Richardson Independent School District · Forest Lane Academy maintains a focus on the recruiting, hiring and retention of a highly qualified and student focused staff. ACE has provided

Richardson Independent School District

Forest Lane Academy

2019-2020

Forest Lane AcademyGenerated by Plan4Learning.com 1 of 59

Campus #143May 26, 2020 10:28 am

Mission StatementThe purpose of Forest Lane Academy is to TRNSFORM our community to ensure high levels of learning for all students in a safe and loving environment.

VisionForest Lane Academy will become a WORLD CLASS model school that instills excellence and empowers all students.

Value StatementWe have high expectations for ourself, our team,and our students!

High expectations. We are mission-driven, highly motivated, and maintain the highest expectations forourselves, our students, and our colleagues. We believe all children will learn and succeed, that all of ourstudents deserve to go to college, and that closing the achievement gap is the only option.

We are all teachers and learners

Whether it be from colleagues in the building or outside of the building, books, videos, or any otherplace, we will not stop learning until we know how to serve ALL students in the most meaningful waypossible. When something is highly effective or has the potential to better students and/or staff, we see itas a responsibility to share the meaningful strategy or new learning.

We are open and honest!We realize that we are all a team and our team members are all here to help one another. We are open tosharing ideas and suggestions. We are open to constructive criticism. We do not avoid conversations,even the uncomfortable ones.

We are all accountable for our actions. We learn from our choices and we take the responsibility to grow from our actions.We are caring and consistent. Scholars and staff know the expectations and also know that they are cared for.We are Multipliers not Diminishers We will be leaders that bring out the best in our colleagues, scholars, parents and community.

We are tenacious and determined. We are data-driven, resourceful, and always strive to do our best. We show dedication and persistence inovercoming obstacles, and in working toward achieving OUR goals.

We realize the success of our school is acollective responsibility.

We share an attitude of doing what it takes to make our students and our school as successful as possible.This might mean taking on unexpected tasks and being flexible

We are FLAmily.We are here to celebrate successes together, support and uplift each other in times of need, with all of ourwords and actions coming from a place of love and positivity. We do this because we know thatrelationships can move mountains and that we can never have too much love.

We are interdependent! We are great at what we do but we are best because we work with and need the work of each other.


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Table of Contents

Comprehensive Needs Assessment 4Demographics 4Student Achievement 5School Culture and Climate 6Staff Quality, Recruitment, and Retention 7Curriculum, Instruction, and Assessment 8Parent and Community Engagement 9School Context and Organization 10Technology 11

Priority Problem Statements 12Comprehensive Needs Assessment Data Documentation 13Goals 15

Goal 1: We will ensure that we have diverse and engaging programs and learning opportunities to meet the unique needs of all our students. 15Goal 2: We will guarantee that all students will perform at or above grade level. 21Goal 3: We will recruit, retain, and reward quality personnel. 32Goal 4: We will ensure that ALL families, businesses, and community partners are fully engaged in the mission of our district. 36Goal 5: We will actively pursue creative funding sources and responsibly manage current resources to support our mission. 41Goal 6: We will ensure that our facilities and infrastructure adapt to support our mission. 42

Comprehensive Support Strategies 44State Compensatory 46

Budget for Forest Lane Academy: 46Personnel for Forest Lane Academy: 49

Title I Personnel 50Addendums 51


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Comprehensive Needs Assessment

Demographics

Demographics Summary

Forest Lane Academy is composed of a diverse student population of 733 PK-6th Grade students. Our student groups comprise 733 students who areEconomically Disadvantaged (94% of total students), 304 English language learners (41% of total students), 39% Hispanic, 57% African American , and 68Special Education students (9% of total students). We have a mobility rate of 46%. FLA continues to focus on our special populations on local, district andstate assessments for our English language learners and our students served through special education. FLA values these diverse student groups andcommunity population which provides us with a rich learning environment.

Demographics Strengths

Our area of strength is Academic Achievement with AA students and All population in Math.

Problem Statements Identifying Demographics Needs

Problem Statement 1: We need to focus on reading for all students targeting SPED, ALL, and Hispanic. . Root Cause: Teachers need to focus on tier 1instruction and best practices for SPED students.


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Student Achievement

Student Achievement Summary

Forest Lane Academy has "Met Standard" rating. We saw growth in the following areas:3rd grade Math Spanish, 4th grade Reading Approaches andMasters, 5th grade Reading all levels, 5th grade Math Approaches and Masters, 5th grade Science all levels, 6th grade Math Approaches and Masters.Equally 60% of our students earned the full 1 point in Index 2. In regards to our subgroups, we saw growth in Reading in the following areas: Hispanic inApproaches and Meets, SPED in Meets, White in Masters, and New to TX in Approaches. We saw growth in Math in the following areas: Hispanic Meetsand Masters, White Masters, SPED Approaches and Meets, and New to TX in all levels. With the adoption of the ACE Model, we are able to focus on TEKmastery and close the gap for our students at a faster rate. With the focus on the 5 big rocks: Student Culture, Staff Culture, Collaborative Planning, DataDriven Instruction, and Observation and Feedback as a campus we are striving to achieve academic excellence on a district and state level. We will alsocontinue to implement the district's comprehensive professional development program in coordination with district growth goals, overall vision, andindividualized on-campus teacher support.


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School Culture and Climate

School Culture and Climate Summary

One of the big focuses of the ACE model is student culture. Planning minute by minute exemplars and practicing with teachers at the beginning of the yearis what we do. We practice perfect so that we have perfect practice for our scholars. The students at Forest Lane Academy enjoy coming to school andbelieve the campus is a safe and nurturing environment. The campus emphasis on addressing behavior management through the implementation ofCommunity Circles, Positive Behavior and Intervention Support (PBIS) as well as Trauma-Sensitive classroom will help support the success of all students.We have also implemented Second Steps daily within our classrooms. This comprehensive Social Emotional program is age appropriate and guides teacherson how to teach students core social interactions. The new implementation will address students being removed for persistent misbehavior. We believe thisproactive approach will promote a culture of positive interactions between staff, students and community.


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Staff Quality, Recruitment, and Retention

Staff Quality, Recruitment, and Retention Summary

Forest Lane Academy maintains a focus on the recruiting, hiring and retention of a highly qualified and student focused staff. ACE has provided usadditional opportunities to recruit the best of the best. RISD hosted a red carpet event targeting high growth teachers. We were able to select nine teachersfrom that event. We developed a pre-screener to ensure that passionate, qualified teachers were interviewing for open positions on our campus. To showapplicants our student-focused learning environment and enthusiastic leaders, Forest Lane created a recruitment video for applicants. In order to recruit thebest, Forest Lane developed a recruitment team of leaders from our campus. The team interviewed and collaborated on each applicant to ensure our thinkingaligned to the best-fit teachers for our campus. Applicants were required to present their current data and perform a lesson. We were able to give on the spotfeedback and applicants then took that feedback and had a redo to refine their craft. Through additional Meet and Greets and additional interviews, we wereable to select a quality staff that has a passion, dedication, and a commitment to serve our scholars! Forest Lane Academy is committed to tailoringprofessional developments to meet the needs of all staff based on data analysis and needs assessments. As an ACE staff, we completed additional hours atthe beginning of the year to set a clear and strong foundation. We will continue to support all teachers with on-going coaching through observation andfeedback, collaborative planning and data driven meetings to maintain success on our campus, as well as, mentors for the new teachers. With the support ofRISD, we will remain dedicated to the vision that all students will connect, learn, grow and succeed.


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Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment Summary

Forest Lane Academy has implemented a comprehensive plan to direct the design, implementation, monitoring, evaluation and revision of curriculum.Various data sources are utilized regularly to inform curriculum development as well as the the use of campus level specialists to support theimplementation of instruction. Data indicates the need for continued refinement of curriculum and the associated professional development, in order toidentify best practices for advancing the progress of English Language Learners, bilingual students, dyslexic students and students with disabilities.Additional comprehensive plans guide the development of local student assessments, both formative and summative, as well as the utilization of assessmentdata to inform instructional decisions. ACE campuses create an Instructional Planning Calendar that includes Weekly Quick Checks. The 2018-2019elementary time standards include a dedicated block of time for intervention in core subject areas, as well as, an additional hour for all ACE campuses.Forest Lane will use resources and specific strategies to provide support during the intervention time.


