The Tri-County High School program is designed to assist students in:

1. remaining in school, thereby reducing the dropout rate
2. improving the achievement levels in language arts, social studies, math, and science
3. decreasing absences compared to previous attendance records in conventional classrooms
4. demonstrating an improvement in self-concept by experiencing success in social and academic endeavors
5. demonstrating an improved level of peer functioning
6. reducing pressures within a more personalized atmosphere
7. eliminating or substantially reducing academic failure
8. preparing for readmission into the regular school setting
   

1. Referrals may be initiated by a teacher, guidance counselor, principal, and/or Student Assistance Team.
2. A referral's acceptance or non-acceptance into the school shall be made in accordance with the selection criteria and space availability.
3. A decision on placement shall be made upon receipt of a referral and all documentation/information.
4. The student shall sign a contract prior to being admitted to Tri-County High School.
5. In the case of a student with an I.E.P., the staff of Tri-County High School will convene to consider the special needs of the student and all state and federal regulations will be implemented.

1. Hold parent/guardian conferences to discuss the program and to answer any concern that the parents may have.
2. Provide all parents/guardians with information packets or leaflets explaining the program.
3. Establish parent/guardian visitation dates.
4. Develop a consistent system of home contact for absences, discipline problems, positive feedback and academic progress.

Screening for admission into Tri-County High School will be done by designated home school personnel (principals, guidance counselors, teachers, Student Assistance Team, and/or other appropriate personnel) any time during the school year, using the following instruments/procedures:

1. identifying appropriate dropout characteristics as defined on previous page(s)
2. review of grades
3. attendance records (minimum of 20 days= absence)
4. standardized test scores
5. behavior reports
6. documented strategies that have been used by the staff of the regular instructional program in an attempt to alleviate the problem
   1) schedule modification
   2) Student Assistance Team
   3) discipline strategies
   4) counseling
7. interview with the student to determine interest in program
8. recommendation of principals, guidance counselors, teachers
9. presentation of above data to the principal of Tri-County High School
   

In light of these causal factors, students comprising the target group for Tri-County High School exhibit specific characteristics. Students are potential dropouts from Doddridge, Harrison and Taylor Counties. They attend grades nine through twelve in a public secondary school. Students will be considered for placement if they display characteristics of a potential dropout.

1. a history of out-of-school suspensions
2. a profile of behavior that results in frequent conflicts with other students or school staff
3. behaviors which persistently interfere with their own learning or with the educational process of others
4. a need for attention and help beyond that which the basic instructional program can provide
5. unsatisfactory academic progress and rejection of efforts to provide assistance
6. two or more years behind in grade level
7. one or more years behind in grade level
8. an I.Q. of 90 or below
9. grade deficiencies (Ds or Fs) in two or more subjects in this or previous years
10. a definite disinterest in school work; for example, not doing homework, expressing a dislike for school, not offering to respond in class
11. reading deficiency of two or more years below grade level
12. parents/guardians who exhibit indifferent/negative attitudes toward school performance
13. negative feelings toward school; for example, indicating they have no friends, believing teachers are not fair, not wishing to participate in school activities
14. non-participants in out-of-school activities; for example, Boy Scouts, 4-H, church groups, summer sports programs
15. chronic absenteeism; for example, 20 or more days absent per year
16. students' perception that they are not accepted by other students/have no personal friends
17. frequent absences caused by ill health or excessive fatiguing while in school.

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