school improvement plan western wayne skill...

School Improvement Plan

Western Wayne Skill Center

Livonia Public Schools

Mr. Alphonse G Di Paolo, Principal

8075 Ritz Avenue Westland, MI 48185

Document Generated On March 15, 2016

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

School Data Analysis

Introduction 12 Demographic Data 13 Process Data 15 Achievement/Outcome Data 17 Perception Data 22 Summary 25

School Additional Requirements Diagnostic

Introduction 28 School Additional Requirements Diagnostic 29

Western Wayne Skill Center and Franklin Transition Program School Improvement Plan 2015-

2016

Overview 32 Goals Summary 33

Goal 1: All students at the Western Wayne Skill Center and Franklin Transition Program will demonstrate knowledge of

their personal identification information. 34

Goal 2: All students will develop math skills related to money and currency 34

Goal 3: All students will identify two of their Individualized Education Program goals and one strength taken from our

Universal Life Skills Curriculum 35

Goal 4: All students in the Franklin Transition Program will demonstrate proficiency in summarizing main ideas of a text.

36

Goal 5: All students in the Franklin Transition Program will be able to identify parts of a graph 37

Activity Summary by Funding Source 38

Introduction

The SIP is a planning tool designed to address student achievement and system needs identified through the school's

comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school

improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary

Education Act (ESEA) as applicable.

School Improvement PlanWestern Wayne Skill Center

SY 2015-2016 Page 1© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? The Western Wayne Skill Center (WWSC) is a post- secondary special education program that serves 9 school districts in Western Wayne

County. The Western Wayne Skill Center serves 195 post secondary students living within the 9 school districts served by the Western

Wayne Region who are certified as eligible for special education services and meet other enrollment criteria. The Principal of the Western

Wayne Skill Center is Al Di Paolo and the Program Specialist is Mary Jarvis. There are 20 professional teaching staff members, a Behavior

Consultant and Resource Consultant, Occupational Therapist, Physical Therapist, Speech Therapist, Social Worker, School Psychologists

and a Visually Impaired Consultant.

In addition, there is 35 paraprofessional staff.

The building support staff includes three custodians, two secretaries, and three lunchroom workers.

The Franklin Transition Program (FTP) is a secondary special education program that serves 9 school districts in Western Wayne County.

The Franklin Transition Program serves 78 post secondary students living within 9 school districts served by the Western Wayne Region who

are certified as eligible for special education services and meet other enrollment criteria. The Principal of the Franklin Transition Program is

Al Di Paolo and the Program Specialist is Pam Timmerman. There are 8 professional teaching staff members, a Behavior Consultant and

Resource Consultant, Occupational Therapist, Physical Therapist, Speech Therapist, Social Worker, School Psychologists and a Visually

Impaired Consultant.

In addition, there is 14 paraprofessional staff.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. SPECIALIZED SCHOOLS OR PROGRAMS

The Western Wayne Skill Center and Franklin Transition Program are considered specialized school's for students with disabilities for many

in Western Wayne County with disabilities based upon their individual needs. Specific information about the programs is available on the

district Website at www.livoniapublicschools.org.

Western Wayne Skill Center and Franklin Transition Program Shared Vision

The Western Wayne Skill Center and Franklin Transition Program is a welcoming and safe school which promotes student growth towards

independence and the achievement of personal goals in a respectful, caring, and motivating environment. We prepare students for adult life

roles of family member, worker, recreation participant, and involved citizen, through increased community based instruction, where active

participation is encouraged. We are committed to helping students realize their potential through innovative teaching methods and by

challenging each student as we address their unique instructional needs. We emphasize cooperative learning and the development of

decision making skills. We build positive, inclusive relationships with families, school case managers, care providers, and community service

agents to promote collaboration. We monitor and assess post-completion student achievement and satisfaction in the four life roles, using a

variety of assessment tools.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. The Western Wayne Skill Center (WWSC) has developed a Universal Life Skills (ULS) Curriculum for students with disabilities. The Western

Wayne Skill Center Curriculum is derived from the Michigan Career and Employability Skills and further supported by the following Curricula:

Addressing Unique Educational Needs of Students with Disabilities (AUEN); Michigan Statewide Curriculum Project Supported

Independence Curriculum; and the Universal Life Skills around which student outcomes are built.

