2017-2018 campus improvement plan achieve academy wylie ... · career opportunities through field...

Wylie Independent School District

Achieve Academy

2017-2018 Campus Improvement Plan

Achieve AcademyGenerated by Plan4Learning.com 1 of 39 Campus #043914004

November 16, 2017 2:44 pm

Mission StatementThe Achieve Academy, in partnership with Wylie ISD schools and the community, will provide every

student individualized, high-quality academics and success skills to prepare them for positive andconstructive lives.

Value StatementAt Achieve Academy we believe that: (first draft)

Every student has the potential to be successful.

Every student deserves respect and the opportunity to learn and grow.

Our success is determined by our own efforts.

We can positively impact our community by serving others. Giving is more important than receiving.

We will help all students recognize their own strengths, value, and potential.

We will teach our students various methods to learn and solve problems.

We will model our values and beliefs through our own words and actions.

We will model a growth mindset for our students by continually learning and growing ourselves.

We celebrate our individual differences, because unique individual strengths make our team stronger as a whole.



Comprehensive Needs Assessment

Needs Assessment Overview

Our goal as it relates to Index 4 is for as many students as possible to graduate on the Foundation High School Plan with an endorsement. Our counselorworks with each student to formulate a graduation plan that meets his or her goals. If the student is in their fourth or more year of high school and is behindin credits, most likely the focus will be to graduate with the Foundation High School Plan without an endorsement (22 credits in lieu of 26). We are laserfocused on getting students to graduate with their cohort, if possible.

We would like to improve the number of students that Approaches or Meets Grade Level on the EOCs for English I and English II (Index 1 & Index 2). Wehave two teacher-led standalone classes, Creative Writing for Eng. I, and Technical Writing for Eng. II, which are geared toward reteach and remediation forthose students that have not passed those EOC exams. These classes are a semester in length and will prepare the tester for a retest in the Fall. If the studentis still not successful in passing their English EOC, they may be re-scheduled in the spring semester for further remediation so they can retest in the spring.

Math comprehension is another significant need for our students. Our students need more one on one help with math as one unit builds on the next. Wewill address this issue with an outside tutor along with math teachers tutoring during their conference periods.

Our students needs structure and accountability. They need close supervision and direction in order to stay on task and complete the work. They neednotebooks provided for each class so they can take notes and refer back during tests and quizzes. They need expectations placed upon them and processes inplace to support those expectations. A significant amount of one on one, tutoring, and support in the classroom is needed. Our students need exposure tocareer opportunities through field trips, guest speakers, and career investigation and exploration.



Demographics

Demographics Summary

Achieve Academy serves Wylie ISD through four specific programs as follows:

Achieve Credit Recovery and Choice Program: alternative high school to meet student needs in credit recovery and accelerated instruction.

Learners who have been retained one or more grades in high school.Learners who want to accelerate in their graduation plan.Over-age learners who have dropped out of school and are returning.Learners who are married, pregnant, and/or teen parents.Learners who have been in a residential placement facility, substance abuse treatment facility, et cetera.Learners with extenuating family or health circumstances necessitating an accelerated education.Learners with extenuating circumstances that put them at risk of not completing their high school education.No first-time freshmen are allowed into the program.

Disciplinary Alternative Education Placement: Students are served in this program for a specified number of days due to disciplinary infractions. This is ahighly structured setting, with students having limited interaction and privileges and students earning progress toward their placement with appropriatebehavior. The students in this program come and go frequently throughout the year on an ongoing basis.

Transition to Life: Students in this Special Education program are ages 18-22 and are learning job-ready skills to become productive citizens in theworkforce. These students run their own business, Handmade Creations, in which they create stationery items for customers. This real-world learningopportunity gives them experience with budgeting, handling money, physical creation of the products, and marketing/promotion.

Behavior Adjustment Unit (BAU, grades K-6): Students in this Special Education program receive intensive intervention and direct instruction ofappropriate behaviors and social skills based upon behavioral needs. These students learn how to function successfully in a classroom setting while learningappropriate grade-level content according to their individual needs.

PEIMS data for Achieve Academy for 2016-2017 school year:

At-Risk: 100%

Special Education: 15%



ECD: 24%

For the 2016-2017 school year, Achieve Academy had a total of 153 students placed in DAEP.

