Our instructional program will provide a framework in which goals that are traditionally time based are now effort based. Results of effort have immediate rewards. Students see their progress because they have taken part in designing their own path. They are given access to progress reports, and each course and school credit completion is celebrated. Our experience with this model has shown student engagement accelerates significantly after experiencing some early success.
The unique instructional design of our program leverages technology for the core academic curriculum enhanced with a hands-on skilled trade component. Research supports the benefits of coupling a hybrid online learning environment with vocational training to capture the attention of the at-risk population anxious for gainful employment. This innovative model allows students to leverage technology by working at their own pace for the core academics and simultaneous career training that allows students to compete in the work force.
TCBA’s model has produced 31 graduates in 2014
Our core values are a result of our direct experience with high-risk youth and the fervent belief that every child matters. No child is expendable. It is the responsibility and duty of caring adults to adapt the learning environment to meet the needs of unique student populations such as high-risk youth in order to ensure each child’s success.
We are committed to hiring highly qualified staff with the appropriate/necessary credentials, and experience. In addition, staff will have commitment to build and maintain healthy relationships with our students in order to create a school and classroom environment that nurtures self-confidence, self-control, respect and empathy for others, openness, and empowerment.
We have high expectations for our students to achieve at their optimum levels of performance thus serving as a partner in each student’s individualized action plan. We focus on learning that is relevant to our students’ personal needs and interests and to today’s challenging economic climate.
Our intent is to keep each of our enrolled students in school so they can graduate from high school and move onto the next chapter of their professional, their life. This requires that our administrative and educational staff be fully trained in tools such as restorative justice that can mitigate discipline issues before they accelerate or require harsh, punitive consequences. We recognize that many of our youth considered high-risk have in the past been harshly disciplined, suspended or expelled from schools, perhaps multiple times, or have been incarcerated and are referred to our school by judges, juvenile truancy magistrates, or parole officers.
Empirical data clearly indicates that continued punitive methods of addressing wrongdoing with this unique population only deepens their resentment of authority and more often than not will hasten these students’ pipeline to prison. We continually work on and develop a student’s ability to respond and not react to any given situation presented during the course of a school day. Teachable moments are integrated into the core content to equip our students with the appropriate interpersonal and life skills to be successful within their personal and professional endeavors.