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ZECA School of the Arts and Technology


Priority School Improvement Plan2015-2016The following persons are involved in planning preparing and implementing the Priority School Improvement PlanStacey Howard CEOJoAnn Stone PrincipalCarolyn Lan

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Document on Subject : "ZECA School of the Arts and Technology"— Transcript:

1 ZECA School of the Arts and Technology
ZECA School of the Arts and Technology Priority School Improvement Plan 2015 - 2016 The following persons are involved in planning, preparing, and implementing the Priority School Improvement Plan: Stacey Howard, CEO JoAnn Stone, Principal Carolyn Lane, Curriculum Shawnda Robinson, Finance Darius Morgan, Technology Crystal Grey, Power School Wendy Smith , Teacher Lynnequia Davenport , Teacher Danyell Blanks , Teacher Susan Faye , Teacher Approved by Board of Directors December 7, 2015 Jacinta Clemon , Teacher Velvet Scoggin , Teacher Anja Dingman , Teacher Sarafina Scott , Teacher Ursala Davis , Teacher Assistant Sara Buffa, Teacher Latarsha West, Teacher Angela Griffin, Parent Jennifer Mumford, Parent Stacey St. Denis , Parent Vision/ Mission/ Demo graphics ZECA School of the Arts and Technology Charter School is a place wher e children are first, relationships between adult and child are developed to bridge the gap between the home, school and society where academic, emotional and social concepts are nurtured to develop the whole child. The mission embodies providing a safe an d nurturing environment for children by fostering a stimulating and educational atmosphere which will promote each child’s unique social͕ emotional, physical, technological , and cog nitive development with an emphasize on the cultural arts. ZECA is a school - wide Tit

2 le I School that has 130 students with
le I School that has 130 students with 104 students meeting the free and reduced lunch criteria and a poverty rate of 90%. The school population consists of 64 % African American students, 1 3% Hispanic 9% Multi - racial and 13 % white students. A director and principal lead the overall operations of the school with the assistance of a data manager and finance officer. There is one classro om teacher in grades K - 8, on full - time dance teacher and a substitute cultural art teacher and a African tech nology assistant. There are 20 students with special needs which include: Developmental Delay, Behavioral and Emotional disabilities, Autism, and Specific learning disabilities. One part - time EC teacher and one assistant work with all these students in a resource environment. The EC students fall into categories of ED, LD, AU, and OHI. The p resent services available include modified assessments, small group instruction and social and emotional support when needed. School Data Sc hool Total for Data Year 2015 - 16 1. C lassroom teachers 8 2. Dance teacher 1 3. Music teacher assistant 1 4. Certified EC teacher 1 5. EC Teacher Assistant 1 6. Administrators 2 7. Finance Officer 1 8. Data Manager 1 9. Testing and Tech coordinator 1 10. Number of students 130 11. Number of EC students 20 12. Title I School (select one from TAS, SW or not Title I) SW 13. Free/reduced lunch percentage 80% 14. Number of

3 discipline referrals 40 15. Stude
discipline referrals 40 15. Student attendance rate 95% 16. Highly Qualified 60% As ZECA begins the 3 rd year as a charter school, we have conducted data analysis from various sources over time including benchmark data ,EOG, Raz Kids, Dream Box, and Amplify 3D beginning this year only . Membership has steadily increased each year with transfer of student leaving and new students joining; with that said , many of our students are at risk and have come to us at very low levels. In 2013 - 14, 82% of our student s came to us at levels 1 and 2 . The majority of these students were at very low level 1 and 2 which makes it difficult to reach 60% proficiency in a short amount of time. We did not meet our proficiency but we did show growth. One of the reasons for the beginning of the growth is that we have implemented the following “turn a round principles”͗ 1͘ Strong͕ effective leadership͖ 2͘ Extended day program; 3. Planning time for teachers; 4. Professional Development on instructional strategies weekly. ZECA students did meet their growth expectancy this year. From the data gathered w e realize that the process will ta ke time, that 4 of the eight classroom teachers are beginning teachers that need additional guidance and training to make the turnaround a success, and that many of our students are at - risk socially, emotionally and academ ically. The f ollowing data analysis charts below show EOG d ata as well as transfer of our students. Number Tested

4 Level 1 Level 2 Level 3 Level 4
Level 1 Level 2 Level 3 Level 4 Level 5 CCR GLP Transfer Out @ End of 2014 New Returning All Subjects 90 52.2 30 7.8 10 10 17.8 9 24 26 Rea ding 50 30 5 15 15 20 Math 50 30 12.5 7.5 7.5 20 Science 70 30 2014 - 20 15 Grades 3 - 6 Number Tested Level 1 Level 2 Level 3 Level 4 Level 5 CCR GLP Transfer Out @ End of 2015 New Returning All Subjects 151 56.3 25.8 6 10.6 11.9 17.9 22 23 50 Reading 51.5 25.8 7.6 13.6 15.2 22.7 Math 60.6 24.2 9.1 10.6 15.2 Science 57.9 31.6 5.3 5.3 5.3 10.5 Student Turnover Rate for Students in Grades K - 7 29 students transferred out @end of 2015, 50 new students enrolled, and 80 students returned for to 2015 - 2016 school year. 2013 - 14 Grades 3 - 5 ZECA SCHOOL OF ARTS AND TECHNOLOGY SCHOOL IMPROVEMENT PRIORITY PLAN 2015 - 16 Goal 1 : By the conclusion of the 2015 - 16 school year 10 0% of ZECA students will show at least one year’s worth of growth in reading, math and science as measured by state E@G, formative and summative assessments, and Reading 3D. Strategy 1 : To provide Professional Development on catch - up growth and best practices , additional personnel, data