The Franklin Transition Program follows the Essential Elements Curriculum in grades 9-12.

The WWSC and the Franklin Transition Program implements student Individualized Educational Planning Team (IEPT) meetings that

address specific student needs with goal and objectives as well as transition planning. This IEPT process is monitored by Wayne County and

we have achieved a 100% compliance rating for a 2013-14 county audit.

The Western Wayne Skill Center and Franklin Transition Program, since 2002, has attained NCA/AdvancEd accreditation. As part of the

Livonia Public Schools District accreditation and goals; our students continue to show measurable improvements. The goals of Math, Writing

and other Employability outcomes for students in special education drive the school's improvement initiatives, strategies, and school

assessments and are consistent with Livonia Public School District AdvancEd Goals.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Additional Information:

- The two programs are available to students living within the nine school districts served by the

Western Wayne Region who are certified as eligible for special education services.

- The program has been NCA accredited since 2002 and continues to be through AdvancED

(Advancing Excellence in Education)

- The Western Wayne Skill Center is a school that emphasizes community based instruction,

providing instruction in career awareness and work experience.

-The Franklin Transition Program follows the Essential Elements Curriculum.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. Every student has an annual Individualized Educational Planning Team (IEPT) meeting. Students, parents, community agencies and other

stakeholders are invited to attend the meeting. IEPT meetings are scheduled and written invitations are sent to stakeholders. Parents,

guardians and community agencies are given opportunities for input toward student outcomes.

Universal Life Skills (ULS) curriculum is also based in part, on community stakeholder surveys that address student work and social skills.

The Western Wayne Skill Center program also has a Community Based Instructional component. Surveys regarding student programming

and progress are administered intermittently and community stakeholders provide input for continuous improvement.

The WWSC School Improvement Plan is aligned with the districts vision and goals.

AdvancED Goals and objectives are addressed weekly and monthly with lessons and assessment at the Skill Center and FTP. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Administrators, leadership teams, teachers, students, parents and committees provide input towards the improvement plan in many ways,

one of which is the IEP process where the students achievement towards the AdvancEd goals are reported. The WWSC School

Improvement Plan is aligned with the Livonia Public School improvement process. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The School Improvement Plan is communicated to stakeholders through the school and district websites. Written copies are distributed to

stakeholders upon request. Mission, Vision, Beliefs are posted in the school.

Progress toward AdvancED Goals is communicated to stakeholders regularly through our Newsletter -The Insider.



School Data Analysis



Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members

about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement

based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process

should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the

various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a

school’s comprehensive needs assessment process.



Demographic Data

Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance,

grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate,

suspensions/expulsions, etc.

Student Demographic Data

1. In looking at the three year trend in student enrollment data, what challenges have been identified? The student enrollment data indicates that the students enrolled at the Western Wayne Skill Center and Franklin Transition Program have

remained steady over the three years. Due to eligibility requirement changes that happened beyond the three years, students who did not fall

within a given IQ range were referred back to their resident district. Consequently there was a significant drop in student enrollment which

effected funding. Student Demographic Data

2. In looking at the three year trend in student attendance data, what challenges have been identified? Student attendance data indicates that the absence percentage hovers between 7.3% and 8.8%. The challenges that impact this number is

due largely to the population of the student body, all of whom have a cognitive impairment. Many students live outside the school district.

