By 2012 improve performance to 45% proficient. By 2013 improve performance to 60% proficient. By 2014 improve performance to 75% proficient.

Transcription

1 Plan Overview V L T Academy (000909) Hamilton County 2012 V L T Academy (000909) Plan Overview Plan Item 1) By 2014, improve performance in Reading at the K 12 level from 30% proficient to 75% proficient By 2012 improve performance to 45% proficient. By 2013 improve performance to 60% proficient. By 2014 improve performance to 75% proficient. Performance Measure: Improve performance as measured by the OAA, OGT, Diagnostic and KRAL annual assessment by the indicated target amounts. To improve performance as measured by local benchmark assessments by 10% quarterly growth over the baseline. Fiscal Resources Notes Consolidated Title I $788,850 $00 $00 School Improvement Sub A, Title I $55,000 $00 $00 Improving Teacher Quality, Title II A $12,150 $00 $00 Special Education, Part B IDEA $157,764 $00 $00 Consolidated Total: $1,013,764 $00 $00 $786,734 $574,609 $630,109 Total: $786,734 $574,609 $630,109 Grand Total: $1,800,498 $574,609 $630, ) Align instructional program and PD with common core standards and best practices. Align curriculum and pacing to new CCS, Implement quarterly benchmark assessments and 3 tiered approach to support and intervention, Provide high quality imbedded PD, Use OIP to monitor and adjust ) Align Curriculum Align curriculum and pacing to new CCS

2 1.1.2) Implement benchmarks Implement quarterly benchmark assessments 1.1.3) Implement 3 tier approach Implement 3 tiered approach to support and intervention School Improvement Policies/practices to strengthen the core academic subjects and address instructional School Improvement issues 1.1.4) Provide PD and monitoring Provide high quality imbedded PD Use OIP to monitor and adjust Schoolwide High quality teachers School Improvement High quality and continuous professional development for teachers and staff Schoolwide High quality and continuous professional development for teachers and staff 1.1.5) Supplemental materials Purchase more textbooks and software programs, to increase academic success.

3 1.1.6) Policies/practices to strengthen the core academic subjects and address instructional School Improvement issues Our school experiences diversity in a variety of areas, for example, ability level, culture, interests, family background, and socio economic level. To address this diversity, we strive to meet the needs of each child individually, respecting the knowledge and ability that each one brings to school as a platform to build upon. In accordance with No Child Left Behind, achievement in reading and mathematics is a priority at VLT Academy. Other academic areas of need include Science and Social Studies. Based upon data from the Achievement Tests, and Benchmark Assessments, students demonstrate needs in all core academic areas the greatest area of need being reading and mathematics. Teachers will use effective, standards based curriculum and instructional practices such as: The Instructional Focus Calendar Word Keeper Vocabulary Acquisition Daily Activity Teachers use rich performance based assessments to adjust instruction and student support to meet individual student needs such as: Action Plan for School Improvement Positive Behavior Supports Team Teaching Successmaker Technology Program Accelerated Reader Schoolwide Additional assistance to students having difficulty mastering State standards Schoolwide Coordination of programs 1.2) Address priorities to strengthen the core academic program VLT has on going staff improvement meetings. We have purchased Scantron assessment, Success Maker and Accelerated Reader programs. We use our intervention program with morning, evening and Saturday interventions. We revisit our school wide data quarterly. We will continue to ensure that we are using scientifically proven software and instructional materials ) School reform that supports and is supported by teachers, principals, administrators, and other staff Our school improvement team involves our teachers, principals, administrators, and other staff, we meet monthly to address all reform issues, revisit our goals and resources as we evaluate our achievement. We present all outcomes during our staff development workshops. Schoolwide Teacher decisions on the use of assessments to improve student achievement Schoolwide Strategies to strengthen the core program and extend learning time School Improvement School reform that supports and is supported by teachers, principals, administrators, and other staff 1.2.2) Technology and software Purchase 2 extra scantron programs to do in house assessment. Purchase more fictional and nonfiction novels for grades Purchase science equipment for grades 6 12 to increase student participation and learning ) Before amd after school intervention Students will be offered before and after school reading and math interventions. The same interventions will be offer red on Saturdays.

