Policy Details Page
Alternative learning experience programs are a course or a set of courses accessible to all students, including students with disabilities, developed by a certificated teacher as defined in WAC 392-121-182, and accessible to all students including students with disabilities, which are documented in an individual written student learning plan pursued independently from a regular classroom setting or schedule, where the student’s learning is supervised, monitored, assessed, evaluated, and documented by a certificated teacher. Alternative learning experience programs can include on-line programs, parent partnership programs, and contract-based learning programs.
The District’s alternative learning experience program shall satisfy the State Board of Education (“SBE”) requirements for courses of study or equivalencies; and if the program offers credit or a high school diploma, the alternative learning program must meet the minimum high school graduation requirements.
Every student enrolled in an alternative learning experience program shall have the following:
- A written student learning plan. The written student learning plan must include the following:
- A schedule of the duration of the program, including the beginning and ending dates;
- A description of specific learning goals and performance objectives of the alternative learning experience. This requirement may be met through course syllabi or other detailed descriptions of learning requirements;
- A description of the average number of hours per week that the student will engage in learning activities to accomplish the objectives of the plan;
- A description of how weekly contact requirements will be fulfilled;
- Identification of instructional materials essential to successful completion of the learning plan;
- A timeline and method for evaluating student progress toward the learning goals and performance objectives specified in the learning plan; and
- Identification of whether the alternative learning experience meets one or more of the state essential academic learning requirements defined by the District. High School alternative learning plans must identify whether the experience meets state and District graduation requirements.
- Direct personal contact with a certificated teacher at least once a week, to discuss and evaluate student progress, until completion of the course objectives or the requirements of the written student learning plan. Direct personal contact means a face-to-face meeting with the student, and if appropriate, with the parent(s) or guardian. Personal contact may be accomplished through the use of telephone, e-mail, instant messaging, interactive video conferencing, or other means of digital communication.
- Educational progress evaluations conducted at least monthly by the assigned certificated teacher, measured according to the following requirements:
- Each evaluation must be communicated to the student;
- Each student’s evaluation must be based on the learning goals and performance objectives defined in the written student learning plan;
- Each evaluation must include direct personal contact with the student;
- Based on the evaluation, each certificated teacher must determine and document whether the student is making satisfactory progress as defined in WAC 392-121-182, and whether the student is reaching the learning goals and performance objectives as defined in the student learning plan.
- Where it is determined that a student failed to make satisfactory progress or to follow the written student learning plan, an intervention plan must be developed for the student;
- If after no more than three (3) consecutive calendar months in which it is determined the student is not making satisfactory progress despite documented intervention efforts, a course of study designed to more appropriately meet the student’s educational needs must be developed and implemented by a certificated teacher in conjunction with the student and where possible, the student’s parents.
If the School District provides one or more alternative learning experience programs to a student, it shall provide the parent(s) or guardian of the student, prior to the student’s enrollment, with a description of the difference between home-based instruction pursuant to Chapter 28A.200 RCW, and the enrollment option selected by the student. The parent or guardian shall sign documentation attesting to his or her understanding of the difference and the documentation shall be repainted by the District and made available for audit.
The District shall designate one or more person(s) responsible for approving specific alternative learning experience programs, monitoring compliance pursuant to WAC 392-121-182, and for complying with yearly reporting requirements. The annual report shall contain the following:
- The alternative learning experience student headcount and full-time equivalent enrollment claimed for basic education funding;
- A description of how certificated and classified staff are assigned program management and instructional responsibilities that maximize student learning; including the board approval of the ratio of certificated instructional staff to full-time equivalent students enrolled in alternative learning experience programs and courses;
- A description of how the written student learning plan is developed and student performance supervised and evaluated by certificated staff;
- A description of how the alternative learning experience program supports the districts overall goals for academic achievement;
- Results of any self-evaluations conducted pursuant to WAC 392-121-182(7); and
- A description of the parent reimbursement process for the alternative learning experience programs.
- RCW 28A.305.140 Waiver from provisions of RCW 28A.150.200 through 28A.150.220 Authorized
- WAC 392-121-182 Alternative learning experience Requirements
- WAC 392-121-188 Instruction provided under contract
- policy handbook
- policy manual