Revised School Improvement Plan Template · A w ebmail regarding the school improvement plan meeting, planning session and other information was sent out to all stakeholders. A copy

Expansion Request – UTAH CONNECTIONS ACADEMY

Supplemental Exhibit – Cover Sheet

Supplemental Exhibit – Focus Turnaround School Improvement Plan

and 4th Quarter Report (2017)

Utah State Office of Education Title I System of Support Revised: October 2015

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Utah Connections Academy Focus Turnaround School Improvement Plan

2015-2016, 2016-2017, 2017-18

Utah Connections Academy 687 W 700 S

Woods Cross, UT 84087


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Table of Contents

Part A: General Information…………………………………………………………………………………………………………….3

Part B: Plan Abstract.......................................................................................................................................................... 4

Part C: Goals and Strategies .............................................................................................................................................. 5

Part D: Professional Development Plan. .......................................................................................................................... 10

Part E: Parent Involvement .............................................................................................................................................. 11

Part F: Budget .................................................................................................................................................................. 12

Part G: Peer Review ........................................................................................................................................................ 13


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PART B: Plan Abstract

Utah Connections Academy was originally identified as a Title 1 Focus School based on low student achievement scores in January 2015. A Title 1 appraisal was conducted in April 2015 by Innovations Educational Consulting, with Dr. Greg Lewis serving as the SST leader. Input was sought from all stakeholders in the school including parent/student panels, and all teachers, staff and administrators. The appraisal gathered input from stakeholders and observed the areas of school leadership, curriculum, instructions, assessment, and school culture. The school leadership team including parents analyzed the appraisal results; developed a school improvement plan (SIP); published goals to all parents and students; and began implementation in the Summer of 2015. In October 2015, Utah Connections Academy was designated as a Turnaround School by USOE. When provided with a list of state-approved Turnaround experts, UCA’s selection committee elected to partner with Innovations Educational Consulting. The Innovations Ed team worked with the new (interim) principal and leadership team to revisit the Focus SIP and revise the goals based on Spring 2015 assessment data. The leadership team demonstrated ownership of the school’s status, as well as accountability for improving outcomes in student learning. In February 2016, a new principal (with extensive experience as an administrator in the virtual setting) joined Utah Connections Academy. During his first week as principal, Jeff Herr met with Innovations Ed consultants Dr. Greg Lewis and Johanna Hofmeister, as well as the leadership team, to review and revise the Focus Turnaround Plan. Attachments:

1. Title 1 Focus School Appraisal (conducted April 2015) 2. Technical Response- Turnaround Experts (November 2015) 3. UCA Parent Plan (adopted June 2015)


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Part C: School Improvement Plan Implementation

Proficiency Goals

Elementary

Increase student proficiency in Mathematics from 26% to 36% as measured by SAGE 2016.



Increase student proficiency in Language Arts from 36% to 46% as measured by SAGE 2016.



Secondary







Increase cohort graduation rate from 42% to at least 60% by Spring 2017.

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Sticky Note

Please provide the 2014 and 2015 SAGE data.

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Sticky Note

Consider increasing the graduation rate to 69% in order to meet standards of ESSA


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Strategies and Action Steps Timeline Responsible Party

Strategy 1: Implement effective PLCs to increase student learning.

Action Steps:

1. Clarify PLC expectations and function with new leadership.

2. Ensure that master schedule allows for PLC collaboration time.

3. Analyze data twice per month using the following PLC questions:

1. What do we need students to learn?

2. How will we know if they learned it?

3. What do we do if they have learned it?

4. What do we do if they haven’t?

4. Use ongoing formative data analysis to reflect on Tier 1 Instruction.

5. Based on data analysis, plan and provide targeted small group and one-on-one

instruction for at least 50% of all live lesson sessions.

Spring 2016 Spring 2016 Spring 2016 Fall 2016 Fall 2016

Director, Principal,

Teachers, Staff, Turnaround Team

Strategy 2: Increase effective, rigorous Tier 1 instruction to improve student

learning.

Action Steps:

1. Align rigor in standards, curriculum, assessments, and instruction.

2. Participate in PD on effective instructional strategies.

3. Participate in PD on increasing rigor in instruction.

4. Increase opportunities for students to use problem-solving strategies.

5. Engage in Collaborative Team Coaching® to observe and provide peers with

feedback.

