REPORTS TO THE BOARD

Lewis River Academy ALE Annual Report

To: Michael Green

From: Asha Riley

Date: November 9, 2016

Re: Lewis River Academy Annual ALE Report

1. School Board Policy for Alternative Learning Experience Programs

Policy No. 2255 – Instruction

2. School Courses

Instructional Materials:

K-8 Program:

We utilize K12 curriculum. It is a comprehensive K-8 program that includes both textbooks and online learning opportunities. All the textbooks and instructional materials are delivered right to the family's doorstep - ­including books, CDs, and even materials for science labs.

8-12 Program:

We offer 46 online courses via APEX curriculum including those necessary to graduate with a high school diploma and Advanced Placement Courses. We also offer enrollment in the Skills Center and Running Start programs.

3. Documentation of ALE student headcount and full-time equivalent enrollment claimed for basic education funding

See table below.

4. Identification of the overall ratio of certificated instructional staff to full-time equivalent students enrolled in each ALE program

In the 2015-16 school year, Lewis River Academy was staffed with two part-time certificated teachers equaling 1.2 FTE (two teachers at .6 FTE).  Teacher to student ratio is listed in the chart above broken down on a monthly basis.

5. Provide a description of how the program supports the overall goals for student achievement

Mission Statement:

Lewis River Academy recognizes and supports family choice education where parents are the first and most important educators for their children. Through Lewis River Academy, families can enjoy the benefits of being highly involved in their child's learning while accessing the resources made available to all public school students in Washington State.

Founding Principles:

• We recognize the parent as the first and most important educator. We are here to offer support, knowledge, feedback and guidance.
• We recognize that all students develop and learn differently, at different rates. It is our goal to empower each student with the educational tools necessary to learn and succeed.
• We recognize the teacher as a person of many roles including advisor, supporter, observer, learner, and facilitator. Teachers have the unique opportunity to guide and support our families and are always expected to act in the family’s best interest.
• We encourage each parent’s active participation and allow both parents and students a voice in the program development.
• We recognize that in order to run our program successfully we need the input, respect, and cooperation of students, parents, teachers, and administrators, as well as any other staff or community members who may participate.
• Since the program is a partnership, we encourage parent involvement. One important way parents can be involved is to attend the Parent Partnership Forums and Workshops. These meetings include parents willingly working together with staff to make LRA a great place for our children. At these meetings, parents discuss concerns and questions, plan events, express opinions, contribute ideas and receive training from teachers. Please join other parents at these very important meetings.

An LRA certificated teacher meets with families to provide the following services:

• Create an environment of respect and instructional growth.
• Identify appropriate curriculum and academic goals.
• Develop a Written Student Learning Plan. Parents and students may assist.
• Determine appropriate instructional materials.
• Supervise, monitor, evaluate, and document the student's progress towards goals.
• Provide encouragement, academic support, and insight from their own teaching experiences.
• Provide one-on-one or group tutoring as needed.
• Assist in career guidance and high school and beyond plans.

Student/Family Expectations: Outlined in the attached Handbook provided to all families.

6. Share results of any self-evaluations. 

LRA staff performed a self-evaluation recently as part of our accreditation review through Northwest Accreditation Commission. The results are below. Each area is evaluated on a rubric 1-4.

7. LRA School Improvement Plan

State Smarter Balanced Assessment Results:

Narrative of School Improvement Plan:

Strategies and Action Steps, 2016-17

1.  Clear and Shared Focus

• The staff at LRA School participated in analyzing state assessment data during the fall of 2016.
• Staff will continue to monitor student participation and passing rates weekly and monthly.

2. High Standards and Expectations

• Develop support processes to ensure students are doing the work necessary to achieve understanding.

3. Effective School Leadership  

• Frequent and clear communication will be a priority via google docs, Google calendars to ensure principal is able to support interventions in a timely manner.
• Weekly collaboration with both teachers and principal will take place each week to review student progress, effectiveness of interventions, and discuss program changes needed to increase student learning success.

4.  Collaboration and Communication

• Teachers at LRA School will collaborate on a daily basis.  In addition, they are provided with tuition reimbursement funds and instructional improvement days.
• Shared documentation of student progress, student learning plans and e-mail communications will continue to be practiced consistently by staff and principal.

5. Curriculum, Instruction, and Assessment

• More on-site classes will be offered to students in grades K-8 in the area of Math and English Language Arts to increase student achievement of concepts and skills.

6.  Frequent Monitoring of Teaching and Learning

• The literacy coach is available to model teaching strategies to staff, assist in developing lesson plans, have dialog with staff, and provide feedback.
• The administration is involved in learning opportunities to explore best practices.

• Staff will use data to make decisions regarding student improvement at weekly staff meetings

7. Focused Professional Development

• Teachers are provided with district-sponsored professional development opportunities.  
• Teachers participated in district math workshop in the summer of 2016.

8. Supportive Learning Environment

• Support co-enrollment participation of LRA students in on-campus courses like art, music, PE, and electives.

9. Community Engagement and Parent Involvement

• Parent Partnership meetings are held monthly with a focus on supporting positive instructional practices at home. It is a professional development time provided free to parents to address common questions and student needs.
• The handbook was recently revised and is available to parents online
• An informational website is also available for parents and students with online access.
• Student academic information is available online for both parents and students.

Lewis River Academy Improvement Goals

*Unsatisfactory Progress is defined using the following criteria

Based on the progress reviews, weekly contact with each student, a review of input from parents, and input from LRA staff, the certificated teacher will make a determination of overall satisfactory progress each month. A student may receive the designation of “Failure to Make Satisfactory Progress” in any of the following situations.

High School (9-12)

1. A total of more than 20 overdue activities in all classes.
2. Any class at or below 59% On Schedule (Apex indicator is red).
3. Any class with a Grade to Date at or below 59% (this is the equivalent of an F).
4. Failure to satisfy Instructional Contact Time (ICT) requirements. An average of 1 hour per week with their teacher.

Elementary and Middle School (K-8)

1. Failure to satisfy an average Monthly Progress in all classes according to the K-8 Satisfactory Progress Schedule.
2. More than 10% behind the Total Progress percentage for any class according to the K-8 Satisfactory Progress Schedule.

All Grades

1. Failure to satisfy Direct Personal Contact (DPC) requirements. Students must have at least 1 two-way conversation with their teacher every week.
2. When a student demonstrates a pattern of not meeting the minimum hours per week either logging on to courses and/or completing graded assignments.
3. When a student demonstrates a pattern of non-response to teacher/school communications, including, email, mail, phone calls, and voice messages.