School Improvement Plan 2021-2022 - Axtell Park Building 201 West Ave. Sioux Falls SD, 57104 Jennifer ...
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School Improvement Plan 2021-2022
Axtell Park Building
201 West Ave.
Sioux Falls SD, 57104
http://www.sf.k12.sd.us/axtell/home
Dr. Jennifer Heath, Senior Coordinator - Special Services for Secondary Specialized ProgramsSchool Narrative - School Overview Axtell Park provides opportunities which encourage all students to grow and develop intellectually, emotionally, socially, and physically as they work to complete their high school educations in a nontraditional setting. The high school program at Axtell Park seeks to reduce the number of dropouts, to recover students who have dropped out and wish to return, and to offer students classes required to earn a diploma. The middle school level offers a short term behavioral modification program that addresses academics, behavior, chemical dependency education and prevention, and counseling. Middle School: Odyssey Program-This middle school program offers smaller class sizes and low teacher to student ratios. Odyssey provides students the opportunity to access curriculum through a differentiated approach and supplies them with the tools to succeed academically as well as behaviorally. Structured Teach Middle School-These programs are designed to work with students who have cognitive limitations and experiencing behaviors that make it difficult for the student to succeed in the regular attendance center. Students work and academic and social skills in addition to structured workstations tasks. As students progress toward achieving their goals, they begin a gradual reintegration back to their home school. Success Academy-At-risk students from middle and high schools learn in a safe, structured setting as they work to improve their behavioral and academic skills. As students progress toward achieving their goals, they begin a gradual reintegration back to their home school. Flex Special Education-The FLEX Program provides a highly structured day program where students are challenged to excel with differentiated academic work to standard and grade level. Students in this program have continued to struggle with behaviors even with extensive support. FLEX provides students with the academic and behavioral skills to find success in many areas of their lives. High School: FLEX Regular Education-FLEX regular education provides an extremely structured and academically challenging environment where students are able to work toward graduation or their GED. A modified schedule is in place so students are able to have work experience.
FLEX Special Education-The FLEX Program provides a highly structured day program where students are challenged to excel with differentiated academic work to standard and grade level. Students in this program have continued to struggle with behaviors even with extensive support. FLEX provides students with the academic and behavioral skills to find success in many areas of their lives. Structured Teach High School-These programs are designed to work with students who have cognitive limitations and are experiencing behaviors that make it difficult for the student to succeed in the regular attendance center. Students work on academic and social skills in addition to structured workstations tasks. As students progress toward achieving their goals, they begin a gradual reintegration back to their home school. Joe Foss Alternative-The Joe Foss program is an alternative option for high school students that offers an individualized and alternative approach to help ensure students earn their high school diploma. Joe Foss offers a hybrid model that includes in-class instruction with the options for online learning. Success Academy-At-risk students from middle and high schools learn in a safe, structured setting as they work to improve their behavioral and academic skills. As students progress toward achieving their goals, they begin a gradual reintegration back to their home school.
FLEX Scorecard
2018-2019 School Year
4 3 2 1 Points
Reintegration Program is at 15% Program is between Program is between Program is between
12-14% 10-12% 8-10%
50%
4 4
Success Criteria 100% of students meet 90% of students meet 80% of students meet 70% of students meet
Success Criteria Success Criteria Success Criteria Success Criteria
95%
3 3
Attendance Program is 80% or Program is 76-79% or Program is 73-75% or Program is 70-73% or
more more more more
80%
4 4
Total Scorecard Points 11 / 12Structured Teach Scorecard
2018-2019 School Year
4 3 2 1 Points
Reintegration Program is at 15% Program is between Program is between Program is between
12-14% 10-12% 8-10%
36%
4 4
Success Criteria 100% of students meet 90% of students meet 80% of students meet 70% of students meet
Success Criteria Success Criteria Success Criteria Success Criteria
100%
4 4
Attendance Program is 80% or Program is 76-79% or Program is 73-75% or Program is 70-73% or
more more more more
96%
4 4
Total Scorecard Points 12 / 12Success Academy Scorecard
2018-2019 School Year
4 3 2 1 Points
Reintegration Program is at 15% Program is between Program is between Program is between
12-14% 10-12% 8-10%
80%
4 4
Success Criteria 100% of students meet 90% of students meet 80% of students meet 70% of students meet
Success Criteria Success Criteria Success Criteria Success Criteria
93%
3 3
Attendance Program is 80% or Program is 76-79% or Program is 73-75% or Program is 70-73% or
more more more more
97%
4 4
Total Scorecard Points 11 / 12Summit Oaks Day Scorecard
2018-2019 School Year
4 3 2 1 Points
Reintegration Program is at 15% Program is between Program is between Program is between
12-14% 10-12% 8-10%
60%
4 4
Success Criteria 100% of students meet 90% of students meet 80% of students meet 70% of students meet
Success Criteria Success Criteria Success Criteria Success Criteria
100%
4 4
Attendance Program is 80% or Program is 76-79% or Program is 73-75% or Program is 70-73% or
more more more more
95%
4 4
Total Scorecard Points 12 / 12Summit Oaks Residential Scorecard
2018-2019 School Year
4 3 2 1 Points
Success Criteria 100% of students 90% of students meet 80% of students meet 70% of students meet
meet Success Success Criteria Success Criteria Success Criteria
Criteria
96%
3 3
Attendance Program is 80% or Program is 76-79% or Program is 73-75% or Program is 70-73% or
more more more more
98%
4 4
Total Scorecard Points 7/8Action Plan
PDSA Objective: Description of the Goal(s)
Program students will re-integrate back to their home attendance centers within 24 months of enrollment at Axtell Park.
What is the intended outcome? What are the indicators of success?
20% of students in specialized programs will integrate (a minimum of one
or more instructional class period) to their home attendance centers.
During the 2020-2021 school year, 14% of students were integrated (a ● Infinite Campus
minimum of one or more instructional class periods) to their home ● Infinite Campus enrollment records
attendance centers.
Individual students will have a “C” or higher grade in three out of four core
classes as indicated by their grade reports.
