School Performance Plan Middle/High Schools

Size: px
Start display at page:

Download "School Performance Plan Middle/High Schools"

Transcription

1 SY School Performance Plan Middle/High Schools 421 National Academy Foundation School Danielle M. Rembert, Principal Dr. Diane Bragdon, Executive Director Byra Cole, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE PLAN IMPLEMENTATION GUIDE FOR STEP-BY-STEP INSTRUCTIONS, ADDITIONAL GUIDANCE, AND ITEM DEFINITIONS. School Performance Plan for National Academy Foundation School 1 of 72

2 Your School s Instructional Leadership Team Danielle M. Rembert Yvonne Oliver Reginald Howard Yvonne Brown David Brelsford Victoria Clay Jennifer Fisher Taylor Ransome Dana Casey Harik Cofer Name Position Principal Educational Associate Staff Associate CTE Teacher, Information Technology General Educator-Middle School, Math General Educator-Middle School, English General Educator-High School, Math General Educator-Middle School, Science General Educator-High School, English CTE Teacher, Finance Key Points of Contact at Your School Position Name Contact Professional Development Point of Contact/Monitor New Teacher Mentor Coordinator Yvonne Oliver YDOliver@bcps.k12.md.us School Family Council Representative Family and Community Engagement Representative Darnell Richardson School Performance Plan for National Academy Foundation School 2 of 72

3 Reflect on SY School Performance Plan Guidance: Complete these questions by reflecting with your Instructional Leadership Team, Executive Director and Network Facilitator prior to Step 1. Record your answers below. 1. What progress did you make toward meeting your SPP SY goals? NAF Middle and High School made progress toward our three goals from SPP SY as evidenced by the following: Goal 1: NAF Prep piloted 'The Academy of Math' program, started 'The Initiative' after school program for science, mathematics, and robotics. Additionally, 'Step Up' was continued as an intervention for academic success, and implemented the 'Take 10 Saturday School' program to improve MSA readiness. Pending the outcome of the 2012 MSA data results, these strategies will be evaluated for their effectiveness in our reaching our ten point increase goal on MSAs. Goal 2: NAF continues to work toward improving school climate and culture by expanding and offering a complete sports program, extra-curricular activities, the aforementioned in goal one above, behavior tracking sheets, and peer mediation. These initiatives have assisted in decreasing our suspensions from 42 to 30. Goal 3: NAF High School previously offered a dual enrollment program for qualifying juniors and seniors. We have made progress by entering into new articulation agreements with additional college partners. 2. Were your strategies fully implemented, partially implemented, not implemented at all? Why? Goal 1: Fully implemented. NAF Prep piloted 'The Academy of Math' program, started 'The Initiative' after school program for science, mathematics, and robotics. Additionally, 'Step Up' was continued as an intervention for academic success, and implemented the 'Take 10 Saturday School' program to improve MSA readiness. Goal 2: Fully implemented. NAF continues to work toward improving school climate and culture by expanding and offering a complete sports program, extracurricular activities, the aforementioned in goal one above, behavior tracking sheets, and peer mediation. These initiatives have assisted in decreasing our suspension rate from 42 to 30. Goal 3: Fully implemented. Juniors dually enrolled last year continued to be enrolled in the program as seniors and a new cohort of juniors was added to the program. 3. What evidence of actual impact did you see on instructional practice and/or student learning? Goal 1: NAF Prep piloted 'The Academy of Math' program, started 'The Initiative' after school program for science, mathematics, and robotics. Additionally, 'Step Up' was continued as an intervention for academic success, and implemented the 'Take 10 Saturday School' program to improve MSA readiness. Pending the outcome of the 2012 MSA data results, these strategies will be evaluated for their effectiveness in our reaching our ten point increase goal. Goal 2: Based on the previous number of suspensions (42) and the current number of suspensions for SY (30) fewer students are missing academic instruction which is directly impacting student learning. Goal 3: Twenty-four seniors and 17 juniors earned college credit through dual enrollment in SY School Performance Plan for National Academy Foundation School 3 of 72

4 4. What practices are in place that we are unable to link to increased student achievement? n/a 5. If your school participated in the School Effectiveness Review (SER) process, how will that feedback influence your strategic planning for ? n/a School Performance Plan for National Academy Foundation School 4 of 72

5 Step 1: Collect and Chart Data Effect Data: Outcomes or Results State Test Data (MSA, HSA) Stanford 10 District Benchmarks and End of Course Assessments Formative Assessments (teacher developed assessments) Diagnostic Assessments (RISE, STEP, DIBBELS, NWEA) Attendance Discipline/Suspension Data Student Work (i.e. writing samples) Grades & GPA School Effectiveness Review (if applicable) Climate Survey ACCESS DATA LINK & THE RAPID RESPONSE TOOL DIRECTLY BY VISITING: School Performance Plan for National Academy Foundation School 5 of 72

6 School Demographics Total Enrollment % of Students by Subgroup African-American 86.7 American Indian/Alaskan Native 0.6 Asian/Pacific Islander 1.4 Hispanic 1.1 White 9.4 Free and Reduced Meals (FARM) 88.6 English Language Learners (ELL) 5.2 Students with Disabilities (SWD) 18.3 % Mobility % of Highly Qualified Teachers 70.7 % of Teachers with Less than Five Years of Experience 35 Principal s Years of Experience.2 Principal s Tenure at the School.2 School Improvement Status No Attendance Data All % habitually truant > 20 days 0 0 % chronically absent < 5 days School Performance Plan for National Academy Foundation School 6 of 72

7 Graduation Rate Cohort Graduation Rate Leaver Graduation Rate Graduation Rate # of Graduates School Performance Plan for National Academy Foundation School 7 of 72

8 MSA Reading (% Proficient and Advanced) Grade Grade 6 Grade 7 Grade 8 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White * * Hispanic FARM SWD School Performance Plan for National Academy Foundation School 8 of 72

9 MSA Math (% Proficient and Advanced) Grade Grade 6 Grade 7 Grade 8 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White * * Hispanic FARM School Performance Plan for National Academy Foundation School 9 of 72

10 MSA Science (% Proficient and Advanced) Grade Grade 8 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native Hispanic 0 FARM School Performance Plan for National Academy Foundation School 10 of 72

11 HSA Data (% Passing) Subject Area Algebra Biology English 2 Year All Subgroups Asian/Pacific Islander African-American American Indian/Alaskan Native White Hispanic SWD HSA Data (% Passing) Subject Area Government Year Subgroups Asian/Pacific Islander 0.0 African-American American Indian/Alaskan Native Hispanic School Performance Plan for National Academy Foundation School 11 of 72

12 Advanced Placement Course Enrollment and Performance Year # of AP Courses Offered 0 # of Students Enrolled in AP Courses 0 # of AP Examinations Taken 0 # of AP Examinations Scored 3 or Higher 0 School Performance Plan for National Academy Foundation School 12 of 72

13 Charting Additional Effect Data Points Guidance: Additional Effect Data should be charted in the Charting Additional Effect Data table below. Gather and organize data in order to gain insights about teaching, learning, and leadership practices. Consider charting data that is disaggregated and triangulated. Dual Enrollment Data Point What do the data tell you about trends in student achievement and other aspects of your school performance? Thirty students were dually enrolled in Fall 2011 and eleven in Spring 2012 at BCCC, Morgan, Coppin State, University of Baltimore. In fall 2011 Baltimore International College dissolved the program 10 students affected, and Morgan did not continue for spring students affected. The Morgan program will recommence in fall We would like to increase the number of students in dual enrollment program. In order to do so, we need to have students passing the HSAs on the first attempt. Step-Up Former Dunbar Middle School Attendance vs NAF Prep Attendance Former Dunbar Middle School Suspension rate vs NAF Prep Teacher Retention Academy Data (i.e certification, pinning, adding engineering and law academies) JHU Partnership Program Athletic Program (number of sports offered) Food Bank and After School Food Bank Step Up was offered and the majority of involved students attended consistently. We are waiting for our MSA results to see how their achievement improved. Attendance from SY 2011 to SY 2012 has improved. However, we feel an SST will reduce the number of students with 5 or more absences. Suspensions in the middle school have declined greatly as students have adjusted to new expectations for behavior. NAF has not had a teacher retention problem. All the academies have good enrollment with the exception of finance. We are working to increase finance enrollment by providing more internships and job shadow opportunities. The internship program has been successful. The interns are doing one on one tutoring with HSA retakers. Nine sports are offered on the high school level. For SY 2013, we hope to offer some sports to the middle school. The Food Bank has been useful to students and their families. We will continue the program in SY School Performance Plan for National Academy Foundation School 13 of 72