5 meetings weekly and monitoring progress
meetings weekly and monitoring progress each nine weeks. Action Steps Evidence Aerson’s Cesponsible Timeline Budget Employ tutors to work w ith identified students in grades 3 - 7 using differentiated instruction based on students’ needs. Employee contract EOG and 3D Data Tutor schedules Lesson plans Classroom formative and summative assessments Administration Principal Curriculum/ Instruction Classroom teachers Tutors Weekly data meeting Nine - week monitoring to determine next steps SIG $16,664.22 Integrate A+ Essentials into curriculum inclusive of drama, dance, music, visual arts, and creative writing. Provide PD for staff at Ron Clark Acad emy Professional Development agendas, sign - in sheets, and lesson plans . Administrative walk - throughs/observations Cultural art projects . Video conferencing and instructional coaching. Principal A+ Coordinator Teachers Once a month on Wednesday PD session teachers share A+ essentials and the relationship to academic results Title II $4000 Monitor student performance , (data driven planning) and providing PD (3months) in respond ing to individual learning . needs in order to engage students in learning. Data results from Amplify 3D, benchmarks . Agendas for PD Data meetings . Parent Conferences , Student Data Folders Power S chool Coordinator Principal Teachers Parents Students Weekly data meetings on Tuesday, w eekly data conferencing

6 with students and 9 week monitoring
with students and 9 week monitoring throughout the school year. $15,971.80 Provide Reading 3D training on progress monitoring at the beginning of school year with a follow - up in the spring. Monitoring results /data Professional Development agendas, sign - in sheets, and lesson plans. Consultant s Principal K - 3 Teachers October , 2015, PLCs February, 2016 PLCs Title II SIG $2000 Record Progress Monitoring Status for Goal 1 Strategy 1 Attach documentation Goal 2: A s measured by a reduc tion of 30% in office referrals, behavior matrix of files from PBIS strategies and behavior specialist coaching, 100% of selected students will develop social and emotional skills and conflict resolution and display positive interactio n by the end of 2015 - 16. Strategy 1: To provide professional training and coaching session s for teachers , students and parents provided by a Behavior Specialist. Action Steps Evidence Aerson’s Cesponsible Timeline Budget Employ a behavior specialist to work with students, parents and teachers to provide strategic support. Employee contract Schedules Behavior plans PD agendas Administration team Beginning in January on Monday, Wednesday and Friday for observation in class and SIG $6,600 Sign in sheets with students Training sessions for teachers 2 Wednesdays per month. Continue to monitor PBIS behavior strategies. PBIS incentives. School - wide matrix Social and

7 emotional lessons Teacher observatio
emotional lessons Teacher observations Teachers and staff F ollow - up sessions to monitor PBIS during observations and walk - throughs. Title I SIG $1000 Integrate social and emotional strategies as a part of the daily lessons. Lesson plans Office referrals Student surveys Video conferencing and instructional coaching Data Manager Principal Teachers Lesson plans are viewed and monitored weekly Create and implement ZECA Essentials within the classroom, developed from Con Clark’s 55 Essentials Attend Staff Development at Ron Clark Academy Copies of ZECA Essentials Social and Emotional lessons Principal Curriculum Teachers November, 2015 – June, 2016 , monitored during class visits and teacher observation $16,773.64 Prog ress Monitoring Status for Goal 2 Strategy Attach documentatio n Goal 3: As measured by grading rubrics, student grades, class projects and benchmark assessments 80% of students will increase problem solving skills and creative thinking by the end of 2015 - 16. To provide hands - on experiences that enhances concrete to abstract learning so that as measures by formative and summative assessments as well as individual and class projects. Strategy 1: To Integrate the A+ Schools Program Essen tials within the curriculum and incorporate p roject - based learning strategies for ZECA students. Action Steps Evidence Documentation Aerson’s Cesponsible Timeline Budget Provi

8 de Professional Development in implemen
de Professional Development in implementing the A+ Essentials and the cultural arts in lessons daily. Visit Art - based sites. Purchase materials and supplies. PD agendas Sign - in sheets Lesson plans Student projects Formative and summative assessments Video conferencing and instructional coaching A+ Consultants A+ Coordinator Principal Teachers 4 training sessions provided by A+ network beginning November through April Title I Title II $4089.40 Attend A+ trainings and visits to other A+ sites. Calendar of dates Agendas Art integrated lesson plans Director A+ Coordinator Principal November visits to Art - Base School in Winston Salem Follow up sessions at PLCs and PD training session through May SIG Title II $1,240 Employ teachers to i mplement a STEAM (Science, Technology, Engineering, Arts and Math) Saturday Academy that includes projects in all of these areas such as: robotics, Legos, Blending Learning, art projects that incorporate math etc. Iden tify students to attend Determine transportation Calendar of scheduled Saturdays Outline of activities and events Projects Grades indicating student growth Parent permission Director Principal Saturday Academy employees 8 Saturdays @ 4 hour per day. January to April SIG $6,182.13 $718.81 needs Outline the overall program Tutor and Material and Supplies Progress Monitoring Status for Goal 3 ,Strategy Attach docume