Orange County NC Website
Browse       Search
comments of students and parents, it is clear that the majority do not want to return to their <br />home -base schools. Parents stated that they were "scared to death" of having their children <br />return. One stated, "She'll be swallowed up. The focus there is on survival; they don't <br />help her see the possibilities that come with education." Another said, "I refuse to send <br />him to the high school and see all of Ms. George's work go down the drain." When asked <br />about whether they wanted their student to be able to cope to the "real world," one parent <br />replied that Phoenix Academy was much more like the real world than the average high <br />school. "You come in, sit down at a computer, and do your work. You don't have <br />someone standing up lecturing to you and 25 other people all day in the working world." <br />Students, too, expressed strong feelings about returning to the home -base school. Several <br />said it would be difficult to go back because they will have their same reputations as "bad <br />kids," a label which is difficult to change. One stated, "I'll drop out if I go back there. If <br />they send me back, then it's a waste of the program." Although a few students expressed a <br />desire to return, most did not. <br />The Phoenix Academy counselor is actively working to connect with other educational <br />alternatives for students that may be more appropriate than returning to the home -base <br />school. But, if the goal is for most students to successfully return to their home -base <br />school, significant effort must be put in place to convince students and parents that success <br />can be had in the environment where they were previously unsuccessful. This will require <br />significant thought and collaboration with the home -base schools to make successful <br />returns a reality. <br />Next year, Phoenix Academy will move from inside Lincoln Center to two mobile <br />classrooms on the Lincoln Center grounds. This will alleviate the program's need for <br />increased space and private areas for interviewing and phone calls. It will also allow the <br />program to accept greater numbers of referrals. However, staff and some principals <br />reported that they believe this move will increase the isolation of the program. As <br />mentioned earlier, students have developed many positive relationships with Lincoln Center <br />staff. These may be lost when they move to the mobile classrooms. In addition, Phoenix <br />Academy staff have found support in having uninvolved colleagues available throughout <br />the day. <br />Also related to growth is the need for more staff. Another full-time teacher is needed to <br />allow the lead teacher to fulfill all the administrative duties. One principal suggested that <br />the lead teacher's title be changed to "principal" so that she is able to participate in <br />principal's meetings and other leadership forums. <br />CONCLUSIONS & RECOMMENDATIONS <br />• Phoenix Academy has made a great start in providing educational services to <br />disengaged students. <br />• Archival findings indicate that students' grades and attendance are improving. <br />• The majority of end -of- course tests taken were passed <br />• Students attempting to achieve proficiency in reading and math have made progress but <br />are not yet proficient. <br />• A group of committed staff has been hired who share a common vision for the <br />program. <br />• Students and parents are finding the program valuable and are invested in its continued <br />success. <br />10 <br />