Eagles Way (Modular unit behind Milford Junior High)
Director Floy Ann Marsh
marsh_f@milfordschools.org
Click here to link to the Milford HS/Edline website
A new partnership between the Milford School District and Great Oaks is creating changes for Milford’s Success Academy and, in turn, new opportunities for its students. Starting with the 2008-2009 school year, the Success Academy is working with staff from Great Oaks and Jobs for Ohio's Graduates (JOG) to offer new class selections with a focus on career development and community service. Milford’s SuccessAcademy offers a virtual curriculum for students from MilfordHigh School who are in need of credit recovery. Coupled with the instruction from Oaks and JOG, students will receive career preparation instruction as well as an opportunity to involve themselves in the community.
Success Academy students, with approved jobs, are permitted to leave school early in order to get to work. They receive school credit for their work during school time and for their work release program as well. Students, always, are interested in finding new job opportunities that could lead to a future career. Any employer, in the Milford-MiamiTownship or surrounding areas, in need of employees with a strong work ethic and determination to succeed, may contact Andy Serger by email at sergera@greakoaks.com. The Success Academy also is working with students to help them find creative and fun community service projects. Any businesses or organizations that would like to invite student involvement in projects, business tours or would like to offer a guest speaker for the Success Academy, please contact Kristin Rubenbauer by email at rubenbauer_k@milfordschools.org
THE BEGINNING
The MilfordSuccessAcademy originated in the 2000-2001 school year. The district initiated the program because we were able to identify a group of students who were failing to realize their full academic potential, were not engaged in learning, were not attending school, were behaving in self-defeating ways, and were jeopardizing their chances of graduating.
The program was possible with the support of the Ohio Alternative Education Grant. It funded, in partnership with community service agencies and the School District, the initiation of the SuccessAcademy in 2000-01. The grant continues funding at a reduced level for the 2008-09 grant year.
THE PROGRAM SERVES
The Milford Success Academy serves students from the Milford Junior and Senior High Schools who have demonstrated academic achievement well below their abilities. Our students also are in jeopardy of not being promoted or graduating with their peers.
In the initial year 2000-2001 the program was designed to serve 20 students in the OpportunitySchool, a long term virtual learning academy, and 20 students in the AlternateSchool, a short term placement in lieu of suspension or expulsion. The need for student enrollment in the OpportunitySchool has increased each year; by the 2007-08 school year the student population had grown to a total of 167 students served.
Each school year from 2000-01 to 2007-08 an average of 1330 student days have been accumulated annually by the 370 students assigned to the Alternate School, and the census for the remains fairly constant and is a reflection of the confidence students, parents, and staff have in the program’s effectiveness. Because attendance has been limited to just 20 students at any time, the statistics for the AlternateSchool enrollment do not change from year to year. The low student recidivism rate demonstrates that the use of the AlternateSchool as a discipline option is effective.
GUIDELINES
Students who are enrolled in the OpportunitySchool complete an application, and along with their parents, participate in an enrollment interview. The school day is from 7:15 A.M. until dismissal at 2:05 P.M. Monday through Friday. The OpportunitySchool also offers afternoon recoupment classes from 12:22 P.M. until 2:05 P.M. to allow students at the High School time to catch up on assignments.
Students use the Internet to access their Virtual Curriculum which is closely aligned with the High School course of study. They read, research, and answer questions which lead to their final projects and examinations.
Students referred to the AlternateSchool meet with their High School Principal (Assistant Principals handle most of the discipline) and are referred to us in abeyance of Suspension.
INFORMATION ON INDIVIDUALIZED CURRICULUM
Whether assigned to the AlternateSchool or the OpportunitySchool, each student comes to the Success Academy Schools with very individual needs. Though the AlternateSchool is designed to be a memorable consequence to the student for non-productive behaviors demonstrated in the traditional school setting, the underlying philosophy is to make good use of the time spent here to stay current with work expectations and to catch up on missed worked. The staff provides the student with support in completing and submitting assignments made by regular teachers. Frequently, we are able to provide vital 1:1 attention to the student that enables him/her to finish a considerable amount of work.
By design the AlternateSchool promotes a very austere study environment with students working in semi-isolation in a classroom where students may not speak or move without teacher permission. Students must empty their pockets upon arrival and may not wear jewelry while in attendance; and they must bring a bag lunch which is eaten at their desks.
Students enrolled in the OpportunitySchool select classes that are aligned with their regular course schedule. We partner with other District schools to provide meaningful community service activities for our senior students. Many years Opportunity students work with the kindergarten literacy program , and this year the school will be exploring a few new opportunities for service with the middle and elementary schools. To assure that our students are getting a variety of life experiences we have added the career based instruction component to the program and many students have jobs with employers who have partnered with the school to provide an assessment of the student’s work performance, attitude, attendance, and appearance.