Continuous School Improvement Plan VOA - PHOENIX-SALT HS

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1 A. General Information District Identification Information District Name: Minneapolis Public Schools Phone: District Number: Special District #1 Superintendent: Bernadeia Johnson District Contact: Nicole Norton District Address: 1250 W. Broadway Ave Minneapolis, MN Fax: School Identification and Contact Information School Name: VOA - PHOENIX-SALT HS Phone: School Number: 419 Continuous School Improvement Plan VOA - PHOENIX-SALT HS School Year Principal: Wendy Smith School Address: th Ave South Minneapolis MN Other School Contact: Michael McMahon Title I Status: School wide Title I wsmith@voamn.org Other School Contact mmcmahon@voamn.org School Demographics: School Year 2013 Grade Configuration: 9-12 Total Students: 142 Native American: 4 % Limited English Proficient: 9 % African American: 61 % Asian: 1 % Hispanic: 24 % Caucasian: 10 % Special Education: 20 % Free/Reduced Lunch: 87 % All Students: 100 % HHM: 12 % Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 1 of 27

2 Vision: Executive Summary As a Volunteers of America program, our vision is to Uplift All Lives. As a school, our vision is for students to realize their dreams and be involved in their community, school and individual success. Mission: Our mission is to serve every person who enters our program through focus upon relationship building, providing high quality educational programming and offering support and services to meet life's challenges. Description of School and Community: Volunteers of America Phoenix SALT High School is located at th Ave S, near the corner of Cedar and Franklin, in the VOA Education Center. The student population at Phoenix is very diverse: As of June 2013, 55% of students are African American, 25% Hispanic, 6% Native American, 13% Caucasion and 1% both Asian and Native Hawaiian Pacific Islander students. More than 87% of Phoenix SALT students qualify for free or reduced lunch and 23% receive special education services. The VOA program offers these students of the Minneapolis Public Schools, a small alternative school environment with strong, Minnesota standards based instruction in the subjects of math, science, language arts and social studies. The program offers credit recovery opportunities through a schedule which allows students to double-up classes in areas in which students are behind in credits and through a wide variety of after-school activities including film, visual arts, camping expeditions, servicelearning, volunteer opportunities and intramural sports. The SALT component of the program develops and promotes leadership skills, community building and experiential learning by moving the learning experience out of the classroom and into the natural and urban environment. Students travel in and around Minnesota to camp, canoe, backpack, dog sled, rock climb and participate in other hands on activities. These outdoor adventures build students' confidence and leadership as well as build relationships between students and with staff. The outcome of experiential learning is that it allows students to connect to school positively and encourages good attendance which in turn results in greater academic success. Trips are also credit earning and additional to their classroom credit earning which moves students closer to graduation. The school also provides a comprehensive Independent Study Program run by licensed staff, serving students very close to graduation who are looking for an experience similar to college and who wish to transition into higher learning opportunities. Students at Phoenix SALT have access to a VOA mental health therapist/social worker, 2 licensed counselors, a multitude of community organizations which partner with the school and a highly qualified staff who value students' individuality and seek to build supportive relationships with students and their families. Family involvement and support is a critical part of the program and is coordinated by the director, assistant director and licensed counselor. All staff have a designated plan for regular communication with families and Phoenix SALT has a multi-lingual receptionist staff for the purpose of increased communication on matters of academics, attendance and family events hosted by the school. The program also provides programming for higher level English learners( 16% of population as of June 2013) and special education students (23% as of June 2013)and has specific space and personnel to meet these students' needs. The school has a well established, embedded Professional Learning Community (PLC) with nearly 3 hours per week devoted to staff professional development. Phoenix SALT High's commitment to closing the achievement gap has necessitated continued use of a significant portion of PLC time for the monitoring of a school-wide system of prevention and intervention. This system is in place so students may be successful in all core academic areas and it also provides a measurable way to track the effectiveness of our programming and positive interactions with students. A large component of this RTI system is for addressing and documenting the critical connection between attendance, engagement and credit-earning. Phoenix SALT has a second licensed counselor who serves as assistant to the program director and is Phoenix SALT's RTI/PBIS lead. Overview of School Improvement Plan (this includes a summary of the goals, strategies and professional development within the plan, as well as how theschool will address the MMR/FR designation Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 2 of 27

3 The staff, students and families of Phoenix SALT High School have created an improvement plan to ensure growth in student learning, engagement, instructional practice, and meeting students social and emotional needs. Informed by data from multiple sources collected throughout the school year, identified areas for improvement include student achievement in math and reading, student attendance, engagement and retention. Because we know that content mastery and credit earning go hand in hand, we have added secondary SMART goals for reading and math which require an increased amount of credit earning by students enrolled for 2 or more consecutive quarters. Phoenix SALT experiential trips and hands on after-school classes help our students to engage with life-relevant content and their school community so we have created a SMART goal which requires a higher amount of student participation in these opportunities. Strategies to support our reading math and climate goals include upping the expectation for teachers to create an education focused, responsive classroom. Tier 1 (classroom prevention and intervention) implementation by teachers will be enhanced by an easily accessed shared intervention library and director support including frequent observations resulting in individually prescribed PD for observed deficiencies. English learners will receive mandatory interventions by a licensed EL teacher as part of the tier 1 strategies as well. Year long PLC initiatives will address improving reading by focusing upon pre and post reading strategies, explicit content language instruction and a new academic language approach. Math support classes with ALEKS program access will be incorporated into the daily schedule and our daily, credit-earning advisory will focus upon non-fiction reading and hands on math activities. Phoenix SALT will continue with our intensive intervention model and strong PBIS culture as a way to up engagement and keep students in the classroom and learning. Teaching staff also create professional learning plans which contain goals and strategies linked to school wide improvement efforts. Weekly walk-throughs by the school director ensures staff receives regular feedback on the implementation of school-wide strategies. Implementation of Phoenix SALT improvement measures will be monitored by administrative staff throughout the school year. Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 3 of 27