When these students miss their bus, they have no other mode of transportation. The students also have many behavior and physical

disabilities that cause them to be absent more often than the general education students. In addition, the socio-economic level impacts the

resources available for school attendance. Student Demographic Data

3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges

have been identified? The Western Wayne Skill Center's three year trend in student behavior data indicates that we have minimal incidents of disciplinary

problems. There are no identifiable challenges. Student Demographic Data

4. What action(s) could be taken to address any identified challenges with student demographic data? Student enrollment and attendance has remained steady over the past three years. We have in place cooperative agreements with other

school districts to attract students to our district. We continue to encourage our special education students to attend school daily and provide

pertinent programming to address student needs. Our school curriculum includes social skills instruction to instruct our students on

appropriate behavior for school and community participation. Teacher/School Leader(s) Demographic Data

5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what



impact might this have on student achievement? Our administrator has 10 years experience in the special education classroom and 20 years administration experience. Based on his

experience in special education he is more adept at handling the special challenges that present themselves in a building that is comprised

solely of students with disabilities. This impacts the students positively because they are getting the support at an administrative level that

they need. The administrator also supports the teachers to help them develop and deliver instruction for the highest level of student

achievement possible. Teacher/School Leader(s) Demographic Data

6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student

achievement? The years of experience of teachers ranges from 30 years to 8 years in our building and are a critical factor in providing effective instruction

to students with cognitive impairments. Our experienced teachers are highly qualified to teach students within the area of their expertise,

which impacts student progress and achievement in a positive manner. Teacher/School Leader(s) Demographic Data

7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or

due to illness, what impact might this have on student achievement? Our administrator has 4.5 absences. This has little impact on student achievement due to the availability of our administrator on the days he

is in the building. We have a Program Specialist as well as a Student Support Specialist that fill in for any needs necessary when the

administrator is out of the building for any reason. Teacher/School Leader(s) Demographic Data

8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this

have on student achievement? The total number of days for teacher absences has decreased significantly since the start of the school year. The negative impact this has on

student achievement is minimal. The teachers being in the classroom on a regular basis encourages individual student growth. Teacher/School Leader(s) Demographic Data

9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics? All teachers are highly qualified and certified in the area of special education with an endorsement for teaching students with cognitive

impairments. All teachers are experienced in this area as well as tenured. The school administrator holds an Educational Specialist degree in

the area of general and special education administration. There are no identified challenges. Our staff meets all of the Michigan rules and

regulations for their specific position within the school.



Process Data

Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and

assessment.

10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as strengths? In reviewing the results of the Interim Self Assessment, the standard that stands out as a strength is Standard 1: Purpose and Direction. The

indicators that are notable are indicators 1.1 and 1.2. These reflect that our school engages in a systematic, inclusive and comprehensive

process to review, revise and communicate a school purpose for students success. The school's 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. 11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as challenges? In reviewing the results of the Interim Self Assessment, Standard 3: Teaching and Assessing for Learning stands out as a challenge. Our

school services students with cognitive impairments. Assessing these students is, and always will be, a challenge that teachers of this

population will face. Due to the nature of our school, daily and functional assessments are implemented as they relate to the students

individualized and measurable goals and objectives that are developed at the students IEPT. The teachers and administrator are constantly

revising the method of assessments to ensure data reflects the students abilities as clearly as possible and consistent with best practices for

students in the special education programs. 12. How might these challenges impact student achievement? These challenges impact the student achievement in a positive way. In the past, student achievement was tracked and reported on, but not

in a comprehensive way. There were multiple formats and were not found in one universal area. The administration and teachers have, and

will continue, to modify this system to better assess and report the students abilities and needs. 13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School

Systems Review or the Interim Self Assessment/Self Assessment. Assessment of students for our AdvancEd goals is constantly being reviewed and evaluated to modify the accommodations needed to better

assess the knowledge of each individual student as it relates to their specific disability. 14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title

III, Section 31a, IDEA, credit recovery, extended learning opportunities? Students that attend the Western Wayne Skill Center and Franklin Transition Program have cognitive impairments. These students have



IEP's that ensure that they have access to the full array of intervention programs available. 15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available? Due to the nature of our school Extended Learning Opportunities occur during the school day and are co-curricular. These opportunities

include, but are not limited to, enrichment activities, assemblies and field day. Three school dances are hosted by the school throughout the

year and are available to all students. 16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these

opportunities? Parents and students are notified of these opportunities through school hand outs, summer registration, school calendar, email notifications,

school newsletter and at the IEPTs. 17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e.

horizontal and vertical alignment, in all content courses and grade levels? Implementation of the Common Core Essential Elements program at the Franklin Transition Program are aligned to the states standards for

math and ELA. 18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you

completed a health survey/ screener. Not Applicable



Achievement/Outcome Data

Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative

assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school

completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in

each text box.