14 Data Point What do the data tell you about trends in student achievement and other aspects of your school performance? School Performance Plan for National Academy Foundation School 14 of 72

15 Annual Measurable Objectives Objective #1: Grade 6 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 49.2% to 57.3%; African-American students from 50% to 57.3%; White students from % to 76.7%; Hispanic students from 0% to 0%; LEP students from 0% to 0%; Special Education students from % to 24.3% and FARM students from 49.2% to 57.3%. Grade 7 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 60.3% to 68.4%; African-American students from 59.4% to 68.4%; White students from *% to 100%; Hispanic students from 0% to 0%; LEP students from 0% to 0%; Special Education students from % to 19.5% and FARM students from 58.5% to 68.4%. Grade 8 Between June 2012 and June 2013, the proficient rate on the Reading portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 40.3% to 47.8%; African-American students from 38.6% to 49.4%; White students from *% to 0%; Hispanic students from 0% to 0%; LEP students from 0% to 0%; Special Education students from % to 30.0% and FARM students from 39.4% to 48.4%. Objective #2: Grade 6 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 63.5% to 34.0%; African-American students from 64.5% to 34.0%; White students from % to 43.3%; Hispanic students from 0% to 0%; LEP students from 0% to 0%; Special Education students from % to 15% and FARM students from 62.3% to 34.0%. Grade 7 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 17.6% to 43.8%; African-American students from 15.6% to 43.8%; White students from *% to 100%; Hispanic students from 0% to 0%; LEP students from 0% to 0%; Special Education students from % to 31.7% and FARM students from 15.4% to 43.8%. Grade 8 Between June 2012 and June 2013, the proficient rate on the Mathematics portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 11.1% to 12.9%; African-American students from 8.6% to 13.0%; White students from *% to 0%; Hispanic students from 0% to 0%; LEP students from 0% to 0%; Special Education students from % to 15% and FARM students from 9.9% to 12.9%. School Performance Plan for National Academy Foundation School 15 of 72

16 Objective #3: Grade 8 Between June 2012 and June 2013, the proficient rate on the Science portion of the Maryland School Assessment will increase a minimum of 10 percentage points for all students from the previous year from 27.5% to 25.5%; African-American students from 26.9% to 25.1%; White students from % to 0%; Hispanic students from 0% to 0%; LEP students from 0% to 0%; Special Education students from % to 18.3% and FARM students from 25.8% to 25.5%. Objective #4: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %. (Only applies to schools administering the Alt MSA.) Objective #5: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt MSA will increase a minimum of 15 percentage points from the previous year from % to %; (Only applies to schools administering the Alt MSA.) Objective #5: Between June 2012 and June 2013, the proficient/passing rate on the English High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 32.5% to 47.5%; African-American students from 32.2% 47.2%; White students from 33.3% to 48.3%; Hispanic students from % to %; LEP students from % to %; Special Education students from 7.1% to 22.1%. Objective #6: Between June 2012 and June 2013, the proficient/passing rate on the Government High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from % to %; African-American students from % %; White students from % to %; Hispanic students from % to %; LEP students from % to %; Special Education students from % to %. Objective #7: Between June 2012 and June 2013, the proficient/passing rate on the Biology High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 33.6% to 48.6%; African-American students from 32.8% 47.8%; White students from 71.4% to 86.4%; Hispanic students from % to %; LEP students from % to %; Special Education students from 18.8% to 33.8%. Objective #8: Between June 2012 and June 2013, the proficient/passing rate on the Algebra High School Assessment will increase a minimum of 15 percentage points for all students from the previous year from 27.5% to 42.5%; African-American students from 32.1% 47.1%; White students from 0.0% to %; Hispanic students from % to %; LEP students from % to %; Special Education students from 22.2% to 37.2%. Objective #9: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Reading portion of the Alt-HSA will increase a minimum of 15 percentage points from the previous year from % to %. (Only applies to schools administering the Alt-HSA.) School Performance Plan for National Academy Foundation School 16 of 72

17 Objective #10: Between June 2012 and June 2013, 80%of the students scoring at proficient or advanced in the Mathematics portion of the Alt-HSA will increase a minimum of 15 percentage points from the previous year from % to %; (Only applies to schools administering the Alt-HSA.) Objective #11: Between June 2012 and June 2013, the student attendance will increase from 86.08% to 96.08% to meet the annual measurable objective. Objective #12: Between June 2012 and June 2013 the graduation rate will increase from 85% to 95% to meet the annual measurable objective. School Performance Plan for National Academy Foundation School 17 of 72

18 Step 2: Analyze Data to Prioritize Needs Guidance: Complete these questions by meeting with your Instructional Leadership Team, School Family Council, Executive Director, and Network Facilitator to begin the development of your school s School Performance Plan. Record your answers below. 1. What do your data tell you about students overall performance? Student achievement in the classroom did not equate to MSA/HSA performance. Teachers report that students were achieving on classroom tests and quizzes. Our overall attendance is good, but our students who are absent over five days is not acceptable, and we believe that these absences negatively contribute to test performance. Therefore, our habitually truant rate is at 37.9% becuase we have several students who have been absent for 10 or more days. As a result, those students are appearing on the SMS Report that charts 10 or more absences readily. 2. How are subgroups of students performing, e.g. particular grade levels; content areas; accelerated learners; SWD, FARMS? Please discuss those groups with the largest achievement gaps. We need to move students from proficient to advanced in each MSA tested subject. Our data indicates that in grades 6 and 7 in MSA reading, white students performed at 66.7% (grade 6) and at 100% (grade 7) which was 20.2% greater than grade 6 African American students and 42.1% greater than grade 7 African American students. Our data indicates that in grades 6 and 7 in MSA math, white students performed at 33.3% (grade 6) and at 100% (grade 7) which was 9.7% greater than grade 6 African American students and 67.1% greater than grade 7 African American students. Therefore, our greatest achievements gaps exist amongst our African-American students and their white counterparts. 3. How did my teachers perform (test results by grade level, teacher/class, subject area/and subgroup. e.g. SWD)? Teacher attendance: Students with teachers who were out more frequently tended to not perform well. As well, students with high absences were also poor assessment performers. Guidance: Based on the answers to the questions above, generate a list of school strengths and needs, and record them below. Consider the contributing factors and identify the sources of data that demonstrate these trends, and record them below. Limit your Strengths and Needs to the three most important. Examples of Cause Data (Contributing Factors): Professional Practices that Create Effects or Results Use of teacher collaborative planning time Implementation of effective professional development strategies Research-based classroom instructional strategies Classroom visits Teacher feedback Professional Learning Communities Other: School Performance Plan for National Academy Foundation School 18 of 72

