Implementation and Monitoring of the School-wide Action Plan

Transcription

1 Implementation and Monitoring of the School-wide Action Plan The high school principal, the superintendent, and the WASC leadership team take on the primary responsibility for ensuring that the School-wide Action Plan is implemented. The education committee was also regularly updated on the progress of the action plans and progress of the critical areas of follow up. Minutes of these updates were also included in monthly reports to the school board. The faculty and staff were divided into focus groups along with community members to discuss progress of the School-wide Action Plans, focus on the learning document of 2005, as well as the critical areas of follow-up in conjunction with the School-wide Action Plans. Faculty members were also placed in different groups than the above focus groups to discuss several aspects of the school-wide action plan. Discussion and input was also accomplished via among the faculty members. The WASC leadership team and the RCHS faculty together monitor the School-wide Action Plan. The final report was written by the high school principal, based on the information received from the focus groups, faculty groups, and education committee. The final report was also reviewed and approved by the above groups. It was also published on the RCS web page for review by parents. An update of this process was communicated to parents via various publications. Report on School-wide Action Plan Progress Goal 1: Staff workload (the 8-period day) needs to be evaluated and revised to better reflect the normal teaching responsibilities/expectations with the profession so as to better serve student learning. (This includes Critical Area #1 from the 2005 WASC report.) After completing Action Step #1 (study the current literature and research on scheduling) and Action Step #2 (Survey similar schools regarding schedule structure and teacher load) a questionnaire was sent to each teacher with several schedule options. The mission of the schedule study committee was threefold: 1. To address the WASC directive to evaluate the eight period day and block schedule 2. To suggest revisions to the current schedule to lighten the teacher and student load and to maximize instructional time 3. Try to minimize the negative effects on the music program while maintaining choices for students. Six different schedules with seven period days were made available to the staff. Feedback from the staff was requested, given, and reviewed by the schedule study committee. After much discussion as to what the schedule should accomplish and reviewing schedule options once again, the faculty decided and voted to keep the eight period day schedule. The majority of the faculty was in favor of the block day. The faculty also felt that students should have the ability to have a variety of electives in their high school career. The RCHS faculty has a passion and a

2 desire for excellence in education that challenges students to excel academically and encourages them to develop athletically, artistically, and socially. The faculty felt this could only be accomplished through the eight period day since so many of our students take college prep classes, AP classes, and are involved in so many extracurricular activities such as music and sports that a study hall is desirable in their schedule. After the faculty made the decision to keep the eight period day, administration decreased the work load of the teachers by providing them with a study hall period along with their prep period. This would decrease the teacher workload in that the teachers would only teach six out of the eight periods per day. A part time teacher was added to the faculty for this purpose and several teacher subject assignments were adjusted. A summary of the rationale to keep the eight period day is as follows: Students have the ability to take more electives in their high school career With the number of students at RCHS, teachers were concerned that with a seven period day, students would have to choose between electives and therefore some classes would not have enough students (i.e. Yearbook, Leadership, Mock Trial, etc.) With the eight period day, electives such as Mock Trial, Academic Decathlon, Computer Graphics, Industrial Arts, Leadership, Fine Arts, and Industrial Arts can be offered Teachers wanted to provide students with a rich, well-rounded education that has both depth and breadth for student learning Students who are on the college preparatory track have the ability to take electives and participate in the fine arts The majority of the faculty wanted to keep the block period once a week Greater ease for scheduling students with the number of students that attend RCHS as well as the number of classes that are offered Students prefer the eight period day because of their ability to take college preparatory classes as well as electives At this point, it was decided by administration and faculty to keep the eight period day. Therefore, there is no modification of the present schedule at this time. The administration and faculty will continue to review the purpose of the schedule and the eight period day several times throughout the year. Goal #2: Align curriculum with recognized professional standards (i.e. California state standards) to produce a more challenging, coherent, and relevant curriculum. (This includes Critical Area #3 from the 2005 WASC report). As Action Step #1 mandated, curriculum review committees have been established for all curriculum. For the year, the health/sexual education, social studies, and writing and grammar curriculum committees will be finishing up their research and studies. These committees will be presenting their report to the education committee. Also, initial meetings to establish scope and sequence of the mathematics curriculum have started this year. The curriculum review committees are required to compile a comprehensive report to address ESLR #1, sub-points A, B, C, and D. To address both Goal #2 and #3 of the School-wide Action Plan and also to address #3 of the Critical Areas for follow-up mandated by the WASC Accrediting Commission of 2005, RCHS