4 School Improvement Before/after/summer school program 1.2.4) Increasing Math and Reading Instruction by using technology Purchase 99 school wide computers, each room will receive 5 more computers, We will ensure all students have the opportunity to use the Scantron, Success Maker and Accelerated Reader and Study Island software programs. Students will receive training on how to use the above computers and software. 1.3) Highly Qualified Teacher status is documented Staff development is required as is with outside educational classes. VLT uses the HQT toolkit forms to document the HQT status of all teachers. Our new teachers will be hired and assigned courses based on their licensure and HQT status. The LPDC will record what teachers are HQT and all classes or workshops attended along with short term and long term goals for their HQT status and any long term substitute teachers. Between we will have 100% HQT. 4% of VLT's teachers who were not HQT in the first year of opening have used our stipends and have taken required classes to become HQT and are now highly qualified. We are also requiring all teachers to be part of our on going by weekly Staff Development. Teachers are required to become active with our LPDC committee. Our more experienced educators are becoming our mentors to the teachers who yet need to take the Praxis tests, this is to ensure they understand the curriculum and the teaching methods needed to become effective highly qualified educators. Teachers are also required to use the materials and computer software for effective schools as part of their HQT training. Our LPDC uses the HQT toolkit to make sure all staff are holding the state required licensure. 1.4) High quality professional development of instructional staff We provide weekly on going staff development. VLT also provides staff workshops outside of the building. Our in house staff developers have successfully worked with other schools, teaching teachers skills that enable them to pass the Praxis Tests with high scores. 1.5) Core academic HQT assignments are distributed equitably in high poverty schools and for minority students Core subjects are distributed equitably. We search for teachers that are HQT for every core subject. VLT opened school year with 75% highly qualified and 25% long term substitutes, will be opening with 100% HQT. 4% of VLT's teachers who were not HQT in the first year of opening have used our stipends and have taken required classes to become HQT. We are also requiring all teachers to be part of our on going by weekly Staff Development. We are working on providing a successful staff development program to ensure all grades are taught not just by highly qualified but also effective educators ) Annual evaluation (required only for schools requesting SI or CSR funding) Our consultant who is our strategic planner evaluates the program and test results to ensure we are making progress. He works with our administrators and team leaders to work on any area of weakness, with solutions and goals to resolve those areas. 1.6) Address priorities for schools not making Adequate Yearly Progress (AYP) As a part 2141 c agreement VLT's curriculum alignment, assessment and teacher quality strategies are based in best practices recommended by Ohio Leadership Advisory Council (OLAC) and includes research by Reeves, Marzano, Wiggins, McTighe, McNaughty, and Stiggins. Building Scholars will improve student outcomes in reading 3 8, math 3 10, science 3 10; evaluate, reward and provide incentives for highly effective teachers; provide access to real time data for instructional monitoring and decision making; strengthen tiered interventions and supports schoolwide.action Steps for content areas Align curriculum and pacing to new CCCS, Implement quarterly benchmark assessments, Implement 3 tiered approach to support and intervention. Provide high quality imbedded PD. Use OIP to monitor and adjust. Add concrete experiences and manipulatives to math and science instruction. VLT will use student, parent and teacher data to refocus K 2 program modifications, enrichments and interventions. Action Steps for Teacher/Leader Quality Conduct Classroom Walk through and examine data, Provide coaching and co teaching support, Examine student outcomes and review impact of Tier 1 support, Create accountability and reward system for 90/90 implementation (90% of staff implementing 90% of the time). VLT will purchase a data management system that will let users maintain consistent data across space and time. This system is critical in measuring the effectiveness of our "soon to be created" teacher evaluation system and the impact of our reforms on students. It is also essential in helping us monitor and track student progress through benchmark assessments. We plan to select a system that will gather, analyze, aggregate, and disaggregate data generated from students, teachers, administration and parents. Most important, the system will help us improve instruction through access to benchmark, school level, classroom tests, state assessment, demographic, and other data sources. Our goal is to employ highly qualified effective educators. All teachers must submit goals for continuing education and becoming highly effective educators. All action steps for student and adult

