Edu_Plan by ashrafp

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									                                      2007 - 2008 Milwaukee Public Schools Educational Plan

                            Initial Plan – Educational Plan Review Team Meeting and subsequent revisions not complete.




                                                               Pulaski High School
                                                            Principal: Ada Rivera, Principal Since: 07/01/2005
                                                                        2500 W. Oklahoma Avenue
                                                                             (414) 902-8900
                                                                               Grades: 9-12
                                                                             MPS Location #:


                     Enter date when each revision is submitted for posting on the internet. (earliest to latest, left to right) below:
                     05/17/07         6/7/07       9/27/2007




2006 -2007 Pulaski High School MPS Educational Plan, Page 1 of 53, 6/2/11 – Initial Plan
                                                                  Table of Contents


Section 1
                                                                           I.      Cover page
Cover Page and Contents

Section 2                                                                  II.     School Profile Summary
                           Profile (Narrative)

Section 3                                                                  III.    Needs Assessment Narrative and Summary Charts
                           Needs Assessment

Section 4                                                                 IV.      Core SMART Goals
                                                                                   (Including School Climate “Creating Safe and Consistent Learning
Core SMART Goals                                                                   Opportunities” (formerly, “Alternatives to Suspension”) SMART Goal


Section 5
                                                                           V.      Family and Community Involvement SMART Goal
Family / Community Involvement SMART Goal

Section 6
                                                                           VI.     School Wide Professional Development Plan
Professional Development

Section 7                                                                  VII.    Special Education Implementation of Compliance Plan
    Individual with Disabilities Education Act 2004 (IDEA) Compliance

Section 8
                                                                           VIII.   Parent Involvement Policy and School-Parent Compact
Elementary and Secondary Education Act (ESEA) Compliance – Family
and Community Involvement

Section 9                                                                  IX.     Schools Identified for Improvement Compliance Summary
ESEA Compliance - SIFI

Section 10                                                                 X.      Other Supporting Materials
Other Materials

2006 -2007 Pulaski High School MPS Educational Plan, Page 2 of 53, 6/2/11 – Initial Plan
                                                             Section 2: School Profile

                                                                     Casimir Pulaski High School
                                                                              Narrative

Mission and Vision Statement
       Pulaski High School’s mission centers on providing all students with a quality education that prepares them to become responsible citizens
and equip them with the tools necessary for success in higher education and/or the career of their choice.
Curriculum Focus and Support
       Pulaski students are offered a continuum of services to facilitate and support their education. In keeping with our mission and vision for the
school and our students, the school provides the following services:
       1.) Five career-path specialties that emphasize preparation for post-secondary education utilizing the First Things First (FTF) educational
           reform initiative developed by the Institute for Research and Reform in Education (IRRE). The SLCs are comprised of students and
           adults, organized around five themes, which include:
                      Arts Careers
                      Automotive Service Careers
                      Business Finance and Computer Technology Careers
                      Health Sciences and Biotechnology Careers
                      Government, Law and Civil Service Careers
       2.) Family Advocate System
       3.) Opportunity Center
       4.) Ram Academy (Night School and GEDO2)

The small learning community structure is not an entirely new idea for Pulaski. Historically, Pulaski has had some form of “family” or “academy”
around a career theme for over 10 years. Initially, Pulaski in conjunction with Manpower Demonstration Research Corporation implemented a
“family” support structure that included grouping students around a career area and a core set of academic teachers that would collaborate and plan
to provide a more integrated curriculum. The premise was that the students would maintain the same core set of teachers through ninth and tenth
grade allowing for a greater amount of consistency and the development of a more cohesive relationship between the teacher, student and their
family. Full implementation of this process was not achieved, but it laid the groundwork for the current reform initiative and our collaboration with
the Institute for Research and Reform in Education (IRRE). This continued reform effort again focuses on building collaboration between teachers
of the core academic teachers, but adds thematic teachers focused on each of the 5 career areas and a credit recovery program (The Opportunity
2006 -2007 Pulaski High School MPS Educational Plan, Page 3 of 53, 6/2/11 – Initial Plan
Center) which assists students with staying on track to graduate with their class and return to their chosen small learning community. Students in the
same SLC stay together for core instruction time during the day and for all four years of high school. Continuity of care across all the years a student
is in the school promotes stronger relationships and collective responsibility among students and adults at school and at home. This is done through
another critical component of Pulaski’s First Things First initiative- the Family Advocate System. This system creates a bridge between the SLC and
students’ families. Staff members at Pulaski become advocates for fifteen (15) to seventeen (17) students and their families, staying together with
them for the entire time they are in the school. The Family Advocate System makes student success a more intimate process.
       In addition to building strong and effective relationships between SLC teachers, students, and families, each SLC works to develop strong
partnerships with members of the broader community, including our business affiliates, non-profit organizations, government entities, and secondary
education institutions. This Milwaukee Public School High School Redesign initiative offers students increased opportunities to succeed in their
educational and career goals, by providing them with an education that prepares them for college, work and life as a productive citizen. The career
themes attract and keep diverse faculty and students by offering them options. Students and teachers see each other more often and intensely, as
they work together around shared interests. Members of SLC’s assume collective responsibility for helping every student achieve high academic
standards.
       This initiative has brought in the following strategies to assist student learning which are in line with best teaching practices and current
research on teaching and learning:
       Common Planning for teachers for discussion of instructional best practices for improved teaching and learning, family advocacy discussion
        and support, integration of classes, and adding of more project-based learning.
       Block-scheduling to provide a longer class
       Focus on increasing student engagement, alignment of the curriculum to learning targets and state standards, and rigor of the classroom
        instruction.
An additional support for meeting our students’ academic needs is the Ram Academy. This program would offer night classes and the GEDO2
program. This is currently in the planning stages and is expected to be up and running within this school year.

Demographics and Performance levels

       Casimir Pulaski High School is a ninth through twelfth grade comprehensive high school which, as of June 8, 2007, had an enrollment of
1530. As of that date, statistics from the Milwaukee Public Schools Data Warehouse show the population of females and males almost evenly
divided with 49% female and 51% male. Pulaski is a school that can be proud of having a population that is a multicultural and diverse mix of races
and ethnic backgrounds. The economic needs of our students continue to increase as noted by the fact that during the 2005-06 school year, 72.7% of
our students qualified for free or reduced lunch. This is an increase of 4.0% from the previous year. Pulaski’s English Language Learner population
has been consistent and is reflective, primarily of Hispanic, Spanish speaking students.

Pulaski High School provides special education students with a continuum of services that range from self-contained classrooms, to partial inclusion
and full classroom inclusion. Currently, 17.8 percent (320 students) of Pulaski’s student population is special education students. Of these 320
students, 16 percent or 42 are placed in a most restrictive environment (MRP) to facilitate severe disabilities requiring intensive support. The
2006 -2007 Pulaski High School MPS Educational Plan, Page 4 of 53, 6/2/11 – Initial Plan
following are representations of the primary disability areas that are representative of our Special Education students: SLD; EBD; CD; VI: OHI;
TBI; and HI and Speech/Language. At Pulaski, students are serviced based on their IEP needs and not simply based on their label/primary
disability. Special education students are primarily included in regular education classes with the support of the IEP teacher. The focus of special
education support within the regular education classrooms at this time is developing a model of co-teaching and providing instructional and
behavioral strategies to assist the regular education teachers meet the needs of their special education students. These strategies include, but are not
limited to, assistive technology, graphic organizers, one-on-one support when appropriate, modification of class work, materials or grading,
accommodations that allow the students to meet the requirements of the classes, and working with teachers to develop successful teaching strategies
Special education students, as well as ELL students are included in every small learning community, as Pulaski provides equal educational
opportunities for all students. The data below includes demongraphic statistics for the 2004-05 - 2006-07 school years and performance
information for the 2006 – 2007 WKCE testing with a break down comparing special education students to their regular education peers..

                Total Enrollment   % Am. Indian      % Asian        % Black      % Hisp.   %White      % Other      %ELL        %Title I    Spec Ed
    2004-05           1,504            2.2             7.1            29          43.3      16.3          2          17          68.7        20.9
    2005-06           1,508            1.4             7.1           32.4         43.8      13.8         1.5         16          72.7        18.2
    2006-07           1,530            1.4             6.0           34.8         43.5      12.3         2.0         17          77.9        17.8


                      WKCE/WAA Student Data – November 2006 for SPED/Regular Education Comparison
                                                           No  Minimum       Basic      Proficient                                Advanced
                     Population                 Enrolled WSAS Performance Performance  Performance                               Performance
   Reading           All Students                 256      9%     28%         34%          23%                                        6%
                     Students w/o Disabilities    221     10%     23%         35%          27%                                        6%
                     Students with disabilities    35      9%     63%         26%           3%                                        0%
   Language          All Students                 256     20%     17%         32%          31%                                        0%
                     Students w/o Disabilities    221     20%     11%         33%          35%                                        1%
                     Students with disabilities    35     20%     51%         23%           6%                                        0%
   Mathematics       All Students                 256      5%     38%         25%          29%                                        3%
                     Students w/o Disabilities    221      5%     30%         28%          34%                                        3%
                     Students with disabilities    35      3%     86%         11%           0%                                        0%
   Science           All Students                 256     20%     38%         15%          21%                                        6%
                     Students w/o Disabilities    221     20%     32%         17%          24%                                        6%
                     Students with disabilities    35     17%     77%          3%           3%                                        0%
   Social Studies    All Students                 256     20%     23%         11%          31%                                       15%
                     Students w/o Disabilities    221     19%     17%         11%          35%                                       17%
                     Students with disabilities    35     26%     60%          9%           6%                                        0%


2006 -2007 Pulaski High School MPS Educational Plan, Page 5 of 53, 6/2/11 – Initial Plan
                                  WKCE/WAA Student Data – November 2006 comparing for Ethnicity
                         Population            Enrolled    No   Minimum        Basic        Proficient                                Advanced
                                                         WSAS Performance   Performance    Performance                               Performance
        Reading          All Students            256       9%      28%          34%            23%                                        6%
                         White Students           34       6%      15%          21%            50%                                        9%
                         Black Students           72       4%      35%          39%            19%                                        3%
                         Hispanic Students       127      11%      26%          35%            21%                                        7%
                         Combined groups          23      22%      39%          30%             9%                                        0%
        Language         All Students            256      20%      17%          32%            31%                                        0%
                         White Students           34      12%      12%          29%            47%                                        0%
                         Black Students           72      21%      21%          32%            26%                                        0%
                         Hispanic Students       127      20%      16%          33%            30%                                        1%
                         Combined groups          23      30%      17%          26%            26%                                        0%
        Mathematics      All Students            256       5%      38%          25%            29%                                        3%
                         White Students           34       3%      26%          18%            50%                                        3%
                         Black Students           72       7%      53%          24%            17%                                        0%
                         Hispanic Students       127       3%      33%          30%            30%                                        4%
                         Combined groups          23      13%      30%          17%            35%                                        4%
        Science          All Students            256      20%      38%          15%            21%                                        6%
                         White Students           34       9%      24%          18%            38%                                       12%
                         Black Students           72      21%      46%          17%            13%                                        4%
                         Hispanic Students       127      20%      39%          15%            21%                                        5%
                         Combined groups          23      30%      30%           9%            26%                                        4%
        Social Studies   All Students            256      20%      23%          11%            31%                                       15%
                         White Students           34      12%      12%           9%            35%                                       32%
                         Black Students           72      22%      31%          13%            28%                                        7%
                         Hispanic Students       127      20%      22%          12%            31%                                       15%
                         Combined groups          23      26%      22%           4%            35%                                       13%

COMMUNITY PARTNERSHIPS

Pulaski High School has worked to advance partnerships with local businesses and institutes of higher learning. During the 2007-08 school year, Pulaski High
School will continue its partnership with the following institutions.

        Institutions of Higher Learning
              o Bryant & Stratton College Articulation
2006 -2007 Pulaski High School MPS Educational Plan, Page 6 of 53, 6/2/11 – Initial Plan
                      Keyboarding
                      Information Processing
                      Desktop publishing
                      Accounting
           o   MATC
                   Articulation in Business
                          Keyboarding
                          Informational Processing
                          Accounting
                          Microcomputer Business Applications
                  Articulation in Automotives
                          North Campus—6 credits
                          South Campus—6 credits
           o   WCTC—Automotive courses—9 Credits Transcribed Credits
                  G.M. Training
                  Toyota Training

           Other Partnerships

           o   Automotive/Transportation
                    WI Automotive Youth Apprentice Program (Madison—DPI)
                    Youth Options program provides funds for students to take courses at local colleges
                    AYES—Automotive Youth Educational Systems
                    WATD—Wisconsin Auto and Truck Dealers Association
                    ADAMM—Automobile Dealer Association of Mega Milwaukee
                    ASE/NATEF—Automotive Service Excellent/National Automotive Technicians Education Foundations
                    Local Auto Dealerships

           o   Business Department—Junior Achievement of Wisconsin

           Other Partnerships

                      Greater Milwaukee Committee (GMC)
                      Americorps/VISTA
                      Parent Plus
                      Twenty Seventh Street Business Association

           Grant Related Partnerships

           o   COMPASS Guide—Though COMPASS Guide has been in partnership with Pulaski High School for several years, for the 2006-07 school year,
               this partnership was expanded beyond guiding students in career choices and helping students obtain local and national scholarships, financial
               aid, and admission to institutes of higher learning at the state and national level.



