Spero Academy

Programs: The 2016-2017 school year was the school's thirteenth year of operation. Spero academy has a long tradition of surveying the school's major stakeholders. They continued the practice in spring 2017 by surveying students, families, and staff members. Some specific survey items measure an overall gauge of stakeholder satisfaction. Twenty-seven surveys were returned from families and thirty-three staff members returned the surveys. The results of these items indicate a high level of satisfaction for all stakeholders. Results indicate that: - 100% of parents (n=27) reported satisfaction with the academic education programs. - 96. 3% of parents (n=26) reported satisfaction with the special education programs (one response chose not to answer this question)- 96. 3% of parents (n=26) reported satisfaction with the specialist programs offered (phy ed, social skills, media, music) items with the highest level of endorsement for each survey are noted below. Detailed survey results are reviewed by the school's administrative team and the board's accountability committee and used for continuous improvement discussions. Parent survey: items with the highest level of endorsement were: - the communication you received about your child's progress. (97%)- satisfied with the special education programs. (97%)- satisfied with the academic programs (100%)- satisfied with the positive behavior intervention system (pbis). (100%)- satisfied with specialist programs (97%)employee satisfaction survey: - 80% of licensed staff responded with agree or somewhat agree on all eight questions asked about satisfaction. 90% or more of licensed staff agree or somewhat agree on four of the eight questions asked about satisfaction. - 75% of paraprofessional staff reported agree or somewhat agree on all eight questions asked about satisfaction. 90% of paraprofessional staff reported agree or somewhat agree on six of the eight questions asked about satisfaction. The school uses the survey information to improve programs and services. The review of the survey data indicated areas that the school will address during the 2016-2017 school year. A revision of the student, family and staff satisfaction surveys are objectives within the 2013-2017 strategic plan. Benchmarks for annual performance will be set at the time of revision implementation. The improvement areas for 2016-2017 include: - providing more information to students and families about homework and an associated schedule for assigning homework. - communication received from the teacher. - staff professional development planning spero academy instituted the school-wide positive behavioral intervention and support plan during the 2011-2012 school year. The school-wide positive behavior intervention and support (sw-pbis) committee has worked with students and staff to develop a school-wide matrix. The matrix reflects that there are expected behaviors in each of the star framework areas and taught and implemented specifically for each area of school behavior. The star framework consists of safe choices; try your best; acceptance; respect & responsibility. The matrix includes the lunchroom, hallways/stairwell, recess, restrooms, arrival/dismissal/bus, safety drills and assembly/concerts. Each teacher including specialists and classroom has also developed their star criteria for what it looks like in their classroom, including specialists. Implementation of the sw-pbis has contributed to a positive and supportive school climate and culture and sets the expectation that all students and staff will succeed given the appropriate instruction and practice around expectations. The sw-pbis leadership team continues to work with teachers and classroom staff around gathering, documenting and reporting student behaviors that do not promote school success. 2016-2017 was the second year of implementing the achieve program. The achieve program is a structured work system that draws on the principles of aba (applied behavior analysis). The goal is to provide students with the skills necessary to become successful across a variety of environments. The program emphasizes independent task completion through structured repetitive curriculum. The program focus is to support independence in order to raise self confidence and provide successful opportunities for students that will carry over to a less restrictive environment. The students who participate in the achieve program are presenting issues in communication, cognitive, behavior and attention skills. These students require frequent breaks, higher structure, and additional supports.