5 targets will be monitored through Stage 3 OIP/IMM. These targets are directly linked to the success of the goals. 1.7) Fiscal and human resources are targeted in the schools with the lowest proportion of Highly Qualified Teachers Continually building our Title I lab computers and academic resources is very important for our K 12 grades at VLT, we are purchasing programs that are scientifically proven to drive instruction to ensure our students are successful. We will continue to upgrade our Success Maker and Accelerated Reader programs. Our bi weekly staff development workshops are one of the requirements that our teachers are obligated to attend. Making sure we use have scientifically driven materials is one of the most important components of our staff development center. Because we are a new and developing school, we must continue to find scientific proven strategies and materials that our teachers need to make sure all of our students who are coming to us 2 3 years behind required benchmarks, are up to date on learning techniques. Our goal is to continue to guide our students toward academic success. We want all of our students to be well driven and educated. In order for this to happen, we will continue to make sure we hire and maintain highly qualified effective educators. 1.8) Address how the district will assist all non HQT teachers to be Highly Qualified as quickly as possible By working with the LPDC, VLT will continue to assist growing teachers with the required core classes they need in their selected institutions. VLT will assists teachers with tuition, also provide needed intervention for success in the classroom. By all teachers will be HQT. 1.9) Address how the district will demonstrate the annual measurable objective in meeting HQT requirements By using the HQT rubrics we will evaluate our teachers to make sure they meet the HQT status. This also helps those teachers who are holding provisional status, the ability to select the classes needed to ensure they are continued HQ. The LPDC will meet with each employee to assist them with meeting their academic goals ) Highly qualified Teachers We will use updated technology and hiring practices to make sure we are not just hiring HQT teachers but ensuring that they are effective and successful instructors. By using the HQT Tool Kit, the administrators along with the LPDC will ensure that all core teachers are HQT. This will be done by on going required bi weekly in house staff development instructed by our staff development team of teachers who have successfully inserviced teachers and IA's to pass their Praxis requirements. We will also use the Effective School Model. Our hiring policy states that all teachers hired must be highly qualified or are taking Praxis II or Praxis III at the time of employment at the Academy or within the first year at the Academy. Our teachers are given CEU's for the bi weekly workshops. The LPDC meets bi monthly to review the goals and classes are teachers have received. The LPDC will ensure that the required teachers have mentors, using teachers who are HQT and effective educators in the classroom. We have a staff development center that teachers can use for technology materials, and a library of resources for teachers to use, such as effective educators, classroom management, intervention for teaching across the curriculum. The LPDC provides our teachers with the paperwork needed for required documentation for licensure. 1.10) Parent Educ Involvement (Reading & Mathematics) At VLT we provide workshops, material and other training opportunities using a variety of delivery systems to support parents in helping their children learn reading tips and mathematics. We also offer OAT classes for parents that want to make sure their child is ready for state wide tests. Our primary students have an annual Read A Thon sleep over for parents and student, they read books of their choice all night long. Readers from different organizations and the community come out and read to our children, along with teachers, administrators and parents ) Parent Involvement Parent Educ Involvement (Reading & Mathematics) Instruct parents on the curriculum to help improve their childs success in reading and math.

6 School Improvement Meaningful parental involvement (parents, community, and others) Schoolwide Increased parental involvement Schoolwide Preschool transition ) Parent Notification of the School Improvement status VLT Provides Parental workshops, material and other training opportunities using a variety of delivery systems to support parents in helping their children learn reading and mathematics in our parent center. School Improvement Parent Notification of the School Improvement status 2) By 2014, improve performance in Math at the K 12 level from 24% proficient to 75% proficient By 2012 improve performance to 45% proficient. By 2013 improve performance to 60% proficient. By 2014 improve performance to 75% proficient. Performance Measure: Improve performance as measured by the OAA, OGT, Diagnostic and KRAL annual assessment by the indicated target amounts. To improve performance as measured by local benchmark assessments by 10% quarterly growth over the baseline. Fiscal Resources Notes $786,734 $574,609 $630,109 Total: $786,734 $574,609 $630,109 Grand Total: $786,734 $574,609 $630, ) Align instructional program and PD with common core standards and best practices. Align curriculum and pacing to new CCCS, Implement quarterly benchmark assessments and 3 tiered approach to support and intervention, Provide high quality PD, Use OIP to monitor and adjust, use technology and manipulatives in instruction ) Align curriculum Align curriculum and pacing to new CCS by incorporating technology and manipulatives in instruction