2006 -2007 Pulaski High School MPS Educational Plan, Page 7 of 53, 6/2/11 – Initial Plan
           o   College Summit- College Summit goals include: 1) Strengthening the college going culture within the school; 2) Providing systems and tools for
               managing students through the college application process; 3) Providing holistic application data to colleges to enhance their recruitment efforts
               and build networks between local high schools and colleges; and 4) Providing objective results to measure overall school progress and identify
               best practices for future success.

           o   Alliance for Attendance- the State Superintendent’s and the MPS Superintendent’s truancy initiative aims at increasing student attendance.

           o   Gear-up – A partnership with UW-Milwaukee and Milwaukee Public Schools to promote college readiness in students.




2006 -2007 Pulaski High School MPS Educational Plan, Page 8 of 53, 6/2/11 – Initial Plan
                                        Section 3: Needs Assessment Data and Narrative and Summary Charts

Internet links to District and State Performance Data and Tools:
   District Data                                   Description. (Ctrl/click button to link to resource described)                                                                      Link to URL
Ed Plan Workbook             Directions and resources for Ed Plan development process. Also find Ed Plan templates in this directory.

   Report Card               A variety of data on school performance over time.
                             School based staff, parent and student views on school performance in relation to a number of key indictors, including
 Climate Survey
                             Family Involvement Standards.
   Instructional
                             School based teacher views on instructional practice. Use link to find “Teacher Instructional Survey Results by School.”
 Practices Survey
  Charter School
                             Charter School performance information with comparisons to similar MPS schools on various indicators.
 Evaluation Data
                             School 05-06 school year and current year suspension data through April 5, 2007. Use this information when developing
Suspension Data
                             School Climate SMART goal.
Special Education            School performance on state and district identified Individuals with Disabilities Education Act (IDEA) requirements, CIFM =
   (CIFM) Data               Continuous Improvement Focused Monitoring. Find school report in alphabetical list.
State Assessment             Wisconsin Knowledge and Concepts Examinations - CRT (WKCE) Criterion Referenced Test frameworks for Reading,
    Framework                Math and Science
  MPS Learning
                             District developed K-12 Learning Targets across subject areas.
      Targets
                                                                                   Reading Needs Assessment

               Academic Trend Indicators - Click on a trend indicator icon to select, then copy and paste in trend row for each grade level
                            Bouncing up: Some                                                             Bouncing down: Some
   Trend up: Higher                                    Level: Latest results  Bouncing: No consistent                                Trend down: Lower
                          movement lower, latest                                                         movement higher, latest
 proficiency each year                                 match baseline year        pattern of results                                proficiency each year
                        results above baseline year                                                    results below baseline year


                                 WKCE-CRT Reading Summary Chart - Data Source: MPS Report Card (03-04 to 05-06) and ORS (06-07)
Reading %            Grade 3           Grade 4       Grade 5          Grade 6         Grade 7            Grade 8          Grade 9                                                       Grade 10
Proficient   State     MPS     School    State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School

 06-07                                                                                                                                                                             74      38      27
 05-06       80        61                82      61             83      61             83      57             84      59             84      58             NA      40    28       74      41      45
 04-05       NA        NA                82      62             NA      57             NA      51             NA      60             85      59             NA      41    33       74      45      38
 03-04       NA        NA                82      67             NA      63             NA      65             NA      52             79      52             NA      40    33       69      36      33
 WKCE /
Terra Nova
  Trend
  Value
  Added
  Trend



2006 -2007 Pulaski High School MPS Educational Plan, Page 9 of 53, 6/2/11 – Initial Plan
1. Describe your school’s overall trend in reading over time in terms of proficient and not proficient students.
Test scores decreased significantly this year. This year, 97% of our Special Education students were not proficient in reading; 73% of ALL of our students were
not proficient in reading; 74% of our African American students did not meet proficiency; 69% of our Hispanic students did not meet proficiency.


2. How does your school’s performance compare to the district and the state?
Pulaski scored 11percentage points below the district in reading.


3. Where do you see achievement gaps? Are there student groups that have significantly lower performance?
The largest achievement gap is 30 percentage points between white students (59% proficiency) and our African American students ( 28% proficiency) and
Hispanic students ( 28% proficiency). Additionally, the gap between regular education and SEN students was equally significant at 29%. (Reg ed – 32% proficient
or advanced and SEN – 3%) proficient or advanced)

4.   What does your school-level value added data say about student growth? What does your grade-level value added data say about student growth? Which
     grades, if any, are experiencing lower than average growth?
In reading, the valued added status was at 3, Low value added- High Attainment. Our SEN students in all grades are experiencing the lowest growth.

5.   Identify your reading urgent fact.

97% of the SEN students did not meet proficiency and 78% of our African American student population did not meet proficiency.

                                              Standards Performance Summary Chart –Data Source: ORS (06-07)
 Reading Objectives             Determines Meaning                Understands Text             Analyzes Text                             Evaluates/Extends Text
  % Items Correct            State    District    School     State     District  School  State    District   School                     State    District  School
      Grade 3                63.4      53.3                  75.8       63.6             67.9      56.3                                 61.7      52.4
      Grade 4                73.5      60.8                  71.7       60.3             59.0      47.7                                 49.5      39.8
      Grade 5                67.9      55.3                  76.3       63.6             58.6      47.2                                 59.0      45.4
      Grade 6                70.4      55.7                  73.7       61.1             60.9      48.9                                 62.0      48.8
      Grade 7                65.9      51.6                  69.5       54.9             60.0      44.7                                 57.9      43.8
      Grade 8                72.2      57.9                  71.4       58.3             58.7      45.8                                 65.8      52.6
      Grade 10               73.2      55.5        51.4      65.7       49.5      44.9   62.3      47.0       43.4                      65.0      48.0      43.6


6.   Identify the strengths and weaknesses you see across grade levels in reading objectives as compared to the state and the district.
We are currently slightly below the district, but well below the state with the reading objectives. The areas with the largest discrepancies were “Determining
Meaning” (21.8 percentage points – state and 4.4 percentage points – district) and “Evaluating and Extending Text” (21.4 percentage points – state and 4.4 –
district). The students’ strongest area was in “Analyzing Text” with a lesser variance of only 18.9 percentage points within the state and 3.6 percentage points
within the district. We believe that the students’ scores will increase as a result of the implementation of a new literacy program that includes double-dosing of all
students in English and reading that focuses on development of specific reading strategies (Using prior knowledge, questioning, summarizing, monitoring and
repairing comprehension, etc.) through concentrated high-engagement materials (including books and text) and activities such as think-pair-share, group
discussion, CLOZE exercises, and modeling.
SEN students receive additional support and reinforcement of the strategies based on their individual IEP needs.

2006 -2007 Pulaski High School MPS Educational Plan, Page 10 of 53, 6/2/11 – Initial Plan
7.   Analyze additional reading information collected at your school (e.g. local assessments, learning walk data, and Instructional Practices Survey). What you
    are doing or not doing that might be contributing to student achievement results (address achievement gaps, if any)?
                                                                            th
Additional information regarding reading has been obtained through the 9 grade benchmark assessments, fluency tests, and CLOZE tests that are scored by an
independent assessment agency. The results of these assessments and tests have indicated progression in all areas throughout the year. The areas tested were
Meaning, Understanding, Analyzing, and Evaluating. The subsequent scores for 75% or more correct increased from 8.29% on test 1 to 18.34% on test 4 for
Meaning, an increase from 5.53% to 17.19% for Understanding, an increase from 5.78% - 17.48% for Analyzing, and an increase from 4.77% to 5.73% for
Evaluating. Additionally, the 50% - 75% category had the following increases – 26.38% - 49.86% for Meaning, 19.85% - 38.40% for Understanding, 26.88% -
39.54% for Analyzing, and 25.13% - 38.68% for Evaluating. Considerable work and staff development has been done to assist teachers in developing effective
teaching strategies that provide students with opportunities to utilize and develop their analytical thinking skills, as well as, their ability to evaluate the information
they are reading. Walk through data indicates a need to increase student engagement and curriculum rigor and alignment. IPI walk-through data on March 20,
2007 indicated 5% of core classes were engaged in learning utilizing critical thinking, discussion and evaluation. Work is in progress to increase this to 30% of the
class time.


         a. Why are students performing as they are in the area you identified as a weakness?
                                                                                                           th
Student performance in reading has been lagging from their entry into high school. Initial testing on the 9 grade benchmarks showed close to 70% of students
performing at a less than 50% level on all areas of the reading/language arts section. Students do not appear to have been challenged enough to use their critical
thinking skills and utilize reading strategies to appropriately derive meaning, understanding and make meaningful connections to prior knowledge and future
context. Teachers must engage and challenge their students to utilize their higher order thinking skills. This may be done by presenting students with more
concrete examples, providing scaffolding for increased understanding, and supplying reading materials that emulate their culture and interest.

SEN students require additional, individualized instructions from their regular and special education teachers as well as appropriate materials at their reading
level, word walls for vocabulary development, and assistive technology to support their reading. In addition, materials should be presented in multiple formats to
allow access for various types of learners.

          b. How and where are teachers currently addressing this area?
                                                       th
A literacy program that includes double-dosing of 9 grade students in English and reading has been implemented and works specifically on the following reading
strategies to assist in developing reading skills: activating prior knowledge, making connections to real life and prior knowledge, questioning, predicting,
summarizing, monitoring and repairing for comprehension, and interpreting and making inferences. Teachers are utilizing group activities, think-pair-share,
modeling of reading strategies such as reading and questioning, graphic organizers such as the KWL and Venn Diagram, highlighting and writing in the border
and video to build the students skills. Additionally, teachers are increasing the use of current reading materials that tie into students’ lives and interests. Some
teachers are incorporating projects and presentations that provide students with an opportunity to share their experiences and perceptions with their classmates.
SEN students are receiving the same instruction as our regular education students, however there is a need for them to receive more individual instruction under
the full inclusion model. Special education and regular education teachers are addressing this more during common planning time (Tuesdays and Thursdays).
Special education staff have worked to implement the use word walls to increase vocabulary, different graphic organizers that fit the type of reading, lower
reading level materials to supplement and assistive technology including audio versions of books that are available through the library and word processing for
written responses.


2006 -2007 Pulaski High School MPS Educational Plan, Page 11 of 53, 6/2/11 – Initial Plan
         c. What additional ways and places could you address this area in your instruction?
There has been discussion and movement toward developing reading skills in other content areas other than English. Although this has previously been
addressed, the decrease in reading proficiency of the past couple of years makes it critical that it be looked at again. SLC’s, which include all core content areas
as well as the thematic classes and special education teachers meet twice per week during common planning time. The English department is working to develop
a plan for teaching and emphasizing a specific reading strategy for a specified amount of time. The expectation is that other teachers from the SLC would
integrate and support the strategy within their instruction to provided reinforcement of the strategy and exposure to it being utilized in different contexts.
SEN students would receive continued and additional support in utilizing the strategies according to their individualized IEP. Pulaski has received a grant from
NEA to learn about and implement differentiated instruction within classrooms. Special and Regular Education teachers in reading and math will collaborate and
co-teach utilizing the strategies learned. They will then prepare a presentation of the information and their work to other teachers within the SLC for peer
discussions.

          d. How will students demonstrate proficiency in this area?
                                                                                                th
Reading proficiency will be demonstrated and monitored throughout the year by utilizing the 9 grade benchmark assessments. Additional assessments for
proficiency include fluency tests and a CLOZE test that is evaluated and scored by an outside agency. Informal assessments will be done within the classroom
utilizing class work, journaling or summarizing of reading, projects, class discussion and/or participation.

SEN student proficiency will be demonstrated through the use of the same formal and informal assessments as regular education students, but may be graded by
improvement over a baseline that is established at the beginning of the year and reflects any areas that individualizing of needs have to be addressed through the
students’ individualized IEPs.




                                                                   Language Arts Needs Assessment

               Academic Trend Indicators - Click on a trend indicator icon to select, then copy and paste in trend row for each grade level
                            Bouncing up: Some                                                             Bouncing down: Some
   Trend up: Higher                                    Level: Latest results  Bouncing: No consistent                                Trend down: Lower
                          movement lower, latest                                                         movement higher, latest
 proficiency each year                                 match baseline year        pattern of results                                proficiency each year
                        results above baseline year                                                    results below baseline year


                                             Language             Grade 9                 Grade 10
                                              Arts %
                                             Proficient   State    MPS      School   State   MPS   School

                                              06-07                                  71      39      28
                                              05-06       NA        33      22       70      41      40
                                              04-05       NA        34      26       69      41      33
                                              03-04       NA        29      25       67      35      31
                                              WKCE /
                                             Terra Nova
                                               Trend
                                               Value
                                               Added
                                               Trend


2006 -2007 Pulaski High School MPS Educational Plan, Page 12 of 53, 6/2/11 – Initial Plan
8. Describe your school’s overall trend in Language Arts over time in terms of proficient and not proficient students.
Test scores declined significantly this year (-12%) . We have noticed that this year there was a reduced emphasis in the preparation for the WKCE testing due
largely to the high focus that the school had on the implementation of the FTF SLC model. The implementation of the double dosing for freshman in both English
and math, should assist in increasing student achievement in both areas.