DAEP Students Served by Grade LevelGrade Levels Total # of Students Percentage

Kinder-6th 11 7%7th – 8th 23 15%9th -12th 119 78%

Type of Placement % of Students Served at DAEPDiscretionary 21.5%Mandatory 78.5%

Student Mobility for this campus is extremely high due to several factors. First, the Choice program enrolls and withdraws on an ongoing basis throughoutthe year as students need credit recovery and as students graduate from the program. Secondly, DAEP students are temporarily placed on our campus for aperiod of time and then return to their home campus.

Student Subpopulations for 2016-2017 school year:

White: 51%

Black: 12%Achieve AcademyGenerated by Plan4Learning.com 6 of 39 Campus #043914004


Hispanic: 32%

Demographics Strengths

We have worked in a collaborative fashion with Wylie High and Wylie East High Schools to ensure that students that are recommended for placement inAchieve Academy meet the guidelines for placement. In addition, the process for placement has been solidified paving the way for a much more smooth forstudents to transition into an alternative educational environment.

This school year we have approximately 25% of our students in their fourth year or more of high school. These fourth year plus students tend to be moremotivated to earn credits than younger students.

The Credit Recovery/Choice program has had to change to meet the needs of a larger, more diverse group of struggling learners. Very few students in theprogram are on track to graduate on time/early. Students in the program are largely struggling academically and/or behaviorally. Being stationary in a labsetting has not proven to be successful. The master schedule was changed last year to facilitate smaller groups of students with a content area teacher forinstruction that is more direct and intervention. For this school year, we have a campus Interventionist that will coordinate interventions for students. Intervention will be initiated by the teacher of record submitting a written document identifying a student in need of additional academic assistance. TheInterventionist will coordinate tutoring support for that student and track progress.

Problem Statements Identifying Demographics Needs

Problem Statement 1: The overwhelming majority of the student population at Achieve Academy is here a relatively short period of time. Root Cause:This is the nature of an alternative educational environment with discipline placements and credit recovery.



Student Academic Achievement

Student Academic Achievement Summary

For school year 2016-2017, Achieve Academy graduated 81 students. At mid school year, fourth year plus students that were in jeopardy of not graduatingwere targeted for enhanced accelerated instruction. These students were pulled throughout the day and tutored by teachers to accelerate the learning process. At least twenty-six students most likely would have not graduated if the enhanced accelerated instruction model had not been used. For school year 2017-2018, we are beginning the enhanced accelerated instruction model the third week of school.

For school year 2016-2017, Biology had 13 students take the EOC test with 92% Approach Grade Level and 38% Meet Grade Level. US History had 50students test with 86% Approaching Grade Level, 58% Meeting Grade Level, and 12% Mastering Grade Level. English I had 26 students testing, 27%Approaching Grade Level, and 12% Meeting Grade Level. English II had 44 students test with 56% Approaching Grade Level, and 23% Meeting GradeLevel. Algebra I had 19 students test with 53% Approaching Grade Level and 5% Meeting Grade Level.

Student Academic Achievement Strengths

Our school is evaluated under the AEA Accountability Indices. For our campus, we are required to meet Index 1 OR Index 2 (not both), as well and Index 3AND Index 4. For the school year 2016-2017, Achieve students earned a score of 48 on Index 1 (Student Achievement) where the standard was set forAEAs at 35. In Index 2 (Student Progress) the state target was 8, and we were at 20. For Index 3 (Closing Performance Gaps) the AEA target was 13, andwe were rated at 30. For Index 4 (Postsecondary Readiness) the target was 33, and we were at 100.

Problem Statements Identifying Student Academic Achievement Needs

Problem Statement 1: Our students struggle in two main areas: math comprehension and writing critically. Root Cause: Most Achieve Academy studentsare not strong academically and these two areas are the most difficult to master.



School Processes & Programs

School Processes & Programs Summary

For this school year, we have a campus Interventionist that will coordinate interventions for students. The teacher of record will initiate intervention bysubmitting a written document identifying a student in need of additional academic assistance. The Interventionist will coordinate tutoring support for thatstudent and track progress. Our two largest academic needs are math and English. We have an outside tutor that will provide math tutorials four hours perday, four days per week. We are seeking an outside English tutor to provide the same services.

This year, we added more accountability by assigning consequences for students that are tardy to any period. We have also added a lunch detention processgiving administrators another consequence option which may be used in lieu of an ISS assignment. A significant change this year is that students are notallowed to use cell phones in class. If a student is using their cell phone, they will be required to turn it into the office.

