Pasco County Schools SIP Central

Transcription

1 Wiregrass Ranch High School Pasco County Schools SIP School: Central Region: Initial Plan Development Date: 27 Jul 15 Review Date: August 31,2015 Review Date: Review Date: Review Date: Review Date: Review Date: All student learning experiences match the rigor of the standards. Goal 1: District Priority Support of Goal: Data Driven Decisions Collaborative Culture What student achievement targets does the goal support? Targets for goal: The FSA ELA student proficiency results for Grade 10 and Grade 9 will increase by 5%. The United States History End of Course Assessment results will increase by 5%. The Biology End of Course Assessments results will increase by 5%. The Algebra 1 End of Course Assessments results will increase by 5%. The Geometry End of Course Assessments results will increase by 5%. High Impact Instruction Goal Monitoring What evidence will be used to measure progress toward targets which lead to goal attainment? Evidence of progress monitoring Person who leads progress monitoring Tools/data for progress monitoring Timeframe, frequency of progress monitoring Artifacts of student writing will increases across all subject areas. Student engagement in DQ3 learning experiences will increase across all subject areas. Administrators, PLC Facilitators Lesson Plans, Quarterly Common Assessments, Student Work Portfolios, Individual Student Data Charts, Informal Observations, Walkthrough Data Weekly: Lesson Plans, Observations, Interviews Monthly: Students Work Samples Strategy Implementation (Strategy 1 Goal 1) What is the strategy to overcome/reduce barriers to goal attainment? Student writing will emphasize use of evidence from sources to inform or make an argument. Action Step 1 Evidence of action step Person who leads action step occurring Lessons Plans that include English and Reading Teachers standards based writing tasks and student samples; Observations through walkthroughs and informals What will be done in action step Teachers will follow and teach the strategies in the developed scope and sequence. Timeframe for action step Instructional strategies will be used daily, and assessments of benchmark standards will be conducted quarterly. Action Step 2 Lessons Plans that include standards based writing tasks and student samples; Observations through walkthroughs and informals All Administrators and Learning Design Coaches Teachers of all content areas will make connections between the LAFS in writing and the FSA rubric and incorporate these standards in their lesson planning and instructional delivery. All teachers will be trained during the first quarter of the school year. Implementation of strategies learned will occur during the first quarter and throughout the school year.

2 Action Step 3 DBQs used as formative and summative assessments; Lesson plans, unit plans, indicating the use of DBQs; Student Work Samples; Observations through alkthro ghs and informals Evidence of strategy implementation monitoring Lesson Plans, KUDS, scales, Student Work Samples Administrators with Central Region Team and Learning Design Coaches Teachers will utilize DBQs as formative and summative assessments linked to a unit. Teachers will be trained in DBQs in December. Follow up with PLCs and/or individual teachers by Admin, PD Specialist, ELA Specialist, and Learning Design Coaches. Strategy Implementation Monitoring (Fidelity) Person who ensures strategy was Method by which strategy Timeframe for monitoring strategy implemented as planned implementation is monitored implementation Administrators, PLC Facilitators, Learning Administrators will review lesson plans Weekly: Lesson Plans; Interviews and Design Coaches and student work samples. Administrators will observe teachers teaching and using writing strategies with students. observations through walkthroughs or informals: Monthly: Student Work Samples Evidence of strategy effectiveness monitoring Increase of student proficiency in writing from the pre test to Wiregrass Writes in third quarter. Person who monitors effectiveness of strategy Administrators, PLC Facilitators, Learning Design Coaches Strategy Effectiveness Monitoring Method by which strategy effectiveness is monitored Administrators will review the results from the progress monitoring writing common assessments from each subject area and the results of Wiregrass Writes. Administrators will interview teachers and students regarding effectiveness of strategies. PLC Facilitators discuss effectiveness with the PLC memebers and report back to the leadership. Timeframe for monitoring strategy effectiveness Review data results each quarter and conduct interviews monthly Strategy Implementation (Strategy 2 Goal 1) What is the strategy to overcome/reduce barriers to goal attainment? Students will practice and deepen new knowledge. Evidence of action step Person who leads action step What will be done in action step Timeframe for action step Action Step 1 KUDs and learning scales with Administrators with Central Region Team Teachers will utilize Marzano's All teachers will be trained during the first connections to Marazano's and Learning Design Coaches Instructional Framework as a planning quarter of the school year. Implementation Domain 2 (planning and tool when designing scales that align with of strategies learned will occur during the preparation). the rigor of the Florida Standards. first quarter and throughout. Student tasks that reflect the rigor of the Florida Standards.