4 School Leadership Team Stakeholders, including staff, families and community members must be represented in the school improvement planning process. This section describes in detail the process for including stakeholders and identifies those represented members who have input into the development, implementation and evaluation of the school improvement plan. Development: In May and/or early June, Phoenix SALT staff meets to reflect upon the school year by reviewing cumulative data (attendance rates, credit earning, ALC participation, RTI data summaries and preliminary MCA data). The SIP/Instructional leadership team meets to determine new strategies and action plans as well. Families are invited to a SIP and FIP review, at which time, the previous year's documents are reviewed and family and student representatives are presented with strategies for the up and coming school year ( ).At this time families may formally make suggestions and give input. In the fall of 2013, formative assessment and climate data from the previous year are reviewed by the staff/instructional leaders and any needed changes are made to the SIP. Phoenix SALT High School's administration team meets with parents and community members to discuss the SIP goals and strategies in the fall during the annual Title I meeting/parent conferences. At this time families may have input and give feedback. After the first quarter, a smart goal summary is mailed to families in two languages with school contact information provided for the purpose of having families provide feedback and ask questions. Our School Improvement Plan and Family Involvement plan will be presented to families attending fall conferences and the annual Title one meeting.phoenix SALTS' SIP and FIP will be available on our school's website and in the family registration area throughout the school year. This year Phoenix SALT also will regularly seek family feedback through a VOA family survey given to any family visiting the school for meetings or family events. The information gathered from this survey will be shared with staff and used for mid year and end of year SIP and FIP monitoring. Implementation: Weekly professional development is provided throughout the school year for Phoenix SALT staff to address the implementation of strategies outlined in the SIP. Staff actively works to include a variety of strategies in their classrooms around areas identified in the SIP with the goal of increasing student achievement and encouraging improved attendance. This also involves contacting families and including them in this process. Students, parents, community members and teachers serving on the SIP/Instructional leadership team or family involvement team are invited to SIP meetings which formally take place two times during the school year (Mid Year and Spring). Families are a part of the implementation through participating in school community events and the support of their students at home. These school community events are outlined in the Family Involvement Plan which is in place to support Phoenix SALT High School s SIP goals. Members of the Phoenix SALT staff also plan and take part in all family events outlined in the Family Involvement plan.phoenix SALT has an open door policy. All families are welcome to come to school to meet with staff to discuss the school wide initiatives and effectiveness. Phoenix SALT values frequent interaction with student's families for the purpose of improving our school. Evaluation of strategies: Phoenix SALT conducts a mid year SIP evaluation meeting in January to monitor the implementation of strategies identified in the SIP, and determine the effectiveness of these strategies. Action plans for each school strategy are reviewed and updated A final meeting is held at the end of the year to reflect upon the school improvement plan and Family Involvement plan and to discuss possible strategies for the coming year. Families, students, staff and community members are invited to attend both. The SIP and FIP are available in the family registration area and the Phoenix SALT staff is open to parent input throughout the year and interested in making changes which better support our students and families. MPS Student and Family survey data as well as VOA family survey data is strongly considered when making improvements to our school's academic and family plans, staffing and policies. Describe the Leadership Team s plan for communicating the goals, strategies and professional development within the School Improvement Plan to staff and community. SIP goals and progress toward meeting these goals is reviewed frequently with the school staff during weekly meetings and regularly scheduled PLCs. A SMART Goal summary is mailed to families in the fall and our Phoenix SALT High School quarterly newsletter, The Family Informer, contains information about strategies identified in the SIP, assessment information and information regarding ways families can support their student s academic success and social-emotional health. Phoenix SALT utilizes School messenger automated call system to notify families of meetings, events and important state testing news. All Phoenix SALT teachers are required to make phone calls to families and this expectation is part of their teacher performance goals. The FIP,SIP/SMART goals are available on the MPS website and are also available on the school's website, All plans are available in the Family resource area in the public documents folder at the VOA Education Center. 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5 School Leadership Team, cont. This School Improvement Plan has been developed with the involvement of the community to be served and individuals who will carry out the plan. The planning process is used to align all major programs at your site to improve teaching and learning. The planning team assumes responsibility for planning and implementing the School Improvement plan. It should represent the diversity of the school population and include all stakeholder groups (principals, teachers, other staff, students, family and community). Category Name Signature Teacher Name and Grade/Subject Sara Grant Language Arts/ELL Teacher Teacher Name and Grade/Subject Jennifer Brueske, Math 5-12 Teacher Name and Grade/Subject Andrew Arlt, Science Parent Name Community Member Community Member Student Name Rhonda Bell Phillip Xiong, School Resource Officer Kate Ronald, VOA Director Amber Rohde Other Staff Name Martha Williams, Special Ed Other Staff Name Other Staff Name Technical Assistance Provider Principal Name Sonal Redd, VOA Education Director Jessica Sapp, Counselor Christine Sanguinet, MPS Reform Specialist Wendy Smith, Director Date SIP is approved and signed by Team: Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 5 of 27