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Parent and Community Engagement

Parent and Community Engagement Summary

Forest Lane Academy will continue to focus on increasing links between home and school by providing systemic opportunities for parent engagement andcommunity involvement. The FLA PTA is actively promoting an increase in the PTA membership, beginning with 100% membership of the staff, outreach,and involvement on our campus. We have networked with SMU soccer, apartment managers, and created a parent center within our school. Pushing ournew motto, "Our House is Your House", we see the increase of volunteers on campus. Forest Lane has hosted parent informational sessions at variousapartment buildings, hosted math night at Aldi, and has started a summer book mobile. All of these efforts get staff out in the community! We continue toprovide opportunities for stakeholder input, providing translators when needed, and keeping our parents informed through parental information sessions andthe use of social media, especially Facebook and Twitter.


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School Context and Organization

School Context and Organization Summary

The campus goal for 2019-2020 is to focus on GROWTH for all students, teachers, administrators, and all personnel. We are focused on growth goals toinclude 100% of Forest Lane's students to be successful within the time-line established by the state in four years. We are building our schedules tomaximize instructional time and to provide opportunities for student interventions. Campus data meetings will be scheduled to focus on TEK mastery,student interventions to monitor campus success with student performance. Our campus has identified all content areas as our focus which will bemonitored through student performances throughout the year.


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Technology

Technology Summary

Technology integration is an important component of student learning at Forest Lane Academy. All scholars have access to a device during the school day(1 to 1), classrooms will be updated with interactive projectors allowing streaming from classroom devices. Teachers use the devices to facilitate technologyintegration within student learning and provide real time feedback on a larger scale than previously thought possible. We will continue to implement theSAMR (Substitution, Augmentation, Modification, Redefinition) model to evaluate the level of technology integration taking place in a classroom.


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Priority Problem Statements


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Comprehensive Needs Assessment Data DocumentationThe following data were used to verify the comprehensive needs assessment analysis:

Improvement Planning Data

District goalsCampus Performance Objectives Summative Review from previous yearCurrent and/or prior year(s) campus and/or district improvement plans

Accountability Data

Texas Academic Performance Report (TAPR) dataAccountability Distinction DesignationsFederal Report Card DataPBMAS 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 Released Test QuestionsTexas English Language Proficiency Assessment System (TELPAS) resultsTexas Primary Reading Inventory (TPRI), Tejas LEE, or other alternate early reading assessment resultsStudent Success Initiative (SSI) data for Grades 5 and 8SSI: Istation Indicators of Progress (ISIP) accelerated reading assessment data for Grades 3-5 (TEA approved statewide license)SSI: Think Through Math assessment data for Grades 3-8 and Algebra I (TEA approved statewide license)Running Records resultsObservation Survey results

Student Data: Student Groups

STEM/STEAM dataDyslexia Data

Student Data: Behavior and Other Indicators

Attendance dataMobility rate, including longitudinal dataDiscipline records


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Violence and/or violence prevention recordsTobacco, alcohol, and other drug-use data

Employee Data

Professional learning communities (PLC) dataStaff surveys and/or other feedbackTeacher/Student RatioCampus leadership dataCampus department and/or faculty meeting discussions and dataProfessional development needs assessment dataEvaluation(s) of professional development implementation and impact

Parent/Community Data

Parent surveys and/or other feedbackParent engagement rateCommunity surveys and/or other feedback

Support Systems and Other Data

Organizational structure dataProcesses and procedures for teaching and learning, including program implementationCommunications dataCapacity and resources dataBudgets/entitlements and expenditures dataStudy of best practicesAction research resultsOther additional data


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Goals

Goal 1: We will ensure that we have diverse and engaging programs and learning opportunities to meetthe unique needs of all our students.

Performance Objective 1: Deliver a rigorous and relevant curriculum using instructional strategies designed to engage learners in meaningful learningexperiences.

Evaluation Data Source(s) 1: Campus will meet standard, State Mandated Assessments

Summative Evaluation 1: Met Performance Objective

Next Year's Recommendation 1: Continue to monitor ELL and SPED students as well as training for strategies in these areas.

Strategy Description ELEMENTS Monitor Strategy's Expected Result/ImpactReviews

Formative SummativeNov Jan Mar June

Comprehensive Support StrategyTargeted Support Strategy

Additional Targeted Support StrategyTEA Priorities

Improve low-performing schools1) Monitor and use differentiated instructionstrategies to close the achievement gap with theSPED population.

2.4, 2.5, 2.6 TeachersAdministration Specialist

Increase in average growth of SPED populationusing ISIP & other current data such as MapTesting and WQC.

Comprehensive Support Strategy2) Continue to implement differentiatedinstruction strategies at all levels to support andenhance ELL and all student engagement.

Teachers Use the 7 steps to effective classroom andLead4ward.

Ellevation Monitoring


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Comprehensive Support StrategyAdditional Targeted Support Strategy

TEA PrioritiesImprove low-performing schools

3) Monitor strategies to promote continuousimprovement for GT, ELL, SpEd, Dyslexic, and504 students.

2.4, 2.5, 2.6 Teachers, LPAC,Administration

Review ELL student performance and studenttracking sheet (ELLevation) 4 times during theschool year. Attend district PD on ELL, SpEd, Dyslexic, and504 core instructional strategies.

4) Increase student involvement in school clubsand extracurricular activities via ElementaryBasketball, garden club, cheerleading/step, choir,cross fit, running, chess, math, soccer,basketball, and student leadership.

2.6 Club/ActivityLeader

The goal is to have 60% of ours students beinvolved in school clubs and extra-curricularactivities.

5) Provide students with the opportunity tocomplete the student efficacy survey to giveownership of their learning and extracurricularactivities.

Administratorsand counselors

Student Efficacy survey will be given three timesa year.

6) Stage 1 of PLC will focus on the fourquestions will be implemented in collaborativeplanning and through data driven instruction.

2.5, 2.6 Administration,specialist, andteachers

We will embedded the 4 questions into dailypractices:1. What do expect our students to learn?2. How will you know they are learning?3. How will we respond when they don't learn?4. How will we respond if they already know it?

7) Provide students with authentic andmeaningful learning experiences by providingthem with field trips during the school year.

2.4, 2.5, 2.6 Admin, teachers,communitysponsors

Through learning experiences, students will buildtheir background knowledge and apply real lifeapplications to curriculum.

= Accomplished = Continue/Modify = No Progress = Discontinue


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Goal 1: We will ensure that we have diverse and engaging programs and learning opportunities to meet the unique needs of all our students.

Performance Objective 2: Integrate digital content and tools into instruction in meaningful ways to encourage student use of available resources toenhance learning.

Evaluation Data Source(s) 2: Bright Byte Survey and PD Survey

Summative Evaluation 2: Exceeded Performance Objective

Next Year's Recommendation 2: Ensure the processes conducted during the At-Home learning period continue throughout the year.



1) Continue to seek input from a variety ofstakeholder regarding technology.

2.4, 2.5 Administrators,Teachers

Bright Byte Survey Rating increasing fromProficient to Advanced.

2) Increase the number of technology richexemplary lessons.

2.4, 2.5, 2.6 Administrators,Teachers, LITE

# of lessons in lesson plans

Bright Bytes Survey Results

3) Provide purposeful and relevant professionaldevelopment opportunities for all staff to ensuretechnology integration that impacts teaching andlearning to all new teachers.

2.4, 2.5, 2.6 Administrators,Teachers,Campus TechAssistant, LITE,InstructionalCoaches

We will have 100% of new teachers who attendthe professional development will providedfeedback via survey.

4) Create parent workshops to supporttechnology integration.

2.4, 2.5, 2.6, 3.2 Administrators,Teachers,Campus TechAssistant, LITE,and Title 1Coordinator

Workshop Date

Session Attendance

Session Feedback

5) Ensure teachers and students demonstrateappropriate and safe digital behavior.

2.4, 2.5 LITE Completion of Digital Citizenship Curriculum andlesson exemplars



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Performance Objective 3: Implement Second Step curriculum in order to support student's academic, social and emotional growth.

Evaluation Data Source(s) 3: Second Steps Assessment and Walkthrough Data


Next Year's Recommendation 3: Continue to implement SEL practices throughout the year.



1) Implement Second Step Curriculum in gradesPre K-6th.

2.5, 2.6 Administrators,Teachers, SchoolCulture Coach,Counselors

Positive response SEL survey

walkthrough data

decrease in discipline2) Provide ongoing PBIS professionaldevelopment and supports based onimplementation year.


Positive response SEL survey

walkthrough data

decrease in discipline3) Implement Behavior Response to Intervention(RTI)


# of students at each RTI tier



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Performance Objective 4: Ensure a culture and environment that embraces equity, diversity, and inclusion.