Edgenuity has been edited for all core courses enabling a semester class to be completed in 25-30 hours. This should pay dividends in the acceleratedlearning aspect of Achieve Academy. Prescriptive tests allow a student to attempt to earn credit by exam if they have previously taken the course. Teachersare focused on identifying students struggling on tests and quizzes and reteach the concepts outside of the online curriculum.

We have added another layer of monitoring academic progress by adding “Community Time”. Community Time is a 14-minute period immediatelyfollowing lunch where teachers monitor the overall progress of students assigned to them. Teachers have access to all online courses, which enables them tomonitor progress for each course students are enrolled. The teachers are tasked with assisting the student to map out a strategy on when to work on whichcourses, as Achieve Academy has an eight period academic day but students are normally assigned no more than six courses to work online. CommunityTime teachers communicate with parents on progress, and encourage and motivate students to complete their work. Community Time allows anotherpositive personal relationship with an adult on campus.

School Processes & Programs Strengths

It has proven thus far this year that taking measures to make the students more accountable is paying dividends. Students are no longer able to use phones inclass and their focus has increased tremendously. Students are also doing great with getting to school and class on time as well as being in dress code. Students are being very productive and completing courses at a much faster rate. The principal is in the rooms a great deal helping to facilitate studentsbeing on task, and ensuring the learning environment is conducive to learning. The editing of Edgenuity, enabling students to complete courses in 25-30hours, is another significant strength of this year. Students are being more successful which is solidifying their confidence leading to more productivity andpositive self-images.

This school year we have created a new way of tracking student success. In the past, the number of students graduating Achieve Academy seemed to themain barometer for student success. The amount of students graduating is highly dependent upon the number of students that are enrolled at Achieve thatcould realistically graduate in one year. If there a high number of students in their first, second, or third year of high school, the number of graduates will be



less than if more students are in their fourth year of high school. In addition, if students earn enough credits to be “on grade level” they can choose to goback to their home campus. The total number of graduates does not account for these students.

For school year 2017-2018, we are going to monitor student progress by credits earned per student. This tool will allow us to track how many creditsstudents earn on 9-week period by grade level. This year will be a base line year on tracking how many credits students are earning. We feel this is astatistically more accurate method of tracking progress as opposed to the number of graduates.

Problem Statements Identifying School Processes & Programs Needs

Problem Statement 1: Students struggle with time management and organizational skills along with overall motivation to be successful in school. RootCause: Many have given up on academic success due to past failures.



Perceptions

Perceptions Summary

The overall perception of Achieve Academy in the community and district is most likely one of negativity. The school is an alternative school that manyview as a place where those go that misbehave or cannot handle the “normal” school environment. We are working diligently to change this perception. This year we hosted a parent/student orientation where over 100 people attended. The principal conducts an intake with every new student and his or herparent that enrolls throughout the school year. These efforts are to communicate the real mission and value statement of Achieve Academy and to sell theneed for an alternative educational environment in the public school system. We use our marquee and Facebook to create positive messages and promotestudent success. Blackboard is used regularly to communicate with parents on what is happening at school and to directly reach them on successes.

This year we will focus on a culture of accountability. Our staff is already very accountable, but we are going to place an emphasis on teachers takingpersonal accountability for student success in classes. We started the year with an accelerated instructional strategy for all fourth year students, much like theone that began in January of last school year. We are implementing “Community Time” which will provide a 14 min. window every day after lunch forteachers to monitor academic progress as a whole for the students that are assigned to them.

From the student’s perspective, three things will lead to guaranteed success:

Come to Schoolo Truancy laws and 90% attendance rule will be followedo Specific consequences and supporting processes have been institutionalized

Follow the ruleso Lunch detention has been added to allow intermediate level consequenceso Skyward emails are generated for every referral

Put forth efforto Intervention referral and single point of coordination of intervention has been createdo Parent conferences with administrators will be conducted for those that demonstrate little effort