19a. Reading- Strengths

The students in the Franklin Transition Program demonstrate many strengths in reading. These strengths include identifying sight words,

making connections from text to real world and using support information (pictures on page) to help with comprehension of text. As it relates

to Common Core, the FTP students demonstrate a strength in ELA Essential Elements for "Answer questions to explain the main idea,

details and inferences of a story". 19b. Reading- Challenges

Students in the Franklin Transition Program demonstrate challenges in reading when faced with unfamiliar concepts within a text. They also

show challenges in summarizing as it relates to Common Core with the Essential Element, "Summarize main theme/idea and events of a text

and character interactions". 19c. Reading- Trends

Students within their first year in the Franklin Transition Program seem to have a more complete foundation for a prior knowledge bases as it

relates to reading concepts. They show higher scores than previous years on the assessments for Essential Elements and Common Core

reading curriculum. The students in the higher grades continue to make progress towards success on the concepts aligned with Essential

Elements, as well.



19d. Reading- Summary

Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no

challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on

tiered instruction if appropriate.

The Franklin Transition Program continues to improve upon instruction and assessment of the Common Core curriculum and Essential

Elements as we are currently in the first year of implementation. The teachers will continue to align program planning and classroom

instruction to EE goals and assessments. Developing classroom instructional strategies to meet these goals will help with further success in

student progress. 20a. Writing- Strengths

The students in the WWSC and Franklin Transition Program show strengths in writing personal information. They continue to practice this

skill as it relates to employability skills and daily living needs. 20b. Writing- Challenges

The students in the Franklin Transition Program show challenges in writing when responding to writing prompts and their own unique

thoughts. 20c. Writing- Trends

Students in the Franklin Transition Program show improvement with more writing practice in Life Roles classes. The Life Roles curriculum

allows for students to journal as it relates to community visits and other school related prompts. 20d. Writing- Summary






The Franklin Transition Program continues to address the challenges in writing by aligning classroom instruction to Common Core standards

and Essential Elements goals in writing. The students will be given more practice with writing prompts, both personal and relating to text, in a

variety of settings and topics. 21a. Math- Strengths

The students in the Franklin Transition Program show strengths in shape identification and basic geometric concepts. 21b. Math- Challenges

Students in the Franklin Transition Program continue to show challenges in real world math applications as it relates to Common Core

curriculum and Essential Elements goals. These concepts include banking, money management, percentages and coupons). 21c. Math- Trends

Students in the Franklin Transition Program show a trend in base of prior knowledge. The students in their first year at the Franklin

Transition Program show a more complete foundation of prior knowledge which reflects in their assessment scores as compared to students

at the higher grades. 21d. Math- Summary






The Franklin Transition Program will continue to implement the Common Core curriculum and Essential Elements goals in Math Concepts

class. To meet the needs of instruction and appropriate implementation of strategies the students will follow a planned program for a full year

of math class for students, grades 9-11. 22a. Science- Strengths

WWSC and FTP do not have a science curriculum at this time 22b. Science- Challenges

WWSC and FTP do not have a science curriculum at this time 22c. Science- Trends WWSC and FTP do not have a science curriculum at this time 22d. Science- Summary



tiered instruction if appropriate. WWSC and FTP do not have a science curriculum at this time 23a. Social Studies- Strengths WWSC and FTP do not have a social studies curriculum at this time 23b. Social Studies- Challenges WWSC and FTP do not have a social studies curriculum at this time 23c. Social Studies- Trends



WWSC and FTP do not have a social studies curriculum at this time 23d. Social Studies- Summary



tiered instruction if appropriate. WWSC and FTP do not have a social studies curriculum at this time



Perception Data

Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder

Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey

feedback already collected from students, parents and staff.

