Wyoming School Comprehensive Plan
Fremont County School District #38
Arapaho Charter High School
Arapahoe, Wyoming
Elberta Monroe, Principal
2016-2017
DISCLAIMER
This comprehensive plan was developed by the Wyoming Department of Education (WDE) in cooperation with AdvancED Wyoming to align state and federal plan requirements to a common framework. This document meets the requirements of both the WDE and AdvancED for school continuous improvement.
TABLE OF CONTENTS
SCHOOL BELIEFS
DOMAIN 1: TEACHING AND LEARNING
AdvancED Standard 3: Teaching and Assessing for Learning
-Standards and Curriculum (3.1)
-Monitoring and Adjusting Curriculum, Instruction and Assessment (3.2)
-Instructional Strategies that Engage Students (3.3)
-Instructional Leadership (3.4)
-Collaborative Learning Community (3.5)
-Instructional Process (3.6)
-Mentoring, Coaching and Induction (3.7)
-Family Engagement (3.8)
-Student Advocacy Structure (3.9)
-Grading and Reporting (3.10)
-Professional Learning (3.11)
-Learning Support Services (3.12)
AdvancED Standard 5: Using Data for Continuous Improvement
-Student Assessment System (5.1)
-Collecting, Analyzing and Applying Learning from a Range of Data Sources (5.2)
-Training in the Interpretation and Use of Data (5.3)
-Determining Verifiable Improvement in Student Learning (5.4)
-Communicating School Performance (5.5)
Teaching and Learning Improvement Plan
DOMAIN 2: LEADERSHIP CAPACITY
AdvancED Standard 1: Purpose and Direction
-Purpose Revision Process (1.1)
-Culture Based on Shared Values and Beliefs (1.2)
-School Improvement Process (1.3)
AdvancED Standard 2: Governance and Leadership
-Board Policies and Practices (2.1)
-District Board Operations (2.2)
-Leadership Autonomy (2.3)
-Leaders and Staff Foster Culture (2.4)
-Stakeholder Engagement (2.5)
-Leader and Staff Evaluation (2.6)
Leadership Capacity Improvement Plan
DOMAIN 3: RESOURCE UTILIZATION
AdvancED Standard 4: Resources and Support Systems
-Staff Recruiting and Retention (4.1)
-Sufficient Resources (4.2)
-Safe, Clean and Healthy Environment (4.3)
-Information Resources (4.4)
-Technology Resources (4.5)
-Supports to Meet Physical, Social and Emotional Needs (4.6)
-Services to Support Student Educational Needs (4.7)
Resource Utilization Improvement Plan
School Beliefs
Purpose
Together We Teach, Together We Learn, Together We Succeed.
Woohooniihi’ Neeyei3eibee’no, Woohooniihi’ Hee’iiyeino’, Woohooniihi’ Koxkuseeno
Direction
We will achieve the district’s purpose by ensuring positive academic, social, emotional, physical, spiritual and cultural growth for each of our students to meet the challenges in a culturally diverse world.
Goals
●Ensure a safe and orderly environment
●Ensure high students achievement in all academic areas
●Ensure efficient and effective operations, including fiscal management
●Ensure a high performing workforce
As a School We Will
●Identify student needs early and consistently. We will monitor, evaluate, and intervene on an individual student level. We will then apply appropriate and creative interventions as needed; including a specific academic curriculum will be maintained for each career path. These career paths are:
●University or college studies
●Community college/Vocational studies
●Military
● Job Corps
●Career Readiness
●Personalize our schools so students are connected to caring adults
●Closely examine existing and new school policies and procedures to ensure that they are meeting the needs of our students
●Build parent/guardian and community relationships
Core Beliefs
In recognition of the unique character of Fremont County School District #38, Arapahoe School, Arapaho Charter High School, and the Arapaho Community, the Strategic Planning Task Force, in representation of our stakeholders, have identified and present the following core beliefs:
●Arapaho Charter High School (ACHS) provides a safe, healthy environment to facilitate positive learning experiences for our valued students.
●ACHS collaborates with the parents/guardians and the community to emphasize high expectations for student learning and the work performance of the staff.
●ACHS recognizes the varying intelligence, abilities, and talents of its students and will provide a dynamic program to meet their individual needs.
●ACHS values and will initiate cooperation, teamwork, and parent/guardian involvement in the educational process.
●ACHS nurtures an environment where employees, students, parents/guardians, and patrons respect one another and honor all cultures.
The Peaceful Warrior Pledge
I will pledge to be part of the solution.
I will eliminate taunting from my own behavior.
I will encourage others to do the same.
I will do my part to make my community a safe place by being more sensitive to others.
I will set the example of a caring individual.
I will eliminate profanity toward others from my language.