7 2.1.2) Provide PD and monitoring Provide high quality imbedded PD Use OIP to monitor and adjust 2.1.3) Implememt benchmarks Implement quarterly benchmark assessments 2.1.4) Implement 3 tiered approach Implement 3 tiered approach to support and intervention 3) By 2014, improve performance in Science at the 5, 8,10 and 11 grade levels from 22% proficient to 75% proficient By 2012 improve performance to 45% proficient. By 2013 improve performance to 60% proficient. By 2014 improve performance to 75% proficient. Performance Measure: Improve performance as measured by the OAA and OGT annual assessment by the indicated target amounts. To improve performance as measured by local benchmark assessments by 10% quarterly growth over the baseline. Fiscal Resources Notes $786,734 $574,609 $630,109 Total: $786,734 $574,609 $630,109 Grand Total: $786,734 $574,609 $630,109

8 3.1) Align instructional program and PD with common core standards and best practices. Align curriculum and pacing to new CCCS, Implement quarterly benchmark assessments and 3 tiered approach to support and intervention, Provide high quality PD, Use OIP to monitor and adjust, use technology and hands on experiences in instruction ) Align curriculum Align curriculum and pacing to new CCS by incorporating technology and hands on experiences in instruction 3.1.2) Implement benchmarks Implement quarterly benchmark assessments 3.1.3) Implement 3 Tier Approach Implement 3 tiered approach to support and intervention 3.1.4) Provide PD and Monitoring Provide high quality imbedded PD Use OIP to monitor and adjust

9 4) By 2014 improve primary (K 2) readiness and early literacy /numeracy skills resulting in "On track" performance of 80% of the students entering 3rd grade. By 2012 determine baseline for entering 3rd grade students increase "On track" baseline to 40% or more increase "On track" baseline to 480% or more. Performance Measure: Improve performance as measured by the DIBELS, Diagnostic and KRAL annual assessment by the indicated target amounts. Improve performance as measured by local benchmark assessments by 25% quarterly growth over the baseline. Fiscal Resources Notes $786,734 $574,609 $630,109 Total: $786,734 $574,609 $630,109 Grand Total: $786,734 $574,609 $630, ) Use student, parent and teacher data to refocus K 2 program modifications, enrichments and interventions Align K 2 curriculum and pacing to new CCCS, Implement quarterly benchmark assessments and progress monitoring system, Implement 3 tiered approach, Provide high quality PD and parent education, Use OIP to monitor and adjust ) Drive program improvement through data Implement quarterly benchmark assessments Implement 3 tiered approach to support and intervention Provide high quality imbedded PD Use OIP to monitor and adjust 4.2) Address District Improvement (Adequate Yearly Progress) issues Our school improvement Team along with Our Monitoring Outcomes, Opportunity to Learn and High Expectation correlates meet and discuss strategies to improve on our AYP. We have developed an Action Plan that is now being implemented school wide. 5) By % of Instructional staff will demonstrate identified high yield skills and competencies at least 90% of the time. By 2012, 75% of the Instructional staff will demonstrate effective skills 75% of the time. By 2013, 80% of the Instructional staff will demonstrate effective skills 80% of the time. By 2014, 90% of the Instructional staff will demonstrate effective skills 90% of the time. Performance Measure: As measured by classroom walk through data, teacher observations and student and adult work samples on targeted skills, teacher will demonstrate proficiency at target levels. These skills include but are not limited to implementing core content standards, using data to modify instruction, using high yield instructional strategies and implementation of effective " III Tier" approach interventions. Fiscal Resources Notes

