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2012-2013

HIGH SCHOOL CONTINUOUS SCHOOL IMPROVEMENT PLAN

SCHOOL NAME: Willow Canyon High School

PRINCIPAL’S NAME: A. Capuano

DATE: 8/30/12

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GAP/NEEDS ANALYSIS STANDARD FINDINGS RECOMMENDATIONS

School and District Leadership

Willow Canyon is now in its 10th year of existence, with the current principal beginning his 6th year of leadership at the site. With the appointment of the current principal in 2007, Willow Canyon experienced its third administrative leadership changed in its first five years of existence. The school has benefited much from a consistent, administrative leadership presence of the principal and assistant principal for curriculum and instruction. One of the two other assistant principals is beginning his third year at the site, and 9th year overall in high school administration. Completing the administration team is an individual new to administration, but has worked closely with the Willow Canyon administration and faculty last year in her role as the site’s Instructional Growth Teacher. (IGT) and brings 12 years of classroom and content leadership experience. The current Governing Board is viewed as a competent and dedicated body of individuals genuinely committed to the betterment of the district and the communities it serves. Their efforts and dedication, with a close working relationship with the superintendent, has resulted in an upsurge in the district’s reputation for instructional initiatives, innovations and a clear focus targeted on student achievement and future readiness for all students. Community confidence continues to improve as the Board adheres to the Policy Governance model adapted the previous year. The Board has evolved into a leadership entity that strives to work together even when strong differences of

In order to continue to build leadership capacity, the Willow Canyon Leadership Cadre (LC) consisting of a department chair, counselor, teacher, support staff and administrative representation have worked closely with the principal to solidify essential themes for school wide planning, implementation, and assessment. In addition to these efforts to consolidate uniformed themes of rigor, relevance, and relationship building, each department will revisit their mission and vision statement and determine whether it still meets the highest standards for targeting and addressing academic and student achievement success in their content area. Academic rigor, increased student achievement, a collegiate-bound student culture, a safe school environment and increased parent and community involvement remain at the forefront of the school’s short and long term goals and efforts. In an effort to increase our leadership capacity, in addition to the Leadership Cadre, teachers will be increasingly empowered to take on a leadership role which enables them to better focus their efforts on student achievement within the CIP. Some areas of leadership opportunities are: Study Action Teams, PLC Leads, and Department Chairs. The district strategic plan has enabled the WC’s Leadership Cadre to increase its membership by bringing in more teacher representation to assist in the cadre’s campus wide efforts.

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opinion and philosophy exist. Due to the continual reduction of state budgetary support, Dysart has taken steps to soften the financial blow and prepare for even more anticipated fund cuts in the future. To date, Dysart has implemented systematic reduction of certified, classified and administrative staffing and reduced district and site operating budgets, in response to state funding cuts and unfunded mandates. The district leadership has given clear and positive focus for the entire organization. A new 5 year strategic plan has been developed and is in year two of the implementation plan. All schools and district departments have created plans and implementation strategies to align with the district’s strategic plan initiatives.

Curriculum, Instruction, and Professional Development

Since the 2010-11 school year, the Leadership Cadre (LC) has worked closely with the principal and administrative team to solidify essential themes for school wide implementation. In addition to these efforts to consolidate uniformed themes of academic rigor, relevance and relationship; each department created their own mission and vision statement that will guide their academic and student achievement focus. Academic rigor, increased student achievement, a college bound student culture, safe school environment and increased parent and community involvement are at the forefront of the school’s short and long term focus and efforts. Teachers will be increasingly empowered to take on newer leadership roles to enable a better focus of their efforts on student achievement within the CIP. The new district strategic plan has enabled the

Curriculum needs remain focused on developing multiple performance assessments, alignment between grade levels and cross curricular connections. This remains especially important in the area of junior high to high school transition. Although efforts have been underway and have been successful in the math area, gap remains within the junior high (7th-8th grades) to the 9th grade level transitional alignment. The gap has closed with efforts focused on common vocabulary, assessments, and power standards. Feeder students are now entering Willow Canyon with better fundamental knowledge and math concept mastery. This is beginning to show results as students’ progress through the math course sequence and demonstrate evidence of success during AIMS testing in 10th grade. But more work is needed as middle schools attempt to attract, hire and hold strong math teachers at their

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Willow Canyon Leadership Cadre to increase its membership by bringing in more teachers representation to assist in the cadre’s campus wide efforts. The site’s efforts remain consistent from previous years; we are still squarely focused on increasing and fostering broader leadership capacity.