19 Strengths Contributing Factors Data Source Teacher retention, recruitment Now that we are a 6-12 school we have the opportunity for collaborative and vertical planning along subject lines Teacher recruitment at NAF begins in December of the prior school year once an assessment is made regarding areas of need. Recruitment is launched with an eye towards steady growth in student enrollment in the middle and high schools. NAF utilizes PD days and monthly vertical planning meetings in order to build the foundation for the transition from middle school to high school. The vast majority (need exact percent) of teachers at NAF are highly qualified. Several are dually certified in various disciplines. The fact that there is an exceedingly low attrition rate amongst staff (that is considerably below District attrition rates) serves as evidence of teacher retention. Minutes from meetings Completed vertical plan by subject area Grades, HSA/MSA Data 8th graders accepted by #1 school of choice rises Strong Career Technology Education (CTE) pathways, as well as continued strengthening of pathway curriculum CTE instructors are committed to courses and participate in professional development opportunities. Increased number of CTE pathway completers (insert specific numbers) Needs Contributing Factors Data Source Establish Effective Student Support Team We are: not implementing effective strategies and alternatives to suspension. not effectively analyzing data to determine root causes/trends of truant students not implementing reengagement strategies not having an effective Family Community Engagement Team Suspension Data SST Referrals (quote exact number of suspensions and by type) *Attendance Data *Community Partnerships (include data about Truant students-20 days or more that are not on suspension) To become a data informed school NAF opted out of district wide initiatives and curricula support. Teachers are not trained in DataLink. Instructional decisions are not made based upon data. Teacher interviews. MSA/HSA scores below city-wide averages. School Performance Plan for National Academy Foundation School 19 of 72

20 Needs Contributing Factors Data Source Establish Collaborative Planning Unfotunately, we: do not have common planning times among content teams do not have Peer-to-Peer Learning Communities do not have Professional Learning Communities have not researched Best Practices Around Collaborative Planning Achievement Data Testing Data Attendance Data School Performance Plan for National Academy Foundation School 20 of 72

21 Step 3: Establish SMART Goals and Step 4: Select Strategies Guidance: Identify your three most critical goals for student achievement based on needs that were identified through the inquiry process. Be sure your goals are Specific, Measurable, Achievable, Relevant, and Timely (SMART). Then, for each goal, identify specific strategies that support: Highly Effective Instruction or Climate; Professional Development; and Engaged Family and Community. Strategies should be action-oriented, measurable, and research-based. Your school should focus on two Highly Effective Instruction strategies and one Climate strategy. There may be multiple components of a strategy noted within each category. More than one Professional Development strategy may be selected by the dropdown menu. Please refer to the SPP Implementation Guide for additional guidance on completing this section. School-Level Goal #1 Goal #1 There will be a school-wide increase by 10% in the number of students who are performing at proficient or advanced in reading comprehension and writing aptitude as measured by DIBBELS, RISE, MSAs, HSAs, Benchmarks (with Common Core Modules), SATs, Portfolio Projects/Presentations, Advanced Placement exams, Rubrics, and teacher created assessments by June [Instructional Goal: Reading and Writing Proficiency] School-Level Strategies Funding Resources School Performance Plan for National Academy Foundation School 21 of 72

22 High Yield Instructional Strategy: In preparation for the advent of the common core standards, we have identified one common core standard in reading ("Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning") and one in writing ( Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant/sufficient evidence ) that we will unpack and teach with fidelity. We will also use instructional strategies prepare our students for the common core standards so that they may become proficient/advanced in reading comprehension and writing aptitude. We have identified and will use the three new instructional strategies listed below. General Funds Title I School Improvement Special Education A. UTILIZATION OF MARZANO S HIGH YIELD INSTRUCTIONAL STRATEGIES The instructional core will work in collaborative fashion to ensure the implementation of Marzano s high yield strategies. Implementation of the strategies will come through professional development for teachers on the strategies, how to explicitly teach the strategies, how to confer with students (reading and writing conferences), and how to assess students learning and utilization of the strategies. Marzano s strategies of focus will be: 1. Identifying similarities and differences (1.6 effect size) 2. Summarizing and note-taking (1.0 effect size) B. IMPLEMENTATION OF THE INSTRUCTIONAL FRAMEWORK (LITERACY) The administration will work to develop teachers in the Comprehensive Approach to Literacy the New Instructional Framework. Teachers will learn the components of the framework and more specifically, become versed in the Gradual Release of Responsibility where the students become more independent and take ownership over their learning. C. CREATION AND IMPLEMENTATION OF A DATA DRIVEN CYCLE TO TARGET/IMPROVE INSTRUCTION The administration will work with the various content area departments to fashion a data driven cycle and professionally develop the teachers whereby teachers will be able to do the following: give students pre-assessments which are standard/skill specific; hold conferences with students whereby they understand their standard/skill deficits and develop action plans to address the deficits; re-teach students the standards/skills until they achieve mastery; and give post-assessments to determine mastery or need for further re-teach lessons. The implementation of the above cycle will make mastery and how to achieve it transparent to students. It also involves students in the learning process and makes them active participants in their learning process by causing them to plan and implement the plan as it relates to mastery. School Performance Plan for National Academy Foundation School 22 of 72

23 Cycle of Professional Learning (REQUIRED): Please see attached Cycle of Professional Learning 1. Provide professional development that focuses on the Common Core Reading and Writing Standards identified with Goal #1 2. Provide professional development that focuses on Marzano's High Yield Strategies identified with Goal #1 3. Make sure that students are engaged in rigorous coursework 4. Create an environment that prepares students to perform well on standardized tests Professional Development Strategy: Professional Learning Community; In order to ensure our professional learning communities function we will schedule the school such that teachers will have collaborative planning time. Also, we will be able to host school-based professional development during this common planning time.teachers will be able to plan collaboratively by departments (content areas) on a weekly basis. In addition, NAF has five (5) academies (Finance, Hospitality and Tourism, Engineering, Law, and Information Technology) with teachers who will be given an opportunity to plan as NAF Academies. We expect to include the Regional Team members of our National organization to provide additional professional development to our Academy teachers so those teachers may truly form a professional learning community. Next, we expect to take full advantage of the Distict's professional development regarding the Literacy Instructional Framework. Finally, when the District has professional development days or half days we will include planning time so teachers may meet as grade levels to discuss students, students' work, and attend professional development workshops. Engaged Family and Community Strategy: In order to engage families/communities we understand that we should address the FCE categories (Parenting, Communication, Collaboration w/community, Volunteering, Joint-Decision Making, and Learning at Home). Regarding Goal #1 NAF will improve communication with families by updating our website bimonthly (on or about the 1st and 16th of each month), sending out Global Connect Calls to give families important information about reading and writing, and mailing/flyers regarding reading/writing activities. To improve collaboration with the community NAF will enter into partnerships that will enhance reading/writing education (e.g. Tutoring programs, SAT Prep, etc), establish a PTSCO (Parent, Teacher, Student, Community Organization) which meets monthly, and host Back to School/Parent-Teacher Conference Nights. Finally, to improve our learning at home ventures we will send home flyers with parent/school/home connection tips as well as host Family Literacy and Math Nights (one literacy night during the Fall semester and one math night during the Spring semester). School Performance Plan for National Academy Foundation School 23 of 72

24 School-Level Goal #2 Goal #2 There will be a school-wide increase by 10% in the number of students who are performing at proficient or advanced in mathematics (automaticity, computation, problem-solving, etc.,.) as measured by the MSAs, HSAs, Benchmarks/Common Core Modules, Agile Mind Assessments, PSATs, SATs, and teacher created assessments by June [Instructional Goal: Mathematics Proficiency] School-Level Strategies High Yield Instructional Strategy: In preparation for the advent of the common core standards, we have identified one common core standard in mathematics ("Solve real-world math problems leading to 2 linear equations in 2 variables...and create equations in 2 or more variables...) A. UTILIZATION OF MARZANO S HIGH YIELD INSTRUCTIONAL STRATEGIES The instructional core will work in collaborative fashion to ensure the implementation of Marzano s high yield strategies. Implementation of the strategies will come through professional development for teachers on the strategies, how to explicitly teach the strategies, how to confer with students (math/data conferences), and how to assess students learning and utilization of the strategies. General Funds Title I School Improvement Special Education Funding Resources Marzano s strategies of focus will be: 1. Summarizing and note-taking (1.0 effect size) 2. Cooperative Learning (.61 effect size) B. IMPLEMENTATION OF THE INSTRUCTIONAL FRAMEWORK (MATHEMATICS) The administration will work to develop teachers in the Comprehensive Approach to Mathematics the New Instructional Framework. Teachers will learn the components of the framework and more specifically, become versed in the Gradual Release of Responsibility where the students become more independent and take ownership over their learning. In addition, we will begin utilization of the Agile Minds curriculum so that our students will learn mathematics more deeply in preparation for the Common Core Assessments. School Performance Plan for National Academy Foundation School 24 of 72