6 B. Improvement Components Comprehensive Needs Assessment Student Achievement Data PROFICIENCY Group Math Reading Higher than Statewide AYP target Lower than Statewide AYP target High Growth Low Growth All Students GROWTH Math Reading Group All Students ACHIEVE Decreases the achievement gap Contributes to the achievement gap Math Reading Group Native American GRAD Group Reading 2013 All Students 4.00 Free/Reduced Lunch 5.36 Met graduation target rate Met alternate graduation target rate Did not meet graduation target rate Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 6 of 27

7 Comprehensive Needs Assessment: Student Achievement Data The MCA tests are aligned with the current academic standards. Hence, the major purpose of the MCA-II tests is to measure students progress towards the state academic standards in reading and mathematics. The MCA-II (including MTELL for math) results here are analyzed by grade level percent proficient and identify which grades performed above or below the district and state or above the district, but below the state. Math Strengths: The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s): Needs: The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s): 2009, 2010, 2011, 2012, 2013 The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s): Reading Strengths: The percent of students meeting or exceeding the standards equal or above the state average occurred in year(s): Needs: The percent of students meeting or exceeding the standards below the district and the state average occurred in year(s): 2010, 2011, 2012, 2013 The percent of students meeting or exceeding the standards above the district but below the state average occurred in year(s): Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 7 of 27

8 Comprehensive Needs Assessment: Student Achievement Data NWEA By Group NWEA CALT and MAP are state-aligned computerized adaptive reading and math tests that reflect the instructional level of each student and measure growth over time. The results are analyzed by identifying continuous improvement in percent of students meeting the target growth for the last three years and by identifying students making a year or more growth or less than a year s growth. The results are then disaggregated by ethnicity, programs and grade levels. Math Strengths: Improvement in the percent of students meeting the target growth for the last three years was noted for groups Groups in where at least 60% of the students made one year s growth (fall to fall or fall to spring) OR the highest subgroup in the 50-59% growth range All Students, Free/Reduced Lunch Needs: No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups: Groups in School Year where less than 50% of the students made one year s growth were and the group with the smallest percentage was OR group in School Year in the 50-59% growth range with the least amount of growth was All Students, Free/Reduced Lunch Reading Strengths: Improvement in the percent of students meeting the target growth for the last three years was noted for groups : All Students, Free/Reduced Lunch Groups in School Year where at least 60% of the students made one year s growth (fall to fall or fall to spring) OR the highest subgroup in the 50-59% growth range Needs: No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups Groups in school year where less than 50% of students made one year s growth were African American, All Students, Free/Reduced Lunch and the group with the smallest percentage was OR the group in school year in the 50-59% growth range with the least amount of growth was Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 8 of 27

9 NWEA By Grade Math Strengths: Improvement in the percent of students meeting the target growth for the last three years was noted for groups Grades in 2013 where at least 60% of the students made one year s growth (fall to fall or fall to spring) OR the highest grade in the 50-59% growth range 12th, All Grades Needs: No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups: Grades in 2013 where less than 50% of the students made one year s growth were and the grade with the smallest percentage was OR the grade in 2013 in the 50-59% growth range with the least amount of growth was 12th, All Grades Reading Strengths: Improvement in the percent of students meeting the target growth for the last three years was noted for groups : All Grades Grades in 2013 where at least 60% of the students made one year s growth (fall to fall or fall to spring) OR the highest grade in the 50-59% growth range 12th Needs: No improvement or a drop in the percent of students meeting target growth for the last three years was noted for groups Grades in 2013 where less than 50% of students made one year s growth were All Grades and the grade with the smallest percentage was All Grades OR the grade in 2013 in the 50-59% growth range with the least amount of growth was Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 9 of 27

10 Comprehensive Needs Assessment: Student Achievement Data PLAN The percent College Ready is defined as the percent of students meeting or exceeding the ACT College Readiness benchmarks: English = 15, Math = 19, Reading = 17, Science = 21. The school and district percent college ready information was calculated for all students who had a score in any particular subtest. The district average includes special sites and alternative schools, if applicable. The national percent college ready figures are based on the Fall 2005 norming sample (the percent college ready for the norm group is calculated only on students with a score on all 4 subtests and excludes students who had extended time). Strengths were determined by analyzing which groups performed at or above the national norm group in terms of percent college ready and which groups have shown continuous improvement in the percent of students college ready over the last three years. Needs were determined by analyzing which groups performed the lowest relative to the national norm group and which groups have shown no improvement in the percent of students college ready over the last three years. Strengths: For the most recent year tested 2014, the group(s) performing at or above the national norm average is/are on English on Math on Reading on Science The percent of students who are college ready has shown continuous improvement for the last 3 years for the following groups: on English on Math on Reading on Science Needs: For the most recent year tested 2014, the group(s) performing the lowest relative to the national norm average is/are on English on Math on Reading on Science The percent of students who are college ready has shown no improvement for the last 3 years for the following groups: on English on Math on Reading on Science Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 10 of 27