Perceptions Strengths



Selfless staff who are masterful at building relationships with struggling students and who have a passion for students who are at-risk. Our staffidentifies with our kids and truly cares about their success. Smaller numbers of students is helpful for those students who suffer from anxiety and stress. Students have opportunities to accelerate their learning inways that are not offered anywhere else in the district.Students who have chosen to return to Choice rather than return to their home campuses. These students enjoy our campus and the staff and arewilling to work to achieve their goals.DAEP students have opportunities to earn out early (if assigned to more than 30 days) which helps motivate them to be successful. Students in BAU and DAEP are closely progress monitored using point sheets to monitor daily behaviors.Our facilities and procedures are structured so that DAEP students do not mingle/mix with other programs for safety and confidentiality. Small student to teacher ratio in DAEP, Transitions, and BAU.Level 1 room utilized for assisting students in DAEP to learn the rules, reflect on behavior that got them placed at DAEP, and make a plan to changetheir behavior for future success.DAEP is structured so that interaction with other students is limited and engagement is minimal. Students are motivated by this highly-structuredenvironment to return to home campuses and be successful.Student surveys indicate that students believe their teachers care about them as people as all teachers received a 93% or higher on this survey.School Resource Officer (SRO) now housed on campus.

Problem Statements Identifying Perceptions Needs

Problem Statement 1: The overall perception of Achieve Academy in the district is most likely negative and the community is not aware of the valueproposition of Achieve. Root Cause: Most people in the district have little exposure to Achieve Academy and the awareness in the community is limited.



Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus goalsCurrent and/or prior year(s) campus and/or district improvement plansCampus and/or district planning and decision making committee(s) meeting dataState and federal planning requirements

Accountability Data

Texas Academic Performance Report (TAPR) dataPerformance Index Framework Data: Index 1 - Student AchievementPerformance Index Framework Data: Index 2 - Student ProgressPerformance Index Framework Data: Index 3 - Closing Performance GapsPerformance Index Framework Data: Index 4 - Postsecondary ReadinessPBMAS dataCommunity and student engagement rating data

Student Data: Assessments

State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information)State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versionsSTAAR End-of-Course current and longitudinal results, including all versionsProgress of prior year STAAR failuresSTAAR Released Test QuestionsSTAAR ELL Progress Measure dataTexas English Language Proficiency Assessment System (TELPAS) resultsLocal diagnostic reading assessment dataLocal diagnostic math assessment dataLocal benchmark or common assessments dataStudent failure and/or retention ratesObservation Survey results

Student Data: Student Groups

Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groupsNumber of students assigned to each special program, including analysis of academic achievement, race, ethnicity, gender, etc.Economically Disadvantaged / Non-economically disadvantaged performance and participation data



Male / Female performance and participation dataSpecial education population, including performance, discipline, attendance, and mobilityAt-Risk population, including performance, discipline, attendance, and mobilityELL or LEP data, including academic achievement, support and accommodation needs, race, ethnicity, gender, etc.Section 504 dataHomeless dataResponse to Intervention (RtI) student achievement data

Student Data: Behavior and Other Indicators

Completion rates and/or graduation rates dataAnnual dropout rate dataAttendance dataMobility rate, including longitudinal dataDiscipline recordsViolence and/or violence prevention recordsStudent surveys and/or other feedbackClass size averages by grade and subject

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackHighly qualified staff dataTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impactPDAS and/or T-TESS

Parent/Community Data

Parent surveys and/or other feedbackParent Involvement RateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications data



Budgets/entitlements and expenditures dataStudy of best practices



Goals

Goal 1: Instill community and ethical values in our studentsTEA Priority: District Focus

Performance Objective 1: Create a culture of accountability and personal responsibility in our students.

Evaluation Data Source(s) 1: Discipline referrals in Skyward. Credits earned per student. Master schedule. Documentation from walkthroughs.

Summative Evaluation 1:

Strategy Description Title I Monitor Strategy's Expected Result/ImpactFormativeReviews

Nov Feb June1) Institute policies with consistent enforcement regardingstudents being on time, adhering to dress code expectations, andproper usage of electronic devices.

1, 9 Achieve Staff Students on task more, demonstrating personal responsibility forfollowing rules and meeting academic expectations. Schoolclimate is improved with students earning credit at increased rate.

2) Utilize goal-setting and progress monitoring to improvestudent success.

1, 9 Achieve Staff Improved performance in Edgenuity by students earning morecredits and at a quicker pace.

3) Institute a mentoring time in schedule allowing for adult tocreate a positive personal relationship where various topics maybe explored in addition to monitoring student progress.

1, 2, 6, 9 Achieve Staff, Principal Improved student behavior, a stronger connection to school andcommunity, improved progress monitoring.

