Mon Jan 28 2019, 5:30pm
WHS Room 2203
Regular Meeting

REPORTS TO THE BOARD

ALE Annual Report

To: Michael Green

From: Jake Hall, Executive Director of Learning Supports and Alternatives

Date: January 22, 2019

RE: Alternative Learning Experience Annual Report


Lewis River Academy -- Grades K-8

Lewis River Academy serves students Kindergarten through 8th Grade with the equivalent of 1.2 certificated teachers (two part time certificated teachers, 0.6 FTE each).

Month

Student Headcount

FTE Claimed For Basic Funding

Ratio

Certified Instructional Staff : FTE Student

January 2018

56

49.74

1:28

February 2018

50

44.75

1:25

March 2018

48

43.64

1:24

April 2018

48

43.84

1:24

May 2018

44

40.41

1:22

June 2018

44

40.21

1:22

September 2018

42

36.38

1:21

October 2018

45

39.20

1:22

November 2018

43

37.24

1:21

December 2018

43

37.04

1:21

January 2019

40

34.44

1:20

Description of how Lewis River Academy supports the overall goals for student achievement:

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.

LRA certificated teachers meet 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.

Lewis River Academy Self Evaluation Report

In the 2017-18 school year, Lewis River Academy conducted a self-evaluation about delivery of educational programs.  One of the first steps in our self-evaluation was the creation of a visual flow chart for student registration into Lewis River Academy so that we can monitor and adjust our processes.  Also, LRA staff and administration attended regional and state Alternative Learning Experience workshops/conferences to learn more about and implement state guidelines. As a result of our self-evaluation we instituted weekly LRA staff meetings, incorporated a documentation system for ongoing dialogue with families/students regarding student progress and Written Student Learning Plans, and re-calibrated LRA’s original method of making appointments for students and families.

TEAM High School -- Grades 9-12

TEAM High School serves students 9th through 12th Grade with 2.2 full time certificated teachers.

Month and Year

Student Headcount

FTE Claimed For Basic Funding

Ratio

Certified Instructional Staff : FTE Student

January 2018

94

93.85

1:43

February 2018

94

94.00

1:43

March 2018

93

92.60

1:42

April 2018

93

92.60

1:42

May 2018

92

91.20

1:41

June 2018

94

93.20

1:42

September 2018

69

68.80

1:31

October 2018

76

76.00

1:35

November 2018

79

79.00

1:36

December 2018

81

81.00

1:37

January 2019

78

77.27

1:39

Description of how TEAM High School supports the overall goals for student achievement:

In September 2017 the School Board adopted Resolution 17-13 which established the following performance targets.  One of those performance targets is Graduation Rate. This district-level goal is the focus of TEAM High School: Graduation Rate:

  • By 2021 the overall district four-year graduation rate will be at or above 85%
  • By 2022 the overall district five-year graduation rate will be at or above 90%

During the 2017-18 school year, TEAM High School added classified instructional assistant staffing as well as options for students to attend school on Saturdays and in the Summer 2018.  The purpose for these additions to TEAM High School staffing and programing was specifically for improving student graduation rates. TEAM High School teachers also collaborated on and instituted a “Graduation Tracker” system that visually showed students exactly where they are in the process to finishing all graduation requirements, breaking down the workload to show progress data on individual quizzes and assignments needed.  We are pleased to report that 100% of the seniors who were on track to graduate as well as some students who had transferred to TEAM High School credit deficient, graduated in the Spring or Summer of 2018.

TEAM High School staff and administration attended regional and state Alternative Learning Experience workshops/conferences to learn more about and implement state guidelines.  

TEAM High School Self Evaluation Report

TEAM High School has conducted a summary to synthesize the analysis and learnings gleaned thus far from studying our school’s data and other pertinent inquiry information. This summary is assisting TEAM High School staff in identifying foci for a 2019-2021 School Improvement Plan. The summary also facilitates developing the SIP to build upon TEAM High School’s strengths to achieve our goal of increasing graduation rates at TEAM High School.  TEAM HS staff identified areas of strength and improvement by working with students and measuring their course achievement and overall graduation rates.

At TEAM High School, we start all of our self assessment and planning work with the district vision.

Woodland School District Vision

Woodland Public Schools, in partnership with families and the community, will create a PreK-12 system that serves and supports ALL children—and ensures that EACH child has FULL access to, is engaged in, and obtains an excellent education that prepares them for responsible citizenship and a future of adaptability and success in life and their chosen endeavors.

Areas of Strength at TEAM High School

Graduation rates of students served at TEAM HS have increased steadily throughout the past 4 years: in 2016, TEAM had 11 graduates. In 2017, that number rose to 20 students, with 2 of those students graduating a year ahead of schedule. In 2018, TEAM had 31 graduating seniors, including 1 junior graduate and many students graduating several months early.

TEAM accommodates students who, for whatever reason, are not supported by the traditional model of school: distinct class periods, every day attendance, long hours, and multiple teachers. Many students come to TEAM credit deficient and are still able to graduate before they “age out” of high school. The reasons students attend TEAM is varied, but include the following: Credit recovery, Wanting to graduate early, Having to work full-time, Having to support siblings / their own children, Escape the feeling of being bullied at the high school, Learning difficulties such as ADHD, Emotional challenges such as depression and anxiety, Health problems that prevent them from attending school 35 hours-per-week, and other issues that need support beyond what the traditional high school can reasonably accommodate.

Students are still held to the same high academic standards as the traditional high school, but are able to complete work remotely; have flexible attendance hours; and within parameters, can work with the TEAM principal and staff to create a learning plan that best supports and accommodates their particular needs. This ensures that all children- not just those who thrive in the traditional high school classroom- have access to a high quality education, and significantly boosts WSD’s graduation rate.

At TEAM HS we have identified that we need Professional Development support in research-based, best-practice teaching pedagogy, specific added endorsements for the multiple secondary disciplines offered/taught at TEAM HS, and ongoing learning about ALE guidelines and procedures.

TEAM HS Staff have recently earned more professional certification and have been advancing in ongoing Professional Development.  Examples of this are: National Board Teacher status earned, Multiple Secondary Discipline Endorsements earned, and active participation in regional and state ALE Professional Development/conferences/workshops.  We will continue to work on these Professional Development efforts. We are measuring the effects of these Professional Development efforts through tracking graduation rates, measurable endorsements earned by staff and successful ALE compliance audits.

Although TEAM’s students sometimes have a reputation of being apathetic about their learning, we have found the opposite to be true. Because of the format, students are better able to implement coping strategies when they are frustrated or upset. This means that we have very few discipline issues, and very rarely need to write a student up or redirect inappropriate behavior. Additionally, we have found that TEAM students are overall hard-working and motivated, as these are students who could have easily dropped out, but are making the conscious and courageous choice to continue to pursue their education and diploma, despite obstacles and often extremely adverse school experiences.

Our students often come from tough backgrounds, and find that at TEAM, they are able to develop self-sufficiency, accountability, and effective coping strategies which help them find success and change their viewpoint of school, as well as carry over to real life. From a student-wide survey last year, many students reported that they felt as though their former teachers “hated” or at least “disliked” them; at TEAM they can be confident that their teachers and the staff genuinely care for their well-being and support students however they are able, including providing food for students, helping with caring for students’ children, and getting to know students on a more personal level so we are able to check in with them and adjust instruction methods to fit individual needs. In the same student survey, students reported positive attitudes about their TEAM teachers and reported feeling loved and supported by the staff.