• Alternative Education for Disruptive Youth Programs provide participating students with a course of instruction, which recognizes their special needs and prepares them for successful return to a regular school curriculum and/or completion of the requirements for graduation.

    Act 30 of 1997, as amended, defines requirements for establishing and referring students who are disruptive to an alternative education program.

    Students served in Alternative Education for Disruptive Youth Programs must be enrolled in middle school, junior high school, senior high school or a vocational-technical school. Students are admitted only when other established methods of discipline have failed and they have exhibited to a marked degree any or all of the following conditions:
    • Disregard for school authority, including persistent violation of school policy and rules;
    • Display of or use of controlled substances on school property or during school affiliated activities;
    • Violent or threatening behavior on school property or during school-related activities;
    • Possession of a weapon on school property;
    • Commission of a criminal act on school property;
    • Misconduct that would merit suspension or expulsion under school policy; and
    • Habitual truancy

    Minimum Requirements for Program

    • Develop the program in consultation with the faculty and administrative staff of the school, parents, and members of the community;
    • Permit students to make normal academic progress and achievement requirements for graduation ad defined by either the home or host district;
    • Operate five days per week;
    • Offer either 20 hours of instruction per week or offer a mininum of 15 hours of instruction per week covering at least four of the following curricular areas: Language Arts, Mathematics, Science, Social Studies, Health or Life Skills and show that normal academic progress may be achieved in fewer than 20 hours of weekly instruction;
    • Provide a counseling component to help modify the disruptive behavior and enable the student to return to the regular classroom;
    • Provide a periodic review of each student's achievement in the program for return to the regular classroom at least at the end of every semester; and
    • Ensure that the school personnel assigned to the alternative education program for which funding is sought under this article possess a Level I or Level II Pennsylvania Professional Teaching Certificate
Last Modified on July 28, 2015