11 Comprehensive Needs Assessment: Student Achievement Data RIGOR Rigorous courses include all kids who enrolled in and passed at least one Advanced Placement (AP), International Baccalaureate (IB), College in the Schools (CIS), advanced level Career and Technical Ed (CTE), or advanced (level 3 or higher) World Language (WL) course. Statements identify a reduction or increase on the representative gap from 2013 to 2014 and continuous improvement in percent of students enrolled in rigorous courses for the last three years. * The gap for each group is determined by subtracting their percentage of students in rigorous courses from their percentage in the overall school population. Strengths: Continuous improvement on the % of students enrolled in rigorous courses for the last 3 years was noted for groups and the group(s) with the highest % of student enrolled in 2014 Reduction on the representative gap from 2013 to 2014 was noted for groups Needs: No improvement on the % of students enrolled in rigorous courses for the last 3 years was noted for groups and the group(s) with the lowest % of student enrolled in 2014 Increase in the representative gap from 2013 to 2014 was noted for groups and the group(s) with the largest representative gap in 2014 was 95% or Higher Attendance Comprehensive Needs Assessment: Climate Data Minneapolis Public Schools recognizes that daily attendance is critical to academic achievement and therefore expects every student to attend school and class on time every day. Ninety-five percent attendance has been set as the minimum standard, as stated in the MPS school board policy. The statements reflect the continuous improvement in percent of students in each group who attended 95% of the time for the last two years, as well as any groups that have eighty percent or more of students attending 95% of the time. Strengths: There was an increase in the percentage of students attending school 95% of the time from 2012 to 2013 noted for group (s): African American, Hispanic, Caucasian, Special Education, Free/Reduced Lunch, All Students In 2013, 95% attendance was noted for eighty percent or more of students in group(s): Needs: There was no increase noted in the percentage of students attending school 95% of the time from 2012 to 2013 for group (s): Native American, Limited English Proficient Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 11 of 27

12 Suspension Suspensions reflect loss of instructional time resulting from in-school suspensions, out-of-school suspensions and removals. Total suspensions are displayed as the combined total of all actual suspensions. The statements reflect a reduction or no reduction in total suspensions across two years for each of the subgroups. Strengths in the area of removal from instruction due to behavior: There was a reduction in the total number of suspensions from 2012 to 2013 noted for group(s): Hispanic Needs in the area of removal from instruction due to behavior: No reduction in the number of total suspensions for the last two years was noted for groups: African American, Special Education, Free/Reduced Lunch, All Students Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 12 of 27

13 Comprehensive Needs Assessment: Summary Analysis The Data Summary Analysis synthesizes the findings from the Comprehensive Needs Assessments and identifies how students are performing across multiple data sources. It enables schools to identify common strengths and needs, and to determine priority focus areas for improvement. Summary Analysis/ Relevant Findings What are some common strengths and common areas of need from the multiple data sources? Describe the relationships between the above data sources. Be sure to address the educationally disadvantaged and typically underserved student populations. An observable strength at Phoenix SALT is the effectiveness of the RTI intervention system in identifying students in need of additional support. 70% of students (each three week grading period) fall into tier 2 or tier 3 categories requiring a higher level of intervention than what classroom teachers are able to provide. Phoenix SALT s strength is in working with student behaviors and academic deficits which interfere with student achievement. Another strong component of PSH is the learning offered outside of our seat based program (experiential adventures, afterschool classes and independent study). Last year, students in our program had greater success retesting with the GRAD than they did with the first chance on the MCA because Phoenix SALT staff reviewed student deficiencies revealed in MCA and NWEA MAP test data in preparing students for retesting. PSH staff identifies school culture goals to promote a true PBIS vision, teaches to MN content standards, uses essential questions to guide instruction, provides a variety of assessments, differentiates, uses current data to help students learn and work collaboratively (PLC, dept planning, peer observation, teacher led PLC). MCA data reveals our small group of continuously enrolled students, of all demographics, needs continued work in both reading and math. Our students' scores place them below state averages for reading and math. NWEA MAP data for continuously enrolled students with a fall and spring scores shows 54% of students increased their reading scores and 42% increased their math score which also points to a need for continued work in reading and math so all students can make at least a years progress. In conjunction with addressing academic needs, the critical part of the success equation is promoting students' presence at school. Our hope is to retain students for continuous instruction and to improve their attendance so they have more contact time with grade level content and support material. Attendance rates and retention rates are improving compared to the previous year s data from Phoenix and SALT, this is our first year as a combined program for data use in measurement, but continued efforts in promoting improved attendance and year long continuous enrollment is necessary. Engagement data reveals only 38% of students participated in non-seat based offerings and the average attendance rate for Phoenix SALT students hovers around 75% and this greatly affects student achievement. Tracking data each year through our RTI system shows that for 95% of our student body, student's attendance rate matches their rate of credit earning (related to mastery of grade level content) and also students participation in experiential learning trips and after school class promotes attendance and retention. Our RTI model has been successful in identifying students for intervention and producing data to inform school-wide initiatives % of students are responsive to classroom methods/strategies and this number should increase to take daily intervention burden off of few administrators. Teacher execution of tier 1 responsibilities is an area for increased monitoring and student social/emotional and character education needs more time within the daily schedule. Based on the data analysis/synthesis of the above measures, the priority needs/focus areas for our school are: Area Priority Needs/Where We Need to Focus Up to 3 priorities per area Student Achievement 1. Improving the non-fiction reading skills (across all content areas) of all students at Phoenix SALT 2. Improving math procedural skills and grade-level content knowledge (addressing this need in all content areas) for all students at Phoenix SALT 3. Developing both academic language and content specific vocabulary (across all content areas) of all students at Phoenix SALT Climate 1. Improve attendance and retention of all students at Phoenix SALT 2. Improve student's engagement at school through increasing effective teacher/student interaction (RTI) and positive behavior support 3. Improve social-emotional support for students Professional Practices 1. Provide teacher support for improving reading and math 2. Provide opportunities for teachers to collaborate and address the use of qulaity assessments to measure mastery so credit earning relates more closely to mastery of content. 3. Provide Positive Behavior information and support for tier 1 strategies Based on the priority needs for our school, the goals are: School Improvement Goals Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 13 of 27