PLAN
Tasks for Implementation Target Dates
1. Collaborate and track individual student goals daily through 1. Daily
program behavior tracking data 2. Monthly
2. Identify at-risk students three or more referrals a month. 3. Weekly through announcements in student programs.
3. Goal successes will be visible and celebrated. 4. Opportunities will be presented during building professional
4. Provide opportunities for staff in classroom management, development days (August 2021 & January 2022) and during
de-escalation of student behaviors, and/or CRM model. monthly staff meetings.
DO
Documentation of Implementation:
STUDYSummary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:
Action Plan
PDSA Objective: Description of the Goal(s)
All high school students will attain enough course completion to move to the next grade level to be in cohort.
Middle school students will improve their reading ability
What is the intended outcome? What are the indicators of success?
High school level students: High school level students:
By May 2022, we will increase the number of students in all grade levels ● 9th graders will attain 5.0 or more credits by the end of their 9th
who are on track to graduate within four years. grade year
● 10th graders will be at 11.0 or more credits by the end of their
10th grade level year.
● 11th graders will be at 16.0 or more credits by the end of their
11th grade year.
● 12th graders will complete the remainder of credits (up to 22.0 or
more) to graduate within their cohort.
Middle school level students: Middle school level students:
By May 2022, students will meet their individual growth goals in reading ● 6th, 7th, and 8th grade: MAP fall 2021 and spring 2022
as measured by the MAP assessment. Currently, 83% of students are ● 6th, 7th and 8th grade: 95% of students will attain a “C” or higher
meeting their individual growth goals in reading as measured by the MAP in ELA classes.
assessment.PLAN
Tasks for Implementation Target Dates
1. All teachers will be trained in the Kagan Engagement Strategies. 1. August 17th & 18th, 2021
2. Job-alike collaboration teams will analyze MAP data to review 2. After each MAP assessment
results and future implementation for common formative 3. Bi-monthly
assessments.
3. Job-alike collaboration teams will create CFA’s, share instructional
practices, and discuss CFA results.
DO
Documentation of Implementation:
STUDY
Summary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:School Improvement Plan 2021-2022
Bridges Behavior Program
1401 E. 26th Street
Sioux Falls SD, 57105
http://www.sf.k12.sd.us/horace-mann/home
Tara Eckstaine, PrincipalSchool Narrative - School Overview
There is something different about Horace Mann. What strikes visitors at Horace Mann is just how different Horace Mann
looks and feels from most schools. Each classroom feels distinct, yet the commonalities of visible student expectations, goal
successes, and learning intentions represent the consistency and predictability necessary for optimal student outcomes. Beyond
formally educating the students, teachers eat two meals with students, play with them, listen to them about topics entirely unrelated to
school, and connect on a level that extends beyond the traditional student teacher relationship.
Three key qualities set Horace Mann apart. The first is balance. Horace Mann deliberately integrates concrete behavioral
specialized management with general education and special education academics. More broadly, Horace Mann’s staff strives to
combine traditional education values with emotional support and stability coupled alongside specific behavior skills practice. Horace
Mann staff are working to learn and implement a Multi-Tier System of Supports-Behavior (MTSS-B) with students tracking their own
goals. Boys Town Specialized Management is currently a component of the system that supports students requiring intense, continual
focus on individualized social skills. The Multi-Tier System of Supports, coupled with Boys Town Specialized Management, actively
teaches students self-awareness, self-management, social awareness, relationship skills and responsible decision-making, while
maintaining a necessary focus on the academic standards of grade level peers across the district. Horace Mann staff are focused on
learning and embracing a continuous cycle of improvement through the PDSA (Plan-Do-Study-Act) model.
At Horace Mann, staff receive significant training in trauma resilience honing skills necessary to relating to students with
adverse childhood experiences. Behaviors are not seen as manipulations or sabotages, but as maladaptive forms of communication for
staff to decipher and teach to. The staff completed a book study and implemented the use of the Assessment of Lagging Skills andUnsolved Problems (ALSUP) to incorporate a collaborative approach to problem solving with students. Additional training and staff
PD on ALSUP will be a focus for the upcoming school year as we are in the preliminary stages of implementation. Finally, learning at
Horace Mann is enhanced by the fact that the adults themselves are personally engaged in the work. All staff members at Horace
Mann warmly greet and embrace every child by name as they enter the doors each morning.
Feedback is a critical component within the ecosystem of Horace Mann Elementary. Beyond giving feedback to students, staff
at Horace Mann understand that actions are the best teacher and embrace giving and receiving feedback. At Horace Mann, high
standards of quality parallels a tradition of mutual respect and support. The overall result is a culture which feels truly humanizing.
It’s hard to overstate just how radically Horace Mann departs from the norm. Horace Mann sets itself apart. It represents more
than brick and mortar. It is a safe-haven filled with love and grace that celebrates and respects the journey unique to each student.Bridges Behavior Program Scorecard
4 3 2 1
Student achieves
Student achieves Student achieves Student achieves less than 50% of
100% of growth goal 70% of growth goal 60% of growth goal growth goal # students Points
Progress 19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21
on
MAP-Readi 43 18 4 3 2 2 23 22 72 45 2.93 2.38
ng 60% 40% 6% 7% 3% 4% 32% 49%
Student achieves
Student achieves Student achieves Student achieves less than 50% of
100% of growth goal 70% of growth goal 60% of growth goal growth goal # students Points
19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21
Progress
on 49 17 4 9 2 8 15 14 72 48 3.21 2.6
MAP-Math 68% 35% 6% 19% 3% 17% 21% 29%
Student
demonstrates a
Student Student MINIMAL,
demonstrates a demonstrates an INCONSISTENT
Student CONSISTENT (less INCONSISTENT (3-4 (more than 4
demonstrates 100% than 2 incidents per incidents per week) incidents per week)
decrease in week) decrease in decrease in decrease in
frequency, intensity, frequency, intensity, frequency, intensity, frequency, intensity,
and duration of ALL and duration of and duration of and duration of
target behaviors target behaviors target behaviors target behaviors
PRIOR to 24 months over 24-36 months over 36-48 months over 48 months # students Points
19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21 19-20 20-21
Behavior46 27 11 19 4 6 11 5 72 57 3.28 3.19
64% 47% 15% 33% 6% 11% 15% 9%
Total Scorecard
Points 9.42/12 8.17/12
Through analysis of Horace Mann 20-21 MAP growth assessment in grades K-5th, it was determined that reading is a focus area for
Horace Mann students. While most students demonstrated measurable growth over the course of the year, 49% (22/45) of students
achieved below 50% of their growth goal. Based on target areas of the MAP growth assessment, multiple indicators necessitated
additional support in areas of fluency and comprehension for students to meet or exceed student growth goals.