Our SEN test scores have not shown any increase or any improvement during the last 4 years. This year 94% of our SEN students were not proficient in
Language Arts.

9. How does your school’s performance compare to the district and the state?
This year, there was a significant discrepancy between the school and the district (-12%) and the state (-43%).

10. Where do you see achievement gaps? Are there student groups that have significantly lower performance?
The largest achievement is between White students (47% proficient) and Special Education students 6% proficient; followed by African American students (22%
proficient); and Hispanic students (28% proficient).

11. What does your school-level value added data say about student growth? What does your grade-level value added data say about student growth? Which
     grades, if any, are experiencing lower than average growth?
                                                                                                                  th
Value added data was not available this year for Language Arts. However, we know that we must prepare our 9 graders exposing them to more reading, if we
are to increase our scores. In particular we need focus in on the areas of research and inquiry, our weakest area.



12. Identify your Language Arts urgent fact.
Special education students - 94% were not proficient in language arts; Other student subgroups ; 74% of our African American students were not proficient in
language arts; followed by 69% of our Hispanic students were not proficient in language arts.

                                           Standards Performance Summary Chart –Data Source: ORS (06-07)
                  Language Arts                       Writing                          Language                     Research and Inquiry
                 Objectives % Items
                                            State     District   School       State      District   School        State   District    School
                      Correct
                      Grade 3               63.4       53.3                   75.8        63.6                    67.9      56.3
                      Grade 4               73.5       60.8                   71.7        60.3                    59.0      47.7
                      Grade 5               67.9       55.3                   76.3        63.6                    58.6      47.2
                      Grade 6               70.4       55.7                   73.7        61.1                    60.9      48.9
                      Grade 7               65.9       51.6                   69.5        54.9                    60.0      44.7
                      Grade 8               72.2       57.9                   71.4        58.3                    58.7      45.8
                     Grade 10               61.5       50.3        48.4       66.4        51.0        47.2        62.8      49.8       46.9


13. Identify the strengths and weaknesses you see across grade levels in language arts objectives as compared to the state and the district.

The school needs to develop and incorporate writing across the curriculum by providing lessons that allow students to use several methods of writing. e.g.
expository, persuasive, informative and descriptive essays throughout the various core classes. When compared to the district, the areas of language and
2006 -2007 Pulaski High School MPS Educational Plan, Page 13 of 53, 6/2/11 – Initial Plan
                                                                                              th
research/inquiry were the areas we scored the lowest in. As such, we need to expose our 9 graders to these areas.

Special education and regular education teachers need to work collaboratively to ensure that SEN students receive support in their classes. Teachers need to
incorporate the use of graphic organizers and writing support programs (e.g. Inspiration, Co-Writer, and Microsoft Word) to help guide students by simplifying the
writing process for them.


14. Analyze additional reading information collected at your school (e.g. local assessments, learning walk data, and Instructional Practices Survey). What you
    are doing or not doing that might be contributing to student achievement results (address achievement gaps, if any)?

Student engagement and curriculum alignment and rigor must increase. This year, we began to double dose the students in reading and English and we have
instituted a block schedule . During common planning time we have conversations related to sharing instructional strategies and lesson refining.


        a. Why are students performing as they are in the area you identified as a weakness?

An analysis of items revealed that many of our students did not complete or attempt to finish parts of the test. Next year, we will need increase the amount of
time that we are teaching reading and writing across the curriculum and to develop more project based assignments, projects and class work. A school wide
push to stress the importance of the test is vital. Teachers will also focus on ensuring that students are exposed to test taking activities and practice. During the
first weeks of the school year, we will have student completing daily exercises emphasizing skills assessed on the WKCE.

Regular and Special Education teachers need to work with students to develop writing skills through alternative methods to paper and pencil. Allowing students
to use computer software programs like Co-Writer, Inspiration and Microsoft Word will help them develop comfort in the writing process.

        b. How and where are teachers currently addressing this area?

We are offering our freshmen students a double dose of English Language Arts during a 90 minute block-schedule, however this was the first year of the
implementation of these practices. We are using reading strategies that engage and challenge more of our students. We are also incorporating team-teaching in
all of the language art classrooms.
     th
All 9 grade classrooms have a classroom library with reading materials ranging from grade 3 to college level. In addition, students have access to audio
components to their text which supports their fluency development and comprehension of material. SEN teachers and regular education teachers have begun to
have more conversations on student progress during common planning time. This collaboration will increase opportunities for discussion around SEN student
needs.


        c.   What additional ways and places could you address this area in your instruction?

The entire school will be focusing on teaching reading and writing across the curriculum in all classrooms, including gym and shop classes. Teachers will
continue to have access to newspapers providing an opportunity to incorporate current events in any classroom. Students will read articles, write reflections and
present their findings in any classroom. Students will receive daily exercises associated with activities that they will encounter during testing.
In the fall, prior to testing, a great emphasis will be place on the importance of not leaving test items blank.

Teachers must have higher expectations for all students regardless of their disability and really help them meet their I.E.P. goals and work closer with the regular
education teachers.

2006 -2007 Pulaski High School MPS Educational Plan, Page 14 of 53, 6/2/11 – Initial Plan
             d. How will students demonstrate proficiency in this area?

Proficiency in evaluating and extending text will be demonstrated by the students’ ability to successfully complete formal and informal assessments and their
ability to complete and present projects.

Students with disabilities will be held to the same standards as their non-disabled peers, but their I.E.P. goals will provide the basis for meeting criteria. Utilizing
rubrics in the classroom provides a simple way to ensure all students are held to the same expectations, regardless of their disability.




                                                                                         Math Needs Assessment

               Academic Trend Indicators - Click on a trend indicator icon to select, then copy and paste in trend row for each grade level
                            Bouncing up: Some                                                             Bouncing down: Some
   Trend up: Higher                                    Level: Latest results  Bouncing: No consistent                                Trend down: Lower
                          movement lower, latest                                                         movement higher, latest
 proficiency each year                                 match baseline year        pattern of results                                proficiency each year
                        results above baseline year                                                    results below baseline year



                                       WKCE-CRT Math Summary Chart - Data Source: MPS Report Card (03-04 to 05-06) and ORS (06-07)
 Math %                 Grade 3            Grade 4       Grade 5           Grade 6        Grade 7            Grade 8          Grade 9                                                     Grade 10
Proficient      State     MPS     School   State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School   State   MPS   School

 06-07                                                                                                                                                                               70      28      29
 05-06          73        43               73      44             72      40              72     38             73      37             73      37             NA      29    30       70      31      32
 04-05          NA        53               72      46             NA      50              NA     39             NA      38             73      36             NA      30    25       72      31      26
 03-04          NA        52               74      53             NA      54              NA     38             NA      39             65      29             NA      29    30       69      29      25
 WKCE /
Terra Nova
  Trend
  Value
  Added
  Trend


2006 -2007 Pulaski High School MPS Educational Plan, Page 15 of 53, 6/2/11 – Initial Plan
1.   Describe your school’s overall trend in math over time in terms of proficient and not proficient students.

Proficiency of all students had been showing a small, but consistent rise every year until the 2006-2007 school year. However, SEN student proficiency has been
declining in the last 3 years, with 0% of our SEN students showing proficiency this year;. African American student proficiency decreased this year by 3% (at
17%).Hispanic student scores decreased from 39% proficiency in 2005-06 to 34% proficiency in 2006-07.


2.   How does your school’s performance compare to the district and the state?

The school was slightly behind the district but has been closing the gap. This year, we were ahead of the district at 29% proficiency, but 31% behind the state.
The district proficiency level for Special education students has been consistently higher than the school’s. Last year, 15% of the SEN student population in the
district, compared to 3% of the school’s SEN population being proficient. This year, 0% of our SEN student population was proficient, compared to the district’s
39% proficiency rate. Hispanic students were slightly behind the district but had been closing the gap.


3. Where do you see achievement gaps? Are there student groups that have significantly lower performance?
The largest achievement gap is between white students (53% proficient) and SEN students 0% proficient; followed by African-American (17% proficiency).

Our SEN students have an extremely large gap from all other subgroups- 100% of them did not meet math proficiency in the WKCE.




4.   What does your school-level value added data say about student growth? What does your grade-level value added data say about student growth? Which
     grades, if any, are experiencing lower than average growth?

Value increased in math , as noted by the designation - 1 = High Value Added – High Attainment).

5.   Identify your math urgent fact.

71% of all of students are not proficient in math; 100% of our Special education students were not proficient in math and only 17% of African-American were
proficient in math.



                                                Standards Performance Summary Chart – Data Source: ORS (06-07)
       Math          Mathematical                                                                                                    Statistics and                Algebraic
                                             Number Operations                   Geometry                Measurement
Objectives -          Processes                                                                                                       Probability                Relationships
   % Items       State   District   School   State   District   School   State    District   School   State   District   School   State   District   School   State   District   School
    Correct
 Grade 3         38.9     23.0               73.2    60.1                77.9      66.8               76.4    64.2                77.3    63.9                73.7    61.4
 Grade 4         34.1     21.7               85.9    75.4                76.4      67.4               69.9    56.7                68.3    54.6                77.8    65.1
2006 -2007 Pulaski High School MPS Educational Plan, Page 16 of 53, 6/2/11 – Initial Plan
                                                Standards Performance Summary Chart – Data Source: ORS (06-07)
       Math          Mathematical                                                                                                    Statistics and                Algebraic
                                             Number Operations                   Geometry                Measurement
Objectives -          Processes                                                                                                       Probability                Relationships
   % Items       State   District   School   State   District   School   State    District   School   State   District   School   State   District   School   State   District   School
    Correct
 Grade 5         43.6    29.1                78.9    66.8                68.1      58.1               70.2    59.7                64.5    47.8                66.5    52.8
 Grade 6         43.5    23.8                65.9    47.9                73.6      59.4               59.3    42.1                62.8    44.0                71.8    54.3
 Grade 7         46.9    28.2                63.7    47.2                60.7      45.0               52.5    36.9                66.1    48.4                81.3    67.3
 Grade 8         56.0    34.9                49.3    33.8                53.4      36.8               52.6    39.8                56.6    40.9                75.9    62.1
 Grade 10        41.7    42.8       43.3     68.8    49.9       50.6     53.3      34.0      33.6     55.8    34.5       34.0     61.0    44.0       43.6     58.3    39.1       39.3

6. Identify the strengths and weaknesses you see across grade levels in math objectives?
The only area that the school was weaker than the district was in Geometry (District 34.0, School 33.6) and Measurement (District 34.5, School 34.0


7.   Analyze additional math information collected at your school (e.g. local assessments, learning walk data, and Instructional Practices Survey). What you are
     doing or not doing that might be contributing to student achievement results (address achievement gaps, if any)?

More emphasis needs to be placed on the areas of weaknesses. We do not have common assessments in math at the school level and it is important that we
work on developing and utilizing these. We also need to pay closer attention to what the Benchmark assessment tell us about our student proficiencies during
     th
the 9 grade, so as to remediate any areas of deficiency before the end of the academic year.


        a.   Why are students performing as they are in the area you identified as a weakness?

We have not emphasized geometry and measurement across our classes, a common curriculum will assist in this area. Conversations need to be had at the
SLC and Departmental level around student progress and remediation of areas that are noted as delayed. We also need to emphasize to students the
importance of math and get to follow up on their progress, so that math becomes relevant to them.


        b. How and where are teachers currently addressing this area?
Presently, we are double dosing the students in math, and hopefully this will mean that they will double their chances at being exposed to the areas being
assessed in the WKCE.

        c.   What additional ways and places could you address this area in your instruction?

The Math Department is developing a new program for implementation next year that will use Benchmark Assessments, a new system of grading based on the
MPS Mathematics Non-Negotiables document. This document details what must be taught to MPS students starting in 9th grade through November of the 10th
grade year. That document, in turn, is based on the Wisconsin Assessment Framework for Mathematics. The program consists of five key tasks.

These tasks include:

    Development of Benchmarks for both the 9th and 10th grade year. These are known as "I Can" statements.
    Creation of assessments for both sets of Benchmarks.
2006 -2007 Pulaski High School MPS Educational Plan, Page 17 of 53, 6/2/11 – Initial Plan
      Formation of a remedial summer school class based on the Benchmark Assessments.
      Creation of an upper level math student group. This student group will receive a double dose of Mathematics in the 9th grade, which will put them on
       track for Calculus in their Senior year. This group of students will also participate in a summer camp.




        d.   How will students demonstrate proficiency in this area?

Benchmark Assessments, a new system of grading based on the MPS Mathematics Non-Negotiables (Learning Targets/standards in math).




