Non-Traditional

Academy
I3 Grant Presentation
Arika Mareck & Kari Schwietering
Non-Traditional Academy Coordinator
St. Louis Park High School

Why a Non-Traditional
Academy?

The current educational system is not working for many
students, especially students of color and students from low
socio-economic situations.
Nationally, about 600,000 students drop out of high school in a
given year. And more than 5.8 million 16-to-24-year-olds are
disconnected not in school and not working (Teicher
Khadaroo, 2013).
Students who dropout or are on the path to dropping out of
school are a diverse and difficult group to get across the finish
line. About 1 in 5 says he or she lacks parental support and
another fifth are parents themselves (Teicher Khadaroo, 2013).


Why Continued
But, dropping out shouldnt be the
solution. The solution should be a
non-traditional pathway to
graduation.
i3 recognized and enabled this
option

A Shift
Educators must shift from thinking about
how to manage students emotions to
how to help students to channel them.
Teachers cannot change what students
experience outside of the classroom, but
they can control how they respond
(Duncan-Andrade, 2009).

Relationships=Trust=Success
The key to shifting the paradigm for at-risk students
depends most heavily on one thing: deep and
caring relationships (Duncan-Andrade, 2009).
Students, especially at-risk students, need to see
the humanness of both their teachers and their
peers. If a teacher shows his/her humanity,
students will begin to trust the teacher and in
result, bonds will form. Not only will students begin
to humanize the teacher, they will also humanize
one another through the sharing of their narratives
(Duncan-Andrade, 2009).

Relationships
Without a connection, NTA wont work.
Take a Seat, Make a Friend
Make a friend
1. Get a ball
2. Find a friend (someone you dont
know)
3. Find something you have in
common
4. Brief group share
Themes
Relationships (Trust, Hope, Student Voice, Empowerment,
Equity)
Urgency
Trust
Accountability (Students and Teachers)
Character (Grit, Soft Skills, Hope)
Culturally Responsive Teachers (Training, Race, Class, Culture)
Framing/Perspectives (Transform, Possibility versus Problem)
Alternative Learning (Online, Service, Mentoring, Hands-on,
etc.)
Mission Statement
The St. Louis Park High Schools Non-
Traditional Academys mission is to spark,
strengthen, and support its students'
educational experience by providing a
hope-inspired and relational environment
with a personalized and relevant
curriculum.

Target Student
Students in need of credit recovery to
graduate in four years and/or students
with atypical social and emotional
obstacles
Cusp students
Referred by staff member

Process
The application process begins in April and is as follows:
Eligible students will receive an informational letter of
application process (based on credits and/or
teacher referrals)

Students must complete ALL portions of the
application process to be considered for admission
(Application, two recommendation forms, and
attend scheduled interview)

Students will interview for a spot with Non-Traditional
Academy Coordinator, Arika Mareck, Scott Miller,
Social Studies teacher, Liz Huesing, Math teacher,
and Mark Miller, Science teacher

Process continued
Accepted students must attend
introductory meeting in May to obtain
necessary materials

Students must submit a completed NTA
contract (includes attendance agreement,
behavior expectations, contingency
agreements, etc.) signed by students,
parent/guardian, and NTA Coordinator.


School Day
Four Periods Daily
Class 1 Math/Science, periods 2 and 3 (2 Credits)
Class 2 English/Social Studies, periods 4 and 5 (2
Credits)
Periods 1, 6, and 7 - mainstream or other option an
needed
Return to the mainstream school
Complete PLATO classes
Attend a work program
Other, depending on situation
Whats so Non-Traditional?
Team-Taught Classes
Hands-on learning (dog houses, painting room, community art,
home wiring, etc.)
Increased group work
Real life focus
Same students for four hours
Restorative Circles
Flexibility
Community Service
Mentoring
Speakers


Electives
In addition to 4 core credits, students
will receive an elective credit.
The elective credit will be comprised of,
but not limited to, service learning, work
study, internships, mentorships, skill
training, reflection journals, individual
projects, or current employment etc.

Academic Coaching and
Student Support
Students each have an assigned Advocate (one of
the four academy teachers)
Students and Advocates:
Create an Individualized Achievement Plan (IAP) that
contains strategies to guide and enrich academic
success, college and career preparation, and social and
emotional growth.
Advocates work with mainstream teachers, non-teaching
staff, parents, and community to monitor student success
and growth areas
Similar to Advisers in the mainstream, Advocates will
monitor student grades, attendance, discipline,
graduation progress, etc.
Advocates will also support students by providing
guidance and facilitation for social and emotional
obstacles in various ways (connecting to resources, etc.).

Expectations
Attendance
Behavior
Academic Standing
IAP

Growth Areas
Elective Credit Idea
Scheduling
Social Support
Teacher and Student Perceptions
Mainstream Return Plan
Mainstream Class Attitude
Academic Ability
The Facts
Originally accepted 36 students
Currently have 33 students
We sincerely believe ALL 33 will graduate
on June 10
th
, 2014
Have 37 accepted for next year
Same teaching staff returning

Student
Voices