Evaluation Data Source(s) 4: Professional Development Attendance, Staff Demographic Breakdown, Academic and Extra Curricular Dates


Next Year's Recommendation 4: Continue to support equity, diversity and inclusion matters.



1) Support and sustain:-Cultural competency practices-Hiring practices-Academic and extra-curricular opportunities

2.6 Administrators,Teachers,Counselors

PD Attendance

Retention Rate

Academic and extra curricular dates



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Performance Objective 5: Support healthy life choices by scholars and staff by following Live Wise, Live Healthy program.

Evaluation Data Source(s) 5: Student and Staff Climate Survey, Teen Screen, Bullying Report, Parent Information Workshops.


Next Year's Recommendation 5: Continue to the wellness checkins conducted during the At-Home Learning period throughout the year.



1) Communicate and implement acomprehensive awareness program to supportstudent wellness.

2.5, 2.6 administratorsteachers

Follow program (live wise, live healthy)

2) Strengthen program of services for studentsidentified at-risk for self-harm.

2.6 AdministratorsTeachersCounselors

Teen Screen ResultsStudent Climate Survey Results

3) Ensure students have a school/homeconnection (club, extra curricular, activity oradult at school)

2.5, 2.6 AdministratorsParentcommunityoutreachspecialistteachers

student involvement report

4) Increase awareness and student reportingoptions for the areas of bullying andcyberbullying.

2.6 AdministratorsTeachersCounselors

scholar bullying reporting



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Goal 2: We will guarantee that all students will perform at or above grade level.

Performance Objective 1: Improve student performance and ensure that FLA is rated "Met Standard"

Evaluation Data Source(s) 1: Campus will meet standard; Campus will meet or exceed performance growth goals


Next Year's Recommendation 1: State assessments were cancelled due to COVID 19, however FLA assessments showed increased studentscores.





1) Teachers will track student growth goals aftereach weekly quick check and unit assessment tohelp determine if students are on track to meettheir projected student growth goals related tothe current state accountability system.

2.4, 2.5, 2.6 Administrators,InstructionalCoaches,Teachers

All students will perform at or above grade levelafter given opportunities for reteach and then bereassessed.



2) Teachers will be trained in data drivenprotocols that will be employed weekly to reviewstudent performance, identify specific reteachand reassessment practices and to design targetedinterventions for students in need of assistance.

2.4, 2.5, 2.6 Administrators,InstructionalLeadership Team

Teachers will use data to ensure mastery of thelearning objectives for all students.


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3) Teachers, Data Interventionists, InstructionalCoaches and Administrators will participate in aweekly DDI meeting using data acquired from aweekly quick checks that targeted the standardstaught that week. The DDI will help teachersdevelop a deeper understanding of statestandards through unpacking process, identifystudent misconceptions around the standard,study of exemplars of student work and practicereteach methods for students who need moreassistance, develop reassessment of the reteach,and practice the reteach.


Student mastery of objective will be at 80%



4) Teachers will use the data from DDI processesto design small group interventions during ITime and Independent practice time that targetsskills and standards.


Tier 2 and Tier 3 students will be performing at orabove 80% mastery.


5) Track the mastery of student performance toensure students who have been unsuccessful,especially students in targeted improvementgroups, receive interventions based on their data.

2.4, 2.5, 2.6 CampusAdministratorsDataInterventionistCampus Teachers

Students reaching their STAAR Growth Goals


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Comprehensive Support StrategyTEA Priorities

Build a foundation of reading and mathImprove low-performing schools

6) Increase student performance in reading byimplementing researched based instruction andintervention programs. (State and FederalSafeguards)

LLI (K-2)IstationMAPSIL (K-3)Esperanza (K-1)Balanced Literacy/Phonics Phonics Dance (K-2)Independent Reading (3-6)

AdministrationTeachersLeadership team

Increase in tier progressionIncrease on District and State AssessmentsStudent growth on DRA levels

Comprehensive Support Strategy7) Increase TELPAS performance to have tierprogression from beginning and intermediate toadvanced by focusing on listening, speaking,reading and writing.(State and Federal System Safeguards)

ELL pullout and in-class supportBilingual pullout and in-class supportEllevation meetingTracking monitor students7 Step of a highly language rich classroom Utilization of Learning Objectives andDemonstrations of LearningEvidence ELPS implementation

AdministrationTeacherESL andBilingual teachersESL/Bilingualteacher assistant

Increase in tier progressionIncrease in District and State AssessmentsIncrease in the number of students exiting the ESLprogramIncrease in current and monitored ESL students.


8) Teachers will be trained in MAP Testing thatwill be employed three times during the year toreview student performance, identify specificreteach and reassessment practices and to designtargeted interventions for students in need ofassistance.

2.4, 2.5, 2.6 Administrators,InstructionalLeadership Team,Teachers

Teachers will use data to ensure mastery of thelearning objectives for all students.


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Performance Objective 2: Align and maintain written, taught, and assessed curriculum at all grade levels and in all subject areas (TRS, Lead4Ward andPLC)



Next Year's Recommendation 2: Continue with grade level planning and DDI meetings.




1) Instructional Leadership team members willdevelop weekly schedules to prioritize jobspecific roles related to student and staff culture,observation and feedback, data driven instructionand collaborative planning which will besubmitted and evaluated for feedback by theirExecutive Director and consultants from BigRocks Educational Services

2.4, 2.5, 2.6 Administrators,InstructionalLeadership Team,ExecutiveDirector ofSchoolImprovement

95% of our teachers will be at T-TESS proficientor above.


2) Teacher will plan collaboratively each weekusing a PLC protocol that promotes thedevelopment of an aligned lesson objective to ademonstration of learning at the end of a lessonto measure mastery of standards following thegradual release model lesson structure.


85% of students will master the standard.


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3) All ACE campuses received training related tothe development of an Instructional PlanningCalendar that prioritizes state standards andsupports the pacing of when and how long toteach standards and also leveraging TEKSResource System and Lead4ward content. TheIPC development will be ongoing all year andwill be monitored against a rubric developmentby Teaching Trust.


80% of students will master the standards outlinedin the IPC.


4) ACE campuses will work have theirInstructional Coaches, Literacy and MathSpecialists and Data Interventionists collaborateon the development of weekly quick checkformative assessments and prioritize standards ingrades 3-6, in all STAAR test subjects. Thecampuses teams will be responsible for thedevelopment Daily Lesson Learning Objectives(LOs) aligned to state standards andDemonstrations of Learning (DOLs)

2.4, 2.5, 2.6 Administrators,InstructionalLeadership Team.

Using the demonstration of learning, teachers willbe able to monitor mastery level and a plan toreteach students that didn't master the standard.

5) Use walkthrough collection methods to ensureconsistent delivery of curriculum,

2.4, 2.5, 2.6 Administrators,InstructionalCoaches

Walkthrough Documents, Campus MonitoringData, TTESS

Comprehensive Support Strategy6) Provide relevant Professional Development onresearched based best practices with a focus onspecialized student groups. (All Students, AA,His, ECO, SPED, ELL) (State and FederalSystem Safeguards)

2.4, 2.5, 2.6 FLA InstructionalTeam

PD agendasEvidence of PLC 4 questions during instructionand PD. Evidence of Lead4ward tools utilized ininstructionEvidence of best practices Evidence that SPED students are receiving SPEDaccommodations and IEP. Increase in student performance on District andState AssessmentTeachers utilizing Performance Matters


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Performance Objective 3: Develop a K-12 Balanced Literacy Program (Reading and Writing)

Evaluation Data Source(s) 3: State and District Assessments, IStation, DRA


Next Year's Recommendation 3: Continue implementation and development of Balanced literacy program.



1) ACE campus teachers will receive trainingand implement a comprehensive balancedliteracy approach to address the academicperformance in the areas of reading and writing.The model carefully qualifies specific timeblocks related to the necessary time to addressmodel components like: Phonics, Read Aloud.Shared Reading, Mini-lessons, Small GroupInstruction, Modeled Writing, Shared/InteractiveWriting, Independent Writing in K-2 and 3-6grade configurations.

2.4, 2.5, 2.6 Administration,CampusLeadership Team

Students will show above average growth on ISIPand on CBA's.

2) Campus administrators and other keyinstructional instructional leadership teammembers will lead training at the campus leveland receive support for central staff members ona Balanced Literacy Framework that addressesreading and writing strategies in monolingualand bilingual classrooms. The Balanced Literacystrategies will be delivered via the GradualRelease Model and progress monitored dailythrough multiple checks for understanding,demonstrations of learning at the end eachlesson, formative weekly quick checks at the endof a week learning and district formative andsummative assessments.

