Press Releases
For Immediate Release
FROM: Linda Anderson Smith
Public Relations Director
Champaign Residential Services, Inc.
1150 Scioto Street
Urbana, Ohio 43078
937-653-1324
lsmith@crsi-oh.com
Teacher/Director Keith Hyslop explains the virtues of following directions to a classroom of fourteen Alternative School students.
May 2010 for ESC
Madison-Champaign ESC offers an alternative
by Linda Anderson Smith
In Champaign County, the Madison-Champaign ESC offers the Alternative School as an educational program for students who might otherwise fall through the cracks or end up expelled for behaviors not acceptable in their home schools. These students may not qualify for in-school services such as special education or tutoring, but they do need a structured environment. ESC Superintendent, Dr. Dan Kaffenbarger leads the program that is designed as an interventional “alternative” to keep at-risk kids in school, out of the court system, and on pace to receive a high school diploma.
The mission of the Champaign County Alternative School is to provide each student with a safe learning environment while developing their self-esteem so that they may show improvement both academically and socially.
History
The Alternative School began in 2000 under the leadership of then Superintendent Dr. Hal Barker but exploration of the program actually was initiated in 1996 by former Superintendent Carroll Meadows. It was originally located at Graham’s Board of Education office in downtown St. Paris and later moved to Urbana under the leadership of Superintendent Judy Saylor to be more centrally located to all five Champaign County School Districts (Urbana, Graham, West Liberty-Salem, Mechanicsburg and Triad).
Former Champaign County Juvenile Court Judge John Newlin became involved in the early support of the program by providing funds for a needs-study and implementing the use of on-site probation officers to assist with everyday school issues.
Funding
The program is funded by a grant from the Ohio Department of Education (ODE) through the Ohio Alternative Education Challenge Grant, first obtained by the ESC in 1999.
In addition, there is a cost per seat for each district using the option to reserve classroom positions at the beginning of the school year. If more seats are needed later on and space is available, a per diem rate is applied. In some cases, budget constraints have altered the level of district participation; however, all of the districts have participated at one time or another.
Target population
The target population at any one time is up to twenty-five students depending on need and staffing levels. While enrollment is open to all five county school districts, currently there are fourteen students in the program from three of them: Urbana, Graham and West-Liberty Salem. However, attendance varies up or down during the school year. Students ideally range from seventh to twelfth grade but an extreme situation has included a fifth grade student.
“Typically, students come from dysfunctional family backgrounds and tend to exhibit socially maladaptive behaviors. Often, they have a history of below-average academic performance and many have used alcohol and/or drugs. They have difficulty adjusting to traditional school environments and, therefore exhibit poor social and academic skills,” says Dr. Kaffenbarger.
School maintains off-campus location
The Alternative School is located away from any of the five Champaign County school campuses; and students are bussed by their home districts. This gives students an academic-based location away from peers and peer pressures that might already be affecting student behaviors. Classroom space of about 2400 sq. ft., with its own entrance, is leased from Champaign Residential Services, Inc. (CRSI), a community partner that has also provided employment training services in past years.
The setting offers ample room so that students can be adequately spaced apart from each other to help eliminate unnecessary interaction and classroom disruption; while still under the watchful eye of Alternative School Director/Teacher Keith Hyslop, M.Ed.
Determining placement: Needs vary
Recommendation for placement is usually based on a district’s referral system that involves parents, teachers, counselors and administrators. Evidence of pre-referral interventions, attendance, discipline data, transcript or earned credit records and student/parent consultations all play a key role in determining the need for alternative education.
Short-term placements typically are ten days or less. An example of short-term situations is when schools use placement as a means of discipline in lieu of a suspension, allowing the student to keep up-to-date on school work
Long-term placement may be a full semester or a full year. Examples are students at risk of being suspended or expelled or in need to redeem the academic year and work on credit accumulation in order to be promoted to the next grade level, transfer to Ohio Hi-Point Joint Vocational School, or be able to graduate on time with fellow classmates. Other students might be placed in the Alternative School who have become involved in the juvenile court system and need a smaller, more controlled environment before being reintegrated into the community.
Curriculum and the classroom
Students spend time working on individualized curriculum that meets each student’s needs. Short-term placements are provided academic assignments by the home school and long-term students are usually engaged in a curriculum developed by the Jefferson County, Kentucky schools for a similar purpose. “This curriculum is designed to target the student’s academic deficiencies while building on their assets. Students are also exposed to discipline training and behavior modification strategies aimed at increasing the student’s self-sufficiency, sense of self-worth and direction”, says Dr. Barker who is retired from his superintendent role but continues to provide services as an administrative specialist for the Madison-Champaign ESC. “The (Jefferson) program is evaluated annually by the School Study Council of Ohio, an independent agency which provides qualitative and quantitative data from which program practices and activities can be assessed and improved, modified or aborted.”
The teacher’s role in the classroom includes assigning and grading course work. The Jefferson curriculum earns .5 credits for high school students and course work assigned by the home schools earns grades on the A-F system.
The classroom teacher also provides tutoring and leads classroom discussions on academics, current events and the justice system;. “I often become a counselor and mediator between the kids and the world in general,” says Hyslop. In addition, he maintains relationships with home school administrators and teachers, ODE, juvenile court personnel, parents, guardians, and child welfare case workers.
Occasionally, a student's behavior needs outside intervention. “I use our referrals to move an individual towards modifying their behaviors or, in some cases, towards charges being filed in juvenile court..” Examples of referrals or community partners called upon over the years include Consolidated Care, Inc.; Juvenile Employment Training Services; the Department of Job and Family Services; Alcohol, Drug and Mental Health Services, Inc., the Champaign Co. Juvenile Court; and CRSI.
If recommendation for expulsion or suspension becomes necessary during placement in the Alternative School, it originates from the home school based on “discipline referrals” made by the Alternative School, the nature of the incident(s) and policies set by the home school.
Currently, a part time paraprofessional assists in the classroom.
The goal: Transitioning back
During the time students spend at the Alternative School, home school personnel are kept involved and apprised of each individual’s progress through consultations, observations and reports. “When a student is ready for re-entry into their home school, a transition plan is developed involving all stakeholders, to help make a smooth reintegration," concludes Dr. Kaffenbarger.
“Personally, I’ve been working with ‘at risk’ kids since 1999 and I firmly believe that we should do everything in our power to keep kids working towards earning a high school diploma; giving them a better chance to become productive citizens, despite some of their familial situations or their own difficulties in coping with a changing culture. We strive to offer a safe, supervised environment to help these kids achieve academic competence.”
Submitted by: Champaign-Madison Educational Service Center
Written by: Linda Anderson Smith
Former newspaper publisher and current public relations director for Champaign Residential Services, Inc.
(CRSI is a community partner of the ESC and home to the Champaign County Alternative School)
1150 Scioto Street
Urbana, Ohio 43078
937-653-1324
lsmith@crsi-oh.com