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District reports growth and program details for Alternative Learning Experience programs
Summary
District staff said the ALE program saw enrollment growth and staffing adjustments, described the parent-partnership Saratoga model and Lincoln Hill remote offerings, and emphasized weekly check-ins, student learning plans and monthly progress reviews as state-required elements.
District staff presented the annual Alternative Learning Experience (ALE) report March 17, describing program models, staffing FTE and recent enrollment growth.
Christie Auckland, introduced on the agenda as a principal for the ALE programs, explained that Lincoln Hill'side ALE moved from 0.7 FTE in 2025 to an aggregate of 1.0 FTE this year, adding capacity by reallocating small portions of multiple teachers' schedules. "That's kind of where we're at," she said, describing a mix of part-time assignments that gives coverage while maintaining endorsements for subject areas.
Staff described Saratoga as a parent-partnership model in which parents often serve as the primary instructor and students attend an enrichment day once weekly. Presenters emphasized required written student learning plans, weekly check-ins and monthly progress reviews; the district uses MAP, IXL diagnostics and other embedded assessments to monitor progress.
Program enrollment has grown: presenters reported ALE head counts rising (districtwide ALE head count cited at 230 earlier in the year, with Lincoln and Saratoga reporting increases in average head count through February). Presenters said some programs now operate near capacity and carry wait lists; staffing models were adjusted to respond to growth.
Board members asked about student-teacher ratios, contact points for part-time students, and how the parent-partnership expectations are managed. Staff said weekly meetings, online tools, and periodic in-person review days are used to ensure compliance with state ALE requirements and individual learning plans.
The report concluded with staff noting ALE serves roughly 6.4% of the district's students and that the model offers flexible pathways for students while requiring oversight to maintain academic progress.
The board thanked staff for the report; no action was required.
