COOK PERFORMANCE LEARNING CENTER

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Dear Staff, Students, Parents, and Friends:

It is with honor and great pleasure that I greet you as the Administrator of the Cook Performance Learning Center. It is in partnership with Cook High School, Cook Middle School, and Cook Elementary School that we work to ensure all students achieve at the highest level by providing a community of support to students who have not been successful in the traditional classroom setting. We strive to provide trend setting programs that will equip all students to achieve their goals. All of our efforts are guided by our motto "We Can and We Will".

Respectfully,

Dr. Gerald Williams, Jr.

Why Alternative Education? 
Alternative education programs are designed to give students a chance to learn in the ways that work for them. Students who learn visually might not gain much from long lectures, and alternative education programs can address this. The CPLC will help students to regain their self-esteem and their interest in learning by appealing to their individual needs.
Students enrolled in Alternative Education programs shall be taught to the same academic standards established for all students in the Cook County District.
Students who drop out of school early on might be more likely to find themselves involved in troubling situations. Fortunately, our alternative education program will provide these individuals with a safe and engaging environment that encourages them to follow a productive path rather than giving up entirely.
Alternative schools are generally smaller and more personalized and have always operated by putting students’ needs first. The CPLC's focus on educational approaches focused on the needs of the students' social and emotional development is a hallmark of alternative education.
5 Myths About Alternative Education 
Myth 1: Alternative schools are for troubled and delinquent students: Alternative schools work best for those students who have simply not thrived in a traditional high school setting. Certainly, some “alternative” students have struggled with emotional and/or behavioral issues.
Myth 2: Alternative students are not “good” students: It’s often true that students who thrive in an alternative environment have not performed to their potential in traditional schools. If we remember that students are as varied as the adults they will eventually become, we are more likely to avoid labels that might limit what they believe they’re capable of achieving. Alternative education in its various forms not only allows for, but seeks to amplify and develop these variances in personality, aptitude, passion, and learning style.
Myth 3: Alternative education sacrifices academic excellence: While every school differs in terms of rigor, a student’s academic experience and preparation for college and/or career in an alternative institution is not, by definition, less rigorous than that of a traditional school. In fact, students in alternative schools are often given more control over how they learn, with flexible teaching styles that are responsive to their learning needs, and are empowered to become active participants in their own education. In many cases, this allows for accelerated and deeper learning than would be possible for the same student in a traditional setting.
Myth 4: Alternative students are not prepared for college: Many alternative college-preparatory schools actually leave students better prepared for college through specialized education, self-directed learning, and (for some) a socially-educative boarding environment. Alternative schools tend to be more holistic in their approaches to education than traditional settings, encouraging introspection and personal growth, and equipping students with tools for increased responsibility, independence, and confidence.
Myth 5: Alternative schools produce social misfits: The combination of social diversity, small size, and holistic pedagogy tends to prepare students well for navigating social situations — especially the kind they will encounter in college and beyond. The most successful adults, after all, are those who seek their own unique place in the world rather than striving to just be like everyone else.
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OUR TEAM 
CMS
Mrs. T. Brown
CMS Instructor
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TBD
CMS Facilitator 
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Mrs. S. Catlett
CHS Facilitator  
Counselor
TBD
Counselor
staff
Mrs. J. Hoffman
Special Ed. 
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Mr. Dillard
Nutrition
Frequently Asked Questions...
Placement to CPLC
  • Students may be placed through parent/administrator request, through the hearing process, or by a waiver, that is recommended by Principal and administered by the Director of Student Services.
  • If the student has been placed by waiver due to disciplinary issues, attendance at the Learning Center begins after a three day suspension.
  • Students are placed for a minimum of one semester unless they are participating in the Student Assistance Program, have a 45-day alternative placement or their hearing disposition has a different timeline.
  • Parent/guardian and student must attend an orientation session for a review of policies and procedures.
Transition from CPLC
  • Students may be placed through parent/administrator request, through the hearing process, or by a waiver, that is recommended by Principal and administered by the Director of Student Services.
  • If the student has been placed by waiver due to disciplinary issues, attendance at the Learning Center begins after a three day suspension.
  • Students are placed for a minimum of one semester unless they are participating in the Student Assistance Program, have a 45-day alternative placement or their hearing disposition has a different timeline.
  • Parent/guardian and student must attend an orientation session for a review of policies and procedures.
Dress Code 
  • The CPLC does requires uniformes for thier students. Students must wear the following 
  • Black, white, or gold pullover shirt with a collar.
  • Black or khaki pants  with plain leatherbelt.
  • Girls may wear black or khaki skirts.
  • No jeans or "Dickies pants with Cargo pockets allowed.
  • A white short sleeved T-shirt must be worm as an undergarment.
  • No logos allowed on shirt or undershirt.
  • Shirts must stay tucked in.
  • No jewelry is allowed.
  • Pants must be worn above hip bone.
  • Jackets with hoods not allowed.
  • Pants must not be excessively tight or baggy.                                                                     

 

Expectations
  • Keep a positive attitude. 
  • Ask for help when needed.
  • Come to class ready to work.
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CPLC Newletter

Achievement Program 

The Achievement Program provides students who have fell behind for a second chance at success. Often a single course credit can stand between a student and graduation, and the Achievement Program enables the student to earn credits and graduate on time. 

The centerpiece of the CPLC credit recovery program is the focus on personalization. An online credit recovery program can be specially designed to engage students who just doesn't perform well in traditional settings or match the unique learning style of a struggling nontraditional learner. Both types of students, for example, can require different types of learning models and approaches to challenge their capabilities. There will also be a focus on career and college preparedness. For more information contact the CPLC. 

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PARENT COUNCIL 

At the Cook Performance Learning Center, we strongly believe in fostering a collaborative and supportive environment between our school, parents, and guardians. The Parent Council plays an essential role in promoting in contributing to the overall growth and development of our school.

As a member of the Parent Council, you will have the opportunity to:

  • Offer valuable input and suggestions to enhance the educational experience for all students.

  • Engage in community-building initiatives that strengthen the bond between families and the school.

  • Collaborate with fellow parents, teachers, and administrators to create a positive and inclusive learning environment.

If you are interested please feel free to reach out to me at geraldwilliams@cook.k12.ga.us or call us at (229) 896-5185 to schedule a meeting.


GROUND HOG DAY

Legend has it that if the world-famous groundhog, Punxsutawney Phil, sees his shadow on February 2 of each year. In honor of Ground Hog Day, we hope to prepare our students for successful career exploration through a lesson in shadowing local professionals. This is a form of experiential learning that will allow participants to gain insights into the day-to-day operations, job roles, and work culture of the organization.

Here's how the CPLC shadowing program will work: 

  • Student Selection: A student who is achieving academically will be matched with an employee or professionals based on their interests, career goals, and the availability of shadowing opportunities.

  • Employer Observation: Participants will spend a designated period, ranging from one to two hours (employer discretion), "shadowing" the employee. Students will closely observe their activities, tasks, and interactions. 

  • Learning: During the shadowing period, participants can ask questions, engage in conversations, and learn about various aspects of the job, industry trends, and the skills 
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