Agenda - 11-10-1998 - Attachment #11

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The available data shows that 19 end -of- course tests were given. Of these, .13 were passed and 6 were failed. The greatest number of failures occurred in science courses, while the greatest number of passes occurred in English courses and the social sciences. These findings indicate that Phoenix Academy students are beginning to make progress on academic outcomes. As expected, the most dramatic gains have been in attendance. Improvement is beginning to show in both grades and standardized test scores. To see progress in archival outcomes in the first four months of the school's existence is encouraging. Interview Findings Program Purpose and Functioning All involved with Phoenix Academy appeared to have a clear vision of the program's purpose: to provide students having extreme difficulties in the home school environment with a second chance at school success. One administrator described the goals this way: "Kids have to learn self - determination and that actions have consequences. We help them figure out where they want to go and what they need to do to get there." Parents described the school as a place that "accepts a child where (s)he is and fills in the gaps." Students stated that Phoenix Academy allowed them to "realize your strengths and weaknesses and make the weaknesses stronger." They described the school as a place to "get caught up" and to compete "against yourself, not a bunch of other people." Students described the school as more flexible than their home -base schools saying, "this school is all about us!" A typical day at Phoenix Academy begins at 9 a.m. Students sometimes participate in a group discussion in response to a newspaper article or finish work from the previous day. After this, students begin their individualized instruction using the Plato computer system. This curriculum covers all required subject areas: history, English, mathematics, and science. Students work at their own pace and can continue working on a particular subject for several hours at a time. They must average at least 30 minutes per day on each required subject. Lunch is delivered to the school. In the afternoon, students continue studying sometimes working in groups. In addition, the afternoons provide time for enrichment activities. This spring students have had exposure to an artist, a steel drum musician, and health department programs directed at STD prevention and self- esteem enhancement. All of these individuals worked with students on a voluntary basis. Teaching fellows from the UNC -CH School of Education also tutored students throughout the semester. Many students at Phoenix Academy were involved in work -study experiences. Two students worked with the Paul Green Theater building sets and learning about stage lighting. Both of these students have been invited to audit UNC drama classes in the fall. Other students have participated in job- shadowing experiences in Lincoln Center. Parent Involvement Parents have been an integral part of Phoenix Academy. Parents became involved at the initial screening with the student and contact was maintained throughout the semester. Parents were called with any disciplinary issue that arose during the school day. For instance, if a student were to speak disrespectfully to a staff member, they would be told to call their parents and describe their behavior. If students were late to school, a parent was required to escort them into school. Parents were involved in providing treats for students, helping with computer activities, and most parents attended the end -of- school breakfast and awards ceremony. W