Through analysis of our 20-21 student behavior data in grades K-5, the majority of students demonstrated a decrease in the
frequency, intensity, and duration of target behaviors prior to 24 months (47%-27/57), or demonstrated a consistent (less than 2
incidents per week) decrease in frequency, intensity, and duration of target behaviors over 24-36 months (33%-19/57). While the
majority of students are making measurable progress on target behaviors, the current reality of students reintegrated to their home
attendance center is 14.49% (10/69). Based on the data collected, Horace Mann students demonstrate lagging skills in necessary
areas they need to be successful in the mainstream setting.Action Plan
PDSA Objective: Description of the Goal(s)
Horace Mann students will acquire the necessary skills to be successful in a mainstream setting.
What is the intended outcome? What are the indicators of success?
Currently, 14.49% (10/69) of Bridges students have reintegrated to his or Individual students will decrease the number of low-level Horace Mann
her home attendance center within 24 school months. The behavior slip data.
number/percentage of students who reintegrate within 24 school months
will increase by May 2022. Individual students will decrease the number of Infinite Campus office
integration information referral data.
Increase the number of students approaching criteria.(Fewer than three
referrals per month.)
Annual number of students recommended for reintegration.
PLAN
Tasks for Implementation Target Dates
Leadership Team MTSS-B training July 1, 2, 30
First Thursday each month, 2:00-3:30 p.m.
All staff MTSS training Second Thursday each month, 2:00-3:30 p.m.
Collaborative & Proactive Solutions: 2 day Virtual training Aug 5 & Aug 6, 2021
Leadership team retreat- planning for the year's work session prior to the Aug 10, 2021
start of the school year. 5 classroom teachers, 1 instructional coach, 1
behavior specialist, 1 behavior facilitator.
Taste of CPS 6-week proficiency training, a Lives in the Balance trainer As of June 2021, establishing dates with the Lives in the Balance trainer
works with 8-10 staff (known as the "core group") by Zoom.
ALSUP Proficiency Training from trained staff. Second Thursday of every monthUpdate data behavior tracking form August 2021
Admin Identify at risk students (Three or more referrals a week) and First Friday of every month
students with generalized behavior skills (Fewer than three referrals a
month)
Teachers will analyze weekly behavior data (frequency, intensity, duration) Weekly (Tuesdays) during common planning.
to determine new goals, interventions or SAT referrals.
Students and teachers will collaborate and track goals daily specific to Daily during conferencing.
areas of deficiency.
Goal successes will be visible and celebrated daily over the intercom and Goals posted every Monday. Announcements made throughout the
with earned/desired rewards (time w/adult, designated activity, tangible). week.
Incentives for goal achievers will be posted and announced daily. Incentives posted every Monday. Announcements made throughout the
week over the intercom.
Building/classroom BIG 4 skills expectations will be visible in all areas. Reviewed in classrooms daily. Expactions posted in all settings
BIG 4 throughout the school daily. School expectations will be reviewed on the
Following Instructions 1st Friday of the month.
Voice Levels
Accepting (Consequences, Criticism, No)
Hallway Expectations
DO
Documentation of Implementation:
Examples:
ALSUPs Meetings -September 15 Leadership Meeting:
● Take notes on progress of specific tasks above.
1. FBA Meeting Dates
2. SAT Meeting Dates
3. Review 360
a. Office Intervention
4. ALSUP (Assessment of Lagging Skills and Unsolved Problems) document.
STUDYSummary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:
Action Plan
PDSA Objective: Description of the Goal(s)
All students will demonstrate growth in reading.
What is the intended outcome? What are the indicators of success?
Horace Mann will increase the current percentage of K-1st grade students ● Winter and spring growth percentages by student, classroom, grade
(26%) that met or exceeded Phonological Awareness and Phonics/Word level, and school on the NWEA MAP Assessment and MAP reading
Recognition as measured by the spring MAP reading fluency assessment fluency assessment.
in May 2022. ● SIPPS placement assessment
● SIPPS progress monitoring every 10 lessons
By May 2022, Horace Mann will increase the percentage of students who ● Being a Reader placement assessment
meet or exceed in the areas of Accuracy and Literal Comprehension from ● Being a Reader progress monitoring when introduced in the sets as
the baseline measure to be established in the fall of 2021. presented in the curriculum
● Teacher-developed formative assessments through the PLC
By May 2022, Horace Mann will increase the percentage of 3rd-5th grade process (weekly)
students (40%) who meet or exceed their projected growth goal, within ● Monthly meetings: Staff will meet monthly to share results and
the standard deviation, in the area of reading as measured by the MAP discuss specific interventions. (Haggerty and SIPPS, scheduled the
assessment. last Tuesday of every month except September.)
● Students will track data on the fluency and comprehension goals
weekly.
PLANTasks for Implementation Target Dates
Kindergarten-1st grade: Coaching support with Heggerty Last Tuesday of every month except (Oct, Nov, Dec, Jan, Feb, March,
April, May)
Kindergarten-1st grade: Collaboration/intervention: Last Tuesday of every month except (Oct, Nov, Dec, Jan, Feb, March,
● Teachers will progress monitor students once a month to April, May)
determine if students are making progress on the benchmark.
● Tier 1 Heggerty progress monitoring.
● Intervention groups will be formed based on progress monitoring
data.