3 Action Step 2 DQ4 planning in all PLCs; KUDS, scales, and lesson plans incorporate DQ 2 4 of Marzano s Instructional F k PLC members, Administrators, Learning Design Coaches PLCs will deliberately plan opportunities for students to generate and test hypotheses in a given unit. Teachers will be trained in in DQ4 planning in November. Follow up with PLCs and/or individual teachers by Admin., PD Specialist, ELA Specialist, and Learning Design Coaches. Strategy Implementation Monitoring (Fidelity) Evidence of strategy implementation Person who ensures strategy was Method by which strategy Timeframe for monitoring strategy KUDs and learning scales with connections to Marzano's Domains 2 and 3. Student tasks that reflect the rigor of the Florida Standards (DQ4). Administrators and PLC Facilitators Administrators will review lesson plans and student work samples. Administrators will observe teachers. PLC meeting notes will show that PLC Weekly: Lesson plans, Walkthroughs, Interviews; Monthly: PLC Meeting Notes, Student Work Samples members are focusing on Domains 2 4. Strategy Effectiveness Monitoring Evidence of strategy effectiveness monitoring Person who monitors effectiveness of Method by which strategy effectiveness Timeframe for monitoring strategy Increase in student tasks that reflect the rigor Administrators and PLC Facilitators PLC Facilitators will report effectives of Monthly at Leadership Meetings and PLC of the Florida Standards throughout the year. DQ 4 planning occurring in PLC meetings. meetings Administrators will review lesson plans and student tasks.

4 Mid Year Reflection This section meets the requirements of Sections 1114(b)(1)(B)(iii)(II), 1114(b)(1)(B)(iv) and 1115(c)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section is to be completed after mid year assessment data is available. Goal 1: All student learning experiences match the rigor of the standards. Has the goal been achieved? If the goal has been achieved, describe the evidence that indicates this: (This completes the narrative for the goal.) If the goal has not been achieved, is desired progress being made to accomplish the goal by the end of the year? If desired progress is being made, describe the evidence that indicates this: (This completes the narrative for the goal.) If desired progress is not being made, have the barriers been reduced/eliminated? If the barriers have been reduced/eliminated, describe the evidence that indicates this: (This completes the narrative for the goal.) If the barriers have not been eliminated/reduced, are the strategies being implemented with fidelty as designed? If the strategy is being implemented with fidelty as designed, what evidence indicates this? Engage in a problem solving process to determine if changes need to be made to the strategy. Describe the changes made: If the strategy is not being implemented with fidelty as designed, engage in a problem solving process to determine if changes need to be made to the strategy or strategy implementation. Describe the changes made:

5 Pasco County Schools SIP Wiregrass Ranch High School School: Central Region: Initial Plan Development Date: 27 Jul Review Date: Review Date: Review Date: Review Date: Review Date: Review Date: Increase engagement of all stakeholders. Goal 2: District Priority Support of Goal: Data Driven Decisions Collaborative Culture What student achievement targets does the goal support? Targets for goal: Increase of student engagement Gallup Poll survey results by 10%. Increase of faculty/staff engagement Gallup Poll survey results by 10%. Increase of school site volunteers during school hours to a total of 20. Increase of community/business partners by 50%. High Impact Instruction Goal Monitoring What evidence will be used to measure progress toward targets which lead to goal attainment? Evidence of progress monitoring Person who leads progress monitoring Tools/data for progress monitoring Timeframe, frequency of progress monitoring High participation in school related activities by students, parents, and faculty members. Observations of students engaged in life ready experiences and activities during the school Administrator and PRIDE Committee Stakeholder surveys; Attendance records Quarterly at school related events, voulnteer attendance records, sponsorship agreements Strategy Implementation (Strategy 1 Goal 2) What is the strategy to overcome/reduce barriers to goal attainment? To build a culture of participation with parents and community members. Action Step 1 Evidence of action step occurring List of best practices, volunteer roles, life ready activities; Volunteer orientation Person who leads action step What will be done in action step Timeframe for action step Administrator and PRIDE Committee Review the teacher and student Gallup poll survey results and parent feedback to determine best practices. Quarter 1 Action Step 2 Increase in Great American Teach in Presenters Career Specialist Implement Great American Teach in Quarter 2 Action Step 3 Student participation in Job Fair Career Specialist Implement Job Fair for internship and summer work opportunities Quarter 4

