AdvancED Standard 3: Teaching and Assessing for Web viewThe goal is to build consistency in the K-12 system by utilizing common practices that impact student achievement. ... academic

Lovell High School

Lovell, WyomingScott O’Tremba, Principal

2016-2017

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TABLE OF CONTENTSDOMAIN 1: TEACHING AND 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)- 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 PlanDOMAIN 2: LEADERSHIP CAPACITY

- Purpose Revision Process (1.1)- Culture Based on Shared Values and Beliefs (1.2)- School Improvement Process (1.3)- 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 PlanDOMAIN 3: RESOURCE UTILIZATION

- 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 PlanCorrective Action PlanRestructuring Plan

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DOMAIN 1: TEACHING AND LEARNINGAdvancED 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 )

EFFECTIVE PRACTICE

YES 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)

YES 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)

N/A 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)

N/A If applicable, the school is providing foreign language instruction in grades K-2. (Wyoming)

N/A If applicable, Career Technical Education courses are offered in a three-course sequence in grades 9-12. (Wyoming)

Summary of Practices: Lovell High School strongly relies on curriculum, instructional design and assessment practices to guide and ensure teacher effectiveness and student learning. Specific areas of strength include differentiated instruction, curriculum mapping, the school improvement process, professional development practices, the teacher evaluation system, collaboration, engaging families, and grading and reporting practices, Handbook for Continuous School Improvement, all of which help our staff provide equitable and challenging learning experiences for all students.

Curriculum mapping has allowed our staff to make great strides in meeting the needs of students. This process provides opportunities for staff members to both horizontally and vertically align curriculum, which ensures equal opportunities for students within a challenging curriculum. Through mapping, teachers have become familiar with their standards and have identified the essential learnings at each level to make sure that students are learning the appropriate concepts and skills to prepare them for success at the next level.

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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 )

Acceptable

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.

Summary of Practices:

Our 9th grade teachers meet annually with the 8th grade teachers from Lovell Middle School in a process fittingly titled Maps, Gaps, and Overlaps to review curriculum maps and determine gaps and overlaps. This work helped to define the curriculum practices that should be maintained at various levels as well as any adjustments that should be made to ensure students receive instruction in all the required standards and with the appropriate reinforcement to guarantee student learning. In addition, curriculum maps serve as tools for teachers to refine their assessments, both formative and summative. These assessments are then used as an assurance that horizontal and vertical alignment has been achieved. Our assessment system provides LHS with necessary data, which is used to guide our school improvement process.

Lovell High School has begun implementing PLC's (Professional Learning Communities) both in content areas and grade-level teams. This PLC work will ensure horizontal alignment with equivalent learning expectations for like courses/classes, and vertical alignment through teacher collaboration, lesson plans, curriculum maps, and data analysis to prepare students for success at the next level.

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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 )

Acceptable

SIG Schools: Explain how teachers differentiate assignments in response to individual student performance on pretests and other methods of assessment.

Summary of Practices:Teachers at Lovell High School engage students in their learning in a variety of ways such as through technology and multi-media, student-response methods, student collaboration, student-teacher conferencing, and differentiated instructional strategies. Achievement of learning expectations is measured through authentic assessments, student work demonstrating the application of knowledge, findings from supervisor walk-thru and observations.

Another strength at Lovell High School is its consistency in using common grading and reporting procedures. Following district policy IKAB ensures not only building consistency but also regular parent notification. Our building procedures are used across grade levels and content areas. Handbooks outline the frequency in which grades are updated, the grading scale, and program requirements, which ensure uniformity amongst staff members. PowerSchool is a vital communication tool used by various stakeholders, including appropriate staff and administration, students, and parents. LHS teachers have received training on creating and implementing content area rubrics as well as building writing rubrics in order to clearly communicate requirements and expectations to students. The staff handbook requires that teachers have a classroom learning policy in place to help meet students' needs in mastering content and skills as defined by the state standards. The handbook also requires that teachers produce a syllabus to communicate essential learnings, classroom expectations, and course content for each class taught.

Teachers write student-learning statements that define essential learnings within the framework of a unit. The essential learning statements are written in student language and shared with students during instruction. These statements explicitly express what students are expected to learn and what they will be able to do. They tie together the standards and the concepts of the unit. Teachers record their essential learnings on the curriculum map.

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Instructional Leadership (3.4)School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. (3.4 Rubric )

Effective Practice


The use of the McRel Teacher Evaluation system monitors and supports the improvement of teachers' instructional practices, which in turn have direct implications on student learning. This process, combined with our school improvement process, ensures that teachers and their practices align with our school's values and beliefs, are teaching the curriculum as required, and are overseeing students' learning through direct engagement. As an evaluation tool, a piece of McRel requires teachers to set goals for themselves for the year. Throughout the year, teachers then meet with the principal to monitor their progress in meeting their individual goals. The number of times the principal meets with individual teachers is based on a teacher's years of experience, and in addition to the district's new teacher induction program, the principal meets more often with new teachers to ensure their adherence to school goals. In conjunction with the principal's evaluation of teachers, teachers also collaborate with peers to improve teaching practices. In conjunction with the school improvement process, teachers complete the ELEOT to better understand what an effective learning environment looks like; it is also a reflective process to help teachers improve their own teaching.

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Collaborative Learning Community (3.5)Teachers participate in collaborative learning communities to improve instruction and student learning. (3.5 Rubric )

Acceptable

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.

Summary of Practices:Continuous professional development (PD): LHS has weekly Friday PD, monthly PD meetings and weekly Wednesday morning PLC meetings. These various meetings consist of BIT meetings, PLC meetings (grade-level/content area), AdvancED Committee meetings, Building Leadership Team meetings for implementation of school improvement plans, curriculum mapping, data evaluation, prioritizing standards, technology trainings, technology committee meetings, Teacher Learning Time and Para-professional trainings. Some of these meetings involve book study discussions, current school improvement issues, and guidance on instructional best practices. Our staff is also involved in PLC meetings outside of our PD to allow staff members to meet about vertical and horizontal alignment throughout our building and between schools. Particularly in the weekly PLC meetings, BLT meetings and AdvancED committee meetings data analysis from our standardized tests (MAP, ACT Suite) is used to write School Improvement goals, and to adjust learning for individuals and subgroups.

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Instructional Process (3.6)Teachers implement the school’s instructional process in support of student learning. (3.6 Rubric )

Acceptable

SIG Schools: Explain how all teachers use instructional strategies that are grounded in research-based practices and address the learning needs of all students.


Teachers at LHS implement the use of Essential Learning Statements as an instructional tool that clearly guides and informs students of learning expectations and standards of performance. Essential Learning statements for each unit are displayed in a prominent place in classrooms as a focus and goal for student learning by the end of each unit. Essential Learning Statements are required to be included in each teacher's curriculum map for each course taught by the end of each semester to show vertical alignment.

Our expectation is for all teachers to differentiate instruction to meet the needs of all students. Teachers differentiate for students by tailoring instruction to meet individual needs. Teachers differentiate content, process, products, and/or the learning environment. Teachers use ongoing assessment and flexible grouping as instructional approaches. Teachers will differentiate through their learning policies, which provide students with the opportunity to learn at their own pace to ensure mastery of content.

Rubrics, formative assessments, summative assessments, student response methods (including technology apps) to provide teachers with instant feedback on student understanding, teacher-generated examples and student work are often used as exemplars to guide and inform student learning.

LHS has frequently participated in book studies: Todd Whitaker’s What Great Teachers Do Differently, Rick Wormeli‘s Fair Isn’t Always Equal, Mike Schmoker’s Focus, The Core Six: Essential Strategies for Achieving Excellence with the Common Core (Silver, Dewing and Perini), Chris Tovani’s Do I Really Have to Teach Reading? and Janet Allen’s Tools for Teaching Content Literacy. These book studies have really helped staff to stay abreast of current pedagogical trends and to keep on the same page with one another.

Instructional StrategiesThe district has established an expectation for common instructional strategies based on the foundation of two sources:

McREL’s Teacher Evaluation System: Standards II and IV AdvancED’s Effective Learning Environments Observation Tool (eleot)

Instructional Strategy: Teachers will provide instructional strategies that result in: Other Supporting District Practices/Professional Development A positive, well-managed classroom District PD: The Effective Teacher (Wong, H.)

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Student understanding/awareness of connections to their own and others’ cultural background.

High expectations for student learning Essential Learnings built on the foundation of the Wyoming Content and Performance Standards (documented on curriculum maps)

Bloom’s Taxonomy of Cognitive Domains Differentiated instruction to meet the

needs of all students Participation in SDE National Conference on Differentiated

Instruction LMS/LHS Book Study: Fair Isn’t Always Equal (Wormeli, R)

The use of technology (both teacher and students) to maximize student learning.

District Technology Plan which addresses the ISTE Standards for Teachers and Students

Student cooperation and collaboration

The use of assessment and feedback to improve teaching practice and student learning.

District Book Study: Focus: Elevating the Essentials To Radically Improve Student Learning (Schmoker, M.)

Documented on curriculum maps

The expectation is that all teachers will embed these instructional strategies into their classrooms. The implementation of the strategies is monitored through administrative evaluation and peer observation as defined below.

Monitoring Instructional Strategies:

Document DescriptionAccess to Document

Yearly Expectations

Eleot/McREL Correlation

The document aligns the Eleot tool with the McREL Teacher Evaluation System. The purpose of this is to place eleot into the context of the district evaluation system to define common instructional strategies.

District Share Folder

Used as part of professional development on an annual basis

Eleot

From AdvancED: The purpose of the eleot tool is to help identify and document observable evidence of classroom environments that are conducive to student learning. This process includes discussion and feedback regarding the observations.