2nd Grade: SIPPS: Based on the SIPPS assessments, students who are Last Tuesday of every month (Oct, Nov, Dec, Jan, Feb, March, April,
below grade level will receive additional instruction in the area of May).
phonological awareness, fluency, and word recognition.
2nd Grade: Teachers and students will set weekly goals based on Teachers and students will meet each Friday (during end of day
fluency, comprehension, and teacher notes during Being a Reader conferencing) to determine goals made and write new goals based on
groups. supporting data.
3rd-5th Grade: Students will engage in purposeful interventions using Teachers will bring SIPPS and/or Bar Set data to collaboration the last
BAR sets or SIPPS intervention resources and supports. Tuesday of every month (Oct, Nov, Dec, Jan, Feb, March, April, May).
K-5th Grade:Teachers will collaborate to analyze SIPPS data using Weekly (Tuesdays) during common planning.
weekly anecdotal notes and mastery checks as presented in the
curriculum. Groups will be modified and adapted if teachers are not
seeing growth.
DO
Documentation of Implementation:
STUDYSummary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:
Title I Schoolwide Plan Components
-Completing the following 3 Components aligns your School Improvement Plan with the Title I Schoolwide Plan required by the South
Dakota Department of Education (DOE), allowing your School Improvement Plan to be submitted to the DOE in lieu of the
Schoolwide Plan template.
Component 2: §1114(b) (7)(A)(i)Provide a description of schoolwide reform strategies that may include interventions that provide opportunities for all children, including each of
the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards.
NOTE: If federal funds will be used to provide food for family engagement activities the school MUST include why it is necessary and
reasonable to do this in the Schoolwide plan. If providing food removes a barrier to involving parents and family members in the
education of their children and you can justify this then it is reasonable and necessary.
Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable.
Include a description of how the reform strategies will be evaluated for effectiveness. Evidence-based research strategies are based on identified
needs and designed to raise the achievement level of all students on content standards.
Narrative:
Horace Mann teachers will utilize SIPPS to enhance student achievement in the area of reading. Teams will meet weekly
to analyze student progress and discuss strengths and weaknesses, with a focus on comprehension and fluency. SIPPS
gives students the tools to analyze spelling patterns/letter-sound relationships rather than using the MSV cueing system
which relies heavily on picture cues and if what the reader believes makes sense. SIPPS encourages readers to be
systematic in their approach to looking at words and fluently know the letter sound relationship. SIPPS effectiveness will
be evaluated by the mastery checks within the program (Beginning, Extension, Challenge). Students' growth will be
measured by the progress within the system.
Primary and Structured Teach teachers will be trained to implement Haggerty, a phonemic awareness curriculum that is
designed to provide an explicit teaching model with scaffolded support in several ways including:
● Recognizing which words in a set of words begin with the same sound
● Isolating and saying the first or last sound in a word
● Combining, or blending the separate sounds in a word to say the word
● Breaking, or segmenting a word into its separate soundsAssessments will be used to monitor student progress with phonological and phonemic awareness skills. NWEA MAP (Measurement of Academic Progress) testing is an online reading and math assessment administered to students in grades 3-5 at Horace Mann. MAP testing creates a personalized assessment experience by adapting to each student’s learning level. This online assessment allows for quick results which are used to drive instructional planning in order to ensure that individual academic goals are being addressed and student achievement is at the forefront at Horace Mann. Educators track growth through the school year and over multiple years. Student Learning Objectives are written to focus on student outcomes as measured by MAP. MAP growth creates a personalized assessment experience that accurately measures performance. MAP growth reveals how much growth has occurred between testing events, when combined with our norms, shows projected proficiency. Additionally, students and teachers work together to review the data to determine potential areas of improvement and develop personal growth goals. Students then set personal goals and are taught to track and tabulate their own growth. This gives the students motivation and independence, as well as emphasizes their own ability to improve and advance. The MAP Reading Fluency assessment will support K-2 students at Horace Mann. MAP Reading Fluency will provide teachers information on student progress in foundational and oral reading skills. MAP Reading Fluency is an adaptive test, adapting down to foundational skills or up to oral reading passages, based on the initial entry point of reading short sentences. Foundational skills in reading are skills that promote strong, fluent readers. The foundational skills assessed in the NWEA MAP Reading Fluency assessment include listening comprehension, vocabulary, phonological awareness (understanding the sounds in our language), and phonics (understanding how to connect and use sounds and letters to read words). These skills are embedded in our K-2 curriculum and align with our South Dakota State Standards. Horace Mann leadership team will meet prior to the start of the year to schedule professional development and student data collecting and analyzing. The information will be presented to the Horace Mann staff during the Back-to-School meeting. The Horace Mann PLC will embrace the Sioux Falls System of Support model, implementing the MTSS training and Specialized Management training to ensure all students receive Tier I instruction, but are provided Tier 2 and Tier 3 when data necessitates remediation and intervention.
Budget Implications (this must be reflected in the budget in the Consolidated Application):
Leadership team retreat- planning for the year work session prior to the start of the school year
Benchmark/Evaluation:
SIPPS assessments will be administered to determine student placement within the programs. Student results will be
discussed and analyzed during collaboration, planning and data digs. MAP growth and MAP reading Fluency results will
be analyzed. Goals will be set based upon results. The information will be shared with all stakeholders. Haggerty
assessments will be used to monitor student progress in phonological and phonemic awareness skills.
Component 3: §1114(b) (7)(A)(ii)
Provide a description of schoolwide reform strategies being implemented that: 1) use methods and instructional strategies that strengthen the
academic program in the school; 2) increase the amount and quality of learning time; and 3) help provide an enriched and accelerated
curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.
NOTE: If federal funds will be used to provide food for family engagement activities the school MUST include why it is necessary and
reasonable to do this in the Schoolwide plan. If providing food removes a barrier to involving parents and family members in the
education of their children and you can justify this then it is reasonable and necessary.
Include a description of how the reform strategies will be evaluated for effectiveness. These strategies should be evidence-based and
strengthen and enrich the academic program.