25 Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning. 1. Provide professional development that focuses on the Common Core Math Standards identified with Goal # 2 2. Provide professional development that focuses on Marzano's High Yield Strategies identified with Goal # 2 3. Make sure that students are engaged in rigorous coursework 4. Create an environment that prepares students to perform well on standardized tests Professional Development Strategy: District-Sponsored Systemic Professional Development; NAF will take full advantage of the District's professional development regarding Agile Mind. We will strive to prepare our students to meet the Common Core Standards in Mathematics via the Agile Minds program. Also, we will take full advantage of the District's professional development regarding the Mathematics Instructional Framework (automaticity, guided practice, etc.). Finally, we will take full advantage of the District's professional development regarding the Gradual Release of Responsibility. In addition, to ensure our professional learning communities function we will schedule the school such that teachers will have collaborative planning time. Teachers will be able to plan collaboratively by departments (content areas) on a weekly basis. Also, we will be able to host school-based professional development during this common planning time. In addition, NAF has five (5) academies (Finance, Hospitality and Tourism, Engineering, Law, and Information Technology) with teachers who will be given an opportunity to plan as NAF Academies. We expect to include the Regional Team members of our National organization to provide additional professional development to our Academy teachers so those teachers may truly form a professional learning community. Finally, when the District has professional development days or half days we will include planning time so teachers may meet as grade levels to discuss students, students' work, and attend professional development workshops. Engaged Family and Community Strategy: In order to engage families/communities we understand that we should address the FCE categories (Parenting, Communication, Collaboration w/community, Volunteering, Joint-Decision Making, and Learning at Home) regarding Goal #2 NAF will improve communication by introducing parents to the Parent Portal. It is our hope to provide professional development to parents (as well as teachers and staff) so that they understand how to use Parent Portal to keep abreast of their child's/children's progress. To improve collaboration with the community NAF will enter into partnerships that will enhance mathematics education (e.g. Tutoring programs, SAT Prep, etc), establish a PTSCO (Parent, Teacher, Student, Community Organization) which meets monthly, and host Back to School/Parent-Teacher Conference Nights. Finally, to improve our learning at home ventures we will send home flyers with parent/school/home connection tips as well as host Family Math and Litearcy Nights (one math night during Spring semester and one literacy night during the Fall semester). School Performance Plan for National Academy Foundation School 25 of 72

26 School-Level Goal #3 Goal #3 There will be a school-wide decrease by 10% of the students who are habitually truant (absent 20 or more days) across all grade levels by the end of the school year as measured by SMS data, Maryland State Report Card, and school designed indicators. School-Level Strategies Funding Resources School Performance Plan for National Academy Foundation School 26 of 72

27 High Yield Instructional Strategy: Our Needs Assessment and ILT Meetings have revealed troubling data regarding our students attendance. According to the Maryland State Report Card our habitually truant rate is 37.9% (students with 20 or more absences). Attendance directly bears on students achievement; students generally do not succeed academically if they are not in school. In order to reduce our habitually truant rate we have come up with the following strategies: General Funds A. STUDENT SUPPORT TEAM AND ATTENDANCE LIAISON Creating a Student Support Team (SST) that is inclusive of an Attendance Liaison will allow us to better identify and meet the needs of our students who are habitually truant. The SST and Attendance Liaison will monitor students attendance, meet with students and parents, conduct home visits, convene the team (which will include teachers, guidance counselor, etc) to develop strategies/interventions for improvement of attendance, and refer families to agencies which will provide support. B. SCHOOL-WIDE ATTENDANCE POLICY AND PROCEDURES Currently, we do not have a comprehensive attendance policy that we implement with fidelity. We follow the district s attendance policies. It is our intention to develop focus groups and work groups so we may determine what the issues/barriers are to student attendance. Once we identify those barriers then we can develop a policy and procedures of implementation for the policy. We expect to include students in the process so that the plan can be truly comprehensive. We believe it is possible that our procedures may vary between the middle grades and the high school grades as we want to make sure the procedures are age-appropriate. However, we expect that the policy will be consistent across grade levels. For example, if at two occurrences a teacher calls home that action happens in both the middle school and the high school. C. COMPREHENSIVE ATTENDANCE INCENTIVE PROGRAM Creating a student incentive program (which will be comprehensive and address students at each grade level) should decrease our habitually truant rate. We will obtain ideas about appropriate incentives from students as well as staff. We expect that focus groups we develop to assist us in crafting the attendance policy will also give us information about incentives. Once we collect the ideas the Attendance Liaison will be responsible for implementing and managing the incentive program. The program will not only focus on students who are achieving in attendance but, will also recognize improvement in attendance. We expect incentives to include pizza parties, trips, give-aways, and/or recognition events. Implementing an incentive program with consistency will give our students the message that attendance is important and directly correlates with academic achievement. Cycle of Professional Learning (REQUIRED): Please attach the Cycle of Professional learning. 1. Provide professional development regarding the SST process for the entire school 2. Provide professional development regarding parent/family/community outreach and how to conduct home visits 3. Provide professional development on how to initiate/enhance parent/teacher relationships School Performance Plan for National Academy Foundation School 27 of 72

28 Professional Development Strategy: District-Sponsored Systemic Professional Development; NAF will take full advantage of the District's professional development regarding Literacy and Math (Agile Mind). We will strive to prepare our students to meet the Common Core Standards in Literacy and in Mathematics (via the Agile Minds program). Also, we will take full advantage of the District's professional development regarding the Literacy Instructional Framework and Mathematics Instructional Framework (automaticity, guided practice, etc.). Finally, we will take full advantage of the District's professional development regarding the Gradual Release of Responsibility. In addition, to ensure our professional learning communities function we will schedule the school such that teachers will have collaborative planning time. Teachers will be able to plan collaboratively by departments (content areas) on a weekly basis. Also, we will be able to host school-based professional development during this common planning time. In addition, NAF has five (5) academies (Finance, Hospitality and Tourism, Engineering, Law, and Information Technology) with teachers who will be given an opportunity to plan as NAF Academies. We expect to include the Regional Team members of our National organization to provide additional professional development to our Academy teachers so those teachers may truly form a professional learning community. Finally, when the District has professional development days or half days we will include planning time so teachers may meet as grade levels to discuss students, students' work, and attend professional development workshops. Engaged Family and Community Strategy: NAF will team up with parents/guardians, teachers, staff and the community to promote the benefits of attending school regularly. We will create partnerships with community organizations that will assist us in delivering the incentives that are a part of our Comprehensive Attendnace Incentive program. Also, in order to engage families/communities we understand that we should address the FCE categories (Parenting, Communication, Collaboration w/community, Volunteering, Joint-Decision Making, and Learning at Home) regarding Goal #3 NAF will enhance our families parenting by ensuring that we while we conduct our home visits we refer our parents to agencies that may assist them/meet their needs. Finally, we will encourage joint-decision making by onvolving parents/guardians in the development of the school-wide attendance procedure and the school/family compact. School Performance Plan for National Academy Foundation School 28 of 72