2.4, 2.5, 2.6 Administratorsand InstructionalLeadership Team

Teachers will be highly effective at using TheBalanced Literacy Framework to deliverELAR/SLAR instruction.


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Comprehensive Support Strategy3) To promote school-wide literacy, allclassrooms will have a student-accessible library.(teachers will encourage reading through BookTalks)

All professionalstaff

Walk-throughs

Comprehensive Support Strategy4) Identify best practices to support literacyacross the curriculum.

Librarian List of best practices.Walkthrough AnalysisPerformance Growth GoalsPD TranscriptEvery classroom/office has a library

Comprehensive Support Strategy5) Intentional writing planning with third andfourth grade to ensure alignment.

third and fourthgrade teachers,campus readingspecialists,instructionalcoach

-third students will be more prepared going intofourth

-Writing Revolution Book Study with 4th and 3rd

-Implementation plan for thinking mapsComprehensive Support Strategy

Additional Targeted Support Strategy6) LLI/SIL will be implemented in k-2classrooms based on data. Mondo PD on campusas needed.LLI PD through district.

ICs, CRSs,Classroomteachers, districtreading specialist,admin (monitoredthrough T-TESSwalkthroughform)

-Early literacy skills obtained/improved.


7) Teachers will ensure their ELAR blockincludes: 1- Small group instruction based ondata: 2-Creating TEKS-aligned, higher-levelquestions, 3- Making independent readingintentional (10-20 min. daily). 4- Fluencypractice

ClassroomTeachers, ICs,CRSs, and Admin(monitoredthrough T-TESSwalkthroughform)

Increased reading fluency, critical thinking andcomprehension.



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Performance Objective 4: Implement a systematic approach to develop new and existing programming for special student services to ensure qualityinstruction and service supports for ALL students.


Summative Evaluation 4:

Next Year's Recommendation 4: Continue implementation of strong feedback from coaches and administrators.



Additional Targeted Support Strategy1) ACE Principals, APs, and Leadership Teamwill participate in ongoing leadershipdevelopment, including real-time coaching tosupport teachers in classroom management andhigh yield strategies

2.4, 2.6 Administrationand Leadershipteam

Student performance standards will be/remain atthe met standard level

90% of our K-2 students will demonstrate averageor above average growth as measured by ISIP

5% or fewer of our students will receive a failinggrade each grading period

90% of parents will respond positively to theSchool Leadership component of the ACE ParentSurvey

The Principal will be rated Proficient or above onall standards on the T-PESS rubric

Teacher retention will be at or above 90%

85% of our teachers will be at or above theproficient level on T-TESS

Additional Targeted Support Strategy2) Instructional leadership team members havebeen trained in real time and schedule feedbacksessions to coach and support teachers onimproving the highest leverage instructionalmoved identified through classroomsobservations

2.4, 2.6 Administrationand LeadershipTeam

100% The admin and leadership team will provideteacher with weekly feedback 1 to 3 times a week.


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3) Teachers will be trained and will implementThe ACE Instructional Delivery Framework andthe BRES Management and Rigor Trajectorymethod.

2.4, 2.6 Administrationand LeadershipTeam

100% of the admin team will provide weeklyfeedback to tier 1,2,and 3 teachers which will leadto 85% proficiency on T-TESS.

4) Administrators will observe all teachers intheir caseload, log the walk, identify the highestleverage move, recommend upgrade and provideeither real-time coaching or face to face to facefeedback to teacher

2.4, 2.6 Principal andAssistantprincipals

Using the Management and Rigor Trajectorymethod during walkthroughs, 100% of teacherswill receive observation and feedback.

5) Administrators will record one face to facefeedback session and receive feedback fromother members of their campus administrativeteam and their ED based the See it, Name it Do itobservation model.

2.4, 2.6 Principal andAssistantPrincipals

100% of the admin team will post a face to facefeedback meeting weekly.

Additional Targeted Support Strategy6) Administrators will receive coaching andfeedback after frequent observation as theyperform face to face feedback sessions withteachers about specific instructional strategiesrelated to T-TESS and an additional observationprotocol (Get Better Faster). Feedback will beprovided by the Executive Director and partnersfrom Big Rocks Educational Services using arubric to help provided focus to coaching anddevelopment of feedback skills

2.4, 2.6 Principal andAssistantPrincipals

85% of our teachers will be at or above theproficient level on T-TESS



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Goal 3: We will recruit, retain, and reward quality personnel.

Performance Objective 1: Hire certified, qualified and dedicated staff from different cultural and ethnic backgrounds.

Evaluation Data Source(s) 1: Increase in diverse demographic representation in campus hiring

Summative Evaluation 1: Some progress made toward meeting Performance Objective

Next Year's Recommendation 1: We will continue with this plan next year.



1) Interview committee comprised of staff andmaintain interview requirement: questionnaire,lesson, reflection.

Committeemembers andadmin

Teacher turn over, climate survey responses, andevaluation scores

2) Continue to support the TTESSimplementation throughprofessional development and support resourcesto teachers.

InstructionalLeadership Team,Administration

Review of student performance data by teachereach 9 weeks to provide specific feedback andgrowth opportunities, Walkthrough data analysis,Staff Survey/Formative Feedback, TTESS FinalEvaluationsGoal Attainment, Increase teacher feedback onClimate Survey to positive response of 90%

3) Increase teacher retention rate throughinstructional support and teacher efficacydevelopment.

admin Turnover will not exceed 10%.



Campus #143May 26, 2020 10:28 am


Performance Objective 2: Seek employee input and feedback.

Evaluation Data Source(s) 2: Increase in positive response rate of staff in focus group response and/or staff survey responses


Next Year's Recommendation 2: Continue to work on this plan for next year.



1) Climate survey will be done to assess positivestaff perception in the following areas:Transportation, Feedback, TTESSFeeling supported by supervisor

Districttechnologydepartment

Higher teacher satisfaction scores that are 90% orhigher.



Campus #143May 26, 2020 10:28 am


Performance Objective 3: Provide necessary professional development to successfully implement the ACE model.

Evaluation Data Source(s) 3: Increase in positive response rate by staff on professional development session evaluation responses (TrueNorth Logic Evaluation)


Next Year's Recommendation 3: Continue to work on this plan for next year.



1) CMSs and ICs will provide Number Talkstraining for new K-2 teachers and refresher forreturning teachers and reinforce throughcontinued PD and in lesson planning.

CMSs, ICs, andK-2 Teachers

Feedback and reflection from learning walks.Feedback provided by ICs and CMSs.

Comprehensive Support Strategy2) Implement a comprehensive professionaldevelopment plan to enhance the curriculum,teaching strategies, and differentiation.

ILT, classroomteachers

PLC discussions where teachers share theirinstructions and collaborate.Periodic (3-4 times a year) individual coachingfeedback and walk-throughs.

3) RPM: Implement & supplement the districtmentoring program to support new staff

RPM reps Mentoring Log

Comprehensive Support Strategy4) Continue to provide professional developmentfor instructional staff to support ELL studentswhich includes: 7 steps to a highly effectiveclassroom and ELLevation meetings.

ESL department,BilingualDepartment,InstructionalLeadership Team,classroomteachers,administrators

Student performance growth for ELL studentswill increase, PD offerings and sign in sheets.

Comprehensive Support Strategy5) Continue to provide professional developmentfor instructional staff to support students withdisabilities which includes: G 7's, Behaviorplans, Tracking Data and deescalation.

SPEDdepartment, ILT,ClassroomTeachers,administrators

Student performance growth for SPED studentswill increase, PD offerings and sign in sheets.


Campus #143May 26, 2020 10:28 am



6) Continue to provide professional developmentto support the following district focus areas:a. Professional Learning Communities (4Questions)b. Lead4Ward Strategies for planning instructionand dataanalysisc. Technology Integration

ILT, ClassroomTeachers,administrators

PD offerings and sign in sheets, Review of studentperformance each 9 weeks, Walkthrough dataanalysis

7) Teachers will receive GT and DyslexiaProfessional Development to support theidentified gifted and talented and dyselxiastudents.

2.4, 2.6 Admin, teachers certification and implementation of GT bestpractices

increase amount of identified dyslexia and GTstudents



Campus #143May 26, 2020 10:28 am

Goal 4: We will ensure that ALL families, businesses, and community partners are fully engaged in themission of our district.

Performance Objective 1: Increase links between home and school by providing systemic opportunities for parent engagement.

