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Little Miami reports early results from Panther Success Academy alternative program
Summary
Superintendent and staff described the first-year Panther Success Academy, a tier‑2 alternative education program at Little Miami High School, and shared enrollment, discipline and attendance data along with vocational and community partnerships piloted this year.
Dr. Kevin Harleman, superintendent, and Adrienne Sanders, a district staff member, updated the Little Miami board on the Panther Success Academy (PSA), a tier‑2 alternative program launched this school year at Little Miami High School.
Dr. Harleman said 28 students are enrolled in the PSA. For that cohort he reported a reduction in discipline referrals from 307 in the prior year to 2 so far in the current year, and a drop in total absences for the cohort from 947 to 374; he said the current cohort attendance rate is about 77 percent. Dr. Harleman emphasized the program’s different rules and structure and credited close relationships and frequent parent contact for progress.
Staff described partnerships and hands‑on learning experiences provided to students: community-service visits to Urban Crest, a visit to Sinclair Community College for electronic-activities experiences, a welding demonstration at the high school, and an equine presentation. Dr. Harleman said the district is piloting Graduation Alliance coursework for PSA students and that Little Miami is the first Ohio district to pilot the platform’s workforce-development, VR-enabled interactive modules, including an HVAC module.
Staff credited teacher and staff engagement — specifically naming teacher Dustin Goldie — for the PSA early results and described a hybrid scheduling approach that blends some time in PSA with return to traditional classrooms for students who use PSA as a short‑term reset. The district said it holds monthly meetings with students, administrators and parents and maintains frequent contact between staff and families.
Board members who spoke at the meeting praised the program’s early outcomes and encouraged continued communication and social-media sharing of PSA activities. The presentation provided the board with progress data and a request to continue the program into the next school year.