District Share Folder: Curriculum

Principals/Directors use eleot for observation and feedback purposes.

All teachers: 2 times per year peer observation using eleot.

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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 )

Effective Practice

YESThe school employs qualified instructional facilitators to provide professional development, teacher mentoring and educational leadership based on identified needs and school improvement planning. (Wyoming)


Lovell High School uses a peer coaching model to improve teacher effectiveness. At the district level, teachers are to observe classroom instructional practices using the eleot tool. This provides teachers a common understanding of effective instructional strategies. Teachers use informal conversations to discuss the findings of the observations. Teachers in there first 1 – 3 years are assigned a mentor teacher who has a scripted item list of district processes and procedures to cover. They meet once a week to cover this and any other items needed. They also meet once a month with their building principal.

Document Description Access to Document Yearly Expectations

Eleot Review

Each teacher will make two classroom observations of a peer’s room using the eleot tool. The purpose of this is to build common understanding of effective instructional strategies.

District Share Folder 2 observations per year per teacher

Teacher Induction Program

The purpose of the Teacher Induction Program is to provide a formal district procedure that provides support and education for teachers who are new to the district. Effective schools and school districts invest in improving the pedagogical practices of their teachers and the induction program provides a system to support new teachers as they acquire that knowledge.

Program Goals: To facilitate the transition into teaching in Big Horn #2 Improve teacher effectiveness through training in classroom management and teaching techniques Promote and familiarize new teachers with the district’s culture, mission, vision, expectations,

policies, procedures and goals Maximize the retention rate of highly qualified teachers


Teacher Induction Reviews

All teachers new to the district and their mentors will complete a mid-year and an end-of year review that will review the program and its elements. This information is used to evaluate and improve the program.

Teacher Induction BinderDistrict Share Folder

Mid-Year Review End-of-Year Review Analysis of documents (admin

team)

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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 )

EFFECTIVE PRACTICE

YES

Parent contact procedures and history regarding unexcused absences and student misconduct resulting in suspension is documented (Wyoming)

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.


Lovell High School regularly informs families of their children's learning and education through multiple means such as: open houses, parent-teacher conferences, emails, phone calls, PowerSchool, report cards, and monthly newsletters. The principal, counselor, school nurse, and teaching staff provide information about current and upcoming events, units of study, activities, scheduling, and general information for the school and within individual classrooms in the form of a monthly newsletter.

Lovell High School utilizes Power Announcement to communicate the weekly school happenings as well as pertinent information through a phone message and email sent to all staff and parents. The school failing list is also sent home every two weeks to notify parents if their student is in danger of failing. Many teachers also use PowerSchool to not only communicate grades but to also directly inform individual parent on individual students regarding assignments – both concerns with and upcoming requirements, positive and negative behaviors, attendance, and upcoming events. If a student is in danger of losing credit due to poor attendance, a special attendance hearing with the principal, guidance counselor, student and parents occurs.

Lovell High School provides opportunities for community/parent involvement in the life of the school:Parent Community Advisory Committee (PCAC): Each year a PCAC is organized to discuss school-related issues. The PCAC consists of parents, students, certified staff, and classified staff. Members of these groups apply to be on the PCAC if they wish to be involved.

Committee Work: We have had major structural change at Lovell High School based on parent involvement. The parent/community meetings were the driving force for changes in our career/vocational programs. We have committees involving parents, students, and staff that are involved in school-related policies and procedures. Committee work has been instrumental in setting the master schedule, discipline and attendance policies, as well as curriculum procedures. The weekly professional development time

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was implemented largely due to the efforts of committee work involving parents and community members. LHS parent involvement directly impacted the change of our district grading scale.

Volunteers: A voluntary registry exists for parents and community members to help the school for a variety of needs. Invitations are sent to all parents per semester through the registration packet and letters are sent home to be on the volunteer registry. A description of the requirements volunteers must have is described on the invitation.

Booster Club: On-going fundraising to support student activitiesBlue Jackets: On-going fundraising to support FFA

Opportunities for Parents to Be Involved in School:- Parent/Teacher Conferences- Open House- PowerSchool - Art Show- Speech & Debate Open House- FFA Banquet- Senior Orientation- Freshman Orientation- Parents’ Night at sporting events- Musical Performances- Homecoming Activities- Senior Banquet- Sports Banquets- Parent Community Advisory Committee- Prom- Photography Show- SkillsUSA Banquet- Guest Speaker in Classroom- Ongoing committee work- Career Fair- College Fair- Staff interview committees

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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 )

EFFECTIVE PRACTICE


Lovell High School provides avenues for every child to be well known by at least one adult advocate in the school system. LHS uses a multi-tiered system to ensure students can overcome obstacles to achieve academic, social/emotional, and behavioral success. All students have access to the principal, counselor, classroom teachers, advocate teacher, and counselor. In addition, the Building Intervention Team monitors all students for academic, social, emotional, and behavioral needs. Select students are additionally monitored through BIT and staff meetings, through individual, small-group, and crisis counseling, and by IEP teams, Special Education teachers, para-educators, tutoring teachers, and a Tier II coordinator.

The Student Advocacy Program (SAP) at Lovell High School (LHS) is a short time set aside during designated weeks for our students to positively interact with a small group of their peers and their teacher advocate. Through specific activities and discussions under the guidance of a caring adult advocate, students assess their own talents and inspirations, plan their individual paths, work collaboratively with others, and demonstrate their learning of clear standards in a wide variety of forms.

The SAP period meets once a month for 45 minutes on designated Tuesdays after 5th period. Periodically activities may be scheduled as assemblies to facilitate the distribution of information.

SAP fulfills the following purposes:• Create an environment that fosters realistic, respectful and meaningful

relationships between students and adults in small learning communities;• Advise students about academic decisions and monitor academic

achievement;• Foster communication between home and school and among members of

the school community;• Model the values, morals, and ethical standards necessary for success in

high school and to assist our students to become lifelong learners;• Provide students additional academic support;• Prepare students for life transitions, including career development;• Promote an awareness of diversity and tolerance;• Facilitate student governance and conversations.

The goals of SAP are to• Increase student motivation,• Help students imagine their future,• Connect families to student learning,

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• Celebrate student achievement,• Connect each student with a caring adult,

• Encourage lifelong learning,• Develop digital citizenship,• Increase self-awareness, and• Foster character development.

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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 )

EFFECTIVE PRACTICE

Summary of Practices:LHS has begun common grading practices and procedures so grading and reporting are based on clearly defined criteria representing attainment of knowledge and skills. This has extended into a consistency for late work and redo/retake procedures. These practices have come about through multiple staff conversations, survey data, and recommendations by our PCAC.

Following district policy IKAB ensures not only building consistency but also regular parent notification. Our building procedures are used across grade levels and content areas. Staff and student handbooks outline the frequency in which grades are updated, the grading scale, and program requirements, which ensure uniformity amongst staff members. PowerSchool is a vital communication tool used by various stakeholders, including appropriate staff and administration, students, and parents. LHS teachers have received training on creating and implementing content area rubrics as well as building writing rubrics in order to clearly communicate requirements and expectations to students. The staff handbook requires that teachers have a classroom learning policy in place to help meet students' needs in mastering content and skills as defined by the state standards. The handbook also requires that teachers produce a syllabus to communicate essential learnings, classroom expectations, standard alignment, and course content for each class taught.

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Professional Learning (3.11)All staff members participate in a continuous program of professional learning. (3.11 Rubric )

EFFECTIVE PRACTICE

YES

The school has developed and implemented a professional development plan that focuses on the development and implementation of standards and standards-based assessments, the instructional and student learning uses of technology, individual school improvement goals, assessed needs based on documented student results, and individual professional development goals. (Wyoming)

YES

The school provides annual training to all school personnel concerning discrimination, confidentiality, and occupational exposure to blood-borne pathogens. (Wyoming)

All Title I Schools: List the major high quality and ongoing professional development activities at your school that impact areas of identified need.SIG Schools: Describe how staff are provided high-quality, job- embedded, differentiated professional development for both school improvement reform strategies and teacher effectiveness. SIG Schools: Describe how the district uses external service providers for key services in SIG schools.


The staff at Lovell High School participate in a number of professional development opportunities at district, school, and individual levels. The district provides all district employees with training at the start of each school year. At the district level, professional development is designed and implemented for the benefit of the whole district to help create a stronger alignment for student learning and safety and wellness procedures. At the school level, professional development is implemented based on need through a data review of student learning and reflection on current practices. The needs are then addressed in our School Improvement Plan, allowing for specific areas of continuous improvement to be addressed in the appropriate time needed. Individual professional development is documented through the McREL teacher evaluation system. This system gives teachers an opportunity to create S.M.A.R.T. goals catered to their specific needs. All staff members participate in other trainings pertaining to their department including para-professionals who have 45 minutes of PD every week.

Big Horn County School District #2 has developed a professional development plan structure that focuses on needs at the district, building, and collaborative teams. The three levels are defined below along with the process to select current professional development topics.

District-Level Professional Development: All staff in the district engage in these professional development topics as defined the AdvancED District Improvement Plan. The goal is to build consistency in the K-12 system by utilizing common practices that impact student achievement. These activities are differentiated to meet the needs of all staff members from the first year teacher to the master teacher. Professional development time at the district level will primarily occur during in-service days at the beginning of the school year and selected Friday PD time throughout the year.

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Building-Level Professional Development: Each school in the district has specific needs unique to their own setting as determined through the AdvancED School Improvement process. These needs are in addition to the district professional development described above. Professional development time for building level needs will occur in on Friday PM, faculty meetings, and during in-service days.

