Schoolwide Plan Worksheet

Transcription

1 wide Plan Worksheet : Foothills Fine Arts Academy Principal : Dr. Robert Benson Planning Team: see chart below Instructions: Must have Administration, Teacher(s), a good representation of Grade Level and Special Area Teachers, and Parents. Representative Position Phone Dr. Robert Principal RBenson@peoriaud.k12.az.us Benson Administration Stephen Balliet Assistant Principal SBalliet@peoriaud.k12.az.us Certified Classified District Office Cynthia Urquhart Katie Richard Tammy Martin Shannon Wilson Denise Pryde Morgan Cicinelli Dana Postel Nancy Bielenda Elizabeth Markus Shelly Coffey Larry Cox Cindy Henry Dr. Stacie Hacker PAL 7/8 Science 2 nd Gen Ed 1 st Gen Ed 3 rd Gen Ed 3 rd Gen Ed K Gen Ed K Gen Ed 7 th Lang. Arts Assistant Director of Federal Programs CUrquhart@peoriaud.k12.az.us KRichard@peoriaud.k12.az.us TMartin@peoriaud.k12.az.us ShWilson@peoriaud.k12.az.us DPryde@peoriaud.k12.az.us MCicinelli@peoriaud.k12.az.us DPostel@peoriaud.k12.az.us NBielenda@peoriaud.k12.az.us EMarkus@peoriaud.k12.az.us SCoffey@peoriaud.k12.az.us LCox@peoriaud.k12.az.us CHenry@peoriaud.k12.az.us SHacker@peoriaud.k12.az.us Parents not yet confirmed

2 Community / Business Student not yet confirmed not yet confirmed Comprehensive Needs Assessment: 1. Identify and list the data sources. Student achievement results Grades Performance on state assessments Enrollment count Attendance rate Disciplinary incidences Dropout rate Graduation rate Demographic statistics Screening Assessments Standardized Assessments Formative Assessments Summative Assessments Surveys 2. What trends does the data suggest? The data suggest that we need to focus on K- 5 literacy, and K-3 mathematics. We seek to develop and establish a systematic process for teacher collaboration on the district frameworks and priority standards with arts integration, and in conjunction with quality tiered instruction and interventions. 3. What subject areas/concepts are in greatest need of improvement based your AzMERITresults? Based on the data analyzed, the greatest need for improvement is K-5 literacy, and K-3 mathematics. With the MOWR plan in full effect, we need to further refine and implement our early intervention plan to ensure that our students are reading at grade level by the end of third grade. 4. Which subgroups need the greatest improvement and in which subject areas/concepts? Our students in 3 rd and 4 th grade need the greatest improvement in literacy, while our students in K-3 are all in need of improvements in mathematics. 5. List and prioritize the weaknesses uncovered in the needs assessment and other data analysis. Justify the priorities.

3 Priority 1: Tiered instruction and intervention analysis of the data reflects that consistent implementation of professional learning communities is essential to plan and develop this structure. Priority 2: Common formative assessments the consistent use of CFA s across the grade levels will be a reliable tool to help inform instructional decisions. High expectations of students will be supported as the staff accepts their professional role in student success and failure. Priority 3: Data analysis while we collect a large amount of data, we need to assist the staff in analyzing the data and using it to make instructional decisions. Priority 4: Arts learning strategies we plan to enhance our collaborations to support an engaging learning environment through on-going peer to peer mentoring support in the Arts learning strategies. At Foothills Fine Arts Academy, we plan to incorporate STEM strategies along with the arts integration through the initial creation and building of our Maker Space. 6. What are the instructional and content needs of your teaching staff? The staff at Foothills needs collaboration time and support in using the process of professional learning communities to attain more opportunities for reflective practice. 7. What are the needs of parents and families in relation to student achievement? At Foothills, we seek to increase both the quantity and quality of community involvement. We have established and will continue to improve consistent communication with parents about school events, homework expectations, math support and reading strategies. We will significantly increase the number of opportunities parents have for school involvement activities, as well as increasing the types of activities offered. 8. Are there other significant issues that are impacting achievement? Many factors impact student achievement at Foothills Fine Arts Academy. We have worked hard to provide students experiences and strategies through RtI and Arts learning. The purpose behind this is to encourage engagement and broaden the students outside experiences. These experiences and strategies can affect their ability to make connections to learning occurring at school because many of our students would not have these opportunities outside of school.

4 While we have many positive things occurring at our school, we still face some challenges. According to district benchmarks and state assessments, there is room for improvement in the area of math across all grade levels. While our main focus has been on literacy, we are continuing interventions in both areas. Finally, Foothills is in its eighth year of the school-wide status. The percentage of students qualifying for free and reduced meals has reached 52% as we open this school year. The dramatic increase in the needs of our community has left our staff struggling with how to best meet the needs of our school population. 9. Type(s) of instruction offered: (check the appropriate box) Language Arts Math Both x GOAL Reading/Language Arts and Math Proficiency Foothills Fine Arts Academy will achieve the Annual Measurable Objective (AMO) in as measured by the State designated test in Reading, Language Arts and Math at all grade levels. Strategy 1 - Leadership ACTION STEP Vision and Mission Sharing Foothills Fine Arts Academy will include all stakeholders, all media such as school website, postings in school office, FB, Messenger, site council, Parent and meetings, quarterly meetings. ACTION STEP Job-Embedded Professional Development Based on teacher and principal evaluations (Capturing Kids Hearts, Instructional Audit), the mission and vision of the school, site administration uses available resources to identify needs and plans for staff development including arts integration (i.e. Kennedy Center) accordingly. ACTION STEP Promoting High Expectations for All Students Foothills Fine Arts Academy (Instructional Audit, etc.) will continue to strive for excellence within the district instructional units while incorporating effective and efficient methods of Response to Intervention.

