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District highlights Alternative Learning Opportunities Program, cites early attendance and behavior gains
Summary
An Alternative Learning Opportunities Program teacher described a 32‑student caseload model focused on academic, attendance, behavior and social‑emotional supports; the board heard early improvements in attendance and fewer discipline referrals and discussed referral and graduation criteria.
Lisa Johnson, who leads the district’s Alternative Learning Opportunities Program (ALOP/ALAP), told the board that the program is designed to support students who are at risk of falling through the cracks. The program combines weekly meetings, individualized student‑success plans and partnerships with county services to address four pillars: academics, attendance, behavior and social‑emotional needs.
Johnson said the program’s caseload of 32 students is the current ‘‘sweet spot’’ for providing weekly touchpoints and individualized support. She described a referral process that begins with staff (teachers, counselors, deans, social workers) and often emerges from student support team (SST) meetings. Each enrolled student has a written success plan with academic, attendance, behavioral and social‑emotional goals; when those goals are met the student is "graduated out" of the program and communicated to families.
Board members asked whether the teacher provides direct instruction (she does not) and how students are graduated. Johnson said the program is primarily case‑management and guided conversations; she reported that early snapshots of program participants show declines in failures and discipline referrals and improved attendance trends, though she noted the data represent snapshots that can shift over a semester.
The board praised the program and asked staff to continue tracking outcomes and consider program expansion if demand and results warrant it.