10 $786,734 $574,609 $630,109 Total: $786,734 $574,609 $630,109 Grand Total: $786,734 $574,609 $630, ) Use instructional coaches and reflective feedback to guide practice and monitor SI initiatives. Examine data from classroom walk throughs, provide coaching support, examine student outcomes and review impact of Tier 1 support, create accountability and reward system for 90/90 implementation ) Use coaches to guide practice and examine data Examine data from classroom walk throughs, provide coaching support, examine student outcomes and review impact of Tier 1 support, create accountability and reward system for 90/90 implementation 5.1.2) Annual evaluation (required only for schools requesting SI or CSR funding) Our consultant who is our strategic planner evaluates the program and test results to ensure we are making progress. He works with our administrators and team leaders to work on any area of weakness, with solutions and goals to resolve those areas. School Improvement Annual evaluation (required only for schools requesting SI or CSR funding) 5.1.3) Highly qualified Teachers We will use updated technology and hiring practices to make sure we are not just hiring HQT teachers but ensuring that they are effective and successful instructors. By using the HQT Tool Kit, the administrators along with the LPDC will ensure that all core teachers are HQT. This will be done by on going required bi weekly in house staff development instructed by our staff development team of teachers who have successfully inserviced teachers and IA's to pass their Praxis requirements. We will also use the Effective School Model. Our hiring policy states that all teachers hired must be highly qualified or are taking Praxis II or Praxis III at the time of employment at the Academy or within the first year at the Academy. Our teachers are given CEU's for the bi weekly workshops. The LPDC meets bi monthly to review the goals and classes are teachers have received. The LPDC will ensure that the required teachers have mentors, using teachers who are HQT and effective educators in the classroom. We have a staff development center that teachers can use for technology materials, and a library of resources for teachers to use, such as effective educators, classroom management, intervention for teaching across the curriculum. The LPDC provides our teachers with the paperwork needed for required documentation for licensure. 5.2) COMMUNITY SCHOOLS REQUIREMENT Teacher mentoring program

11 Our LPDC will assist teachers with long term goals. Our lead teachers are in charge of their new teachers and teachers who are having difficulties in core areas or classroom management. We also have 5 mentor teachers who have attended the required meeting and classes for mentoring our teachers for Praxis and their HQT status ) Teacher mentoring program first year and beyond Teachers will be provided a mentor during their first year of classroom instruction and if performance needs are not met, mentoring will be provided past year one. School Improvement Teacher mentoring program 5.3) Address how the district will assist all non HQT teachers to be Highly Qualified as quickly as possible By working with the LPDC, VLT will continue to assist growing teachers with the required core classes they need in their selected institutions. VLT will assists teachers with tuition, also provide needed intervention for success in the classroom. By all teachers will be HQT ) Highly qualified Teachers By using the HQT Tool Kit, The Administrators along with the LPDC will ensure that all core teachers are HQT. This will be done by on going required bi weekly inhouse staff development instructed by our staff development team of teachers who have successfully inserviced teachers and IA's to pass their Praxis requirements. We will also use the effective school model. Our hiring policy state that all teachers hired must be highly qualified or are taking Praxis II or Praxis III at the time of employment at the Academy or within the first year at the Academy. Our teachers are given CEU's for the bi weekly workshops. The LPDC meets bi monthly to review the goals and classes are teachers have received. The LPDC will ensure that the required teachers have mentors, using teachers who are HQT and effective educators in the classroom. We have a staff development center that teachers can use for technology materials, and a library of resources for teachers to use; such as effective educators, classroom management, intervention for teaching across the curriculum. The LPDC provide our teachers with the paperwork needed for required documentation for licensure. Schoolwide Teacher recruitment 5.4) High quality professional development of instructional staff We provide weekly on going staff development. VLT also provides staff workshops outside of the building. Our in house staff developers have successfully worked with other schools, teaching teachers skills that enable them to pass the Praxis Tests with high scores. 5.5) Prof Develop Improve Student Performance VLT provides ongoing, high quality professional development at the school site for administrators, teachers and other instructional staff to focus on changing instructional practices that result in improved student performance. Our classes involve Reading for Success, Skill Grouping, Managing your Classroom for Student Achievement, School Wide Improvement, and many others. Our teachers receive CEU'S and some credit hours for these classes. We also send teachers to out of the building workshops ) Highly qualified Teachers By using the HQT Tool Kit, The Administrators along with the LPDC will ensure that all core teachers are HQT. This will be done by on going required bi weekly inhouse staff development instructed by our staff development team of teachers who have successfully inserviced teachers and IA's to pass their Praxis requirements. We will also use the effective school model. Our hiring policy state that all teachers hired must be highly qualified or are taking Praxis II or Praxis III at the time of employment at the Academy or within the first year at the Academy. Our teachers are given CEU's for the bi weekly