sites for more than a year or two. Sustainability of quality middle school math teachers remains a key component to the success and advancement of students through the math curriculum. In addition, It is necessary to further advance our efforts in feeder school vertical articulation between 7th-8th grades and 9th- 10th grade in all content areas. The further examination, assessment and alignment of the curriculum in the core content areas is needed. Content specialists have provided necessary guidance and support to teachers and site administrators to bolster these areas of focus. The wide discrepancy in student content knowledge between discipline areas and within feeder schools has narrowed due in large part to the efforts and support mentioned previously. These curricular alignment gaps have narrowed and could eventually close with the continual efforts of teachers, site administration and content specialist working collectively in school year ‘12-13.

Classroom and School Assessments

Multiple district and site assessments and evaluation strategies have increased in use within our school setting. Opportunities for students to demonstrate mastery have been emphasized and results bear out this increased school wide practice. Although much progress has been made in the previous year more concentrated effort is necessary to sustain the forward momentum. Students are oftentimes not fully aware of their academic responsibilities. They remain passive learners in the instructional process. More active student engagement is needed and necessary. In addition to Professional Development (PD),

Students are routinely informed and reminded by teachers and administration of the school’s expectations and requirements necessary to meet/exceed the state and district standards and OYG. Galileo and district benchmark assessments will be used by teachers, students and administration to monitor progress and adjust accordingly. To further emphasize the important of AIMS success, Willow Canyon will have a “Countdown to AIMS”. A countdown clock will be place on all school monitors with frequent reminders broadcast on the school announcements, written communiqué

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Professional Learning Communities (PLC) and Study Action Teams (SAT) which are all designed to focus on improving student achievement gains and enhance teacher best practices in the area of instructional delivery strategies, there remains a strong emphasis to foster higher levels of teacher focus on student performance. The administrative team and IGT are performing daily classroom walk-throughs to monitor levels of student engagement, content rigor, fidelity to district and state standards, clearly displayed daily objectives written in easily understood and observable terms. Our site professional development has evolved to make teacher training more individual or customized to better meet the unique and differentiated needs of our teachers. Areas of specific focus will be within higher order thinking skills, active student engagement, and data analysis of individual, content and department PLC configurations.

and at all school wide activities such as assemblies, sporting and performing arts events. Recognition of all students “Exceeding” one or more AIMS test. This is in addition to school medallions/pins given to graduating seniors to be worn during the commencement ceremony. This was highly successful last year and the medallions/pins were highly prized. District wide common assessments will be used to analyze program and teacher success for each course and content area. Data will be used to identify gaps in student learning and OYG progress for better instructional delivery. Students will be given multiple opportunities for becoming proficient on the required learning. A new grading policy instituted this year. The focus will be on grades reflecting what a student knows or can demonstrate. Mastery of concepts or actions varies from learner to learner. Grading will allow for students to be assessed at an individual rate of learning. Retakes will be allowed during the course of two separate four week retake windows each quarter. Students will have opportunity to demonstrate mastery and earned the best grade during the assessment time frame. Site professional development will focus on the creation of quality lesson planning that emphasizes content rigor, active student engagement and relationship building. With the addition of a new IGT to the site, the fourth in five years, the issue of credibility and staff trust will be questioned in the early stages of the school year. The

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early interaction between IGT thus far has been positive, respectful and very productive. The IGT’s experiences, knowledge, and interpersonal skills are seen as strengths and will serve her will in the early transitional stages of the school year.

School Culture, Climate, and Communication

The new Arizona Achievement Profile Grade label of “B” has validated school wide corrective measures taken the previous year. Site efforts will continue to focus on key themes: Enhance student academic performance and closer student progress monitoring through district/site/department/teacher assessments instruments. Teacher/administration PLCs are designed to spread and share accountability throughout all site shareholders. Willow Canyon’s focus will be adopting and offering the Cambridge program, Move On When Ready (MOWR), and the Grand Canyon Diploma program for the 2012-13 school year. Teacher selection process has taken place and all summer 2012 teacher training has been completed. Willow Canyon has over 100 9th grade students enrolled. For the 2013-14 school year Willow Canyon will expand the Cambridge program to 10th graders enabling the site to have both 9th and 10th grade instruction. By the completion of the 2013-14 school year, Willow Canyon will have in place a fully operational Cambridge program that will prepare students for their eventual entrance into our site IB or AP programs for 11th and 12 grades. Changes have continued to be made to support and foster a safe and orderly school environment conducive to learning.