I will not let my words or actions hurt others,
And if others won’t become part of the solution,
I will.
Features of Arapaho Charter High School
ACHS is designed to serve the cultural, academic, and vocational needs of students from the Fremont County region. ACHS offers unique educational features that include:
●Small classes for more individualized attention.
●In-class instruction combined with individualized and self-paced instruction through blended learning..
●A staff-student mentoring/advisement program where an instructor works with students in small groups on goals, academic progress, educational programming, and development of an ILP (Individualized Learning Plan).
●A professional vocational staff who meet with students in the development of educational plans that compliment career and post-secondary educational goals.
●Individual and group counseling.
●An emphasis on character education, social responsibility, cultural education, emotional maturity, career exploration, citizenship, and physical needs awareness within the academic curriculum.
●A focus on a common code of conduct that revolves around the Arapaho culture with respect for individuals, respect for the school, respect for the community, and respect for society.
Arapaho Charter High School Guiding Philosophy
Each individual is valuable in and of himself/herself, through their humanness, therefore:
●Each student can learn to become a valuable member of society given the appropriate supports. We will work with each student individually to maximize his or her own positive potential in all realms of life.
●The school, as part of a greater community, will seek assistance from a variety of stakeholders to ensure students are provided with an adequate support structure to achieve their educational goals.
●Arapaho Charter High School will provide a safe and nurturing environment for all students and staff. Issues of student behavior, to the fullest extent allowed by policy and procedure, will be dealt with internally through sound classroom management and a system of progressive discipline.
●We will take each student as they are, not try to make him/her fit where we think they should be academically.
●We will support the whole child academically, socially, emotionally, spiritually, physically, and economically to the greatest extent possible so that they will have the tools they need to imagine then realize their own dreams for their life.
●We will work with students towards their understanding and application of the fact that they are accountable for their own behavior and actions.
DOMAIN 1: TEACHING AND LEARNING
AdvancED Standard 3: Teaching and Assessing for Learning
Standards and Curriculum (3.1)
The school’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. (3.1 Rubric) / Needs ImprovementYES / The school provides educational programs sufficient for all students to meet uniform content and performance standards in all areas of the common core of knowledge and skills. (Wyoming)
NO / The school has adopted and implemented strategies to monitor the teaching of standards. (Wyoming)
YES / Instruction is provided in the essentials of the state and federal constitutions. (Wyoming)
YES / If applicable, all Hathaway Scholarship Program course requirements, including the Eighth Grade Unit of Study and Hathaway Success Curriculum, have been met and implemented. (Wyoming)
YES / If applicable, the school is providing foreign language instruction in grades K-2. (Wyoming)
YES / If applicable, Career Technical Education courses are offered in a three-course sequence in grades 9-12. (Wyoming)
Summary of Practices:
FCSD 38 is able to provide all students with challenging learning opportunities, but particularly true in the area of STEM. Funding from the School Improvement Grant allowed the district to provide a 1:1 technology environment with a dedicated STEM teacher at our middle school. At the high school we are implementing STEM. We are currently increasing the number of STEM opportunities at the high school for students. The high school staff will evaluate the rigour and effectiveness of the PEAK curriculum to insure that it is meeting the needs of the student body. Each year we submit a list of approved courses to the state each year. Care is taken to ensure that those courses will work with our students. Working through our strategic planning process, the Board of Trustees has set high expectations for learning across the system and preparing our students for the next level.
Monitoring and Adjusting Curriculum, Instruction and Assessment (3.2)
Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. (3.2 Rubric) / AcceptableSummary of Practices:
All Title I Schools: Explain how school-wide research-based instructional reform strategies strengthen the core academic program, increase amount and quality of learning time, and provide additional supports to all students.
SIG Schools: Explain how the district and/or school ensures that the curriculum, instruction, and assessment are aligned with state standards and vertically aligned from one grade level to the next.
FCSD 38 school personnel monitor and adjust curriculum, instruction, and assessment to ensure for vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose. A process is implemented sometimes to ensure alignment when curriculum, instruction, and/or assessments are reviewed or revised. While attempts have been made to vertically align curriculum from middle school to high school, the transition from middle school curriculum to high school curriculum still has some holes. There is evidence that the continuous improvement process ensures vertical and horizontal alignment and alignment with the school’s purpose in curriculum, instruction, and assessment.
Instructional Strategies that Engage Students (3.3)
Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. (3.3 Rubric) / Needs ImprovementSummary of Practices:
SIG Schools: Explain how teachers differentiate assignments in response to individual student performance on pre-tests and other methods of assessment.
Teachers regularly use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of groups of students when necessary. Teachers regularly use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools.