= Accomplished = Considerable = Some Progress = No Progress = Discontinue



Goal 2: Ensure academic achievement for every student through tight family partnerships, curriculum, and programsTEA Priority: Build a foundation of reading and math

Performance Objective 1: Improve student performance by 5% of all students and subpopulations in EOCs for Math and ELA and increase average creditsearned per student by 10%.

Evaluation Data Source(s) 1: Documentation on credits earned per student. Copy of parental correspondence. Logs for tutoring andinterventions. Documented policies and procedures clearly displayed and communicated.



Nov Feb June1) Identify 4th year students at the beginning of school year andprovide academic assistance to help ensure graduation.

1, 2, 3, 9 Principal, Counselor, &Interventionist

Graduation rate increases for 4th year students.

System Safeguard StrategyCritical Success Factors

CSF 1 CSF 4

2) Outside math and English tutors will work with 1-3 studentsat at time four days per week assisting students struggling inthose areas.

1, 2, 9 Principal &Interventionist

Students will be much more likely to master those content areasand earn credit.

Funding Sources: Title 1 - $17,000.00

3) Communication regarding students completing courses tostudent body and to parents.

6, 9 Principal Students respond positively to positive affirmation resulting inincreased productivity.

4) ESL teacher providing academic assistance four days perweek to ESL students.

3, 9 Principal,Interventionist, ESLteacher

Increase academic results from close progress monitoring andsupport for ESL students.

5) Teachers refer students to Interventionist for assistance whothen schedules tutorials during school day.

1, 3, 9 Principal, teacher,Interventionist

Tutoring resources will be more effectively utilized providingassistance to students resulting in improved academicperformance.

6) Schedule students in a remediation course focused in writingcritically if they did not meet state standards in English EOCs.

3, 9 Principal, Counselor The focus on critical writing should prepare student to retake EOCand be more successful.

7) Provide students with Edgenuity courses that werespecifically designed with accelerated instruction in mind.

8, 9 Principal, ESC staff More streamlined online course offerings will result in morestudents earning credits at a faster rate. Students will developconfidence resulting in positive self-image.

8) Provide clear understanding of academic program, policies,procedures, and expectations, to all students entering AchieveAcademy.

9 Principal Student behavior and academic results will improve with clearexpectations.



9) Use Red Ink as an ELA tool for grammar, conventions, andwriting.

3, 9 Principal, ELA teachers,District LearningSpecialist

Improve students' ability to effectively write leading to improvedEOC scores in English I and English II.





Performance Objective 2: Create a partnership with parents and improve district and community opinions of Achieve Academy.

Evaluation Data Source(s) 2: Sign-in sheets. Copy of parental communications.



Nov Feb June1) Host orientation at the beginning of school year and oneengagement opportunity in spring to encourage familyinvolvement.

6 Principal Parents will be more vested in their child's education and have aclearer understanding of the mission and goals of AchieveAcademy.

2) Provide consistent communication to parents and thecommunity by: weekly Blackboard emails to parents, postinggraduates on Facebook, and utilizing the marquee to publicizeitems and post positive messages.

6 Principal, AssistantPrincipal

Provide a consistent stream of information resulting in supportfrom parents and community.





Performance Objective 3: Facilitate a positive school culture.

Evaluation Data Source(s) 3: Achieve Academy t-shirt. Data on credits earned per student and graduates.



Nov Feb June1) Students will participate in a T-shirt design contest forAchieve Academy. Students will vote on best design resulting ina campus t-shirt.

Principal, teacher Students will view Achieve Academy in a more positive lightwhen they can wear a student designed shirt on spirit day.

2) Quarterly celebrations of birthdays for staff and students. Principal, teacher Improved school atmosphere.

3) Celebrate academic successes (credits earned andgraduations).

9 Principal Motivate students to earn credits toward graduation.




Goal 3: Prepare students for a successful life beyond high schoolTEA Strategic Priority: Connect high school to career and college

Performance Objective 1: Students will explore individual interests and career opportunities for personal growth.

Evaluation Data Source(s) 1: Field trip attendance roster. Observation of students wearing college shirts. Recruiter sign-in sheet.



Nov Feb June1) Students will go on a field trip to a local junior college toexplore technical careers opportunities.

7 Principal,Intervnetionist

Students explore possible career opportunities and gainknowledge of training available.

2) Inform students and parents of college night on the campusesfor Wylie East High School and Wylie High School.

7 Principal Students visit with college representatives to explore secondaryeducational opportunities.

3) Support "Think College Thursday" weekly by allowingstudents to wear jeans with college shirts.