6. Routinely reflect on Tier 1 Instruction, as connected to outcomes in student

Summer 2016 Spring 2016 Fall 2016 Spring 2016 Fall 2016 Fall 2016

Director, Principal, Teachers,

Turnaround Team


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learning, during PLCs.

Strategy 3: Increase frequency and quality of progress monitoring.

Action Steps:

1. Implement system for tracking student mastery of standards.

2. Build benchmark assessments into the curriculum so that students will get

progress scores.

3. Create short formative assessments (Exit Tickets) that match the construct and

rigor of SAGE

4. Provide Learning Coaches (LCs) with access to progress scores.

5. Utilize GradPoint Credit Recovery Courses.

6. Assign an advisory teacher or counselor to each senior to assist them in meeting

graduation requirements.

Fall 2016 Summer 2016 Fall 2016 Fall 2016 Fall 2016 Fall 2016

Director, Principal, Teachers,

Turnaround Team

Strategy 4: Support development of student ownership and accountability for academic progress Action Steps:

1. Facilitate process of students’ setting quarterly academic goals for mastery of

skills tied to essential standards

2. Set up system for students to track progress towards their goals

3. Celebrate student effort, progress, and achievement regularly

Spring 2017 Spring 2017 Spring 2017

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Sticky Note

Please refer to the DIA plan which numbers the responsible party to the action steps.


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Strategy 5: Retain 100% of Full Academic Year Students Action Steps:

1. Train learning coaches on how to access and read the online gradebook

2. Call 100% of students to welcome them within 7 days of enrollment

3. Assign all students who enroll after first day of school with “Getting Started”

course

4. Provide social events at the beginning of each semester for peer interaction and

socialization

5. Provide Live Lessons daily and allow time for students to socialize

6. Facilitate continuous feedback from students and parents (AlignEd survey

software)

Summer 2016

Fall 2016

Fall 2016

Fall 2016

Fall 2016

Spring 2017

Director, Principal,

Teachers, Staff

Scientifically Based Research Support:

Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-analyses Relating to Achievement. Routledge, New York, NY. Reeves, D. (2006) The Learning Leader: How to Focus School Improvement for Better Results. ASCD, Alexandria, VA. Reeves, D. (2003) High Performance in High Poverty Schools: 90/90/90 and Beyond (CPA) Resources: Bambrick-Santoyo, P. (2010) Driven by Data.

Echevarria, Vogt, Short (2008). Making Content Comprehensible for English Learners: The SIOP Model


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Fischer, Frey (2007) Checking for Understanding.

Lemov, D. (2015) Teach Like a Champion.

Expected Impact in Core Academic Areas

Progress in student learning will be measured quarterly using benchmark assessments in core academic areas for elementary and secondary.

Principal, Teachers,

Turnaround Team

Evaluation Process

The Turnaround Team will monitor and support plan implementation and progress as outlined in the Technical Response (attached).

Innovations Ed


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Part D: Professional Development Plan Describe the mentoring program and HQT plan. The team must include a mentoring component. The team must include strategies to ensure that all students are taught by highly qualified teachers. Professional Development to Support Strategies (Spring 2016 - Spring 2018)

As outlined in the technical response of Turnaround Expert proposal, Innovations Educational Consulting will provide:

1. Face to face and virtual professional development directly aligned with school improvement goals and strategies

2. Ongoing coaching and support for implementation of best practices 3. Differentiated amounts/type of coaching and support based on individual teacher need 4. Opportunities to build coaching capacity amongst teachers 5. Continuous support and monitoring of school improvement plan implementation

Mentoring Program

All teachers will participate in instructional coaching with school administrators and Innovations Ed consultants throughout the school improvement cycle.

Highly Qualified Teacher Plan

UCA currently has one teacher who teaches outside of her HQ area. The music teacher, Elizabeth Sanders, is highly qualified in Art but is teaching a number of sections of music. She is not highly qualified to teach music but has temporarily filled a need for 26 students while we are attempting to find a permanent qualified candidate.


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Part E: Parent Involvement Please answer the following and attach documentation as needed.

Describe the processes used to notify parents of the school’s improvement as a Focus School. Place copies of communications that were mailed or sent home in the Tracker filing cabinet. A webmail regarding the school improvement plan meeting, planning session and other information was sent out to all stakeholders. A copy of the notification is listed in the Tracker filing cabinet.

