an alternative road to success: tar river academy
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An Alternative Road to Success: Tar River Academy. Brian Hopkins, Principal Jeannie Kerr, School Social Worker. Agenda. Our past Who are we now? How did we get here? Organizational Strategy Instructional Strategies Community and Parent Involvement. In the Past. High drop-out rate - PowerPoint PPT PresentationTRANSCRIPT
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An Alternative Road to Success:
Tar River AcademyBrian Hopkins, Principal
Jeannie Kerr, School Social Worker
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Agenda Our past Who are we now? How did we get here?
› Organizational Strategy› Instructional Strategies› Community and Parent
Involvement
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In the Past High drop-out rate Graduation rate of
50% Majority of students
had severe behavioral problems
Low proficiency rate Low attendance rate Teacher absentee
rate of 7%
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Who Are We Now?
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Current Data Graduation rate of 75% (25% increase) Student Absentee rate decreased by
5% Behavioral Referrals decreased by 2/3 Steady trajectory of student growth Teacher Absentee rate of 4.7%
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Demographics Race/Ethnicity:
› 74% African-American› 15% Caucasian› 8% Bi-Racial› 3% Hispanic
26% Aged 18 or above on first day of school (only 9% were 12th grade)
50% identified EC Low Income (88.79% free/reduced lunch) Majority have a history of behavioral,
emotional, family and/or academic problems
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Academic Barriers
Transitional group No consistent cohort Majority behind 1-2 grades High % of students projected to
perform below proficiency on assessments
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Graduation and Beyond - Video
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How Did We Get Here? District assembled an investigative committee
representing all departments and professions Visited alternative programs in Virginia and
North Carolina Researched model schools and school
improvement intervention models Developed plan and submitted to district Restructured the school
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Organizational Strategies Title I Priority School School Improvement Grant Transformation
Model Tar River Academy composed of three programs
› High School› Middle School› Day Treatment
District created a separate after-hours program for students with severe behavioral problems
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Change the Culture“We are going to have students
visit colleges, not prisons.”
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New Structure Majority of students apply to TRA. Superintendant placement an option. If applicable, BIP or EC identification
process completed by base school. TRA Application Review Committee reviews
all applications and meets with referring school personnel.
Population is balanced – majority of students focused on graduation. Small percentage referred due to behavior.
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Focus on Students’ Needs Intake conducted with student and guardian. Clear transition goals set. Students stay through graduation or time
designated to transition back to base school. Classes are small and teachers provide one-
to-one assistance. Remediation available. Incentives set for student success. Student Support Services works closely with
individual students to meet basic needs.
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TRA: Three Programs High School
› 21-Credit Diploma› 4 core classes› Art, PE, CTE› APEX
Middle School› 4 core classes› Art, PE, CTE
Day Treatment› 4 core classes› Art & PE› Evidenced-based
Therapeutic Services
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Instructional Strategies APEX Learning Program Corrective Reading Paideia Method Extended learning time Access to technology for differentiated
learning PLC-lead instructional change based on data
review District Educational Specialists one-on-one
support for teachers
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Academic Growth - Video
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Community and Parent Involvement Strong partnerships with community agencies Parent Involvement Council Community Outreach Fair (winter) College and Career Fair (spring) College Tours Moms on a Mission Field trips Donated goods to assist students’ basic needs
(food closet; clothes closet; hygiene closet; school supplies; baby supplies)
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Student Support - Video
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Contact us:Tar River Academy224 S. Pearl St., Rocky Mount, NC 27804(252) 451-2875
Brian [email protected]
Jeannie [email protected]