RUSH — Every week, teachers at the Ramey-Estep High School sit down with treatment staffers who work with the troubled youths who live on the campus and go to the school.

During the meetings, faculty and treatment workers discuss each of the kids for whom they are responsible: their ups and downs, problems, emotional issues, grades and study habits.

Together, they determine what the youths need to succeed — to work out both their personal and academic problems, so they have a chance to build productive adult lives.

The commitment to collaboration and attention to the smallest details about each child at Ramey-Estep are among the reasons the school is one of six alternative programs in the state chosen as a best practice site by the Kentucky Department of Education.

The selection is part of a project started this year to highlight exemplary practices in district-operated programs for at-risk students.

The Ramey-Estep school and home are housed at a rural residential campus in Rush. The school is part of the Boyd County School District. The students there are referred by the Department of Juvenile Justice, the Department of Community-Based Services or the Department for Mental Health and Mental Retardation Services.

The school’s best practice designation was conferred in three categories: academic performance, learning environment and efficiency.

“We look at every child individually,” said Principal Ann Brewster. “We want to take every kid as far as possible in the time they’re with us.”

Brewster pores over each student’s academic history, assessing past grades, needs for remediation and so on. That way she can make sure they’re taking classes more likely to lead to graduation.

In addition to the weekly meetings, treatment staffers accompany students in the classroom, where they take an active interest in the educational process, Brewster said.

In effect, they act as aides to the teachers during the class.

Ed Murray, an English and political science teacher, wasn’t surprised the school was selected. Now in his 15th year of teaching, he came to Ramey-Estep full time two years ago from Paul Blazer after having taught there during the summer.

The more time he spent at the school the more he liked it, he said. He likes it for its close-knit staff, the individualized attention to students, and what he believes is a truly effective treatment program. “I’m a real believer in the treatment program. “It fosters a real work ethic. I believe in the character-building side.

“The kids will tell you their education here is better than at home. They look forward to coming to school here.”

Ramey-Estep is not like his school back home, said Dujuan, one of the students.

Because they are under the care of the state, the school doesn’t release last names of students.

“It’s not like any other school. They put things in a way people can understand. They help with the schoolwork.”

“They help me to have an optimistic outlook rather than pessimistic,” said Jared, another student. “They’ll help us with personal problems if we ask. That’s something you don’t get in real life. It’s a good support system.”

Carlos, another student, said he’s doing better at Ramey-Estep than at his home school and is getting good grades.

All three said they want to attend college.

To get the designation, the school underwent a rigorous daylong evaluation by a three-person team from the state education department, said spokeswoman Lisa Gross.

The project could bring attention to alternative schools in the state, most of which have a low profile, according to Gross. “A lot of people don’t even know there are alternative programs,” she said.

Each chosen school will receive $1,000 for instructional support and be formally recognized at a future state board of education meeting.

Information about the schools will be posted on the department’s Web site so other schools can use the program as a model.