Executive Summary. Truckee Meadows School. Dr. Lynn E. Pikero, Principal 690 Edison Way Reno, NV

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1 Dr. Lynn E. Pikero, Principal 690 Edison Way Reno, NV Document Generated On February 15, 2016

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 8

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. 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? (TMS) is a private school licensed through the Nevada Department of Education. TMS is located within Willow Springs Residential Treatment Center, a hospital for children and adolescents with diagnosed mental health and behavioral disorders, and is owned by Universal Health Services (UHS). All school aged children admitted to the treatment center attend TMS and participate in education as part of their overall therapeutic program. Approximately 62 % of the students are in high school, approximately 27% are in middle school (grades 6-8). The remaining 11% are kindergarten through 5th grade. Approximately 65% of the student population is female. Percentages vary according to the population. Maximum occupancy for the hospital is 116 residents and the average patient length of stay is 120 days, but students may be in attendance for less than 30 days or more than 120 days. The fundamental purpose of the TMS program is for students to continue their educational progress while undergoing treatment for their mental health disorders. School attendance is a large part of the student's clinical progress and treatment goals. 's priority is academic skill development, credit accrual, and credit recovery. The staff at TMS consists of a principal, a registrar, and six full time teachers, five of whom are licensed through the Nevada Department of Education. The sixth teacher is currently pursuing her teaching credential and Master's Degree in Education. Additionally, most of the instructors have earned advanced degrees, such as Highly Qualified status and Master's Degrees in Special Education. TMS offers courses in four core subjects: History, English, Mathematics, and Science. The teaching staff works diligently to provide relevant and engaging material that reflects the common core standards while being mindful of the student's mental health and stability. The teachers at TMS differentiate curriculum to accommodate learners of all levels, including special education and Advanced Placement. Curriculum is designed to meet each student at his or her level and to raise that level during treatment. School administration has provided increased course development and recently purchased new curricular supplies to update and better serve the needs of the diverse student population, and to stay current with the demands of the Common Core Standards. Each teacher functions as an academic advisor to approximately twenty students and is responsible for initiating parent contact upon student admission into the school, conferencing with each student weekly regarding grades and progress, and reporting academic/behavioral progress to parents/legal guardians and hospital staff. Students receive a bi-weekly progress report from their academic advisor, as well as quarterly report cards. Upon discharge students receive an official transcript of credits earned, based on a 45-day quarter. On average, there are approximately special education students enrolled with Individual Education Plans (IEP) and/or 504 plans spanning all grade levels. TMS recently designated a Special Education Coordinator, who rotates in and out of the classes on a daily basis to provide support to special education students and those who struggle academically. While TMS staff cannot initiate or modify IEPs, the teachers follow them to the best of their ability and assist the student's zone school with the design of IEPs for particular students. Additionally, TMS has developed an Educational Support Plan (ESP) to supplement a student's IEP while enrolled at Truckee Meadows School. The plan is monitored closely and can be changed on a regular basis. The ESP is presented to the zoned school upon discharge, along with teacher recommendations for further accommodations and/or modifications per student requisite. The educational staff works closely with the treatment center staff to develop educational and behavioral goals for students. Weekly meetings are conducted to include educational staff, therapists, and physicians who meet to discuss individual students, their progress, and individual goals. Since the majority of the student's day is spent in school this communication is vital to the student's treatment. Additionally, Willow Page 2

