smaller schools foster a sense of family/community, identity building and caring relationships that enable successful adjustments and transitions.

17. Solid Planning and Administrative Support System • NAREN research reveals that if an at-risk curriculum is to be effective it must have a clear mission statement, based on a definitively stated philosophy of education, and commensurately cohesive teaching and learning strategies that soundly are research and theoretically based. • A collaborative, communicative, and supportive administration model is highly recommended with obvious evidence that staff and students are highly prized.

18. Collaborative Community Model • NAREN research reveals that if an at-risk program is to be effective it must involve collaborative efforts with various educational stakeholders in the community: parents, business leaders, law enforcement and the judicial system, social service agencies, churches, etc.

19. Collaborative Community Model • Evaluations of community involvement programs indicate that these programs can consistently affect positive outcomes for attendance and persistence in school. The effects range from small to substantial, but are always positive. • Not to be ignored is the positive influence of local higher educational institutions. They are often influential with students prior to high school graduation in numerous ways and set a tone of expectation regarding life-long learning as a viable option for all.

20. Comprehensive Staff Development Program • Many new alternative programs come and go with few lasting benefits for their students, and teachers often become suspicious and reluctant to buy into further "promising" reform efforts. • Alternative at-risk models are very complex and often require intensive study, effort and time to effectively implement.

21. Comprehensive Staff Development Program • A successful program must include a deliberate and pertinent staff development schema in which teachers are in contact with skilled trainers in a variety of professional development settings at the school and in the classroom. • Distance learning, in-house interactive involvement with experts, video-conferencing, attendance at conferences and trainings, and professional associations offer both substantial assistance and support for modern teachers in the new educational world of a needs-based curriculum.