Every educator knows there are many pathways to students’ success.
At Staples High School, that now includes Pathways Academy.
Opened this fall, it’s a “school within a school.” Pathways provides alternative educational opportunities for students experiencing academic, behavioral and/or life challenges in the traditional school setting.
That’s the long description.
Here’s the short one: For some students, Pathways is a life-saver.
They may have school anxiety or avoidance issues. Perhaps they made mistakes, and fell behind in credits for graduation. Regular classrooms and standard schedules didn’t work for them.
Pathways — created by a team of Staples administrators, counselors, social workers and others — occupies a suite of rooms near the cafeteria.
Warm and welcoming, with a lounge area, computer room and small instructional spaces, it’s where students and 4 teachers spend every morning, from 7:30 to 10:45.
Freed from traditional bells — with more flexibility to move from idea to idea, and room to room — Ann Neary (English), Daniel Heaphey (social studies), Tony Coccoli (science) and Anthony Forgette (math) — work together in a warm, welcoming setting.
Each day begins with a community meeting. On Wednesdays, school outreach counselor Ed Milton offers insights. Every Friday, there’s college and career counseling.
Academic expectations are the same as for traditional core classes. The differences include individualized instruction, peer coaching, experiential learning and interdisciplinary projects.
When the Pathways day ends, students head to electives, world language and phys. ed. classes, community service, work study or internships.
At first, students were referred to Pathways by teachers and administrators. Eight began in September. Now — thanks to word of mouth — that number has doubled, to 16.
The application process includes written answers to questions like “What is your biggest challenge in the traditional high school setting?”, “Describe a situation that did not go well for you (interaction with a teacher, administrator, friend, etc.). Thinking back, how would you have handled it differently?” and “”Describe something you did, made or completed in school that made you proud.”
Acceptance is not automatic. Each student must embrace the idea of the Pathways community.
The main classroom at Pathways. Other rooms — and the lounge — branch off from here.
Pathways is overseen by Meghan Ward. The assistant principal had experience in other schools with alternative education. “‘Other’ is okay,” she says, echoing the academy’s mission. “Students learn the same things, even if the setting or delivery looks different.”
Ward calls the Pathways teachers “incredible. They work really hard — and that’s only half of their course load. They also teach other classes. It’s really a challenge.”
In just half a year, Pathways has already made its mark. Students with attendance issues are coming to school — “and smiling,” Ward notes. Those who previously felt disconnected from Staples now have a “home base.”
There are tangible results too. The other day, Neary’s students completed a play-writing project. They read their works in the Black Box Theater, for members of Westport Senior Center’s writing class.
It was a huge success. The audience loved hearing the powerful, honest voices of teenagers. They provided great feedback — and plenty of support.
Just as Pathways does every day, in its own way: a school within a school.
“At a glance it strikes me as a useful and relevant word that could catch on,” Serven concluded.
