A message from the President
As we welcome the start of a new school year, I want to extend a heartfelt greeting to each of you. Your unwavering dedication to alternative education is instrumental in shaping the success of our students, and we are deeply appreciative of your commitment.
This year promises to be an exciting one, with numerous opportunities to become actively involved in our organization and to further our shared mission. We invite you to participate in key events such as MAAP 101, where you can gain valuable insights and skills; the MAAP Stars Fall Leadership Event, designed to inspire and empower our students; and advocacy efforts with your local government representatives, which are crucial for advancing our collective goals and addressing the needs of alternative education. If you would like to join a committee to be more active in MAAP, please reach out!
Your engagement in these activities not only enhances your professional growth but also strengthens our community and amplifies our impact. Together, we can foster a supportive network that drives positive change and supports our students in reaching their full potential.
Thank you for your dedication and for being a vital part of the Minnesota Association of Alternative Programs. Here’s to a productive and fulfilling year ahead!
Chris Thompson-NE Metro
Joe Bush-NW Metro
I'm Joe Bush, a math teacher at Ivan Sand High School in Elk River, MN, with nine years of experience in this role. I have a strong passion for alternative education, having been involved in it for a total of 13 years. As the new regional director for MAAP Northwest Metro, I aim to provide valuable insights and support for professional development in alternative schools. I look forward to connecting with everyone in the region and growing together.
Registration for the annual MAAP Conference is open already!!!
Click here to register: https://web.cvent.com/event/e63a2215-0595-413f-8429-fd5917d37333/regPage:5d17df26-b6c3-4f6c-83a9-af79fd83976f
Click here to present: https://www.cvent.com/c/abstracts/12a8dfe0-6df3-4ff9-a9e1-15c9ba90eddd
MAAP Member Spotlight: an interview with Peter Wieczorek
1. Peter, can you tell us about your journey in alternative education and what led you to this path?
I started my journey in youth work and non-traditional education. While I was still in college I interned for two summers for the DNR MinnAqua program teaching aquatic education and fishing. I was assigned to the Minneapolis Parks programs one summer and Three Rivers Parks another summer. I learned a great deal about planning, patience and just how much I loved working with young people. My first “real” job out of college was working for Bloomington Public Schools in the Community Education department as a Youth and Family Coordinator. In that role I oversaw the before and after school childcare program for k-8 grade students, in addition to being the violence prevention coordinator, service learning coordinator and summer teen leadership co-lead. After several years at that position I moved on to a position as the Director of YMCA Camp Icaghowan in Amery, WI managing summer camp and day camp, environmental and adventure education program and developing an extensive teen leadership program. Throughout that time I have a number of side jobs working with the National Youth Leadership Council, and several outdoor education based organizations. All of these positions set the foundation and prepare me for working at Northwest Passage High School. I started at NWPHS in 2004 as a Biology teacher and advisor. During that time I had created a number of unique and original courses, led expeditions throughout Minnesota, across the country and even several international trips. In 2011 I accepted the position as the Executive Director with the caveat that I would be able to teach one course each year so that I could stay connected with students and my love of teaching biology.
2. Peter, how your journey into alternative education shaped your purpose as an educator? In
what ways has your purpose been realized in your current career stage?
I always knew I wanted to work with young people, but I didn’t think I would be a good fit for traditional school models. As an alternative learner myself and someone who really didn’t like school very much I always wanted to find ways to help students enjoy learning and to provide them with innovative and engaging ways to do school. At NWPHS I was able to find a team of educators who felt the same way I did and who were passionate about thinking outside the old paradigms of education. At NWPHS I have been able to co-create a learning model that supports all student learning.
3. What unique approach or strategies does NWPHS utilize in alternative education that you
believe led to receiving this exemplary award?
NWPHS truly believes that school needs to be innovative and engaging to support students who haven’t always been successful in the traditional school setting. Over the years we have developed a number of strategies, programs and outlooks that have helped students to flourish. NWPHS maintains a small school, small class design with no more than 180 total students and class/advisory sizes with no more than 16 students. We utilize an advisory model where students stay with the same advisor for at least one year and potentially three or four years. As a student centered project based learning school students have a great deal of autonomy in their learning and that ownership helps them gain control over their work and their workload. As a school we provide students with 20-25 overnight learning expeditions each year, at no cost to students and families, throughout Minnesota, the United States and even Internationally. NWPHS regularly takes students to Washington D.C., backpacking in the Western United States and canoeing in the Boundary Waters.
4. How do you ensure that the individual needs of students in alternative education are met
within your school’s programs and initiatives?
All of our students have Personal Learning Plans that are co-designed with the student and their advisor, plus any other adults who work with that student. Additionally, much of our curriculum is designed to be student centered project based learning where the students have lots of opportunities to create individualized projects that meet both their academic needs and personal interests.
5. Can you share a specific success story or achievement of a student at NWPHS that exemplifies the impact of your school’s approach?
This is a quote from a parent after last year’s graduation ceremony, “NWPHS has been a life changer for our student. Traditional high school was not a fit, nor was online school. We checked out NWPHS and never looked back. The staff, education, and experiences felt personalized. Thank you NWPHS. Your school has been a wonderful journey.”
6. How does your school foster a sense of community and support among students who may have diverse backgrounds or face non-traditional challenges?
We build community on multiple levels. It starts with our advisories. Students are assigned an advisor who stays with them for all of the ninth grade year and then they get another advisor starting in tenth grade that typically stays with the student until they graduate. Advisory is the students homebase where they do morning meetings, check-ins and circle. Advisors act as teachers, advisors, life coaches, and counselors all wrapped up in one. Advisories have no more than 16 students and they are designed to create long term relationships with other students and staff.
Northwest Passage has a three building campus which creates opportunities to create community on a building level. Building groups will participate in a number of shared activities throughout the year.
7. What specific actions or initiatives does the NWPHS staff take to demonstrate their pride in
working with the student body?
NWPHS staff take pride in getting to know students on a human level. With small advisory and class sizes, plus an overall small school we are able to really get to know our students. By knowing our students we can customize both their academic experiences as well as their social- emotional well-being. Staff are always proud to be able to help students reach their academic goals, but they are equally as proud of the connections and support they provide for students who have not always been on the winning end of that equation.
