The furniture and computers aren’t here yet, but students are already earning high school credits at the Del Easton Alternative School.

The Williston Public School District 1 program formally opened its doors on Jan. 25 with five students. An easy chair with a large foot stool in the far back left corner of the room tells you this isn’t your ordinary classroom �” which is the whole intent of the program.

“I’ve been interested in the alternative high school my whole career,” said Valli Helstad, who moved from being a Williston High School special education instructor to overseeing the alternative school program.

“I just felt that not everyone fits the mold of the regular high school and we should give them the opportunity to succeed in their life,” she said of why she likes an alternative high school curriculum.

District 1 superintendent Dr. Viola LaFontaine said as the school neared its opening date, students who had left school were called to let them know about the new program. Students who still remain at WHS but are struggling also were identified as possible candidates for the alternative program. LaFontaine said some students who were contacted and expressed interest in the program have not yet appeared.

The curriculum used at the alternative high school is by the North Dakota Center for Distance Education, Helstad said.

“The students that will come here will have some motivation,” Helstad said. “They have to be very focused. I treat them like adults and put the responsibility on them.”

The program runs from 8:30-11 a.m. and from 12:30-3 p.m.

“The students can work on their correspondence classes at their own pace,” LaFontaine said. “A two-and-a-half hour time period to work on a subject area is probably enough time to continue to work.”

Helstad said one young woman in her initial group of students completed a half-credit in English within four days.

“She has some excellent English skills. Her writing ability is fabulous,” Helstad said in describing the student’s background.

LaFontaine said the instruction provided at the alternative school is very specific and one-on-one.

“We could have a student who may not have passed their sophomore or junior English for example,” she said. “They can get their sophomore English and be working on that, even though they may be classified as a junior.”

It’s possible that students could still be taking traditional classes at WHS and also get caught up on troublesome areas at the alternative high school, LaFontaine said.

She said for the rest of this year, the alternative school is only going to take up to 12 students, although the district looks at each case to determine how the student may best be served.

Helstad said a board for the alternative school looks at the background of the students who express an interest in the program or who are identified as possible candidates. The board does not know the name of the student during the review process, she said.

Helstad said the alternative school curriculum is probably tougher for students than the traditional high school curriculum. But alternative schools continue to produce success for students.

“I think sometimes a student needs to feel they belong and not lost in a crowd,” Helstad said as why students succeed in an alternative program. “Maybe that is what is attracting students here, the smaller setting.”

Helstad believes the new program is going better than she expected.

“The kids just fell into the routine. They are here early in the morning and late in the afternoon,” Helstad said. “They are only required to stay here two-and-a-half hours and they are staying a lot longer. That is a plus.”

LaFontaine said the students can choose to attend the morning or afternoon session or both, as there is flexibility for anyone who may work or have other things to address.

“If they have things they need to take care of and do, they have 12 hours of banked time,” LaFontaine said. “If they use that up, they have to give us some time back or they are exited from the program. We also say they have to continue to make progress on lessons. That is kind of individualized too.”

She said Helstad’s professionalism and background should help determine what is needed for each student to succeed.

Helstad said it is hoped the school is going to have its furniture in about two weeks.

“The kids will help me get it arranged when it arrives. The computers will be in soon,” she said. “We’ll be like a classroom, but a little different.”