Principal Facilitate an awareness and desire to attend college.

4) Facilitate military recruiters to set up booths during lunchperiods.

7 Principal, Counselor Provide opportunity for students to learn about military careeropportunities and provide incentive to graduate.




Goal 3: Prepare students for a successful life beyond high schoolTEA Strategic Priority: Connect high school to career and college

Performance Objective 2: Provide CTE coursework to allow full access to educational opportunities.

Evaluation Data Source(s) 2:



Nov Feb June1) Offer career preparation class. 10 Career prep

teacher/admin.Students exposed to various careers and work experience.

Funding Sources: District Budget - $0.00




Goal 4: Attract, retain, and value a quality staffTEA Strategic Priority: Recruiting, supporting, and retaining teachers and principals

Performance Objective 1: Create a culture where teachers and staff feel an inherent part of the mission and goals of Achieve Academy.

Evaluation Data Source(s) 1: Emails from teachers.



Nov Feb June1) Solicit input from staff on what issues need addressed andhow to fix those issues.

5 Principal Staff will react positively and support change if they had inputinto the process. Ownership of the change will be the result.

2) Provide consistent communication to all staff members whereexpectations are clear and no ambiguity exists regarding, goals,policies, or procedures.

5 Principal Clear communications will result in a more effective organizationfocused on student success.

3) Institute policies and procedures where the schoolenvironment is safe, secure, and orderly.

5 Principal A safe, secure, and orderly environment will create an atmospherewhere teachers feel they are in charge and feel confidentadministration will back them.





Performance Objective 2: Provide teachers will consistent and specific feedback regarding instruction.




Nov Feb June1) Based on classroom observations and walkthroughs, provideteachers with consistent and timely feedback on instruction.


A clear understanding of instructional expectations with feedbackwill result in better instruction.

2) Support and monitor teachers toward meeting instructionalgoals.


Teachers are more likely to meet personal instructional goals ifleader is aware of those goals and provides feedback specific tomeeting stated goals.

3) Provide new personnel on campus with mentor. 5 Principal, AssistantPrincipal

New staff members are more likely to be successful and feel partof a cohesive team.





Performance Objective 3: Develop leadership among staff and organize personnel to take advantage of their personal strengths.




Nov Feb June1) Understand professional personal goals for each staff memberand guide them toward reaching those goals.


Staff will react in positive manner when leader is helping themgrow professionally.

2) Create leadership teams and committees to address variousaspects of school operation. For example:RTI CommitteeAttendance Committee

5 Principal Committee membership will result in gaining knowledge ofvarious aspects of school leadership.

3) Providing opportunities for individuals to take on tasks whichneed to be performed. For example:Wylie ISD Foundation Fund Raising,Create tool to monitor all students' progress,Coordinate t-shirt design contest,Title I Coordinator

5 Principal Enables aspiring leaders to organize and multi-task expandingtheir leadership abilities.

4) Interventionist attend Thinking Maps training. 4 Interventionist Interventionist will train teachers on how to incorporate ThinkingMaps into their instruction (specifically for writing improvement).

5) Counselor attend Trauma Informed School training. 4 Counselor Develop strategies on supporting students with backgrounds ofdomestic violence.

6) Counselor attend substance abuse training. 4 Counselor Counselor better equipped of supporting students that suffer fromsubstance abuse.




Goal 5: Manage growth in a way that ensures functional equity

Performance Objective 1: Develop guidelines and processes for operating Choice High School and gain support from all stakeholders.

Evaluation Data Source(s) 1: Documentation outlining guidelines for sending students to Choice High School. Master schedule.Documentation specifying total credits earned and credits per student.



Nov Feb June1) Collaborate with Wylie East and Wylie High on guidelines forsending students to Choice High School.

1 Principal,Administration &Counselors from highschools.

Smoother transition from home campus to Choice High Schoolfor student and for all campuses.

2) Determine effective operating capacity of Choice HighSchool.

2, 5, 9 Principal, AssistantPrincipal, Counselor

Organization will be structured to support the effective operatingcapacity resulting in targeted interventions and improved studentsuccess. Stakeholders will be informed of capacity with feederhigh schools better able to prioritize students in need ofaccelerated instruction.

3) Schedule in such a manner that only teachers that teachcommon subjects will have common conferences for PLCs.

2 Principal, AssistantPrincipal, Counselor

Creates more scheduling flexibility and better utilization offacility.