Narrative:
Teachers at Horace Mann have received professional development and training in RTI (Response to Intervention),
Trauma Resilience/schoolwide support, MTSS, and academic training in the areas of math and reading, that enhance
teaching effectiveness and overall student learning. All students at Horace Mann receive Tier I grade level instruction
based on the standards. Teachers embrace the collective response approach when students need additional support.Weekly collaborations begin with norms, focus on likened grade-level assessments and include agreed upon rubrics and
lessons planned that focus on standards. Weekly planning strengthens purposeful instruction while staff embrace
Hattie’s research of, “knowing thy impact”. Horace Mann teachers utilize the Instructional Framework when planning
lessons.
Evaluation tools listed below will be used to monitor student progress and modify instructional practices to meet the
varying needs of the students. This aids in weekly collaborations as well as grade level planning.
Supporting strategies unique to this school include: Boys Town Specialized Management Instruction, weekly
Southeastern Behavioral Group, free individualized counseling services, MTSS, RTI and summer school. The goal for
every student is to learn social skills that enable a gradual transition back to their home attendance school within 24 to
48 months. Through blended teaching of academic and social curricula, the goal is that student ability to focus on
identified academic standards will be enhanced. Student tracked goals will be used to foster academic and
social/emotional growth and aptitude.
Budget Implications: Annual Specialized Management Training. MTSS training which is covered by a grant.
Benchmark/Evaluation: Student Outcomes, Formative Assessments, MAP, South Dakota State Assessment, Dreambox,
and Learn 360.
Component 4: §1114(b) (7)(A)(iii)
Provide a description of schoolwide reform strategies that the school is implementing to address the needs of all children in the school, but
particularly the needs those at risk of not meeting the challenging state academic standards, through activities which may include—
§ Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve
students’ skills outside the academic subject areas;§ Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education
programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced
Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);
§ Implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar
activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);
§ Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data
from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and
§ Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.
§ If programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be
consolidated in the schoolwide program need to be described in the narrative.
Evidence: Evidence-based research strategies or activities could be student support services; behavior intervention systems; tiered systems of
support; teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies
will be evaluated for effectiveness.
Narrative:
All students receive grade level instruction in the core curriculum as well as art, music, physical education, and library.
Students whose behaviors inhibit him/her from learning in a mainstream setting are placed in this program. All staff
members receive Boys Town Specialized Management training for behavior management. Class sizes vary from 5-8
students. Supporting resources unique to this school include MTSS training, Boys Town Specialized Management
Instruction, Trauma Resilience Training, ALSUP training, weekly Southeastern Behavioral Group, free individual
counseling services, and summer school. The goal for every student is to be gradually transitioned back to their home
attendance school within 24 to 48 months.
Weekly collaborations begin with norms, focus on likened grade-level assessments and agreed upon rubrics and lessons
planned that focus on standards. Weekly planning strengthens purposeful instruction while staff embrace Hattie’s
research of “Know thy Impact” and ensure the Instructional Framework is utilized.
Data on the frequency, intensity, and duration of behaviors of individual students is collected on the first Friday of each
month. This data is used to identify students with at-risk behaviors and students who have acquired the skills necessary
to succeed in a mainstream setting. Teachers analyze weekly behavior data (frequency, intensity, duration) to determine
new goals, interventions, or SAT referrals. Students and teachers will collaborate and track goals daily specific to areas ofdeficiency. Goal successes posted every Monday and celebrated daily over the intercom and with earned/desired rewards. A lead team of Horace Mann staff will receive Proficiency training through Lost and Found Helping Behaviorally Challenging Students (and, While You’re At It, All the Others) by Ross Greene. This training will enhance Horace Mann staff understanding of the ALSUP, giving the assessment and embracing the collaborative problem solving approach. Horace Mann staff and students will work as a team to make a plan to address the identified problem. The trained team will lead the ALSUP implementation PD during the staff meetings. Horace Mann staff, in collaboration with the student, will use the assessment of lagging skills and unsolved problems (ALSUP) to identify students lagging skills and get to the root of the problem. Horace Mann hosts a minimum of 4 parent involvement activities scheduled each year covering topics such as healthcare, parenting strategies, collaborative learning activities for home, student presentations, and school culture. Horace Mann’s vision is to transition each student academically and socially into lifelong learners, equipped with the necessary skills required to succeed in a variety of environments. Budget Implications: Specialized Management Training for all new teachers MTSS (covered by MTSS grant) Lost and Found Helping Behaviorally Challenging Students (and, While You’re At It, All the Others) by Ross Greene 6 week proficiency training (ALSUP) Collaborative and Proactive Solutions 2 day training Meals at family events Benchmark/Evaluation: Student Outcomes, formative assessments, SIPPS, Bridges, MAP, ALSUP, and Learn 360.
School Improvement Plan 2021-2022
Challenge Center
3101 South 4th Avenue
Sioux Falls SD, 57105
https://www.sf.k12.sd.us/robert-frost/challenge-center
Lynn Gillette, PrincipalSchool Narrative - School Overview At the Challenge Center, we serve students in grades 2 through 5 from across the city and surrounding area who are identified as highly gifted. Students apply to attend and, with qualifying scores and availability, students are immersed in experiences which provide them opportunities for accelerated learning, deeper inquiry, connections, and research. Curriculum is built around concepts that encourage depth and breadth of understanding content and provides application connections to the real world. Additionally, curriculum is based on state standards, research-based best practices, and gifted education standards of the National Association of Gifted Children. Technology is readily available and an emphasis on research is incorporated at all grade levels. Math instruction is provided at a level that is one year ahead of students’ same-age peers. Students also learn science concepts through hands-on learning and lab experiments utilizing the Foss Science curriculum. Reading and writing are taught as core subjects and are heavily integrated into Social Studies content. Students at the Challenge Center also have the privilege of unique learning experiences via interims which occur twice per year per grade level. During an interim, students are immersed in a field of study to fully grow in their understanding of a variety of areas. Recent interim periods have included learning opportunities through a partnership with the Sanford Research Laboratories. Students truly became lab researchers and deepened their understanding of how the brain functions. Another interim involved students becoming CSI investigators and working alongside actual CSI staff. These experiences are unique to the Challenge Center and often the highlight of the students’ school year. When Challenge Center students move on to middle school, they have the option of enrolling in the Middle School Honors Program or attending their middle school home attendance center where they can take accelerated classes should they desire. It is important to note, students do not have to attend Challenge Center in order to enroll in the Middle School Honors Program as all students identified as gifted are eligible for the Honors Program at the middle school level. We are grateful the Sioux Falls School District offers a pathway to students who are highly-gifted in grades 2 - 5 and provides them an opportunity to begin building a strong foundation to meet their unique needs.