29 What strategies will your school use to support new teachers? 1. Organize monthly new teacher professional development workshops/meetings to discuss the following: lesson plan writing, using curriculum, the Instructional Framework, classroom management, assessment, rigor, community engagement, teacher evaluation system and the development of good teacher - parent relationships. General Funds Funding Resources 2. New Teachers will receive schedules that allow for collaborative planning and common lunch periods (where possible) with more seasoned teachers within their content area or grade level. New teachers will be matched up with tenured teachers and will be expected to support each other as a cohort group. Finally, one of our Educational associates (Ms. Oliver) has been designated as our New Teacher Mentor so that she may organize professional development workshops/meetings, pairings with tenured teachers, and other layers of support for new teachers. 3. New teachers will be invited to serve on the ILT and will be encouraged to visit other schools and classrooms to see how other teachers prepare for, teach, and manage their classrooms. Also, we will engage our Network specialist and members of the Office of Teaching and Learning to provide an additional layer of support for our new teachers as needed. General Funds 5000 Title I School Improvement 5000 Special Education 2000 School Performance Plan for National Academy Foundation School 29 of 72

30 Step 5: Determine Results Indicators Results Indicator Statements: Results Indicators describe: What to look for in monitoring the implementation of the strategy; and What relationships can be established between strategies and outcome data. Your ILT should identify results indicators for each of the three strategies connected to each school-level goal. (NOTE: The 3 primary strategies identified below will pre-populate here: Highly Effective Inst./Climate, Professional Development, and Engaged Fam and Comm.) School-Level Goal #1 Goal #1 There will be a school-wide increase by 10% in the number of students who are performing at proficient or advanced in reading comprehension and writing aptitude as measured by DIBBELS, RISE, MSAs, HSAs, Benchmarks (with Common Core Modules), SATs, Portfolio Projects/Presentations, Advanced Placement exams, Rubrics, and teacher created assessments by June [Instructional Goal: Reading and Writing Proficiency] School-Level Goal #1 Strategies Results Indicator Reporting Mechanism School Performance Plan for National Academy Foundation School 30 of 72

31 School-Level Goal #1 Goal #1 There will be a school-wide increase by 10% in the number of students who are performing at proficient or advanced in reading comprehension and writing aptitude as measured by DIBBELS, RISE, MSAs, HSAs, Benchmarks (with Common Core Modules), SATs, Portfolio Projects/Presentations, Advanced Placement exams, Rubrics, and teacher created assessments by June [Instructional Goal: Reading and Writing Proficiency] School-Level Goal #1 Strategies Results Indicator Reporting Mechanism In preparation for the advent of the common core standards, we have identified one common core standard in reading ("Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning") and one in writing ( Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant/sufficient evidence ) that we will unpack and teach with fidelity. We will also use instructional strategies prepare our students for the common core standards so that they may become proficient/advanced in reading comprehension and writing aptitude. We have identified and will use the three new instructional strategies listed below. A. UTILIZATION OF MARZANO S HIGH YIELD INSTRUCTIONAL STRATEGIES The instructional core will work in collaborative fashion to ensure the implementation of Marzano s high yield strategies. Implementation of the strategies will come through professional development for teachers on the strategies, how to explicitly teach the strategies, how to confer with students (reading and writing conferences), and how to assess students learning and utilization of the strategies. Marzano s strategies of focus will be: 1. Identifying similarities and differences (1.6 effect size) 2. Summarizing and note-taking (1.0 effect size) B. IMPLEMENTATION OF THE INSTRUCTIONAL FRAMEWORK (LITERACY) The administration will work to develop teachers in the Comprehensive Approach to Literacy the New Instructional Framework. Teachers will learn the components of the framework and more specifically, become versed in the Gradual Release of Responsibility where the students become more independent and take ownership over their learning. C. CREATION AND IMPLEMENTATION OF A DATA DRIVEN CYCLE TO TARGET/IMPROVE INSTRUCTION The administration will work with the various content area departments to fashion a data driven 1. If we continue to focus on Common Core Standard RI / Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning: We will see teachers: teach analysis of arguments, teach the art of debating; teach students how to determine importance in text; teach students how to determine relevant/valid evidence; teach students logical fallacies and introduce them to the art of rhetoric We will see teachers: promote voracious reading, assign additional reading assignments, incorporate reader's circles/book clubs, hold student data conferences, release responsibility of student data and work to the students, and teach various genres of reading. * Student Work We will see students demonstrate higher proficiency in reading and improve reading comprehension as evidenced by their ability to analyze, make inferences, and evidence based arguments Then, we will see student writing that demonstrates higher levels of proficiency as students begin to fashion arguments that they support with solid reasoning and evidence gleaned from texts * RISE, DIBBELS, Benchmark, HSAs, PSAT/SAT, ACT scores and Teacher Created Assessments School Performance Plan for National Academy Foundation School 31 of 72

32 School-Level Goal #1 Goal #1 There will be a school-wide increase by 10% in the number of students who are performing at proficient or advanced in reading comprehension and writing aptitude as measured by DIBBELS, RISE, MSAs, HSAs, Benchmarks (with Common Core Modules), SATs, Portfolio Projects/Presentations, Advanced Placement exams, Rubrics, and teacher created assessments by June [Instructional Goal: Reading and Writing Proficiency] School-Level Goal #1 Strategies Results Indicator Reporting Mechanism In order to ensure our professional learning communities function we will schedule the school such that teachers will have collaborative planning time. Also, we will be able to host school-based professional development during this common planning time.teachers will be able to plan collaboratively by departments (content areas) on a weekly basis. In addition, NAF has five (5) academies (Finance, Hospitality and Tourism, Engineering, Law, and Information Technology) with teachers who will be given an opportunity to plan as NAF Academies. We expect to include the Regional Team members of our National organization to provide additional professional development to our Academy teachers so those teachers may truly form a professional learning community. Next, we expect to take full advantage of the Distict's professional development regarding the Literacy Instructional Framework. Finally, when the District has professional development days or half days we will include planning time so teachers may meet as grade levels to discuss students, students' work, and attend professional development workshops. 1. If we continue to incorporate collaborative/common planning time and strategically use that time to professionally develop teachers, conduct lesson studies, engage in data team meetings and chats, develop action plans to teach reading strategies, and review students work/reading levels Then, we will see teachers engage in more data team meetings and begin to establish a data driven culture which shall lead to targeted instruction (DDI) 2. If we continue to employ the flexible grouping model during reading where groups are fashioned according to data/performance Then, we will see teachers utilize pre-tests and post-tests to determien the composition of the group; engage in re-teach and challenge lessons; actively work to * Student Work We will see students more engaged and demonstrate higher proficiency in reading and writing * RISE, DIBBELS, Benchmark, HSAs, PSAT/SAT, ACT scores and Teacher Created Assessments Then, we will see students demonstrate higher proficiency in reading and writing and scores increase * Report Cards/Transcripts: Then we will see an increase in students' grades and GPAs. School Performance Plan for National Academy Foundation School 32 of 72

School Performance Plan Middle Schools

School Performance Plan Middle Schools SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE

More information

10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution.

10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution. UNDERGRADUATE SUCCESS SCHOLARS PROGRAM THE UNIVERSITY OF TEXAS AT DALLAS Founded in 1969 as a graduate institution. Began admitting upperclassmen in 1975 and began admitting underclassmen in 1990. 1 A

More information

SY School Performance Plan

SY School Performance Plan SY 2015-2016 School Performance Plan 251, School Number Callaway Elementary, School Name Miguel Cervantes Del Toro, Principal Nancy Gant, Executive Director, Network Facilitator SER Visit in SY 2014-15:

More information

NDPC-SD Data Probes Worksheet

NDPC-SD Data Probes Worksheet NDPC-SD Data Probes Worksheet This worksheet from the National Dropout Prevention Center for Students with Disabilities (NDPC- SD) is an optional tool to help schools organize multiple years of student

More information

Colorado s Unified Improvement Plan for Schools for Online UIP Report

Colorado s Unified Improvement Plan for Schools for Online UIP Report Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?