Changes have continued to be made to support and foster a safe and orderly school environment conducive to learning. The school has worked closely with the district to coordinate for proactive school discipline procedures that enhance a safe and orderly campus. There has been progress in parent and community communication and involvement. School information is routinely sent in different forms and methods to achieve maximum distribution potential. Even with strong efforts and innovative strategies gaps still exist and school success has been mixed. Parent involvement continues to remain a high priority. It must continue to be integrated into a school-wide positive site environment strategy focused on improved student achievement goals and the enhancement of student behavior norms. There continues to be a diverse influx of new student enrollees. Attention continues to be given to these students with diverse needs, challenges and experiences. To address this reality, the Diversity Leadership Alliance (DLA) was established in May 2011. Staff and student trainings were completed in August of 2011, with full implementation of program during the spring of 2012. The DLA is an outside

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The school has worked closely with the district to coordinate proactive school discipline procedures that enhance a safe and orderly campus. There has been progress in parent and community communication and involvement. School information is routinely sent in a variety of forms and methods to achieve maximum distribution potential. Even with strong efforts and innovative strategies in traditional and nontraditional communication methods, gaps still remain. Willow Canyon always strives to investigate and implement new and simpler means of communication to successfully reach our parents and the community it serves. Parent involvement remains a high priority item. It must continue to be integrated and woven into the fabric of a positive school environment strategy which assists to support and improve student achievement and behavior norms. There continues to be a diverse influx of new enrollees. Attention must be given to these students with diverse needs and experiences.

organization devoted to the promotion of diversity and acceptance in the school and workplace settings. Student members learn essential leadership skill components to improve current school culture and climate norms by fostering such social themes as inclusion, acceptance and empowerment of individuals among the student body. The DLA Youth Council will address the importance of scholarship, bully intervention and prevention, positive and meaningful relationships, positive personal choices etc. In addition, the youth council members will have access to scholarship opportunities, mentorship programs (career options and skills necessary to transition from school to work), as well as workshops and conferences to further enhance their leadership capacities. 2012-13 school year will involve 20 selected students who applied and will be trained. They will become trainers of trainers as the DLA principles are introduced and fostered throughout the campus by reaching out to student leadership in our clubs, athletics and volunteer organizations. For 2013-14, students will be selected from incoming sophomores and juniors for more extensive training and program involvement. Captain’s Corner was introduced and established in March of 2012 as Willow Canyon’s student/athlete leadership group that meets monthly and will be using the Character Matters program to develop leadership qualities in our student athlete population.

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FOCUSED GOALS Schools will create a 4 year plan with yearly benchmarks leading to the achievement of goals.

GOAL 1 (Strategic Plan A.5): The school will achieve a state accountability label within the top 2 categories under the new state accountability system based on the Spring 2013 AIMs results.

GOAL 2 (Strategic Plan A.4): The school will show significant increase in the number of students meeting or exceeding entrance requirements for post secondary pathways. SMART Goals: This year, 85% of the 2013 cohort will meet or exceed entrance requirements for post-secondary pathways.

GOAL 3 (Strategic Plan B.8): 90-100% of students will achieve one year’s growth (OYG) in reading and mathematics. Students will demonstrate substantial growth on the AIMS Reading and Mathematics tests as measured from prior years’ performance. The measure of One Year’s Growth is based on AIMS FAME performance assignments. The following criteria are used to determine OYG eligibility: (1) a student may not be at the Falls Far Below Level on the most current AIMS test, (2) a student may not decline in his/her FAME performance level, and (3) a student may not remain at the Approaching FAME level for two consecutive years. All other FAME alignments qualify for OYG designation.

SMART Goal: This year 90% of the 2014 student cohort will meet or exceed state standards in AIMS Reading and Writing during the Spring 2013 test administration. (2012 AIMS cohort scores: 87% reading/78% writing) SMART Goal: This year 70% of the 2014 student cohort will met or exceed state standards in AIMS Math during the Spring 2013 test administration. (2012 AIMS cohort score: 62%) Smart Goal: This year 85% of the students sitting for AIMS Science exam will meet or exceed state standards in AIMS science during the Spring 2013 test administration. (2012 AIMS cohort score 66%)

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Goal #4: (Strategic Plan Goal F) The school will revise and implement a comprehensive program that will promote and foster a positive school climate and culture. SMART Goals: 4A. This year a 100% increase (over last year) of the student body will be involved in diversity and school culture outreach programs. SAS will be available for students one to two times a month. Peer tutors will be trained and will be tutoring students at both SAS and two lunches a week. A bully leadership team will be expanded and will be educating the students and staff. Willow Buddies Program, President’s Council and Captain’s Corner this school year. 4B. Drug awareness program will continue for 9th graders. Bullying program will continue for 9th graders. Peer mediation will continue this year. In addition, selected students will be exposed to and work with prevention staff to address the effects of teen suicide through the Rachel’s Challenge Initiative.