24a. Student Perception Data

Which area(s) indicate the overall highest level of satisfaction among students? The areas students indicated their highest level of satisfaction on our most recent School Climate Survey were to the following statements

related to: I have a best friend in school; I give my best effort each day; I have friends who are supportive of me; My teachers know which

students struggle academically. 24b. Student Perception Data

Which area(s) indicate the overall lowest level of satisfaction among students? The areas students indicated their lowest level of satisfaction on our most recent School Climate Survey were to the following statements: I

am treated with respect by the other kids in this school; This school makes me feel good about myself; If I had a problem, I would actually go

talk to an adult in the school; In the past week, at least one adult in the school praised me for something I did. 24c. Student Perception Data

What actions will be taken to improve student satisfaction in the lowest area(s)? The District School Improvement Team provided data analysis protocols for each school to utilize, after which our school disaggregated the

results of the school climate survey at both the school and district level. Students and staff focus groups were conducted throughout the

district to provide deeper analysis into the student feedback on the surveys. A new goal and strategic objectives have been formulated to

focus efforts to improve student satisfaction and engagement in our school. 25a. Parent/Guardian Perception Data

What area(s) indicate the overall highest level of satisfaction among parents/guardians? Support for Student Learning and Quality of Instruction are rated approx:

81% perceive the quality of instruction as "Excellent"



25b. Parent/Guardian Perception Data

What area(s) indicate the overall lowest level of satisfaction among parents/guardians? Parent /School Relationships are rated "Excellent to Good" (80% or more)

25c.Parent/Guardian Perception Data

What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)? Encourage more parent participation during student IEPTs. Encourage teachers to create more positive interactions with parents and ensure

availability for communication. 26a.Teacher/Staff Perception Data

What area(s) indicate the overall highest level of satisfaction among teachers/staff? Quality of Instructional Programming and Support for Student Learning

26b.Teacher/Staff Perception Data

What area(s) indicate the overall lowest level of satisfaction among teachers/staff? 32% rated School Climate as Fair-Poor. 26c.Teacher/Staff Perception Data

What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)? Address the school climate in as many avenues as possible. Some opportunities may be to address this at a staff meeting, reinstate a

hospitality committee and explore teambuilding opportunities. 27a.Stakeholder/Community Perception Data

What area(s) indicate the overall highest level of satisfaction among stakholders/community?



The areas that indicated the overall highest level of satisfaction or approval were Purpose and Direction and Teaching and Assessing for

Learning. 27b.Stakeholder/Community Perception Data

What area(s) indicate the overall lowest level of satisfaction among stakeholders/community? The areas that indicated the overall lowest level of satisfaction or approval were Resources and Support Systems and Using Results for

Continuous Improvement. 27c.Stakeholder/Community Perception Data

What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)? During the students' IEPTs, parents will be encouraged to connect with an agency that will provide support and resources for the students'

independence as well as family support. Information on these agencies will continue to be provided at the IEPTs as well as information

regarding activities that take place in the community such as Special Olympics, bowling, summer camps, and others as the information

becomes available.



Summary

28a. Summary

Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes

and perception. WWSC and FTP engage in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose for

students success. The school's 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.

Our schools service students with cognitive impairments. Assessing these students is, and always will be, a challenge that teachers of this

population will face. Due to the nature of our school, daily and functional assessments are implemented as they relate to the students

individualized and measurable goals and objectives that are developed at the students IEPT. The teachers and administrator are constantly

revising the method of assessments to ensure data reflects the students abilities as clearly as possible and consistent with best practices for

students in the special education programs.

The Franklin Transition Program shows strength in the prior knowledge base of the first year students this year. This basis for prior

knowledge will allow for those students to continue to build upon their success in Essential Elements as new topics and information is

presented throughout their year of instruction within the program. 28b. Summary

How might the challenges identified in the demographic, process and perception data impact student achievement? Students are absent more often as compared to students in the general education setting because of variety of reasons. These reasons

include health related absences, transportation between districts, as well as, behavioral challenges. These excessive absences impact

student achievement as the students are not in school to receive instruction.

