DRAFT December 2014/K Niebuhr

Proposal for Consideration of Revisions to Structure of Albert Lea

Area Learning Center
Albert Lea Area Schools State Approved Alternative Programming Options
(SAAP)
Grades 9-12 Program to serve ALHS Students as well as Glenville Emmons, NRHEG, USC
Current Challenges & Successes

Some lack of urgency by some students to complete creditsstudents may remain until
they are 21; students are beginning to gain knowledge about how far behind they are.
Some are unrealistic as to how long it will take them to make up the credits
Behavioral issuesswearing, inappropriate conversations, lack of self-efficacy on the
student behalf. This has improved in general and students mostly take re-direction on
their language
Drug and chemical use/no services to deal with students issues or use other than court
Current site provides limited support for serious disciplinary issuesdismissing students
for the day is helpful versus full-fledged suspensions. Many students will leave with little
anger; many will apologize the next day.
Liaison officer is housed at ALHS; lack of secured/locked facility; lack of ability to supervise
realistically outside, yet with students using a lot of digital/online resources, green time
and fresh air is helpful
Isolated yet among many populations who encroach upon each other
Lack of enough role models for students--all at risk students are in one place
9th & 10th graders with 20 year olds
Large population of special education students with limited services able to be offered
Students often lack the social skills to successfully maneuver social issues or any change
in routine
Lack of quality systems for tracking student coursework and credits; use of Synergy for
attendance, attendance calling has been started and is successful Synergy was useful for
tracking phone calls to parents for disciplinary reasons as well as reporting.
Counselor to review all student transcripts and help students keep track of their credits;
provide college visits and arrange testing opportunities; Quality Continual Learning Plan
being developed.
Success coach can provide other day-by-day academic support for students.
Students credits are now posted quarterly and students can review on their verifications;
students receive verbal rewards for earning credits, and we are pushing them to earning
more
Move to less punitive ways of dealing with student behaviorsstudents have choices to
behave or leave and come back tomorrow for minor infractions.
Odysseyware, Skills Tutor, and Schoology options for digital curriculum

Current Status Regarding Student Enrollment (mid-November 2014)

Currently:
1 Freshman, 8 Sophomores, 16
Juniors, 28 true seniors
25 students are past their
graduation date
17 SPED/10 are past their

Looking at the current enrollment, some points to note:

1. Seniors past their graduation dateat least 10 have 12+ credits to earn which for most is
over one year full time
2. Many of these seniors have enrolled and earn a credit or two, and then do not show.
Approximately 8 have been 15-day dropped and several have re-enrolled surprised that
they were dropped. Several will attend one or two days and then do not return again for
many days. They have good intentions when they start, but the fact that most have been
out of school sometimes for up to a year seems to be a barrier for them to come back to a
full day or even half-day traditional school program
3. Students on IEPnumber of graduates has been waning from 2010-11 with 7 graduating
to 2013-14 only 3 graduating.
4. We estimate 10 of 28 seniors are on track to graduate with less than 14 credits to finish by
June 2015. We have 18 who are between 15 and 30 credits yet to earn to complete their
diploma.
5. Providing guidance and assistance for our underclassmen is crucial to keep them on track.
It is difficult when older students arent making progress in their classes or are intermittent
disruptions due to poor attendance. The influence of you have lots of time to finish these
credits is evident.
Ideas to Improve the Current System:
Separate the students past graduation from the 10-12 students.
Consider enrollment caps in line with staffing a 15:1 ratio (this has been fairly successful
thus far this year); adding no more than 2 new students a week is helpful in getting the
new students introduced to the current system.
Work hand-in-hand with the high school to build up the 9-12 program using this as a
legitimate support to keep students on track and stay at the high school program.
Consider an alternate program for the super seniors making them fully aware of other
options than ALC for obtaining a diploma or GED
Enrollment caps:
5
Freshman (typically recommendations are made after 1st semester)
10
Sophomores
15
Juniors
15
Seniors
Staff were asked to comment on the pros/cons of where to place the ALC in the future

Advantages of an Off Site ALC

Disadvantages of an Off Site ALC

The ability to create a positive learning environment

Student have limited course options

Students can have a fresh start

Lack of support, i.e. student services

Alternative schedules

Limited access to high school resources

unless close proximity (Riverland/Gateway)
to offer students options such as face-toface electives in the arts, vocational
seminar, work-based learning

Build strong positive relationships with teachers and staff

One on one attention to help build self confidence
and academic success
Full-time Teachers (more than 3) who are dedicated to at-risk
students -instead of teacher attention split between mainstream

students and at-risk.

Individualized education
If close proximity to ALHS were possible, students who could
benefit from ALHS offerings may be able to concurrently enroll. A
process would need to be developed to ensure success for
students who were offered this.