2006 -2007 Pulaski High School MPS Educational Plan, Page 18 of 53, 6/2/11 – Initial Plan
                                                                   Social Studies Needs Assessment

               Academic Trend Indicators - Click on a trend indicator icon to select, then copy and paste in trend row for each grade level
                            Bouncing up: Some                                                             Bouncing down: Some
   Trend up: Higher                                    Level: Latest results  Bouncing: No consistent                                Trend down: Lower
                          movement lower, latest                                                         movement higher, latest
 proficiency each year                                 match baseline year        pattern of results                                proficiency each year
                        results above baseline year                                                    results below baseline year


                                               Social             Grade 9                 Grade 10
                                             Studies %
                                             Proficient   State    MPS      School   State   MPS   School

                                              06-07                                  76      39      42
                                              05-06                                  74      40      38
                                              04-05                                  74      41      32
                                              03-04                                  69      38      28
                                              WKCE /
                                             Terra Nova
                                               Trend
                                               Value
                                               Added
                                               Trend


15. Describe your school’s overall trend in social studies over time in terms of proficient and not proficient students.
From 2004 to 2007 proficiency levels have increased by 4% to 6% so indicated by the arrow upward. Non-proficient students have decreased and moved at a
higher rate from minimal to basic proficiency.

From 2005 – 2007 Special Ed Students actually followed a bouncing trend going from 6% proficient down to 3% then rising up again to the present year at 6%
proficient (94% of our SEN students did not meet proficiency).



16. How does your school’s performance compare to the district and the state?
For the first time in four years Pulaski High School’s proficiency rate was above that of the district by 3% while our school also kept pace with increases made by
the state, although still well behind the state average of 76% proficient.

17. Where do you see achievement gaps? Are there student groups that have significantly lower performance?
A considerable achievement gap still exists between the performance of all students and African-American students who scored 7% lower than the
school average, 65% of these students were not proficient in social studies. ELL students also scored much lower at only 23% proficient 77% of these students
were not proficient in social studies.

Although Special Ed Students scored at only a 6% proficiency rate, that was an increase over the previous year’s 3% proficiency rate. However, this rate is still
unacceptable and thus poses the problem of a severe achievement gap (94% of our SEN students were not proficient in social studies.


18. What does your school-level value added data say about student growth? What does your grade-level value added data say about student growth? Which
    grades, if any, are experiencing lower than average growth?
2006 -2007 Pulaski High School MPS Educational Plan, Page 19 of 53, 6/2/11 – Initial Plan
Data not available.


19. Identify your social studies urgent fact.

The African-American achievement gap must be addressed. Our goal is to increase the proficiency rate from 35% to 40% on next year’s WKCE scores. 65% of
the African American students were not proficient in social studies. ELL students 77% of these students were not proficient in social studies.

In concert with Special Education experts, our department’s goal is to increase the proficiency rate on next year’s WKCE test from 6% to 10%.



                                                Standards Performance Summary Chart –Data Source: ORS (06-07)
   Social Studies                                                                                                                     Political Science and
                                     Economics                        Geography                            History
 Objectives % Items                                                                                                                         Citizenship
      Correct                State     District    School     State     District    School      State      District    School      State      District   School

       Grade 10               72          52         57        73         55         60.2         62         44         48.2         60         46         48.4



                                                                      Behavioral Sciences
                                                            State          District             School
                                                             65               47                 51.2

20. Identify the strengths and weaknesses you see across grade levels in social studies objectives as compared to the state and the district.

Once again Pulaski students scored higher than the district in all 5 objective items. Our main weakness is in History where our students scored only 1% above
the district. Statewide our students do considerably poorer, although in some areas have closed the gap (Political Science & Citizenship). Special Ed Students
have scored consistently higher in Social Studies over the past 4 years compared to other core areas. However, having 94% of this population at minimal or
basic is a huge achievement gap.



21. Analyze additional social studies information collected at your school (e.g. local assessments, learning walk data, and Instructional Practices Survey). What
    you are doing or not doing that might be contributing to student achievement results (address achievement gaps, if any)?

Student engagement and Teacher –Led instruction has increased which has led to student achievement. Student disengagement has also decreased which also
increases achievement. By developing local or common assessments students also show achievement.

Social Studies teachers use differentiated instruction and follow IEPs to promote student achievement. However, without a Resource Room or some type of
tutoring students continue to struggle with full inclusion.


2006 -2007 Pulaski High School MPS Educational Plan, Page 20 of 53, 6/2/11 – Initial Plan
        a. Why are students performing as they are in the area you identified as a weakness?
                                                  th       th
Low reading levels continue to be a problem for 9 and 10 graders. Student disengagement, although down from previous years, still prevents students from
achieving at higher levels.

SEN students are expected to perform at the same level as their peers, as such, exposure to the curriculum is crucial. As a staff, we need to work on increasing
the collaboration between special education and regular education teachers. More emphasis needs to be placed by special education teachers on the
individualizing of students’ needs.


        b. How and where are teachers currently addressing this area?

Social Studies teachers continue to reinforce reading strategies. Math and writing skills are also integrated in all classes. Adapting classroom instruction based
on students’ IEP needs in tandem with Special Ed teacher visits continues in most classes.


        c.   What additional ways and places could you address this area in your instruction?

Use professional development and collaborative planning time to acquire new strategies and work at integrating these in all classrooms.

Special Education experts need to assist staff in developing strategies that will increase student achievement.


        d. How will students demonstrate proficiency in this area?

Social Studies teachers will use formative and local assessments to ascertain achievement while preparing students for the WKCE Test. A close working
relationship between Special and Regular Ed Teachers must be instituted with common strategies for teaching and assessing achievement actually in place.




2006 -2007 Pulaski High School MPS Educational Plan, Page 21 of 53, 6/2/11 – Initial Plan
                                                                      Science Needs Assessment

               Academic Trend Indicators - Click on a trend indicator icon to select, then copy and paste in trend row for each grade level
                            Bouncing up: Some                                                             Bouncing down: Some
   Trend up: Higher                                    Level: Latest results  Bouncing: No consistent                                Trend down: Lower
                          movement lower, latest                                                         movement higher, latest
 proficiency each year                                 match baseline year        pattern of results                                proficiency each year
                        results above baseline year                                                    results below baseline year


                                                         Science %             Grade 9                   Grade 10
                                                         Proficient    State     MPS     State   State   MPS     SCHOOL
                                                           06-07                                         26%      23%
                                                           05-06                                         26%      26%
                                                           04-05                                         29%      28%
                                                           03-04                                         29%      25%
                                                          WKCE /                                         Grade 10
                                                         Terra Nova            Grade 9
                                                           Trend
                                                           Value
                                                           Added                State                      MPS
                                                           Trend


22. Describe your school’s overall trend in science over time in terms of proficient and not proficient students.

Data has slightly fluctuated within three percentage points. SEN students have had much lower proficiency levels, but with the same trend as above.


23. How does your school’s performance compare to the district and the state?

Pulaski’s science performance was equal with the district which is lower that the state average. SEN students are ten percentage points lower than the district
which is thirty percentage points lower than the state average. Presently, 97% of our SEN students were not proficient in Science.


24. Where do you see achievement gaps? Are there student groups that have significantly lower performance?

Achievement gaps were noted between White students (50% proficiency) and SEN Students 3% proficient. The next group of students experiencing the gap
between them and white students (50% proficiency) were African American students (17% proficiency) and Hispanic students (26% proficient). N


25. What does your school-level value added data say about student growth? What does your grade-level value added data say about student growth? Which
    grades, if any, are experiencing lower than average growth?
No data available for science.




2006 -2007 Pulaski High School MPS Educational Plan, Page 22 of 53, 6/2/11 – Initial Plan
26. Identify your science urgent fact.
Only twenty-three percent of all of our students scored at proficient levels. Only 3% of our SEN students were proficient.


                                              Standards Performance Summary Chart –Data Source: ORS (06-07)
Science Objectives %          Life and Env. Science           Earth and Env. Science          Nature of Science                             Physical Science
    Items Correct           State     District    School     State    District   School  State     District   School                   State     District  School
       Grade 10             53.7        37         38.2      66.3      47.9       49.6    70        50.6       52.5                    49.4       34.8       35

                                            Standards Performance Summary Chart –Data Source: ORS (06-07)
Science Objectives %          Science Applications            Science Connections            Science Inquiry                          Science in Social & Personal
    Items Correct           State   District    School     State     District  School  State     District   School                     State     District   School
       Grade 10             62.9      40.2       41.4      60.5        42       43.0   59.4       38.5       38.5                      76.1       56.7       58.2

27. Identify the strengths and weaknesses you see across grade levels in science objectives as compared to the state and the district.
Under the category of ALL students, Pulaski students scored better in Science than the district on most categories, and we were tied to the district in the area of
Science in Social and Personal.

28. Analyze additional science information collected at your school (e.g. local assessments, learning walk data, and Instructional Practices Survey). What you
    are doing or not doing that might be contributing to student achievement results (address achievement gaps, if any)?
Our current focus is to increase student engagement for all students. Learning walk (IPI and EAR) data indicated that we needed to increase student
engagement, align our curriculum and provide rigorous instruction in the classroom. In an attempt to align the curriculum, Health and Science will work together to
ensure that our students are exposed to instruction that is evaluated in the WKCE.

        a. Why are students performing as they are in the area you identified as a weakness?

This is our first year in block scheduling and we are attempting increase student exposure to math. The data presented in this plan is based on experiences that
students had prior to this year’s roll-out of the reform. As the staff acclimates to block scheduling work on engagement will increase. Also, in the Fall of 2006, the
   th
10 grade students were not “prepped” for the WKCE, we will prep them during the 2007-08 school year.
                                                      th
Also, Health was moved three years ago to the 10 grade and as a result they are not exposed to the areas that are tested by the WKCE that relate to this area.
                           th
During the 2007-08 all 9 graders will be programmed into Science and Health.

         b. How and where are teachers currently addressing this area?
Staff is working on increasing hands-on curricular activities. Students will be “prepped” before the WKCE. Health is also being programmed into the classes of
      th
the 9 graders. Common assessment are being examined, the curriculum and scope and sequence also. Learning walk data will help us to align any
weaknesses that may pop up early in the year, and we will work to remediate the weaknesses, by working on our strengths.

        c. What additional ways and places could you address this area in your instruction?
                                                                                                                                         th
More equipment is needed to help all teachers stay aligned with curricular timelines. Health will also be introduced to students in the 9 grade. Science and
Health Department will work collaboratively. Common assessments, aligned curriculum and student engagement will all be areas that we will focus on during the
2007-08 school year.


2006 -2007 Pulaski High School MPS Educational Plan, Page 23 of 53, 6/2/11 – Initial Plan
       d. How will students demonstrate proficiency in this area?
Science proficiency will be measured through IPI data, school based common curriculum, grading based on outcomes and portfolios, where appropriate.


                                                 Creating Safe and Consistent Learning Opportunities

                       Insert 05-06 suspension data table from the 06-07 Reviewed Ed plan that is posted on the MPS Portal here:

                                                               SEN Suspension Status                                                                      Yes-No
1. Does our school Special Education Need (SEN) suspension rate exceed our non SEN rate? (Answer is yes if cell labeled “School Difference: SEN
                                                                                                                                                               Yes
   to Non-SEN Suspensions” number is greater than zero in MPS suspension data table.) If yes, address disparity with SMART goal strategy.
2. Did our school have IDEA suspensions? (Answer is yes if cell labeled “# IDEA Suspensions “is greater than zero in MPS suspension data table.
   This number is generated by counts of days of missed school possible based upon information entered into ESIS.) If yes, address situation with              Yes
   SMART goal strategy.
3. Is the suspension percentage for violation of school rules substantially greater than the combined percentages of Assault, Weapons, and Alcohol
                                                                                                                                                               Yes
   and Other Drugs (AOD)?

                                            Climate Survey Key Areas by Different Responders Summary Chart
                                                           Data Source: Climate Survey (06-07)
                                      Environment                       Rigor                         Safety                                Governance
  Key Area Mean Score
                                 School         District       School          District        School        District                  School        District
     Teacher / Staff              2.8             3.1            2.7             3.0            2.5            3.0                      2.5            3.0
 Elem / Middle Students
  High School Students            2.6               2.7              2.7              2.9              2.5              2.6              2.5              2.6
        Parents                   2.6               3.3              2.6              3.3              2.6              3.2              2.6              3.2


4. Identify your school climate urgent facts using suspension information and School Climate Survey data.
Pulaski staff, students and parents perceive Pulaski’s climate as uninviting and unsafe. The suspension rate for all students has increased from 40.59% (2005-
06) to 50.54% for the 2006-07 school year.


5. Which School Climate Survey Key Area emerges as a school strength? Which emerges as a school weakness? How do your Key Area Mean Scores differ
    from the district’s? Do you have Key Area Mean Score gaps between constituent groups?
Student perception of the environment, rigor, safety and governance is more positive than it is for the staff and parents.
Parental view of the school’s environment, rigor, safety and governance as an area of weakness for the school.
The school and district mean scores do not vary by more than 2% point when comparing the student population.
The gap between parent negative perception in the key areas is the greatest, when compared to the other two groups (staff and students).