14 Reading Smart Goal(s): 1. The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Reading MCA-II at VOA - PHOENIX-SALT HS School will increase from 25 % in 2013 to 35 % in 2014 and to 45 % in 2015 Additional Reading SMART Goals(s) Students enrolled for two quarters consecutively will earn 70% of attempted credit in Language Arts and Social Studies. Credit earning is directly related to content mastery and all core content classroom teachers will teach reading as part of their daily instruction. Professional Development Strategies to Support Reading Goal Success Criteria to Evaluate Effectiveness of Professional (s) Development Strategies Phoenix SALT PLCs will regularly focus upon reading NWEA MAP student growth data from fall, spring and winter comprehension by providing regular and supported instruction to testing and year end MCA data will be used to track the teachers regarding pre, during and post reading strategies. effectiveness of professional development efforts around reading Reading comprehension strategies will be implemented in all PSH comprehension and vocabulary development. Implementation of classrooms. At least 6 hours of PD each quarter will support this strategies presented during PLCs will be observable in unit plans goal. Teacher observation feedback will address reading and during director walkthroughs. Department work with quality improvement and teaching staff will be actively incorporating assessments will be peer monitored and evaluated. Observation reading strategies within all unit plans. Departmental feedback regarding implementation will be shared with teachers. collaboration and/or cross content collaboration will occur 6 Quarterly surveys will be taken by staff to rate the relativity and times throughout the year and the focus will be upon creating, effectiveness of professional development so it may be adjusted sharing and improving quality assessments to ensure accurate to fit teacher need. Teacher PLPs will be closely aligned with the measurement of content mastery. Twice during the year, SIP and the process for improvement within the identified SIP teachers will work together to create lists of universal academic areas will be documented within the PLP. language which will be visible and taught all classrooms. Teachers will continue to access multiple data systems and review MAP data to insure reading material provided to students in the classroom is appropriate and that students receive proper scaffolding to engage with grade level reading material. Family Involvement Strategies to Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies 1) Families are invited to Title I annual meeting to receive Success of FIP strategies will be determined by measuring information about school-wide Title I efforts in the area of attendance at family involvement meetings and family events. reading. A family friendly SMART goal summary is mailed home. Phoenix SALT experiences success with parent contact through 2) Parents/families have 4 formal opportunities during telephone calls. Parent involvement is documented by students' conferences and Family Involvement/SIP monitor meetings,to teachers every time parent contact is made and phone call logs offer feedback or suggest programs which will help improve are evaluated to ensure 100% of Phoenix Families are provided student achievement in reading. Parents may at any time offer information in a timely manner about family events, student feedback about Phoenix SALT's plan to improve reading success and progress in reading. Newsletters are sent to all proficiency. families of students enrolled. 3) Staff is available during scheduled conference times and by parental request to discuss student progress or to discuss how parents can help their students prepare for assessments and improve their reading comprehension and vocabulary. 4) School is open for parents to visit and/or shadow their student at any time to understand how reading improvement is being addressed at the school. 5) Phoenix SALT Informer Newsletters are sent home quarterly with information about how parents can best help their students be successful and develop important study habits and set reading goals for improvement. Extended Learning Opportunities that Support Reading Goal(s) Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 14 of 27

