Overview

Alternative education programs are designed to create a more positive learning environment through low teacher-to student ratios. The strongest and most consistent improvement for students is their attitude toward school.

Formerly known as the Bud Carlson Alternative School, the newly named Academy has a long-standing tradition of offering Rochester students “Alternative Pathways” to high school graduation. In keeping with tradition, the Bud Carlson Academy will continue to provide options to those students who do not fit the current educational model. A majority of students enter the program educationally disengaged. Student ownership and investment in the program allows them to reconnect to the school community.  The “Alternative Pathway” can only continue to be successful if a connection exists between the students and their school. 

It is imperative to create a safe learning environment for all students. The BCA relies on a broad range of behavioral approaches, classroom management techniques and teaching strategies designed to create positive successful experiences that help students develop new behavioral skills. The classroom environment is structured with clearly defined rules and behavioral expectations; instruction is modified based on students' individual needs. It reflects positive teacher-student and student-student interaction. Students are engaged in the educational process and are afforded multiple opportunities to self-regulate and monitor their own behavior. Problem solving, anger management techniques and social skills training are taught and practiced in weekly team building groups.  The BCA fosters an atmosphere of intensive individualized programs of study offering an alternative educational program that maximizes the potential of each student based on their individual needs.  Students are provided with a structured environment where program expectations, objectives and goals are clearly stated.  An individual education plan is created for all BCA students providing a visual record of progress toward the overall goal of fulfilling graduation requirements.

Although drop out rates have shown some improvement in recent years the number of Rochester students that will be affected by the passing of Senate Bill 18 indicates a need to expand existing drop out prevention programming.  Increasing the compulsory age of attendance forces students to remain in school, but they can only attain the benefits of education if programs are in place to help guide them to be successful in school and in the community.

It is evident that in order to meet the needs of all students at risk for dropping out, and supporting dropouts returning to high school, the Rochester School District is committed to improving and expanding existing drop out prevention programs and services.  School improvement efforts will target any gaps in current programming including expansion of the existing alternative school program