5 PD Strategy 2 - Strengthening Instruction for All Students ACTION STEP SBR Reform Model Collaboration with McRel for Balanced Leadership and RtI, in alignment with District s initiatives. PD ACTION STEP Core Instruction Increase rigor of core instruction and provide reteaching, enrichment and alternate core instruction including Tiered Model and differentiation by HQ teachers through the implementation of Common Core Standards. (Tier 1, LL1, RtI) PD ACTION STEP Individualized Coaching Provide individual job-embedded coaching across all content areas based on classroom observation data/classroom walk-throughs (i.e. planning with instructional coach, lesson plan design, mentoring of new teachers, peer to peer observation, in and out coaching, Thinking Maps and Template training. Utilize substitutes for the purpose of professional development.) ACTION STEP Teacher Quality Site Administration verification of teacher attestation for HQT status. Address teacher effectiveness and equitable distribution of teachers. ACTION STEP Professional Development Provide training in Reading and Math curricular efforts, the use of technology, and arts integrated learning and how to embed it into instruction and subject-related professional development. ACTION STEP Implement Use of Student ipads Implement project based learning, flipping the curriculum and online assessments using ipads. Strategy 3 - Interventions for Struggling Students

6 ACTION STEP After- Tutoring/Summer Provide tutoring for struggling students with a particular focus on students not passing benchmarks and students in lowest quartile. ACTION STEP Instructional Support 1.5 Reading Interventionists and 1 HQ paraprofessional provide support for instruction. Make connections to real life experiences and further language and math development integrated with standards-based curriculum. ACTION STEP Academic Motivations and Student Behavior Foothills Fine Arts Academy will continue to implement programs to increase student academic motivation and conflict resolution. Specifically, we will be taking a proactive approach through our SOAR program to encourage and recognize positive behaviors. ACTION STEP Computer Assisted Technology Continue programs and technology tools to assist with student learning, instruction, data collection, and data analysis (i.e. IPADS, IPODS or teacher IPADS, Study Island, STAR Renaissance with Accelerated Reader, SMART boards, Edu Tech, ecampus, and Net). ACTION STEP Supplemental Materials Supplemental instructional materials and technology will be purchased to support additional learning opportunities in reading and math. ACTION STEP Tier II Instruction Foothills Fine Arts Academy provides Tier II interventions through a structured, focused Response to Intervention program. Strategy 4 - Data-Driven Decision Making

7 ACTION STEP RtI Data Meetings Site Administration facilitates RtI and data meetings for all grade levels to analyze data for placement of students in re-teach and enrich, strengthening of instruction, and student learning with a particular focus on students in the lowest quartile, in order to provide cohesive and seamless communication and support between all tiers of intervention. ( funded employees only so we can use the tag.) ACTION STEP Planning Meeting Foothills Fine Arts Academy plans regular meetings to include various stakeholders from staff and community. (Data driven decision making evaluate needs assessment, systematic assessment and data collection process, etc.) Strategy 5 Coordinated and Comprehensive Services and Stakeholder Involvement ACTION STEP Transition Programs (Non- funded do not use tag) Foothills Fine Arts Academy will take a proactive approach through our SOAR program to encourage and recognize positive behaviors with the goal to increase awareness of success factors towards high school transition. Continue partnerships to ensure seamless transitions for students from Pre-school to Kinder and from 8th grade to High (Headstart visit, Kinder Readiness, Kinder round-up, High Fair). Identify K-8th grade students not at grade level or in lowest quartile and provide tiered instruction so they are ready to transition to the next grade level. ACTION STEP ECAPs Education and Career Action Plans will be completed for all students. Through the preregistration process conducted by guidance counselors between October and December all students will either create or update their ECAP. ACTION STEP Parent Involvement Continue parent involvement programs with support of K-8 homeroom staff, preschool teachers, special area teachers, and the District parent liaison (i.e. parent meetings, Continuous Improvement Plan (CIP) implementation team, parent trainings, parent learning calendars, translations, school effectiveness surveys, individual teacher, school, and district websites).

8 ACTION STEP Dropout Prevention (Non- funded do not use tag) Foothills Fine Arts Academy will take a proactive approach through our SOAR program to encourage and recognize positive behaviors with the goal to increase awareness of success factors towards high school transition. Continue programs to support dropout prevention (i.e. City of Glendale S.W.A.G. program, Positive Behavior Intervention System, NJHS, Student Council, Extra Curricular Clubs, Sports, High Fair). PD Strategy 6 - Plan Development, Implementation, and Evaluation ACTION STEP Development of Plan/Annual Evaluation Establish a Continuous Improvement (CI) team in order to administer the Standards and Rubrics for Improvement and/or other needs assessments and analyze all relevant data for the purpose of annually revising the Continuous Improvement Plan. ACTION STEP Implementation of Plan Facilitator will conduct an annual meeting for parents and staff to review the plan. CI team will oversee the ongoing implementation and revision of the plan. ACTION STEP Evaluation of Plan Conduct ongoing evaluation of plan for the purpose of assessing progress towards meeting goals. Goal Evaluation: Was the goal met? Look at the data sources identified in Question 1. Identify areas of strength and weakness based on end of year data.