Evaluation Data Source(s) 1: Increase in positive response rate by parent/community in focus groups meetings and/or survey results at orabove 85%


Next Year's Recommendation 1: We will continue to work on this for the 2020/2021 school year.



1) Promote positive parent relations and maintainparent engagement at or greater than 85%

2.4, 2.5, 3.1, 3.2 AdministrationTeachers

Parent survey results greater than or equal to 85%responses (strongly agree/agree)

2) Continue partnership with council of PTAS tosupport parent engagement through the PTAmembership drive.

2.5, 3.2 AdministrationTeachersStakeholders

End of year membership report.

3) Establish Spanish as a written translation to beincluded on all campus-produced take-homeinformation materials.

Embed translation feature throughout all home toschool communication.

3.1, 3.2 Administration Teachers

Phone messagesnewsletterswebsitesocialparent/community eventsacademic nights/parent teacher conferences

4) Provide parent informationworkshops in the area of social/emotional needsand digital literacy.

2.6, 3.2 Administration number and title of parent workshops

parent feedback

increase positive response on climate survey

% of parents attending at least one parentinformation workshop.


Campus #143May 26, 2020 10:28 am



5) Provide events for parent engagement andinvolvement

3.1 Title I specialists,Administration,CommunityLiason

Increased parent involvement

Increased positive response on climate survey

% of parents attending at least one event6) Engage parents through the PASE programfacilitated by Concilio. The program is designedto help parents advocate for student excellenceby establishing high academic expectations, anda supportive home-school connection

3.1, 3.2 CampusAdministrators

Increased parent involvement in school activities.



Campus #143May 26, 2020 10:28 am

Goal 4: We will ensure that ALL families, businesses, and community partners are fully engaged in the mission of our district.

Performance Objective 2: Enhance communication processes to provide stakeholders with timely, effective and reliable communication via a dynamiccommunication system.

Evaluation Data Source(s) 2: Parent Climate Survey


Next Year's Recommendation 2: We will continue this next year.



1) Develop a campus school performanceframework (SPF) to report and showcase districtand campus performance beyond accountabilityinformation.

3.2 Administration Completion of SPF

% parent positive response on climate survey

2) Create comprehensive college and careerreadiness student and parent informationprogram K-12.

3.1, 3.2 Administration Improved news/event promotion for campuseswith their families and communities. This willrefresh communication outreach to these targetaudiences, complimenting the newly redesignedcampus website.

3) Create comprehensive college and careerreadiness student and parent informationprogram K-12.

3.1, 3.2 AdministrationCounselor

Parent Focus Group Feedback

4) Expand community partnerships in support ofstudents and initiatives:a. Increase partners program participationb. acknowledge RISD partners via RISDcommunication channels.

3.1, 3.2 Administration Increased Partnerships# of commendations for partners



Campus #143May 26, 2020 10:28 am


Performance Objective 3: Continue community involvement in the campus level strategic planning process

Evaluation Data Source(s) 3: Attendance at site based decision making committee meetings.


Next Year's Recommendation 3: We will continue this for next year.



1) Communicate strategic planning process andoutcomes dynamically throughout the processusing a variety of mediums.

3.1, 3.2 Administration Number of pushes to community via social media,electronic newsletters.

Update parent and community through schooltake-home materials.



Campus #143May 26, 2020 10:28 am


Performance Objective 4: Expand volunteer opportunities for existing partners and create opportunities for community groups and corporations.

Evaluation Data Source(s) 4: volunteer hourscommunity events


Next Year's Recommendation 4: We will continue to work on this next for next year.



1) Develop volunteer groups to explore volunteeropportunities

3.2 Administration(parentcommunityoutreach)

groups of volunteers by interest can be used tomatch individuals with a listing of volunteeropportunities.

2) Coordinate and communicate volunteeropportunities

3.1, 3.2 Administrators(parentcommunityoutreach)

Bolster involvement by community.

Attract more involvement from PTA andcompanies seeking ways to designate theirvolunteer initiatives.

Increase engagement activities with the businesscommunity.

3) Home visit project-a select group of teachersvolunteered and were trained in supportingparents and connecting in relationshipdevelopment through home visits.

3.1, 3.2 CampusAdministrators

Increased parent engagement



Campus #143May 26, 2020 10:28 am

Goal 5: We will actively pursue creative funding sources and responsibly manage current resources tosupport our mission.

Performance Objective 1: Actively seek alternative revenue services to meet the needs of FLA services

Evaluation Data Source(s) 1: End of the year district audit.


Next Year's Recommendation 1: Continue to find grants to help support student activities.



1) Apply for all federal, state, local andcompetitive grants that meet the unique needs ofRISD and help contribute to RISD MissionVision.

Administrators # of grants applied (Baseline)# of grants received (Baseline)Impact of grants (as measured by grantagreements)



Campus #143May 26, 2020 10:28 am

Goal 6: We will ensure that our facilities and infrastructure adapt to support our mission.

Performance Objective 1: Provide and safe environment at our campus.

Evaluation Data Source(s) 1: Completion of drill logs.


Next Year's Recommendation 1: Empower students to help lead the lessons on a safe environment at school.



1) 1) Campus leadership in conjunction withcustodial services will ensure the schoolenvironment is well-maintained and supportsacademic achievement, staff and student culture

2.5, 2.6 AdministratorsCustodial StaffExecutiveAssistant

Increase positive responses on the staff, studentand parent surveys

Targeted Support StrategyTEA Priorities

Improve low-performing schools2) 2) The campus nurse will coordinate andeffective health program to monitor studentabsences, immunization compliance, andmonitor communicable disease issues oncampus.

2.6 AdministratorsNurse

Student attendance reportsHealth services report


Improve low-performing schools3) 3) Counselors will provide guidance lessonsandprofessional development regarding bullyingand harassment prevention in order to meetrequirements for David's law

2.5, 2.6 AdministratorsStudent CultureCoachCounselors

Safe, civil and structured environment forlearning.


Improve low-performing schools4) 4) Provide suicide, child abuse and substanceabuse prevention training for all staff.

2.5, 2.6 AdministratorsCounselors

Safe, civil and structured environment forlearning.


Campus #143May 26, 2020 10:28 am





Campus #143May 26, 2020 10:28 am

Comprehensive Support Strategies

Goal Objective Strategy Description1 1 1 Monitor and use differentiated instruction strategies to close the achievement gap with the SPED population.

1 1 2 Continue to implement differentiated instruction strategies at all levels to support and enhance ELL and all studentengagement.

1 1 3 Monitor strategies to promote continuous improvement for GT, ELL, SpEd, Dyslexic, and 504 students.

2 1 1 Teachers will track student growth goals after each weekly quick check and unit assessment to help determine if students areon track to meet their projected student growth goals related to the current state accountability system.

2 1 2 Teachers will be trained in data driven protocols that will be employed weekly to review student performance, identify specificreteach and reassessment practices and to design targeted interventions for students in need of assistance.

2 1 3

Teachers, Data Interventionists, Instructional Coaches and Administrators will participate in a weekly DDI meeting using dataacquired from a weekly quick checks that targeted the standards taught that week. The DDI will help teachers develop a deeperunderstanding of state standards through unpacking process, identify student misconceptions around the standard, study ofexemplars of student work and practice reteach methods for students who need more assistance, develop reassessment of thereteach, and practice the reteach.

2 1 4 Teachers will use the data from DDI processes to design small group interventions during I Time and Independent practicetime that targets skills and standards.

2 1 6Increase student performance in reading by implementing researched based instruction and intervention programs. (State andFederal Safeguards) LLI (K-2) Istation MAP SIL (K-3) Esperanza (K-1) Balanced Literacy/Phonics Phonics Dance (K-2)Independent Reading (3-6)

2 1 7

Increase TELPAS performance to have tier progression from beginning and intermediate to advanced by focusing on listening,speaking, reading and writing. (State and Federal System Safeguards) ELL pullout and in-class support Bilingual pullout andin-class support Ellevation meeting Tracking monitor students 7 Step of a highly language rich classroom Utilization ofLearning Objectives and Demonstrations of Learning Evidence ELPS implementation

2 2 1Instructional Leadership team members will develop weekly schedules to prioritize job specific roles related to student andstaff culture, observation and feedback, data driven instruction and collaborative planning which will be submitted andevaluated for feedback by their Executive Director and consultants from Big Rocks Educational Services


Campus #143May 26, 2020 10:28 am

Goal Objective Strategy Description

2 2 2Teacher will plan collaboratively each week using a PLC protocol that promotes the development of an aligned lessonobjective to a demonstration of learning at the end of a lesson to measure mastery of standards following the gradual releasemodel lesson structure.