5 Springs employs Mental Health Technicians (MHT) who not only supervises the students in their living quarters but also assist teachers and students in the classroom setting. The MHTs facilitate students through classroom breaks and behavioral redirection. Some challenges the school staff face include the students' short length of stay, patient mental health issues and accuity, and lack of both physical space and teachers. Each teacher has multiple grade levels in each class, as well as a wide variety of educational skill levels. An additional challenge staff faces is the lack of technological support, such as a computerized curriculum. Additionally, while informal assessments are utilized to assess learning, a formal assessment procedure is necessary to more closely mirror the educational process the students will experience upon their release from the treatment facility. Currently, little formal assessment exists and often the student's mental health prohibits preparation for formal testing and stressful testing conditions. An additional challenge has been staff turnover, in particular, a new principal, two new teachers, and the designation of a Special Education Coordinator, resulting in lag time while those in new positions adjust to their new roles and learn curriculum, set up classrooms, and develop classroom management plans to accommodate the diverse students at TMS. 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. A school mission statement provides a roadmap from which a school's policies, procedures, curriculum, and relationships derive meaning. UHS Corporation vision and mission statement provide the roadmap for TMS. The TMS Vision supports and enhances the corporate statement of lifelong learning and commitment to patients by pledging to provide challenging and positive educational experiences to empower students to further their educational and long term goals. The TMS primary objective is to match each student's educational needs to their present level of academic functioning to enable the student to maintain or earn educational credit to make progress towards high school graduation while undergoing treatment. TMS embodies the guidelines from UHS and developed the following mission statement: 's mission is to involve students in learning to make responsible decisions regarding their individual and educational goals. Our primary objective is to establish a positive relationship with each student and match their educational needs to their present level of academic functioning. We provide challenging and engaging curriculum that supports the efforts of each student to improve academic achievement and achieve his/her educational goals. The staff at works diligently to prepare students to become responsible and successful citizens who are able to make positive contributions to society. It is the expectation at TMS that all students attend school and make progress towards their educational goals while undergoing treatment for mental health disorders. This happens on a wide variety of levels, depending on the child's treatment goals and past trauma. While many students are capable of functioning highly in academics, student mental health goals take precedence over educational goals, and often the students are not mentally or emotionally capable of functioning at a high level educationally until the mental health or trauma disorders are addressed and coping skills are adopted. Additionally, the majority of admitted students are "credit deficient," so tools for credit recovery, credit accrual, and credit transfer are imperative for our students' success. One of the ways staff fulfilled the school mission statement was to update the school rules in the Spring of 2015 to include both academic and behavioral expectations designed to mirror those of both public and private schools to which the students will return upon discharge from the treatment center. Students are expected to attend regularly, conduct themselves in a manner befitting an educational setting, be respectful towards teachers and staff, and to complete their work, whether it be in the classroom or assigned homework. The strategic vision for TMS includes continued curriculum development in all subjects to accommodate a more rigorous level of education while allowing for continued progress in the student's mental health goals. Additionally, recently approved by corporate offices is the addition of a computerized program to allow students to work independently on credit recovery, credit accrual, test preparation, Advanced Placement, and Honors programs to further each student's individual educational needs. This proposal includes the use of portable computerized devices to allow for students to investigate electives and individual interests, such as foreign language or career choices. This program also includes an assessment and placement tool to further allow for increased accountability and monitoring of student progress. It is the goal of TMS staff to implement the new program in March, Additionally, curriculum was updated in Spring of 2016 to address the academic needs of those who are credit deficient, as well as those who are Advanced Placement, to allow for further academic growth. As a school located within a treatment center, student assessment includes educational, behavioral, and emotional levels. The teachers work closely with therapists and doctors to develop individual student plans on an on-going basis for the students both educationally and Page 4

7 emotionally. These plans are formally updated in the patient treatment plan at 30 day intervals and informally on an ongoing basis as teachers monitor student growth. It is our belief at TMS that each child can learn, grow, and be capable of functioning successfully once discharged from the treatment facility. It is our goal to prepare them for that eventuality, by assisting them to make forward progress in their education while during treatment. It is important to remember that students at are here for treatment and healing first, of which educational experiences are a significant component. Students are admitted to the facility with a vast array of social, emotional, and physical challenges, as well as a wide variety of educational skills and levels. Teachers must assess not only the students' present levels of education skills and earned credits, but also student readiness to function in an educational setting. Additionally, goals must be adaptable to allow for changes in student treatment and therapy as the students progress through their individual programs. Student level of functioning is often reflective of time in treatment and the treatment goals. Ultimately, being located within a transitional setting, TMS is limited by the duration of student residency and treatment, which may impact educational growth and academic success. However, using this strategic vision as a guideline to enhance the educational success of students, we can have a positive impact on their lives by providing the best possible academic environment and creating a scenario for academic attainment and success for each student. Page 5