6. What do you do that might contribute to these perceptions?
Parents do not spend as much time in the school as do the students and staff. The media’s negative attention also does not help.

7. What could you do that might improve the climate for learning in your school?
Promote the school in a positive fashion to our parents in letters and newsletters. Drill down on the specific areas of weaknesses in each of the areas. For
2006 -2007 Pulaski High School MPS Educational Plan, Page 24 of 53, 6/2/11 – Initial Plan
example, one area of environment might be pulling the scores down for the area. SLC will be providing parents with opportunities to come and spend a day at the
school with their children. SLC will have activities, such as student fairs and picnics, that might increase parent visits to the school, as well as possibly changing
their view on the school. SLCs will also encourage more parent participation in the completion of the Climate survey, as given the small amount of parents
participating (10 this school year), we are not sure if the results are valid.


                                                             Family and Community Involvement

               Academic Trend Indicators - Click on a trend indicator icon to select, then copy and paste in trend row for each grade level
                            Bouncing up: Some                                                             Bouncing down: Some
   Trend up: Higher                                    Level: Latest results  Bouncing: No consistent                                Trend down: Lower
                          movement lower, latest                                                         movement higher, latest
 proficiency each year                                 match baseline year        pattern of results                                proficiency each year
                        results above baseline year                                                    results below baseline year



                   Climate Survey Family Involvement Standards Summary - Data Source: School Climate Survey PISA Questions
                                                                                                       School Decision-
 Parents and Staff                                                                                                         Collaborating with
                        Communicating           Parenting       Student Learning     Volunteering         Making and
   % agree plus                                                                                                               Community
                                                                                                           Advocacy
 % strongly agree
                       Parent     Staff     Parent      Staff   Parent     Staff   Parent     Staff    Parent     Staff    Parent      Staff
       06-07             50         67        30         46       40        58       50        55        50        57        60         42
       05-06            58.3        72        33         60      41.6       62      33.3       66       41.6       62        50         44
       04-05            65.5       68.5      41.2       44.8     58.6      55.3     48.3      57.8      51.7      63.2      55.2       52.6
        Trend

1. What is the trend? How did you contribute to the trend?
The cell size for the parents was really low, thus we can’t really make conclusions that we can say are reliable and valid. The school has seen a decrease of
parent participation/ responses to surveys (29 in 2004-05; 12 in 2005-06; and 10 in 2006-07).

We have seen an increase in staff responses (38 in 2004-05; 50 in 2005-06; and 100 in 2006-07). Staff positive responses appear to be down in all areas.



2. Identify your Family and Community Involvement urgent fact using School Climate Survey data and any local data (from Family Involvement Tools, for
    example).
1. Given the decline of parent participation in the surveys, the school must work in increasing parental awareness and participation in the school climate survey.
2. Pulaski has been a school that has historically been involved in partnerships with community institutions, the school needs to evaluate why the staff see
community and school collaboration as an area of weakness.


3. On which parent involvement standard did your activities focus?
This year, it was in the area of family advocacy.


2006 -2007 Pulaski High School MPS Educational Plan, Page 25 of 53, 6/2/11 – Initial Plan
4. Analyze the effectiveness of strategies/activities to involve families and the community in the promotion of academic achievement and other SMART goals.
As part of our Family Advocacy, we need to increase positive communication and promote the involvement of our parents and community. We also need to
increase communication in general with our families and community.

5. What strengths and weaknesses did you see in the implementation of parent involvement strategies?
We sought out and received assistance from Parent Plus and VISTA, yet we had little success in acquiring more parental involvement/

6. What could you do that might improve family involvement and community engagement in your school?
Continue our involvement with VISTA and Parent Plus, as well as increase collaborative opportunities via Family Advocacy and implement strategies designed by
our SLCs.


                                                                   Ed Plan Results Summary
                                                           05-06 SMART Goals                                                            Goal Met: Yes or No?
05-06 Core 1                                  th
                       The percentage of 9 grade students scoring proficient or advanced on the reading subtest of the 2005
                                                                                                                                                 Yes
                       Terra Nova Test will increase 8 percent as measured by the 2006 WKCE.
05-06 Core 2           The % of 10th grade SEN students participating in the 2005 WKCE testing will increase from 86% to
                                                                                                                                                 Yes
                       95%.
05-06 Core 3           Using results from the Nov. 2005 WKCE, 10th graders will have increased WKCE Mathematics scores
                                                                                                                                                 Yes
                       from 32% proficient or advanced.
05-06 Family &         Pulaski will work to increase family and community involvement.                                                  It was not possible to
Community                                                                                                                                 get data that would
                                                                                                                                         help us analyze the
                                                                                                                                        results of this goal. A
                                                                                                                                         strategy to measure
                                                                                                                                           this goal was not
                                                                                                                                            identified in the
                                                                                                                                           analysis column.


                                                                                          Evidence of Progress from Local Assessments
                             06-07 SMART Goals                                                                                          Progress: Yes or No?
                                                                                                              and Data
                    Core 1   Each teacher will create and implement lessons that          Only moved from 2 to 7.
                             demonstrate engagement, alignment and rigor (EAR). By May,
                             data should indicate an increase on Student Active Engaged                                                          No
                             Learning from 2% to 30% percent, as measured by MPS/IPI
                             Inventory.
                    Core 2 Increase the percentage of Teacher Led                         Only moved to 31%
                                                                                                                                                 No
                           instruction from 25% to 40%
                    Core 3 Decrease student and teacher disengagement                     Only decreased to 23%                                  No

2006 -2007 Pulaski High School MPS Educational Plan, Page 26 of 53, 6/2/11 – Initial Plan
                                                                                                Evidence of Progress from Local Assessments
                                06-07 SMART Goals                                                                                               Progress: Yes or No?
                                                                                                                  and Data
                               from 30% to 10%, as measured by MPS
                               Instructional Practices Inventory.
      Family & Community       So as to develop and maintain positive working relationships     Family Advocacy takes place every Wednesday,
                               with all students’ families and the broader urban community to   for 45 minutes a day.
                               support student learning, Pulaski will implement the Family
                               Advocacy System throughout the 2006-2007 school year.
                                                                                                                                                        Yes
                               Success of the Family Advocacy system will be measured by
                               the results of the MPS Climate Survey.
Alternatives to Suspension     The suspension rate for special education                        Special education suspension rate went up jby
                               students will decrease from 58.5% (2005-06                       5.8%.                                                   No
                               school year) to 55% or less.

06-07 Professional Development Strategies               Evidence of Content Mastery/Change in Teacher Practice/Student Performance              Progress: Yes or No?
PI 34 related teacher or administrator needs.          Five of our special education interns completed their certification and are now
                                                                                                                                                        Yes
                                                       licenses.
Special Education compliance or quality related        During the 2006-07 school year, the Special education leadership liaison, the
needs.                                                 administration and Pulaski staff were able to meet all of the areas that were                    Yes
                                                       noted as deficiencies during the fall 2006, DPI Focused Monitoring visit.
Staff development associated with the Small            Over 20 opportunities in the area of staff development/ training were offered to
Learning Communities model needs.                      Pulaski staff, as related to the school’s Small Learning Communities educational                 Yes
                                                       reform.
Student and staff development associated with the      Pulaski implemented the Family Advocacy component and 45 minutes every
                                                                                                                                                        Yes
Family Advocate System model needs.                    Wednesday is dedicated to this area.




2006 -2007 Pulaski High School MPS Educational Plan, Page 27 of 53, 6/2/11 – Initial Plan
                                                          Core SMART Goal Reading/Language Arts
       Goal Area            SMART Goal (Specific, Measurable, Attainable, Relevant and Research Based                               Goal Related Needs
                                                             and Time Bound)
                           By November 2007 the percentage of 10th grade students scoring proficient or advanced   African American and SEN students have the largest
       Instructional       in Reading will increase 10 percentage points from 27% to 37% as measured by the
        Practices &
                                                                                                                   academic gap that needs to be addressed.
                           WKCE-CRT.
         Reading
                           Urgent fact: 73% of the students are not proficient in reading.
                                                          Targeted Characteristic of the High Performing Urban Classroom
                                                                     Active Engagement of student learners.
    Target                      Strategies              Staff          Resources to       FTE/         Formative Assessments to        Strategy         Results of Strategy
  Population/s                                       Responsible        Implement      Funding &      be used throughout the year    Review Dates       Review & Revisions
                                                         for            Strategies      Funding
                                                    Implementing                        Source/s
                                                      Strategy
  th                       th                        th
 9 Grade               All 9 graders will take     9 grade            Time that is     N/A            Formal Assessments             Fluency –
                       reading/language arts       English            embedded                        include: Fluency testing,      Every 6
                                                                                                                    th
                       for a double block for 90   Teachers/Pro       for Common                      CLOZE test, 9 grade            weeks,
                       minutes for the entire      grammer            planning.                       quarterly benchmark tests.     Benchmark
                                                                                                         th
                       school year utilizing a                                                        10 grade WKCE scores           testing –
                                                                                                                                                   th
                       specific literacy program                                                                                     Quarterly, 10
                       designed to increase                                                                                          grade WKCE
                       reading levels.                                                                                               testing –
                                                                                                                                     annually
                           th
 SEN students          All 9 grade English         All English        Common           Special        Formal Assessments             Fluency –
 grade 9 & 10          classrooms will have a      Teachers and       Planning         Education      include: Fluency testing,      Every 6
                                                                                                                    th
                       special ed. and a regular   Special ed.        time/Departm     funds          CLOZE test, 9 grade            weeks,
                       ed. Teacher.                Teachers/SLC       ent time                        quarterly benchmark tests      Benchmark
                                                                                                      focused specifically on        testing –
                                                                                                                                                   th
                                                                                                      special education students.    Quarterly, 10
                                                                                                                                     grade WKCE
                                                                                                                                     testing –
                                                                                                                                     annually




2006 -2007 Pulaski High School MPS Educational Plan, Page 28 of 53, 6/2/11 – Initial Plan
    Target               Strategies              Staff       Resources to        FTE/        Formative Assessments to       Strategy       Results of Strategy
  Population/s                                Responsible     Implement       Funding &     be used throughout the year   Review Dates     Review & Revisions
                                                  for         Strategies       Funding
                                             Implementing                      Source/s
                                               Strategy
     th
 All 9 and       Students reading daily,    All English      All              $2000/Title   Formal Assessments            Fluency –
    th
 10 grade        journaling about books     and special      classrooms       1 & English   include: Fluency testing,     Every 6
                                                                                                           th
 students        read, and summarizing      education        will have a      Departmen     CLOZE test, 9 grade           weeks,
 including       reading each day.          teachers/Dep     classroom        t             quarterly benchmark tests.    Benchmark
 SEN.            Teachers and/or peers      artment Chair    library of at                  Informal Assessments          testing –
                 will respond to the                         least 120                      include: Students’            Quarterly,
                                                                                                                                      th
                 journals and summaries.                     books for                      assignment sheets, book       Informal 10
                                                             students to                    wall and book marks,          grade WKCE
                                                             choose from                    (Students keep journal on     testing –
                                                             to read for 20                 how many pages they read      annually
                                                             to 30 minutes                  with a brief summary for      Assessment -
                                                             a day. In                      each day), classroom          daily and
                                                             addition,                      discussions.                  monthly
                                                             students                                                     reports on
                                                             have access                                                  their books.
                                                             to audio
                                                             components
                                                             to their text
                                                             which
                                                             supports
                                                             their fluency
                                                             development
                                                             and
                                                             comprehensi
                                                             on of
                                                             material.

 All students    Teaching and learning of   All English      Literacy                       Formal Assessments            Tuesday and
                 specific reading           and Special      program from                   include: Fluency testing,     Thursday
                                                                                                          th
                 strategies including:      Education        IRRE,                          CLOZE test, 9 grade           common
                 Prior Knowledge,           teachers                                        quarterly benchmark tests.    planning
                 Making Connections,        English and                                     Informal Assessments          times.
                 Predicting, Questioning,   Special Ed                                      include: teacher              Monthly
                 Summarizing, Monitoring    department                                      observations, class work,     department
                 and Repairing              chairs.                                         class discussions.            meetings.
                 Comprehension,
                 Interpreting and Making
                 Inferences



2006 -2007 Pulaski High School MPS Educational Plan, Page 29 of 53, 6/2/11 – Initial Plan
    Target               Strategies                Staff       Resources to      FTE/        Formative Assessments to         Strategy     Results of Strategy
  Population/s                                  Responsible     Implement     Funding &     be used throughout the year     Review Dates   Review & Revisions
                                                    for         Strategies     Funding
                                               Implementing                    Source/s
                                                 Strategy
 All teachers    Implementation of             All SLC                                      Teacher discussion within       Tuesday and
                 process to introduce and      teachers.                                    common planning time            Thursday
                 reinforce a specific                                                       including analysis of           common
                 reading strategies for a                                                   progressing benchmark and       planning
                 specified time frame                                                       fluency test data. Revision     times.
                 within the English                                                         of strategies as appropriate.   Monthly
                 classroom and utilize the                                                  SLC meeting minutes.            department
                 same strategy across all                                                                                   meetings.
                 SLC classes.
 Literacy        Teachers will receive         SIF, Literacy   IRRE           IRRE          IPI and Measuring What          Monthly
 Teachers and    training on the literacy      Teachers        Literacy                     Matters Walk-throughs           Department
 supporting      program                                       Program                                                      meeting.
 SEN teachers
 English         Implementation of             English                                      IPI and Measuring What
 Teachers        instructional strategies      Teachers                                     Matters Walk-throughs
                 designed to enhance
                 student performance
                 including: modeling of
                 the reading and writing
                 process, group activities,
                 peer editing, self-editing,
                 think-pair-share
 All teachers    Implementation of             All SLC                                      Review of student work and      Tuesday and
                 process to introduce and      teachers                                     teacher discussion within       Thursday
                 reinforce a specific                                                       common planning time.           common
                 writing strategies for a                                                   Revision of strategies as       planning
                 specified time frame                                                       appropriate.                    times.
                 within the English                                                         SLC meeting minutes.            Monthly
                 classroom and utilize the                                                                                  department
                 same strategy across all                                                                                   meetings.
                 SLC classes.




