Rose Hill Middle School pottery students got hands-on experience practicing Raku, a traditional Japanese pottery technique, with a special guest from Seattle Pottery Supply.
Alternative Learning Experience Programs
The Lake Washington School District recognizes the benefits students may attain from participation in alternative learning experience programs, consisting of student contract-based learning programs, on-line programs, and/or parent partnership programs.
The superintendent shall develop procedures for alternative learning experience programs. The procedures shall contain, as a minimum, the following components:
- Each student participating in an alternative learning experience must have a written student learning plan developed by a certificated teacher that is designed to meet the student's individual educational needs. A certificated teacher must have responsibility and accountability for each course specified in the plan, including supervision, monitoring, evaluation and documentation of the student's progress. The written student learning plan may be developed with assistance from the student, the student's parents, or other interested parties.
- The curriculum and course requirements shall be consistent with basic education goals and high school graduation requirements. Curricula, course content, instructional materials, learning activities, and other learning resources for alternative learning experiences must be consistent in quality with those available to the district's overall student population. Instructional materials used in alternative learning experiences must be approved pursuant to school board policies.
- Each student enrolled in an alternative learning experience must have direct personal contact with a certificated teacher at least once a week, until the student completes all course objectives or otherwise meets the requirements of the learning plan. The educational progress of each student enrolled in an alternative learning experience must be evaluated at least once each calendar month of enrollment by a certificated teacher and the results of each evaluation must be communicated to the student or, if the student is in grades K-8, both the student and the student's parent. Each student's educational progress evaluation must be based on the learning goals and performance objectives defined in the written student learning plan.
- The progress evaluation conducted by a certificated teacher must include direct personal contact with the student.
- Based on the progress evaluation, a certificated teacher must determine and document whether the student is making satisfactory progress reaching the learning goals and performance objectives defined in the written student learning plan.
- If it is determined that the student failed to make satisfactory progress or that the student failed to follow the written student learning plan, an intervention plan must be developed for the student. If after no more than three consecutive calendar months in which it is determined the student is not making satisfactory progress despite documented intervention efforts, a course of study designed to more appropriately meet the student's educational needs must be developed and implemented by a certificated teacher in conjunction with the student and where possible, the student's parent. This may include removal of the student from the alternative learning experience and enrollment of the student in another educational program offered by the school district.
The superintendent, associate superintendent for student and school support, director of school support, and alternative campus principal shall be responsible for overseeing the district’s alternative learning experience programs or courses, for monitoring compliance, and for reporting at least annually on the program to the school district’s board of directors. This annual report shall include at least the following:
- Documentation of alternative learning experience student headcount and full-time equivalent enrollment claimed for basic education funding;
- Identification of the overall ratio of certificated instructional staff to full-time equivalent students enrolled in each alternative learning experience program;
- A description of how the program supports the district's overall goals and objectives for student academic achievement; and
- Results of periodic self-evaluation of these learning experiences in a manner designed to objectively measure their effectiveness, including the impact of the experiences on student learning and achievement. Self-evaluation will follow a continuous improvement model, and will be implemented as part of the school district's school improvement planning efforts.
WAC 391-121,134, and 137