Types and Descriptions of Alternative Programs in Washington State
Alternative learning experience (ALE) is a funding category governed by the rules established in WAC 392-121-182. ALE programs fall into one of three different program models: Digital Learning, Parent Partnership Programs, and Contract Studies.
Digital Learning
This model is defined by code (RCW 28A.150.262) and rule (WAC 392-502-010).
Currently there are 73 digital programs enrolling 11,249 students with 8,972 FTE.
The model is distinguished by the requirement that the programs offer a sequential set of courses that can be taken either as a full time or part time student, and that individual programs must be approved by the Digital Learning Department / Office of Superintendent of Public Instruction.
1. Multidistrict on-line prov0ider: The program or provider has been approved by the DLD at OSPI
2. On-Line Course: Delivered electronically and over half of the instruction is provided by a certificated teacher from a remote location
3. On-Line School Program: Instruction is delivered electronically from a remote location to in-district students – courses may be part of the regular instructional day or independent from the regular school day.
4. The model is available to K-12 students.
The model does not include ALE programs that offer one or more on-line courses to supplement their course offerings or single course units taken as part of another ALE model’s instructional program.
Parent Partnership Programs
This model is not defined by code or regulation.
Currently there are 98 programs enrolling 15,170 students with 13,473 FTE.
Parent partnership programs-these programs include
significant participation and partnership by parents and families in the design
and implementation of a student’s learning experience. But, as noted above,
this type of ALE is not home-based instruction, because the school district is
ultimately responsible for student learning, not the parent.
1. Although this is not home-based instruction, the model often follows the homeschooling model
2. The model is distinguished by the parent/guardian functioning as the primary instructor and instruction taking place either in the school setting or away from the school setting.
3. This model also includes classes that are taught on sight by district employed certificated teachers. The classes may meet as often as three or four days per week, or little as one day per week.
4. This model may also use digital courses as part of their total course offerings. Because the digital part of the instruction is neither sequential or offered as a full-time alternative, the program is not considered to be an on-line school.
5. Instructional materials may or may not include district adopted curriculum
6. In some cases, community resources are used by the family to supplement instruction
7. In some cases, community resources paid for by the district are used by the family to provide instruction
8. In most districts, the model is available to K-12 students.
Contract Studies
This model is not defined by code or regulation.
Currently there are 187 programs enrolling 13,772 students with 12,216 FTE
Contract-based learning-usually limited to
secondary students, and often used for credit retrieval or credit acceleration.
Many alternative middle and high schools offer some form of contract-based
learning, as do a smaller number of comprehensive high schools. The
"contract" in "contract-based" refers to a learning contract
between the student and the school, not to any contracts the district may hold
with third-party vendors.
1. The model is distinguished by both the students served and the philosophy behind the individual program’s instructional methods.
2. The model includes a wide diversity of student and program requirements
a. Students Served
i. At-Risk students
1. Primarily secondary students
2. Identified as potential drop outs due to low grades, attendance, or credits earned toward graduation
3. Many work to support themselves and in some cases their family – scheduling is often a factor
4. Reentry students who have dropped out and are reentering public education
5. Low academic performance or ability. Many need remedial academic work before they can progress
ii. Transition students
1. Students with IEPs who have difficulty attending traditional school programs or because of behavioral issues are best suited by individualized instruction
2. Students who are transitioning from non-school programs back into the public school system; juvenile detention, drug rehabilitation, etc.
iii. Credit recovery students
1. Students who are significantly behind their cohort in credits earned toward graduation
2. Students who have failed one or more classes in the traditional school setting and retaking the same course to earn credit
iv. Gifted students
1. Students who are significantly ahead of their cohort in both ability and performance – AP students, students taking advanced courses not offered in their traditional school
2. Students who work at a much faster pace than their cohort and need individualized programs to allow for accelerated learning
b. Program Characteristics
i. At least half of the courses are in-school classes taught by a certificated district employee and students are required to attend classes
ii. Individualized learning courses may include digital classes, contract learning, or cooperative programs offering opportunities off campus
iii. Daily schedules vary from three or four hours/day, four or five days a week, to individual instruction for one hour two or more times a week.
iv. Programs run morning and afternoon sessions, many offer evening sessions to accommodate student’s work schedules
v. Areas of concern include transportation issues, student work schedules, and the need for remediation
vi. Curriculum and instruction are designed to meet individual student needs, including remediation and self-paced study
vii. Schools offer the state assessments, including the MSP/HSPE, EOC, and COE to support student graduation efforts
Choice Schools
This model is not defined in code or regulation.
Choice schools and programs are alternative in pedagogy and philosophy, but are funded as traditional public schools. They are not subject to the restrictions placed on ALE programs operating under WAC 392-121-182, but are considered traditional public schools.
These schools offer in-school classes 7.5 hours per day, five days a week the same as the traditional school model. In some cases the alternative program is located within a traditional school where students attend the alternative program in either the morning or afternoon and traditional school classes the other half of the day.
This model includes STEM schools, partial day in-school programs, and school within a school programs.
ALE online program
Many schools offer online
learning courses, but claim funding for only the hours the student is in an
on-site classroom. Online learning only becomes ALE when the student is engaged
in learning away from school, and the school district is using the time the
student engages in this away-from-school learning as part of the full-time
equivalence (FTE) claimed for basic education apportionment. Online learning
that occurs solely in a classroom setting under the direct supervision of
teacher is not ALE. The requirements for ALE online programs, found at RCW
28A.150.262, form the basis for much of the requirements for ALL ALE.