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Goal #1: The school will achieve a state accountability label within the top 2 categories under the new state

accountability system School Goal #1: We will reduce the number of students in the Falls Far Below and Approaches categories of the AIMS English, math

and science exams. We will increase the number of students in the Meets and Exceeds categories of the AIMS English, math and science

exams. Team SMART Goals Specific Activities Who is

Responsible Target Dates Budget Evidence of Success

Current Reality: Last year 87% of our 2014 student cohort met or exceeded our AIMS reading, and 78% of our 2014 student cohort met or exceeded our AIMS writing. 90% of the 2015 cohort will meet or exceed in AIMS reading/writing during Spring test administration

*Implement reading/writing strategies and processes in all classes. *Provide extended learning opportunities. *Provide students with sustained silent reading (SSR) opportunities. *PD training for English dept. to do needs assessments using district benchmarks, OYG, Galileo data from pretesting. *Design lesson plans and common assessments for teaching reading strategies and the writing process

Jeanie Duncan Cassandra Wright Peggy Gregory English Dept. PLCs All teachers AIMS tutors Counselors Administration Ed Sloat

April 2013

TBA AIMS Grant

AIMS scores in Reading/Writing Benchmarks, OYG and Galileo data Teacher data/observation Study Action Teams(SAT) PLC

CONTINUOUS IMPROVEMENT PLAN

School Name: WCHS School Year: 2012-13

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Current Reality:

based upon needs assessment. *Training for the entire staff regarding reading strategies and the writing process. * Tutoring *Pull-out writing tutoring for the bottom 5-10% for each sophomore English class *Junior/Senior PLCs will be identifying students who have not passed AIMS and creating action plans for them. *Junior/Senior PLCs will be identifying those students who may be likely to retake AIMS to move from meets to exceeds and creating an action plan for them. *Trigonometry, IB, AP Calculus, and Algebra 3-4

Jeff Evans

TBD

AIMS scores in Math

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Last year, 62% of our 2014 student cohort met or exceeded our AIMS math. 70% of the 2015 cohort will meet or exceed AIMS math during the Spring test administration

Honors teachers will identify juniors and seniors that have not yet Exceeded on AIMS and develop interventions, classroom resources, and incentives for students to test for Exceeds *Algebra 3-4 and Math Connections teachers will identify juniors and seniors that have not yet passed AIMS and develop interventions and reviews to prepare students to achieve at least Meets *Geometry Honors and Algebra 3-4 Honors teachers will develop classroom resources in the form of reviews to prepare sophomores to Exceed. *Geometry teachers will continue to implement AIMS reviews and focus instruction on preparing sophomores for achieving at least Meets on AIMS. *Algebra 1-2 teachers will

Renee Hill Miguel Galindo Erin Behling Math teachers Counselors Administration Alena Clark

April 2013

Benchmark, OYG, and Galileo data Teacher data/observation

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Current Reality: Last year, 66% of our 2014 student cohort met or exceeded

focus on building basic mathematical skills for students’ future success. Also, content in the 4th quarter will focus on review of essential algebra concepts and preparation for geometry *All PLCs will align curriculum and classroom resources to district scope and sequence, which follows Common Core. (ID the B30%, bubble “approach” and “meets” for intentional interventions in SAT/PLC data analysis) *Galileo Blueprints used this year to better focus questions types seen on the AIMS Science exam.

Beth Maki Cassie McKnight April Horton Science Dept.

All Year

TBD

AIMS scores in Science 2013 Accountability level

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our AIMS science 85% of the students sitting for the AIMS science exam will meet or exceed during the Spring 2013 test administration

*PLC’s will analyze last year’s AIMS blueprint to develop a needs analysis focusing on standards that need the most attention. *Biology 1-2 Teachers are developing common assessments for each unit. *Frequent GPS walkthroughs for all science teachers by IGT, Administration, Department Chair and PLC colleagues. *Implement the use of important and common Biology and scientific terms in all classes *Use scientific terminology in all science classes * All science classes will utilize district curriculum maps and pacing guides that focus on common guiding questions, content and vocabulary.

