Local Program
Our educational philosophy is grounded in the belief that learning is an ongoing, lifelong experience, and thus students deserve the freedom to make choices, to put ideas into action, to grow and learn in their own way.
With an eye to each student's individual goals and needs in a learning program, Alger Learning Center teachers assist students and parents in identifying and defining those goals, and design learning contracts to meet them, based on personal interests, background, and aptitudes.
It is our objective to stimulate and inculcate independent learning, a concept that might be termed "unschooling." By individualizing learning programs based on each student's learning gifts, learning differences, or both, we seek to enable them to develop the tools for a lifetime of independent learning, free of the constraints of a traditional regimented system.
We offer a variety of services, from distance learning programs to local home schooling assistance, diagnostic testing and credit analysis, credit retrieval, adult education and high school completion programs. As a state approved private school we can work with public school districts, accept dual-schoolers, and issue high school diplomas and official transcripts. We are not attendance-based and we have no "school year;" students may enroll at anytime, year around, and complete their work at a pace determined by their learning contract.
Enrollment process & outline of local learning program
Students desiring to enter the local learning program should call us at (360) 595-2630, or toll-free at 1-800-595-2630, to make an appointment for an interview with director John Lackey. Parental participation is recommended and encouraged. Our general hours of operation are from 10 a.m until 5 p.m., Pacific time, Monday through Friday. After completing an enrollment form, students begin a series of (optional) diagnostic tests to provide us with information about the student's skill level. This diagnostic testing can require several hours of the student's time, and we prefer to conduct it over two or more sessions to minimize burn-out and produce better results.
If the student enrolls online, then they will fill out the new student questionnaire at that time. They will then be contacted within three to five business days by our staff. They will make an appointment to come in for their initial consultation and testing at that time.
While the testing process provides us with skill level information, it does not always give us insight into the student's learning differences, or preferred learning styles. These issues can be discussed during the interview and in the space provided on the enrollment form, although in many cases learning differences and preferences will come to light during the educational process. Students may also complete a series of questionnaires and activities to help determine their preferred learning style(s).
After completion of testing, students and teacher/consultants begin a process we call designing classes. This is an interactive process and may take several sessions to complete, as the students are afforded time to explore a variety of subjects and ways in which to achieve his/her educational goals by reviewing different textbooks and other learning resources, including (but not limited to) periodicals, educational TV and movies, computer software and the Internet.
The designing process for each class culminates in a learning contract that contains four components: course description, time frame for completion, resources to be used, and evaluation of completed work. Students will be provided information helpful in developing the learning contract, and though student, parent, and teacher/consultant must agree on its contents, the student plays a major role in the process.
When classes have been designed, the process of continuous monitoring begins. An appointment will be made for the student to return to the Cain Lake campus in about a weeks time, and the teacher/consultant will determine how the student is progressing, and whether any adjustments are needed in the learning contracts. For example, a particular textbook may not appeal to the student; it may be too boring, too advanced, or too simple. All components of the learning contract may be adjusted throughout the length of the class, and the goal is always to help the student learn in the way that is best suited to them so they can experience success.
We provide students with various time record forms, which show subject area, time spent on each subject, and a brief description of the student's response to materials. These records of the student's independent progress should be brought to the campus at appointment times so teachers may review them in conjunction with learning contracts and continuous progress reports (which the student should fill out on a regular basis when visiting the classroom). Combined with completed assignments and test scores, this information allows staff to appraise the student's response to their independent learning program, and enables them to adjust learning contracts, if necessary, or provide specific help and encouragement in problem areas.
When learning contracts have been completed, a report card is issued and the corresponding subject, grade, and credit are entered on the student's transcript. High school graduation is based on 20 credits.
The Alger Learning Center & Independence High School is not attendance-based, and the need for teacher/consultant contact will vary widely for individual students. Some will be able to work almost entirely independently, while others may need considerable direction and support in completing their learning contracts. Some students benefit from a regular appointment (which can be weekly, semi-weekly, or even several days a week), others call for appointments as needed, to receive consultation, turn in work, or use resources in the classroom. Special learning labs are scheduled for students experiencing difficulties with certain subjects (most typically, math), and staff can occasionally meet with students at public libraries, etc.
Although we are not a custodial, attendance-based school, Washington State law does require an average minimum of four hours per month of student/teacher contact at the Cain Lake campus, and it is the responsibility of the student to see this average is met.A sign-in book is provided in the classroom for the students to record the times they enter and leave. Students failing to do so may lose time towards this requirement.
Appointments are necessary to insure quality teacher/student ratios, and students arriving without an appointment may find the classroom full, or teachers unavailable. No access to staff and facilities outside the parameters of our regular hours (see above) is possible without prior arrangements.
Withdrawal Policy: We require two weeks notification prior to withdrawal. Parents or guardians must obtain and complete a withdrawal form if the student is under 18.