2 2 3

All ACE campuses received training related to the development of an Instructional Planning Calendar that prioritizes statestandards and supports the pacing of when and how long to teach standards and also leveraging TEKS Resource System andLead4ward content. The IPC development will be ongoing all year and will be monitored against a rubric development byTeaching Trust.

2 2 4

ACE campuses will work have their Instructional Coaches, Literacy and Math Specialists and Data Interventionists collaborateon the development of weekly quick check formative assessments and prioritize standards in grades 3-6, in all STAAR testsubjects. The campuses teams will be responsible for the development Daily Lesson Learning Objectives (LOs) aligned to statestandards and Demonstrations of Learning (DOLs)

2 2 6 Provide relevant Professional Development on researched based best practices with a focus on specialized student groups. (AllStudents, AA, His, ECO, SPED, ELL) (State and Federal System Safeguards)

2 3 3 To promote school-wide literacy, all classrooms will have a student-accessible library. (teachers will encourage readingthrough Book Talks)

2 3 4 Identify best practices to support literacy across the curriculum.2 3 5 Intentional writing planning with third and fourth grade to ensure alignment.2 3 6 LLI/SIL will be implemented in k-2 classrooms based on data. Mondo PD on campus as needed. LLI PD through district.

2 3 7 Teachers will ensure their ELAR block includes: 1- Small group instruction based on data: 2-Creating TEKS-aligned, higher-level questions, 3- Making independent reading intentional (10-20 min. daily). 4- Fluency practice

3 3 2 Implement a comprehensive professional development plan to enhance the curriculum, teaching strategies, and differentiation.

3 3 4 Continue to provide professional development for instructional staff to support ELL students which includes: 7 steps to ahighly effective classroom and ELLevation meetings.

3 3 5 Continue to provide professional development for instructional staff to support students with disabilities which includes: G 7's,Behavior plans, Tracking Data and deescalation.


Campus #143May 26, 2020 10:28 am

State Compensatory

Budget for Forest Lane Academy:

Account Code Account Title Budget

6100 Payroll Costs199.11.6112.00.143.7.24.01.1511.997 6112 Salaries or Wages for Substitute Teachers or Other Professionals $1,000.00199.11.6112.00.143.7.24.03.1511.997 6112 Salaries or Wages for Substitute Teachers or Other Professionals $500.00199.11.6112.00.143.7.24.20.1512.997 6112 Salaries or Wages for Substitute Teachers or Other Professionals $1,000.00199.11.6112.00.143.7.24.20.1617.997 6112 Salaries or Wages for Substitute Teachers or Other Professionals $500.00199.11.6112.00.143.7.24.22.1511.997 6112 Salaries or Wages for Substitute Teachers or Other Professionals $500.00199.11.6112.00.143.7.34.21.1514.997 6112 Salaries or Wages for Substitute Teachers or Other Professionals $500.00199.11.6119.00.143.7.24.01.1511.997 6119 Salaries or Wages - Teachers and Other Professional Personnel $101,564.00199.11.6119.00.143.7.24.03.1511.997 6119 Salaries or Wages - Teachers and Other Professional Personnel $52,708.00199.11.6119.00.143.7.24.20.1512.997 6119 Salaries or Wages - Teachers and Other Professional Personnel $113,923.00199.11.6119.00.143.7.24.20.1617.997 6119 Salaries or Wages - Teachers and Other Professional Personnel $53,745.00199.11.6119.00.143.7.24.22.1511.997 6119 Salaries or Wages - Teachers and Other Professional Personnel $52,355.00199.11.6119.00.143.7.34.21.1514.997 6119 Salaries or Wages - Teachers and Other Professional Personnel $56,996.00199.11.6122.00.143.7.24.20.1093.997 6122 Salaries or Wages for Substitute Support Personnel $375.00199.11.6122.00.143.7.34.21.1281.997 6122 Salaries or Wages for Substitute Support Personnel $375.00199.11.6129.00.143.7.34.21.1281.997 6129 Salaries or Wages for Support Personnel $21,741.00199.11.6129.00.143.7.24.20.1093.997 6129 Salaries or Wages for Support Personnel $19,751.00199.11.6141.00.143.7.24.20.1617.997 6141 Social Security/Medicare $787.00


Campus #143May 26, 2020 10:28 am


199.11.6141.00.143.7.24.22.1511.997 6141 Social Security/Medicare $766.00199.11.6141.00.143.7.34.21.1281.997 6141 Social Security/Medicare $321.00199.11.6141.00.143.7.34.21.1514.997 6141 Social Security/Medicare $834.00199.11.6141.00.143.7.24.01.1511.997 6141 Social Security/Medicare $1,488.00199.11.6141.00.143.7.24.03.1511.997 6141 Social Security/Medicare $772.00199.11.6141.00.143.7.24.20.1093.997 6141 Social Security/Medicare $292.00199.11.6141.00.143.7.24.20.1512.997 6141 Social Security/Medicare $1,666.00199.11.6142.00.143.7.24.01.1511.997 6142 Group Health and Life Insurance $19,751.00199.11.6142.00.143.7.24.03.1511.997 6142 Group Health and Life Insurance $41,679.00199.11.6142.00.143.7.24.20.1093.997 6142 Group Health and Life Insurance $98,469.00199.11.6142.00.143.7.24.20.1512.997 6142 Group Health and Life Insurance $24,636.00199.11.6142.00.143.7.24.20.1617.997 6142 Group Health and Life Insurance $24,867.00199.11.6142.00.143.7.24.22.1511.997 6142 Group Health and Life Insurance $50,156.00199.11.6142.00.143.7.34.21.1281.997 6142 Group Health and Life Insurance $19,751.00199.11.6142.00.143.7.34.21.1514.997 6142 Group Health and Life Insurance $25,594.00199.11.6143.00.143.7.24.20.1617.997 6143 Workers' Compensation $39,503.00199.11.6143.00.143.7.24.22.1511.997 6143 Workers' Compensation $39,503.00199.11.6143.00.143.7.34.21.1281.997 6143 Workers' Compensation $19,751.00199.11.6143.00.143.7.34.21.1514.997 6143 Workers' Compensation $19,751.00199.11.6143.00.143.7.24.01.1511.997 6143 Workers' Compensation $20,905.00199.11.6143.00.143.7.24.03.1511.997 6143 Workers' Compensation $19,751.00199.11.6143.00.143.7.24.20.1093.997 6143 Workers' Compensation $21,741.00199.11.6143.00.143.7.24.20.1512.997 6143 Workers' Compensation $20,643.00199.11.6146.00.143.7.24.01.1511.997 6146 Teacher Retirement/TRS Care $9,731.00199.11.6146.00.143.7.24.03.1511.997 6146 Teacher Retirement/TRS Care $900.00199.11.6146.00.143.7.24.20.1093.997 6146 Teacher Retirement/TRS Care $650.00


Campus #143May 26, 2020 10:28 am


199.11.6146.00.143.7.24.20.1512.997 6146 Teacher Retirement/TRS Care $4,940.00199.11.6146.00.143.7.24.20.1617.997 6146 Teacher Retirement/TRS Care $2,250.00199.11.6146.00.143.7.24.22.1511.997 6146 Teacher Retirement/TRS Care $1,500.00199.11.6146.00.143.7.34.21.1281.997 6146 Teacher Retirement/TRS Care $986.00199.11.6146.00.143.7.34.21.1514.997 6146 Teacher Retirement/TRS Care $584.00

6100 Subtotal: $1,012,451.00

6300 Supplies and Services199.11.6399.00.143.7.30.20.1093.143 6399 General Supplies $829.00199.11.6399.00.143.7.30.20.1600.143 6399 General Supplies $944.00199.11.6399.00.143.7.34.21.1600.143 6399 General Supplies $638.00

6300 Subtotal: $2,411.00


Campus #143May 26, 2020 10:28 am

Personnel for Forest Lane Academy:

Name Position Program FTE

Castillo, Carolina Aide I English as a Second Language 1Cortinas, Carla C Teacher Second Grade InstructionBilingual Progra 1Cruishank, Tina Teacher Pre-Kindergarten 1Enderica, Alex Teacher KindergartenBilingual Program 1Gonzalez, Marilyn Teacher Third Grade Instruction Bilingual Progra 1Holland, Anna Teacher Fourth Grade Bilingual Program 1McClaran, Alex Teacher First Grade Instruction Bilingual Progra 1Meza, Luis Site Coordinator I After School Program 0.75Parades, Rocio Teacher Bilingual Pull Out 1Rodas, Karen Teacher Third Grade Instruction 1Salina, Francisco Teacher Fourth Grade Bilingual Program 1Solis, Erika Aide I Pre-Kindergarten 1Steward, Lisa Teacher English as a Second Language 1