If there were room at ALHS, what would be the pros/cons of being housed on site:

Advantages of being onsite ALHS

Disadvantages of being onsite ALHS

Elective options

Alternative schedules would be more difficult

More resources - both material and personnel

We would need to have our own area

Too big overwhelming for some of our students
Students remaining in an environment that didn't work
Teachers not dedicated to at-risk students because their
attention is split with mainstream classes

ALC Program Restructuring to Consider

Better Delineate the Options for Students that are Failing at ALHS Within an SAAP:
Credit RecoverySummer scheduled Independent Study (minimum of 18 hours scheduled)
programming for students who have failed courses (up to two credits are typically earned)
Credit Recovery during the school yearafter school one or two after school sessions per
week plus students participate in Independent Study at their own pace. Up to three
credits may be recovered during the school year. Again, a minimum of 18 hours of seat
time are scheduled.
8th/9th Grade Pride Program/continue to work to develop this programmingoffered in
conjunction with ALC Counselor other licensed staff
10-11-12 Seat-based ALC Programming--This program is for students who are not past
their graduation year and hope to walk with their class at graduation (or return to the high
school programming once they are back on track)
*Special education services provided by ALC staff ; 18-21 year oldsALHS programming or
possibly 18-21 Transitions programming at Riverland; Skills Tutor available for both ALC
seat based, credit recovery and ALHS credit recovery students.
Identified student population with enrollment caps to focus on moving these students
forward towards their diploma in a very concerted way.
**Investigate becoming an Online School Provider for ALHS and ALC students or continue
to develop a more robust Independent Study option for students
For students who are past their graduation date
Night School Seat Based/Independent Study similar to summer school Monday &
Tuesdays 3-6Online web based curriculum
o Recommended for students who are within 12 credits of their diploma
o Students complete 2-3 credits each quarter; attainable within 1 year or 1.5 years of
graduation (1 credit per 3 weeks or 18 hours of seatbased instruction with IS)
o Students on IEPs will receive IEP services at the end of the day at ALHS or through
the Transition program at Riverland for 18-21 year olds
Adult Basic Diploma through ABEThis is new legislation in the pilot stage this year.
Faribault is the closest pilot. These options appear to be much more varied than what the
ALC is able to offer

In the future this would be recommended for students who need 12+ credits to
earn their diploma
o Program is offered through Adult Basic Education (possibility of earning an ALHS
diplomalocal decision TBD) starting in July 2015
o Any student who is past their graduation date will qualify and do not need to meet
the graduation incentives criteria necessary to be in an ALC
GEDrecommended for any student who is not interested in seat-based programming nor
earning the ALHS High School or Adult Basic ALHS Diploma
o

Day Programming Considerations

Day program: 45-60 students 3-4 full time licensed staff 1 English/1 Social Studies/1
Math/1 Scienceschoolwide waiver for instruction and elective offerings
Begin a process of intentional placement of ALHS students in the ALC day program with
intentional programming, curriculum and support to keep students on track. If successful,
this could directly impact the graduation rate of these students.
Office staff: 1 lead teacher/director/admin, 1 counselor (possibly shared), 1 secretary;
counselor shared with SWMS/work with Pride program students

If changes are projected for Fall 2015, some possible changes for second semester 201415 at the ALC:

Limit the number of ALHS students to established caps and upon exiting current students
for ALC day programming. As students who are past their graduation exit through
completion or drops, do not readmit other past-graduation-date students due to changing
structure of program
No admittance of new students on IEPs; work through IEP teams at the high school to
provide services at ALHS until the new ALC program is developed for the fall of 2015.
Students will continue to have services provided at ALHS and concurrently enroll in ALC
programming Fall 2015 if appropriate.
Provide transition information for all post-2015 grads about summer credit recovery
programming, night school, independent study and Adult Diploma programming through
ABE

ALHS 9-12 Student

Meets at least one graduation
incentives criteria
Serious concerns about stayingon track are raised.
Student is recommended to seatbased ALC and agrees to
attend with parent approval

Stays
Stays on
on Track
Track and
and
is
is able
able to
to stay
stay in
in
ALC
ALC or
or return
return to
to
ALHS
ALHS programming
programming

Continues
Continues to
to falter
falter
through
through senior
senior year
year
and
and will
will not
not
graduate
graduate with
with class
class

Fails
Fails to
to Graduate
Graduate
Attends Night
Attends
Night
School
School
Programming
Programming if
if
within
within 12
12 credits
credits of
of
graduation
date
graduation date

Fails
Fails to
to Graduate
Graduate
with
with 12+
12+ credits
credits
more
more to
to earn
earn
Attends
Attends ABE
ABE
Programming:
Programming:
Adult
Adult Basic
Basic
Diploma--July
Diploma--July 2015
2015
GED
GED

Attend CR
After School
or Summer
School earn
up to 5
credits to
stay on track