More information

2015 High School Results: Summary Data (Part I)

2015 High School Results: Summary Data (Part I) 1 2015 High School Results: Summary Data (Part I) October 27, 2015 Dr. Gregory E. Thornton CEO, Baltimore City Public Schools Theresa D. Jones Chief Achievement and Accountability Officer HS Data Summary

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

Cuero Independent School District

Cuero Independent School District Cuero Independent School District Texas Superintendent: Henry Lind Primary contact: Debra Baros, assistant superintendent* 1,985 students, prek-12, rural District Description Cuero Independent School District

More information

Short Term Action Plan (STAP)

Short Term Action Plan (STAP) Short Term Action Plan (STAP) 10/14/2017 1 Managing Complex Change Vision Skills Incentives Resources Action Plan Assessment Meaningful Change Skills Incentives Resources Action Plan Assessment Confusion

More information

Getting Results Continuous Improvement Plan

Getting Results Continuous Improvement Plan Page of 9 9/9/0 Department of Education Market Street Harrisburg, PA 76-0 Getting Results Continuous Improvement Plan 0-0 Principal Name: Ms. Sharon Williams School Name: AGORA CYBER CS District Name:

More information

64% :Trenton High School. School Grade A; AYP-No. *FCAT Level 3 and Above: Reading-80%; Math-

64% :Trenton High School. School Grade A; AYP-No. *FCAT Level 3 and Above: Reading-80%; Math- I. Current School Status: A. School Information: 1. School-Level Information: a. School: Trenton High School b. Principal's name: Cheri Langford c. School Advisory Council chair's name: Heather Rucker

More information

Evaluation of a College Freshman Diversity Research Program

Evaluation of a College Freshman Diversity Research Program Evaluation of a College Freshman Diversity Research Program Sarah Garner University of Washington, Seattle, Washington 98195 Michael J. Tremmel University of Washington, Seattle, Washington 98195 Sarah

More information

Student Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation

Student Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation Student Support Services Evaluation Readiness Report By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist and Bethany L. McCaffrey, Ph.D., Interim Director of Research and Evaluation Evaluation

More information

ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools

ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools The district requests an additional year to implement the previously approved turnaround option. Evidence

More information

College and Career Ready Performance Index, High School, Grades 9-12

College and Career Ready Performance Index, High School, Grades 9-12 Dr. John D. Barge, State School Superintendent Making Education Work for All of Georgia s Students College and Career Ready Performance Index, High School, Grades 9-12 CONTENT MASTERY (END of COURSE TESTS

More information

Implementing an Early Warning Intervention and Monitoring System to Keep Students On Track in the Middle Grades and High School

Implementing an Early Warning Intervention and Monitoring System to Keep Students On Track in the Middle Grades and High School Implementing an Early Warning Intervention and Monitoring System to Keep Students On Track in the Middle Grades and High School National High School Center Facilitator: Joseph Harris, Ph.D. Presenters:

More information

Early Warning System Implementation Guide

Early Warning System Implementation Guide Linking Research and Resources for Better High Schools betterhighschools.org September 2010 Early Warning System Implementation Guide For use with the National High School Center s Early Warning System

More information

NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008

NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 E&R Report No. 08.29 February 2009 NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008 Authors: Dina Bulgakov-Cooke, Ph.D., and Nancy Baenen ABSTRACT North

More information

Hokulani Elementary School

Hokulani Elementary School Hokulani Elementary Code: 109 Status and Improvement Report Year -11 Contents Focus On Standards Grades K-5 This Status and Improvement Report has been prepared as part of the Department's education accountability

More information

Chart 5: Overview of standard C

Chart 5: Overview of standard C Chart 5: Overview of standard C Overview of levels of achievement of the standards in section C Indicate with X the levels of achievement for the standards as identified by each subject group in the table

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

Kahului Elementary School

Kahului Elementary School Kahului Elementary Code: 405 Status and Improvement Report Year 2014-15 Focus On Standards Grades K-5 Focus on Standards Description Contents Setting Student Profile Community Profile Improvement Summary

More information

Alvin Elementary Campus Improvement Plan

Alvin Elementary Campus Improvement Plan Goal 1: Student academic performance on state and national exams will reflect continuous improvement and excellence in learning. 1.1 Maintain 90% or higher of students in grades 3 through 5 passing the

More information

ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn

ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklz

More information

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI)

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI) K-12 Academic Intervention Plan Academic Intervention Services (AIS) & Response to Intervention (RtI) September 2016 June 2018 2016 2018 K 12 Academic Intervention Plan Table of Contents AIS Overview...Page

More information

KDE Comprehensive School. Improvement Plan. Harlan High School

KDE Comprehensive School. Improvement Plan. Harlan High School KDE Comprehensive School Improvement Plan Harlan Independent Britt Lawson, Principal 420 E Central St Harlan, KY 40831 Document Generated On December 22, 2014 TABLE OF CONTENTS Introduction 1 Executive

More information

Missouri 4-H University of Missouri 4-H Center for Youth Development

Missouri 4-H University of Missouri 4-H Center for Youth Development Missouri 4-H University of Missouri 4-H Center for Youth Development Missouri 4-H Key Award Purpose To Encourage: A quality educational programs for all members. A safe environment where all youth feel

More information

Mooresville Charter Academy

Mooresville Charter Academy NORTH CAROLINA CHARTER SCHOOL APPLICATION Mooresville Charter Academy Public charter schools opening the fall of 2015 Due by 5:00 pm, December 6, 2013 North Carolina Department of Public Instruction NCDPI/Office

More information

World s Best Workforce Plan

World s Best Workforce Plan 2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section

More information

Executive Summary. Lincoln Middle Academy of Excellence

Executive Summary. Lincoln Middle Academy of Excellence Forrest City School District Mrs. Shirley Taylor, Principal 149 Water Street Forrest City, AR 72335 Document Generated On February 26, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2

More information

Aligning and Improving Systems for Special Education Services in St Paul Public Schools. Dr. Elizabeth Keenan Assistant Superintendent

Aligning and Improving Systems for Special Education Services in St Paul Public Schools. Dr. Elizabeth Keenan Assistant Superintendent Aligning and Improving Systems for Special Education Services in St Paul Public Schools Dr. Elizabeth Keenan Assistant Superintendent 1 Aligning and Improving Systems for Special Education Student Purpose:

More information

School Improvement Fieldbook A Guide to Support College and Career Ready Graduates School Improvement Plan

School Improvement Fieldbook A Guide to Support College and Career Ready Graduates School Improvement Plan School Improvement Plan July 2012 Page 1 of 16 SCHOOL IMPROVEMENT PLAN School Name: Pickens High School District Name: Pickens County Principal Name: Chris LeMieux School Year: 2015-16 Title I Schoolwide

More information

RtI: Changing the Role of the IAT

RtI: Changing the Role of the IAT RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us Urban Special Education Leadership Collaborative November 3, 2006 1 Introductions Akron Public

More information

Executive Summary. Hialeah Gardens High School

Executive Summary. Hialeah Gardens High School Miami-Dade County Public Schools Dr. Louis Algaze, Principal 11700 Hialeah Gardens Blvd Hialeah Gardens, FL 33018 Document Generated On March 19, 2014 TABLE OF CONTENTS Introduction 1 Description of the

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

More information

Sidney Sawyer Elementary School

Sidney Sawyer Elementary School Midway Elementary Network 5248 S Sawyer Ave Chicago, IL 60632 ISBE ID: 150162990252435 School ID: 610157 Oracle ID: 25231 Mission Statement is dedicated to setting high expectations for all students and

More information

EXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017

EXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017 EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1

More information

Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education

Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions John White, Louisiana State Superintendent of Education October 3, 2017 Chairman Alexander, Senator Murray, members of the

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD

More information

MIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE)

MIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) MIDDLE SCHOOL Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) Board Approved July 28, 2010 Manual and Guidelines ASPIRE MISSION The mission of the ASPIRE program

More information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.