Collaborative Teams Professional Development: Each individual at Big Horn County School District #2 has professional development needs based on their own instructional situation. Collaborative teams, Professional Learning Communities (PLCs) work together to set common goals within an educational setting. Needs are identified through a Professional Development needs assessment. Professional development time for collaborative teams is provided during the year through district/building-scheduled meetings or set up by the team members. The district has provided professional development to staff to build effective PLCs. These groups meet weekly at 7:00 AM on Wednesdays, and then may meet on Fridays or other days outside of school hours if needed.

Professional Development Time: The time allocated to effective professional development is vital. The district provides ten full days of professional development time to staff. In addition, the district provides for early release of students on Fridays so staff can meet together on professional development topics. The Friday PD times provide a consistent time for building teams and collaborative teams to plan, implement, review and revise on an on-going basis.

Staff members document their professional development on a PD Log. These also serve as documentation for recertification credit through PTSB.

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Learning Support Services (3.12)The school provides and coordinates learning support services to meet the unique learning needs of students. (3.12 Rubric )

Acceptable

YES

The school is providing for the needs of all gifted and talented students through enrichments in regular instruction, enrichment programs, advanced or challenging courses, extension periods, etc. (Wyoming)

YES

The school follows district policies and procedures for identifying and intervening with at-risk students and preventing at-risk behavior. (Wyoming)

YES

The school implements programs that include planned strategies for intervening with students who fail to demonstrate proficiency on the standards. These include extended day and extended year programs and certified tutors. (Wyoming)

N/A Title I targeted assistance programs avoid removing children from the regular classroom during regular school hours for instruction provided under Title I. (Federal)

N/A The school meets the educational needs of historically underserved populations. (Federal)

All Title I Schools: What is your school’s approach to providing additional assistance to students experiencing difficulties in mastery of the standards? SIG Schools: How does the school provide extended learning opportunities (e.g., summer programs, after-school and supplemental educational services, enrichment programs)?


Lovell High School provides for the unique needs of gifted and talented students through differentiated instruction within the classroom. Our staff have attended the National Differentiated Instruction Conference two consecutive years and followed this up with book studies each year to meet the needs of all students. Currently, a team of district staff, including LHS staff, is being trained in Multi-Tiered System of Support. Students at Lovell High School who have been identified by their grades, standardized assessment scores or teacher, guidance counselor and parent recommendations receive upper level college courses, either dual or concurrent enrollment. Advanced high school courses are also offered some for a limited number of students who qualify. Other programs in the fine arts and vocational fields are offered such as music competitions, academic teams including math competitions and advanced placements often tailor-made to fit the learning needs of the gifted or talented student. Currently there is a district committee working to make individual learning plans for gifted students more formal. Training to better meet the needs of these students will follow.

LHS follows and exceeds the district policy for the building intervention team which identifies at-risk students and provides interventions within the classroom or through other programs such as outside counseling, behavior plans, a district Tier 2 (At-Risk) coordinator who works one-on-

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one with students. A tutoring program has been implemented using only certified teachers before school, during lunch, after school and during scheduled periods throughout the entire school day. Many of these programs consistent of students from low-economic households, which is our primary and most often only underserved population at LHS besides students in IEP’s.

Lovell High School uses a student diagnostic to determine interventions for all students. Students’ trend data is reviewed and decisions are made for individualized instruction for students. All students’ data is reviewed at least two times a year. Data for at-risk students being progress monitored is reviewed three times a year. This process allows for individual student interventions to be dynamic and change based on need.

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AdvancED Standard 5: Using Data for Continuous Improvement

Student Assessment System (5.1)The school establishes and maintains a clearly defined and comprehensive student assessment system. (5.1 Rubric )

Acceptable

YES

The school implements the district assessment system to measure student performance relative to the uniform state content and performance standards. The system is designed so that all students have equality of educational opportunity to learn the content and skills represented in the standards and to the level established by the performance standards. (Wyoming)


Lovell High School is continuing to work on establishing and maintaining a clearly defined and comprehensive student assessment system.

LHS uses a comprehensive assessment system, which includes MAP, ACT, and unit assessments to help identify student performance levels and monitor student achievement. The use of the standardized assessments is provided on the District Assessment System: Statewide Assessments (Curriculum Documents Collection). The district assessment system utilizes multiple measures to determine the various levels of student performance at each grade level. The purpose of the district assessment system is two-fold: 1) Inform the process for continuous improvement at a systems level and 2) Improve classroom instruction and student achievement.

Lovell High School monitors comprehensive assessment information through the school’s PLC structure. Monitoring takes place through grade-level teams where student data is reviewed to assess conditions that support student learning and to determine appropriate interventions. The data each grade-level team reviews includes classroom unit assessments/district assessments, MAP (Measures of Academic Performance), which is administered to each student at least twice each year, and ACT Suite which is given annually.

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Collecting, Analyzing and Applying Learning from a Range of Data Sources (5.2)Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. (5.2 Rubric )

Acceptable

Summary of Practices:Lovell High School uses the same processes yearly to collect, review, and analyze data. This is done after receiving the ACT Suite results and is used to help inform staff. The data is reviewed and the weakest areas are discussed at the school level, individual grade levels, and subgroup levels. This information is then used to develop our school improvement plan, professional development needs, and curriculum needs. All teaching staff have input on creating the school improvement plans where teaching strategies and the best practices are implemented to improve student achievement. Teachers review their individual class data to help improve instruction.

Data Review Process: The district and schools engage in an annual data review process to systematically evaluate, interpret, and use results within the district and school improvement processes. The district provides professional development to train and assess all instructional staff in the use of the District Assessment Profile. This is a multi-step process that happens on an annual basis and is defined below.

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District Profile

The Assessment Profile serves as a source of data used to communicate the performance of the students at Big Horn County School District #2. The report is used for district and school improvement purposes.

Electronic copy provided to schools through the

District Website

The curriculum director updates the District Assessment Profile on a yearly basis.

Communicates to stakeholder groups

School Editions

The District Assessment Profile is modified to focus on school level performance.

Electronic copies provided through schools

Use updated profile for school improvement purposes

District Data Review

PD/Advanced Student

Performance Diagnostic

Process

The curriculum director will facilitate professional development for all instructional staff to engage in the evaluation, interpretation, and use of the District Assessment Profile. Staff will engage in a pre- and post-self-assessment to determine levels of understanding. This process will be guided by the AdvancED Student Performance Diagnostic Process.

Printed or digital copies of District Assessment Profile available to all

Staff Self-Assessment Student Performance

Diagnostic Questions

Fall Training for all instructional staff

School Data Review

The instructional staff will use the School Assessment Profiles to determine strengths and areas of need as defined by the AdvancED Student Performance Diagnostic Process.

Printed or digital copies of School Assessment Profile

Student Performance Diagnostic Questions

School Improvement Plans (for updating)

Building leadership teams will lead staff members through the process each fall

Communication Plan

Assessment results shared on a yearly basis with all stakeholders.

Various formats for different groups

Board Report District Report Card District Websit

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Training in the Interpretation and Use of Data (5.3)Professional and support staff are trained in the evaluation, interpretation, and use of data. (5.3 Rubric )

Needs Improvement


Most professional and support staff members are assessed and trained in a professional development program related to the evaluation, interpretation and use of data. The teaching staff is continually trained to interpret the different forms of data used at Lovell High School. Support staff with unique professional development needs such as custodial and food service staff meet monthly with the principal to discuss challenges and identify problems to come up with solutions based on informal data.

At Lovell High School we recognize a need for training professional and support staff in the evaluation, interpretation, and use of data. All staff, including all support staff, require regular, individualized, rigorous, and systematic professional development opportunities related to evaluating results of student assessments and interpreting those results into practices that are best for student success.

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Determining Verifiable Improvement in Student Learning (5.4)The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. (5.4 Rubric )

Effective Practice

Summary of Practices:Lovell High School uses many processes to ensure that students are successful at the next level as they move through the 8-12 system. LHS uses many different practices that help students transition grade-to-grade and from middle school to high school and from high school to post-secondary education.

We have begun implementing the PLC process within our district and school. We are continuing to provide staff with additional training on how to structure meetings, use data to drive instruction, and evaluate and write valid and reliable district assessments to create a seamless system. Our goal is to focus our instruction on student success through vertical and horizontal alignment throughout our school/district. The PLC’s are interdisciplinary grade-level teams that ensure success of students as they transition from grade to grade by analyzing data from the District Assessment System (MAP, PAWS, ACT/Suite). Teachers are able to use this data to adjust for individual student needs. Lovell High School also uses the student diagnostic procedure to analyze data, determine and document improvement.

Lovell High School engages in continuous processes to ensure that success at the next level. These processes include transitioning students from middle school to high school, from high school to post- secondary education, and from grade level to grade level. These include

Middle School to High School Freshman Orientation Freshman Registration 8th grade with High

School Counselor Meetings

Building Intervention Team

Special Education Transition Meetings

Special Education Transition Activities

Grade Level to Grade Level Student/Counselor

Meeting Registration Handbook Content PLCs Grade-Level PLCs Building Intervention

Team Sequenced Courses Credit Require for grade-

level promotion

High School to Post Sec. Ed. Financial Aid Presentation Campus Visits ACT Suite Testing ACT Prep Student/Counselor Meeting Senior Orientation Scholarship Presentation Job Shadowing Application Days Freshman Career Counseling

Mini-Unit ASVAB Junior Career Counseling

Mini-Unit Sophomore Career Fair

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Communicating School Performance (5.5)Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders. (5.5 Rubric )

Effective Practice


Leaders monitor comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals in a number of ways. At the beginning of the year school, improvement data and a plan to meet improvement goals are communicated to our stakeholders through a meeting and input is given. The curriculum director publishes a report card to the community in the newspaper with assessment results for the district. Parent/teacher conferences are held to discuss student achievement with parents. The conferences historically have about an 80% attendance rate. Progress reports from teachers are sent home on a regular basis and a failing list is put out twice a month. Lovell High School has a BIT (Building Intervention Team) that meets with parents on individual students to communicate behavioral or academic concerns.