8 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. TMS has made many notable improvements within the school program. The new principal was employed in April of 2015, whose job description included liaison between school and the treatment facility. She has worked closely with the clinical team to increase communication efforts on behalf of the students. This increased communication not only enhances student behavior and learning in the classroom but their overall treatment as well. Since the vast part of the student's day is spent in school, this communication is a vital piece to their overall mental health treatment plan. Behavior plans and special accommodations are a collaborative effort between school officials and therapist. Recent changes within curriculum reflect the state's adoption of the Common Core State Standards and school administration's commitment to prepare the students for college and career readiness. Updated curriculum, including AP, Honors, and special education materials were purchased for the school in summer of Two visual presentation projectors were purchased and are rotated through the six classrooms depending on classroom needs. Also purchased were laser pointers, to allow teachers to move freely around the room during whole group discussion. Scholastic math magazine was ordered for the math classroom teacher to supplement educational materials. Additionally, educational software was purchased for the elementary school classroom, which included updated reading, mathematics, and science programs. Educational puzzles, reading materials, and mind game books were also purchased to provide mental stimulation for the younger students. A rotating class schedule was also adopted in the fall of 2015, allowing for different classes to occur at different times to maximize the learning potential of each student. Additionally, the special education program was upgraded from having a dedicated special education class to full inclusion of the special education students with the help of a Special Education Coordinator who monitors student IEPs and who rotates through the classes to offer additional assistance and tutoring. This is more closely aligned with the Individuals with Disabilities Education Improvement Act (IDEA) which requires students to be placed in the least restrictive educational environment with the appropriate supports in place. The Special Education Coordinator also acts as a liaison between TMS and the student's zoned school and offers recommendations for student IEPs and 504s to provide for a smoother transition upon discharge from the facility back to their zoned schools. Additionally, a library was opened in the school and is now accessible to students who may check out books and research materials to utilize when not in school. The library, which now has over 1,500 titles, contains a wide variety of books in different genres and includes fiction, nonfiction, test preparation, career information, and a large variety of children's books. Furthermore, TMS has utilized the expertise of the MHTs and is in the process of licensing several as substitute teachers. This utilizes employees who are familiar with the students and enhances the school experience by having the ability to offer tutoring, small group instruction, and individualized learning as needed. Educators are encouraged to attend hospital trainings, professional conferences, and workshops. Universal Health Care Services requires all staff to successfully take and pass between 20 and 30 professional competences per year in order to maintain employment. TMS staff is strongly encouraged to take college and university course work, especially in special education. TMS also provides monetary incentives for those teachers who pursue further education in either the form of Highly Qualified Status, Master's Degrees, or Special Education certification. Additionally, there are several Professional Development Days built into the school schedule to address topics such as best Page 6

9 practices, classroom management, Common Core State Standards, and curriculum design. Goals for TMS include more rigourous and consistent professional development to increase teacher ability to provide more formal student assessments and to use the data to better assess student educational levels and growth. Also planned is extensive training for the new computer system to allow the teachers to access both short and long term data to better plan and monitor individual student achievement and overall school population growth and deficits. The addition of a computerized learning system and the compatible hardware will allow for more individualized instruction for students. The program will offer credit recovery for those students who are deficient, as well as credit accrual for those with the ability to continue their education at their own pace. With the implementation of the system, school leadership also hopes to be able to provide elective and interest courses, including language courses, AP courses and computerized test preparation. This program also offers pre-and post-testing to better assess student growth and development. TMS expects to implement the program in March of Additional purchases in 2016 include three more visual presentation projectors, to allow for all classrooms to have the ability to display information. Throughout the next three years purchases for the library will continue to provide current reading material, and some comfortable chairs will be purchased to be placed in a small corner for a reading area to allow for story time for the elementary school children, as well as a place for the older students to sit and read quietly. Finally, TMS staff recognizes the need to increase communication with both students and parents in matters regarding school attendance, grading policies, and credit transfer. This has begun with the principal attending parent workshops held by the therapeutic staff, which has allowed for input into the school and for questions to be answered. A streamlined communication process between the school and parents needs to be employed to further that communication. Page 7

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. is moving in a very positive direction. While there was some staff turnover in the summer of 2015, new staff members have made a positive impact on the climate of the school and brought some fresh perspective into the curriculum. With these changes the school has had positive growth in student-teacher relationships, rigor of the curriculum, and the practices of the school itself. A change in school leadership often results in changes in school climate, philosophies, and methods. The teachers have worked hard to adjust to the new leadership and adopt new, different policies from previous administration. They have remained open minded to the changes and are enthusiastic about the growth within the school program. continues to improve the quality of our curriculum, while keeping in mind our unique setting within residential treatment facility, and the very diverse student population we serve. While staff at TMS strives to improve assessment and data driven analysis of growth, we are hampered by the short duration of patient stay and the varied mental helath issues that affect our students on a daily basis. Many assessment programs are based on a nine month school year, while the average length of stay at the treatment facility is just 120 days. Also limiting is the student mental health acuity, which varies from student to student and day to day and is dependent on treatment diagnosis and progress, which also limits teacher ability to provide a rigorous educational experience. Furthermore, for a variety of reasons, students are not allowed internet access while in residence, which hampers teacher ability to provide many resources that other schools are able to offer. TMS teachers are also hampered in that they are not able to provide many of the tools available to students in a more traditional school setting. Items such as pens, scissors, small manipulatives, protractors, and rulers are not available for student use, which often can be limiting to teacher efforts to provide differentiated and individualized instruction. It is our goal to provide the most effect curriculum to help each student learn and grow during the short duration of stay in the treatment facility. The educators at TMS strive to provide students with the tools to be successful upon discharge from the hospital, and provide credit attainment while residing in the treatment facility. We believe that to be successful, students must be educated and able to support themselves, and positively contribute to society. While there are many paths and often many obstacles to high school graduation, we are committed to student growth while they work through their mental health difficulties, in the hopes that they will be successful in their treatment goals, educational goals, and lifetime goals. Page 8