Describe the plan for involving parents in the decision-making processes of the school. During the initial school appraisal with InnovationsEd, parents were notified and allowed to participate in not only the interviews for the appraisal but to also be a part of the school improvement planning meeting. From this planning meeting, an extensive parent involvement plan was developed and then adopted on June 24, 2015. The plan is included as an attachment to this improvement plan.

Describe the overall involvement of parents in the educational processes at the school, including the role they will play in meeting the goals. Parents serve on committees of the school including Title 1 and State Land Trust. In addition parents transport students to and from all testing locations. They also play a role in informing the school of next school information when students withdraw from UCA. Parents also work with the school counselor and other staff members in helping students meet graduation requirements. The most important aspect of the parent involvement in our education process is that they act as Learning Coaches which support their child’s learning in the home. As a primary learning resource, the learning coach works with the teachers and staff of Utah Connections Academy to help keep the student focused on their lessons, monitoring attendance and participation, helping to prepare and assist in the hands-on activities of the lessons as well as all other home activities and requirements outside the virtual school. Additionally, the learning coach communicates regularly with the school and teachers as part of a team to design the most effective learning plan for their child.

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Sticky Note

Please attach parent involvement plan.


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Part F: Budget Title I Priority and Focus Schools receive a supplemental grant from the Utah State Office of Education. The school improvement budget must reflect a commitment to the strategies being adopted to improve student achievement. An amount equal to 10% of the regular Title IA allocation must be used for professional development. Funds must be used to supplement, not supplant, the regular school program. Reimbursement requests will be completed through the Utah Consolidated Application (UCA). Title I funds must supplement, not supplant, the regular program of the school. $100,000 is allocated to the school to use for focus school improvements. Initially $20,000 was allocated to assist with the school appraisal and school improvement efforts for 2014-15 and 2015-16. After meeting the state requirements, the additional $80,000 was released to the school in an award letter. A copy of the letter can be found in IA 1386689 post 10/26/2015 from Matthew Bryant. Regarding the additional $40,000 extended to schools continuing in Focus Improvement, the following table outlines estimated costs to support plan implementation.

Expense Strategy Cost

Professional Development

PLC Conference

Math Conference

1 2

$6,490 $5,000

Additional Collaboration Time

Unpacking standards

Aligning rigor in standards, curriculum, instruction, assessments

2 $10,000

Development/Acquisition of Interim/Benchmark Assessments 3 $15,000

Incentives/Awards for Student Effort, Growth and Achievement 4 $ 2,000

Professional Development and implementation support provided by Innovations Educational Consulting as part of the Turnaround effort will be funded through SB 235.


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Part G

Title I School Improvement Plan Peer Review

Assurances Examples of Acceptable Evidence

The plan includes evidence of the participation of parents, school staff, the LEA, and external consultants.

Signature page

List of participants and signatures

Minutes of meetings held

The plan covers a two-year period. Timeline

Funds are used to supplement, not supplant, non-federal funding. Budget descriptions

The school improvement plan is presented to the local school board. Date when the plan was presented

Board agenda when the plan was presented

Required Components Examples of Acceptable Evidence

Incorporate scientifically-based research strategies. Citation of accepted, experimental or quasi-experimental, statistically sound, peer-reviewed and published research

Incorporate strategies to strengthen core academic subjects. Specific reference to language arts, mathematics, or science

Activities to align the school curriculum with state standards

Address the specific academic issues that caused the school to be identified for school improvement.

Assessment data, including disaggregated subgroup data

Comprehensive needs assessment

Adopt policies and practices in core academic subjects that have the greatest likelihood of ensuring that all groups will meet proficiency.

Increased learning time

Provisions for an accelerated/enriched curriculum

Strategies that meet the needs of all students

Change in infrastructure/organizational structures

Professional development: a. Addresses academic achievement problems that caused the

school to be identified as a Priority or Focus School. b. Provided in a manner that affords increased opportunity for

instructional staff participation.

Content based on Utah Core Standards

Alignment of classroom activities to Utah Core Standards and assessments

Data analysis training

Endorsement programs

More time provided for professional development

Specifies how professional development funds will be used to increase achievement for all students.

