Edgecomb Public Schools seeks state approval to make Connections Learning Academy a standalone alternative school

Dr. Felicia Whitaker, a representative of curriculum, instruction and student support services, told the Edgecomb Public Schools Board of Education on Feb. 27 that the district will apply to the state to convert the Connections Learning Academy (CLA) from a program into a standalone alternative school serving grades 6–12. "We would like to apply for CLA to operate as a school," Whitaker said, outlining goals to provide structured credit recovery, individualized academic and behavioral supports, and career‑preparation opportunities.

The proposal would create two instructional tracks: the existing daytime Connections Learning Academy and a new "Twilight Academy" offering evening classes (4–6 p.m.) so students who cannot attend during the regular school day can recover credits. Whitaker said the district also plans to offer industry‑recognized credentials and individualized learning plans to support graduation and postsecondary transitions.

Staff described eligibility and referral criteria that include academic underperformance, behavior and attendance concerns, IEP team recommendations, and parent or student requests; referrals would be reviewed by a placement team. Whitaker also said the program will include mental‑health partnerships and ongoing progress monitoring. "We will have individualized comprehensive plans and monitor progress along the way," she said.

The district proposed a phased enrollment goal of about 100 students to meet a 10:1 student‑teacher ratio and a phased staffing plan that could include a principal or facilitator, daytime and Twilight facilitators, guidance counselor, special‑education staff, content teachers across subjects, a CTE teacher, tutors, custodial and transportation staff (including four bus drivers), and a resource officer. Staff said year one may begin smaller and scale staffing as enrollment grows.

Whitaker told the board the district intends to follow North Carolina's accountability model for alternative schools and use state‑approved alternative indicators to measure growth and program effectiveness. She also described changes to the district's virtual option: about 95 students were fully virtual, and staff recommended limiting the general virtual option to students with severe medical needs or who are barred from campus for safety/legal reasons while otherwise encouraging a return to in‑person learning. "We would like to require those students to return to in‑person learning beginning next year," Whitaker said, adding that virtual students would still have daily login requirements, weekly progress reports, and mandatory conferences with teachers.

Board members pressed staff on finances, staffing flexibilities and CTE capacity; staff repeatedly said the plan is phased and depends on budget allocations. The board praised the plan's structure and focus on reintegration rather than "warehousing" students and asked staff to return later with the chosen accountability submodel once the state confirms approval. A board member moved to approve submission of the district's alternative education application to the North Carolina Department of Public Instruction; the motion was seconded and carried by voice vote.

The application deadline was described in the meeting as "due on the first," and staff said they expect the state to respond later in the year and would return to the board to finalize the accountability model once approval is confirmed. The board acknowledged several district staff who contributed to the proposal, including Dr. Latasha Dove (director of elementary education), Annie Pierce (finance/budget), Joseph Hayes (technology), Thomas Holland (accountability/logistics), and others.