3 faculty has mapped their curriculum in all subject areas. Content is aligned to the state or national standards and administration ensures that these standards are addressed in each subject. After mapping the curriculum for one year, another component was added to address Goal #3 of the School-wide Action Plan as well as #2 of the Critical Area for follow-up. Along with mapping the content, skills, assessments, and standards of a given subject, the RCHS ESLR s are also addressed. This logically connects the ESLR s to the curriculum and allows the teacher to actively communicate and assess the ESLR s in relation to the content area. All current curriculum maps are placed in a binder for each subject area. These binders also include subject philosophy, course syllabi, and evidence to illustrate the ESLR s in action. Specific ways the faculty assesses ESLR 2 and 3 are addressed later in this report. The RCHS guidance counselors continue to analyze trends in specific areas of student test performance to determine areas of greater emphasis in the curriculum. The guidance counselors compile reports that are discussed with the high school principal and then shared with the education committee and school board. After much research, this year the guidance counselors along with the high school principal decided to replace the NEDT standardized test with the EXPLORE. The administration and guidance counselors researched a number of tests and determined that the EXPLORE test would best serve our students. The benefits of the EXPLORE test are outlined in the previous section. The guidance counselors were very pleased with the EXPLORE results and were able to identify students that are at risk, addressing ESLR #1. These results were shared with the faculty and discussions were held on how to better serve these students. Reports and summaries of test scores are located in the appendix of this report. In response to School-wide Action Plan 2.4 (consider an entrance testing program to better help students meet curriculum expectations), the Kaufman Test of Educational Achievement, Second Edition, or the KTEA-II is administered to all students as part of the admissions process. The KTEA-II is an individually administered test that gives a flexible, thorough assessment of the key academic skills in reading, math, written language, and oral language. Easy to administer, score, and interpret, the KTEA-II gives error analysis along with detailed prescriptive information for remediation planning. It covers all IDEA, Reading First, and CTM achievement areas to ensure a comprehensive, research-based assessment. The purpose of the KTEA test is to achieve two objectives. First, the KTEA is designed as a screening tool for admission eligibility. Should the student test several grade levels below his/her grade level on the KTEA, the parents may choose to further test their child for admission to RCS. Second, the KTEA test is helpful in identifying particular individual weaknesses and strengths of each prospective student. Once the student has been identified with learning needs and has been admitted to RCHS, he or she is placed in the academic support program. The academic support program assists students with learning disabilities or gaps in their educational process. The KTEA-II is administered by the Academic Support/Learning Assistance instructors. Goal #3: Encourage students to connect faith with learning and life choices. Develop assessment tools for evaluating ESLR #2 (Connecting faith and learning) and ESLR #3 (Serving God and others in His world). (This includes Critical Area #2 from the 2005 WASC report.)