6 Action Step 4 Increase number of school business/community partnerships Administrators, Career Specialist, Athletic Coaches, Clubs Sponsors, Co curricular Sponsors Faculty members will be solict sponsorships from local business/community sponsors Ongoing Evidence of strategy implementation monitoring Plans of school events; Sponsorship agreements Strategy Implementation Monitoring (Fidelity) Person who ensures strategy was Method by which strategy implemented as planned implementation is monitored Administrator and PRIDE Committee Attendance records at events, Volunteer records, List of new business/community sponsors Timeframe for monitoring strategy implementation Quarterly Strategy Effectiveness Monitoring Evidence of strategy effectiveness monitoring Person who monitors effectiveness of strategy Method by which strategy effectiveness is monitored Increase in volunteer hours during the school Administrator and PRIDE Committee Attendance data and day; Increase in sponsorship agreements business/community agreements Timeframe for monitoring strategy effectiveness Quarterly review of participation and attendance at events; Quarterly review of survey results Strategy Implementation (Strategy 2 Goal 2) What is the strategy to overcome/reduce barriers to goal attainment? To increase student engagement with school activities and experiences. Evidence of action step Person who leads action step What will be done in action step Timeframe for action step Action Step 1 High participation of students Administrator and PRIDE Committee Implement Bulls PRIDE Program Quarter 1 in the Bulls PRIDE Program Action Step 2 High participation of students in the Life ready activities Administrator and PRIDE Committee Develop a plan for life ready activities Develop list Quarter 1; Implement activities Quarters 2 4 Action Step 3 Lesson Plans, PLC meeting notes and observations that show PLCs planning for student engagement and student centered learning Administrators, PRIDE Committee, PLC Facilitators Teachers will be trained on DQ5: Engagement with focus on differentiated instruction and student centered learning Teachers will be trained in January with PLC follow up visits on 2/11 & 2/18 by PD Specialist and regional team members Strategy Implementation Monitoring (Fidelity) Evidence of strategy implementation Person who ensures strategy was Method by which strategy Timeframe for monitoring strategy Bulls PRIDE Program; Lesson Plans Administrator and PRIDE Committee Review number of students who qualify Quarterly for Bulls Pride Rewards; Lesson Plans; Teacher and Student survey results Strategy Effectiveness Monitoring Evidence of strategy effectiveness monitoring Person who monitors effectiveness of Method by which strategy effectiveness Timeframe for monitoring strategy

7 Bulls PRIDE Program; Lesson Plans; Increase in students qualifying for BULLS Pride programby the second semster Administrator and PRIDE Committee Review number of students who qualify for Bulls Pride Program Lesson Plans; Teacher and Student survey results Semester

8 Mid Year Reflection This section meets the requirements of Sections 1114(b)(1)(B)(iii)(II), 1114(b)(1)(B)(iv) and 1115(c)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section is to be completed after mid year assessment data is available. Goal 2: Increase engagement of all stakeholders. Has the goal been achieved? If the goal has been achieved, describe the evidence that indicates this: (This completes the narrative for the goal.) If the goal has not been achieved, is desired progress being made to accomplish the goal by the end of the year? If desired progress is being made, describe the evidence that indicates this: (This completes the narrative for the goal.) If desired progress is not being made, have the barriers been reduced/eliminated? If the barriers have been reduced/eliminated, describe the evidence that indicates this: (This completes the narrative for the goal.) If the barriers have not been eliminated/reduced, are the strategies being implemented with fidelty as designed? If the strategy is being implemented with fidelty as designed, what evidence indicates this? Engage in a problem solving process to determine if changes need to be made to the strategy. Describe the changes made: If the strategy is not being implemented with fidelty as designed, engage in a problem solving process to determine if changes need to be made to the strategy or strategy implementation. Describe the changes made:

9 Pasco County Schools SIP Wiregrass Ranch High School School: Central Region: Initial Plan Development Date: 27 Jul Review Date: Review Date: Review Date: Review Date: Review Date: Review Date: Increase Systems to support students. Goal 3: District Priority Support of Goal: Data Driven Decisions Collaborative Culture What student achievement targets does the goal support? Targets for goal: Increase of PLCs using data to identify, support, and monitor needs of at risk students. Increase in attendance rates of at risk students. Decrease in office referrals of all students. High Impact Instruction Goal Monitoring What evidence will be used to measure progress toward targets which lead to goal attainment? Evidence of progress monitoring Person who leads progress monitoring Tools/data for progress monitoring Timeframe, frequency of progress monitoring Increase in students utilizing preventive interventions such as: GSL, tutoring, boot camps, ESD, Administrators, Teachers, School Counselors Attendance Records at tutoring and/or intervention programs Monthly Strategy Implementation (Strategy 1 Goal 3) What is the strategy to overcome/reduce barriers to goal attainment? Identify and support at risk students. Action Step 1 Action Step 2 Action Step 3 Evidence of action step occurring Faculty members utilizing referral system by following procedures Lesson plans reflect differentiated learning strategies for at risk students Students placed into appropriate support systems. Evidence of strategy implementation monitoring Person who leads action step What will be done in action step Timeframe for action step Administrator, Behavioral Specialist, School Counselors PLC Facilitators Administrator, Behavioral Specialist, School Counselors PLCs and individual teachers will monitor progress of at risk students on mastery of skills. Based on referrals and student surveys, students will be placed into the appropriate tier/level of support type. Strategy Implementation Monitoring (Fidelity) Person who ensures strategy was implemented as planned Teachers will be trained on the new referral procedures for students. Method by which strategy implementation is monitored Teachers will trained during planning week Weekly Initial placements will occur during the first month of school. Additional identification and placement will be enjoining. Timeframe for monitoring strategy implementation

10 Students are identified and placed into appropriate support programs. Evidence of strategy effectiveness monitoring The attendance, engagement, grades/creditstatus of at risk students will increase. Administrators Grades, attendance, student surveys, support program participation Strategy Effectiveness Monitoring Person who monitors effectiveness of Method by which strategy effectiveness strategy is monitored Administrators, Support PLC and Administrators, Student Support PLC and Leadership Team Leadership Team will review data of the attendance, engagement, grades/creditstatus of at risk students. Weekly, monthly, and quarterly Timeframe for monitoring strategy effectiveness Quarterly

11 Mid Year Reflection This section meets the requirements of Sections 1114(b)(1)(B)(iii)(II), 1114(b)(1)(B)(iv) and 1115(c)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section is to be completed after mid year assessment data is available. Goal 3: Increase Systems to support students. Has the goal been achieved? If the goal has been achieved, describe the evidence that indicates this: (This completes the narrative for the goal.) If the goal has not been achieved, is desired progress being made to accomplish the goal by the end of the year? If desired progress is being made, describe the evidence that indicates this: (This completes the narrative for the goal.) If desired progress is not being made, have the barriers been reduced/eliminated? If the barriers have been reduced/eliminated, describe the evidence that indicates this: (This completes the narrative for the goal.) If the barriers have not been eliminated/reduced, are the strategies being implemented with fidelty as designed? If the strategy is being implemented with fidelty as designed, what evidence indicates this? Engage in a problem solving process to determine if changes need to be made to the strategy. Describe the changes made: If the strategy is not being implemented with fidelty as designed, engage in a problem solving process to determine if changes need to be made to the strategy or strategy implementation. Describe the changes made:

