[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595231-105":59,"doc-detail-595231-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","alternative-high-school-programming-planning-for-student-success","Alternative High School Programming - Planning for Student Success","","Alternative high school programs provide an additional educational option for students who need supports that regular classes cannot address while keeping them enrolled. Success depends on three elements: at-risk students, specific school components, and staff. Indicators such as course failure and credit counts, low attendance, risky behaviors, and social-emotional difficulties help identify students. Low student-to-teacher ratios, inquiry-based learning, technology and hands-on projects, and extended supports from staff and outside agencies promote graduation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/alternative-high-school-programming-planning-for-student-success/595231/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/alternative-high-school-programming-planning-for-student-success/595231.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What makes an alternative high school program successful?","Question",{"text":112,"@type":113},"A successful program combines the at-risk students themselves, specific school components, and staff. Low student-to-teacher ratios, inquiry-based learning, technology and hands-on projects, and extended social-emotional support help drive success.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which indicators are used to identify at-risk students?",{"text":117,"@type":113},"Indicators include course performance such as failure in core courses and low first-year credits, significantly low attendance, at-risk behaviors, and social-emotional difficulties. These signals help determine who is most likely to drop out.",{"name":119,"@type":110,"acceptedAnswer":120},"How does attendance relate to academic success and graduation?",{"text":121,"@type":113},"Studies show attendance, academic achievement, and graduation are directly correlated. Increasing attendance is described as a primary alternative-program goal, improving students’ chances for academic success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595231,1792118714,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nAlternative High School Programming:  \nPlanning for Student Success  \nDoreen Prazak  \nAbstract  \nAlternative high school programs can be another educational option for students who wish to remain in school but whose needs can not be addressed in regular school classes. There are three elements to a successful program: the students, specific school components, and staff. Atrisk indicators help to identify the students. A low student-to-teacher ratio helps to build not only positive personal relationships but also working relationships when inquiry-based learning is used. Technology and hands-on work projects engage students. Extended support staff and outside agencies support students’ social-emotional well-being. These combined elements support at-risk students in their journey toward high school graduation.  \nAlternative high school programs offer at-risk students the opportunity to be successful academically. An alternative school program is “a public   secondary school that addresses [the] needs of students that typically can not be met in a regular school, provides nontraditional education, serves as an adjunct to a regular school, or falls outside the categories of regular, special education, or vocational education” (Franklin et al. , 2007, p. 134) . Three elements are essential to a successful alternative high school program. An alternative school serves at-risk students. Its environment includes a number of components that support these students’academic growth. The staff of an alternative program believes in building personalized relationships with students and providing both academic and social/emotional support. The correct combination of students, school components, and staff can lead to a successful alternative program.  \nAn alternative program is designed for students who are at risk of dropping out. Indicators of at-risk students include course performance (Center for Comprehensive School Reform and Improvement [CCSRI], 2008) , attendance (Heppen & Therriault, 2008), at-risk behaviours (Brown & Rodriguez, 2009), and social-emotional difficulties (Brown & Rodriguez, 2009) . Two course performance factors strongly predict which students are most likely to drop out of highschool: failure in core courses and the number of credits earned in the first year of high school (CCSRI, 2008) . If a student fails more than one core course and earns less than eight out of ten credits, he or she would be considered at risk. Course performance is a strong indicator of whether a student is at risk.  \nStudents whose attendance is significantly low are most at risk. Studies have found that attendance, academic achievement, and graduation are directly correlated (Heppen & Therriault, 2008, p. 2) . My experience concurs with this evidence. Students can struggle due to lack of attendance or, conversely, lack of attendance can indicate academic struggle. Academic improvement occurs when students are required to let the teacher know that they are not attending that day, and give the reason why. If a teacher does not hear from a student, then the teacher phones the student. The student is then aware that he or she is expected to be there and is missed. It is a primary goal of an alternative program to increase students’ attendance, thereby giving the students a better chance at academic success.  \nAt-risk behaviour can also be an indicator that alternative programming is needed. Students contribute to their academic demise by not adhering to the school discipline policy and by making irresponsible decisions (Brown & Rodriguez, 2009) . Sexual activity, violence, and drug, tobacco, and alcohol use are examples of irresponsible behaviour (Barr & Parrett, 2003) . These behaviours can lead to negative consequences such as suspension from school. When a  \nstudent is suspended, an existing attendance problem is exacerbated, weakening the student’s sense of self-worth and sense of belonging to the school. At-risk behaviours in","cbCaiksgn1EWiJNB","https://ap.wps.com/l/cbCaiksgn1EWiJNB","pdf",246327,"English","# Abstract\n## Elements of successful alternative high school programs\n## Indicators for identifying at-risk students\n## Course performance and attendance correlation\n## At-risk behaviors and social-emotional difficulties\n## Core program components and support structures","[{\"question\":\"What makes an alternative high school program successful?\",\"answer\":\"A successful program combines the at-risk students themselves, specific school components, and staff. Low student-to-teacher ratios, inquiry-based learning, technology and hands-on projects, and extended social-emotional support help drive success.\"},{\"question\":\"Which indicators are used to identify at-risk students?\",\"answer\":\"Indicators include course performance such as failure in core courses and low first-year credits, significantly low attendance, at-risk behaviors, and social-emotional difficulties. These signals help determine who is most likely to drop out.\"},{\"question\":\"How does attendance relate to academic success and graduation?\",\"answer\":\"Studies show attendance, academic achievement, and graduation are directly correlated. Increasing attendance is described as a primary alternative-program goal, improving students’ chances for academic success.\"}]","Alternative High School Programming - Planning for Student Success | PDF",1792080674,13]