By Michelle Moskowitz
Sentinel Correspondent
“Character is how you behave when others are not watching you,” says the mantra strategically placed in the halls of all Greenwich public schools.
But for some students, character can be better fostered when learning takes place in a small, structured class environment, where stimuli can be managed, expectations are guided, and there is more flexibility with one’s personal learning style.
For almost 40 years, Greenwich has offered alternative learning programs for kids who have struggled or felt overwhelmed with the vastness and fast-paced nature of Greenwich High School.
The two alternative programs are the Comprehensive Support Program (CSP), for students requiring high levels of academic or social-emotional support, and the Individual Education Plan (IEP), a customized learning program for kids receiving special educational services.
Three years ago, these programs were merged under one roof, into what has now become the Greenwich Alternative High School, located at 6 Riverside Avenue at St. Catherine of Siena church in Riverside.
Overall, this program offers students a small student-to-staff ratio and focuses on the personal growth and development of students as much as their academic growth. In addition, there is an enormous focus on online learning and real-life work experience, including internships and peer-to-peer support.
Rosemary Ampha, the newly appointed Program Administrator of GAHS, has been a staunch advocate for a shift in instructional practice to a more hands-on approach to learning. Prior to joining GAHS, she was the program administrator for Special Education at GHS since 2010, but had worked there as a special education teacher since 2004.
Her vision encompasses a broader student body with an expanded curriculum stressing on hands-on learning, which she believes many kids can benefit from.
Lorraine Termini, dean of student life at Greenwich High School, also weighed in on the anticipated expanded program at GAHS. “We’ve been talking about these changes for a long time coming, but Rosemary has really taken the reins.”
Ampha has designated four staff members for next year (two from GHS and two from GAHS) to dedicate 50 percent of their time researching and identifying the most successful attributes from the leading alternative programs in the country.
These findings will then be incorporated into the GAHS program.
Cheerful and calm in nature, Ampha proudly guided a reporter around the halls of the facility and introduced her to the faculty, many of whom have been with the program for decades.
Tony Mullen, a 14-year veteran with the alternative program, teaches special education and was recipient of the 2009 National Teacher of the Year Award.
“There has been such a positive evolution of the alternative learning program over time, and the diversity of our student body has grown which the kids really benefit from,” he said. The most rewarding aspect, he added, is to see the students evolve. “To connect with our students on a social-emotional level defines who the teacher should be.”
While students enjoy much of the same curriculum as the high school, including art, science, and physical education, the facilities are not quite as up-to-date as at the high school’s (for example, there is no science lab), which is why the push to expand the program and its resources is gathering steam.
Currently, GAHS has eight full-time teachers, one full-time guidance counselor, and one full-time social worker. With a student body of only 42 students this year, resources are underutilized, and that is another reason the school wants to attract more students who could benefit from an individualized learning platform. The goal is to expand to over 150 students over time.
“There has been a negative stigma associated when students have to leave the high school,” says Ampha. “But once our students get here, they see for themselves how they can benefit tremendously from this type of learning environment.”
Ampha said teachers get the opportunity to truly understand how a child learns best, and then to tailor their approach accordingly. In addition, the day is shorter and students have much more flexibility with their time, which provides less stress.
For now, it is primarily the guidance counselor who recommends to a parent that a student transfer to GAHS. This can be for one semester only, or up until graduation, where students receive a Greenwich High School diploma.
The school also provides college and career counseling for those who stay through graduation.
To find out more about GAHS, speak to your child’s guidance counselor or visit www.greenwichschools.org.
