Executive Summary. ACE Learning Centers. Dr. Gene Reynolds, President/Owner 209 St. Louis Street Florissant, MO 63031

Transcription

1 Dr. Gene Reynolds, President/Owner 209 St. Louis Street Florissant, MO Document Generated On February 28, 2014

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 7

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Description of the School is qualified and experienced in providing education options to public school districts. gives students who have dropped out of school or are at risk of dropping out an alternative route to a high school diploma. strives to prepare students for entry to college and/or career readiness by making learning relevant to everyday life. also has the ability to provide dropout recovery services. ACE is accredited by AdvancEd and offers personalized, technology-rich learning programs for middle and high school students who have not been successful in a traditional classroom setting. Students are referred because of truancy, credit or academic skills deficiencies, social and family challenges or learning/behavioral disabilities. ACE Learning Centers is an effective program for students: 85 percent of ACE students graduate, earn credits, or return to their home school at or near grade level. served more than 750 students during the academic year. Over the last three years, our school size has ranged from 1120 to 750 students. Our program is customized to meet the needs of students and districts with whom we contract. ACE's student demographics reflect that of each district we serve. Currently, we serve the communities of Affton, Hazelwood, North Kansas City, Pattonville, Ritenour, and Riverview Gardens. Curriculum Classroom instruction follows published and accessible frameworks, benchmarks and pacing guides, utilizes pre- and post-testing, formative and summative assessments, progress monitoring and prioritizes student and teacher engagement. These instructional expectations are consistent across student populations and programs. The ACE Program adheres to CCSS credit requirements for high school graduation and reflects those requirements in the student's Personalized Academic Plan. Each student works individually on his/her personalized plan which includes targeted instruction and when appropriate, work, study, community service and volunteer opportunities. utilizes a number of research-based curriculum platforms to deliver its instructional model. Initial and ongoing teacher- led instruction is tailored to ensure each student earns the necessary credits to graduate on time. Blended, computer-based instruction allows students to work at their own skill levels and avoid real or perceived frustration if their skill levels are below grade level. Technology based platforms also give students immediate feedback on responses, eliminating delays in reinforcing concepts learned or in need of further review. Students are able to work at their own pace, avoiding frustration in maintaining pace with peers who learn at a different rate. Because uses a personalized approach to each student's educational plan, each learner is able to access academic intervention in any core academic subject. In addition to the primary academic and instructional focus at each learning center, the ACE staff consistently establishes ways to support student behavior. understands the importance of providing social and behavioral supports throughout the day for Page 2

5 each student. The ACE staff is trained and understands that behaviors are the key to social and academic success, as well as the overall quality of life. Instructional Strategies ACE teachers use a variety of instructional strategies to achieve learning objectives that are based on the teaching and learning cycle. Strategies include instruction in a blended learning model, combining whole or small group and technology based interactive instruction. The varied instructional methods create environments conductive for personalized learning. As demonstrated through direct instruction, provides focused, dedicated instruction for district students. Students prepare for and take practice tests, then review their practice tests results with teachers. Teachers customize students' learning plans to address any identified deficiencies. This dedicated test preparation includes individualized and small group instruction and focuses on the development of proficiency in specific core competencies to ensure that students are able to master needed skills sets. Program evaluations are performed annually and used to determine student completion rates related by pre-determined CCSS academic goals, credit attainment, adjustment of individual student programs, and the recommendation for graduation once all diploma requirements have been met. ACE Learning Centers collects data on a number of different performance metrics and outcomes. Graduation, entry and exit assessment, attendance and success rates are some of the key factors used by illustrating student learning, academic achievement and school completion. analyzes this information to make data-driven decisions to adapt individual learning plans and improve student achievement. Page 3