Goal 5: Manage growth in a way that ensures functional equity

Performance Objective 2: Clear communication of academic and behavioral expectations among all students, staff, and parents.




Nov Feb June1) Further refining processes and scheduling for DAEPenvironment preventing interaction between DAEP program andother Achieve Academy programs.


DAEP students receiving excellent instruction with virtually nointeraction with other populations.

2) Consistent communications to all stakeholders on studentprogress and intervention processes in place when progress inunsatisfactory.

3, 9 Principal, Counselor,Interventionist

Students making positive gains in earning credit as opposed totaking a slot at Choice High School and making little or no gain.

3) Facilitating a culture of accountability where students andstaff take personal responsibility for student success and abidingby rules and policies.

1, 3, 6 All staff Student performance and overall behavior will improve if allparties are made aware of expectations and consistently heldaccountable for meeting them.




System Safeguard Strategies

Goal Objective Strategy Description

2 1 2 Outside math and English tutors will work with 1-3 students at at time four days per week assisting students struggling in thoseareas.



State Compensatory

Budget for Achieve Academy:

Account Code Account Title Budget

6100 Payroll Costs199 E 11 6117 00 004 026 000 6117 Career Ladder - Locally Defined $0.00199 E 11 6119 00 004 024 000 6118 Extra Duty Stipend - Locally Defined $2,500.00199 E 11 6118 00 004 028 000 6119 Salaries or Wages - Teachers and Other Professional Personnel $132,599.00199 E 11 6118 00 004 026 000 6125 Salary Support - Locally Defined $408,728.00199 E 11 6125 00 004 026 000 6125 Salary Support - Locally Defined $21,018.00199 E 11 6125 00 004 028 000 6125 Salary Support - Locally Defined $80,152.00

6100 Subtotal: $644,997.00 6200 Professional and Contracted Services199 E 11 6222 00 004 0 28 000 6222 Student Tuition - Public Schools $24,000.00199 E 52 6299 00 004 0 26 000 6223 Student Tuition - Other Than Public Schools $110.00199 E 95 6223 00 004 0 28 000 6223 Student Tuition - Other Than Public Schools $45,000.00

6200 Subtotal: $69,110.00 6300 Supplies and Services199 E 11 6329 00 004 0 28 000 6329 Reading Materials $1,500.00199 E 11 6398 00 004 0 26 026 6398 Computer Supplies/Software - Locally Defined $1,600.00199 E 11 6398 00 004 0 28 000 6398 Computer Supplies/Software - Locally Defined $8,000.00199 E 11 6398 00 004 0 28 012 6398 Computer Supplies/Software - Locally Defined $2,100.00199 E 11 6398 00 004 0 26 000 6398 Computer Supplies/Software - Locally Defined $15,000.00

6300 Subtotal: $28,200.00



6400 Other Operating Costs199 E 13 6411 00 004 0 28 000 6411 Employee Travel $3,500.00199 E 23 6411 00 004 0 28 000 6411 Employee Travel $0.00199 E 31 6411 00 004 0 28 000 6411 Employee Travel $1,400.00199 E 13 6495 00 004 0 26 000 6495 Membership Fees $100.00199 E 31 6495 00 004 0 26 000 6495 Membership Fees $250.00199 E 31 6499 00 004 0 26 000 6499 Miscellaneous Operating Costs $4,000.00

6400 Subtotal: $9,250.00



Personnel for Achieve Academy:

Name Position Program FTE

Allison Despain Teacher DAEP 1Amy Southern Teacher Choice 1Angela Hathaway Teacher Choice 1Angela Riley Teacher TTL 1Benny Johnson Para 10 DAEP 1Brenda Cantrell Para 10 DAEP 1Charleen Bach Para 10 DAEP 1Christine DeMarias Teacher Choice 1Cynthia Jackson Nurse Achieve Academy 1Dana Roberts Principal Achieve Academy 1Danna Ross Teacher Choice 1Debbie Courtney Para 10 TTL 1Frank Burh Teacher DAEP/Choice 1Fredrick Johnson Para 10 BAU 1James Roberts Teacher DAEP 1Jason Patterson Teacher Choice 1Jennifer Jackson Teacher Choice 1Joseph Mehring Teacher DAEP 1Kathrine Dowdy Teacher DAEP 1Keith Kirkpatrick Assistant Principal Achieve Academy 1Kristin Cash Teacher Choice 1Marsie Clark Para 10 Choice 1Michael Molett Teacher DAEP 1Pat Shepard Para 10 DAEP 1



Patrina Polviriyakij Teacher BAU 1Rhonda Burton Para 12 Achieve Academy 1Stacy Klem Para 12 Achieve Academy 1Tammy Baldwin Para 10 TTL 1Tammy Vinson Teacher DAEPTeresa Watts Para 12 Achieve Academy 1Wendy Murphy Para 10 Choice 1



Title I

Schoolwide Program Plan

Achieve Academy offers a school-wide Title I program to upgrade our educational programs for all students.

