An Alternative Road to Success: Tar River Academy

An Alternative Road to Success:

Tar River AcademyBrian 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 Graduation rate of

50% Majority of students

had severe behavioral problems

Low proficiency rate Low attendance rate Teacher absentee

rate of 7%

Who Are We Now?

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%

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

Academic Barriers

Transitional group No consistent cohort Majority behind 1-2 grades High % of students projected to

perform below proficiency on assessments

Graduation and Beyond - Video

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

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

Change the Culture“We are going to have students

visit colleges, not prisons.”

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.

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.

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

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

Academic Growth - Video

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)

Student Support - Video

Contact us:Tar River Academy224 S. Pearl St., Rocky Mount, NC 27804(252) 451-2875

Brian Hopkinsbkhopkins@nrms.k12.nc.us

Jeannie Kerrjhkerr@nrms.k12.nc.us