Cohesive year-long professional development plan

Agendas for professional development targeting core areas

Names and titles of intended presenters


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Required Components Examples of Acceptable Evidence

Establishes specific annual, measurable objectives (AMOs) for continuous and substantial progress by each group of students.

Statement of target goals for school and subgroups

Evidence of individual student monitoring

Describes how the school will notify parents of the school’s improvement status in a format and language understandable to parents.

Letters

Newsletters

Meetings (agendas and minutes)

Specifies the responsibilities of:

The school.

The LEA.

The state. Includes technical assistance to be provided by the LEA.

Names of those responsible for implementation of all aspects of the plan

Levels of professional development (local, state, national)

Funding sources

Includes strategies to promote effective parental involvement. Parent meetings and decision making opportunities

Parent learning opportunities

Volunteer programs

School Community Council

Incorporates extended day and/or extended year activities as appropriate.

Before or after school academic programs

Summer school programs

Extended day kindergarten

Preschool programs

Incorporates a teacher coaching program. Employ an instructional coach

Peer coaching or study groups focusing on academic achievement

The District School Improvement Plan Peer Review Team assures that the Title I School Improvement Plan meets all statutory requirements and is designed to address the reason(s) the school was identified as a Priority or Focus School.

Utah Connections Academy Quarterly Report for Focus Turnaround Plan Implementation SST Team Leader: Johanna Hofmeister Turnaround Partner: Innovations Ed Quarter Ending: May 31, 2017

4th Qtr Comments 3rd Qtr Comments 2nd Qtr Comments 1st Qtr Comments

Goals: Elementary Increase student proficiency in Mathematics from 26% to 36% as measured by SAGE 2016. Increase student proficiency in Mathematics from 36% to 46% as measured by SAGE 2017. Increase student proficiency in Mathematics from 46% to 56% as measured by SAGE 2018. Increase student proficiency in Language Arts from 36% to 46% as measured by SAGE 2016. Increase student proficiency in Language Arts from 46% to 56% as measured by SAGE 2017. Increase student proficiency in Language Arts from 56% to 66% as measured by SAGE 2018. Secondary Increase student proficiency in Mathematics from 21% to 31% as measured by SAGE 2016. Increase student proficiency in Mathematics from 31% to 41% as measured by SAGE 2017. Increase student proficiency in Mathematics from 41% to 51% as measured by SAGE 2018. Increase student proficiency in Language Arts from 26% to 36% as measured by SAGE 2016. Increase student proficiency in Language Arts from 36% to 46% as measured by SAGE 2017. Increase student proficiency in Language Arts from 46% to 56% as measured by SAGE 2018. Increase cohort graduation rate from 42% to at least 70% by Spring 2017.

STRATEGIES Strategy 1: Implement effective PLCs to increase student learning. Although UCA experienced significant improvement in their PLC effectiveness, this will continue to be a strategy used in the 2017-2018 SY Measures: Weekly PLC minutes, PLC products including CFAs and lesson plans for targeted small group live sessions, Monthly stakeholder survey data

• PLC Notes Examples Attached • Survey Data attached

Action Steps: Timeline: 1. Clarify PLC expectations and function with new leadership. 1. Spring 2016, Completed 2. Ensure that master schedule allows for PLC collaboration time. 2. Spring 2016, Completed 3. Analyze data twice per month using the following PLC questions 3. Spring 2016, Completed,

1. What do we need students to learn? 2. How will we know if they learned it? 3. What do we do if they have learned it? 4. What do we do if they haven’t?

4. Use ongoing formative data analysis to reflect on Tier 1 Instruction. 4. Fall 2016, Developing, On-Going • Teachers continue to receive PD and coaching from Turnaround Specialist and Connections Academy. • This will continue to be a strategy used in the 2017-2018 SY

5. Based on data analysis, plan and provide targeted small group and one-on-one 5. Fall 2016, Developing, On-Going instruction for at least 50% of all live lesson sessions.