15 PSH students may complete independent reading projects with support from Language Arts teachers. These projects will focus on building comprehension through the use of appropriately leveled texts. After-school classes which focus on various texts in a book club style will be offered as well as a reading class which allows students to access reading material both by reading and watching a film which is based upon the book. Science and Social studies independent projects include non fiction reading and address comprehension skills. Experiential trips may include a reading component requiring students to access trip specific text. All students have access to staff for extra help after class hours. NWEA-MAP scores and/or MCA vocabulary strand data will be reviewed for improvements for students participating in extra learning opportunities. The number of students participating in these opportunities will also be evidence as any instruction will move them closer to mastery of content. Math SMART Goal(s): 1. The percent of All Students in all grades tested who earn achievement levels of Meets the Standards or Exceeds the Standards on the Math MCA-II at VOA - PHOENIX-SALT HS School will increase from 0 % in 2013 to 15 % in 2014 and to 25 % in 2015 Additional Math SMART Goal(s): Students enrolled for two quarters consecutively will earn 70% of attempted credit in Math and Science. Credit earning is directly related to content mastery and all math and science classroom teachers will seek to improve student success in these core areas. Professional Development Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Professional Development Strategies All Phoenix SALT teachers will be responsible for implementing NWEA MAP student growth data from fall, spring and winter math activities within their credit earning advisory. Teachers will testing and year end MCA data will be used to track the receive professional development related to using math across effectiveness of professional development efforts around content with one PLC a semester being led by math and science students' math successes. Implementation of strategies staff on the topic of how to integrate common math concepts presented during PLCs will be observable in unit plans and during and skills into all content classrooms. Reading graphs, charts and director walkthroughs. Department work with quality data as well as calculating percentages, averages and predicting assessments will be peer monitored and evaluated. Observation outcomes will be primary math skills addressed. Departmental feedback regarding implementation will be shared with teachers. collaboration and/or cross content collaboration will occur 6-8 Quarterly surveys will be taken by staff to rate the relativity and times throughout the year and the focus will be upon creating, effectiveness of professional development so it may be adjusted sharing and improving quality assessments to ensure accurate to fit teacher need. Teacher PLPs are closely aligned to the SIP measurement of content mastery. Once each semester, teachers and growth and process of improvement will be documented will work together to create lists of universal academic language within the PLP. which will be taught and utilized in math and science classrooms. Teachers will continue to access multiple data systems and review MAP data to ensure the math support provided to students in the classroom is appropriate and that students receive proper scaffolding to engage with grade level content. Family Involvement Strategies to Support Math Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies 1) Families are invited to Title I annual meeting to receive information on school-wide initiatives to improve student achievement in math. 2) Parent representatives have a formal opportunity 4(times a year (conferences and SIP monitoring meetings)to offer feedback or suggest programs that will help with student achievement in math. Any parent or student may suggest improvements to our math initiatives at any time. 3) Staff is available during scheduled conference times and by parental request to discuss student progress, how families can help their students prepare for state math assessments and the importance of the data retrieved from the NWEA MAP test. 4) School is open for parents to visit and/or shadow their student at any time to see implementation of math initiatives. 5) Phoenix SALT Informer Newsletters are sent home quarterly with information about how parents can best help their students be successful and build basic skills in math. Success criteria will be determined by evaluating attendance at parent meetings and events with an academic focus. Phoenix SALT does experience success with parent contact through telephone calls. Parent involvement is documented by students' teachers every time family contact is made and phone-call logs are evaluated to ensure 100% of Phoenix SALT Families are provided information in a timely manner about family events, student success and progress in math and science. Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 15 of 27

16 Extended Learning Opportunities that Support Math Goal(s) Students may ask for independent projects in science and math which may include various math activities. Progress on independent projects will be monitored by science and math teachers. Phoenix SALT High School has designed a schedule with math support classes built into the daily schedule to provide students opportunities to fill gaps in their previous math education caused by missed instruction. The ALEKS Computer based math program will be utilized for math workshop, supplemental math practice and self-directed learning. Math and science teachers are available after school should students need more help with content. Experiential trips may include math or science credit earning opportunities which require application of math concepts and science in natural settings around MN Success Criteria to Evaluate Effectiveness of Extended Learning Opportunities NWEA MAP, MCA and ALEKS progress reports will provide data for evaluation to determine student progress with math skills. Analyzing this data will also aid in identification of strengths and weaknesses which is critical for all program planning and instruction. Student participation in after school and other extended learning opportunities will be evidence as well because more contact with content will lead to mastery. Climate SMART Goal(s): 1. The number of All Students who are suspended at VOA - PHOENIX-SALT HS School will decrease from 24 in 2013 by 10 % in 2014 and 20 % in The number of African American who are suspended at VOA - PHOENIX-SALT HS School will decrease from 22 in 2013 by 10 % in 2014 and 20 % in 2015 Additional Climate Goal(s): The Phoenix SALT staff will focus on improving student engagement, attendance, and retention. PSH is seeking to engage 50% of students in experiential learning and after school classes (38% participated during the school year). Attendance, which will increase due to improved engagement, will be tracked and improvement goals are: 19% of students will attend 95% or more, 25% will attend between 85 and 95% of the time and 50% or fewer students will attend under 85% of the time. These percentages are based upon previous yearly attendance averages and improvement trends. Professional Development Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Professional Development Strategies PHOENIX SALT staff meets every three week to review all Phoenix SALT staff meets every three weeks to review students attendance and academic success during PLC. effectiveness of interventions and improvements are Attendance interventions are based upon outcomes of RTI documented three times per quarter. Teachers evaluate PLC meetings. During the meetings, current student data is shared in offerings at the end of every quarter to rate effectiveness. a summary form. Teachers are involved in creating an engaging Student surveys administered quarterly and attendance on classroom experience and leading out of class experiences to experiential learning trips will provide data to evaluate if engage students so attendance improvement results. Teachers in engagement goal was met. need of support for specific tier 1 strategies (based upon director and peer observation) will be directed to district supplied PD. During RTI PLCs, PSH staff will continue to evolve school-wide PBIS to improve climate and engagement. Family Involvement Strategies to Support Climate Goal(s) Success Criteria to Evaluate Effectiveness of Family Involvement Strategies 1. All Family/All School events are opportunities to share information with families regarding the importance of consistent attendance with respect to earning credit and successfully passing all tests required for graduation. 2. Students' advisors phone families weekly to report student attendance / performance concerns. 3. Phoenix SALT HS employs a Spanish speaking receptionist and has access to a Somali interpreter in order to effectively communicate regular attendance issues with families whose first language is Spanish. 4. Phoenix SALT staff actively conferences with families to suggest strategies for improved attendance and credit-earning. Building Climate: Review attendance rate increase relative to our attendance goals.the school will work with families as partners to encourage regular student attendance. Conference logs, phone call logs and RTI student files will show effort by staff to include families in the intervention process with the goal of student success.teacher call logs, attendance at family events and record of School messenger and school mailings will also give evidence to our commitment to improving attendance, engagement and retention. Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 16 of 27