4 A committee has been established to organize and carry out Spiritual Emphasis Week each year. This committee organizes the speakers, the schedule, and the service projects at the end of the week. After Spiritual Emphasis Week, the committee also organizes a chapel for students to share their experiences and thoughts on the week. The committee is comprised of administration, teachers, students, parents, and youth pastors. The chapel coordinator position is an on staff teacher who has a block period to plan and organize chapels. This same instructor teaches the Leadership Class. The Leadership Class often leads chapel. The Leadership Class has organized a prayer group that prays before chapel for the speaker and for other school concerns. The chapel band is comprised of students with an on staff teacher as their leader. They meet every morning first period to practice and learn new songs for the chapel service. Recently, the chapel coordinator, the chapel band coordinator and the high school principal have been meeting with the youth pastors of the areas to discuss the spiritual climate of the school as well as ways in which chapel can improve and become more meaningful to the student body. RCHS has seen a greater student involvement in planning and carrying out chapels as well as other activities throughout the school, thus putting into action ESLR #3 (Serving God and others in this world). Both ESLR #2 (Connecting faith and learning) and ESLR #3 (Serving God and others in His world) are specific to RCHS. These ESLR s are derived from our mission statement and as a result, have become a very important facet to our curriculum. For example, the administration and faculty have become very purposeful in developing and implementing formal assessment tools to evaluate the success of our ESLR s. Discussing different assessments and ideas that address the ESLR s became part of faculty discussions and small group faculty discussions. The RCHS faculty has a passion for Christian education that teaches from a Christian worldview in all subjects. The following are just some of the ways teachers have connected faith and learning and assessment tools (ESLR #2): In Health and Fitness, students write specific goals concerning the growth of their individual spiritual health. In Honors Anatomy and Physiology, students are tested on the miraculous way God created the human body. In Environmental Science, the final exam is in large part an essay on God s hand in nature and our Christian responsibilities toward the world. This is also discussed in class and tested at other times. Students memorize Bible verses in Health and Fitness in relation to various health issues in the life of a Christian. Students analyze biblical passages in order to understand the origins of the Christian perspective of history. Students identify biblical principles they must use when analyzing history from a Christian perspective. In history, students critique the Pax Romana from a Christian perspective. Students will assess the differences between social Darwinism and Christianity. Students critique the opposing ideologies of the Cold War and explain why one might define the Cold War in terms of good and evil. Students research the question Why do Christians study science and Where do you see God s providence and sovereignty in relation to science.

5 In English, students discuss the sinful nature of man as well as God s sustaining hand in human history in relation to certain works of literature (ex. Of Plymouth Plantation and Sinners in the Hands of an Angry God ). The literature used in Choir has a built in component for connecting faith and learning. The songs describe student s relationship with God, His protection, love, and guidance, and then our response to Him. Students discuss different cultures and what is their response to these cultures as Christian servants. Students are taught to encourage one another s gifts and abilities. In Psychology and Health and Fitness, using research materials and the Bible, students examine what is important for physical, emotional and spiritual health. Students regularly comment to our guidance counselors that teachers, counselors, and principal care for them with a love that displays that they are God s image bearers who need redemption in Christ. Two components added to the curriculum to address ESLR #3 (Serving God and others in this world) are service hours and service projects. Each student is to complete ten service hours outside the realm of school each semester. Each student must complete a sheet explaining the completed service and it must be signed by the person or organization they served. Service projects are part of Spiritual Emphasis Week. Students serve in groups on the Friday of Spiritual Emphasis Week throughout the community. Besides service hours and service projects, teachers intentionally teach students how they can be a servant in God s world. The RCHS faculty teach students to be followers of Jesus Christ, who develop into the people that God intends them to be and will be servant leaders of the future. The following are just some examples on how teachers have addressed and assessed ESLR #3 in their classes: In science and Bible classes, students are taught to recognize their responsibility to be managers of God s world using biblical principles to care for it and learn to be responsible citizens. Students discuss how certain issues of the Industrial Revolution could have been addressed from a Christian worldview. Students serve at Thanksgiving and at other times of the year by having food drives for Interfaith Ministries, and also collecting miscellaneous items for service men, etc. Students go to help out in elementary and middle school classes (teacher aide). Students help out in the bus barn (washing buses, cleaning area, etc.). In Environmental Science, students write a personal environmental worldview which is then used as a base for developing a Christian worldview. The Choir performs numerous concerts over the course of the school year in the hopes of not just entertaining, but proclaiming who we are and lifting others in our faith. Vocal groups perform at various churches throughout the school year. Vocal and instrumental groups lead chapel time at RCHS and other schools. At this time, plans are being made to conduct exit interviews with a random number of students from the Class of Questions will be compiled by the administration and WASC Leadership Committee with the goal of assessing changes in student attitudes reflecting ESLR s 2 and 3.

