Why is School Improvement Necessary? Increase student achievement through focused goals and...
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Charming High School Continuous Improvement Plan 2010- 2011 Faculty meeting presentation
Why is School Improvement Necessary? Increase student achievement through focused goals and strategies. Build a positive learning environment for students,
Why is School Improvement Necessary? Increase student
achievement through focused goals and strategies. Build a positive
learning environment for students, teachers, and the community. As
Yogi Berra says, "If you don't know where you are going, you
probably aren't going to get there."
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How will we work together to support each other in this
process? Involvement by teachers at all levels of the plan Folders
with goals, strategies and benchmarks Monthly updates on our
schools progress Provide teachers with support as needed
Slide 4
Where we are. What the data shows May reviewing our data and
identifying areas of strength and weakness --- AYP Celebrate
Success! Our graduation rate increased from 71% to 78% ! Areas for
Concern We did not make AYP in the reading subgroups free and
reduced lunch AYP
Slide 5
More than AYP Looking at other data Demographic data lots of
tardies. Strong teachers all highly qualified with 46% having a
masters degree or higher but last year we have a high number of
faculty new to Charming High School. According to PRIDE survey the
students feel safest in the classroom. Our committees met all
summer and with input have developed our 2010- 2011 plan
Slide 6
Moving on with our plan Our plan consists of three parts Goals
and strategies for improving Reading Goals and strategies for
improving Math Goals and strategies for improving our culture We
also have a professional development plan to assist us in reaching
our goals. It is important we all know where we are, where we want
to go and what our plan is for getting us there
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Slide 8
Implement reading strategies in all content areas. Charming
High School will increase the percent of students scoring
proficient (Levels III and IV) by 18% in reading on the AHSGE to
92% during the 2010-2011 school year. It is also our goal to
increase proficiency of the subgroup of free and reduced lunch
group by 10%.
Slide 9
Faculty will implement reading strategies in the content area.
1. In August, administrators will require an after school
professional development workshop for teachers on how to integrate
reading strategies in the content areas through an ongoing book
study. Teacher will blog about the book once a month, responding to
a principal generated question. Benchmark: Minutes, agendas, and
sign-in sheets from the professional development, and online blog.
Intervention: Teachers not present will view video taped of
professional development meeting. Resources: EARIC will conduct
professional development about teaching reading in the content
areas. Purchase a fifty five copies of Reading in the Content Area
by Michael Jackson $550.
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Faculty will implement reading strategies in the content area.
2. Teachers will collaborate among departments to develop reading
strategies to be used in the specific content area in monthly
meetings. Benchmark: Minutes, agendas, and sign-in sheets from the
professional development, and online blog. Intervention: Meeting
with reading coach for additional professional development on
content areas. Resources: Reading coach. McRel books to be utilized
about reading in the content areas $300.
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Faculty will implement reading strategies in the content area.
3. Teachers will utilize reading strategies that will be used in
daily instruction. Benchmark: 100% of the teachers will document
reading strategies in their lesson plans. Intervention: Pull out
for non-mastery students. Resources: Curriculum specialist.
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Faculty will implement reading strategies in the content area.
4. Students will use reading strategies to learn in all content
areas throughout the school year. Benchmark: Walk through,
observations, student notebooks, test grades, work samples, see
improvement in the reading portion of the graduation exam.
Intervention: Teachers not present will view video taped of
professional development meeting. Resources: EARIC will conduct
professional development about teaching reading in the content
areas. Purchase a fifty five copies of Reading in the Content Area
by Michael Jackson $550.
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Implement intensive and explicit reading instruction to
targeted students. ACTION STEP: The principal will meet with the
departments in May to identify the students who did not pass the
reading portion of the AHSGE. In August teachers will be trained on
how to utilize accountability folders to monitor student progress.
Teachers will develop an accountability notebook for each student
identifying the skills of non-mastery and progress monitor students
bi-weekly. Each teacher will teach strategic reading instruction
during daily lesson. The students will receive tiered instruction
by the teachers during the intervention time 30 minutes each
day.
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STRATEGY: Implement intensive and explicit reading instruction
to targeted students. 1. The principal will meet with the
departments in May to identify the students who did not pass the
reading portion of the AHSGE. Benchmark: Minutes, agendas, and
sign-in sheets from the department meetings. List of identified
students.
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Implement intensive and explicit reading instruction to
targeted students. 2. In August teachers will be trained on how to
utilize accountability folders to monitor student progress.
Benchmark: Minutes, agendas, and sign-in sheets from the
professional development. Resources: A consultant, Kendrick Myers,
specialist on accountability folders. $1,000.
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Implement intensive and explicit reading instruction to
targeted students. 3. Teachers will develop an accountability
notebook for each student identifying the skills of non-mastery and
progress monitor students bi-weekly. Benchmark: 100% of teachers
will have current accountability notebooks to monitor
students.
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Implement intensive and explicit reading instruction to
targeted students. 4. Each teacher will teach strategic reading
instruction during daily lesson. Benchmark: 100% of teachers will
identify strategies in their lesson plans, walk throughs,
observations. Resources: Corrective Reading Program. AHSGE
workbooks.
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CIP Goal #1 Charming High School will increase the percent of
students scoring proficient (Levels III and IV) by 8% in Math on
the AHSGE to 86% during the 2010-2011 school year.
Slide 20
Plan and implement strategic teaching in all math classes.
Action Step #1 Math department will meet bi-weekly to discuss
strategies and resources used in the classrooms. Benchmark:
Minutes, agendas, and sign-in sheets. Resources: TEAM Math
Investigations
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Plan and implement strategic teaching in all math classes.