Ten Schoolwide Components

1: Comprehensive Needs Assessment

Achieve Academy has completed its first comprehensive needs assessment in order to develop areas of focus for our campus improvement plan.

2: Schoolwide Reform Strategies

Achieve Academy will utilize school-wide reform strategies that are scientifically research-based in order to improve student achievement.

3: Instruction by highly qualified professional teachers

100% of the teachers at Achieve Academy are highly-qualified.

4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, student servicespersonnel, parents, and other staff

Achieve Academy provides high-quality, ongoing professional development to 100% of teachers, principals, and paraprofessionals, as well as studentservices personnel, parents, and other staff where appropriate.

5: Strategies to attract highly qualified teachers

Achieve Academy participates in the district recruitment and induction program to support our teachers.

6: Strategies to increase parental involvement

Achieve Academy provides activities and opportunities for parental involvement throughout the year.

7: Plans for assisting preschool children in the transition from early childhood programs to elementary school programs

Achieve Academy collaborates with other schools in the district to transition students as needed.



8: Measures to include teachers in the decisions regarding the use of academic assessments in order to improve the achievement of individualstudents and the overall instructional program

Achieve Academy conducts data meetings and PLCs regularly to improve academic achievement of individual students.

9: Activities to ensure effective timely assistance for students who experience difficulty mastering the proficient or advanced levels of academicachievement standards

Achieve Academy ensures timely assistance through providing systematic interventions for students struggling to master academic standards.

10: Coordination and integration of federal, state and local services and programsAchieve Academy will coordinate local, state, and federal funds to upgrade the educational program for all students.



Title I Personnel

Name Position Program FTE

Dani Womack Teacher Choice 1Sai Guturu Para 10 DAEP 1



Academic Response Team

Committee Role Name PositionAdministrator Dana Roberts PrincipalClassroom Teacher Katie Dowdy Spec. Ed. Teacher/Edgenuity CoordinatorNon-classroom Professional Dani Womack InterventionistCounselor Kristine Sims CounselorAdministrator Keith Kirkpatrick Assistant Principal



17-18 Needs Assessment Team

Committee Role Name PositionAdministrator Dana Roberts PrincipalNon-classroom Professional Dani Womack InternentionistCommunity Representative Marty Rose Business OwnerAdministrator Keith Kirkpatrick Assistant PrincipalNon-classroom Professional Kristine Sims CounselorStudent Zacchary Beatty StudentClassroom Teacher Katie Dowdy TeacherCommunity Representative Jody McLaughlin Community Representative



2017-2018 Campus Site-Based Commitee

Committee Role Name PositionCommunity Representative Jody McLaughlin Community RepresentativeAdministrator Dana Roberts PrincipalNon-classroom Professional Dani Womack InterventionsitNon-classroom Professional Kristine Sims CoounselorClassroom Teacher Katie Dowdy TeacherAdministrator Keith Kirkpatrick Assistant PrincipalBusiness Representative Marty Rose Business Owner



Campus Funding Summary

Compensatory EdGoal Objective Strategy Resources Needed Account Code Amount

$0.00Sub-Total $0.00

Budgeted Fund Source Amount $1,920.00+/- Difference $1,920.00

Title 1Goal Objective Strategy Resources Needed Account Code Amount

2 1 2 tutor pay 211-116221-00-004-8-24-000 $17,000.00Sub-Total $17,000.00

Budgeted Fund Source Amount $31,314.00+/- Difference $14,314.00

State ELL AllotmentGoal Objective Strategy Resources Needed Account Code Amount

$0.00Sub-Total $0.00

Budgeted Fund Source Amount $400.00+/- Difference $400.00

Grand Total $17,000.00



2017-2018 campus improvement plan achieve academy wylie ... · career opportunities through field...

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