12 School: vision: mission: Wiregrass Ranch High School All our students achieving success in college, career, and life The WRHS community will provide a foundation grounded in integrity, respect, and excellence while providing a safe, nurturing environment to ensure personal achievement and success for all students. 1 Dropout Prevention and Academic Intervention This section is required for any school with a dropout prevention and academic intervention program, per Section , F.S. Does the school have this program? If yes, describe the program. No. 2 Early Warning Systems/SB850 Pasco Schools requires this for all schools. Middle Schools have the requirement per Sections and , F.S. Use the following indicators to complete this section: * Attendance below 90% * One or more suspensions * Course failure in ELA or mathematics * Level 1 score on statewide, standardized assessments in ELA or mathematics How many students exhibit 2 or more of the indicators? 238 How many students by grade level exhibit each indicator? Grade Grade Grade Grade Grade Grade

13 Attendance below 90% 1 or more suspensions Course failure in ELA or mathematics Level 1 in ELA or mathematics Describe intervention strategies employed by the school to improve the academic performance of the students identified. Wiregrass Ranch High School employs a variety of strategies to improve the academic performance of students. All students have access to the Core Instruction, which includes a standards based curriculum, student monitoring with learning scales, and tutoring opportunities. In addition, Tier 2 students needing more support can have scheduled tutoring with specific learning goals and alternative academic instruction. Tier 3 supports have been identified such as district placement, intensive core support, mandatory homework help, and accelerated literacy for example 3 Collaborative Teaching This section is required for all schools, per section , F. S. Describe the specific strategies the school uses to implement PLCs and MTSS. Include the following: * The processes at the school for engaging in interdisciplinary planning, collaboration, and instruction * Strategies used at the school to align curriculum and instructional materials to state academic standards * Strategies the school uses to implement integrated digital instruction, project based instruction, and competency based instruction

14 * How the school uses differentiated instructional strategies to engage and meet the needs of all learners The master schedule at Wiregrass Ranch High School is built to provide common planning time for the majority of the subject area teachers to engage in lesson planning and instructional delivery. All PLCs begin lesson planning by analyzing the Florida Standards. Within the PLCs, teachers disaggregate student work products (data) and discuss and plan for strategy implementation to improve student achievement toward the mastery of the standards. The SIP Goal strategy of writing across the curriculum to increase student engagement lends itself to interdisciplinary planning, collaboration, and instruction as PLCs of different subjects collaborate on and share strategies or project ideas incorporating writing. 4 Student Transition and Readiness Pasco Schools require this for all schools. Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another (e.g., prek K, 5 th 6 th, 8 th 9 th ). Wiregrass Ranch High School begins articulation with the middle school in the middle of the students' eighth grade year. A parent night for incoming freshmen and their parents is conducted. Freshmen graduation requirements are explained in detailed during the students' eighth grade year and at the beginning of each subsequent high school year. Presentation for the ninth grade students regarding graduation is conducted twice during the school year and annually with a parent night. Individual meetings to help with the students transition is conducted by the school counselor, career specialist, case manager, administrator or teacher based on student s needs. Pasco Schools require this for all schools. Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations; integrating technical education with academic courses; and/or adding industry certification opportunities.

15 Wiregrass Ranch High School holds many events to promote college & career opportunities while building community relationships. One such event is the community service fair. Here students are able to connect with local businesses or organizations where students may volunteer to earn community service hours that may be used toward scholarships. The WRHS career specialist organizes this event as well, as scheduling many visits to WRHS from college admissions representatives. The career specialist also conducts two parent night presentations where she explains the college admissions and financial aid processes. The Great American teach In also provides an avenue for local businesses to connect with WRHS students and emphasize the importance college and career readiness. Also, every year Wiregrass Ranch conducts a Advanced Placement and Dual Enrollment infomration night. Academic preparation for post secondary life occurs in all classes, but especially in the Culinary Arts, Informational Technology Classes and Medical Academy courses. All students are informed of these programs and their certifications opportunities during the registration process. Students receive counseling in order to select the appropriate program as well as the correct course sequence to take. The benefits of these courses and their certifications can be seen by all students by the integration of these programs into the school culture and the many events or products they produce for the school. The Culinary Arts students cater many school events such as the Homecoming Tailgate and Senior Scholarship banquet. Students in the IT program design the school website and creates program for graduation. The Medical Academy students gain practical experience withtheir clincials each week. The opportunities allow the students to practice reali life skills, but it also provides them with practical experience in preparation for the certification exams. The pass rate for all certifiaction exams given at WRHS is above 90 percent each year. For High Schools only: Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report (which is maintained by the Department of Education, per Section (4), F. S.)

