Our Story

Alexander Learning Center embraces the philosophy of education which honors and supports each individual students' unique development. Our goal is to empower children to reach their potential in a supportive atmosphere where they experience joy, creativity, and self-confidence while learning about themselves and the world around them in a safe, caring environment.

Alexander Learning Center is a unique school with classes at four different campuses offering a variety of alternative means of educating youngsters. The main school site is located at 3860 Hutchinson Street, where our Accelerated Program, Special Education Program, and Elementary Expulsion Program are housed. We also have educational alternative programs at the Rutherford House (main building), the Rutherford House Vocational Center, the Juvenile Detention Center and an All campuses have updated technology and an individualized curriculum tailored to the needs of our students.

Climate and Culture

Focus is on the whole student and his/her academic, emotional, social and behavioral development.
Warm, caring relationships between members of the school community.
All employees are "caregivers" to our students and also act as counselors, advisors, and mentors.
We have HIGH, but flexible expectations for ALL students.

Curriculum and Instruction

Teachers have flexibility in designing strategies and methods that will work with their students. Specific strategies include individual learning, cooperative learning, data driven instruction, team teaching, peer tutoring, remediation, various interventions, and computer based instruction and assessment. The curriculum varies from a focus on Common Core State Standards and basic skills to working on personal development and behavior.

System-wide Features

Positive Behavior Intervention Supports(PBIS) is integrated school-wide and on all campuses. Students are encouraged to problem-solve to get through issues with one another. Students are taught what is expected and the expectations are modeled by all staff members to reinforce positive behavior.
School-linked support services with parents, communities, and access to basic health and social services are important features of many programs.

Organizational Structure

Small size - Classes are small to foster a sense of community, and to enable personal interaction between teachers/students.
Relative autonomy-- Our teachers, staff members, and often students participate in the management of their learning styles and decision making.
Comprehensive program-- including experiential education and vocational components to provide links between the school and the student's future life.
Counseling programs which includes social skills lessons are integrated into the curriculum of the school.
Not the traditional school-- which allows more differentiation of instruction

Our Story

Focus is on the whole student and his/her academic, emotional, social and behavioral development.

Warm, caring relationships between members of the school community.

All employees are "caregivers" to our students and also act as counselors, advisors, and mentors.

We have HIGH, but flexible expectations for ALL students.

Positive Behavior Intervention Supports(PBIS) is integrated school-wide and on all campuses. Students are encouraged to problem-solve to get through issues with one another. Students are taught what is expected and the expectations are modeled by all staff members to reinforce positive behavior.

School-linked support services with parents, communities, and access to basic health and social services are important features of many programs.

Small size - Classes are small to foster a sense of community, and to enable personal interaction between teachers/students.

Relative autonomy-- Our teachers, staff members, and often students participate in the management of their learning styles and decision making.

Comprehensive program-- including experiential education and vocational components to provide links between the school and the student's future life.

Counseling programs which includes social skills lessons are integrated into the curriculum of the school.

Not the traditional school-- which allows more differentiation of instruction