Parents are given the opportunity to take the AdvancED Survey on a yearly basis. The results are then used to drive many of the goals of the Parent and Community Advisory Council (PCAC), as well as goals of the school.

Lovell High School monitors comprehensive assessment information through the Building Intervention Team and PLC's. Monitoring takes place through the use of a student diagnostic to assess conditions that support student learning and to determine appropriate interventions.

District Assessment System Overview The district uses a comprehensive assessment system which includes PAWS, MAP, ACT, and unit assessments to help identify student performance levels and monitor student achievement. The use of the standardized assessments is provided on the District Assessment System: Statewide Assessments (Curriculum Documents Collection). The district assessment system utilizes multiple measures to determine the various levels of student performance at each grade level and towards the attainment of high school graduation as described in the uniform student content and performance standards. The purpose of the district assessment system is twofold: 1) Inform the process for continuous improvement at a systems level and 2) Improve classroom instruction and student achievement. The following chart illustrates the District Assessment System at Big Horn #2.

District Assessment System

Assessments Statewide Assessments: PAWS/ACT Suite/MAP

Unit-Based Assessments:Formative & Summative

Purpose Continuous Improvement at the System Level Individual Student Achievement

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Document & Report District Assessment Profile Student Assessment

Profile PowerSchool/Teacher Grade Books

Person(s) Responsible Curriculum Director Curriculum Director Teachers

Defined Processes

District/SchoolData Review Process

Student Performance Diagnostic Process

(Individual Student Review)

School Defined Processes:Grading Policies

Learning PhilosophiesImplementatio

nDistrict & School

Improvement PlansSchool Defined Processes

BLT/BIT Teachers/PLC Teams

Evaluation of Effectiveness Annual Review of Results Mid- and End-of-Year

Review Ongoing

Assessment Criteria: Alignment,

Fairness, Bias, Consistency

State Tests: Inherent Compliance with Assessment Criteria PLC/Instructional Coach Review Processes(to be defined)

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Teaching and Learning Improvement Plan

GOAL(S): All students will meet typical growth in all content and grade level areas as measured by the WAEA growth expectations.

MEASURES AND METHODS (INTERVENTIONS): Lovell High School will meet or exceed WAEA growth expectations for ninth through eleventh grade students as outlined by WAEA. (

Strategies (Processes) to Implement the Intervention

Timeline Personnel and Financial Resources

Benchmarks

All teachers will consistently ask students to read high quality of text using various reading strategies.

August 2016 through May 2017

All LHS Content Area PLC Teams

No Funding Required

Resources- “Get the Gist”

Reading Strategy Core 6 Stop, print &

summarize

“Do I Have to Teaching Reading?”

Content area teachers will embed meaningful literacy opportunities from the literacy CCSS and document their alignment in curriculum maps.

The principal and/or instructional facilitators will review all curriculum maps twice a year; once per semester.

Content PLC’s will review this unit by unit.

All teachers will continue to embed the Common Core Vocabulary Words (both academic vocabulary and content specific vocabulary) into their teaching by using a variety of instructional methods, such as word walls, handouts, verbal instruction, root words, ACT words, etc.


Lovell High School Certified Staff

No Funding Required

Resources- Add, delete, and

substitute game for phonemic awareness.

Three Way Tie

PLC teams will determine essential vocabulary on a unit by unit basis.

PLC teams will plan and review vocabulary instruction on a weekly basis.

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Benchmarks

Word Walls Books Quizlet

Non-ELA teachers will give priority to the aligned ACT and Common Core Standards for Literacy to support curriculum and instruction.



No Funding Required


All teachers will use differentiation to address the needs of non-proficient and high achieving students.

Individual Learning Plans will be developed to meet identified students' needs. (Students with low reading scores may be in a pullout for remediation.)


Lovell High School: MTSS Team and Content PLC’s.

No Funding Required

MTSS and Content PLC will identify non-proficient and high achieving students using MAP, ACT Suite, and the district data profile.

Teachers will give priority to the aligned ACT and Common Core State Standards to guide curriculum and instruction. Learning essentials will be developed to identify what the learner will know and be able to do by the end of a course.


All teachers and curriculum director and principal.

No Funding Required

Essential learnings will be aligned to CCSS and ACT and be documented in curriculum maps and reviewed by the principal and curriculum director twice a year.

ACT preparation will be embedded into classroom instruction.


All teachers.

No Funding Required


Peer Observations August 2016 through May 2017

Certified Staff, PrincipalNo Funding Required

Complete two observations (once per semester) of student engagement in a colleague's classroom using the Effective Learning EnvironmentsObservation Tool (ELEOT). This will

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Benchmarks

identify and document observable evidence of classroom environments that are conducive to studentlearning. Teachers will do one per semester.

Evaluation/Evidence (How will you know when the intervention is fully implemented?)Evaluation/evidence will be done using the above benchmarks, ACT Suite and according to the District Leadership Team Strategic Calendar for 2016-17 below:

Big Horn County School District #2District Leadership Team

Strategic Calendar 2016-2017Month Evaluation/Review of

Handbook SectionsOther Strategic Functions for

Continuous School ImprovementAugust Teaching and Learning Impact Domain:

Section 1Leadership Capacity Domain:Standard 1: Purpose and Direction

Review District Goals and InterventionsReview student performance data from previous school year (if available)

September Teaching and Learning Impact Domain:Section 2Resource Utilization:Instructional Time

Review School Goals and InterventionsAnalyze and review Student Performance Diagnostic

October Teaching and Learning Impact Domain:Section 3Leadership Capacity Domain:Standard 2: Governance and Leadership

Review the District and School Comprehensive Plans. Provide technical assistance for school chairs to update their plans by November 1st.

November Leadership Capacity Domain:BGH2 Communications PlanLeadership Capacity Domain:BGH2 Culture

Evaluate/Review Parent Teacher Conferences and Community ParticipationAnalyze and review Stakeholder Feedback Diagnostic

December Resource Utilization:Facilities, Equipment and a Safe School Environment

Analyze and evaluate the overall climate of the districtReview/Evaluate the DLT Strategic Calendar

January Resource Utilization:Technology and Information Resources

Review/evaluate the BGH2 Strategic Plan for Technology

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February Resource Utilization:Recruiting, Hiring and Retaining a Quality Staff

Review/evaluate the PLC framework

March Resource Utilization:Support Systems

Review/evaluate Special Education

April Resource Utilization:Counseling, Assessment, Referral, Educational and Career Planning

Review/evaluate the MTSS framework (At-risk Services, BIT process, and Gifted Education Services)Conduct PD needs assessment

May Resource Utilization:Finances for School Improvement

Determine budgetary priorities for next school yearReview PD needs assessment

June optional meeting as needed optional meeting as neededJuly no formal meeting no formal meeting

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DOMAIN 2: LEADERSHIP CAPACITYAdvancED Standard 1: Purpose and Direction

Purpose Revision Process (1.1)The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. (1.1 Rubric )

Acceptable

YES

The school provides opportunities for all children to meet the State's proficient and advanced levels of student academic achievement. (Federal)

Summary of Practice

Lovell High School reviews and evaluates their vision and mission statements yearly and involves the community, parents/guardians, students and staff in the development and focuses on learning and achievement, and responses to the needs of all students.

Lovell High School’s vision, mission and belief statements reflect shared values and beliefs about teaching and learning of BHSD2 and clearly focus on student success and reflect the individual needs of our school, our unique circumstances, demographics and student performance data. Our vision, mission and belief statements support and/or connect with the district’s purpose and direction.

In the fall of each school year, the Principal engages the Parent and Community Advisory Committee in a discussion about the vision, mission and belief statements. These statements are reviewed and evaluated.

After all of the information is collected, reviews, and evaluated, and if necessary, updates are made.

After receiving public comment, the Board approves the reviewed/updated purpose and direction statement.

In the fall of each school year, Lovell High School engages in a process to review, revise and communicate the school’s purpose and direction.

Lovell High School administers the AdvancED stakeholder surveys every fall during Parent/Teacher Conferences. Survey results are reviewed with the school’s Building Leadership Team (BLT) and Parent and Community Advisory Committee (PCAC).

The leadership team discusses its purpose and direction with and elicits feedback from the school’s Parent and Community Advisory Committee and BLT. This meeting includes parents, staff (certified and classified), students, and others representing stakeholders from the community (i.e. business owners, clergy leaders, government/agency representatives).

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LHS discusses and elicits feedback from the Building Leadership Team (BLT) regarding the school’s purpose and direction.

Once reviewed and updated at the school-level, the purpose and direction statements and process data from each school are submitted to the Superintendent for review.

The Superintendent, or his/her designee, reviews the submitted purpose and direction statements and process data from each school and conferences with each building principal to provide feedback and training for the improvement of the implementation of the process.

The school presents the final purpose and direction statements to the school board during the first semester of each school year.

The vision, mission and belief statements are displayed in each building in prominent locations.

The vision, mission and belief statements are published in the LHS Handbook.

Lovell High School reviews and considers its vision, mission and belief statements when making decisions that directly or indirectly impact teaching and learning.

