Ms. Cindy Wright Carter, Director 99 E Virginia Ave Ste 200 Phoenix, AZ 85004-1195 Document Generated On March 26, 2014
TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements and Areas of Improvement 5 Additional Information 9
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1
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? (AZVA) was approved as part of the Arizona distance learning expansion legislation in June, 2003, and opened its doors in August of that year as a program of PPEP and Affiliates, Inc. AZVA is its own separate school and holds its own charter under PPEP and Affiliates, Inc. The core philosophy of AZVA is that all students can achieve academic excellence when provided rigorous instruction, high standards, informed guidance, and individual attention. Although computers and technology are learning tools, education is primarily a personal endeavor that relies on caring individuals, involved parents, and committed teachers. AZVA serves full time students in grades K-12 with three distinct programs: Elementary, Middle, and High School. Teachers are Highly Qualified and certified in the areas that they teach, with many holding advanced degrees within the field of education or their teaching content area, and AZVA teachers have a vast background of teaching experience, both in the classroom and online. Students attend school online by means of a virtual classroom either in the Online Learning System (OLS) or the Learning Management System (LMS). In these areas, students access their lessons, assignments, and assessments as they work throughout the course each semester. High school students utilize the LMS to complete their lessons and submit work to a virtual dropbox where their certified teacher is able to retrieve their work, assign a grade, and return the assignment to the student with robust feedback in order to encourage further learning and understanding of the topic. AZVA utilizes a multitude of programs and innovative ideas to help engage students in learning and ensure mastery of state standards and course objectives. Currently, AZVA has approximately 4,600 students in grades K-12 enrolled: 3,500 elementary and middle school students and 1,100 high school students. AZVA has a staff of 198 including teachers, administrators, and staff members. Students, teachers, and staff live across the state of Arizona. While enrolled students live in many areas of the state, the school does have a physical office location located in Central Phoenix. This office houses the school's operations team, front office staff, registrars, and other office-based positions. AZVA had its first graduating class in 2009 and has graduated 392 students since then, with many more graduating this May. Many of AZVA's students, especially those in the upper grades, come to AZVA having already faced many challenges. A large population of enrolled students are credit deficient and academically at risk and this leads to a high mobility rate of high school students. All AZVA staff remain focused on the mission and visions of the school and work with students in order to help them grow both academically and emotionally as they prepare for success today and in the future. Page 2
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. Mission Statement: is a public online charter school that uses K12, Inc. programs and curricula to meet the needs of diverse student populations through innovative uses of technology, effective teachers and instruction, and partnerships with families and community. AZVA empowers students to think critically and achieve academic success and personal growth. AZVA is devoted to making quality public education accessible for all Arizona students- regardless of geographic, financial, or demographic circumstance - and to provide online education alternatives that are as unique as the students secured. Elementary School Vision Statement: AZVA Elementary School is focused on every student's Academic Success through partnerships with families. Middle School Vision Statement: Our vision is to empower students to achieve educational ownership today for success tomorrow. High School Vision Statement: AZVA High School provides an engaging, innovative experience that prepares individuals for success in a rapidly changing world, empowering them to realize their full potential. offers a vast array of programs and opportunities in order to meet the needs of students in alignment with the school's mission and vision statements. Students are supported by highly qualified and certified teachers who specialize in their content area in addition to a strong, well-rounded curriculum. Elementary and middle school students are assigned the curriculum that is appropriate for their grade and ability level. Students have some flexibility within the school year to work at a pace that best suits their needs, allowing for more time to be spent on difficult concepts and less time to be spent on the concepts that are less-challenging for the student. The high school utilizes the curriculum developed by K12 and offers a variety of educational opportunities and levels to meet the needs of all high school students. Courses are offered in the core content areas of math, language arts, science, and history, as well as a wide range of electives including foreign languages, music and art, digital photography, business and entrepreneurship, physical education and nutrition, and many others. Additionally, many courses are offered in a range of levels including Foundations courses, comprehensive courses, honors courses, and AP courses. Students communicate with their teachers in a variety of ways including phone calls, instant messenger, course discussions and "Raise Your Hand" areas, course announcements, kmail (internal messaging system), external email, and live class sessions. Live teaching sessions, called Class Connect, are held throughout the week and students are encouraged to attend. Students who are academically at risk, as determined by a variety of assessments, are required to attend class with the teacher throughout the week. AZVA also has many in-person events and activities throughout each month that include field trips, school dances, and other activities that allow students to interact with their peers, teachers, and staff. Additionally, students have the opportunity to interact with others through virtual clubs that are facilitated by teachers using Class Connect and allow for interaction outside of the live class sessions. In order to better support students as they embark on their educational journey, students participate in the Individualized Learning Plan (ILP) process quarterly. Each quarter, the student meets with his or her homeroom teacher and discuss a series of questions relating to the student's interests, hopes for the future, and academic goals. This is a living document that continues to grow as additional information is Page 3