Action Step #2 Teachers will deliver daily standards based
instruction Benchmark: 100% of math teacher lesson plans will
reflect standard based instructions. Intervention: Attend monthly
TEAM Math meetings. Resources: Alabama High School Graduation test
prep.
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Plan and implement strategic teaching in all math classes.
Action Step #3 Common assessment will be administered three times
each year by teachers. Benchmark: Students will pass the common
assessment at 80% proficiency Resources: The common assessment
test
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Plan and implement strategic teaching in all math classes.
Action Step #4 Teachers will reflect upon the common assessments,
since this is the first time to administer the common assessment.
Benchmark: Teacher notes and revision of common assessments
Intervention: Teachers are available daily during planning time to
help small groups of students who have not mastered skills
Resources: AHSGE manual and website, TEAM Math lead teacher
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Plan and implement strategic teaching in all math classes.
Action Step #5 Following the common assessment, teachers will
collaborate and interpret test data and plan interventions for
students who have not mastered the skills assessed Benchmark:
Lesson plans targeting students and strategies and minutes of
collaboration
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Plan and implement strategic teaching in all math classes.
Action Step #6 Students, who do not reach 80% mastery, will be
given tiered instruction with the math coach. Benchmark:
Documentation of math coach rolls, results of common assessment,
teacher observation of students who struggle to reach goal
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OUR CULTURE CHALLENGE Charming High School had 355 referrals
for excessive tardies (more than 4). We believe that more time in
class will lead to high student achievement.
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Put steps into place to alleviate tardy issues. Action Step #1
The office will highlight tardy policies in the student handbook
regarding at the beginning of the year. Benchmark: Parent and
student signing the signature page.
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Put steps into place to alleviate tardy issues. Action Step #2
Beginning in August, teachers will implement bell ringers as a
strategy to encourage student timeliness. Benchmark: Lesson plans
with bell ringers. Resources: Teachers will be provided with a
handout with potential bell ringers.
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Put steps into place to alleviate tardy issues. Action Step #3
Teachers will establish a tardy log that students must sign when
they are tardy. Students must provide the time they arrived and the
reason. Benchmark: Tardy log
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Put steps into place to alleviate tardy issues. Action Step #4
After second tardy, teacher will conference one on one with the
student and send a note home to the parents notifying them of
excessive tardies. Benchmark: Conference note documentation, signed
parent notes.
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Put steps into place to alleviate tardy issues. Action Step #5
After third tardy, the teacher will assign detention and will also
make a list of students who are at high risk of tardies. This list
will be sent to the assistant principal in charge of excessive
tardies. Benchmark: Detention logs, assistant principal
records.
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Put steps into place to alleviate tardy issues. Action Step #6
After the first tardy referral, the assistant principal will meet
with the students to establish an action plan to decrease tardies.
Benchmark: Action plans.
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Put steps into place to alleviate tardy issues. Action Step #7
After the second referral, school will inform the truancy officer
of excessive tardiness. Benchmark: Documentation from truancy
meetings. Resources: Karen County Resource Officer
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Put steps into place to alleviate tardy issues. Action Step #8
All students who have less than 2 tardies per nine weeks will
receive a coupon for a free sandwich from a local restaurant.
Benchmark: Data for each nine weeks, teacher documentation of
tardies.
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OUR CULTURE CHALLENGE Charming High School needs to acclimate
new and novice teachers into our school environment.
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Teachers not feeling supported Decrease test scores High
teacher turnover
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Implement a new mentoring program at Charming High School
Action Step #1 Before the school year begins teachers will attend a
week long New Beginnings targeted professional development on
classroom management, EDUCATE ALABAMA, Course of Study objectives,
Alabama High School Graduation Exam objective, system and school
policies, and will assigned their building mentor. Benchmark: Sign
in sheets, workshop notes, work samples Resources: Participants
will be paid $150/day for participation. Central Office staff,
administrators, and seasoned teachers will lead workshop
sessions.
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Implement a new mentoring program at Charming High School
Action Step #2 The school will host a Meet and Greet BBQ to
introduce new teachers to the faculty. Benchmark: Sign in sheets,
Resources: $300 will be allocated for Meet and Greet.
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Implement a new mentoring program at Charming High School
Action Step #3 New and novice teachers will meet monthly after
school with Quing to discuss strategies and struggles that are
faced in the classroom. Benchmark: Sign in sheets, workshop notes,
minutes Resources: Quing will be given a stipend for monthly
meetings and observations of $1200. Once a month subs for Quing
will be $450.
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Implement a new mentoring program at Charming High School
Action Step #4 After the monthly meetings, teachers will utilize
strategies in daily instruction and mentor teachers will observe
and provide feedback and next steps. Benchmark: Observation forms,
walk throughs, surveys from new and novice teacher about the
programs.
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How will our professional learning communities help us meet our
goals? To help with Reading Book Study and blog Subjects Matter :
Every Teachers Guide to Content Area Reading by Harvey Daniels
Workshops on Reading in the Content Areas Accountability Folder
Training for targeting students and objectives
Slide 44
How will our professional learning communities help us meet our
goals? To help with Math Bellringer workshop Attend TEAMMATH
workshops Grade level training on Common Assessments
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How will our professional learning communities help us meet our
goals? To acclimate new faculty to CHS New Beginnings training ( 1
week) Monthly meetings with lead mentor teacher
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Questions???? "Look at a day when you are supremely satisfied
at the end. It's not a day when you lounge around doing nothing;
it's when you've had everything to do, and you've done it. Margaret
Thatcher
