School Overview Alamosa Alternative School (AAS), part of Alamosa School District RE-11J, serves approximately 50-60 students in grades 9?12 as an Alternative Education Campus (AEC). The school provides a smaller, more flexible, and supportive learning environment designed for students who are over-aged and under-credited, have faced academic or social-emotional challenges in traditional settings, or require individualized pathways to graduation. AAS is committed to helping each student achieve …
personal and academic success through a relationship-based approach and a focus on social-emotional growth. The student body is diverse, with more than 90% qualifying for free or reduced lunch, 19% receiving special education services, and 23% identifying as English Learners. Because many students balance school with work or family responsibilities, AAS emphasizes flexibility, engagement, and trauma-informed support as essential components of its instructional model. The school?s small size allows staff to build strong relationships and provide targeted interventions that address academic, behavioral, and emotional needs. The mission of AAS is to empower students through personalized, flexible, and inclusive education that meets them where they are. We provide a safe, supportive learning environment where every learner - regardless of their circumstance - can grow academically, socially, and emotionally. We believe in second chances, strong relationships, and that every student has the potential to thrive in school, in life, and in their communities. Over the past two years, the school has made steady progress toward key performance goals. The graduation rate has increased from 57% in 2023?24 to 61% in 2024?25, while the dropout rate has declined from 3.8% to 2.7%, both measures meeting the state?s Alternative Education Campus targets. Academic performance, student engagement, and postsecondary & workforce readiness remain areas of focus. AAS implements a Multi-Tiered System of Supports (MTSS) to identify and respond to student needs through academic interventions and behavioral supports. Recent improvement efforts include implementation of the Individual Career and Academic Plan (ICAP) program, implementing progress rubrics for student growth, providing trauma-informed professional development for staff, and expanding credit recovery options through blended learning, Stakeholders?including students, families, and staff?play an active role in the school?s improvement process. Feedback from surveys, School Accountability Committee meetings, and student focus groups informs ongoing adjustments to engagement strategies and school culture initiatives. As a small, rural alternative school, AAS faces challenges related to student mobility, mental health, and postsecondary access. Despite these barriers, the school continues to build on its strengths of flexibility, individualized learning, and caring relationships to ensure that every student has the opportunity to succeed.
Accredited with Distinction - This is assigned to the highest performing districts. These districts are meeting or exceeding expectations on the majority of performance tasks.
Accredited - Districts with an overall rating of Accredited are meeting expectations on the majority of performance metrics.
Accredited with Improvement Plan - These districts are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Accredited with Priority Improvement Plan - These districts are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Turnaround Plan - These districts are identified as among the lowest performing districts in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these districts until they improve.
Accredited with Insufficient State Data - These districts are assigned this accreditation rating when the state does not have enough data to report publicly. To better understand why a district received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.
School Ratings
Performance Plan - Schools with a Performance Plan are meeting expectations on the majority of performance metrics.
Improvement Plan - These schools are identified as lower performing. They may be meeting expectations on some performance metrics, but they are not meeting or are only approaching expectations on many.
Priority Improvement Plan - These schools are identified as low performing. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Turnaround Plan - These schools are identified as among the lowest performing schools in the state. They are not meeting or are only approaching expectations on most performance metrics. The state will provide support and oversight to these schools until they improve.
Insufficient State Data - These schools are assigned this plan type when the state does not have enough data to report publicly. To better understand why a school received an Insufficient State Data rating, all publicly reportable data are reflected in the performance framework report. More information about these ratings is available here.