CALA Academy highlights success in alternative education during annual presentation

In a recent meeting of the Chariho School Committee, discussions centered around the unique challenges and successes of alternative education in Rhode Island, particularly focusing on the CALA Academy. As the meeting unfolded, the atmosphere was charged with a sense of purpose and pride, reflecting the dedication of educators and students alike.

The meeting began with an overview of alternative schools, highlighting that Rhode Island has only three such institutions compared to Colorado's 94. This disparity underscores the need for tailored accountability systems, which Rhode Island is currently developing. The CALA Academy, serving 69 students, has made significant strides, with 75% of its attendees having Individualized Education Programs (IEPs). The academy's dual programs—the Clinical Day Program and the Alternative Learning Program—cater to diverse student needs, with a competitive application process for the latter.

One of the most notable achievements discussed was the graduation of 40 students from 2020 to 2024, with an additional 15 expected to graduate soon. The academy has garnered recognition for improved test scores and has celebrated the accomplishments of its staff, including the recent honors awarded to several teachers for their exceptional contributions.

As the meeting progressed, Mr. Hooper, a history teacher and job coach, shared insights into the experiential learning opportunities provided to students. He emphasized the importance of preparing students for the workforce through internships and partnerships with organizations like Junior Achievement. These initiatives have not only improved attendance and graduation rates but have also equipped students with essential life skills.

Kyle Winan, a student at CALA, spoke passionately about his transformation since joining the academy. Once at risk of not graduating, he now finds himself ahead of schedule, thanks to the supportive environment and tailored educational approach. His journey exemplifies the positive impact of alternative education on student outcomes.

The meeting also touched on the importance of social-emotional learning (SEL), with educators advocating for its integration into the curriculum. While some committee members expressed concerns about the role of schools in teaching emotional regulation, others highlighted the necessity of fostering a supportive environment for students to thrive.

As the committee moved on to discuss the budget for the upcoming school year, the focus remained on aligning funding with the district's strategic goals, including graduation rates and academic achievement. The commitment to enhancing educational experiences for all students was evident throughout the discussions.

In conclusion, the Chariho School Committee meeting showcased the resilience and innovation within alternative education. With ongoing efforts to improve systems and support for students, the future looks promising for CALA Academy and its students, who are not just learning but thriving in their educational journeys.