16 The goal of Wiregrass Ranch High School is to have students college or career ready. The faculty at WRHS works towards this goal. The School based Intervention Team weekly discusses at risk students at specific strategies to get interventions and supports into place to prepare the students. The school counselors at Wiregrass Ranch High School conduct classroom guidance lessons regarding student readiness for success after graduation. The career specialist also conducts classroom lessons, parent nights and individual meetings with students and their parents about options after graduation. The 11th grade and 12th grade seniors integrate lessons with career and college themes into units. Ultimately, there are many programs in place to guide students into a college or career path after graduation.

17 Checklist Section Check for Yes to certify each of the required elements listed below are included in your plan. High Schools only Include strategies to address significant graduation rate gaps of one or more student subgroups when compared to the state's graduation rate. Section , F. S. (Powers and duties of district school board) High schools must develop strategies to improve student readiness for the public postsecondary level based on annual analysis of the feedback report data.[(4)].section , F. S. (Postsecondary feedback of information to high schools) All Schools Student performance data were used in developing objectives of the school improvement plan. Section , F. S. (Student assessment program for public schools) If the school has any of these conditions: a significant achievement gap of one or more student subgroups a lower graduation rate for a subgroup compared to state s graduation rate has not significantly decreased percentage of students scoring below satisfactory on statewide assessment strategies are included to address the above existing conditions. Section , F. S. (Powers and duties of district school board) Ensure the SAC is in compliance and assisted in the preparation and evaluation of the school improvement plan required pursuant to s (18). Section , F. S. (District and school advisory councils) Each school that establishes a dropout prevention and academic intervention program at that school site must reflect the program in its school improvement plan. Section , F. S. (Dropout prevention and academic intervention) The Principal is responsible for providing leadership in the development, revision, and implementation of the School Improvement Plan. Section , F. S.; Section , F. S. The school improvement plan was developed collaboratively and focused on enhanced, differentiated, standards based instructional strategies to engage students, increased opportunities for professional collaboration among and between teachers and all students, and increased opportunities for professional collaboration among and between teachers, guidance counselors, instructional leaders, postsecondary educators engaged in preservice training for new teachers, and the workforce community. Section , F. S. (School Community Professional Development Act) School leaders generated a focus on student and professional learning in the school that is clearly linked to the system wide strategic objectives and the school improvement plan. Rule 6A 5.080, F.A.C. (Florida Principal Leadership Standards) Electronic Signature Your electronic Signature (The UserID you used to login to this site and your Employee ID) This certifies that all checked requirements are included in the School Improvement Plan for Your School.

18 Wiregrass Ranch High School SIP Executive Summary The vision: All our students achieving success in college, career, and life The mission: The WRHS community will provide a foundation grounded in integrity, respect, and excellence while providing a safe, nurturing environment to ensure personal achievement and success for all students. Wiregrass Ranch High School has the following goal(s) and targets: Goal 1: All student learning experiences match the rigor of the standards. Goal 2: Increase engagement of all stakeholders. Targets for Goal 1: The FSA ELA student proficiency results for Grade 10 and Grade 9 will increase by 5%. The United States History End of Course Assessment results will increase by 5%. The Biology End of Course Assessments results will increase by 5%. The Algebra 1 End of Course Assessments results will increase by 5%. The Geometry End of Course Assessments results will increase by 5%. Goal 3: Increase Systems to support students. Targets for Goal 2: Increase of student engagement Gallup Poll survey results by 10%. Increase of faculty/staff engagement Gallup Poll survey results by 10%. Increase of school site volunteers during school hours to a total of 20. Increase of community/business partners by 50%. 0 Targets for Goal 3: Increase of PLCs using data to identify, support, and monitor needs of at risk s

19 Increase in attendance rates of at risk students. Decrease in office referrals of all students. 0 0 Some strategies included in this plan are: Student writing will emphasize use of evidence from sources to inform or make an argument. To build a culture of participation with parents and community members. Identify and support at risk students. For the detailed SIP for Wiregrass Ranch High School, please visit Pasco County School's website at