added each quarter. Additionally, high school students and their parents or guardians meet with their guidance counselor in a formal conference once yearly in order to review the student's credit check and graduation plan in order to ensure the student is on track for his or her anticipated graduation date. During this discussion, students also discuss post-high school goals, post-secondary school admission processes, and any other questions or concerns the student has at that time. All materials, including a recording of the conference, are sent to the student for their reference. Students are provided a variety of opportunities at AZVA to guide their education, ranging from their course choices to the way in which they interact with others as an extension of their schooling. The variety in the modes of communication help prepare students for the future as they become comfortable with a variety of technologies and communication methods. Our goal is to create well-rounded students who are empowered in their schooling today and for success in the future. In addition to the programs listed above, AZVA provides students with additional opportunities to grow, develop, and find success. Students are expected to engage in their courses daily and interact with teachers and students in live sessions and within the courses. As students engage in all available resources and opportunities, it is expected that they will have an excellent experience at. Page 4
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. AZVA continually seeks to improve in the areas of student achievement and retention. The school's population is incredibly mobile and the consistent coming and going of students can be challenging at times. The school recognizes that many students who attend AZVA are doing so only for a short period of time to meet the current needs of the student and family, and is working to implement policies and best practices, like the Academic Responsibility Policy, in order to ensure that students receive immediate and ongoing academic instruction appropriate to their changing needs. Weekly Checkpoints Three years ago, began requiring students to complete assigned weekly checkpoints. Weekly checkpoints are standard based assessments that give teachers and Learning Coaches the data they need to monitor student progress and guide instruction. Weekly checkpoints must be completed by the due date each week. Students who have not mastered the assessment at 80% or higher are required to attend additional Class Connect sessions and retake the week's checkpoint(s). The sessions provide students with direct instruction highlighting and focusing on the objectives not mastered. A student's grade is based on both mastery of the weekly checkpoint(s) and attendance at review sessions, if applicable. Weekly checkpoints have highlighted many of the areas identified as a concern that students come to AZVA to resolve. A large population of students attending AZVA are working below grade level and have been for some time. Weekly checkpoints allow teachers to not only expose students to grade level standards that will be assessed in standardized testing, but to reteach skill previously taught that were not mastered. The Checkpoint assessments have provided teachers with additional academic insight into their students so that immediate remediation can be provided in order to ensure that students are exposed to all content standards and prepared for the future. Instructional Cycles AZVA has implemented, and utilizes, a comprehensive Multi-Tier System of Supports (MTSS) program for students in grades K-12 in order to identify and support students' educational needs. Students in need of additional academic assistance are identified throughout the school year by use of placement tests, DIBELS, state test results, parent input, and student progress in the curriculum. Importantly, scientific-based interventions are provided to students. Teams of Highly Qualified teachers provide instructional and behavioral interventions designed to assist students as they work towards their academic goals. Interventions may include specific behavior modification strategies, materials from another level of K12 curriculum, and scheduled synchronous virtual online sessions. As part of the MTSS plan, AZVA utilizes six week instructional cycles. Instructional cycles are a component of AZVA's tiered academic support of students. Under the school-wide academic policy, students who do not demonstrate proficiency with grade level standards are required to actively attend and participate in assigned instructional sessions as designated by an AZVA Highly Qualified teacher. The six week instructional cycles include Data Review, Cycle Launch, Instruct and Progress Monitor and Cycle Completion. Each instructional staff member is provided with ongoing training to support each stage of the instructional cycle. Throughout the Data Review process, the instructional staff reviews all assessment data to rank their students within the three tiered MTSS process. The content teachers and interventionist meet and determine the students that should be placed in Tier II or Tier III for the following Page 5
six week instructional cycle. During the cycle launch phase, teachers and interventionist determine goals, instructional time needed, and plan relevant assessments that will be used throughout the instruct and progress monitoring phase. In cycle launch, the teachers and interventionists are required to submit their Tier II and Tier III SMART goals for approval from their administrator. At this time, parents are presented with the MTSS Parent Guide and meet with the teacher or interventionist to explain the MTSS placement of their student. During the Instruct and Progress Monitoring phase the of six week instructional cycle, the school-wide MTSS process targets the Tier II and Tier III instructional groups. The Tier II and Tier III instructional groups receive instruction aligned with their Student Learning Objectives (SLOs) and/or SMART goals. At the Tier II level, progress monitoring is completed every three weeks, while Tier III progress monitoring is completed every two weeks to determine if the student needs to remain in the assigned Tier of intervention or be placed in a different tier for instruction. Blended Learning One significant change that occurred within AZVA within the past three years was the creation and implementation of a blended learning program. AZVA and the Valley of the Sun Y teamed up to create K¹² at the Y Learning Centers in August 2010. K12 at the Y Learning Centers exist to provide school-supervised locations in which students can complete their schoolwork in a structured learning environment and have multiple opportunities for student socialization. Exact program schedules and variations