17 School-wide expectations provide the foundation for all One component of a positive school-wide behavior system positive school-wide behavior systems. These school-wide includes proactive teaching of social skills to students. Is Social expectations are applied in all areas of the school- classroom & Emotional Learning embedded into regular academic plans? non-classroom settings and at all times-before, after and during How? Are you using a specific curriculum? the school day. What are your school-wide rules and expectations? How do you teach, practice and reinforce these expectations in your school? School Wide expectations are Get Involved in Your Community, your school, your classroom and your individual success. All teachers have an expectation to provide positive interactions within the classroom as part of our tier 1 RTI model. As a school we have adopted a PBIS model and all interactions with students are done with a problem solving model to educate students and help them strategize for success. 2 licensed counselors on staff monitor the higher tier interventions and data is collected every three weeks to make sure all students are accounted for within our intervention system-the goal being to keep them in the classroom and learning. Outside of class, staff is present and engaged with students and relationship building is where our staff excels. Phoenix SALT offers high quality, out of school experiences (camping and urban adventures) to teach students how to become leaders and problem solvers and further the connections between students, staff and their school. Assessment is a vital first step in making improvements in school climate; using data to guide actions provides the foundation for effective change. Does your school have a team that reviews school climate? What data do they review and how often? How is this team connected to the work of your PLC? Every three weeks Phoenix SALT teaching and admin staff utilize a two hour PLC for our RTI agenda. At RTI meetings all students are discussed considering current behavior, attendance, academic, IEP. EL, formative assessment and anecdotal data. Interventions are determined after the review of this data. RTI summaries are compiled every three weeks to document our schools interventions and measure our success with serving every demographic within our school. Data summaries allow our staff to see the percentage of students responsive to classroom tier one strategies The Hope survey is administered twice a year to measure student social-emotional growth. Phoenix SALT staff will continue to evolve our school climate expectations through reviewing data for the current school population. At Phoenix SALT we utilize curriculum titled Character Development and Leadership by Joseph M. Hoedel, Ph.D. Licensed counselors implement the curriculum within advisory credit-earning classes. For the school year, Phoenix SALT will partner with the Hennepin County TOP program to provide up to 50 students with a yearlong social emotional and life skills curriculum class including a service learning component. All experiential trips offered focus on leadership, community building and life skills. PSH administers the Hope survey to measure student social-emotional growth. As a school we have adopted a PBIS model and all interactions with students are done with a problem solving model to educate students and help them strategize for success. Schoolwide Reform Strategies: Action Plan Schoolwide reform strategies are selected to strengthen the core academic program, increase the amount and quality of learning time, address the needs of historically underserved populations and provide opportunities for all children to meet the State s proficient and advanced levels of student academic achievement. The action plans describe in detail how the school plans to implement and monitor the effectiveness of the reform strategies. Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 17 of 27

