East Providence ALP reports credit gains, high chronic absenteeism among enrolled students

The East Providence School Committee heard a midway-year update on the Alternative Learning Program (ALP) at East Providence High School, where staff reported recent academic gains alongside continuing attendance and behavior challenges.

Staff reported that the ALP — a small, blended-learning program serving students behind in credits and with behavioral needs — had 17 active students taking a combined 145 classes and had recorded 64 completed courses and 35 credits retrieved as of the most recent two‑week run of data. “16 of our 20 students or 80% are completing at least one course and have accrued a credit,” the presenter said, attributing progress to the program’s point-and-level behavioral system and daily individualized instruction.

Committee members pressed for more frequent and comparable data. A committee member requested biweekly updates and asked the program to provide the specific, measurable goals used for each student’s individualized point sheet so the committee can judge whether the program is meeting its targets. The presenter said they would bring a sample point sheet and more regular updates to future meetings.

Program structure and supports: ALP staff described AM and PM sessions with 10 students in the morning and seven in the afternoon, using a point-and-level tiered system (levels 1–4) tied to privileges and reintegration planning. Staff said the AM session had 39% chronic absenteeism and the PM session 48% chronic absenteeism; the presenter compared those figures to a cited high-school chronic absenteeism rate of about 32%.

Staff also summarized behavioral and self‑reported outcomes from an internal student survey: 61% of students self‑reported that they were previously behind on credits and failing courses, and about 92% reported improved attendance or academic standing since joining the ALP. Staff noted that 77% of students reported fewer disciplinary incidents than before enrolling in ALP.

Committee follow-ups and next steps: Committee members asked for (1) biweekly attendance, academic and behavioral updates; (2) anonymized, individual-level tracking (point-sheet summaries without names) so progress can be compared across time; and (3) district-level comparisons of ALP students’ disciplinary referrals and attendance against district records. The presenter agreed to provide a sample point sheet and to return with the requested comparative data at the next meeting.

The presenter also described family outreach, a token economy and reintegration opportunities (including interscholastic sports and school events) tied to level advancement. Committee members suggested exploring vocational connections for students interested in trades and said they would pursue a private conversation about possible visits to the district’s trade shop to fast‑track experience for an interested student.

The committee did not take formal action on the ALP at this meeting; members directed staff to return with additional documentation and more frequent updates.