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Covington Elementary expands in‑school alternative learning program to reduce classroom disruptions
Summary
Covington Elementary staff described a four‑tier alternative learning approach that funnels a small group of students into a dedicated team-based setting for part of the day; school leaders said referrals for five high‑need students dropped after the program began.
Covington Elementary Principal Megan Skelton told the MSD Southwest Allen County Schools board that the school has implemented a multi‑tiered alternative learning approach designed to keep students in school while addressing severe behavior needs.
Skelton said the effort grew from a request to be more proactive about student behavior and that the school modeled part of the plan on a program at Washington Elementary (Fort Wayne Community Schools). “We tried to establish policies and procedures and, we're still in that work,” Skelton said.
Assistant Principal Jessica Harris described a four‑tier system that focuses the district’s resources on students who need a different schedule or setting. Harris said tiers 3 and 4 place students with a multidisciplinary team — administrators, counselors, specials teachers and classroom teachers — from about 8:20 a.m. to 1:00 p.m.; students then return to their classrooms for part of the day. “When they're with that group, they will do things for SEL. They will do community service within the building. They will work on life skills. They will do goal setting, and get academic support,” Harris said.
Instructional interventionist Leah Morgan and classroom teachers presented sample daily schedules for one first‑grader and one fifth‑grader, noting that a staggered schedule with frequent breaks allowed staff to provide focused, small‑group instruction and reduce incidents in general education classrooms. Morgan said the structure lets a small adult‑to‑student ratio provide attention and coaching that is impractical in a full classroom.
Teachers detailed measurable changes. Third‑grade teacher Jen Donahue said the intensity and frequency of outbursts decreased after the modified schedule and that one student now says, “I need a break,” before a behavior escalates. First‑grade teacher Aubrey Couch said the student who previously required classroom evacuations has shown more confidence and safer behavior when returning to class.
Skelton said staff initially identified a “Fab 5” — five students responsible for a disproportionate share of referrals — and tracked referral counts as the program began. The presenters reported that in August the Fab 5 accounted for 26 of 161 referrals and in September 68 of 281; by November the write‑ups for that group had fallen by about 40 incidents compared with peak months. The team said the program has been implemented without adding staff, reallocating existing personnel and time instead.
Skelton and board members framed the initiative as part of a districtwide push to create vertically and horizontally aligned alternative learning environments K–12. “Every student we have deserves to have the best education they can have,” a board member said during discussion.
The board did not take formal action on the Covington report; members praised the staff and asked administrators to consider how similar approaches could scale across other schools.
Covington staff invited board members to visit the site for follow‑up observation and said they would continue to gather data as the program matures.