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Culture Based on Shared Values and Beliefs (1.2)The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. (1.2 Rubric )

Acceptable


The vision, mission, and beliefs of Lovell High School are directly focused on students and their performance. For example, teachers differentiate within their classrooms to support diverse learners, ranging from at-risk to academically high achieving students. LHS offers various courses that challenge students at all levels in multiple areas to explore and expand their interests and skills. For a school its size, LHS provides students with a vast array of programs that teach them to be motivated, lifelong learners. Also, by design of a smaller school, students build relationships with staff that recognize them as individuals and advocate for their needs. The school's extracurricular activities enhance the development of each individual academically and socially at home, at school, and in the community. With a learning environment that is optimal to student success, students meet the high expectations of their teachers while communicating effectively, problem solving, thinking critically, and acting responsibly.

Our beliefs are about empowering individuals for success. Redos and retakes allow students to take ownership of learning with multiple opportunities to demonstrate essential learnings and proficiency of standards. Grading practices are evolving to be more reflective of standards-based knowledge in all areas, with less grading of practice and non-essential learnings. Tutoring with a certified staff member provides another opportunity for student success. Tutoring is offered each morning, lunch and after school. Additional offerings at Lovell High School for individual success include: Student government, State Art, FFA, SkillsUSA, FCCLA, speech and debate, dance, cheerleading, track and field, wrestling, volleyball, football, basketball, cross-country, golf, National Honor Society, band, choir, WAC, AP testing, AP courses, work experience, chess club, Gear-up, UBMS, dual and concurrent enrollment courses.

PCAC: This committee meets monthly to discuss pertinent school issues. These issues may include but are not limited to: policies, procedures, school data, school improvement plans, and adoption/integration of technology

Building Intervention Team (BIT): Our BIT process is two-tiered. Our first tier is a small group of staff members, comprised of an administrator, school counselor, regular education staff, special education staff, and our tier two coordinator. Recommendations from this team are then presented and discussed with teaching staff.

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PLC process: We are implementing the PLC process within our district and school. We are continuing to provide staff with additional training on how to structure meetings and use data to drive instruction. Our goal is to focus our instruction on student success through vertical and horizontal alignment throughout our school/district.

Grade-Level PLC: LHS staff members meet weekly to discuss individual students who are in need of academic support as a result of will, skill or behavior concerns. Prescriptions are made accordingly, such as mandated tutoring, parent meets. The following week, the student is review to see if prescription needs to be modified. As needed the school Building Intervention forms are implemented.

Parent communication/involvement: Currently we provide parents a weekly informational bulletin (which can be done in the form of a phone call, text, email, or found on the webpage). We provide a weekly bulletin, an updated high school and district calendar on the website, hold bi-annual/parent-teacher conferences, and survey parents about important school issues

LHS Vision: The purpose of Lovell High School is to prepare, inspire and educate.LHS Mission: Prepare for the future. Inspire to learn. Educate for life.LHS Belief Statements: We Believe:

All students can learn. Students learn best in a safe, orderly, and inviting environment. Students will have equal access to educational and cultural opportunities. Students have the responsibility to be active learners. Students will be challenged to become positive, self-motivated lifelong learners and

positive role models. Curriculum and instruction will meet the needs of all students and provide them with the

skills necessary for their futures. Staff members will have high expectations for increasing student achievement by

recognizing individual difference and needs. Staff members are role models who foster positive relationships with students, parents

and community. Educational experiences enable students to learn to communicate effectively, solve problems competently, think critically and creatively, and act responsibly.

Education is the shared responsibility of home, school, and community.

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School Improvement Process (1.3)The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. (1.3 Rubric )

Effective Practice

YES

The school monitors its school improvement process and supports the implementation of the school improvement plan. (Wyoming)

YES

The school participates in the State Accountability System and complies with applicable state and federal laws. (Wyoming)

YES

The school conducted a needs assessment, which included a review of academic achievement data for all students and assessed the needs of the school relative to the Schoolwide program components. (Federal)

YES

If the school uses Title 1 Targeted Assistance, planning for students served under this part is incorporated into existing school planning. (Federal)

YES

The comprehensive plan components are reviewed and revised as necessary by the school. (Federal)

YES

The school has planned or developed strategies with input from teachers to monitor and evaluate the success of school wide activities and will use the results of the evaluation to inform and improve instructional strategies as well as professional development activities. (Federal)

All Title I Schools: Briefly describe your needs assessment and planning process; and describe how stakeholders are engaged in the process.


Lovell High School is committed to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking and life skills. The Building Leadership Team processes and the Parent and Community Advisory Committees interface by design, to provide a cohesive flow of two-way communication of shared values and beliefs about teaching and learning. Commitment to shared values and beliefs about teaching and learning is clearly evident in the district’s vision, mission, and expectations and other documentation and decision-making. Communications among leaders and staff regularly reflect this commitment.

Challenging educational programs and equitable learning experiences are implemented in a measurable way so that all students achieve learning, thinking and life skills necessary for success. Measures include formative classroom assessments, district common assessments, state assessments, and formal and informal classroom observations (eleot). The Teacher Comprehensive Evaluation System and the district’s Essentials for Classroom Instruction

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indicate a commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills. The Building Leadership Team processes and an emerging framework for Professional Learning Communities (PLCs), system leadership and staff hold one another accountable to high expectations for professional practice.

The BIT (Building Intervention Team) is focused on individual student success and holds meetings that include parents as part of the team. The BIT process has been reviewed and changed multiple times to better meet the needs of students.

The MTSS Team uses the Student Diagnostic as a guide and timeline to create a process for individual student data review and to check to see if interventions for struggling students and academically high achieving students are working.

The AdvancED process at Lovell High School is also a part of our culture. The school improvement process has been refined and integrated into everything we do. The AdvancEd School Improvement team guides the process and the entire team including parents, community and faculty review student test results from ACT Suite and MAP every fall. These data reviews are a valuable resource to LHS in determining areas of needed improvement to curriculum, assessments and programs. The Student Diagnostic, which was developed after the last AdvancED visit has been instrumental in helping us create a systematic and continuous improvement process.

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AdvancED Standard 2: Leadership

Board Policies and Practices (2.1)Board Policies and Practices: The governing body establishes policies and supports practices that ensure effective administration of the school. (2.1 Rubric )

Acceptable

YES

The flags of the United States of America and the State of Wyoming are displayed when school is in session in, upon, or around the school building. (Wyoming)

Policies at LHS are communicated in both the student and staff handbooks. These handbooks are revised yearly with input from staff and parents to reflect changes in policy and procedure.

The district administration has implemented A Comprehensive Teacher Evaluation Framework, which is aligned to AdvancED standards and done with fidelity. The process of evaluating teachers and staff is consistent and follows a clearly defined timeline of when and how staff is evaluated.

The AdvancED school improvement process includes administering the survey to parents, students and faculty each year. The results of these surveys are then reviewed by the building leadership team and areas that are identified as needing improvement become part of the school improvement plan. Every fall the data from ACT Suite and MAP are reviewed extensively at both the school and district level. These results are then presented to the parent and community advisory committee (PCAC). The data is presented to the entire LHS faculty and identified areas of needs are addressed through this process.

The school improvement plan also includes recommendations for professional development based on new strategies and programs adopted to support and improve learning. Grade level teams and inter-grade level teams meet together often to participate in book studies, curriculum and assessment discussions, review of data, and other topics that are pertinent to improving learning for each student. PLC’s are an integral part of the LHS strategy for professional development. Each teacher keeps a professional development log and the principal creates a calendar that includes all professional development activities throughout the year.

LHS implemented a Flex time four times a week to provide each student an adult advocate. During this time, teachers provide academic support by giving students opportunities to communicate with their teachers during the school day. Teachers and students alike can request re-teaching time. Additionally, Character Counts lessons are taught twice a month. Character Counts lessons are aimed at providing students with the necessary coping skills to be successful socially, emotionally, and academically for tomorrow's challenges. Flex teachers lesson address such topics as bullying, peer pressure, conflict resolution. All Character Counts lessons align to the Six Pillars of Character: Trustworthiness; Respect; Responsibility; Fairness; Caring; and Citizenship.

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District Board Operations (2.2)The governing body operates responsibly and functions effectively. (2.2 Rubric )

Effective Practice

Summary of Practices

The school board (governing body) has implemented Leadership Governance for more than ten years. This process ensures that decisions and actions are regularly evaluated and that the board operates using a formally adopted code of ethics. Each month during regular board meetings and during special session board meetings school board members discuss the expectations of the Leadership Governance process. New board members receive formal training in Leadership Governance. Reviews of this process are conducted formally and systematically throughout the school year. The superintendent ensures that board policy is followed and has created a Handbook for Continuous Improvement that will formalize school improvement processes and timelines including oversight of the Leadership Governance model. AdvancED Survey results at LHS consistently indicate that both staff and parents have confidence in the governing body of our school district.

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Leadership Autonomy (2.3)The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. (2.3 Rubric )

Acceptable

SIG Schools: Describe how sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement a fully comprehensive approach to improve student performance has been given to the school.


Through the indicators and expectations of Leadership Governance, leadership at LHS including the principal and the school improvement team have been supported by the governing body. The Leadership Governance model is followed fastidiously by the school board. Decisions made by the principal and the faculty at LHS are shared with the superintendent and the school board. The school board reviews the school handbooks and changes in school policy each year and they are supportive of these decisions. Program adoption, curriculum changes, school improvement plans and behavioral policies are determined by the faculty and leadership at LHS and supported by the board. Each year, through the AdvancED Survey, stakeholder input shows that parents and staff believe that teachers and administrators receive a high degree of autonomy and support from the school board.