Campus #143May 26, 2020 10:28 am

Title I Personnel

Name Position Program FTE

Gonzalez, Megan Assistant Principal Schoolwide 1Herrera, Rebecca Instructional Coach Schoolwide 1Hines, Alex Student Culture Coach Schoolwide 1Kim, Jennifer Instructional Coach Schoolwide 1Snoddy, Kellison Campus Reading Specialist Schoolwide 1


Campus #143May 26, 2020 10:28 am

Addendums


Campus #143May 26, 2020 10:28 am

K-2 Goal Setting 2018-19 by Grade and Student Group for FOREST LANE ACADEMY

Kindergarten

Student Group

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

African American 49 27% 18% 52 33% 17% 53 38% 16% 53 89% 3%

American Indian 0 --- 0 --- 0 --- 0 ---

Asian 3 --- 3 --- 3 --- 3 ---

Hispanic 28 46% 13% 28 61% 10% 27 78% 6% 27 96% 1%

Multiple 1 --- 1 --- 1 --- 1 ---

Pacific Islander 0 --- 0 --- 0 --- 0 ---

White 1 --- 2 --- 2 --- 1 ---

Econ. Disad. 76 32% 17% 80 44% 14% 77 53% 12% 59 88% 3%

Spec. Educ. 5 20% 20% 5 40% 15% 5 60% 10% 6 67% 8%

LEP 28 36% 16% 29 55% 11% 28 71% 7% 27 85% 4%

All Students 82 32% 17% 86 41% 15% 86 49% 13% 85 89% 3%

*not calculated for groups smaller than 5

First Grade

Student Group

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

African American 43 37% 16% 47 43% 14% 48 52% 12% 49 69% 8%

American Indian 0 --- 0 --- 0 --- 0 ---

Asian 4 --- 4 --- 4 --- 4 ---

Hispanic 13 62% 10% 17 65% 9% 18 50% 13% 16 75% 6%

Multiple 1 --- 1 --- 1 --- 2 ---

Pacific Islander 0 --- 0 --- 0 --- 0 ---

White 15 60% 10% 15 47% 13% 15 73% 7% 15 67% 8%

Econ. Disad. 65 48% 13% 73 49% 13% 74 55% 11% 59 69% 8%

Spec. Educ. 4 --- 4 --- 4 --- 5 20% 20%

LEP 32 63% 9% 36 58% 10% 39 56% 11% 39 69% 8%

All Students 76 47% 13% 84 49% 13% 86 56% 11% 86 70% 8%


ISIP BOY ISIP MOY ISIP EOY Math

ISIP BOY ISIP MOY ISIP EOY Math

Produced by the Department of Accountability and Continuous Improvement: 07/23/2018 K-2 Goal Setting by Grade and Student Group

K-2 Goal Setting 2018-19 by Grade and Student Group for FOREST LANE ACADEMY

Second Grade

Student Group

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

2018

#

2018

%

Growth

Goal

Re

sult

s

African American 43 44% 14% 51 59% 10% 52 63% 9% 47 36% 16% 53 75% 6%

American Indian 0 --- 0 --- 0 --- 0 --- 0 ---

Asian 0 --- 0 --- 0 --- 0 --- 0 ---

Hispanic 25 52% 12% 26 54% 12% 26 31% 17% 26 58% 11% 26 65% 9%

Multiple 1 --- 1 --- 1 --- 1 --- 1 ---

Pacific Islander 0 --- 0 --- 0 --- 0 --- 0 ---

White 5 40% 15% 5 40% 15% 4 --- 4 --- 4 ---

Econ. Disad. 69 48% 13% 75 59% 10% 75 53% 12% 52 48% 13% 56 73% 7%

Spec. Educ. 3 --- 4 --- 4 --- 5 20% 20% 4 ---

LEP 29 48% 13% 31 52% 12% 31 32% 17% 31 52% 12% 31 58% 10%

All Students 74 47% 13% 83 57% 11% 83 52% 12% 78 45% 14% 84 70% 7%


ISIP BOY ISIP MOY ISIP EOY Math G2 Reading

Produced by the Department of Accountability and Continuous Improvement: 07/23/2018 K-2 Goal Setting by Grade and Student Group

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

All

Stu

dents

3

00

30

%1

8%

32

13

3%

17

%8

51

6%

21

%7

53

1%

17

%

Am

eri

can India

n1

--

Asia

n1

--1

--

Afr

ican A

meri

can

15

93

3%

17

%1

66

32

%1

7%

43

14

%2

2%

41

37

%1

6%

His

panic

12

42

7%

18

%1

35

37

%1

6%

33

15

%2

1%

29

28

%1

8%

White

12

25

%1

9%

14

14

%2

1%

93

3%

17

%3

--

Pacific

Isla

nder

1--

1--

Multir

acia

l3

--3

--2

--

Econ. D

isad.

29

13

0%

18

%3

12

32

%1

7%

84

17

%2

1%

70

29

%1

8%

Curr

ent E

LL

86

19

%2

0%

97

32

%1

7%

26

19

%2

0%

20

5%

24

%

ELL w

ith M

1 &

M2

10

92

6%

19

%1

20

39

%1

5%

32

25

%1

9%

28

21

%2

0%

M1 &

M2

65

0%

13

%8

63

%9

%

SP

ED

20

10

%2

3%

31

6%

23

%8

0%

25

%4

--

2017

%

2018

%G

row

th

2017

%

2018

%G

row

th

2017

%

2018

%G

row

th

2017

%

2018

%G

row

th

2017

%

2018

%G

row

th

All

Stu

dents

2

6%

30

%4

%3

5%

33

%-2

%1

8%

16

%-2

%2

2%

31

%9

%

Am

eri

can India

n--

Asia

n--

----

----

Afr

ican A

meri

can

32

%3

3%

1%

35

%3

2%

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23

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4%

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22

%3

7%

15

%

His

panic

18

%2

7%

9%

35

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7%

2%

9%

15

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%2

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28

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%

White

45

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5%

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8%

14

%-4

%--

33

%--

--

Pacific

Isla

nder

----

Multir

acia

l5

0%

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3%

----

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Econ. D

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26

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35

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16

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7%

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23

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9%

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Curr

ent E

LL

17

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9%

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31

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ith M

1 &

M2

24

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6%

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36

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11

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21

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M1 &

M2

50

%5

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ED

0%

10

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not re

port

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5 o

r fe

wer

stu

dents

.

Bo

ld B

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Fo

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AL

ME

T

Bo

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ut

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t to

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AL

CA

F -

Consolid

ate

d A

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ty F

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onfirm

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nt

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ine

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nce

Pro

du

ced

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he

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pa

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t o

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cco

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tab

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on

tin

uo

us

Imp

rove

me

nt:

09

/04

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18

FLA

- S

tate

Ass

ess

me

nt

Go

al S

ett

ing

20

18

-20

19

: A

ll T

est

Ta

ke

n

KEY

Sta

te A

sse

ssm

en

t A

cco

un

tab

ilit

y D

ata

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AF

UP

DA

TE

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al

Se

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g 2

01

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9

Meets

Gra

de L

evel

Exp

ecta

tio

ns

Read

ing

2019

Results

Math

2019

Results

Wri

tin

g

2019

Results

Scie

nce

Wri

tin

gS

cie

nce

So

cia

l S

tud

ies

2019

Results

So

cia

l S

tud

ies

2019

Results

Fo

rest

La

ne

Aca

de

my

- A

ll T

est

Ta

ke

n

Meets

Gra

de L

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Exp

ecta

tio

ns

Read

ing

Math

Sch

oo

l: F

ore

st L

an

e A

cad

em

y

Stu

de

nt

Gro

up

: A

ll S

tud

en

ts

CA

F -

Consolid

ate

d A

ccounta

bili

ty F

ile c

onfirm

ed 0

8/1

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018

Pro

du

ced

by

the

De

pa

rtm

en

t o

f A

cco

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tab

ility

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d C

on

tin

uo

us

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rove

me

nt:

09

/04

/20

18

FLA

- S

tate

Ass

ess

me

nt

Go

al S

ett

ing

20

18

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19

: A

ll S

tud

en

ts

Go

al

Se

ttin

g 2

01

8-2

01

9

20

18

Act

ua

l P

erf

orm

an

ce v

s. E

xp

ect

ed

20

19

Pe

rfo

rma

nce

30

%

21

%

33

%

43

%

23

%

33

%3

0%

23

%

49

%

32

%

16

%

31

%

48

%

41

%

50

%

57

%

42

%

50

%4

8%

42

%

62

%

49

%

37

%

48

%

0%

10

%

20

%

30

%

40

%

50

%

60

%

70

%

80

%

90

%

10

0%

Ca

mp

us

Re

ad

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Ca

mp

us

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ath

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18

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EE

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20

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ME

ET

S G

oa

l

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#

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%

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2018

#

2018

%

Gro

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2018

#

2018

%

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2018

#

2018

%

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2018

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2018

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Gro

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All

Stu

dents

8

62

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20

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83

0%

18

%

Am

eri

can India

n

Asia

n1

--1

--

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ican A

meri

can

40

20

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0%

42

29

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8%

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panic

40

25

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35

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1--

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Econ. D

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84

21

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86

29

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24

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36

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ith M

1 &

M2

35

26

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40

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SP

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71

4%

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13

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%

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row

th

2017

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row

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2017

%

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th

2017

%

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th

All

Stu

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eri

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n

Asia

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----

--

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ican A

meri

can

30

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29

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%

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panic

24

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17

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ith M

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31

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port

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5 o

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wer

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.

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t to

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nt

= D

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in

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nce

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du

ced

by t

he

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pa

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on

tin

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rove

me

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/04

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18

FLA

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tate

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ess

me

nt

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al S

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20

18

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19

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rad

e 3

Te

sts

KEY

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te A

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en

t A

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tab

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y D

ata

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AF

UP

DA

TE

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al

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g 2

01

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9

Meets

Gra

de L

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Exp

ecta

tio

ns

Read

ing

2019

Results

Math

2019

Results

Wri

tin

g

2019

Results

Scie

nce

Wri

tin

gS

cie

nce

So

cia

l S

tud

ies

2019

Results

So

cia

l S

tud

ies

2019

Results

Fo

rest

La

ne

Aca

de

my

- G

rad

e 3

Te

sts

Meets

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de L

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Exp

ecta

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ns

Read

ing

Math

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

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2018

#

2018

%

Gro

wth

Goal

All

Stu

dents

7

93

3%

17

%8

62

3%

19

%8

51

6%

21

%

Am

eri

can India

n

Asia

n

Afr

ican A

meri

can

41

41

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5%

43

26

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9%

43

14

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2%

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panic

30

20

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0%

34

21

%2

0%

33

15

%2

1%

White

83

8%

16

%9

22

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93

3%

17

%

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acia

l

Econ. D

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78

32

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7%

85

22

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9%

84

17

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Curr

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LL

22

14

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27

19

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26

19

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ith M

1 &

M2

28

21

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33

24

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32

25

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9%

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65

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%

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ED

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80

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2017

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2018

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2017

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2017

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2017

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All

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dents

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23

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18

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Am

eri

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n

Asia

n--

----

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ican A

meri

can

34

%4

1%

7%

39

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6%

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3%

14

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%

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panic

22

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34

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8%

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27

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ith M

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50

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SP

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not re

port

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5 o

r fe

wer

stu

dents

.

Bo

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nt

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ted

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llo

w =

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ME

T

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t to

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AL

CA

F -

Consolid

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d A

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ty F

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onfirm

ed 0

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018

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ld R

ed

Fo

nt

= D

ecl

ine

in

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rfo

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nce

Pro

du

ced

by t

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De

pa

rtm

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t o

f A

cco

un

tab

ility

an

d C

on

tin

uo

us

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rove

me

nt:

09

/04

/20

18

FLA

- S

tate

Ass

ess

me

nt

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al S

ett

ing

20

18

-20

19

: G

rad

e 4

Te

sts

KEY

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te A

sse

ssm

en

t A

cco

un

tab

ilit

y D

ata

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AF

UP

DA

TE

Go

al

Se

ttin

g 2

01

8-2

01

9

Meets

Gra

de L

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Exp

ecta

tio

ns

Read

ing

2019

Results

Math

2019

Results

Wri

tin

g

2019

Results

Scie

nce

Wri

tin

gS

cie

nce

So

cia

l S

tud

ies

2019

Results

So

cia

l S

tud

ies

2019

Results

Fo

rest

La

ne

Aca

de

my

- G

rad

e 4

Te

sts

Meets

Gra

de L

evel

Exp

ecta

tio

ns

Read

ing

Math

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

All

Stu

dents

7

04

3%

14

%7

44

9%

13

%7

53

1%

17

%

Am

eri

can India

n

Asia

n

Afr

ican A

meri

can

41

46

%1

3%

43

42

%1

5%

41

37

%1

6%

His

panic

26

42

%1

4%

28

64

%9

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92

8%

18

%

White

2--

2--

3--

Pacific

Isla

nder

Multir

acia

l1

--1

--2

--

Econ. D

isad.

65

43

%1

4%

69

49

%1

3%

70

29

%1

8%

Curr

ent E

LL

15

20

%2

0%

16

50

%1

3%

20

5%

24

%

ELL w

ith M

1 &

M2

23

39

%1

5%

24

63

%9

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82

1%

20

%

M1 &

M2

86

3%

9%

SP

ED

3--

4--

4--

2017

%

2018

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row

th

2017

%

2018

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row

th

2017

%

2018

%G

row

th

2017

%

2018

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row

th

2017

%

2018

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row

th

All

Stu

dents

2

5%

43

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8%

41

%4

9%

8%

22

%3

1%

9%

Am

eri

can India

n

Asia

n

Afr

ican A

meri

can

30

%4

6%

16

%4

2%

42

%0

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2%

37

%1

5%

His

panic

18

%4

2%

24

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1%

64

%2

3%

24

%2

8%

4%

White

----

----

----

Pacific

Isla

nder

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acia

l--

----

Econ. D

isad.

27

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3%

16

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49

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23

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6%

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ent E

LL

17

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0%

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41

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9%

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ith M

1 &

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22

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9%

17

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63

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19

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2%

M1 &

M2

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3%

SP

ED

0%

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%--

27

%--

-- =

not re

port

ed for

5 o

r fe

wer

stu

dents

.

Bo

ld B

lue

Fo

nt

hig

hli

gh

ted

in

Ye

llo

w =

GO

AL

ME

T

Bo

ld B

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ly =

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, b

ut

no

t to

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AL

CA

F -

Consolid

ate

d A

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ty F

ile c

onfirm

ed 0

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ld R

ed

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nt

= D

ecl

ine

in

Pe

rfo

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nce

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du

ced

by t

he

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pa

rtm

en

t o

f A

cco

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tab

ility

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on

tin

uo

us

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rove

me

nt:

09

/04

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FLA

- S

tate

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ess

me

nt

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al S

ett

ing

20

18

-20

19

: G

rad

e 5

Te

sts

KEY

Sta

te A

sse

ssm

en

t A

cco

un

tab

ilit

y D

ata

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DA

TE

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al

Se

ttin

g 2

01

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9

Meets

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de L

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Exp

ecta

tio

ns

Read

ing

2019

Results

Math

2019

Results

Wri

tin

g

2019

Results

Scie

nce

Wri

tin

gS

cie

nce

So

cia

l S

tud

ies

2019

Results

So

cia

l S

tud

ies

2019

Results

Fo

rest

La

ne

Aca

de

my

- G

rad

e 5

Te

sts

Meets

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de L

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ecta

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ns

Read

ing

Math

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

2018

#

2018

%

Gro

wth

Goal

All

Stu

dents

6

52

3%

19

%7

33

2%

17

%

Am

eri

can India

n1

--

Asia

n

Afr

ican A

meri

can

37

22

%2

0%

38

32

%1

7%

His

panic

28

25

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9%

33

33

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7%

White

1--

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acia

l

Econ. D

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64

23

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9%

72

32

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7%

Curr

ent E

LL

16

13

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21

29

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8%

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ith M

1 &

M2

23

17

%2

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28

36

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M2

SP

ED

5--

10

0%

25

%

2017

%

2018

%G

row

th

2017

%

2018

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row

th

2017

%

2018

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row

th

2017

%

2018

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row

th

2017

%

2018

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row

th

All

Stu

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1

9%

23

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32

%0

%

Am

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n

Afr

ican A

meri

can

33

%2

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3%

32

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%

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panic

7%

25

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28

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20

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ent E

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ith M

1 &

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16

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ED

----

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port

ed for

5 o

r fe

wer

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dents

.

Bo

ld B

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Fo

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