More information

School Balanced Scorecard 2.0 (Single Plan for Student Achievement)

School Balanced Scorecard 2.0 (Single Plan for Student Achievement) School Balanced Scorecard 2.0 (Single Plan for Student Achievement) School Name: A. P. Giannini Middle School 1: Access and Equity- Make Social Justice a Reality What does this goal mean at your school?

More information

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report Moving the Needle: Creating Better Career Opportunities and Workforce Readiness Austin ISD Progress Report 2013 A Letter to the Community Central Texas Job Openings More than 150 people move to the Austin

More information

Arlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5

Arlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5 GOAL 1: Professional Development Arlington Elementary School will implement an effective, cohesive and sustainable professional development model that maximizes the conditions of learning for all students.

More information

STUDENT LEARNING ASSESSMENT REPORT

STUDENT LEARNING ASSESSMENT REPORT STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The

More information

OFFICE OF ENROLLMENT MANAGEMENT. Annual Report

OFFICE OF ENROLLMENT MANAGEMENT. Annual Report 2014-2015 OFFICE OF ENROLLMENT MANAGEMENT Annual Report Table of Contents 2014 2015 MESSAGE FROM THE VICE PROVOST A YEAR OF RECORDS 3 Undergraduate Enrollment 6 First-Year Students MOVING FORWARD THROUGH

More information

SINGLE PLAN FOR STUDENT ACHIEVEMENT. Peter Johansen High School

SINGLE PLAN FOR STUDENT ACHIEVEMENT. Peter Johansen High School SINGLE PLAN FOR STUDENT ACHIEVEMENT Peter Johansen High School 50 711755030135 CDS Code Non TITLE 1: TITLE 1 Schoolwide: X TITLE 1 Targeted Assistance: Date of this revision: 10/18/16 This is a plan of

More information

UPPER ARLINGTON SCHOOLS

UPPER ARLINGTON SCHOOLS UPPER ARLINGTON SCHOOLS SERVE LEAD SUCCEED CHALLENGE AND SUPPORT EVERY STUDENT, EVERY STEP OF THE WAY. 2014-2015 www.uaschools.org 1950 North Mallway Drive Upper Arlington, Ohio 43221 (614) 487-5000 Introduction

More information

African American Male Achievement Update

African American Male Achievement Update Report from the Department of Research, Evaluation, and Assessment Number 8 January 16, 2009 African American Male Achievement Update AUTHOR: Hope E. White, Ph.D., Program Evaluation Specialist Department

More information

FLORIDA. -Mindingall. Portilla Dr. Wilbert. endent of School. Superinte. Associate Curriculum. Assistant

FLORIDA. -Mindingall. Portilla Dr. Wilbert. endent of School. Superinte. Associate Curriculum. Assistant Miami-Dade County Public Schools Curriculum Bulletin 2012-2013 THE SCHOOL BOARD OF MIAMI-D DADE COUNTY, FLORIDA Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice Chair Dr. Dorothy Bendross-

More information

Academic Advising and Career Exploration. PLTW State Conference 2015 Bayless School District

Academic Advising and Career Exploration. PLTW State Conference 2015 Bayless School District Academic Advising and Career Exploration PLTW State Conference 2015 Bayless School District Bayless PLTW Academic Advising and Career Exploration Professional School Counselors are critical to the success

More information

Expanded Learning Time Expectations for Implementation

Expanded Learning Time Expectations for Implementation I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,

More information

Rhyne Elementary School Improvement Plan

Rhyne Elementary School Improvement Plan 2014-2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information School Rhyne Elementary School Courier Number 360484 Street Address 1900 West Davidson Avenue Phone Number

More information

INDEPENDENT STUDY PROGRAM

INDEPENDENT STUDY PROGRAM INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives

More information

Testing for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II

Testing for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II Testing for the Homeschooled High Schooler: SAT, ACT, AP, CLEP, PSAT, SAT II Does my student *have* to take tests? What exams do students need to take to prepare for college admissions? What are the differences

More information

A Pilot Study on Pearson s Interactive Science 2011 Program

A Pilot Study on Pearson s Interactive Science 2011 Program Final Report A Pilot Study on Pearson s Interactive Science 2011 Program Prepared by: Danielle DuBose, Research Associate Miriam Resendez, Senior Researcher Dr. Mariam Azin, President Submitted on August

More information

Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information

Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information School Address - 2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information Rhyne Elementary School Courier Number 360484 1900 West Davidson Avenue Phone Number 704-866-6098

More information

Omak School District WAVA K-5 Learning Improvement Plan

Omak School District WAVA K-5 Learning Improvement Plan Omak School District WAVA K-5 Learning Improvement Plan 2015-2016 Vision Omak School District is committed to success for all students and provides a wide range of high quality instructional programs and

More information

Data Diskette & CD ROM

Data Diskette & CD ROM Data File Format Data Diskette & CD ROM Texas Assessment of Academic Skills Fall 2002 through Summer 2003 Exit Level Test Administrations Attention Macintosh Users To accommodate Macintosh systems a delimiter

More information

Evaluation of Teach For America:

Evaluation of Teach For America: EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:

More information

SCHOOL IMPROVEMENT PLAN Salem High School

SCHOOL IMPROVEMENT PLAN Salem High School Mission Statement The mission of is to offer all students the opportunity to demonstrate independence, self- motivation, and responsibility for self and others. Provided with a safe learning environment

More information

Shelters Elementary School

Shelters Elementary School Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters

More information

Emerald Coast Career Institute N

Emerald Coast Career Institute N Okaloosa County School District Emerald Coast Career Institute N 2017-18 School Improvement Plan Okaloosa - 0791 - - 2017-18 SIP 500 ALABAMA ST, Crestview, FL 32536 [ no web address on file ] School Demographics

More information

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education World Languages Model Program Application Guidance Document New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

More information

Denver Public Schools

Denver Public Schools 2017 Candidate Surveys Denver Public Schools Denver School Board District 4: Northeast DPS District 4 - Introduction School board elections offer community members the opportunity to reflect on the state

More information

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act

Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Summary In today s competitive global economy, our education system must prepare every student to be successful

More information

Kannapolis Charter Academy

Kannapolis Charter Academy NORTH CAROLINA CHARTER SCHOOL APPLICATION Kannapolis Charter Academy Public charter schools opening the fall of 2015 Due by 5:00 pm, December 6, 2013 North Carolina Department of Public Instruction NCDPI/Office

More information

Massachusetts Juvenile Justice Education Case Study Results

Massachusetts Juvenile Justice Education Case Study Results Massachusetts Juvenile Justice Education Case Study Results Principal Investigator: Thomas G. Blomberg Dean and Sheldon L. Messinger Professor of Criminology and Criminal Justice Prepared by: George Pesta

More information

STEM Academy Workshops Evaluation

STEM Academy Workshops Evaluation OFFICE OF INSTITUTIONAL RESEARCH RESEARCH BRIEF #882 August 2015 STEM Academy Workshops Evaluation By Daniel Berumen, MPA Introduction The current report summarizes the results of the research activities

More information

Katy Independent School District Paetow High School Campus Improvement Plan

Katy Independent School District Paetow High School Campus Improvement Plan Katy Independent School District 2017-2018 Campus Improvement Plan Generated by Plan4Learningcom 1 of 15 Table of Contents Comprehensive Needs Assessment 3 Demographics 3 Student Academic Achievement 4

More information

Running Head GAPSS PART A 1

Running Head GAPSS PART A 1 Running Head GAPSS PART A 1 Current Reality and GAPSS Assignment Carole Bevis PL & Technology Innovation (ITEC 7460) Kennesaw State University Ed.S. Instructional Technology, Spring 2014 GAPSS PART A 2