PLCs All teachers Counselors Administration

Galileo GPS feedback Artifacts such as common assessments, PLC goals, lesson plans, and activities Teachers’ classroom data and observations

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* PLC’s meet to develop strategies for improving student’s Galileo scores. *Biology PLC’s focusing on scientific vocabulary, writing and skills *All science classes will include data analysis questions on assessments For ALL AIMS Students (ID the B30%, bubble “approach” and “meets” for intentional interventions in Study Action Team/PLC data analysis- Use 2012 SAT-10 data to ID B30% for AIMS testing prep for Feb/April)

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Goal #2: The school will show statistically increase in the number of students meeting or exceeding entrance requirements for

post-secondary pathways.

Team SMART Goals Specific Activities Who is Responsible

Target Dates Budget Evidence of Success

Current Reality: Our graduation requirements currently meet university entrance requirements. Our West-MEC students receive certification upon completion of programs. (ie- dental, cosmetology, phlebotomy-a WCHS CTE program 77% or 49/63 students entered and completed a variety of CTE pathway course programs offered by West-MEC for the 2012cohort. (85% of the 2013 graduating cohort)

ECAPs/AzCIS SAT/ACT Counselor News Letters to Parents Counselors have seniors complete exit surveys in order to gather information about plans after high school. College and University visitations to promote programs. Guidance dept. provides seminars about college/university requirements and financial aid information. Scholarship information posted.

Counselors PLC’s Administration Kim LoMazzo Marci Hessler All teachers

November 2012 for last year’s data May 2013 for this year’s cohort.

TBD

Exit survey for seniors Student selection of college, university, military or career pathway declaration Counseling contact log/data/files Teacher data/ observation

CONTINUOUS IMPROVEMENT PLAN

School Name: WCHS School Year: 2012-13

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Goal 3: 90-100% of students will achieve one year’s growth (OYG) in reading and mathematics. Students will demonstrate substantial growth on the

AIMS Reading and Mathematics tests as measured from prior years’ performance. The measure of One Year’s Growth is based on AIMS FAME performance assignments. The following criteria are used to determine OYG eligibility: (1) a student may not be at the Falls Far Below Level on the most current AIMS test, (2) a student may not decline in his/her FAME performance level, and (3) a student may not remain at the Approaching FAME level for two consecutive years. All other FAME alignments qualify for OYG designation.

Team SMART Goals Specific Activities Who is Responsible

Target Dates Budget Evidence of Success

Current Reality: Willow focused on the lower end of the “FFB” and “Approaches” bubble students. Emphasis was also placed on students in the bubble “Meets” category. Interventions were implemented to improve and enhance the “bubble” students ‘growth potential. SMART Goals: Students will demonstrate substantial growth on the AIMS Reading and Mathematics from prior years’ performance.

IPAL Data use HS Credit Recovery program Teacher PD to enhance instruction/learning Extended School Day (SAS) HandsOn Program partnership w/ WCHS Flex Scheduling-AIMS Advisory Periods Best Practices research/implementation Student achievement data Class observation data Curriculum resources online Ed. Services/IT Dept. support

Administration, IGT, teachers, support staff and students

Ongoing through May 2013

AIMS Grant

AIMS results SAT10 results Galileo benchmarks Formative assessment aligned with AIMS/Common Core.

CONTINUOUS IMPROVEMENT PLAN

School Name: WCHS School Year: 2012-13

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School Goal #4: The School will revise and implement a comprehensive program that will promote and foster a positive school

climate and culture. (Strategic Plan Goal F)

Team SMART Goals Specific Activities Who is Responsible

Target Dates Budget Evidence of Success

Current Realty: 4A. Last year 100 students were involved in diversity programs, SAS (Saturday Academic Support), bullying, leadership, Willow Buddies (peer assistance and support), President’s Council, Captain’s Corner, SADD and peer tutors. 4B. 9th graders received a drug awareness program, bullying program and a peer mediation training was facilitated and mediators facilitated conflicts throughout the school year. Support groups available for all grade levels.

