School Improvement Year 1

School Improvement Plan

Please select all applicable Accountability Classifications: Federal School Accountability

Not Identified for Improvement Corrective Action School Improvement Warning Planning to Restructure School Improvement Year 1 Restructuring Implementation

State School Accountability

Excelling Performing

Highly Performing Underperforming

Performing Plus Failing to Meet Academic Standards

Principal

How long has the current principal held the position at this school?

Since 7/3/2006

Arizona School Improvement Plan

Improvement Team Membership

Team Members

Name Role

Angel Canto LEA Representative

Dora Valencia Teacher

Immaculate Gomes Teacher

Margaret Erickson Title 1 Teacher

Margaret Erickson Teacher

Josh Lipe Teacher

Vineetha Jerry Teacher

Rita Hawkins Title 1 Community Member

Randy Robinson Teacher

Chris Miranda Teacher

Paul Miller Teacher

Anima Chaudhury Teacher

Arizona School Improvement Plan

2009 Staffing Information

What is the number of Administrative Staff for this school year? 1 What is the number of Teaching Staff for this school year? 8 What is the number of Other Professional Staff for this school year? 0 What is the number of Para-professionals for this school year? 3 What is the number of Teaching Staff that hold emergency certification for the area in which they are teaching

2

What is the number of Teaching Staff that do not meet the NCLB criteria for Highly Qualified? 3

What is the number of new hires for this year's staff? 5

What is the number of teachers with less than three years experience? 5

What is the number of vacant teaching positions? 0

Arizona School Improvement Plan

School Needs Assessment - Standard 1

School and District Leadership

1.1 The district/charter holder commits administrative support and professional development to create a student-centered, teacher-led learning community.

1 1.2 District/charter holder leadership blends both expectations and support to ensure that systems 1

(i.e., fiscal, curricular, instruction, effective practices, and assessments) are aligned to goals that focus on student achievement.

1.3 Leadership (i.e., governing board, district administration, and principals) has led an inclusive process of developing a sustained and shared philosophy, vision and mission that promotes a culture of excellence.

1

1.4 Leadership is developed and involved at all stakeholder levels, with a strong emphasis on teacher leadership.

2 1.5 Leadership actively promotes ongoing, two-way communication among multiple stakeholder groups.

2 1.6 All administrators have growth plans focused on the development of effective leadership skills that include the elements of the Standards and Rubrics for School Improvement.

2 1.7 Leadership works to build coherency and alignment by recapturing? around state and federal accountability systems.

2 1.8 District/school leadership systematically uses disaggregated data in planning for diverse

student needs, and then communicates data analysis information to school staff.

3 1.9 Leadership ensures that all instructional staff receives appropriate curriculum and instructional materials and are provided with professional development/training necessary to effectively use curricular, instructional, and data resources relating to the Arizona Academic Standards.

2

1.10 Leadership ensures that time is allocated and protected to focus on curricular and instructional issues.

1 1.11 Leadership promotes and sustains continuous school improvement by allocating resources (e.g., fiscal, human, physical, time), monitoring progress and resource use, and providing organizational structure.

2

1.12 The school is organized to maximize equitable use of all available fiscal resources to support high student and staff performance.

3 1.13 The principal demonstrates the skills necessary to lead a continuous school improvement

process focused on increasing student achievement.

3

Arizona School Improvement Plan

School Needs Assessment - Standard 2

Curriculum, Instruction, and Professional Development

2 2.2 A systematic process for monitoring, evaluating, and reviewing the curriculum is in place. 2 2.3 The curriculum expectations are communicated to all stakeholders. 3 2.4 A comprehensive curriculum and access to academic core standards are offered to all students. 2 2.5 The staff monitors and evaluates curriculum and instructional programs based on student 3

results, and makes modifications as needed to ensure continuous school improvement.

2.6 Instructional planning links Arizona Academic Standards and aligns curriculum, instruction, practice, formative assessment, summative assessment, review/re-teaching and appropriate interventions to promote student achievement.

2

2.7 Instructional materials and resources are aligned to Arizona Academic Standards and performance objectives, and there is research-based evidence of their effectiveness.

3 2.8 Technology is integrated effectively into classroom instruction and is used as a teacher resource tool for instructional planning, instructional delivery, assessment, monitoring student progress, and communicating information.

2

2.9 Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for

instruction, amount of work, time allowed, product or performance that demonstrates learning) is used to meet the learning needs of all students.

2

2.10 A variety of scientifically research-based strategies and best or proven practices focused on increasing student achievement are used effectively in classroom.

3 2.11 The long-term professional growth of individual staff members is required and focuses directly on increasing student achievement.

2 2.12 Teachers and staff promote high expectations of students and recognize and accept their

professional role in student success and failure.

2 2.13 Professional development is continuous and job-embedded. 3 2.14 The district/school provides a clearly defined evaluation process and focuses directly on

increasing student achievement.

2 2.15 Teachers exhibit sufficient content knowledge to foster student learning. 2

Arizona School Improvement Plan

School Needs Assessment - Standard 3

Classroom and School Assessments

3.1 School leadership designs and implements an assessment system that supports the needs of all stakeholders (i.e., students, teachers, administrators, parents, governing board members,

community members) when appropriate.

2

3.2 Multiple and varied assessments and evaluation strategies are used appropriately and effectively.

2 3.3 Teachers assess learning, formulate classroom benchmarks based on standards, and

communicate the results to students and families with respect to students? abilities to meet Arizona Academic Standards.

2

3.4 School and classroom assessments are aligned to the Arizona Academic Standards and/or performance objectives.

3 3.5 Assessments are used to re-focus student learning on targets to enable them to meet/exceed 3

standards.

3.6 Test scores are used to identify gaps in curriculum or between groups of students for instructional implications.

2 3.7 The district/school implements specific steps for monitoring and reporting student progress in learning the Arizona Academic Standards.

2 3.8 District/school leadership coordinates implementation of state-required assessment and

accountability program.

2

Arizona School Improvement Plan

School Needs Assessment - Standard 4

School Culture, Climate, and Communication

4.1 There is a shared philosophy of commitment, ownership, vision, mission and goals that promote a culture of excellence.

3 4.2 Facilities support a safe and orderly environment conducive to student learning. 0 4.3 There is policy, leadership, and staff support for an equitable code of discipline that supports students? understanding of rules, laws and expectations for responsible behavior that enables teaching and learning.

3

4.4 There is leadership, staff, student and community involvement in the development and implementation of safety plans that meet state requirements.

3 4.5 Teachers and staff build positive, nurturing relationships with students and work to improve student attendance, dropout rates, and graduation rates.

3 4.6 Student achievement is highly valued and publicly celebrated. 3 4.7 A healthy school culture promotes social skills, conflict management, and prevention programs so that students are prepared and ready to learn.

2 4.8 A culture of respect exists where relationships, trust, communication and collaboration are

valued within the entire school community.

2 4.9 Change is accepted as a normal and positive process that leads to continuous district/school improvement.

3 4.10 All members of the school community are active partners in governance, and support and participate in school-wide improvement efforts.

2 4.11 Students are provided with a variety of learning opportunities within the normal school day; and may receive additional assistance beyond regular classroom instruction to support their academic learning.

3

Arizona School Improvement Plan

1. What trends does the data suggest?

Mathematics needs to improve in the majority of our students and our ELL subgroup needs improvement in Reading and Writing.

2. What subject areas/concepts are in greatest need of improvement based on your AZ LEARNS profile and AYP results

Mathematics/Data Analysis Mathematics/Algebraic Representations Mathematics/Geometric Properties

3. Which subgroups need the greatest improvement and in which subject areas/concepts?

ELL in Reading/Elements of Literature Reading/Persuasive Text

4. List and prioritize the weaknesses uncovered in the needs assessment and other data analysis. Justify the priorities.

Priority 1

4.2 Facilities support a safe and orderly environment conducive to student learning.

Priority 2

1.3 Leadership (i.e., governing board, district administration, principal) has led an inclusive process of developing a sustained and shared philosophy, vision and mission that promotes a culture of excellence.

Priority 3

2.8 Technology is integrated effectively into classroom instruction and is used as a teacher resource tool for instructional planning, instructional delivery, and assessment, monitoring student progress, and communicating information.

Priority 4

2.9 Differentiated instruction (i.e., adjustment of concept, level of difficulty, strategy for

instruction, amount of work, time allowed, product or performance that demonstrates learning) is used to meet the learning needs of all students.

5. Are there other significant issues that are impacting achievement or the four standards? .1 The district holder commits administrative support, Leadership (i.e., governing

board, district administration, has led an inclusive process of developing a sustained and shared philosophy, vision and mission that promotes a culture of excellence.

Arizona School Improvement Plan

NCLB Requirements

1. How does your mentoring program support new or less experienced teachers?

Our mentoring program is supported by our district and our teacher mentor (principal) meets with our newer teachers on a regular basis to ensure that they are not getting lost or struggling with the new position.

2. What is your school’s Title I allocation for this school year? Calculate the minimum 10% professional development budget from this amount.

$20,000

3. When was your approved parent notification letter mailed to your parents?

September 3, 2009

4. Discuss the causes for the weaknesses you have identified in your parent involvement program. Parents find that they have a difficult time to attend school events during the day and at night it becomes an issue of getting staff to stay.

What strategies will you implement to overcome these weaknesses to increase parent involvement in order to improve student achievement?

Our Parent Liaison has created a Parent committee, met with parents regarding our plans of action, Parent Teachers Conference/Open House will be on October 22nd _{We have sent out compact letters} to parents describing our school and what we hope to accomplish and in the letter invited parents to attend all of our meetings and functions. We have placed phone calls to parents and invited them to our school, so they may be able to get a first hand look at our campus. We will be having a Job Fair in December, a luncheon for our students and parents in December, and will be having an event in January to open our campus to the parents for a first hand look at our technology.

5. Title I School Improvement Plans require that the school incorporate, as appropriate, activities before, school, after school, during the summer, and during any extension of the school year to provide effective, timely, assistance to students who have difficulty achieving.

a. Does your current Title I program include services: before or after school, during summer school, neither

b. Describe the additional academic services that will be offered to support students who have difficulty achieving.

Our students are offered Saturday extended day school from 12:00 PM to 3:00 PM.

6. Describe the Schoolwide Reform Model you have selected

Our Model is going to be what we had selected from last year and that would be to extended the day, and allow students to choose their schedule that will work the best for them.

7. Describe the policies and practices the school has adopted to strengthen instruction in the core academic subjects that will improve student achievement, especially in order to make AYP.

Our current practices are derived from creating lessons using Differentiated Instruction with our technology.

Arizona School Improvement Plan

Action Plan

State the Goal: Raise the percentage of

students Meeting/Exceeding the reading standard by 55% as measured by the AIMS testing in the Spring of 2010.

Priority Needs Addressed: AIMS Data from

the Spring of 2009 Sophomore Class-43% Meets/Exceeds.

Description: Reading assessments from AIMS

Test Prep and Taylor Reading Program.

Dates: 10/09/09 12/17/09 3/11/10/ 5//14/10

Strategy 1: Breaking down reading program into Differentiated lessons, Achieve 3000 Reading

Program, Taylor Reading, which is a computer based reading program that is aligned to state standards paid for by Title One funding, AIMS practice materials found on the web site, Buckle Down materials, Barron’s AIMS study guides, Coach AIMS Study Guides, extended day learning paid by Title One funding, and

continuous training on technology based differentiated instruction. The parents and students were notified of these changes when the students registered for the 2009-20010 school year. The parents and new students were required to meet with the principal during the registration process and were then given the explanation of the changes in the school day schedule. The parents were very satisfied with the change of instruction for they believed it gave the students more opportunities to do well academically and with their attendance. All parents were sent compact letters on September 2009 describing the changes we were creating at our school and what they could do as partners to ensure the success of their children. In September 2009 the LEA sent out the letters to all parents describing the option for

school choice and for the supplemental educational services. All mail that is sent out to the parents is in English and Spanish, so we will not create any

misunderstandings with our Spanish-speaking parents. We have been given plenty of support with meetings, discussing ideas and receiving informative feedback from the district. The NUSD technology department has contributed to our moving forward with our improvement plan. They have provided us with 30 laptops for our wireless computer lab; we ordered 50 laptops in January 2008from the Title one money and will order 55 more with our corrective action money. This technology plan will help students with their credit recovery and assist them in improving their Aims results by allowing the students to check out the laptops, All laptops will come with a carrying case and a 2 year warranty covering any damages, and PVHS is creating a completely wireless setting for our classrooms and working on our campus. By the end of October 2009, each classroom teacher will have at least 16 computers that will be connected to the Internet and access to our Reading, Math, ESL and our curriculum computer programs. Our teachers have a laptop for after-hours use to further their instructional gains in differentiated instruction. We have been given instruction and passwords to all programs to utilize, so that each teacher will be able to differentiate the students? instruction based on the students? individual AIMS scores. All teachers will be using School Web lockers program to ensure all students have their school assignments on-line and will be in constant contact via the web and in the classroom. Some common characteristics for selecting our teachers are as follows: a clearly articulated vision of teaching and learning in the vocational areas, knowledge of content, accomplished in the use of computers and programs, expressed educational philosophies that will ensure that our students are given many methods of instruction and veteran teachers who have been teaching at this school recognize areas that needed to be addressed in our corrective action process and to help contribute to the overall success of the program. Other documentation of implementation will include monitoring records; sign in sheets, logs, etc. regarding events and activities in the plan, as collected by Principal. Documentation of staff development, and committee meetings are other monitoring tools. Teachers who instruct reading will be receiving more training to implement the updates Educational Options, Reading Plus, Dyn. Ed. Achieve 3000, which are a computer based program that will be used for diagnostic testing, credit recovery, and a supplemental infrastructure to our Reading Program. We purchased Taylor Reading program with Title One funding that we are currently implementing which will be used in the same format. All programs are based on Scientific

Research to improve Reading skills. Staff members will attend

A1. Action to Support Strategy: Move forward with our purchases and training.

Responsible Parties: Margaret Erickson Reading Specialist, Josh Lipe English

Begin Date: Continuous throughout the 2009-2010 school year.

End Date: June 20 2010

Funding Source: Computer Software for improving Reading, Writing and

Math AIMS, ($14,300) Laptops for students to check out ($47,000) Printing Supplies ($3000) and Professional Development for Staff Members ($18,600). Professional Development: Teachers who instruct reading will be receiving

more training to implement the updates Educational Options, Reading Plus, Dyn. Ed. Achieve 3000, which are a computer based program that will be used for diagnostic testing, credit recovery, and a supplemental infrastructure to our Reading Program. We purchased Taylor Reading program with Title One funding that we are currently implementing which will be used in the same format. All programs are based on Scientific Research to improve Reading skills. Staff members will attend Differentiated/Technology conferences in the Spring and Summer of 2010.

Method of Evaluation: BENCHMARK DATES: 10/09/09 12/17/09 3/11/10/

5//14/10 Reading assessments from AIMS Test Prep and Taylor Reading Program.

Goal -10

State the Goal: Raise the percentage of

students? Cohort of 2012 Meeting/Exceeding the Math standard by 55% as measured by the AIMS testing for the Spring of 2010.

Priority Needs Addressed: AIMS data from

the spring of 2009 Sophomore class-43% Meets/Exceeds.

Description: Math Assessments from the AIMS

fall testing 2009 and diagnostic testing from USA AIMS Test Prep.

Dates: 10/09/09 12/17/09 3/11/10

05/14/10

Strategy 1: Breaking down the math instruction to individual student needs, computer based

math programs that are aligned to Arizona State Standards that are purchased with Title One funding, AIMS practice materials, Buckle Down materials, Barron’s

materials, Coach Materials, extended day classes paid for by Title One funding, using data from AIMS results and Test Prep, four more programs of computer based math lessons, individualized AIMS study guides provided by ADE and training on differentiated/technology instruction. The new parents and students were notified of these changes when the students registered for the 2009-2010 school year. The parents were required to meet with the principal during the registration process and were then given the explanation of the changes in the school day

schedule. The parents were very satisfied with the change for they believed it gave the students more opportunities to do well academically and with their attendance. All parents were sent compact letters on September, 2009 describing the changes we were creating at our school and what they could do as partners to ensure the success of their children. In September, 2009 we sent out the letters to all parents describing the option for school choice and for the supplemental educational

services. All mail that is sent out to the parents is in English and Spanish, so we will not create any misunderstandings with our Spanish-speaking parents. We have been given plenty of support with meetings, discussing ideas and receiving informative feedback from the district. The NUSD technology department has contributed to our moving forward with our improvement plan. They have provided us with 30 laptops for our wireless computer lab; we ordered 50 laptops in January 2008 from the Title one money and will order 45 more with our corrective action money. This technology plan will help students with their credit recovery and assist them in improving their Aims results by allowing the students to check out the laptops, All laptops will come with a carrying case and a 3 year warranty covering any damages, and PVHS is creating a completely wireless setting for our

classrooms and working on our campus. By the end of October 2009, each classroom teacher will have at least 16 computers that will be connected to the Internet and access to our Reading, Math, ESL and our curriculum computer programs. Our teachers have been given a new laptop for after-hours use to further their instructional gains in differentiated instruction. We have been given instruction and passwords to all programs to utilize, so that each teacher will be able to differentiate the students? instruction based on the students? individual AIMS scores. All teachers will be using School Web lockers program to ensure all students have their school assignments on-line and will be in constant contact via the web and in the classroom. Some common characteristics for selecting our teachers are as follows: a clearly articulated vision of teaching and learning in the vocational areas, knowledge of content, accomplished in the use of computers and programs, expressed educational philosophies that will ensure that our students are given many methods of instruction and veteran teachers who have been teaching at this school recognize areas that needed to be addressed in our corrective action process and to help contribute to the overall success of the program. Other documentation of implementation will include monitoring records; sign in sheets, logs, etc. regarding events and activities in the plan, as collected by Principal. Parent surveys, documentation of staff development, and committee meetings are other monitoring tools.

A1. Action to Support Strategy: That we work as a team for to get all students

to pass Math AIMS.

Chaudhary Math Teacher, Immaculate Gomes Science Teacher and, Joel Kramer Principal

Begin Date: Continuous through the 2009-20010 school years.

End Date: June 20, 2010

Funding Source: Computer Software for improving Reading, Writing and

Math AIMS, ($14,300) Laptops for students to check out ($47,000) Printing Supplies ($3000) Technology and Professional Development for Staff Members ($18,600).

Professional Development: Teachers who instruct Math will be receiving

more training to implement the updates with Educational Options and our math programs which are a computer based program that will be used for diagnostic testing, credit recovery, and a supplemental infrastructure to our Math Program. We purchased these programs with Title One funding that we are currently implementing which will be used in the same format. All programs are based on Scientific Research to improve Math skills. Staff members will attend Differentiated/Technology conferences in the Spring and Summer of 2010.

Method of Evaluation: Spring AIMS Scores.

Goal -10

State the Goal: All faculty members will be

highly qualified by June 2010.

Priority Needs Addressed:Math, Science, and

Social Studies positions need to be highly qualified instructors.

Description: Will continue to monitor the

progress of Math Teacher, Vineetha Jerry, Technology Teacher Chris Miranda and Social Studies Teacher Mr. Robinson.

Dates: 12/1/09 3/1/10

5/1/10 6/1/09

Strategy 1: Will work with NUSD Human Resources to continually seek out highly qualified

teachers that will be good candidates to teach in our setting if needed. The parents and students were notified of these changes when the students registered for the 2009-2010 school year. The new parents and students were required to meet with the principal during the registration process and were then given the explanation of the changes in the school day schedule. The parents were very satisfied with the change for they believed it gave the students more opportunities to do well academically and with their attendance. All parents were sent compact letters on September, 2009 describing the changes we were creating at our school and what

they could do as partners to ensure the success of their children. In September 2009 we sent out the letters to all parents describing the option for school choice and for the supplemental educational services. All mail that is sent out to the parents is in English and Spanish, so we will not create any misunderstandings with our Spanish-speaking parents. We have been given plenty of support with

meetings, discussing ideas and receiving informative feedback from the district. The NUSD technology department has contributed to our moving forward with our improvement plan. The NUSD technology department has contributed to our moving forward with our improvement plan. They have provided us with 30 laptops for our wireless computer lab, we ordered 50 laptops from the Title One money (January 2008) to help students with their credit recovery and assist them in improving their Aims results by allowing the students to check out the laptops, all laptops will come with a carrying case and a 3 year warranty covering any

damages, and PVHS is creating a completely wireless setting for our entire campus and all computers on our campus. By the end of October 2009, each classroom teacher will have computers that will be connected to the Internet and access to our Reading, Math, ESL and our curriculum computer programs. Our teachers have been given a laptop for after-hours use to further their instructional gains in differentiated instruction. We have been given instruction and passwords to all programs to utilize, so that each teacher will be able to differentiate the students; instruction based on the students, individual AIMS scores. All teachers will be using School Web lockers program to ensure all students have their school assignments on-line and will be in constant contact via the web and in the classroom. Some common characteristics for selecting our teachers are as follows: a clearly articulated vision of teaching and learning in the vocational areas, knowledge of content, accomplished in the use of computers and programs, expressed

educational philosophies that will ensure that our students are given many methods of instruction and veteran teachers who have been teaching at this school

recognize areas that needed to be addressed in our corrective action process and to help contribute to the overall success of the program. Other documentation of implementation will include monitoring records; sign in sheets, logs, etc. regarding events and activities in the plan, as collected by Principal. Parent surveys,

documentation of staff development, and committee meetings are other monitoring tools.

A1. Action to Support Strategy: Teachers are meeting with the Principal

bi-weekly.

Responsible Parties: Principal Joel Kramer

Begin Date: August 2009

Funding Source: Computer Software for improving Reading, Writing and

Math AIMS, ($14,300) Laptops for students to check out ($47,000) Printing Supplies ($3000) Technology and Professional Development for Staff Members ($18,600).

Professional Development: Principal will be given assistance from Human

Resources to find the best candidates and staff will continually work on integrating math lessons into the curriculum.

Method of Evaluation: Teachers will have shown to meet the goal by getting

a standard certificate for teaching.

Arizona School Improvement Plan

Milestones

Date of Public Notification

10/28/2009

Date of Public Presentation

10/29/2009

Improvement Plan Beginning Date

10/31/2009

Improvement Plan Ending Date

10/30/20010

Arizona School Improvement Plan

LEA Support

STATEMENT OF LEA SUPPORT FOR THE FY08

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN

LEA Name: Nogales Unified District

School Name: Pierson Vocational High School

Check All That Apply: School Improvement Schoolwide Targeted Assistance

Assurance:

The LEA assures the ADE that it will provide focused support to guide its schools in the development and implementation of the ASIP, incorporating:

 inclusion of teachers and parents in decision-making processes,

 conducting a comprehensive needs assessment using the Arizona Standards and Rubrics for School Improvement,

 identification of goals and priorities for improvement,

 allocation of resources,

 implementation of sustained, classroom focused professional development,

 instruction by highly qualified and highly effective teachers, and

 evaluation and appropriate annual revision.

Authorized signer name I Agree

Write a brief response (limit 100 words) to each of the following for each school:

1. External assistance: Who has the LEA designated to assist the school to develop and implement its ASIP?

Angelina Canto, School Improvement Director, is the LEA designees to provide assistance to the site. By working together, we provide not only financial assistance to support school improvement efforts but work together to provide support for professional development and training as well. 2. HQ teachers: How will the LEA recruit and retain HQ teachers, especially for schools in need of improvement?

To recruit and retain Highly Qualified teachers, the LEA is implementing and annually reviewing our District Teacher Recruitment Plan, which includes payment incentives to teachers in hard to recruit areas (e.g. special education, mathematics, and science). Additionally, to recruit and retain Highly Qualified teachers, the LEA offers a signing incentive paid by override monies, support through a Teacher Mentor Program, tuition reimbursement for both SEI coursework and other coursework necessary for teachers to become Highly Qualified, as well as reimbursement for the passage of the AEPA exams which are required for proper teacher certification. In this plan, the District has also identified and continues to explore a variety of avenues through which more Highly Qualified applicants can be obtained, such as targeting specific job fairs for recruitment and outside organizations through which more Highly Qualified applicants can be hired.

3. Transition: How does this school transition students into or out of the school (e.g., from preschool or to high school)? Targeted Assistance schools may enter N/A.

The site administration team, and other staff meet with new students and parents to assist in registration at the site and to provide information about the vocational school, its accelerated and

vocational programs, as well as the self-paced curriculum to enable students. These meetings enable students to transition easily from the Nogales High School or other high schools within or outside of the state. During these meetings with staff, the students’ testing scores are evaluated for the purpose for enrollment is determined, i.e. for credit recovery to graduate from Pierson

Vocational high school or to earn sufficient credits to return to the traditional high school setting and graduate. Based upon the purpose for enrollment and the academic needs of the student, the students schedule for each semester is determined through ongoing meetings. Through this process, staff also monitors student progress, enabling the student to achieve their academic goals which are typically to graduate from the school and transition to the workplace, to transition back to the more traditional high school setting or to attend a post-secondary college/university.