12 workshops. The LPDC meets bi monthly to review the goals and classes are teachers have received. The LPDC will ensure that the required teachers have mentors, using teachers who are HQT and effective educators in the classroom. We have a staff development center that teachers can use for technology materials, and a library of resources for teachers to use; such as effective educators, classroom management, intervention for teaching across the curriculum. The LPDC provide our teachers with the paperwork needed for required documentation for licensure. School Improvement High quality and continuous professional development for teachers and staff Plan Function Print Change Log View All School Plan Action Steps

13 Needs Assessment V L T Academy (000909) Hamilton County 2012 V L T Academy (000909) Decision Framework Export Needs Assessment data exported from the Decision Framework: Concern: KRA L Concern: READING Focus on subscales: Informational Text, Literary Text, Reading Process, Vocabulary High Concern: Economically Disadvantaged, Minority Students, Students with Disabilities Curriculum *Alignment Low Informational Text implementation: K, 1, 3, 4, 5, 6 Low Literary Text implementation: K, 1 Low Vocabulary implementation: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Assessment *Alignment Medium Informational Text implementation: K, 1, 2, 3, 4, 5, 6, 7, 8 Medium Literary Text implementation: K, 1, 2, 3, 4, 5, 6, 7, 8 Medium Reading Process implementation: K, 1, 2, 3, 4, 5, 6, 7, 8 Medium Vocabulary implementation: K, 1, 2, 3, 4, 5, 6, 7, 8 *Degree of Monitoring Medium Monitoring: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Instructional Practice *Alignment with standards: High Alignment with standards *Monitoring degree of use of effective strategies: Low Monitoring degree of use of effective strategies Professional Development *HQPD Aligned to Identified Problem Area: Medium implementation

14 Concern: MATHEMATICS Focus on subscales: Algebra, Data Analysis, Geometry, Measurement, Number Sense High Concern: Economically Disadvantaged, Minority Students, Students with Disabilities Curriculum *Alignment Low Algebra implementation: K, 1, 2, 3, 4, 5 Low Data Analysis implementation: K, 1, 2, 3, 4, 5 Low Geometry implementation: K, 1, 2, 3, 4, 5 Low Measurement implementation: K, 1, 2, 3, 4, 5 Low Number Sense implementation: K, 1, 2, 3, 4, 5 Assessment *General Assessment Practices: Medium implementation Instructional Practice *Monitoring degree of use of effective strategies: Low Monitoring degree of use of effective strategies Professional Development *HQPD Aligned to Identified Problem Area: Medium implementation Concern: Expectations and Conditions Educator Quality (Level of Concern) *Teacher Turnover: High concern Leadership *Community Engagement Process: High implementation

15 Parent / Family Student Community Involvement *Parent Participation and Perception: Medium implementation Resource Management *Aligning Spending to Strategic Priorities: High implementation Needs Assessment Details Based upon the information populated from the Decision Framework, what are your LEA's needs for core instructional support decisions and implementation of innovative programs (e.g. coherence, assessment, early intervention, professional development, school climate, community engagement, allocation of resources, barriers, innovative programs such as Early College High School, STEM, International Studies Asia Project, AVID, New Tech)? As a result of the DF needs assessment, VLT will focus targeted attention on the following areas: Improving Student Achievement Align curriculum, instructional, assessment and intervention strategies to the new core content standards to insure consistent implementation and monitoring. VLT will train staff on curriculum processes and resources posted on the ODE website. We will also employ content coaches to assist Using data to make instructional decisions VLT will developing a school wide data management system. The proposed system will allow VLT to monitor the performance of students in the core content areas at least quarterly. Teachers will use quarterly assessment data to modify instruction, skill groups and intervention strategies. The data management system will also inform VLT in curriculum implementation, professional development, technology and materials selection. Providing high quality professional development and teacher incentive system based on performance VLT will provide on going professional development based on quarterly benchmark student achievement. PD will be provided by consultants, coaches and administration. VLT will also implement a teacher evaluation and reward system based on gains in student performance. This will improve staff retention and students performance.