SD Report Card - School Results
Student Performance Student Progress EL Progress School Environment
School Year ELA Multi Year Math Multi Year Science Student ELA Student Math Student % of Students % of Students Attendance Chronic
Prof. Rate Prof. Rate Prof. Rate Progress Rate Progress Rate on Track Exited Rate Absenteeism Rate
2017-18 98 100 100 96 95 31.0 2.0 99 1
2018-19 95 95 98 91 87 0 0 98 3
2019-20 NA* NA* NA* NA* NA* 0 0 NA* NA*
Student Performance - District and School Results
2017-18 2018-19 2019-20 2020-21
District School District School District School District School
% of students that met or exceeded Phonological Awareness and Phonics/Word
NA NA NA NA NA NA NA NA
KG Students On Recognition as measured on the spring MAP Reading Fluency assessment
Track for Success % of students at the 41st percentile or above as measured on the spring MAP
61 NA 60 NA NA NA 70 NA
Growth Math assessment (Avg, HiAvg, Hi categories)
% of students that met Phonological Awareness and Phonics/Word Recognition
NA NA NA NA NA NA NA NA
1st Graders on Track as measured on the spring MAP Reading Fluency assessment
for Success % of students at the 41st percentile or above as measured on the spring MAP
62 NA 59 NA NA NA 58 NA
Growth Math assessment (Avg, HiAvg, Hi categories)
% of students that met or exceeded Accuracy and Literal Comprehension as
NA NA NA NA NA NA NA NA
2nd Graders on Track measured on the spring MAP Reading Fluency assessment
for Success % of students at the 41st percentile or above as measured on the spring MAP
72 96 71 96 NA NA 66
Growth Math assessment (Avg, HiAvg, Hi categories)
3rd Graders on Track % of 3rd grade students proficient in ELA 43.9 97.2 43.5 88.7 NA NA 43 91
for Success % of 3rd grade students proficient in math 50.9 100 48.8 94.3 NA NA 49 100
4th Graders on Track % of 4th grade students proficient in ELA 45.5 96.3 46.1 100 NA NA 41 98
for Success % of 4th grade students proficient in math 44.8 100 43.6 100 NA NA 43 98
5th Graders on Track % of 5th grade students proficient in ELA 49.1 100 51.3 98.1 NA NA 49 98
for Success % of 5th grade students proficient in math 39.2 100 39.2 92.5 NA NA 33 95
Attendance % of students chronically absent (K-8 measure) 17 1 18 3 NA NA
EL % of students on track (K-12 measure) 31 NA 46 NA 42 42Grade Level NWEA MAP Math (% of students at or above 41st NWEA MAP ELA (% of students at or
percentile) above 41st percentile)
2 100% 100%
3 100% 97%
4 100% 100%
5 96% 97%
SD Assessment Projected Proficiency Based on NWEA MAP Assessment (Met/Exceed, Fell Below)
Grade Level Projected SD Actual SD Assessment Projected ELA Actual SD Assessment
Assessment Math Math ELA
2 100% NA 100% NA
3 100% 100% 97.7% 91%
4 98.2% 98% 100% 98%
5 90.5% 95% 92.5% 98%Discipline Data 20-21
Data Narrative - Areas of Improvement
It has been consistently observed by Challenge Center staff that for Challenge Center students it is often the first time in the students’
school career when they have been challenged academically. Teachers report that when students are met with this challenge, the
students often demonstrate a fixed mindset which manifests as expressed emotional outbursts or or meltdowns, fixation and
perseverance on mistakes, and/or unwillingness to attempt a task for fear of failure. These observations support the research shared
by Dweck in Mindset: The New Psychology of Success (2006). By implementing and integrating a purposeful and intense focus on
helping our students grow their skill set in Social-Emotional Learning (SEL) and growth mindset, our students will be equipped with
life-long tools that will allow them maximum access to learning opportunities now and in the future.
This year will be a year of collecting baseline data; however, we will also utilize the 20-21 discipline data as baseline data. When
students are equipped with self-regulation skills and a growth mindset, it is our belief that the number of office referrals will decline.
Other data points that will be collected and analyzed are included in Action Plan 1 and Action Plan 2.Action Plan 1
PDSA Objective: Description of the Goal(s)
Students will increase their ability to use social-emotional skills when feeling dysregulated.
What is the intended outcome? What are the indicators of success?
This is a year of collecting baseline data. By May 2022, students will Results from Caring School Communities student survey (additional
show an increase in social-emotional intelligence from fall to spring. questions added by CC team)
Reduced office referrals
L-to-J class run chart data on identified SEL skill
Results of Olweus Survey (3-5)
Student data from individual student goal binders
PLAN
Tasks for Implementation Target Dates
● Teachers will implement Caring School Communities ● Daily
● Each classroom will track data on L-to-J class run chart ● Weekly
● Students will track progress on their individual social-emotional ● Weekly
goals
● Teachers will administer Caring School Communities student ● Quarterly
survey
● Students will reflect on their growth on SEL intelligence by writing ● Quarterlyto a prompt: How has your social-emotional intelligence grown this
quarter?
● Teachers will receive PD on Kagan Structures and SEL ● PD provided at staff meetings; feedback provided via Drop-ins
instructional practices. Teachers will facilitate and students will
engage in Kagan Structures and SEL skills.
