The District shall provide an eligible alternative learning environment (ALE) for each eligible ALE student enrolled in a District school. The ALE shall be part of an intervention program designed to provide guidance, counseling, and academic support to students who are experiencing emotional, social, or academic problems. Placement of a student in an ALE shall not be punitive in nature.

The superintendent or designee shall appoint an Alternative Education Placement Team which shall have the responsibility of determining student placement in the ALE. A student may be enrolled in an ALE only on the referral of the Alternative Education Placement Team. The team's placement decision is final and may not be appealed.

The team is to be comprised of the following:

• a school counselor from the referring school;
• the ALE administrator and/or ALE teacher;
• the building principal or assistant principal from the referring school;
• a parent, legal guardian, person having lawful control of the student, or person standing in loco parentis (if they choose to participate);
• The District shall document its efforts to contact the student's parent, legal guardian, person having lawful control of the student, or person standing in loco parentis to schedule a meeting or a phone call for a placement meeting at the convenience of the parent, legal guardian, person having lawful control of the student, or person standing in loco parentis, and maintain such documentation in the student’s Student Action Plan (SAP)
• LEA special education/504 representative (if applicable);
• at least one (1) of the student's regular classroom teacher(s); and
• if the District so chooses, the student.

Students who are placed in the ALE shall exhibit at least two (2) of the following characteristics before or upon entry into the ALE, the ALE program shall assess the student in order to provide intervention services designed to address the student’s specific educational and behavioral needs, with the focus for behavioral needs on long-term improvement of the student’s ability to control the student’s behavior.

1. Ongoing, persistent lack of attaining proficiency levels in literacy and mathematics
2. Abuse: physical, mental, or sexual;
3. Frequent relocation of residency;
4. Homelessness;
5. Inadequate emotional support;
6. Mental/physical health problems;
7. Pregnancy;
8. Being a single parent;
9. Personal or family problems or situations;
10. Recurring absenteeism;
11. Dropping out from school; or
12. Disruptive behavior.

No later than five (5) school days after a student begins alternative education interventions, the Alternative Education Placement Team shall develop a signed agreement between the ALE; the parent, legal guardian, person having lawful control of the student, or person standing in loco parentis (if they choose to participate); and the student, outlining the responsibility of the ALE; parent, legal guardian, person having lawful control of the student, or person standing in loco parentis; and the student to provide assurance that the plan for each student is successful.

No later than one (1) week after a student begins alternative education interventions, the Alternative Education Placement Team shall assess the student’s current functioning abilities and all relevant social, emotional, academic, career, and behavioral information and develop an SAP outlining the intervention services to be provided to the student. The SAP may be revised from time to time by the ALE placement team. The SAP shall contain at a minimum:

1. A plan of intervention services to be provided to address the student’s specific educational needs and, if appropriate, the student’s behavioral needs;
2. Goals and objectives necessary to achieve positive reintegration into the regular educational environment;
3. Exit criteria on which to base a student’s return to the regular educational environment;
4. Documentation of the presence of the characteristics listed above that were the reason for the student’s referral to the ALE program;
5. Documentation of the specific ALE programming and supports that will address each identified characteristic or situation causing a barrier to the student’s success; and
6. A positive behavior or transitional plan prior to a student’s return to the regular educational environment.

The district’s ALE program shall follow class size, staffing, curriculum, and expenditure requirements identified in the Division of Elementary and Secondary Education (DESE) Rules.