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Leaders and Staff Foster Culture (2.4)Leadership and staff foster a culture consistent with the system’s purpose and direction. (2.4 Rubric )

Effective Practice

Summary of Practices:The school improvement process is the center of all that is done at LHS. All decisions are made with reference to the school improvement plan. Using the LHS Student Diagnostic, data and student achievement are reviewed consistently and timelines for these processes are firmly established and followed. Decisions regarding curriculum, assessments, behavioral issues, school activities, and professional development are all made with the school improvement plan as a guide. Programs are reviewed and data collected to determine their effectiveness. The Vision and Mission statements that were carefully developed and implemented over the course of several years have become an integral part of our school culture. They are a part of classroom weekly bulletin, school announcements, handbooks, the school website, letters from administration and each student knows the Vision and Mission statements and what they mean. The behavior matrix (located in the LHS Handbook) gives expectations that are used in our school to create consistency in behaviors. The BULLDOG PLEGDE provides all students with universal behavior expectations. At LHS we work hard to develop a strong, shared leadership culture. Most decisions are not made by the leadership, but instead come from careful and thoughtful discussion by teachers, staff and parents. Teachers are trusted and empowered to make instructional decisions regarding their students. Instead of having a focus on programs, LHS has focused on becoming excellent teachers. Teachers learn together in PLC’s, through book studies, and by implementing new strategies in the classroom. This shared leadership model has helped to create a faculty and staff that is cohesive and focused on student achievement. The Comprehensive Teacher Evaluation System is used at LHS for teachers to set goals for personal growth and to support student growth.

Curriculum mapping is an ongoing focus. This is done to create both vertical and horizontal alignment for curriculum and to make sure that the Wyoming State Standards are being taught in every classroom. This work will continue with all subject areas until it is complete and all standards are addressed. Each content area has developed “I Can” statements to ensure that all students know what they are expected to learn. These “I Can” statements represent the essential learnings for all students in every classroom.

The school has programs for students such as the Building Intervention Team, Flex Time and tutoring programs that support all students and enable them to be academically successful. Teachers review student data from MAP assessments, common unit assessments, and classroom assessments constantly to inform their programs and their instruction. This data is also discussed and defined within PLC meetings.

Parents are invited to school functions throughout the year, including registration day, back-to-school nights, and special celebrations. Parents are active members of the parent community

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advisory committee and are invited to participate in the development of the school improvement plan. All parents are provided with handbooks and syllabi each year that include learning policies and classroom expectations. Parents are also included as part of our MTSS and BIT (Building Intervention Team).

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Stakeholder Engagement (2.5)Leadership engages stakeholders effectively in support of the school’s purpose and direction. (2.5 Rubric )

Effective Practice

YES

The school has procedures for involving parents and community in decision-making, implementation of standards, goal setting and planning for school improvement, and identification of budget priorities based on student performance standards. (Wyoming)

Summary of Practices: LHS produce a weekly bulletin for all students, parents and guardians. Classroom teachers post their expectations, upcoming events, and school assignments. The school website is also kept up to date with a school calendar and notifications to parents that are timely. Letters are sent home to parents every year to share information such as the results of the AdvancED survey, notifications of policy changes, and general informational letters such as a welcome back to school letter. The School Improvement Team and LHS staff developed the Lovell High School Vision, Mission and Belief statements using an extensive process that included all stakeholders. The vision, mission and belief statements that were carefully developed have become an integral part of our school culture; they are displayed in the classroom, the monthly newsletters, school announcements, handbooks, the school website, letters from administration and each student knows the Vision and Mission statements and what they mean.

Parents are actively involved and included in all school improvement efforts. Community stakeholders are also included in reviewing student achievement data and creating school improvement plans. All members of the LHS faculty and staff are included in school improvement meetings. They are also informed in parent and community advisory committee meetings about progress toward achieving our goals, effectiveness of new programs, and are also encouraged to provide insights regarding these things. Parents, teachers, support staff and community members are active members of the School Improvement Team and attend all meetings. Parents are provided with a calendar that includes dates, times and topics for school improvement meetings. LHS enjoys a high parental attendance/participation rate at parent-teacher conferences, student registration, back-to-school night and special celebration (art shows, award ceremonies, NHS induction, etc.).

Lovell High School provides opportunities for community/parent involvement in the life of the school:Parent and Community Advisory Committee (PCAC): Each year a PCAC is organized to discuss school-related issues. The PCAC consists of parents, students, community members, certified staff, and classified staff. Members of these groups apply to be on the PCAC if they wish to be involved.

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Committee Work: Major structural changes have occurred at Lovell High School based on parent involvement. The parent/community meetings were the driving force for changes in our career/vocational programs. Committees involving parents, students, and staff are involved in reviewing school-related policies and procedures. Committee work has been instrumental in setting the master schedule, discipline & attendance policies, and curriculum procedures. The weekly professional development time was implemented largely due to the efforts of committee work involving parents and community members. LHS parent involvement directly impacted the change of our district grading scale.

Volunteers: A voluntary registry exists for parents/guardians and community members to help the school for a variety of needs. Invitations are sent to all parents each semester through the registration packet and letters are sent home to be on the volunteer registry. A description of the requirements volunteers must have is described on the invitation.

Opportunities for Parents to Be Involved in School:Booster Club: Ongoing fundraising to support student activitiesBlue Jackets: Ongoing fundraising to support FFA- Parent/Teacher Conferences- Open House- PowerSchool - Art Show- Speech & Debate Open House- FFA Banquet- Senior Orientation- Freshman Orientation- Parents’ Night at sporting events

- Musical Performances- Homecoming Activities- Senior Awards Night- Sports Banquets- Parent Community Advisory Committee- Prom- Photography Show- SkillsUSA Banquet- Guest Speaker in Classroom- Ongoing committee work- Career Fair- College Fair- Staff interview committees- School Fundraising Activities

- Special Education Meeting- FCCLA Banquet

Community Involvement:- Student-of-the-Month sponsored by First Bank of Wyoming- TCT West: Broadcasts school activities- Lovell Chronicle: Provides ongoing coverage of academic and extra-curricular events- Big Horn Health Coalition: Provide funding for preventative services- Athlete of the Week sponsored by First Bank of Wyoming- Perkins Advisory Committee/Survey- College fair sponsored by CETCO- Senior Awards presenters

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- North Big Horn Hospital: Sponsors free physical day- Big Horn Radio Network: Provides ongoing coverage of extra-curricular events- Make-A-Wish Game- Pink Week (Breast Cancer Awareness)- School-to-Work Programs- Grad Night Out- Graduation Diploma Cards sponsored by the Bank of Lovell- Job Shadowing Opportunities for students

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Leader and Staff Evaluation (2.6)Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success. (2.6 Rubric )

Effective Practice

YES

The school uses a State Board of Education/WDE approved teacher performance evaluation system. (Wyoming)

YES

The performance of each initial contract teacher is formally evaluated in writing at least twice annually. (Wyoming)

YES

The performance of each continuing contract teacher is formally evaluated in writing at least once each year. (Wyoming)

SIG Schools: Explain your teacher and leader evaluation system.

Summary of Practices:The BGH2 Comprehensive Teacher Evaluation Framework provides a thorough assessment of professional practice and teacher performance. It consists of six (6) components including a review of student performance data, a summary of student opinion (survey) data, an analysis of classroom observation data, a strengths and needs assessment relating to the AdvancED Standards, a summary evaluation statement, and a professional growth plan. Through the compilation and analysis of available data, each component is designed to elicit reflective practice for the teacher and professional dialogue between the teacher and supervising administrator. The summary evaluation statement encapsulates the teacher’s overall job performance. This statement may address teaching and learning impact, leadership capacity, accomplishments and improvement efforts, and professional and interpersonal qualities as they relate to job performance. Data and information from each preceding component of the evaluation framework are considered and used to inform the Summary Evaluation Statement.

The final and possibly the most important component of the framework is the professional growth plan. The teacher’s professional growth plan addresses areas within the summary evaluation statement that are identified for growth or improvement. The growth plan focuses on the areas that are most essential and will have the greatest impact on the teacher’s professional performance relating to teaching and learning impact and those areas that are essential for continuous improvement.

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Student Performance Data

Student Opinion Data

Classroom Observation(Including ELEOT)

AdvancED Standards Assessment

Summary Evaluation Statement

Professional Growth

Plan

Figure 1: Components of the BGH2 Comprehensive Teacher Evaluation Framework

As a result of high expectations that leadership and staff have set for themselves resulting from the shared leadership model and the framework of the Comprehensive Teacher Evaluation System, many innovative and successful practices, strategies and programs have been implemented at LHS. Examples of these include:

Behavior Matrix (Student Handbook) Bulldog Pledge Grade-Level PLC’s and content PLC’s Development and implementation of the Student Diagnostic Development of a Student Data Form Transition Activities Professional Book Studies Training for teachers and paraprofessionals in effective reading instruction Creation of curriculum maps based on the Wyoming State Standards Identification of essential learnings and the creation of “I Can Statements” Student Advocacy Program/FLEX Character Counts A consistent, well-defined Building Intervention process Tier II Coordinator Improvement of the tutoring and summer school programs to better support student needs Consistent monthly training meetings with school leadership for all staff, including

paraprofessionals and custodians

The School Improvement Team meets several times yearly to review student data to see if instruction and teacher training is improving student achievement. Students that are at-risk are monitored regularly by the BIT and Tier II coordinator. Teachers meet in PLC’s weekly to discuss students in need of support and the results of both formative and summative assessments.

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Leadership Capacity Improvement Plan


MEASURES AND METHODS (INTERVENTIONS): Lovell High School will meet or exceed WAEA growth expectations for ninth through eleventh grade students as outlined by WAEA.


Timeline Personnel and Financial

Resources

Benchmarks

The school’s mission, vision, values and goals will provide a foundation for continuous school improvement.