2006 -2007 Pulaski High School MPS Educational Plan, Page 30 of 53, 6/2/11 – Initial Plan
    Target               Strategies                Staff        Resources to        FTE/        Formative Assessments to        Strategy      Results of Strategy
  Population/s                                  Responsible      Implement       Funding &     be used throughout the year    Review Dates    Review & Revisions
                                                    for          Strategies       Funding
                                               Implementing                       Source/s
                                                 Strategy
 All teachers    Development and               All SLC Staff    Computer         English       Progress check points          Midpoints of
 and SLC         implementation of SLC                          Lab time and     Departmen     through out the semester or    quarters
 students        grade-level common                             storage          t funds and   year. Revisions of the         during family
                 research projects that                         space.           SLC funds.    students work                  advocacy.
                 are integrated                                 Folders for                    demonstrating progress.
                 throughout the SLC to                          student work.                  Completed research
                 incorporate all core                                                          documents and
                 academic classes and                                                          presentations.
                 utilizing the SLC theme
                 – focus on developing
                 reading skills and writing
                 skills specifically
                 research and inquiry.
 Special         Professional                  Selected staff   Text and         $6000 NEA     Review of student class
 Education       development and action        by SLC           training on      grant         work, anecdotal records,
 and English     research on                                    differentiated                 survey of staff and students
 Teacher         differentiated instruction.                    instruction.                   involved, progressive
                                                                                                                   th
                                                                Time for                       performance on 9 grade
                                                                teachers to                    benchmarks and fluency
                                                                meet and                       tests, report out to staff.
                                                                plan,
                                                                implement,
                                                                review,
                                                                reflect, and
                                                                report.
                                                                SLC
                                                                common
                                                                planning time
                                                                to report out
                                                                on progress
                                                                of students
                                                                and process.




2006 -2007 Pulaski High School MPS Educational Plan, Page 31 of 53, 6/2/11 – Initial Plan
                                                         Section 4: Core SMART Math

    Goal Area        SMART Goal (Specific, Measurable, Attainable, Relevant and Research Based                          Goal Related Needs
                                                      and Time Bound)
                                      th
                    The number of 9 grade students achieving mastery and partial mastery on each      Areas of weakness:
                    mathematics strand of the ThinkLink Benchmark Assessments. will increase by               Equivalent forms
                    at least 10% from September 2007 to May 2008                                              Order and compare
                               WKCE scores dropped 3% from the last assessment (from 32%                      Computation in context
                               proficiency level in 2005-06 to 29% proficient in 2006-07).                    Estimation
                                                                                                              Indirect measurement
                                                                                                              Coordinate geometry
                                                                                                              Spatial reasoning
                                                                                                              Interpret data display
                                                                                                              Make inferences from data
                                                                                                              Number patterns
                                                                                                              Functions
   Mathematics
                    Urgent                                                                            Sub-groups
                    Fact                                                                              The following groups are below 47.5%:
                                                                                                              Black
                                                                                                              Hispanic
                                                                                                              LEP/ELL
                                                                                                              SEN
                                                                                                              Economically Disadvantaged
                                                                                                      1) Instructional strategies must be provided by Special
                                                                                                      Education experts to improve student achievement,
                                                                                                      especially in the area of math;.2) Supplemental
                                                                                                      materials; 3) Curriculum alignment; 4) Common
                                                                                                                          th       th
                                                                                                      assessments for 9 and 10 graders classes.
                                                Targeted Characteristic of the High Performing Urban Classroom
                                                           Active Engagement of Student Learners
                                                                 Active Student Engagement




2006 -2007 Pulaski High School MPS Educational Plan, Page 32 of 53, 6/2/11 – Initial Plan
Target         Strategies                       Staff             Resources to     FTE/        Formative Assessments to be     Strategy   Results of Strategy
Population/s                                    Responsible for   Implement        Funding &   used throughout the year        Review     Review & Revisions
                                                Implementing      Strategies       Funding                                     Dates
                                                Strategy                           Source/s
All Freshmen   All students are enrolled        Counselors        WKCE                         CABS aligned to state and MPS   Daily
               in Mathematics the full                            practice                     learning target descriptors
               school year.                                       problems
                                                                                               Math problem of the day
                                                                  Guide to
                  Math problem of the day
                                                                  Differentiated
                  Differentiated Instruction
                                                                  Instruction
                  Cooperative learning
                  Students will be taught                        “I Can”
                   test taking strategies                         benchmark
                  Note-taking skills (class)                     statements
                                                                  and
                                                                  assessments
                 Comprehension reading
                   skills


SEN               IEP teachers will provide    IEP Teachers,     IEPs,                        CABS aligned to state and MPS
Students           each math teacher with       math teachers     Benchmark                    learning target descriptors
                   a summary of strategies      Renaissance       scores
                                                                   th
                   and modifications            coordinator       8 grade                      Modified assessments
                   necessary for each                             WKCE scores                  Modified assignments based on
                   individual special                             Other                        individual needs
                   education student’s                            assessment
                   success within their                           scores                       Problem of the day
                   classes                                        available.
                  Modified assignments                                                        WKCE practice assessments
                  Math teachers will share                                                    “I Can” benchmark
                   CABS with the SEN                                                           assessments
                   support staff
                  Differentiated Instruction
                  SEN teachers will teach
                   test taking strategies
                  SEN students will take
                   practice tests in the
                   same format as the
                   WKCE
                  Math problem of the day
                  Before or after school
                   tutoring
                  Math teachers will
                   develop and distribute a
                   problem solving guide
                   for SEN students

 2006 -2007 Pulaski High School MPS Educational Plan, Page 33 of 53, 6/2/11 – Initial Plan
                                               Classroom                                    CABS aligned to state and MPS
Hispanic      Spanish/English translation     teachers                                     learning target descriptors
              guides such as dictionaries,
              vocabulary lists, math           Bilingual                                    Math problem of the day
              vocabulary translation lists,    teachers
              etc. will be available in all                                                 Student work samples
              math classes                     ESL teachers
               Before or after school                                                      “I Can” benchmark
                   tutoring available for      Bilingual support                            assessments
                   students by both            staff
                   bilingual and
                   monolingual teachers
               Peer study groups
               Peer translators will be set
                   up in each class and
                   seated in proximity to
                   each other
               Special Incentives will be
                   offered through the
                   Renaissance program to
                   Hispanic students who
                   increase math scores by
                   10%
              Bilingual math teacher will
                   be available to work with
                   Hispanic students during
                   or lunch hours


Geometry              Math problem of the     Math teachers       Think Link               Student work analyzed on        Daily
students               day                                         results                  Problem of the day
                      Teachers will teach     Counselors
                       test taking skills                                                   Constructed response
                      Direct instruction as                                                assessments
                       well as small group
                       work                                                                 CABS aligned to state and MPS
                      Differentiated                                                       learning target descriptors
                       Instruction
                      Teachers will use                                                    Common unit assessments
                       Think Link data to
                       begin to focus on                                                    WKCE practice assessments
                       skills in need of
                       strengthening                                                        “I Can” benchmark
                                                                                            assessments




2006 -2007 Pulaski High School MPS Educational Plan, Page 34 of 53, 6/2/11 – Initial Plan
Parents                   Parents will be         Classroom                                   Student attendance               daily
                           notified of students’   teachers
                           progress through                                                    CABS aligned to state and MPS
                           progress reports                                                    learning target descriptors
                          Parents will receive
                           phone calls from                                                    Student work
                           teachers regarding
                           student work and
                           attendance
                          Parents will receive
                           course descriptions
                           and expected
                           outcomes
                          Parent assistant on
                           line grade checking
Math teachers        Math teachers will           Math teachers   Common          SIG funds   Student work samples of          Every
                      receive information on                       assessments                 common assessments               department
                      Differentiated               Workshop                                                                     meeting
                      Instruction                  leaders         Item analysis               Alignment of standards and
                     Teachers will share                          of common                   learning targets will continue
                      successful teaching                          assessments
                      techniques to address
                      successful mastery of                        “I Can”
                      learning targets/                            assessments
                      descriptors based on
                      common assessments
                      and CABS
                     Math teachers will have
                      opportunities to attend
                      workshops and
                      conferences on current
                      best practices in
                      mathematics instruction
                     Math teachers will
                      receive PD in reading
                      and writing in the
                      content areas
                     In-service on eSIS
                      grade book
                     Math teachers will
                      participate in the
                      development of “I can”
                      benchmark
                      assessments




 2006 -2007 Pulaski High School MPS Educational Plan, Page 35 of 53, 6/2/11 – Initial Plan
Economically          Differentiated      Math Teachers     Calculators     SIG Funds       CABS aligned to state and MPS   Weekly
Disadvantaged          Instruction                                                           learning target descriptors
                      Before or after
                       school tutoring                                                       Student work samples
                      Test taking
                       strategies                                                            Math problem of the day

                                                                                             “I Can” Assessments




 2006 -2007 Pulaski High School MPS Educational Plan, Page 36 of 53, 6/2/11 – Initial Plan
                                                Section 4: Core SMART Goal - Social Studies
    Goal Area          SMART Goal (Specific, Measurable, Attainable, Relevant and Research Based                               Goal Related Needs
                                                     and Time Bound)
                      Narrow the achievement gap between all students and SEN students by                    1) Instructional strategies must be provided by Special
                      increasing the WKCE proficiency rate of SEN students from 6% to 10% for the            Education experts to improve student achievement,
                      2007-2008 school year.                                                                 especially in the area of reading and writing.
                                     65% of the African American students were not proficient in social      2) Supplemental materials.
SOCIAL STUDIES
                                     studies.                                                                3) Curriculum alignment.
                                                                                                                                             th       th
                      Urgent Fact                                                                            4) Common assessments for 9 and 10 graders
                                                                                                             classes.

                                                     Targeted Characteristic of the High Performing Urban Classroom
                                                            ACTIVE, ENGAGED STUDENT LEARNING
  Target                Strategies           Staff Responsible   Resources to       FTE/         Formative Assessments to be    Strategy       Results of Strategy
Population/s                                 for Implementing     Implement       Funding &        used throughout the year     Review         Review & Revisions
                                                  Strategy        Strategies       Funding                                       Dates
                                                                                   Source/s
    TH
All 9 and       * Ensure all SEN students    -All regular        - Resource                     -Common Assessments that        Each
   TH
10 Grade        have access to reading       classroom           or Tutoring                    are being developed             Term
SEN             and writing resource help    teachers            Room
Students        * Allow students access to                                                      -WKCE Testing Skills
                tutoring or resource room    - SEN Staff         - SEN
                type accommodations                              Teaching                       - Teacher-created tests
                * Social Studies                                 Strategies
                Strategies:                                                                     - SEN assessments
                - Utilize newspapers for                         -Dept.
                reading activities                               Chairs
                - Pair-share reading
                -Creating Charts                                 - Learning
                - Production of Graphs                           Team
                and Math applications
                - Accommodations on
                tests and homework
                -Cooperative learning




2006 -2007 Pulaski High School MPS Educational Plan, Page 37 of 53, 6/2/11 – Initial Plan
  Target                Strategies         Staff Responsible   Resources to       FTE/       Formative Assessments to be    Strategy       Results of Strategy
Population/s                               for Implementing     Implement       Funding &      used throughout the year     Review         Review & Revisions
                                                Strategy        Strategies       Funding                                     Dates
                                                                                 Source/s