Instructional Leadership (3.4)
School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. (3.4 Rubric) / Needs ImprovementSummary of Practices:
FCSD #38 uses McREL's Teacher and Principal evaluation system, and McREL's Power Walkthrough program (instructional data), to formally and consistently monitor instructional practices. While the district has collected a minimal amount of data, it needs to do a better job of collecting and getting this information to teachers in a timely manner, and assisting them in analyzing the data and using it to assist teachers in self-reflection of their practices. At the high school level, administrative turnover has created incomplete observations for two years in a row. Our teachers need guidance and feedback provided to improve their teaching practice. The blended learning program maps the curriculum to ensure standards are being taught in all courses.
Collaborative Learning Community (3.5)
Teachers participate in collaborative learning communities to improve instruction and student learning. (3.5 Rubric) / AcceptableSummary of Practices:
All Title I Schools: Describe how your school involves teachers in decisions regarding the use of assessment data to improve instruction and student performance and for continuous improvement, including by providing time for collaboration on the use of data.
SIG Schools: Explain how instructional teams analyze assessment results and make decision about curriculum, instruction and interventions.
Arapaho Charter High School teachers meet weekly to collaborate and communicate about students. At these meetings, we form strategies to assist students who are struggling in multiple subject areas. We also form plans to help students with behavior issues and self-discipline. At times we may alter a student’s schedule so that it better serves them. Having this common time to meet on instructional needs allows us to meet student needs at the individual student level, the classroom level and at the school-wide level. It allows teachers to be on the same page when determining an appropriate course of action for a student, or the school as a whole.
Instructional Process (3.6)
Teachers implement the school’s instructional process in support of student learning. (3.6 Rubric) / Needs ImprovementSummary of Practices:
SIG Schools: Explain how all teachers use instructional strategies that are grounded in research-based practices and address the learning needs of all students.
The teachers at ACHS implement the system’s instructional process in support of student learning. Curriculum is followed and contains the flexibility to differentiate according to the needs of the students. Often rubrics are presented to the students at the beginning of an assignment so that they may meet the criteria used for grading. Teachers will provide models and exemplars of student work which will be displayed in classrooms. Teachers monitor progress on assignments and modify them as necessary so that students are having success in meeting standards. Often ACHS teachers will revisit or reteach concepts to students. Because of our small size, teachers are able to meet with students individually to assist them in their academic endeavors.
Mentoring, Coaching and Induction (3.7)
Mentoring, coaching, and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. (3.7 Rubric) / AcceptableYES / The school employs qualified instructional facilitators to provide professional development, teacher mentoring and educational leadership based on identified needs and school improvement planning. (Wyoming)
Summary of Practices:
The district has a mentoring program in place to support new teachers at the district level. . The new teachers seek out and ask questions of the tenured staff, but there is no formal process of support. Because each teacher is responsible for one subject area, there are no other teachers to share expertise with in that area. The district has a plan to provide appropriate professional development for new staff, returning staff, and administration with support from the district level.
Family Engagement (3.8)
The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. (3.8 Rubric) / AcceptableYES / Parent contact procedures and history regarding unexcused absences and student misconduct resulting in suspension is documented (Wyoming)
Summary of Practices:
All Title I Schools: List the major strategies utilized by your school to increase effective parental involvement (include use of a parent compact and activities in accordance with ESEA Section 1118, such as family literacy services.)
All Title I Schools: If applicable, what is your school’s plan for assisting in the transition of students from early childhood programs to elementary school programs?
SIG Schools: Describe how families and the community are meaningfully engaged in decisions that impact school improvement and the school environment.
A student advocate has been hired for high school students to facilitate the communication between staff, student, and families. The communication between staff and parents has improved though open house and parent/teacher conferences. Despite our circumstances for family involvement in the school, ACHSwill utilize the student advocate position to make home visits, reach out to community resources, and to better support our students at ACHS. The focus at ACHS will be to increase informal, activities/events with our families.
Student Advocacy Structure (3.9)
The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student’s educational experience. (3.9 Rubric) / AcceptableSummary of Practices:
FCSD #38 schools implement structures that provide opportunities for long-term interaction with individual students. Arapaho Charter High School has a small population that allows for individualized instruction, while at the same time providing students and teachers the opportunity to build strong relationships. While there is no formal process wherein certain teachers are assigned to certain students, students know that they can approach teachers if they are having difficulties that affect their school performance. Teachers then share that information so that they can best help the student with their school problems. Bridges after school tutoring is implemented when possible based on student interest. FCSD#38 schools implement a PBIS structure throughout the district. At the high school PBIS is a recent development. Students earn “Warrior Bucks”by exhibiting positive classroom and hallway behaviors. Other activities to boost positive behaviors include field trips, staff vs. student basketball games, and extra PE time.
Grading and Reporting (3.10)
Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. (3.10 Rubric) / AcceptableSummary of Practices: