RPS reports expansion and trauma‑informed approach at Middle School ALC housed in Bridal Building
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Summary
District and program leaders described a growing middle school Alternative Learning Center in the Bridal Building focused on trauma-informed supports, small classes, mental-health services and project-based learning; current enrollment and staffing were presented.
District leaders and program staff gave the board a progress report Feb. 18 on the middle‑school Alternative Learning Center (ALC) now housed in the Bridal Building, saying the program emphasizes safety, individualized supports and community partnerships while continuing to refine its referral criteria and capacity.
Program lead Travis (last name not specified in the transcript) told the board the ALC focuses on the whole child and that “our number 1 priority at the school is the safety of our kids,” explaining that school staff design a calm, predictable environment for students who struggle in larger middle‑school settings. He said most students referred to the program have experienced significant trauma or other barriers to consistent attendance and learning.
Program staff said the ALC operates with a small instructional team that currently includes three general‑education teachers, one special‑education teacher, a social worker, a mental‑health practitioner and four education support professionals. Staff emphasized the program is not a replacement for special education but does accept students with IEPs when the school can meet their needs. Staff also described flexible classroom features (calm corners, flexible seating, a sensory room), embedded mental‑health supports and a range of tailored academic options including small‑group literacy, math interventions, online adaptive platforms and competency‑based assessment.
Teachers and the social worker described daily routines designed to build relationships: greeting students at arrival, a morning circle to check in, targeted interventions and project‑based learning. Staff highlighted the school’s community partnerships and applied learning projects, including knitting and bike‑repair activities, a community blanket project for a pediatric intensive‑care unit, and an Iditarod unit with a planned family‑authored cultural cookbook.
Travis and staff reported current enrollment around 40 students with considerable turnover and said they expect about 45 students by the end of the school year. Board members and program staff discussed referral criteria, capacity limits, and how the ALC fits into the district’s broader MTSS (multi‑tiered system of supports) framework. Several trustees asked how the district and community could help expand services, including targeted training (Neurosequential Model) and additional community partnerships; staff welcomed board visits and said they are working with county partners and providers to strengthen triage and early intervention.
The board did not take formal action at the session. Program staff asked for ongoing district support for training, enrollment planning, and for continuing community partnerships.
