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Whitnall board hears annual update on alternative education, credit-recovery results
Summary
District staff outlined the alternative education program’s purpose, methods and recent results, including use of Edgenuity, credit-recovery classroom changes and graduation tracking.
Whitnall School District staff updated the School Board on the district’s alternative education program, explaining how the program supports students who struggle in traditional settings and describing recent changes in delivery and results.
The update, presented by Adam, Jeremy and Charlie, said the program operates under district policy and is intended to provide a path to graduation for students with academic, social or attendance barriers. Staff described a mix of individualized plans, flexible schedules, computer‑based instruction through the Edgenuity platform and competency‑based projects as core components.
Jeremy, an alternative education staff member, said program placement and time in the program vary by student need and that staff build a written credit plan for every student that is shared with families and guidance staff. He said the program combines one‑on‑one relationship work with online coursework and in‑class content support from subject teachers so students can recover credits without lowering academic standards.
Staff reported that last year 75 percent of seniors in the main alternative program graduated, and that 41 other Whitnall students earned credit through the program either independently or in the Alt Ed classroom. The presenters said the program now averages about 16 new 11th‑ and 12th‑grade students each year, many of whom arrive credit‑deficient and need targeted recovery.
Presenters described classroom changes intended to increase instructional support: a credit‑recovery block staffed by content area teachers where students can work on courses while having access to math, English, science or social studies teachers. They also said the district moved from a legacy platform to Edgenuity after the prior vendor ended support, and cited improved staff access and functionality.
Board members asked about referral timing and early intervention. Presenters said counselors and staff refer students at various points — sometimes as sophomores or juniors — and emphasized the value of identifying at‑risk students earlier so interventions are not only reactive.
The presentation closed with board members and administrators praising the program’s emphasis on relationships, individualized plans and measurable credit tracking.