                                                   Section 4: Core SMART Goal - Science
    Goal Area         SMART Goal (Specific, Measurable, Attainable, Relevant and Research Based                            Goal Related Needs
                                                    and Time Bound)
                     School wide 30 percent proficiency on WKCE and increase SEN performance.           1) Instructional strategies must be provided by Special
                                   All students 26 percent proficient SEN 2 percent proficiency.        Education experts to improve student achievement,
                                                                                                        especially in the area of reading and writing. 2)
     Science                                                                                            Supplementary curriculum materials; 3) Health and
                     Urgent Fact
                                                                                                        Science Curriculum alignment. 4) Common
                                                                                                                           th       th
                                                                                                        assessments in 9 and 10 grade Science and Health
                                                                                                        classes.
                                                Targeted Characteristic of the High Performing Urban Classroom
                                                           Active Engagement of Student Learners


  Target                Strategies              Staff           Resources          FTE/     Formative Assessments to be     Strategy      Results of Strategy
Population/s                               Responsible for          to          Funding &     used throughout the year      Review        Review & Revisions
                                            Implementing        Implement        Funding                                     Dates
                                              Strategy          Strategies       Source/s
All Students    Move Health to grade 9.    Health &            Staff,
                                           Science             materials,
                                           Teachers, Dept.     coordination
                                           Chairs,             of activities.
                                           Programmer,
                                           SIF, special
                                           education staff

All Students    Increase hands-on lab      Health &            Staff,                       Lab assessments.
                activities.                Science             materials,
                                           Teachers, Dept.     coordination
                                           Chairs,             of activities.
                                           SIF, special
                                           education staff




2006 -2007 Pulaski High School MPS Educational Plan, Page 38 of 53, 6/2/11 – Initial Plan
  Target                Strategies              Staff         Resources          FTE/       Formative Assessments to be   Strategy   Results of Strategy
Population/s                               Responsible for        to          Funding &       used throughout the year    Review     Review & Revisions
                                            Implementing      Implement        Funding                                     Dates
                                              Strategy        Strategies       Source/s
SEN            Modify curriculum for       Health &          Staff,
               individual student IEP.     Science           materials,
                                           Teachers, Dept.   coordination
                                           Chairs,           of activities.
                                           SIF, special
                                           education staff
      th
All 9 and      Daily exposure to MPS       Health &          Staff,
   th
10 grade       Benchmark prompts or        Science           materials,
students       WKCE                        Teachers, Dept.   coordination
                                           Chairs,           of activities.
                                           SIF, special
                                           education staff
SEN            Modify assessments per      Health &          Staff,
               IEP                         Science           materials,
                                           Teachers, Dept.   coordination
                                           Chairs,           of activities.
                                           SIF, special
                                           education staff
                                           Health &          Staff,
 th                th
9 graders      All 9 graders will be       Science           materials,
               programmed into Science.    Teachers, Dept.   coordination
                                           Chairs,           of activities.
                                           Programmer,
                                           SIF, special
                                           education staff




2006 -2007 Pulaski High School MPS Educational Plan, Page 39 of 53, 6/2/11 – Initial Plan
         Section 4: School Climate SMART Goal – Creating Safe and Consistent Learning Opportunities
    Goal Area           SMART Goal (Specific, Measurable, Attainable, Relevant and Research Based                          Goal Related Needs
                                                      and Time Bound)
                       Improve parental perception by 5% in all areas.                                    Need to provide information to parents that convey to
Creating Safe and
                                     Pulaski parents/guardians view the environment, rigor, safety and    them that the school is a safe environment, that
   Consistent
                                     governance as an area of weakness for the school.                    provides opportunity for parents to participate in
    Learning           Urgent Fact
                                                                                                          governance activities and that the academic instruction
  Opportunities
                                                                                                          taking place at the school is rigorous.
                                                    Targeted Characteristic of the High Performing Urban Classroom
Active Engagement of Student Learners – Teachers empower students to achieve at their highest levels. Teachers use in-depth knowledge of content areas and
a literacy-based focus to facilitate students’ active engagement in learning.
  Target                Strategies                  Staff        Resources         FTE/     Formative Assessments to be     Strategy        Results of Strategy
Population/s                                   Responsible for       to         Funding &     used throughout the year      Review          Review & Revisions
                                                Implementing     Implement       Funding                                     Dates
                                                  Strategy       Strategies      Source/s
Parents/        Newsletters, invites to        SLC personnel,    Staff, time,   Title I     Positive Climate Survey        October
Community       school                         students,         funds for      DPI grant   results will increase.         2007,
                                               VISTA             materials.     REACH                                      December,
                                               volunteers,                      grant                                      2007,
                                               Parent Plus.                                                                February
                                                                                                                           2008,bMay
                                                                                                                           2008
City Media      Inundate with positive         SLC personnel,    Staff, time,   Title I     Positive Climate Survey        October
(TV, radio,     information relative to the    students,         funds for      DPI grant   results will increase.         2007,
newspaper,      school.                        VISTA             materials.     REACH                                      December,
community                                      volunteers,                      grant                                      2007,
periodicals)                                   Parent Plus.                                                                February
                                                                                                                           2008,bMay
                                                                                                                           2008
Parents and     SLCs will develop              SLC staff,        Staff, time,   Title I     Positive Climate Survey        October
students        strategies specific to their   Administration,   funds for      DPI grant   results will increase.         2007,
                community promoting            SIF, Dept.        materials.     REACH                                      December,
                Pulaski as a positive, safe    Chairs.                          grant                                      2007,
                school that sees parents                                                                                   February
                and students as partners.                                                                                  2008,bMay
                                                                                                                           2008




2006 -2007 Pulaski High School MPS Educational Plan, Page 40 of 53, 6/2/11 – Initial Plan
  Target                Strategies                  Staff        Resources         FTE/     Formative Assessments to be    Strategy   Results of Strategy
Population/s                                   Responsible for       to         Funding &     used throughout the year     Review     Review & Revisions
                                                Implementing     Implement       Funding                                    Dates
                                                  Strategy       Strategies      Source/s
Students       SLCs will develop               SLC staff,        Staff, time,   Title I     Decrease in student           October
               strategies and implement        Administration,   funds for      DPI grant   suspension rates.             2007,
               strategies, specific to their   SIF, Problem      materials.     REACH                                     December,
               community that will lead        Solving staff                    grant                                     2007,
               to decreases in student                                                                                    February
               suspension.                                                                                                2008,bMay
                                                                                                                          2008




2006 -2007 Pulaski High School MPS Educational Plan, Page 41 of 53, 6/2/11 – Initial Plan
                                       Section 5: Family and Community Involvement SMART Goal
     Goal Area          Family and Community Involvement SMART Goal (Specific, Measurable,                                              Goal Related Needs
                                Attainable, Relevant and Research Based and Time Bound)
                      So as to develop and maintain positive working relationships with all students’            Currently, Pulaski is a SIFI school. Data from DPI audit
                      families and the broader urban community to support student learning, Pulaski              in 2005 indicates weaknesses in the area of parental
       Family         will implement the Family Advocacy System throughout the 2006-2007 school                  involvement. English language learners will need more
    Involvement       year. Success of the Family Advocacy system will be measured by the results                support, which will be provided by providing those
                      of the MPS Climate Survey.                                                                 students with a Family Advocate proficient in the
                                                                                                                 students’ primary language.
                                                     Targeted Characteristic of the High Performing Urban Classroom
 Actively build positive relationships with family and maintain those relationships throughout the year
    Target                Strategies                  Staff         Resources            FTE/        Formative Assessments to             Strategy    Results of Strategy
  Population/s                                    Responsible      to Implement       Funding &       be used throughout the              Review      Review & Revisions
                                                       for           Strategies        Funding                 year                        Dates
                                                 Implementing                          Source/s
                                                    Strategy
 All students     Teaching and other staff       SLC Staff, SIF,   Staff member,    Gates grant      Logs and other data that will       November
 and their        members will become            SLC Academic      time and         funds, Board     substantiate meetings and           2006
 families.        advocates for 15 to 17         Support Staff,    guidance         and Title I      other activities related to this    January
                  students and their families.   Administrative    from IRRE        school funds.    initiative.                         2007
                  As advocates staff will        Team, Learning    consultants.
                  monitor student progress,      Team, IRRE
                                                                                                                                         April 2007
                  having conversations           Consultants                                                                             May 2007
                  around learning and
                  behavior and communicate
                  with students and their
                  families regularly.
 All students     A Parent/Student               SLC Staff,        Staff member     Gates grants     Logs and other data that            November
                                                                   time, IRRE
 and their        Summit will take place         SIF, SLC          consultants,
                                                                                    (IRRE            will substantiate that this         2006
 families.        that will allow parents        Academic          VISTA/Parent     Consultants      activity has taken place.           January
                  and students with the          Support Staff,    Plus             and SIF).                                            2007
                  opportunity to have            Administrative    volunteers,      Parent                                               April 2007
                                                                   PCA and
                  conversations on               Team,                              Plus/CESA 1                                          May 2007
                                                                   College Summit
                  teaching and learning,         Learning          Staff            REACH Grant
                  and the school’s new           Team, IRRE                         Title 1 Funds/
                  initiative.                    Consultants,                       Parental
                                                 VISTA/Parent                       Involvement
                                                 Plus
                                                 Volunteers


2006 -2007 Pulaski High School MPS Educational Plan, Page 42 of 53, 6/2/11 – Initial Plan
                                Section 6: School-wide Professional Development Plan Summary

                                                           Professional Development Needs
1.   PI 34 related teacher or administrator needs.
2.   Special Education compliance or quality related needs.
3.   Staff development associated with the Small Learning Communities model needs.
4.   Student and staff development associated with the Family Advocate System model needs.

Target Population              PD Strategies               PI-   Type    Resources Needed        Desired PD Participant       Evaluation and      Results of
                                                           34    EDO          for PD                   Outcomes                  Strategy          Strategy
                                                                                                                              Review Dates        Review &
                                                                                                                                                  Revisions
Staff members         New staff members will be                         Staff releases time      Opportunities will apply     Supported by
moving from Initial   assigned to mentors (other staff                  (common planning         towards initial teacher      the district’s PI
to Professional       members within their department                   time and other) to       licensure requirements.      34 process.
level of teacher      and SLC), as well as an                           support new teachers.
license.              administrator to support them                                                                           October 2007
                      professional development                                                                                February 2008
                      opportunities and assist them in                                                                        March 2008
                      making a transition to teaching in                                                                      May 2008
                      the classroom. Will address TS
                      4, 7, 10; PS 5, 7; AS 1, 3
Special Education     Special Education Leadership                      Staff releases time      Increase in IDEA             DPI audit and
Teachers              Liaison and School Special                        (common planning         compliance.                  CIFM
                      Education Administrator will meet                 time and other) to                                    October 2007
                      with special education teachers                   support special                                       February 2008
                      on a regular basis, so as to                      education teachers.                                   March 2008
                      provide guidance and support in                                                                         May 2008
                      the area of IDEA compliance.
Staff and students    Pulaski will implement the First                  Staff development,       Increases in student and     Survey results of
                      Things First, Small Learning                      student conversations,   staff participation in       2006-07 MPS
                      Communities education reform in                   common planning          school related activities.   School Climate
                      fall 2006.                                        time.                                                 survey.
                                                                                                                              October 2007
                                                                                                                              February 2008
                                                                                                                              March 2008
                                                                                                                              May 2008
Students and their    Pulaski will implement the First                  Staff development,       Increases in student and     Survey results of
Families              Things First, Family Advocacy                     student conversations,   parental participation/      2007-08 MPS
                      Model in fall 2006.                               Family Advocate time     satisfaction.                School Climate
                                                                        (minimum of 45                                        survey.

2007 -2008 Pulaski High School, MPS Educational Plan, Page 43 of 53, Initial Plan, 05/17/07
Target Population                 PD Strategies                 PI-    Type      Resources Needed            Desired PD Participant         Evaluation and          Results of
                                                                34     EDO            for PD                       Outcomes                    Strategy              Strategy
                                                                                                                                            Review Dates            Review &
                                                                                                                                                                    Revisions
                                                                                minutes, once a                                            October 2007
                                                                                week).                                                     February 2008
                                                                                                                                           March 2008
                                                                                                                                           May 2008

Instructional Staff     Staff will be provided with                             IRRE staff,                 Increases in student           October 2007
                        professional development                                Instructional Coaches,      conversations and              February 2008
                        opportunities that will assist them                     Department Chairs,          student engagement in          March 2008
                        in developing instructional                             MPS/DPI Learning            the classroom.                 May 2008
                        lessons that concentrate on                             Targets, Lesson Plan
                        increasing student conversations                        guides/models.
                        and increasing student
                        engagement.