District and Building Leadership Team Stakeholders

Lovell High School will review and, if needed, revise the school’s mission, vision, and values. This will be done by eliciting feedback from the school’s stakeholders, including parents, staff, and community members. In addition, LHS will develop mission, vision and values that provide a foundation for PLC work. (All in order to clarify priorities and sharpen focus, give direction, guide behavior and establish priorities)

In the fall, Lovell High School will administer the AdvancED stakeholder survey. Survey results will be reviewed with the Building Leadership Team and

August 2016 through May

District and Building Leadership Team

In the fall of each year during parent-teacher conferences the AdvancED survey is

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Parent and Community Advisory Committee. These committees will then advise the School Improvement team on concern and positive areas.

2017 Stakeholders administered.The Building Leadership Team and PCAC analyzes and reviews stakeholder feedback in the winter.

Staff Professional Development August 2016 through May 2017

All Staff$50,000

Specific professional staff development to improve the effectiveness of PLCs, which may include book studies, national conferences, and district trainings/workshops.

Lovell High School will develop strategies to overcome singletons, solitary subject-area teachers and the obstacles of being in a small school.

Strategies may include:1. Vertical Teams2. Interdisciplinary

teams3. Singletons who

support4. Virtual teams5. Structure Change

Teachers have the opportunity to participate in a school wide book study focused on professional topics for UW credit.

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Implement Comprehensive Teacher Evaluation System


Principal and All Teachers

This year the district and LHS will be implementing a new teacher evaluation system with the primary focus to improve professional practice and ensure student success. Implementation will occur per the system’s requirements throughout the year.

Evaluation/Evidence (How will you know when the intervention is fully implemented?)Evaluation/evidence will be done using the above benchmarks, ACT Suite, and according to the District Leadership Team Strategic Calendar for 2016-17 below:


Strategic Calendar 2016-2017

Month Evaluation/Review of Handbook Sections

Other Strategic Functions for Continuous School Improvement

August Teaching and Learning Impact Domain:Section 1Leadership Capacity Domain:Standard 1: Purpose and Direction










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DOMAIN 3: RESOURCE UTILIZATIONStandard 4: Resources and Support Systems

Staff Recruiting and Retention (4.1)Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program. (4.1 Rubric )

Acceptable

YES

The assignment of staff members is in accordance with the certificates and endorsements as specified in the Professional Teaching Standards Board regulations. (Wyoming)

YES

Instruction is provided by highly qualified teachers (Federal)

YES

Paraprofessionals meet the requirements of ESEA (Federal)

All Title I Schools: What strategies are used to attract highly qualified teachers to high need Title I schools?SIG Schools: Briefly describe the District/School procedures for recruiting, evaluating, rewarding, and replacing staff.

Summary of Practices:Big Horn County School District #2 has resources and provides services in all schools that support its purpose and direction to ensure success for all students. The district has established procedures to engage in a systematic process to recruit, employ and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities.

The school district believes that it has the obligation to provide the best administrative and teaching personnel available for the system as indicated in "Board Policy Code: GCA, GDE, GCEC, GCF, GCF-R." Personnel needs are evaluated on an on-going basis by the building principals. When an adjustment is needed, the principal makes a recommendation to the superintendent. The needs are discussed with the administrative team and when appropriate the Superintendent makes a recommendation to the Board. Some adjustments can be made without Board authorization (i.e. reduction in classified staffing, adjustments in working hours).

Lovell High School uses a clearly defined process to hire and retain qualified and professional support staff. This process is aligns with district procedures. All staff at Lovell High School are Highly Qualified according to the guidelines set forth by PTSB (Professional Teaching Standards Board).

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Sufficient Resources (4.2)Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school. (4.2 Rubric )

Effective Practice

YES

The school complies with the State Board of Education’s definition of the minimum hours of student/teacher contact and minimum days per year. The school calendar includes a minimum of 185 teacher work days.

● ½ Day Kindergarten – 450 hours● Full Day Kindergarten – 900 hours● Elementary – 900 hours● Middle/Jr. High – 1050 hours● High School – 1100 hours (Wyoming)

YES

On Presidents’ Day, Veterans Day, Martin Luther King Jr. Day, Wyoming Equality Day, and general election day, the school is not dismissed except by order of the board of trustees of the district. Exercises to emphasize the significance of these days are optional to the school. (Wyoming)

YES

The following days are appropriately observed:● Wyoming Day, December 10 of each year.● Nellie T. Ross’ birthday, November 29 of each year.● Native American Day, the second Friday in May.● Pearl Harbor Remembrance Day, December 7 of each year.● Constitution Day, September 17 of each year. (Wyoming)

YES

Federal funds are used for authorized and allowable activities, and are used by the intended population (Federal)

YES

Federal funds are used to supplement and in no case supplant state or local dollars. (Federal)

YES

Equipment purchased with federal funds, including that purchased for private/home school use, are marked and inventoried. (Federal)

YES

Personnel whose salary is funded 100% from a single federal fund submit a signed, bi-annual certification. (Federal)

YES

Personnel whose salary is split-funded, whether between various federal funds or between federal and state funds, maintained accurate time/effort logs. schools. (Federal)

YES

Activities approved for Federal Funding are completed within the approved time period. (Federal)

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All Title I Schools: How do you coordinate and integrate federal, state, and local services and programs?

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Summary of Practices:Instructional time, material resources, and fiscal resources are focused solely on supporting the purpose and direction of the school. District policy states: “Instructional time, material resources and fiscal resources are focused on supporting the purpose and direction of the system, its schools, educational programs and system operations. School administration and staff shall protect instructional time. When feasible, activities, transitions throughout the school day, and student travel shall be limited for the purpose of maximizing the amount of time that is allocated for instruction and student learning. Except when other options are not feasible, meetings and professional development opportunities shall not interfere with classroom instruction. The use of substitute teachers for such activities shall be limited.” Lovell High School has worked hard to protect instructional time. The school bell schedule has been developed to utilize instruction time with a 63-minute rotating block. School announcements are done twice a day during the designated times, which are as close to the bell ringing as possible. Testing schedules, such as ASVAB, MAP, ACT Suite, are designed to disrupt as little instructional time as possible. Rarely does LHS have an all-school assembly. All students are released through the office to protect classrooms from interruptions.

The superintendent, board, and school business manager provide each school with a generous budget each year. The majority of the budget is done through the shared leadership model by staff and the identified needs of students and tied directly to the School Improvement Plan. Students and staff have access to up-to-date technology, books and supplies. LHS has recently been remodeled; we now have a cafeteria (which we never had before), a performance area, and an updated vocational wing, as well as other classroom updates.

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Safe, Clean and Healthy Environment (4.3)The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. (4.3 Rubric )

Effective Practice

YES

The school ensures that students are educated in a safe environment that meets all building, health, safety, and environmental codes and standards required by law for all public buildings. (Wyoming)

YES

Crisis management plans are in place to ensure that potential crisis situations are addressed and are practiced on a regular basis. (Wyoming)

YES

A health inspection of the building and the food service facilities is conducted annually, and the building principal has sought remedies to noted problems in accordance with state statutes. (Wyoming)

YES

Protective eye devices have been purchased and are used, free of charge, by all students and teachers involved in activities or using materials that create a substantial risk of harm to the eyes. (Wyoming)

YES

The school requires written documentary proof of immunization or written immunization waiver to be provided for all students attending within thirty (30) days after the date of school entry. (Wyoming)

Yes The school maintains documentation on file and conducts an audit of immunization status for each child enrolled in accordance with rules and regulations prescribed by the Department of Health. (Wyoming)

YES

The school has developed and has on file the policy for required notification of pesticide application on or around the school building. (Wyoming)

YES

Fire inspections are conducted at least once every three (3) years, and results are available. (Wyoming)

YES

The school conducts fire/safety drills at least once every month that school is in session according to state statutes. (Wyoming)

YES

The school has established a school environment that improves school safety and discipline and addresses other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs. (Federal)

Summary of Practices:School leaders have worked collaboratively to create clear expectations for maintaining a safe, clean, and healthy environment and have shared these expectations with all stakeholders. The District Leadership Team has written a handbook for continuous improvement outlining these expectations. The handbook references the emergency procedures handbook, safety handbook and district health manual. All students and personnel are accountable for maintaining these

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expectations. The school developed expectations and procedures for all areas of the building to include cleanliness and safety. These expectations are taught, modeled, and practiced at the beginning of the year and then reviewed as needed throughout the year. The improvement efforts are monitored yearly through the AdvancED survey.

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Information Resources (4.4)Students and school personnel use a range of media and information resources to support the school’s educational programs. (4.4 Rubric )

Effective Practice

YES

Media services sufficient to support the achievement of student content and performance standards are available and accessible to all students and staff. (Wyoming)


Lovell High School’s media center/library provides, coordinates and evaluates the effectiveness of information resources and related personnel to ensure that all students and school and system personnel have access to media and information resources necessary to achieve the educational programs of the system and its schools.

LHS provides a comprehensive library and 21st century media services for students and staff. The library staff maintains a well-rounded and age-appropriate collection for LHS. The library system runs in accordance with Board Policy Codes: IJ, IJKA-E, IJL, IJLA, and IJNCA.

Patrons can search card catalogs, read e-books from the FollettShelf, or use the website links categorized by content area. New in 2015 is building a collection of e-books. This new technology required training for staff and students and works hand-in-hand with 1:1 technology implementation for grades 9-12. Furthermore, the library staff shall evaluate (survey) the effectiveness of information resources and related personnel to ensure that all students and personnel have access to information resources that will enhance education.

