Pre-Algebra solution offers nontraditional approach

What kind of curriculum is most effective in an alternative school? Alternative curriculum, of course, as in nontraditional approaches to educating students in core subjects. Synergistic Algebra, for example. The Pre-Algebra course of the Synergistic Algebra program has been utilized this school year at Douglass, an alternative school in Leesburg, Virginia.

“We look for alternative instructional approaches,” said Principal Jack Robinson. “Quite frankly, that was an appeal for Synergistic. Here’s an alternative approach, a modular approach that’s hands-on. It enables us to be different from the students’ home schools.”

Only one-third of the students referred to Douglass by middle and high school guidance counselors are accepted into the school’s seven programs that include transitions for middle-schoolers.

Samuel Taylor, with 43 years of science teaching experience, including 28 years in the tough inner-city of Washington, D.C., heads up the transitions program and is already a big fan of the Synergistic Algebra program.

“You put them in front of the computer and they feel pretty comfortable, basically they stay engaged,” Taylor said. “Synergistic Algebra is good for these kids because they can work at their own pace. I like the program. An individualized, self-paced approach allows me to work with the students individually. I’m the guide on the side, and they go ahead and do what they need to do.”

Shirley Bazdar is the Career and Technical Education Director for Loudoun County Public School and also oversees Douglass, which has transformed its mission through the years.

“Today’s student is different than the student 15 years ago,” Bazdar explained. “I think alternative schools 15 years ago had a much different focus. It was more of a holding place. Now, we’re about educating the whole child. That’s instructionally, that’s socially, we’re counseling emotionally. It’s just a different day and time, and kids now have a different kind of maturity because of their exposure to things.”

Taylor says his students are eager to work with the hands-on manipulatives and relevant equipment in the Modules, and he’s more than happy to oblige after students have completed the requisite Individualized Prescriptive Lessons covering basic math concepts.

“It’s not ‘can you teach?’ but ‘can you reach?’ If you can reach the students and motivate them, they do the learning. That’s the key,” Taylor said. “I don’t care how you learn. You can learn from each other, you can learn from a computer, you can learn from doing. But you learn better from doing. The hands-on is what the kids want to do.”

Students are learning the social skills they need outside of the classroom as well.

“I like the program because it fits this kid, this new kid on the block that is computer literate and into TV. They’re engaged,” Taylor said. “These are problem kids, and I don’t have a lot of problems with them.”