The Franklin Transition Program will be implementing the Common Core curriculum and Essential Elements goals into all program classes

throughout the next year. Teachers will be developing classroom instruction and strategies to meet the needs of student progress and

assessments as it relates to Essential Elements. 28c. Summary

How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities

for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign

Plan? The Franklin Transition Program will be implementing the Common Core curriculum and Essential Elements goals into all program classes

throughout the next year. Teachers will be developing classroom instruction and strategies to meet the needs of student progress and

assessments as it relates to Essential Elements.



Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.




Label Assurance Response Comment Attachment1. Literacy and math are tested annually in grades

1-5.No This school does not have grades

1-5.

Label Assurance Response Comment Attachment2. Our school published a fully compliant annual

report. (The Annual Education Report (AER)satisfies this). If yes, please provide a link to thereport in the box below.

Yes WWSC AER 2013-14

Label Assurance Response Comment Attachment3. Our school has the 8th grade parent approved

Educational Development Plans (EDPs) on file.No This school does not have 8th

grade.

Label Assurance Response Comment Attachment4. Our school reviews and annually updates the

EDPs to ensure academic course workalignment.

No This school does not havestudents with EDPs.

Label Assurance Response Comment Attachment5. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.References: Title VI of the Civil Rights Act of1964, Section 504 of the Rehabilitation Act of1973, The Age Discrimination Act of 1975, TheAmericans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.

Yes

Label Assurance Response Comment Attachment6. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Dana Whinnery15125 Farmington Rd.Livonia Mi. 48154734 744-2500



Label Assurance Response Comment Attachment7. The institution has a School-Parent Involvement

Plan (that addresses Section 1118 activities)that is aligned to the District's Board Policy. Ifyes, please attach the School-ParentInvolvement Plan below.

No This is not a Title I school.

Label Assurance Response Comment Attachment8. The institution has a School-Parent Compact. If

yes, please attach the School-Parent Compactbelow.

No This is not a Title I school.

Label Assurance Response Comment Attachment9. The School has additional information

necessary to support your improvement plan(optional).

No



Western Wayne Skill Center and Franklin

Transition Program School Improvement Plan

2015-2016



Overview

Plan Name

Western Wayne Skill Center and Franklin Transition Program School Improvement Plan 2015-2016

Plan Description



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All students at the Western Wayne Skill Center and

Franklin Transition Program will demonstrateknowledge of their personal identificationinformation.

Objectives:1Strategies:1Activities:2

Academic $1850

2 All students will develop math skills related tomoney and currency


Academic $700

3 All students will identify two of their IndividualizedEducation Program goals and one strength takenfrom our Universal Life Skills Curriculum


Academic $1350

4 All students in the Franklin Transition Program willdemonstrate proficiency in summarizing main ideasof a text.


Academic $0

5 All students in the Franklin Transition Program willbe able to identify parts of a graph


Academic $0



Goal 1: All students at the Western Wayne Skill Center and Franklin Transition Program will

demonstrate knowledge of their personal identification information.

Strategy 1: Write, state, or produce personal identification information - Staff will provide instructional experiences for students with disabilities, developed for the purpose of

helping students learn how to write, state, or produce their personal identification information

Staff will use appropriate accommodations to meet the unique educational needs of students Category: Research Cited: Writing skills activities for special children by Darlene Mannix

Essential and supportive skills for students with developmental disabilities by Alberta Department of Education

Life skills activities for special children by Darlene Mannix Tier:

Measurable Objective 1:80% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino,Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students willdemonstrate a proficiency in the ability to produce their personal identification information either in writing, verbally, or by presenting a formal identification card inPractical Living by 06/10/2016 as measured by a school wide goal assessment.

Activity - Personal Identification Instruction ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The staff will be trained to incorporate a variety of forms thatrequire personal identification information, such as employmentapplications, medical forms, etc.

Professional Learning

09/03/2013 06/10/2016 $650 SpecialEducation

All staff

Activity - Accomodations for Personal Identification ActivityType


Source OfFunding

StaffResponsible

This activity will continue to add and enhance the modifications,accomodations and adaptations that are necessary andappropriate for students with moderate cognitive impaiments.The activity will include Identifying, develping and/or thenpurchasing teaching materials that will facilitate appropriatesupports that match the functional ability of students regardingpersonal information determined by this activity.

Materials Tier 2 Implement 10/06/2014 06/01/2016 $1200 SpecialEducation

All Staff



Goal 2: All students will develop math skills related to money and currency

Strategy 1: U.S. Currency Denomination and Calculation - Staff will provide instructional experiences for the purpose of helping students identify and calculate the value of United

States currency bills. Staff will use appropriate accommodations to meet student needs. Category: Research Cited: Essential and Supportive Skills for Students with Developmental Disabilities, Alberta Department of Education

Teaching Math to People with Down Syndrome, Book 1 and Book 2-by DeAnna Horstmeier, PhD.

Curriculum Content for Students with Moderate and Severe Disabilities in Inclusive Settings, by Diane Lea Ryndak and Sandra Alper Tier:

Goal 3: All students will identify two of their Individualized Education Program goals and one

strength taken from our Universal Life Skills Curriculum

Strategy 1: Self Evaluation/Determination - Assist students with evaluating progress on IEP goals. Staff will be trained on incorporating self evaluation instruments into the

classroom. Staff will instruct students in Universal Life Skills Curriculum to help students determine one of their life skills strengths. Category:

Measurable Objective 1:80% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino,Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students willdemonstrate a proficiency in identifying and adding various denominations of currency in Mathematics by 06/10/2016 as measured by school wide goal assessment.

Activity - Dollar More ActivityType


Source OfFunding

StaffResponsible

Staff will be trained on Dollar and One More strategy. The staffwill instruct students to count out the amount of money neededto make a purchase in dollars and add one more to account forany change knowing that they will get money back.



All staff

Measurable Objective 1:80% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino,Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students willdemonstrate a proficiency by identifying or relating key vocabulary pertaining to the main content for two of their IEP goals and one strength taken from the ULSCurriculum in Practical Living by 06/10/2016 as measured by school wide goal assessment.



Research Cited: Steps to Self Determination: A Curriculum to Help Adolescents Learn to Achieve Their Goals by Sharon Field and Alan Hoffman

Asking Student Input: Students Opinions Regarding Their Individualized Education Program Involvement by Martin Agran and Carolyn Hughes

Self Determination and Student Involvement in Standards Based Reform by Michael Wehmeyer, Sharon Field, Bonnie Doren, Bonnie Jones and Christine Mason

Discipline with Dignity: New Challenges, New Solutions by Richard L. Curwin, Allen N. Mendler and Brian D. Mendler Tier:

Goal 4: All students in the Franklin Transition Program will demonstrate proficiency in

summarizing main ideas of a text.

Strategy 1: Teaching Theme - Utilizing the SmartBoard, teachers will introduce theme. Stories will be presented to the students and through guided practice, small group work and

multiple choice questions, the students will be able to determine the central idea of the text and select details to support it and recount the main events of the text which

are related to the theme or central idea.

Category: Research Cited: SMART Exchange, Education.com and peer review for Essential Elements instruction Tier: Tier 1

Activity - Self Evaluation/Determination ActivityType


Source OfFunding

StaffResponsible

Staff will be trained on the Student Knowledge Inventory to helpstudents identify one of their personal strengths. This will helpto motivate students to learn about their personal strengths,individual needs and areas for improvement.



All staff

Activity - Lesson Plan Development ActivityType


Source OfFunding

StaffResponsible

This activity will use teacher collaboration to develop at least 5additional lesson plans that will address teaching all students tounderstand their unique needs (areas for improvment) asstated in their IEP and that teach awareness and identificationof their strengths on the Universal Life Skills.

TeacherCollaboration

Tier 2 Implement 10/06/2014 06/01/2016 $900 SpecialEducation

All Staff

Measurable Objective 1:50% of Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency in summarizing main ideas and events of a text in English Language Arts by06/02/2016 as measured by the Essential Elements Assessment Tool.



Goal 5: All students in the Franklin Transition Program will be able to identify parts of a graph

Strategy 1: Graph identification - Teacher will provide instructional experiences for the purpose of helping students identify the parts of a graph Category: Research Cited: SMART Exchange, Education.com and peer review for Essential Elements instruction Tier: Tier 1

Activity - Implementation of identifying theme ActivityType


Source OfFunding

StaffResponsible

Implement strategies utilizing technology and small group,direct instruction that guides students to correctly extract thetheme from a piece of literature.

DirectInstruction

Tier 1 Implement 09/08/2015 06/03/2016 $0 No FundingRequired

FranklinTransitionProgramstaff

Measurable Objective 1:50% of Ninth grade students will demonstrate a proficiency of identify parts on a variety of graphs in Mathematics by 06/02/2016 as measured by the EssentialElements Assessment Tool.

Activity - Ice Cube Tray Graphs ActivityType


Source OfFunding

StaffResponsible

Students will use manipulative bugs and ice cube trays tocreate a visual representation of a bar graph. Students are putinto small groups and given a collection of manipulative plasticbugs. Students are asked to sort bugs by color and put aside.Teacher directed to compare bugs by color and organized intoice cube tray rows for side by side comparison.

Students present which color group has a longer line andnamed the "winner" based on visual representation on whiteboard and presented to teacher with the group.

Next color combo is called by teacher and presented on whiteboard until all colors have been compared.

Implementation

Tier 1 Implement 09/08/2015 06/02/2016 $0 No FundingRequired

FTP staff



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Special Education

Activity Name Activity Description ActivityType


StaffResponsible

Implementation ofidentifying theme

Implement strategies utilizing technology andsmall group, direct instruction that guides studentsto correctly extract the theme from a piece ofliterature.

DirectInstruction

Tier 1 Implement 09/08/2015 06/03/2016 $0 FranklinTransitionProgramstaff

Ice Cube Tray Graphs Students will use manipulative bugs and ice cubetrays to create a visual representation of a bargraph. Students are put into small groups andgiven a collection of manipulative plastic bugs.Students are asked to sort bugs by color and putaside. Teacher directed to compare bugs by colorand organized into ice cube tray rows for side byside comparison.

Students present which color group has a longerline and named the "winner" based on visualrepresentation on white board and presented toteacher with the group.

Next color combo is called by teacher andpresented on white board until all colors havebeen compared.

Implementation

Tier 1 Implement 09/08/2015 06/02/2016 $0 FTP staff

Activity Name Activity Description ActivityType


StaffResponsible

SelfEvaluation/Determination

Staff will be trained on the Student KnowledgeInventory to help students identify one of theirpersonal strengths. This will help to motivatestudents to learn about their personal strengths,individual needs and areas for improvement.


09/03/2013 06/10/2016 $450 All staff



Accomodations forPersonal Identification

This activity will continue to add and enhance themodifications, accomodations and adaptationsthat are necessary and appropriate for studentswith moderate cognitive impaiments. The activitywill include Identifying, develping and/or thenpurchasing teaching materials that will facilitateappropriate supports that match the functionalability of students regarding personal informationdetermined by this activity.

Materials Tier 2 Implement 10/06/2014 06/01/2016 $1200 All Staff

Dollar More Staff will be trained on Dollar and One Morestrategy. The staff will instruct students to countout the amount of money needed to make apurchase in dollars and add one more to accountfor any change knowing that they will get moneyback.


09/03/2013 06/10/2016 $700 All staff

Personal IdentificationInstruction

The staff will be trained to incorporate a variety offorms that require personal identificationinformation, such as employment applications,medical forms, etc.


09/03/2013 06/10/2016 $650 All staff

Lesson PlanDevelopment

This activity will use teacher collaboration todevelop at least 5 additional lesson plans that willaddress teaching all students to understand theirunique needs (areas for improvment) as stated intheir IEP and that teach awareness andidentification of their strengths on the UniversalLife Skills.

TeacherCollaboration

Tier 2 Implement 10/06/2014 06/01/2016 $900 All Staff



school improvement plan western wayne skill...

Documents