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Isanti County News

In the words of prominent educator William G. Spady, “All students can learn and succeed, but not on the same day in the same way.”

This quote can be found in literature promoting alternative education, a non-traditional approach toward reaching at-risk students whose chances of earning their high school diploma only increase in part with smaller class sizes, flexible schedules and a strong sense of community.

Rebecca Fuller, in her first year as director of the local Oak Land Cooperative Center, sees herself as a catalyst in bringing the partnering school districts of Cambridge-Isanti, Princeton and St. Francis together for the benefit of all students enrolled in respective alternative learning centers.

She initially met with stakeholders, ranging from superintendents, principals and finance directors, to consider some modifications and identify needs in vocational/career areas, for example.

“I needed to learn really quick the needs of the students from three different school districts,” Fuller said.

The main adjustment was the recent closing of the Princeton site, a budget decision that moved the day high school and middle school programs to the Cambridge-Isanti site.

“Oak Land is now serving the Princeton students in Cambridge. It’s still a program option, it just moved here,” said Fuller.

The change reflects an efficient move with more numbers and opportunities for ALC students, ninth through 12th-grade, served at Cambridge-Isanti, she said.

Equal attention is given to the St. Francis district community, too, as programs continue to weave together.

From the heart

“I’ve always had a heart for these kids and compassion for their situations and desire to see them succeed. That’s the bottom line,” said Fuller of the ALC students from her Cambridge-based office last week.

“In a traditional setting the focus is on the academic subject; in alternative education, you focus on students first and identify the unique needs...and bring them into academics. The traditional setting is not bad, it just doesn’t work for everyone.”

According to Fuller, her own children — two in high school and two at the elementary level — are enrolled in the traditional Princeton public school system.

“And alternative education works for many of the students,” Fuller said. “The goal is to get students back on track, either to mainstream high school or here. But we want them to get their high school diploma.”

Prior to Oak Land, formerly directed by Steve Allen for 20-plus years, Fuller worked six years with Osseo’s alternative education program before enjoying 14 years under the ALC program at the Elk River School District. The latter included “leadership grooming,” she recalled of preparations toward moving up in her career.

“In some capacity, I have worked in ALC programs for 20 years,” said Fuller.

Seventh- through 12th-grade mathematics is her discipline with emphasis on K-12 administration, she said.

Sharing more on her background, Fuller said, “Curriculum and learning are important to me. I’ve been on committees on literacy and test scores.”


Relationships remedy roadblocks

Alternative education programming through the Area Learning Center (ALC) model, serves K through 21-year-old students. Offered are various instruction, a student-centered atmosphere, community and work-based learning and technical/career planning.

In addition, Oak Land believes family involvement is essential to student success, while parents and guardians are encouraged to be actively involved in every phase of the students’ educational experience.

According to Fuller, the family component is critical in reaching ALC students, who often have experienced or are facing a certain roadblock or struggle in their education journey.

“We try to identify future goals and careers and overcome the roadblocks,” Fuller said.

Close relationships between school and home can open doors toward overcoming burdens, she said.

Other than scoring substantially low on achievement tests, falling behind in course work or lacking credits needed for graduation, a student qualifies for enrollment at Oak Land when he/she:

• is pregnant or is a parent.

• has been assessed as chemically dependent.

• has been expelled.

• has been referred by a school district for enrollment in an eligible program.

• is a victim of physical or sexual abuse.

• has experienced mental health problems.

• has experienced homelessness sometime within six months before requesting a transfer to an eligible program.

• speaks English as a second language or has limited English proficiency.

• has withdrawn from school or has been chronically truant.

Alternative education helps kids, each faced with a separate situation, overcome adversity and graduate. “Everyone’s expectation here is a high school diploma,” Fuller said.

A collaborating effort

In light of students who are identified as having little or no resources on walking through the door, ALC collaborates with outside agencies to provide needed services and support for students.

For instance, Oak Land is currently educating 15-18 kids in the TAPP program — serving health and social welfare needs of pregnant teens and young parents — where Early Childhood and Family Education and Isanti County Public Health is involved.

In fact, all three district communities can take advantage of these kind of services, if one lacks such an offering in their own community, Fuller said.

Turning to academics, “we want collaboration with resources,” including opportunities to work with vocational/technical colleges and have students gain college credits, she said.

Fuller calls it addressing the big picture in alternative education, which places high importance on expanded opportunities for students in need of a helping hand.

“We’re serving students’ needs,” she said. “The high school can’t do everything.”

Jon Tatting is at This e-mail address is being protected from spam bots, you need JavaScript enabled to view it