6 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. School's Mission ' mission is to provide personalized, evidence-based educational services for nontraditional learners in collaboration with families and public school districts. We work collaboratively with multiple school districts in the St. Louis and Kansas City areas to establish a continuous improvement model for both student achievement and program performance. helps students progress through academic and pro-social skills by offering differentiated instruction with standards based curriculum in a technology rich environment. Our curriculum is aligned to national and state standards, follows a framework and pacing, and has an emphasis on student and teacher engagement. Expectations are consistent across student populations and programs. The ACE staff understands the concept of quality schools, utilizes non-confrontational approaches to learning, guides students to take responsibility for their actions, and demonstrates a commitment to learning. offers flexible schedules and small learning environments where students are engaged and parent and community involvement are welcome. We offer a data-driven program, measurable outcomes and a strong value to help a district meet its academic and financial goals. offers interdisciplinary technology-rich curriculum through multiple computer-based programs complemented by teacher-led instruction, one-on-one instruction and facilitated learning in a safe and secure environment with a maximum student: teacher ratio of 6:1. ' rigorous, accredited curriculum is aligned to Common Core and Missouri Performance Standards and prepares students for state required testing. also provides behavior supports, life, job, and social skills training. During a student's enrollment, a post-secondary/transition plan is developed and students become involved in career and college preparation through their academic assignments and group activities. offers curriculum to support life skills, such as Life Management and College/Career Preparation. The curriculum teaches high school students about different careers and workplaces, appropriate work attitudes and behaviors, interviewing skills, job application processes, self-assessment related to future career occupation and career portfolio development. The curriculum provides core knowledge and facilitates the development of basic skills necessary to successfully work in entry-level positions in businesses and office environments. Staff works with the students in the ACE program to discuss, explore, and support college and career counseling. Community resources are utilized in districts where available. ACE maintains a collegial partnership with local area colleges and universities. Page 4

7 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Notable Achievements The ACE Leadership and staff are proud of the strength of the program on a longitudinal basis. The graphs reflect a continuity of the program, but they do not show the turnover of client districts and population change. The strength and continuity of data is attributable to the commitment and dedication of the staff. Please see the following graphs under Notable Achievements in the Executive Summary on your jump drive:persistence to Graduation, Retention of Students, Average Daily Attendance, and Graduating Class of 2013 Informational Survey. For the school year, 465 students began the school year as seniors with 400 graduating at the end of the year. At the end of the school year a total of 4,306 graduates have received their diploma through the ACE program. Nearly 5,000 students will have graduated from ACE by the end of the school year. The total number of (n) students successfully completing the school year at ACE (including graduates) for was 412, for was 632, for was 646, for was 651, for was 506, for was 508, for was 1,279, for was 1,333, for was 1,406, for was 1,484, for was 1,363, for was 1,015. The total number (n) of students referred to ACE by the client school districts for was 12,472. Of the 12,472 students, 11, 235 successfully completed the program. Students enrolled in the ACE program have maintained a high level and consistent average daily attendance (83% and higher) for the past twelve years. From ACE Attendance results have remained consistent despite fluctuation in client district attendance policies and ACE program expectations. The total number (n) of graduates surveyed was 370 out of 400. Seventy-three percent of the graduates surveyed indicated their future plans include attending some type of post-secondary college/school. From the school year through , a total of 4,306 graduates have received their diploma through the ACE program. Results of composite graduate surveys: - 88% of ACE students completed the program successfully, earned credits, graduated with a high school diploma, and/or transferred back to their home school. - 95% of students surveyed strongly agree/agree they feel safe and secure at ACE. - 89% of students surveyed feel successful at ACE. - 97% of students surveyed strongly agree/agree their academic courses are challenging, yet achievable. Page 5

8 - 97% of students surveyed strongly agree/agree they like being at ACE. Student survey results have been consistent with these results over the years. Areas for Improvement Within the last two years, ACE has made great progress in completely updating all of the hardware, software, and bandwidth needs. Multiple curriculum platforms have been added to student workstations to enhance the student learning experience; while transitioning towards the requirements of Common Core State Standards. Improvements have been determined in three categories: school procedures for collecting and analyzing data, providing teachers with effective instructional strategies, and helping students develop positive learning habits. ACE will fine tune the process for collecting and reviewing student performance data from STAR assessments to better identify student's instructional needs to improve student achievement. ACE will use these results to best target students learning needs to effectively differentiate instruction. ACE will provide all teaching staff with the best instructional strategies and resources to impact student learning within the blended learning model. This includes keeping technology current. ACE will focus on the 3A's (Attendance, Achievement, and Attitude) and develop best practices that positively impact student achievement and academic success. Page 6

9 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. No additional information. Page 7