Clearing the road to academic redemption; an induction process that includes various diagnostic assessments will result in an academic pathway that is a perfect fit for each student.

Alternative education settings are consistently growing in number and configuration in an effort to accommodate need. Students with varied levels of ability -- academically, emotionally and socially -- have demanded a structural change in public education.

As Johnston and Wetherill (1998) explain, "Each student is a unique individual, differing from his or her classmates in motivation, interests, learning style and rate. The clear implication is that one size fits few' and, therefore, multiple forms of school organizational structure are needed to ensure that each student is provided appropriate opportunities to learn what is necessary to contribute to the public good."

No longer considered a holding tank for troublemakers and at-risk youth, the alternative education delivery system has expanded the educational opportunities for all students.

Students once lost in the bureaucracy of large traditional high school experiences need to be led by staff capable of providing a varying pace, rigor and expectations set to each individual student. Thus, continuation schools have become the residence of hope as "at-promise" students build bridges toward successful completion of their high school careers.

Marc Dubois, principal of Whitcomb Continuation School in Glendora, said, "Continuation schools are client-based centers where staff tries to serve students during their `rite of passage' through the educational system. We [staff] try to aid students in transitioning from the educational world into the real world by guiding them through the process and providing the tools that help them succeed."

One of the first hurdles on the road to academic redemption is the placement of students into the continuation high school setting. Students welcomed through school tours, transfer committees, self-referrals or involuntary transfers need to commit to an ownership in their educational option. Therefore, each student must believe their placement will benefit them and set the path for either returning to their home school or graduating from the alternative school into the real-world setting.

The next step in this all-important transition to the continuation school setting is an orientation with students and parents to formulate preliminary goals for each student's academic, emotional and social needs through transcript review, personal interviews and school recommendations. Armed with renewed opportunity, the once-struggling traditional high school student becomes prepared for the beginning of an alternative program of learning.

As Stephen Covey states, "We must first diagnose before we prescribe." A short induction process (one to two weeks) serves as a means for students to adjust to the alternative environment prior to placement in their courses. The transitional process helps students identify and focus on their academic skills and set a new path for success.

Diagnostic assessments

The primary focus of the induction process is a battery of diagnostic assessments designed to identify academic levels for each student. Multiple measures for math, reading and writing then guide staff toward designing a program that helps students accumulate credits, develop skills and pass the California High School Exit Exam.

Diagnostic examples for mathematics include STAR Math[TM], Cal State Fullerton Algebra Readiness Exam, Skillbanks[TM] Math Pre-test and the HSEE sample math questions. The STAR Reading[TM], Skillbanks[TM] Language Pre-test and the California HSEE sample language arts questions are some of the diagnostic tools used for the language assessment.

In addition, two writing prompts, one focusing on goal-setting and reflection and another aligned with the HSEE writing prompt, are good baseline measures for students' written communication skills. There are several diagnostic software products that provide immediate feedback and a management system to monitor student progress.

Students today must demonstrate computation, reading and writing skills that will thrust them into functioning at grade level. Therefore, the second week or induction focuses on strategies and test preparation, including workshops and study sessions designed to cultivate academic skills necessary to pass the HSEE and provide the minimum standard for successful transition into the core curriculum. Curriculum provided during the induction period fosters the improvement of the student's academic and social skills.

Developing academic pathways

By the end of the two-week induction, the student and teaching staff are ready to recommend the necessary academic path for high school graduation. The academic pathway is determined by a comprehensive "portrait of achievement" developed through data analysis and qualitative patterning. Those students struggling with achieving minimal standards are given immediate interventions that focus on the specific strands prior to placement in the core curriculum. Others are given the last battery of tests designed to connect student interests with occupational demands.

Career Choices[TM] provides an inventory checklist survey that helps students identify their individual strengths and talents and then make connections to the skills and educational levels needed to achieve a given occupation. Students are apprised of the financial rewards attached to post-secondary education and the demands from future employers.

This approach motivates students to see the connection between school and business models. Several post-Career Choices[TM] activities, including resume' builder, school-to-career projects and employability skills, reinforce the HSEE standards in math, reading and writing.

John Dewitt says that we must connect students' "avocation with their vocation." Continuation high schools can become interest-based centers where students can prepare for vocations that match that passion.

Individual learning plans

Once completed, the induction process and "portrait of achievement" results in an Individual Learning Plan for each continuation high school student. Developed through assessment, interviews, teacher recommendations and past academic performance, the ILP fosters ownership by students, as they are involved in designing their unique pathway for educational success. Through this process, students move from being "dependent" on others to becoming "independent" thinkers and learners.

David Langford emphasizes, "Too often, educators tend to plan for people rather than plan with people." Consequently, the continuation high school students' chance for success is elevated when standards-based learning systems are customized through pace, delivery, rigor and assessment.

As the transition process progresses from induction to student scheduling, an exit interview is held with a counselor to review all documentation. Students then share their ILP, interview notes, teacher recommendations and assessment data with a guidance counselor and choose a course of study tailored to their individual needs.

The culminating event is a passage to success that is designed, delivered and completed by the participants themselves -- a perfect fit for those who choose continuation high school as an educational option.

STAR Math[TM] and STAR Reading[TM] are products of Renaissance Learning, www.renlearn.com. Skillbanks[TM] is a product of Riverdeep Interactive Learning, www.riverdeep.com. Choices[TM] is a product of Careerware, www.careerware.com

References

Johnston, B., & Wetherill, K.S. (1998). "HSJ special issue: Introduction to alternative schooling." High School Journal, 81, 177-183

Covey, S. (1990). The 7 Habits of Highly Effective People. Simon & Schuster, New York.

Langford, D. (1988). Quality Learning Seminar, Molt, Mont. Langford International Inc.

Clint Harwick is director, classified personnel/alternative education, in the Claremont Unified School District. Gabe Soumakian is principal of Valley Alternative Schools in the Hacienda La Puente Unified School District