The goal of the 21st Century After School Program strives to enhance student engagement and academic achievement. By offering high interest, engaging and non-traditional activities, Drury High School hopes to provide meaningful exploration of activities students may be unable to fit in their traditional schedule.
Please continue to check this webpage for updated information, announcements and registration for the 21st Century Afterschool Program.
Massachusetts College of Liberal Arts, in a partnership with Drury High School, has been authorized and funded to move forward with a proposal in conjunction with Tufts University and the MACC College Access Corps.
One of ten exclusive opportunities in the nation and one of only five in the state of Massachusetts, MCLA and Drury will accommodate a liaison from Tufts University. This advisor will work extensively with the senior class as they are preparing for their entry into the post-secondary world at the collegiate level. The advisor, hosted by MCLA and Drury, will assist Drury's Guidance Department with the preparation of seniors applying for college. In addition, the advisor will engage students in conceptualizing what "college readiness" means in the 21st Century.
The majority of the advisor's time (80%) will be spent at the high school facilitating one-to-one meetings and advisory group sessions. The remaining time will concentrate on community networking; thus building and strengthening both new and already existing community partnerships in Northern Berkshire County.
Through this four-year grant funded partnership program by the Jack Kent Cooke Foundation, the MAC will target a minimum cohort of fifty seniors who are preparing to enter college after high school graduation. The overarching goal of the MCLA/DHS partnership is to provide a "college guide" to assist graduating students with the necessary steps to transition from the high school to college environment. However, an anticipated outcome is the identification of and engagement of at-risk seniors who are capable of earning a postsecondary degree, yet need practical assistance with formalizing the components of the process associated with college entrance. Moreover, as the partnership evolves over time, work with a selected cohort of underclassmen qualified to continue their education but find the process difficult because of obstacles beyond their control and/or are intimidated by the college application process, will be targeted as well.
The target goal over the four years is to increase the percent of students attending college.
The Positive Options program is designed to provide alternative options for students who are at risk to drop out of high school. Students between the ages of 16 and 18 who have struggled to succeed at Drury High School in the regular school setting will be given the opportunity to pursue their high school diploma or pass the GED tests in a program located on the campus of Berkshire Community College.
Students would be enrolled at Drury High School but attend school at Berkshire Community College and be given instruction in a small group setting with access to Berkshire Community College's facilities including computer labs, library, student lounge, cafeteria, and fitness center. Students in the program would have college student ID's and follow the same behavioral expectations of other college students. It is an opportunity to experience the personal responsibility of attending college while working toward a high school diploma or preparing to pass the GED tests.
Interested students must apply for enrollment in the program and meet eligibility criteria (taken MCAS tests, age, etc.). Interviews with the student, records review and evaluation of student transcripts assist administration with selection of candidates to be accepted to POP. For more information, please contact Drury High School.
The North Adams Public Schools (NAPS) adheres to the national models for best practices of high quality service-learning. The seven critical elements for quality service-learning include integrated learning, high quality service, collaboration, student voice and ownership, civic responsibility, reflection and evaluation. Teachers develop and implement curriculum-based S-L units with learner outcomes that reflect the Learning Standards of the Massachusetts Curriculum Frameworks.
The NAPS Service-Learning Program is supported in part by funds from the federal and state levels through the Department of Education Learn and Serve grants, and the Massachusetts Service Alliance.
