Spring opens its first alternative school
school board and administrators, however, were convinced that sending students outside the district was not the best way to provide that discipline.
“We want to ensure our students are successful academically and also that we’re meeting their social and emotional needs,” Hinojosa said.
Spring ISD contracted Camelot Education, a national company headquartered in Austin, that specializes in providing targeted programs for students who are struggling academically and who need a more structured environment to handle behavioral issues.
Cory Thames, regional director for Camelot Education, said the company hires all the personnel needed to run the alternative academies.
“We use the school district’s curriculum, and we make sure that we’re on the same page with the other schools,” he said.
Thames explained that Richey Academy steps in when other schools are not able to reach individuals.
“Our job is to build them back up as students, to help them understand the importance of attendance, academics and behavior,” he said.
Camelot joined Spring ISD to open Richey Academy in time for the beginning of the school year. At first, operations were housed in the former YMCA, purchased by the district in 2015.
In the meantime, crews finished renovating the former support services center.
“The effort the school district put into this building shows the commitment to the students be- ing served,” Thames said. “They have a new building to call their school. They still can take pride in their school. They should want to go there.”
Richey Academy is designed to accommodate as many as 250 middle and high school students.
Thames said empowering students to make a positive change is the main mission.
“We don’t want to be punitive to the students,” he said. “We want them to understand that they made a mistake, but their educational career goes on. They must make a change to get back on track. We just show them the way.”
One method is to develop the skills needed to maintain positive interactions with peers and adults.
“Wewant themto understand that the social interactions they have outside of school may not contribute to their success in school,” Thames said. “There are some really smart kids who make mistakes, and if they don’t focus, they’ll continue making the same mistakes.”
The students at Richey Academy also benefit from smaller class sizes, Thames said.
Youth sent to the academy remain for at least 45 days. Thames said that keeping the students in the district makes it easier for them to transition back to their regular schools.
“We can keep them focused on the curriculum they are already learning, so they don’t get behind,” he said. “Wewant them to stay on pace to graduate.”
When students return to their regular classrooms, Hinojosa said they will have acquired new strategies and coping skills to help them. For example, she explained, they will know how to talk about problems instead of starting fights.
“As much as possible, we want to address the unique needs of every student,” Hinojosa said. “We want them to be academically prepared and they need skills so they don’t lash out. They need a support system to maintain positive interactions with their teachers and peers.”
She said teachers at Richey are recruited based on their skills in engaging difficult students. “Then we provide them additional training,” she said. “We focus on restoring students and not tearing them down. We give them choices.”
Hinojosa said the academy has already made a major difference for a number of students. “We treat everyone with dignity and respect,” she said. “We give students hope.”
She believes the newbuilding will drive that message home. “We appreciate you, we believe in you and you deserve the very best,” she said. “We’re going to give you the skills to get back to your campus. We have teachers who care about you and will help youmake better decisions.”