● Teachers will receive PD on the L-to-J framework. ● August
● Teachers implement PLC cycle with fidelity: ● Target dates will follow 3-4 weeks, per individual teams’ PLC
○ Identify learning target (exact targets to be identified in fall cycles with all cycles beginning the week of August 30th
2021)
■ Identify and plan specific SEL vocabulary and
concepts to integrate in current PLC cycle
○ Create Common Formative Assessment (CFA)
○ Analyze student work/evidence of learning
○ Share instructional strategies
○ Answer these four questions: What do we want students to
know? How will we know they have learned? What will we
do if they don’t learn? What will we do if they already know
it?
● Teachers will display a growth mindset, grit, and ● Target dates will correlate with Caring School Communities
perseverance/SEL word wall/anchor charts in the classroom curriculum
DO
Documentation of Implementation:
STUDY
Summary of the Implementation and Outcomes:ACT Describe the next steps of the implementation based on the outcomes of this cycle:
Action Plan 2
PDSA Objective: Description of the Goal(s)
All students will demonstrate a growth mindset, grit, and perseverance.
What is the intended outcome? What are the indicators of success?
This is a year of collecting baseline data. By May 2022, students will L-to-J Student Run Charts
show an increase in demonstrating a growth mindset, grit, and
perseverance from fall to spring. Student data from individual student goal binders
Student achievement data from PLC cycles
PLAN
Tasks for Implementation Target Dates
● Teachers implement PLC cycle with fidelity: ● Target Dates will follow 3-4 weeks, per individual teams’ PLC
○ Identify learning target (exact targets to be identified in Fall cycles with all cycles beginning the week of August 30th
2021)
■ Identify and plan specific SEL vocabulary and
concepts to integrate in current PLC Cycle
○ Create Common Formative Assessment (CFA)
○ Analyze student work/evidence of learning
○ Share instructional strategies
○ Answer these four questions: What do we want students to
know? How will we know they have learned? What will we
do if they don’t learn? What will we do if they already know
it?
● School-wide assembly on growth mindset - NED Show ● 1st Quarter● Teacher/admin/instructional coach-created “look-for” checklist to ● Monthly
be used during drop-ins
● Teachers will display a growth mindset, grit, and ● Ongoing throughout the year
perseverance/SEL word wall/anchor charts in the classroom
● Teachers will receive PD on Kagan Structures and growth ● PD provided at staff meetings; feedback provided via Drop-ins
mindset. Admin will provide teachers with feedback on their use of
Kagan Structures and growth mindset skills.
● Challenge Center teachers, admin, and instructional coach will ● Monthly
participate in monthly guiding team meetings to analyze data and
plan needed changes according to the data
DO
Documentation of Implementation:
STUDY
Summary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:School Improvement Plan 2021-2022
Career and Technical Education Academy
4700 W. Career Circle
Sioux Falls, SD 57107
https://www.sf.k12.sd.us/cte/home
Josh Hall, Principal
Don Ryswyk, Assistant PrincipalSchool Narrative - School Overview The Career & Technical Education (CTE) Academy serves students in grades 9 through 12 and provides career-focused, hands-on, relevant learning opportunities to students in a variety of CTE programs. Students travel to the CTE Academy for a 100-minute block of time during the regular school day for classes. Three blocks of instructional time are offered during the day. Shuttle busses are in operation throughout the day to and from each high school to offer transportation for students. According to Brandon Busteed of Gallup Education (2013), student levels of engagement drop significantly as students progress from elementary to middle to high school. The CTE Academy addresses this trend by providing engaging programs of study for students and providing a career oriented pathway toward graduation. The establishment of the CTE Academy continues to provide additional pathways and programs for students as they continue to complete high school graduation requirements. In addition to Sioux Falls Public School students, eight surrounding districts have committed to 129 seats each semester at the CTE Academy. The outside districts pay tuition for each year-long seat and sign three-year agreements. Partnering districts schools are entering year 1 of 3 in the 21-22 school year. Partnering area schools include Brandon Valley, Garretson, Harrisburg, Parker, Tea,Tri-Valley, Baltic, and West Central. Students from the local parochial schools are also welcome to attend on a space available basis. Tuition from surrounding schools will fund multiple teacher FTE at the CTE Academy in FY22. District CTE programs that are located at the CTE Academy are Media Production, Health Careers, Carpentry, Auto Body Repair, Automotive Technology, Cabinetmaking, Manufacturing, Welding, Human Services, Hospitality & Tourism (Culinary/Restaurant Management), Information Technology, Aviation, Academy of Finance, and the Project Lead the Way Biomedical Sciences and Engineering programs. In many of the programs offered at the CTE Academy, a student who successfully completes required coursework may be eligible to obtain an industry recognized certification and have the option to earn concurrent or dual credit from a post high educational institution. The CTE Academy is focused on learning by doing and helping students discover their passion as they head down a career path beyond high school.
Data Narrative - Areas of Improvement
The Career and Technical Education Academy serves the students of Sioux Falls School District, surrounding school
districts, local businesses and industry. Our data represents our students and is used to substantiate our programs and
the great need for workplace development in our city and region. Our data will be used for continuous evaluation and
program/building improvement. For the upcoming 2021-22 school year we have chosen to focus on three areas of need:
1. Student attendance
2. Industry experiences for students
3. Industry-related credentials (as defined by the SD Department of Education) earned by students
Connecting students with industry and connecting industry with students is a win-win for all involved. Students receive
direction, educational guidance and opportunities to demonstrate their skills. Business and industries are given the
opportunity to develop their talent and mold future leaders in their field. Our data listed below related to student
attendance, student experiences and related credentials is a way to measure our influence and impact in the employment
lives of our students. Our measurements will continue to be a baseline for activities and best practices in career and
technical education.
Pre-COVID attendance data:
Fall 2019 - average of 89.8% all three blocks
Fall 2020 - average of 90.3% all three blocks
Spring 2020 - average of 88.4% all three blocksAction Plan
PDSA Objective: Description of the Goal(s)
Our goal is to increase student attendance rates at the CTE Academy.
What is the intended outcome? What are the indicators of success?
