Not 'bad kids': Topper Academy works to redefine alternative school

Topper Academy, Johnson City Schools' alternative high school, has seen steady enrollment in recent years, reflecting a growing need for diverse pathways to meet students' academic and personal needs. Administrator Dr. Holly Corwin said the school currently serves about 84 students in grades 9 through 12. She said enrollment increased after the COVID-19 pandemic, when more students were placed at the school due to academic setbacks. Those numbers have since stabilized, according to Corwin, but demonstrated a continued need for alternative pathways. "Our numbers fluctuate based on students' life circumstances," she said. "Some may be here for short-term discipline, others because the traditional high school model isn't the best fit. Every student's path is unique." The academy houses the Market Street School, the district's first fully virtual program, which opened in July and serves students in grades one through 12. Corwin, principal of Market Street School, said the new program grew out of the district's recognition of the continued need for alternative paths. By offering an alternative pathway outside the traditional classroom, she said the district is responding to the reality that one-size-fits-all education doesn't meet every student's needs. Topper Academy approaches student support holistically, recognizing that academic, social and personal challenges often intersect. Corwin said that many students are balancing their education with significant adult responsibilities, from supporting families and holding jobs to navigating health challenges like addiction or pregnancy. "We look at each student individually and adapt a plan that really supports them to succeed," Corwin said. "Students may stay anywhere from 30 days for a disciplinary placement to the full school year, with many choosing to remain because of the small class sizes and close staff relationships." The school's approach has shifted in recent years from primarily punitive discipline to a focus on individualized support and mental health. Corwin said her background as a counselor and clinical therapist guides the school's intervention strategies, aimed at keeping high-risk students on track for graduation. "I want rehabilitation from a mental health standpoint," she said. "If our students don't fit the traditional high school model, we ask: What skill set is missing, and can we teach it?" Corwin said the school's small staff-to-student ratio allows educators to develop individualized plans that incorporate academic support, life skills training and social-emotional guidance. "We try to identify deficits — academically, socially or emotionally — and fill them," she said. "Our goal is for every student to leave prepared for whatever comes next, whether that's college, trade school or the workforce." The school offers hands-on programs to prepare students for life beyond the classroom. For example, students can participate in a cooking program that teaches budgeting, grocery shopping and meal preparation. These lessons also allow students to earn community service hours required for graduation. "It's not just about hitting academic markers," she said. "It's about being a productive citizen when they leave here." Beyond the high school level, Corwin said the district is addressing behavioral challenges earlier through a new behavioral interventionist team. Launched this year, the team focuses on students with higher behavioral needs. She said the district is looking specifically at elementary schools. "We've seen an increase over the years in more extreme behaviors among elementary students," Corwin said. "This is one of our approaches to adapting how to support those students. We have seen a lot of really good success and feedback from our schools and of our district behavioral team." Corwin said that overall she is working to dismantle a long-standing narrative about alternative schools. "One of the biggest misconceptions is that this is just a punitive placement and that the students here are 'bad kids,'" she said. "That's not true. Even students placed for discipline just need an alternative pathway. We have a building full of really valuable, lovable students."