6 Goal #4: Prepare the facility modernization and expansion At this time, an Industrial Arts Complex is being built to meet the needs of the developing Industrial Arts Program at RCHS. This complex will consist of two large work areas for woodworking and metalworking, two classrooms, office space, restrooms, and storage. In addition to this, the school board has a strategic plan for the school that is attached to this report. Much of the future building and expansion of the campus depends upon a solid financial base and continued growth in student enrollment. However, there has been a great deal completed in the high school to give the building a fresh, new look. The following are some of the improvements made to the high school: Most of the classrooms have been painted with plans for the rest of the classrooms to be painted summer of The library and computer lab received new carpet. All the computers have been upgraded in the high school. Projection systems have been installed in many classrooms. A college and career center is being created. A new art room was created. A kiln was purchased and placed in a fenced fire safe area. A classroom was converted to a Life Skills classroom. The halls and ceiling were painted. Bible verses were placed on the walls in the halls and many of the classrooms. Fold-up tables and seats were purchased for the student center for lunch. Tables were placed on cement to provide a nicer outside eating area for our students. The front office was remodeled. A meeting room and new offices were created for the superintendent and bookkeeper. A room was built for Academic Support. Athletic fields have been updated. A football team room has been built by the gymnasium. A trophy case, lighting, and curtains have been added to the Performing Arts/Gymnasium facility. Critical Areas of Follow up #4: The school board and superintendent must provide instructional leadership and increase their level of participation in the school s self-study process and the resulting action plans. Following the 2005 WASC report, the superintendent became the self-study coordinator of the WASC process. Members of the WASC leadership team met with their individual focus groups to discuss the progress of the school and the school-wide action plans as well as the critical areas of follow-up. The superintendent then called meetings of the leadership team to discuss progress, questions, and concerns. The school board is updated monthly on the progress of the WASC process. The high school principal also compiles a monthly report on the high school (test scores, curriculum updates, WASC progress, faculty goals, special events, etc.) for the education committee. This report is also shared at the monthly school board meetings.

7 The superintendent and the high school principal, along with the elementary/middle school principal meet formally once a week as an administrative council. Along with many other issues, the WASC process and the progress of the school-wide action plans are discussed. The administrative council is responsible for the curricular, co curricular, extracurricular, and operational aspects of the school. Additionally, the administrative council works together to ensure continual care and attention to the professional development needs of the staff and faculty. The administrative staff, along with the school board, also develops and implements healthy organizational structures, policies, and procedures for the school. Recently, the superintendent, the principals, and the school board have discussed the necessity of reviewing and updating the school s strategic planning. In order to meet the needs of the school in light of the changing enrollment, the superintendent, principals, and school board have realized the need to revisit the strategic plan for the future of the school. The superintendent met with the administrative council, school board, education committee and faculties to present a power point presentation on the types of schools and the need for RCS to identify what type of school they are in order to restructure the strategic plan for Ripon Christian Schools. A copy of this power point presentation is included in the appendix of this report. This strategic plan is being reviewed and refined as these groups and committees discuss who we are as a school and what type of school we would like to become. This strategic plan will affect the identity of the school as well as the vision for the future. The administration and school board believe the implementation of a revised strategic plan as well as carrying out the school-wide action plan will provide the visionary and instructional leadership that will enable all groups to work toward a common goal. Critical Area of Follow Up #5: Greater trust, communication, and support need to be collaboratively established between the high school staff and community and the superintendent. The superintendent has provided much visionary leadership to RCHS in the past several years. He is responsible for the oversight of all day-to-day business, academics, and co-curricular operations. He leads and directs the RCS community through a team of administrators who, together, are responsible for the curricular, co-curricular, extracurricular, and operational aspects of the school. Working closely with the school board, the superintendent also develops, establishes, and manages the annual budget to support all activities within the school, including academic, spiritual, athletic, social activities, and tuition assistance. The superintendent reports to the school board on a monthly basis and also oversees the special projects and capital fundraising programs to advance the growth of Ripon Christian Schools. Since the 2005 WASC visit, the superintendent and other business offices have been moved to the high school campus. This achieved our goal of having greater communication between the superintendent, high school staff, and the community. The superintendent s office is usually open to the staff and constituency. The superintendent attends weekly devotions with the high school staff. He calls special meetings or attends faculty meetings to share administrative information as well as plans and goals for the year. The superintendent meets weekly with the principals from both the high school and elementary/middle school campuses.

8 The superintendent also has a weekly bulletin that is sent out to all teachers and staff. This communication contains a brief article written by the superintendent as well as weekly events. The superintendent also communicates through written articles in the Communique, a newsletter that is sent home several times a year to the constituency. The superintendent also attends extracurricular and community events.