Clear Creek Amana explores alternative education and a virtual academy to retain students

District leaders presented two proposed pathways intended to expand graduation options and reduce open‑enrollment outflows.

Superintendent Aaron Davidson outlined a 9–12 alternative education program that would blend project‑based learning with an accredited online curriculum (E2020 or similar), use existing district space (including West Campus) and build on current credit recovery programs. Separately, the district proposed a 100% virtual academy option for families with reliable home internet, with in‑person testing and regular staff check‑ins required.

Davidson said year‑one implementation would try to avoid adding new full‑time employees, instead restructuring existing staff and assigning a point person and administrator to oversee the programs. He emphasized timing: district leaders intend to finalize handbooks and marketing in December so families know options ahead of the March 1 open‑enrollment deadline.

High school staff also presented draft diploma options: an honors diploma, the existing standard diploma and a proposed "core" diploma with reduced elective/credit requirements aimed primarily at students who transfer into the district or face other barriers. Administrators described an application and approval process, parental involvement, limits on early graduation, and safeguards to prevent opportunistic program switching.

Board members asked for enrollment projections (how many students might choose each pathway), fiscal implications (the district loses roughly $8,000 per open‑enrolled student), and clarity on the disciplinary/expulsion boundary for students in alternative programming. Administrators agreed to present finalized handbooks, implementation details and anticipated participation estimates at the December work session and seek board action in January if materials are ready.

"These are two additional pathways to graduation that we currently don't have," Davidson said, framing the programs as a way to serve students who learn differently or who have already chosen to enroll elsewhere.

Next steps: administration will produce handbooks, estimated enrollment/financial impacts, and recommended application/withdrawal timeframes for board review in December and possible board approval in January.