Online Learning

The instructional format of the NEW Saline Alternative High School has implemented a largely online learning experience, for the majority of the core classes required by the Michigan Merit Curriculum. Students engage in lessons provided through the accredited vendor Education 2020. Tutorial, re-teaching and curricular explanations are provided by certified teachers and instructional para-professional staff. For many, taking classes in this format has proven to be a highly motivating, academically competitive learning experience. The curriculum is consistent. Credit accrual has been swift, and some have achieved early graduation.

However, as instructional leaders, we often question whether this online experience will adequately prepare students for what comes next: post-secondary education, the work force, or the military. Are we doing all that we can to prepare them for the rigors of those experiences?



A review of more than one managerial preparation website questions the validity the total online experience in efforts to prepare the student with other skills necessary for life. Are we neglecting to instruct students in the requisite "soft skills" that they will need for a successful adult life? The Ladders, a web based career preparation company, suggests that even IT executives must posses sensitivity, common sense and people skills in order to keep the job that the hard skills posted on a resume secured for them. Read more at http://goo.gl/dHXq1




In an effort to ensure that all students are prepared for whatever "comes next," the NEW Saline Alternative has employed a thematic programming component to aid students in becoming more well rounded, employable, compassionate citizens of the community. Each week, a theme is chosen that guides instruction in BASE classes. Teachers present the theme and provide talking points to begin discussions. As the week progresses, students practice skills they've learned in a non-threatening, small group discussion format.

While it is difficult to measure what impact this instruction has played, there are some related data: disciplinary referrals are down from October, attendance is up significantly from last year, and students are showing an increase in confidence, self-worth and self-satisfaction.

We will continue to question if this alternative experience, provided largely in an online learning community, is what is best for the traditionally unengaged, at-risk learner. For now, predictions are good that this form of instructional delivery, coupled with valuable instructor face-time, is working and producing students that are informed, curious and ready to contribute.

Beginnings

I'm often asked what defines an alternative high school. What type of student attends such a school? There are no clear definitions, yet one that broadly defines the New Saline Alternative is this: a learner-centered, ad-hoc assembly of students and instructional staff that are in some way dissatisfied with the mainstream, traditional high school education.' Stereotypical concepts of the alternative model bring to mind thoughts of disengaged youth; those who have dropped out of the traditional high school and for some, dropped out of life.

My vision of the alternative high school is one where students are very engaged in their learning. So engaged in fact, that for most, they define what individual path they will choose that will culminate in a high school diploma. The alternative path allows students to explore career paths while practicing newly acquired academic skills.

Flexibility is critical, as is an individualized learning plan, ample adult coaching and on-site opportunities to develop and practice employability skills that are readily transferrable into the work place or into the post-secondary setting. Helping students to realize their unique gifts and how those talents can be transformed into "what comes next" is the essence of the alternative high school.

The flexibility mentioned above offers the alternative student the opportunity to progress through the requisite Michigan Merit Curriculum requirements in as accelerated or remediated a pace as necessary. There are no pre-requisites for any coursework; students may elect as few or as many classes as desired during each designated marking period. As a result, a student may elect a marking period of off-site service learning as an extension of his/her educational development plan. A second marking period might be all classroom-based instruction and a third, a combination of the two.

The alternative high school provides a flexible path to a high school education where students can feel safe to explore a potential career or academic interest without fear of ridicule, judgment or criticism. While students will be held to a new standard for attendance and academic accountability, the New Saline Alternative will put requisite supports in place to allow each student to explore a personal passion while earning credits toward a high school diploma.