• Teachers continue to receive PD and coaching from Turnaround Specialist and Connections Academy. • This will continue to be a strategy used in the 2017-2018 SY

Strategy 2: Increase effective, rigorous Tier 1 instruction to improve student learning. It is anticipated that this strategy will be revised for the August Annual Report due to the instructional model. Essentially, Tier I instruction is provided by the online curriculum and teachers provide Tier II instruction in their LiveLessons. Measures: Instructional data from classroom observations (per CoachUp), benchmark assessments, SAGE Interim,

• Mid-Term Benchmark Data Results attached • Summative SAGE Data attached

Action Steps: Timeline: 1. Align rigor in standards, curriculum, assessments, and instruction. 1. Fall 2016, On-Going and Effective 2. Participate in PD on effective instructional strategies. 2. Summer 2016, Completed

3. Participate in PD on increasing rigor in instruction. 3. Fall 2016, On-Going and Effective 4. Increase opportunities for students to use problem-solving strategies. 4. Fall 2016, On-Going and Effective 5. Engage in Collaborative Team Coaching® to observe and provide peers with feedback. 5. Fall 2016, On-Going and Developing 6. Routinely reflect on Tier 1 instruction, as connected to outcomes in student learning, during PLCs. 6. Fall 2016, On-Going and Effective Strategy 3: Increase frequency and quality of progress monitoring. Measures: Weekly formative assessments, benchmark assessments, SAGE Interim

• LiveLesson Observation and Coaching Notes Examples Attached Action Steps: Timeline 1. Implement system for tracking student mastery of standards. 1. Fall 2016, Completed 2. Build benchmark assessments into the curriculum so that students will get progress scores. 2. Summer 2016, Completed 3. Create short formative assessments (Exit Tickets) that match the construct and rigor of SAGE 3. Fall 2016, On-Going and Effective 4. Provide Learning Coaches (LCs) with access to progress scores. 4. Fall 2016, Completed 5. Utilize GradPoint Credit Recovery Courses. 5. Fall 2016, On-Going Credit Recovery Math courses are to be created during the summer and be ready for use in the 18/18 SY. 6. Assign an advisory teacher or counselor to each senior to assist them in meeting 6. Fall 2016, Completed graduation requirements. Strategy 4: Support development of student ownership and accountability for academic progress. Measures: Stakeholder survey data

• Leadership Retreat Agenda Attached • 2017/2018 SY Focus Document attached

Action Steps: Timeline 1. Facilitate process of students’ setting quarterly academic goals for mastery of skills 1. Spring 2017, Developing tied to essential standards 2. Set up system for students to track progress towards their goals 2. Spring 2017, Completed and On-Going

• Students and learning coaches can track progress through the online curriculum at all times. • Homeroom, grade level and advisory teachers actively communicate with each student to monitor progress.

3. Celebrate student effort, progress, and achievement regularly 3. Spring 2017, On-Going and Effective

Strategy 5: Retain 100% of Full Academic Year Students. Measures: Comparison of students designated as FAY to students transferred, per SERF Action Steps: Timeline 1. Train learning coaches on how to access and read the online gradebook 1. Summer 2016, Completed 2. Call 100% of students to welcome them within 7 days of enrollment 2. Fall 2016, Completed (enrollment cap reached and waiting list has begun) 3. Assign all students who enroll after first day of school with “Getting Started” course 3. Fall 2016, Completed 4. Provide social events at the beginning of each semester for peer interaction and socialization 4. Fall 2016, Completed 5. Provide Live Lessons daily and allow time for students to socialize 5. Fall 2016, On-Going 6. Facilitate continuous feedback from students and parents (AlignEd survey software) 6. Fall 2016, On-Going Meeting timeline? Yes – All Actions Steps that have been Implemented are highlighted in Gray Evidence of implementation (Attach relevant professional development agenda.)

• EOY Survey Data (filed in Tracker) • Summative SAGE Data (as of May 16, 2017) • Monthly All-Staff Meeting Agendas (filed in Tracker)

Resources available: Professional Development:

• PD provided by Turnaround Partners – InnovationsEd • Utah Professional Development Network • Connections Academy Professional Development Courses

District/Corporate Supports:

• Academic Training and Support Services (ATSS) • Leadership Training for Managers • Human Resources

Funding Sources:

• Title 1, Title 2, Title 3, IDEA, State Land Trust, Turnaround, State Equalization Barriers/challenges encountered

• Staff Turnover, Based on the Intent to Return report, 92% of UCA staff (admin, adjunct staff and teachers) are returning.