More information

Executive Summary. Belle Terre Elementary School

Executive Summary. Belle Terre Elementary School Flagler County School District Dr. TC Culver, Principal 5545 Belle Terre Pkwy Palm Coast, FL 32137-3847 Document Generated On February 6, 2013 TABLE OF CONTENTS Introduction 1 Description of the School

More information

School Action Plan: Template Overview

School Action Plan: Template Overview School Action Plan: Template Overview Directions: The School Action Plan template has several tabs. They include: Achievement Targets (Red Tab) Needs Assessment (Red Tab) Key Action 1-5 (Blue Tabs) Summary

More information

GRANT WOOD ELEMENTARY School Improvement Plan

GRANT WOOD ELEMENTARY School Improvement Plan GRANT WOOD ELEMENTARY 2014-15 School Improvement Plan Building Leadership Team Cindy Stock and Nicole Shaw, BLT Co-Chairs Lisa Johnson, Kindergarten Liz Altemeier, First Grade Megan Goldensoph, Third Grade

More information

Undergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts. Reference Guide April 2016

Undergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts. Reference Guide April 2016 Undergraduate Admissions Standards for the Massachusetts State University System and the University of Massachusetts Reference Guide April 2016 Massachusetts Department of Higher Education One Ashburton

More information

Exams: Accommodations Guidelines. English Language Learners

Exams: Accommodations Guidelines. English Language Learners PSSA Accommodations Guidelines for English Language Learners (ELLs) [Arlen: Please format this page like the cover page for the PSSA Accommodations Guidelines for Students PSSA with IEPs and Students with

More information

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services

More information

2013 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS

2013 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS 3 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS Achievement and Accountability Office December 3 NAEP: The Gold Standard The National Assessment of Educational Progress (NAEP) is administered in reading

More information

Bureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS

Bureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Summer 2009) GETTING RESULTS Continuous School Improvement Plan Gen 6-2 Year Plan Required for Schools in School

More information

1.0 INTRODUCTION. The purpose of the Florida school district performance review is to identify ways that a designated school district can:

1.0 INTRODUCTION. The purpose of the Florida school district performance review is to identify ways that a designated school district can: 1.0 INTRODUCTION 1.1 Overview Section 11.515, Florida Statutes, was created by the 1996 Florida Legislature for the purpose of conducting performance reviews of school districts in Florida. The statute

More information

Roadmap to College: Highly Selective Schools

Roadmap to College: Highly Selective Schools Roadmap to College: Highly Selective Schools COLLEGE Presented by: Loren Newsom Understanding Selectivity First - What is selectivity? When a college is selective, that means it uses an application process

More information

SECTION I: Strategic Planning Background and Approach

SECTION I: Strategic Planning Background and Approach JOHNS CREEK HIGH SCHOOL STRATEGIC PLAN SY 2014/15 SY 2016/17 APPROVED AUGUST 2014 SECTION I: Strategic Planning Background and Approach In May 2012, the Georgia Board of Education voted to make Fulton

More information

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final

More information

JOB OUTLOOK 2018 NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS

JOB OUTLOOK 2018 NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS NOVEMBER 2017 FREE TO NACE MEMBERS $52.00 NONMEMBER PRICE JOB OUTLOOK 2018 NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS 62 Highland Avenue, Bethlehem, PA 18017 www.naceweb.org 610,868.1421 TABLE OF CONTENTS

More information

College of Education & Social Services (CESS) Advising Plan April 10, 2015

College of Education & Social Services (CESS) Advising Plan April 10, 2015 College of Education & Social Services (CESS) Advising Plan April 10, 2015 To provide context for understanding advising in CESS, it is important to understand the overall emphasis placed on advising in

More information

INTRODUCTION ( MCPS HS Course Bulletin)

INTRODUCTION ( MCPS HS Course Bulletin) INTRODUCTION (2012-2013 MCPS HS Course Bulletin) MARYLAND DIPLOMA REQUIREMENTS The state of Maryland authorizes one diploma for all high school graduates, based upon successful fulfillment of four categories

More information

Table of Contents PROCEDURES

Table of Contents PROCEDURES 1 Table of Contents PROCEDURES 3 INSTRUCTIONAL PRACTICE 3 INSTRUCTIONAL ACHIEVEMENT 3 HOMEWORK 4 LATE WORK 5 REASSESSMENT 5 PARTICIPATION GRADES 5 EXTRA CREDIT 6 ABSENTEEISM 6 A. Enrolled Students 6 B.

More information

Kansas Adequate Yearly Progress (AYP) Revised Guidance

Kansas Adequate Yearly Progress (AYP) Revised Guidance Kansas State Department of Education Kansas Adequate Yearly Progress (AYP) Revised Guidance Based on Elementary & Secondary Education Act, No Child Left Behind (P.L. 107-110) Revised May 2010 Revised May

More information

VOL VISION 2020 STRATEGIC PLAN IMPLEMENTATION

VOL VISION 2020 STRATEGIC PLAN IMPLEMENTATION VOL VISION 2020 STRATEGIC PLAN IMPLEMENTATION CONTENTS Vol Vision 2020 Summary Overview Approach Plan Phase 1 Key Initiatives, Timelines, Accountability Strategy Dashboard Phase 1 Metrics and Indicators

More information

Math Pathways Task Force Recommendations February Background

Math Pathways Task Force Recommendations February Background Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.

More information

Executive Summary. Osan High School

Executive Summary. Osan High School Pacific: Korea Mr. Morgan Nugent, Principal Unit 2037 APO, AP 96278-2039 Document Generated On December 9, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements

More information

American University, Washington, DC Webinar for U.S. High School Counselors with Students on F, J, & Diplomatic Visas

American University, Washington, DC Webinar for U.S. High School Counselors with Students on F, J, & Diplomatic Visas American University, Washington, DC Webinar for U.S. High School Counselors with Students on F, J, & Diplomatic Visas Presenter: Evelyn Levinson, Director of International Admissions 2015 NAFSA Award Recipient

More information

Los Angeles City College Student Equity Plan. Signature Page

Los Angeles City College Student Equity Plan. Signature Page Los Angeles City College Student Equity Plan Signature Page Los Angeles Community College Los Angeles City College President, Board of Trustees Date District Chancellor: College President: Academic Senate

More information

4 Subgroup scores. 1 Index scores and Trend SPS indictors

4 Subgroup scores. 1 Index scores and Trend SPS indictors 1.COMPREHENSIVE NEEDS ASSESSMENT (Look at page 44 of the Data Analysis Template for 1a and 1b) STRENGTHS 1a. Results of Comprehensive Needs Assessment 1a. Measures used to Determine School Needs: STRENGTHS

More information

National Survey of Student Engagement The College Student Report

National Survey of Student Engagement The College Student Report The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often

More information

Gifted & Talented. Dyslexia. Special Education. Updates. March 2015!

Gifted & Talented. Dyslexia. Special Education. Updates. March 2015! Gifted & Talented Dyslexia Special Education Updates Gifted & Talented Where Are We Now? Program of Services! Identification! Professional Development! Communication! GT Update Percent of Students in RISD

More information

Psychometric Research Brief Office of Shared Accountability

Psychometric Research Brief Office of Shared Accountability August 2012 Psychometric Research Brief Office of Shared Accountability Linking Measures of Academic Progress in Mathematics and Maryland School Assessment in Mathematics Huafang Zhao, Ph.D. This brief

More information

New Jersey Institute of Technology Newark College of Engineering

New Jersey Institute of Technology Newark College of Engineering New Jersey Institute of Technology Newark College of Engineering AND IN ELECTRICAL AND COMPUTER ENGINEERING Program Review Last Update: Nov. 23, 2005 MISSION STATEMENTS DOCTOR OF PHILOSOPHY IN ELECTRICAL

More information

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable

More information