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Technology Resources (4.5)The technology infrastructure supports the school’s teaching, learning, and operational needs. (4.5 Rubric )

Effective Practice

YES The school has implemented the district technology plan. (Wyoming)

Summary of Practices:The technology infrastructure meets the teaching, learning, and operational needs of all stakeholders. The district technology committee meets to ensure all schools have a voice in the rotation for replacement of technology to keep current and modern. There is a technology plan outlining the infrastructure and upkeep of technology in the district. A needs assessment is used to determine the biggest needs for technology and the data is used to adjust/align the technology plan to meet the needs seen as the most feasible and urgent in order to meet the teaching and learning needs of staff and students.

Technology monthly meetings cover the district plan and discuss services and materials needed to continue with educational goals. Stakeholders' survey information provides guidance in planning in the district.

LHS just went 1:1 with iPads for grades 9-12. With this, students and personnel have received various trainings, including Apple, Office 365, eBackpack and Google.

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Supports to Meet Physical, Social and Emotional Needs (4.6)The school provides support services to meet the physical, social, and emotional needs of the student population being served. (4.6 Rubric )

Acceptable

Summary of Practices:Big Horn County School District #2 believes in creating and promoting quality nutrition and a healthy and safe atmosphere for all students and staff. Overall guidance for the nutrition program comes from District Policies Code: EF, EFC, EFI, EFAA, and EFA. The district participates in the National School Lunch & Breakfast Programs and Free and Reduced Price School Meals and has been granted the Fresh Fruit and Vegetable Program (FFVP). To ensure the district is following the USDA guidelines, Nutrikids (an online program) is used to track daily/weekly/monthly menus and daily food usage for the National School meal requirements. The food service staff is highly trained and the programs are in line to meet federal guidelines. The food services director shall maintain certification in Keys of Excellence by the School Nutrition Association, or another comparable certification program. The food department has Standard Operating Procedures (SOP), staff members receive on-going trainings throughout the year to maintain quality nutrition in a healthy and safe environment. Each cafeteria is visited at least twice yearly by a State of Wyoming Health Inspector to ensure all USDA requirements are being met. The food service staff is expected to meet all provisions contained in the USDA requirement for school meal programs.

Lovell High School prohibits any harassment, intimidation, or bullying of students in the schools and has developed a systematic process for reporting, documenting and investigating harassment, intimidation or bullying.

Lovell High School implements a process to meet the physical, social, and emotional needs of their population through the SAP (Student Advocacy Program). Lovell High School used survey results from the AdvancED student climate survey and the Wyoming Youth Risk Behavior survey to evaluate and improve program components. Small groups meet monthly on various character education topics.

A BIT (Building Intervention Team) process is fully developed throughout the district. The process is intended to meet the academic, social, emotional and behavioral needs in each school. Interventions are used to support each child that is referred and students are closely monitored by the school’s BIT team. The BIT process is well-defined and is evaluated annually by the BIT team.

All staff have been trained in the Mandt system. Mandt is used when there is a possibility of a violent or dangerous incident with a student in crisis. LHS has core groups who have received

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more extensive training to respond to serious behavioral problems. Core groups include special education teachers and staff, counselors, principals, and others key staff members who can strategically assist in crisis situations.

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Services to Support Student Educational Needs (4.7)The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students. (4.7 Rubric )

Acceptable

YESThe school is providing for the needs of all disabled students and is in compliance with statutory requirements. (Wyoming)

YES

All students have access to guidance services that provide assistance in developing and monitoring their educational and career plans through a structured, systematic individual planning process. (Wyoming)


The district has designed and implemented a process to determine the counseling, assessment, referral, educational and career-planning needs of all students and then selects or designs and implements programs to meet the needs of these students. LHS uses a student diagnostic to determine interventions for all students. All student data is reviewed at least twice a year. Data regarding students who are being progress-monitored is reviewed three times annually. This process allows individual student interventions to be dynamic and changed, based on need. The building intervention teams, with the support of classroom teachers, are then able to better design and implement programs to meet the individual needs of students. At the end of each school year, trend data is compiled and then reviewed by the School Improvement Team in the fall of each school year to see if programs and procedures are making a difference for students.

Data that are collected include the number of detentions and office referrals during the school year. A series of surveys are used to evaluate the effectiveness of the programs in place including AdvancED Stakeholder Survey, Perkins Local Business Survey, Senior Survey, and Post-Graduation Survey.

The guidance office provides students with an opportunity for academic, personal/social, and career/technical counseling. The guidance counselor assists individuals with course planning, career planning/exploration, individual academic progress and social and emotional adjustments. Lovell High School uses a BIT (Building Intervention Team), BLT (Building Leadership Team), PLCs (Professional Learning Communities) and guidance counseling to meet the unique needs of students at all levels.

LHS offers several supports for students with disabilities. Eligibility is determined in accordance with the Wyoming Department of Education's policies and procedures, Wyoming Chapter 7 Rules Governing Services for Children with Disabilities and IDEA. In accordance with Title III- Language Instruction for Limited English Proficient and Immigrant students, the system employs

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procedures to identify and provide ELL services for students who qualify. The district is currently working on formalizing a gifted program to reach students at the highest end of the IQ spectrum.

Lovell High School implements a multi-tiered system of student supports, designed to provide interventions, accommodations, and remediation for the success of all students.

Assistance NeededFor assurances marked NO, please explain what is preventing your school from meeting the requirement and what support is needed to assist your school in meeting the requirement.

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Resource Utilization Improvement Plan


MEASURES AND METHODS (INTERVENTIONS): Lovell High School will meet or exceed WAEA growth expectations for ninth through eleventh grade students as outlined by WAEA. (45% or more for growth)


Timeline Personnel and

Financial Resources

Benchmarks

Character Counts will meet 30 minutes twice a month for our students to positively interact with a small group of their peers. Through specific activities and discussions under the guidance of a caring adult advocate, students will assess their own talents, and inspirations, plan their individual paths, work collaboratively with others, and demonstrate they are learning clear standards in a wide variety of forms.

August 2016 through May 2017.


No Funding Required

Lessons will be taught by certified teachers based on the Character Counts Six Pillars of Character: Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship. Student/Parent/staff Climate Survey. Each year these stakeholders will be resurveyed to determine the effectiveness of the program.

A group of teachers will be trained in a character education program.

August 2016 through May 2017.


Title II Part A- $4000

LHS teachers will be trained in Character education. Character Counts program based lessons and school systematic procedures will be adopted.

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Timeline Personnel and

Financial Resources

Benchmarks

All certified staff will complete a book study on the topic of the MTSS student behavioral system.


Scott O’Tremba

Bi-monthly staff meeting book study discussions led by certified staff members.

The MTSS team will use the MAP, ACT suite and our district assessment profile to determine all non-proficient students. These students will be given an opportunity to access tiered interventions based on individual student needs.


LHS Staff

No Funding Required

Information from these programs will be used to Develop students' ILPs.

Information will be solicited through survey data for ways to meet physical needs of students.


Resource and Utilization chair Mrs. Teter and Mr. O’Tremba

Begin meetings with recreation department and PCAC committee agenda item winter of 2016-17

Counselors will develop a framework to document procedures and to align counselor curriculum vertically and horizontally.


Counselor District PLC

Bi-monthly counselor PLC’s.

In August of each year the Emergency Procedures and Safety Handbooks will be reviewed and updated where appropriate based on current practices. Staff will familiarize themselves with the appropriate handbook for their role.

11/01/16-10/31/17

Administrative TeamSteve ColemanMrs. ThormahlenAll Staff

Ongoing based on findings from practice drills, real events, and current research.

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Evaluation/Evidence (How will you know when the intervention is fully implemented?)

Evaluation/evidence will be done using the above benchmarks, ACT Suite, and according to the District Leadership Team Strategic Calendar for 2016-17 below:


Strategic Calendar 2016-2017

Month Evaluation/Review of Handbook Sections

Other Strategic Functions for Continuous School Improvement

August Teaching and Learning Impact Domain:Section 1Leadership Capacity Domain:Standard 1: Purpose and Direction





















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ESEA CORRECTIVE ACTION PLANRequired for those Title I Schools in School Improvement Status Year 3 or 4, Corrective Action Status and for all non-Title I Schools in Corrective Action Status

Corrective Action Options (Please select at least one option listed)

Option 1: Institute a new curriculum grounded in scientifically based research and provide appropriate professional development to support its implementation

Option 2: Extend the school year or school day

Option 3: Replace school staff who are deemed relevant to the school not making Adequate Yearly Progress

Option 4: Significantly decrease the management authority at the school

Option 5: Restructure the internal organization of the school

Option 6: Appoint one or more outside experts to advise the school on (1) how to revise and strengthen the improvement plan it created while in school improvement status; and on (2) how to address the specific issues underlying the school’s continued inability to make AYP

X

Please describe:● The Corrective Action selected● Professional Development activities (If option 1 is selected)● District improvement efforts being implemented to support the corrective action● How this plan will support current school improvement efforts● Data that will be used to measure the success of the corrective action

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ESEA RESTRUCTURING PLANRequired for Title I Schools in School Improvement Status Year 4 (Planning For Restructuring)

SELECT A RESTRUCTURING OPTION

OPTION 1: Close and Reopen as a Charter School

OPTION 2: Replace the school or LEA staff members who are relevant to the failure to make Adequate Yearly Progress

OPTION 3: LEA contracts with private management to govern the school

OPTION 4: Any other major restructuring of the school’s governance X

Please include:● Members of Restructuring Planning Committee and Titles/Positions● Description of the School’s Plan for Restructuring● Description of how Stakeholders were involved in Restructuring Plan● What data has been used to support selected option?● Professional development activities● How the District is supporting the Restructuring Plan ● How this plan will support current School Improvement efforts● Data that will be used to measure the success and monitor restructuring efforts● Resources needed to implement this plan● Major milestones or timelines for plan● Other Supporting Documentation● Signatures of the State Superintendent of Public Instruction and the State School Board

Chairman

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