differ by location. In general, each location offers two 4-hour sessions. Families choose one session for their student(s) to attend. In situations where a full-day option is necessary for a student, site coordinators accommodate the family's needs. Families also choose the number of days per week they would like to attend (1 to 5). Students who attend at least 3 days per week receive a free youth membership to the YMCA. Each year, approximately 260 students participate in this unique schooling opportunity. K12 at the Y Mission: Through a shared commitment, K¹² and the Valley of the Sun YMCA are dedicated to providing all children educational opportunities through dynamic curriculum and core values that will enable youth to maximize their success in life, regardless of geographic, financial or demographic circumstance. Policy: Academic Responsibility Policy The 2013-2014 school year brought another change as the school implemented a new policy for academic responsibility. This policy was board approved in the summer of 2013 and distributed to all students and families at the start of the 2013-2014 school year, and upon enrollment for students enrolling after the first day of school. This policy has allowed the school to truly hold students accountable for their attendance at live sessions when the student has demonstrated to be academically at risk so that highly qualified teachers are able to effectively work with students to provide the necessary instruction and intervention. Board Approved: 6/27/2013 Effective Date: August 6, 2013 Policy Provisions - is a public online charter school accountable to state and federal education requirements. The academic program includes support for all students to achieve proficiency with grade level academic standards. Students who do not demonstrate proficiency with grade level standards are required to actively attend and participate in assigned instructional sessions as designated by an AZVA Highly Page 6
Qualified teacher. Failure to attend and participate in instructional sessions designed to address a gap in achievement, may result in withdrawal through the academic probation process. Definitions - Grade level: K - 12 Grade level proficiency: Assessment of student proficiency may be determined using one or more of the following academic indicators: AIMS assessment history; course progress; Scantron assessments; school-based diagnostic assessments; DIBELS; work sample submissions; assessments; additional teacher designed, standards-based assessments. Instructional sessions: Instruction will take place in Class Connect no less than two times per week. Required number of sessions will be listed on the Individual Learning Plans. The Highly Qualified teacher will determine instructional goals, weekly instructional time, and criteria to demonstrate proficiency based on student data. Required attendance: Students are required to attend instructional sessions as assigned. Learning Coaches and students will be notified by Kmail of the required Class Connect sessions and accompanying instructional goal(s). Required sessions will appear on student's online school account. Active Participation: Students are required to join Class Connect sessions on time and consistently. Students must engage with the academic content and the teacher by use of the dialog box and/or microphone and/or whiteboard as appropriate within the lesson. Failure to attend and participate: Students are allowed two (2) unexcused absences within the determined instructional cycle. Additional absences will be addressed through policies outlined in the Academic Probation Process located in the Student Handbook. Instructional Cycle: No less than a six week period in which instructional goals are addressed. Students may complete a goal in one cycle and continue with a new goal in a subsequent cycle until sufficient grade level proficiency is demonstrated. Procedures - The Highly Qualified teacher will review academic indicators to determine needed support to meet Arizona's academic standards. Instructional groups will be formed based on student data. Instructional goals, instructional time, and assessments to measure progress will be determined. The Highly Qualified teacher will notify the Learning Coach and student of the required instructional sessions. The Highly Qualified teacher will provide instruction, conduct assessments, and document academic progress. This process will repeat as needed to ensure students achieve proficiency with grade level standards. Mobility and Growth Mobility within the school continues to be a challenge facing AZVA as the student population is incredibly transient. A large population of students remain enrolled for two years or less; in 2012-13, 78% of high school students were enrolled for two years or less at AZVA. This impacts the school and its approach to instruction in multiple facets as there is a continual onboarding process for new students who must become acclimated to the online platforms and unique style of learning in order to be prepared for success within their courses. Teachers focus on promoting growth of the student, especially as many newly enrolled students are academically at-risk, being credit-deficient or a grade level, or more, behind. While the goal is always proficiency, a heavy reliance is placed on growth due to the academic needs of many students. An area of continued focus for school administrators is to work closely with the state's Department of Education to identify ways to measure the effectiveness of the school and the education being provided to students in a way that is both meaningful and representative of what truly occurs within the school. Current graduation rate calculation practices do not account for the extremely high mobility rate of high school students within AOI schools. AZVA is penalized yearly in the school's letter grade as the calculated graduation rate is low. However, the students contributing to that graduation rate are typically students who have not attended for a significant period of time. Because of this, Page 7
school administrators are working diligently with the Arizona Department of Education and expressing the need for, and brainstorming ways to create, an effective tool that can appropriately judge the school that provides an education alternative to the traditional model. Until that happens, this will remain a primary focus for school administrators. Page 8
Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. The teachers, administrators, and support staff at collaborate on a frequent and ongoing basis to identify ways to improve practices and support community within the school. The entire school staff has a shared goal to empower students to reach their full potential, through partnerships with families, thus providing students the tools needed to achieve educational ownership. Page 9