Increase CTE attendance from the current rate of 90.02%. Infinite Campus attendance data
PLAN
Tasks for Implementation Target Dates
Teacher/Counselor/Principal/Home Attendance Center/Parent Every Friday a phone call to chronically absent (two blocks/week)
(communication) students and parents.
A student incentive/recognition program will be developed with staff The incentive/recognition will be operational by October 2021
input.
Quarterly collaboration with staff members to discuss results and
Staff collaboration to analyze attendance data and identify effective rewards.
strategies to increase average daily attendance.
Note parent contacts in Infinite Campus Per occurrence
DO
Documentation of Implementation:
STUDYSummary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:
Action Plan
PDSA Objective: Description of the Goal(s)
Increase the number of industry experiences for CTE Academy students. The experiences may be delivered in workplaces, in the
community, at educational institutions and/or by virtual media.
What is the intended outcome? What are the indicators of success?
CTE students had 341 internship experiences during the 2018-19 Internship data
school year. Student internship experiences will increase by the end
of the 2021-22 school year.
Additionally, number of workplace tours, job shadowing
experiences, and school-based enterprises or internships will be
tracked this school year to serve as a baseline for following years.
PLAN
Tasks for Implementation Target Dates
Review School Improvement Plan (SIP) goals with staff Back-to-School session 2021
Schedule field trips Two per section, per semester
Schedule guest speakers Two per section, per semesterCollaboration: The Collaboration Team will meet monthly to look at Our Collaboration Committee will meet monthly on our industry
recent industry experiences and what are the needs of staff experiences for collaboration topics and discuss adjustments as a
members. Members include Ricky McCaulsky, Dori Mushaney and team effort. The Collaboration Committee will update data on a
Don Ryswyk monthly basis.
The Academy of Finance teacher will create Google Docs to track Monthly - staff will update
indicators. The Building Leadership Team (BLT) will track progress By semester - (BLT)
and update.
Remind staff to use Google Docs at monthly staff meetings. Reminders to complete the tracking documents will be given at
various collaboration meetings and at each staff meeting.
Each program will use advisory council feedback for ideas and Staff members will be updated on progress toward goal at monthly
contacts in each related industry. Two meetings are required in a meetings and be reminded at collaboration to update the Google
year. Document and research options.
DO
Documentation of Implementation:
STUDY
Summary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:Action Plan
PDSA Objective: Description of the Goal(s)
Increase the number of industry-recognized credentials earned by CTE students. The NCRC credential is not included in this goal.
What is the intended outcome? What are the indicators of success?
Increase the number of industry-recognized credentials earned by The number of certifications will be calculated with teacher input
CTE students. and counting individual program credentials.
SD DOE approved "industry credentials" can be found at:
https://doe.sd.gov/cte/documents/Industry-0221.pdf
2020-21 school year data:
85 students earned CNA credentials (Certified Nursing Assistant)
164 students earned First Aid/ CPR credentials
3 students earned Serv Safe credentials in the Culinary Program
3 students earned EMT credentials
PLAN
Tasks for Implementation Target Dates
Collaboration to determine what new areas must be submitted to the Prior to October 1, 2021
State.
Increase our ServSafe certifications Serv Safe credentials measured at the end of each semester
Staff need to look at their own program and see if they can find more Discussion in the fall of 2021 - CPR certification in every program
potential certifications. will be a point of discussion.DO
Documentation of Implementation:
STUDY
Summary of the Implementation and Outcomes:
ACT
Describe the next steps of the implementation based on the outcomes of this cycle:School Improvement Plan 2021-2022
Elementary Immersion Center
2511 West Brookings Street
Sioux Falls SD, 57104
http://www.sf.k12.sd.us/elementary-immersoin-center/home
Jane Hannemann, PrincipalSchool Narrative - School Overview The Elementary Immersion Center is a newcomer program designed to meet the needs of students who are new to the country with limited or no use of the English language. Students at the Immersion Center are coming to us from 13 countries speaking 8 different languages. Many students who are new to the country enter our School with Limited or Interrupted Formal Education (SLIFE). Uneven and unpredictable learning, limited English, change in cultural norms, and trauma from the past and present are factors in our school which create a challenge for teachers. The Immersion Center works to provide a supportive environment that responds to the immediate social, cultural, and linguistic needs of our students. At the initial intake of each student, our EL intake specialist gathers family background information regarding country, language, schooling and anything else that families are willing to share. A school liaison follows up with a home visit prior to the school start date to help families understand bus procedures, homework help, student behavior expectations, and school communication. At this time, the liaison gathers information about family members, relatives and friends in the city, job locations and times, and special needs of the family to share with the school community. Five meetings per year are held to educate parents on the processes and procedures of school in our country. They are also given academic and social emotional strategies to support their child at home. At these meetings, parents are given the opportunity to share about their culture and learn about family needs in regard to helping children be successful in school. Due to COVID-19, parents were unable to enter the school building during the 20-21 school year. In place of Parent University, we created a parent newsletter using Smore. We also developed an Elementary Immersion Facebook group, allowing school staff to share regular updates and parents to leave questions or comments. Collaborative teams meet on a weekly basis to examine student data, discuss teaching practices, and determine the needs of students. Our teams meet in primary/intermediate teaching teams as well as in a whole group vertical team. In addition to these collaborative teams, a leadership team consisting of teachers, instructional coach, school counselor, and the administrator meet together to develop the school improvement plan and ensure we all work together to accomplish our goals. The principal regularly visits classrooms, formally and informally, to observe student learning, research-based instructional practices, and classroom climate. Visiting classrooms provides teachers with a deeper sense of urgency to deliver best practice instruction, which directly affects student learning. During these visits, the focus is on what students are learning and how engaged they are in the learning process. The principal regularly asks students what they are learning to reveal the understanding of students. Required formal observations and drop-in visits provide teachers with written feedback. After receiving feedback, the principal requests a personal meeting to discuss the observation. In these discussions, the teacher is able to express their intention in the lesson and reflect with the principal on student learning. Observations and discussions encourage teachers to be intentional about their planning, lesson delivery, and teachable moments occurring throughout each day.
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