A diversity leadership alliance conference. Monthly diversity meetings. Leadership team will bring activities to campus. President’s Council and Captain’s Corner will meet on a monthly basis. SAS will be available one to two times per month. Peer tutors and teachers will be available. Peer mediators will continue to be used to address conflict with peers. Support groups will meet weekly for discussion, learning of coping skills and strategies. Students in diversity group

Safe School Committee

Diversity and School Culture Study Action Team Members Prevention Counselor Counseling

Sept. 2012- May 2013 2012-13 school

TBD $3000 stipend from District

Tracking of involvement in diversity programs. Tracking the number of students utilizing peer tutors and peer evaluations. Student support groups and drug awareness classes will be pre and post tested to show an increase in awareness. Decrease in bully referrals (compare data from 2011-12 year to data from 2012-13 school year. Increase in student enrollment in student

CONTINUOUS IMPROVEMENT PLAN

School Name: WCHS School Year: 2012-13

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will become “trainer of trainers.” They will recruit students and provide scenarios in classrooms to reinforce positive school culture. SAS will continue on a bi-monthly basis using faculty and peer tutors. Willow Buddies will serve as ambassadors for new students and students who need to connect with other students on campus. President’s Council and Captain’s Corner develops student leadership capacity and meets on a monthly basis. 9th grade students will receive approximately 12 weeks of bullying and drug awareness. Students will work with staff in promoting coping skills designed to increase healthy mental attitudes.

Department and Faculty Athletic Director Prevention Counselor Counselors

year Safe School Funds

cultural outreach programs. Increase of student participation as tutors and participants in SAS program to increase student academic success. Increase of trained volunteers to serve as Willow Buddies. Evaluation and self-reflection assessment tools for participants in President’s Council and Captain’s Corner. Student evaluations and anti-drug pledges. Pre and post tests. Senior exit evaluations. Student participation in district sponsored drug awareness programs. Intervention programs for students involved in bullying and aggressive behavior. Student participation in Rachel’s Challenge Foundation activities on campus.

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PROFESSIONAL DEVELOPMENT PLAN

BEGIN DATE

END DATE

PROFESSIONAL DEVELOPMENT OPPORTUNITIES TARGETED GOAL PERSONS INVOLVED

August September Evaluation Trainings 1,3 Anthony Capuano August May Professional Learning Communities 1,3 Capuano, LoMazzo,

Greenway, Hessler, McKnight, staff

August May McRel Culture Training 1,2,3,4 Hessler, Greenway, Culture Team

August May Study Action Teams 1,2,3 Admin, S.A.T Facilitators August May Common Core Training (Six Shifts) 1,3 IGT, Admin, staff August May Data Analysis Days 1,2,3 IGT, Admin, staff August May District Professional Development Days 1,2,3 All staff

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Continuous Improvement Plan Resource Plan

According to the district strategic plan and required goals for CIPs, every school will achieve an A or B label with no backwards movement. Dysart Non-Negotiables:

• Practice shared leadership • Utilize data and evidence to drive instruction to achieve student success • Teach common core content and strategies

Directions Identify how supporting staff are utilized to drive student achievement in each of the following categories. In addition, you must include the use of budget and time within each category.

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Data Teams (Literacy) Coaching Cyclical Training (Common) Core Training

Supporting Staff: 1.PLC Conference 2. Saturday Academic Support Budget: 1. $700 per person +subs 2. 10 Teachers @$22 hr. Time: 1. February 2013 2. 2 Times Monthly

Supporting Staff: 1. Book study/literature buy 2. Study action team resources (SAT) Budget: 1.$500 2. $1000 Time: 1. Fall 2012 2. Through May 2013

Supporting Staff: 1.Cambridge Teacher Training (face to face training) Spring‘13 Next round of teacher trainings for 2013-14 course offerings 2. AP Teacher Training 3. IB Training 4. Cambridge- Continual Training (pull-outs) 5. Phase 1 online training Budget: 1. $2500 for all teachers and one administrator 2. $600 per teacher 3. $1150 per teacher 4. $1000 sub coverage 5. $1000 Time: 1. Winter/Spring Workshops 2. PHS Summer Institute ‘13 3. Summer workshop/meals/room airfare/transportation not included to Montezuma, NM. 4. Fall each year 5. November 2012

Supporting Staff: 1. Common Core ADE Workshop 2. Online Common Core resources 3. 40 Scientific Calculators- Cambridge program Budget: 1. $1000 2. Free/ $500 max 3. $75 per unit Time: 1. 2012-13 school year 2. 2012-13 school year