Implementing an Effective Middle School Alternative School Program for Student Success - “Empowering Students, No Exceptions, and No Excuses!”
Format
Individual Presentation
First Presenter's Institution
Coweta County School System
Second Presenter's Institution
NA
Third Presenter's Institution
NA
Fourth Presenter's Institution
NA
Fifth Presenter's Institution
NA
Location
Session 3 (Percival)
Strand #1
Academic Achievement & School Leadership
Strand #2
Social & Emotional Skills
Relevance
Strand 1: Academic Achievement & Leadership - The purpose of this program is to show that Alternative Schools has an effect on academic achievement and is designed to give students the opportunity to participate in activities that enhance their classroom achievement.
Strand 2: Social and Emotional - The purpose of this program is to show that Alternative Schools has an effect on social and emotional skills and is designed to give students the opportunity to participate in activities that enhance their social, emotional and life skills.
Brief Program Description
The primary focus and design of the program are to effectively create a growth mindset for students who are assigned to the alternative school. The program provides alternative PBIS strategies, social and emotional strategies, and other ways to empower alternative students to achieve success in and out of the classroom.
Summary
In society, so many many middle school students are receiving alternative placement for a variety of reasons. An effective middle school alternative program is necessary to educate these students for future success. Positive relationships between alternative school students and stakeholders can assist these students in reaching their dreams and facilitate positive academic, social and emotional outcomes. This presentation will illustrate the successful components of a middle school alternative school program. The various support will include discussions on PBIS, social and emotional curriculum, goal setting, academic achievement, and transition requirements. An environment that fosters positive collaborations between students and staff will nurture these at-risk students in ways that will improve academic and behavioral outcomes. These interventions work to hold students accountable to high levels of learning and encourage a growth mindset while providing support solely based on the student's needs.
Evidence
1. PBIS
2. Social and Emotional
Biographical Sketch
Ahmand Tinker, Ed.S is the Principal of Maggie Brown Middle School (Alternative School) in the Coweta County School System in Newnan, GA. He has worked as a high school assistant principal, athletic director, head football coach, and teacher. He taught social studies and physical education for seventeen years at the middle and high school levels. He also served as a college instructor at two universities. He has worked in education for over 20 years. His true passion is uplifting others as he is climbing the ladder of success.
Keyword Descriptors
Alternative School, At-Risk Students, Middle School, Academic Achievement, PBIS, Empowering Students
Presentation Year
2020
Start Date
3-9-2020 3:00 PM
End Date
3-9-2020 4:15 PM
Recommended Citation
Tinker, Ahmand, "Implementing an Effective Middle School Alternative School Program for Student Success - “Empowering Students, No Exceptions, and No Excuses!”" (2020). National Youth Advocacy and Resilience Conference. 28.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2020/2020/28
Implementing an Effective Middle School Alternative School Program for Student Success - “Empowering Students, No Exceptions, and No Excuses!”
Session 3 (Percival)
The primary focus and design of the program are to effectively create a growth mindset for students who are assigned to the alternative school. The program provides alternative PBIS strategies, social and emotional strategies, and other ways to empower alternative students to achieve success in and out of the classroom.