• Student Retention, UCA enrolled approx. 300 more students than originally budgeted. Of the 1250 students and based on the Intent to Return Report, it is anticipated that approx. >70% will return (over 700 hundred students).

• Student and Family understanding of virtual model, Programs are being developed to increase a family’s understanding of the virtual model. Learning coaches need to be involved daily, something that didn’t occur this year.

• State Assessment Logistics (traveling to physical locations, opt-out). This challenge has been met. Testing is almost completed.

Steps to overcome barriers/ challenges • Teaching Bonuses, • Tech provided to all staff, • More effective hiring practices, • Family orientations, • Continuous training and support for learning coaches (LC) • All students receive a homeroom teacher that monitors progress and provides live check-ins, • Looking for partnerships with other virtual schools to provide more physical locations • Counsel families on the importance of state testing to decrease opt-out. • Hire a Community and Family Coordinator to work with Learning Coaches to increase understanding off virtual model,

their responsibilities and overall effectiveness.

Evidence of effectiveness (Attach relevant assessment scores.)

Elementary 2014 Prof 2014 MGP 2015 Prof 2015 MGP 2016 Prof Language Arts 36% 25 37% 31 36% Mathematics 35% 31 26% 13.5 28%

Secondary 2014 Prof 2014 MGP 2015 Prof 2015 MGP 2016 Prof Language Arts 26% 41 26% 43 34% Mathematics 7% 32 21% 30 16%

Does the plan need to be modified? Y/N If so, how? Yes, Tier I instructional focus to be replaced with Tier II in the August Annual Report. Change in SST composition? Y/N If so, why? No

Team Reflections: Please summarize the process to date.

Qtr 1 New leadership was put in place during SY 16 and is now embedded at the start of SY 17. , the addition of multiple effective-proven educators and several bright spots in summative 2016 SAGE data, Utah Connections Academy is starting 2016-17 with optimism and focus. The Turnaround Team, including teachers, admins, parents, and SCC representation will continue to meet monthly in order to promote, monitor, and adjust for effective Turnaround Plan implementation. Qtr 2 UCA continues to focus on student proficiency on SAGE and increasing the graduation rate. They are using the turnaround plan as a guide to reach the goals that have been set. Professional development continues to focus on increasing rigor (content and language objectives, questioning and student activities) and student engagement (student opportunities to respond and positive/corrective feedback). Teachers are receiving targeted coaching based on their individual needs. Those needs are determined based on weekly lesson observations. In addition to other strategies, school-wide customer service training is being delivered to increase student contact and address low graduation rates. UCA has also refined its Response to Intervention program (see description in the evidence). This will provide students with more supports in efforts to continue to progress towards graduation. New strategies are being developed to increase student passing rates in math by a new leadership team assembled specifically to address the issue. Qtr 3 UCA has made great progress this year in all areas as evidenced by increases in student enrollment. This is allowing the school to hire additional FTE’s to further support students and decrease the number of students assigned to each teacher and advisor. Effective implementation of turnaround strategies in all areas progress is being made towards the goals that have been identified. Professional development provided by InnovationsEd is focusing on the use of data to support the refined RTI program to promote increases in student proficiency and growth. Leadership is focusing on sustaining the strategies being implemented and succession plans for key staff positions. Recent polls of the leadership team indicate high levels of collegiality and a very supportive staff environment. Delivering high levels of customer service to all stakeholders continues to be a high priority. Qtr 4 UCA experienced multiple successes with regards to their progress through the turnaround process. Staff retention reached an impressive 92% and student retention is at 70%. UCA leadership plans to build on these successes by further refining systematic programming over the summer to further support students, families, learning coaches, and co-workers. Leadership will mainly focus on Strategy 4 by refining customer service practices and building student resiliency. Additionally, UCA will focus on assisting Learning Coaches (typically parents) with understanding their role and how they can use accountability to increase their student’s

efficacy. For staff, the leadership team will develop a time management routine to help teachers manage the increased workload. UCA continues to benefit from a positive work environment and dedicated staff.

Date uploaded to Tracker May 29, 2017

Submit as an email attachment to: Rebecca Donaldson at [email protected] Student Advocacy Services Federal Programs Coordinator 801-538-7869

Documents

Revised School Improvement Plan Template · A w ebmail regarding the school improvement plan meeting, planning session and other information was sent out to all stakeholders. A copy