18 Strategy All teachers will promote positive classroom interactions and interventions identified in tier 1 of Phoenix SALT's three tier RTI model. The model is a part of the PBIS all school prevention and positive support system for students. Research and Rationale School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success. Cohen, R., Kincaid, D., and Childs, K. (in press). Measuring school-wide positive behavior support implementation: Development and validation of the "Benchmarks of Quality." Journal of Positive Behavior Interventions Irvin, L.K., Tobin, T., Sprague, J., Sugai, G. and Vincent, C. (2004).Validity of office discipline referral measures as indices of schoolwide behavioral status and effects of school-wide behavioral interventions. Journal of Positive Behavioral Interventions 6, This strategy supports: Reading Goal(s): X Math Goal(s): X Climate Goal(s): X Graduation Goal(s): Action Plan Start Date: Action Step 8/26/2013 ELs at Phoenix SALT will be served through an established and regular intervention by the EL teacher. Through review of EL level placement paperwork upon enrollment, check-ins with EL's regarding attendance and grades one time each three week grading period and collaborative planning with other teachers, the EL teacher will provide an enhanced tier 1 support for English learners at Phoenix SALT. Success Criteria Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint Grading period summary data will be reviewed to ensure the needs of EL's are being met at PSH. A reduced number of ELs in need of higher level intervention for academics and attendance will be the goal. Director will monitor implementation of check-ins and EL teacher will document all interventions. Personnel Sara Grant - EL support teacher Mike McMahon - Assistant Director-RTI lead Wendy Smith, Director Jess Sapp - Counselor Implementation Notes 11/1/2013 Grading period summary data will be reviewed to ensure the needs of ELs are being met at PSH. A reduced number of ELs in need of higher level intervention for academics and attendance will be the goal. Required Resources Maintain data summaries with EL specific data included RTI Grading period summaries and RTI tracking document shared online with all staff EL teacher makes staff aware of specific interventions via and in active collaboration Start Date: Action Step 01/21/14 Review of the year's grading period data summaries and reflection of the effectiveness of the regular interventions will occur and any Access testing data will be used to further evaluate the strategy implementation. 05/30/14 Counselor: request of student placement level documentation upon enrollment Substitute: needed for EL teacher to attend mandatory district trainings WIDA data Grading period data summary compilation by administrators with EL specific results EL teacher supplemental pay for check-ins Teachers collaborate as needed RTI PLC every three weeks RTI lead- compilation and implementation of strategies Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 18 of 27

19 08/19/13 At the outset of the school year, Phoenix SALT staff will predetermine effective and varied behavior, attendance and academic interventions designed for each tier of student support. Interventions will be research based and teachers will maintain an RTI resource library so interventions can be readily prescribed and quickly implemented for any student at any time. Examples of interventions: contracts, daily monitor slips, numbered out of class passes, resources for specific behaviors, etc. Success Criteria Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint Start of year intervention 8/26/2013 End of Q2 check-in to online library discussed, review RTI summaries and created and accessible by number of interventions. all staff. At this point grading period summary comparisons should show a higher percentage of students in tier 1 for behavior, academics and attendance. Adjustments will be made to inventory library if needed. Personnel Leaders responsible for data collection,monitoring and creating library of online interventions: Wendy Smith, Director Mike McMahon, Assistant Director Jess Sapp, Licensed Counselor Implementation Notes Required Resources Grading period summaries and RTI documents are shared with all staff on-line/ongoing 1/21/2014 Final review and reflection of success and effectiveness of RTI interventions will take place and a final summary will be presented and evaluated with staff. Goal is 40% of students in tier 1 for 3 criteria. 5/30/2014 Staff meeting time during workshop week Admin creation of intervention documentation Time-PLC RTI meetings to assign interventions and review outcomes every 3 weeks RTI leader to compile and lead efforts Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 19 of 27

20 Strategy All teachers will help students improve reading skills by utilizing pre, during and post reading strategies for increased comprehension, focusing upon academic language and content specific vocabulary, and allowing students increased opportunities to engage with non-fiction text. Research and Rationale The National Center for Educational Evaluation and Regional Assistance's Institute for Educational Sciences review of research regarding reading improving adolescent literacy resulted in five recommendations, including three recommendations specifically related to classroom practices of content-area teachers. These three strategies, listed above, not only improve student reading achievement but also compliment their achievement in core content areas and support a school culture in which reading instruction is viewed as part of every teacher's curriculum. Kamil, M.L., Borman, G.D., Dole, J., Kral, C.C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A practice guide (NCEE # ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Services, U.S. Department of Education. National Reading Panel. (2000a). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No ). Washington, DC: U.S. Department of Health and Human Services, National Institute of Child Health and Human Development. This strategy supports: Reading Goal(s): X Math Goal(s): X Climate Goal(s): X Graduation Goal(s): X Action Plan Start Date: Action Step 8/26/2013 Phoenix SALT teachers will be engaged in high quality professional development throughout the entire schoolyear which promotes the use of pre, during and post reading strategies for improved comprehension by students. PD will occur 3x per quarter during PLCs. Success Criteria Interim 1 Checkpoint Interim 2 Checkpoint End Point Checkpoint Creation of PLC calendar and designated reading strategy instruction dates. Teacher involvement includes taking strategies to classroom and reporting on improvements within their professional learning plan. 100% of teachers will implement the strategies within Q1. Personnel All Teachers Director, Wendy Smith Sara Grant, PD lead for reading strategies Implementation Notes 11/1/2013 Ongoing: Teachers will be observed by peers and director effectively using reading strategies within the classroom. Quarterly surveys allow teachers to rate the effectiveness of PD. Initial NWEA MAP data (fall to winter)will indicate improvements in reading. Required Resources PLP created by all teachers during PLC will show level of implementation. 1/21/2014 Teachers will reflect upon improvements made within their classroom. Preliminary MCA and NWEA MAP Spring scores will show growth in reading with more students meeting or exceeding the standard. Reading strategies for the next school year will be created. PLP reading goals will be used in teacher final performance reviews. 5/30/ PLC dates for implementation Supplemental compensation for Reading strategy PD leader, Sara Grant Draft Printed On: 11/11/2013 VOA - PHOENIX-SALT HS - DRAFT Page 20 of 27