                                              Section 7: IDEA Implementation of Compliance Plan
                                                          Special Education CIFM Items to be addressed

  MPS
                                                                         CIFM Name, Number and Descriptor
 CIFM #
            p29 Non-checklist Non-attendance Item # 1: The local education agency takes steps to ensure that children with disabilities who are not attending school will
            attend school. Throughout the school year, the status and location of students with disabilities who are “no shows” must be determined following the steps outlined in
            the MPS No Show and Drop Procedures for Regular Education and Special Education Students (see attachments, MPS No Show and Drop Procedures for Regular
    41      Education and Special Education Students, dated Fall 2005).
            75.00%

            p33 Non-checklist Non-attendance Item #3a: The building staff implemented the MPS Truancy Plan for students with disabilities by sending the “Habitual Truancy
    44      Letter-Certified”; scheduling a meeting with parents. 63.16%



 MPS        Compliance Strategies (including plans                Persons                Resources (Funding,                Strategy              Results of Strategy
 CIFM      for ongoing school designed monitoring               Responsible          Professional Development and           Review                Review & Revisions)
 #(s)                       plan)                                                         Parent Involvement)                Dates

   41      School staff, including the LEA, supervisor,
                                                   LEA, Special        Staff meeting and review time,                       October
           school social worker, Diagnostic/ProgramEducation           including common planning time.                      2006
2007 -2008 Pulaski High School, MPS Educational Plan, Page 44 of 53, Initial Plan, 05/17/07
 MPS       Compliance Strategies (including plans                 Persons                 Resources (Funding,          Strategy   Results of Strategy
 CIFM     for ongoing school designed monitoring                Responsible           Professional Development and     Review     Review & Revisions)
 #(s)                      plan)                                                           Parent Involvement)          Dates

          Support teacher and special education teachers       Supervisor,           Staff – school funds.             February
          will monitor student IEPs so as to ensure that the   school social         Staff Development opportunities   2007
          local education agency takes steps to ensure         worker, Special       – school funds (110).             March
          that children with disabilities who are not          Education                                               2007
          attending school will attend school. Throughout      Diagnostic /Program
          the school year, the status and location of          Support Teacher,
          students with disabilities who are “no shows”        Special
          must be determined following the steps outlined      Education
          in the MPS No Show and Drop Procedures for           Teachers
          Regular Education and Special Education
          Students (see attachments, MPS No Show and
          Drop Procedures for Regular Education and
          Special Education Students, dated Fall 2005).

   44     School staff, including the LEA, supervisor ,        Principal, School     Staff meeting and review time,    October
          school social worker, Principal will monitor         social worker,        including common planning time.   2006
          student attendance and IEPs so as to ensure          LEA, Special          Staff – school funds.             February
          that building staff implements the MPS Truancy       Education             Staff Development opportunities   2007
          Plan for students with disabilities by sending the
          “Habitual Truancy Letter-Certified”; scheduling a
                                                               Supervisor and        – school funds (110).             March
          meeting with parents.                                Attendance                                              2007
                                                               secretary.




2007 -2008 Pulaski High School, MPS Educational Plan, Page 45 of 53, Initial Plan, 05/17/07
             Section 8: Title I Family and Community Involvement Policy and School-Family Compact

Title I Family and Community Involvement Policy

Mission: To increase opportunities that will empower and engage parents/guardians, families, communities, and businesses as partners to promote
academic success for all students.

Principles:
The following principles demonstrate our commitment to this mission and will guide Pulaski’s Family and Community Involvement Policy and
School Family Compact:

      Promote, support and implement the Family Advocacy Model.
      As part of the Family Advocacy implementation, staff members at Pulaski will be assigned a small group of students (ranging from 15-20
       students), staying together with the students and their families so as to support effective working relationships.
      Collaborate with the school community, including the School Governance and Student Governance Council in the development and
       continual review of the school’s Education plan and development of the school budget, so as to increase the opportunities available to
       students and their families to participate in the decision making process, a process that will lead to improved educational outcomes for all
       children, including those with special needs.
      Promote collaborative opportunities between students and their families, community business/ organizations and Pulaski’s Small Learning
       Communities.
      Regular parent meetings along with several methods of follow-up in order to increase parent attendance.
      Promote communication and programs within the community to encourage understanding, respect, acceptance and inclusion of all children
       through activities such as parent/teacher conferences, Parent Link, Parent Plus volunteers, the MPS website correspondence and newsletters.
      Through the assistance of volunteers from Parent Plus, school staff, parent and student volunteers, and the internet, act as a resource for new
       families to become acclimated to Pulaski High School.
      A parent summit will be enacted in May 2008 to inform families regarding Title I and the educational plan for the 2007-2008 school year.
      VISTA volunteers and Parent Plus (DPI funded organization) will work with Pulaski staff to assist in the implementation of these areas.




2007 -2008 Pulaski High School, MPS Educational Plan, Page 46 of 53, Initial Plan, 05/17/07
                                                            School Family Compact
    Target                 Strategies             Staff Responsible for     Resources to            FTE/            Formative          Strategy     Results of
  Population/s                                   Implementing Strategy       Implement           Funding &      Assessments to be      Review        Strategy
                                                                             Strategies           Funding      used throughout the      Dates       Review &
                                                                                                  Source/s             year                         Revisions
Parents           Notifying Parents of          Administration, Parent    Flyers, Pulaski       Board, Title   Attendance with       Ongoing -
                  Meetings/Activities           Plus (VISTA volunteer),   Web Page, letters     I Parent       indication of how     reminders to
                                                SLC Staff, School         to the homes,         Involvement    they heard of the     participants
                                                Governance & Student      Calendars, PA                        meeting               one week
                                                Council                   announcements                                              prior to
                                                                          at the school                                              scheduled
                                                                          level, Parent link,                                        meeting
                                                                          volunteers.

Parents           Increase Attendance of        Administration,           Parent volunteers     Board, Title   Create attendance     On going
                                                Administration, Parent    to make               I Parent       database to record
                  Meetings
                  Reminders to participants     Plus (VISTA volunteer),   calls/follow-up-      Involvement    monthly attendance
                                                Faculty, School           parent link
                  one week prior to
                                                Governance & Student      (automatic phone
                  scheduled meeting.
                                                Council                   announcements).
Parents           Information Sessions/         Administration, Parent    Pulaski               Board, Title   Surveys provided      On going
                  Workshops/Training            Plus (VISTA volunteer),   Stationary,           I Parent
                                                                                                               at the end of each
                  Speakers, Training,           Faculty, School           Postage,              Involvement
                                                Governance & Student      Monetary                             session as well as
                  Workshops should be
                  secured at least 1 month in   Council                   Compensation for                     group observations.
                  advance                                                 speakers, etc                        Informed
                                                                                                               parent/community
                                                                                                               understanding &
                                                                                                               participation.

                  Increase Collaboration        Administration, Parent    Awards, Office        Board, Title   Exposure to           Ongoing
                                                Plus (VISTA volunteer),   Equipment (i.e.       I Parent       Pulaski High
                  between
                                                SL staff, Governance      computer, printer,    Involvement    School, Business
                  Parents/School/Businesses     Council, GMC, Current     etc.), volunteers                    Resources
                  /                             business partners.                                             provided by
                  Community                                                                                    participants


2007 -2008 Pulaski High School, MPS Educational Plan, Page 47 of 53, Initial Plan, 05/17/07
    Target                 Strategies            Staff Responsible for     Resources to           FTE/            Formative         Strategy   Results of
  Population/s                                  Implementing Strategy       Implement          Funding &      Assessments to be     Review      Strategy
                                                                            Strategies          Funding      used throughout the     Dates     Review &
                                                                                                Source/s             year                      Revisions
                  Parent/Student Summit        Administration, Parent    Food/Refreshmen      Board, Title   Documentation of
                                               Plus (VISTA volunteer),   ts must be           I Parent       items purchased in
                                               SL staff, ,Governance     secured no later     Involvement    conjunction with
                                               Council, GMC, Current     than 3 days prior                   attendance
                                               business partners.        to meeting.
                  Internet Presence            Information to be added   Volunteers           Board, Title   Survey of visitation
                                               as necessary to ensure    Writers, Internet    I Parent       of site, feedback
                                               proper notification of    access               Involvement    from parents, etc.
                                               material presented

To fulfill our educational mission, Pulaski High School seeks the commitment of everyone involved in our school. Our staff members have agreed
to:

      Provide high quality curriculum and instruction that will result in students achieving state academic goals.
      Contribute to a supportive and welcoming environment
      Work with families annually to individualize and renew our School Family Compact.
      Use the Family Advocacy period to strengthen teacher-student-parent relationships.
      Engage in regular, two-way communication with our school families.
      Send home regular reports on student progress and provide parent-teacher conferences each semester.
      Allow classroom observations and visits at any time for any parent who signs the visitors’ log in the school office and gets
       clearance for a visit.

Our parents have agreed to support the learning of our children by:

      Getting students to school on time and ready to learn each day.
      Providing a home environment that supports student learning.
      Being involved in regular two-way communication with school staff.




2007 -2008 Pulaski High School, MPS Educational Plan, Page 48 of 53, Initial Plan, 05/17/07
                                Section 9: Schools Identified for Improvement Compliance Summary
                                                                               Pulaski High School

         As a SIFI, Level 4 school, Pulaski High School has chosen to redesign its delivery of educational services by planning and executing new high school opportunities for
its students via the implementation of Small Learning Communities (SLCs) educational reform initiative developed by the Institute for Research and Reform in Education
(IRRE). The SLC’s mission centers on strengthening relationships among students, school staff and families and improving teaching and learning. The SLCs will offer students
the opportunity to participate in one of five career-path specialties that emphasize preparation for post-secondary education.

           The Pulaski SLCs are comprised of students and adults, organized around five themes, which includes: Arts Careers; Automotive Service Careers; Business Finance
and Computer Technology Careers; Health Sciences and Biotechnology Careers; and; Government, Law and Civil Service Careers. The SLCs not only include students and staff,
but also families and members of the broader community, including our business partners. Students in the same SLC stay together for core instruction time during the day and for
all four years of high school. Continuity of care across all the years a student is in the school promotes stronger relationships and collective responsibility among students and
adults at school and at home. The career themes attract and keep diverse faculty and students by offering those options. Students and teachers see each other more often and
more intensely, as they work together around shared interests. Members of SLCs assume collective responsibility for helping every student achieve high academic standards.

         In addition, and so as to support over-age 9th graders who have failed most of their core courses, an Opportunity Center has been created. Students in the Opportunity
Center are involved in credit recovery and join in with their peers in their selected SLC for some of their classes. Classes in the Opportunity Center are smaller in size, allowing
for greater opportunities for success.

        Another important component of Pulaski’s First Things First initiative is the Family Advocate System, which creates a bridge between the SLC and students’ families.
Staff members at Pulaski become advocates for fifteen (15) to seventeen (17) students and their families, staying together with them for the entire time they are in the school. The
Family Advocate System makes student success a more intimate process.

          Improved teaching and learning is an intense focus for instructional staff working together in their SLC and disciplinary teams. No matter what the theme of the SLC is,
instructional staff at Pulaski is supported by IRRE and Central Services staff in their study and practice of rigorous standards based instruction that actively engages all students,
so as to yield improved performance on high stakes assessment.

        During the school year, parents were informed of our SIFI level, and provided with information related to NCLB guidelines/policies. At Pulaski, students are offered
opportunities to receive supplemental services provided by MPS/DPI approved service providers.




2007 -2008 Pulaski High School, MPS Educational Plan, Page 49 of 53, Initial Plan, 05/17/07
                                                      Section 10: SMART Goal – Alternatives to Suspension
                                                          Alternatives to Suspension Needs Assessment Data
                                       (Not Available at the present time- plan developed based on data received on 6/07/2007)

                                                                     2006-2007 Suspension Data - School and District, SEN and Non-SEN
                                                                                      MPS District    School Average                         MPS           School
                              School                                    School                                                                                                           IDEA
                 Total                                 School #                         Average             # of          School % of     Difference:    Difference:
                              % SEN     School # of                  Average # of                                                                                        # IDEA       Suspensions
Pulaski        Students                                Students                      Suspensions        Suspensions       all Students   SEN to Non-    SEN to Non-
                              / Non-   Suspensions                   Suspensions                                                                                       Suspensions   as % of all SEN
               Enrolled                               Suspended                      per Students       per Students      Suspended           SEN            SEN
                               SEN                                  per All Enrolled                                                                                                  Suspensions
                                                                                      Suspended          Suspended                       Suspensions    Suspensions
All
Students
SEN
Students
Non SEN
Students

                                                              2005-2006 Suspension Data - Types of Suspensions by Percent- School and District
                                                                                                         % Assault and Endangering
                                         Total # of Suspensions         % Violation of School Rules                                               % Weapons                % Alcohol and Drugs
                                                                                                                 Behavior

All Students

SEN Students

Non-SEN Students

MPS District (All Students)




       School suspension rate for SEN exceeds non-SEN rate,                                                     School had IDEA suspensions (If yes, address
          (If yes, address disparity with SMART goal strategy.)
                                                                                  Yes        No                          situation with SMART goal Strategy.)
                                                                                                                                                                         Yes         No




2007 -2008 Pulaski High School, MPS Educational Plan, Page 50 of 53, Initial Plan, 05/17/07
           Goal Area                                        SMART Goal                                                      Goal Related Needs
                                  The suspension rate for special education students will decrease       This year, 64.27% of our suspensions involved special
                                  by 10%, from 64.27% to 54.27%.                                         education students, compared to 58.51%. Non special
                                                                                                         education suspensions saw the greatest increase going
                                                                                                         from 38.01% in 2005-06 to 46.64% in 2006-07. The
                                                                                                         largest increase in suspension types was in Learning
  School Climate – Alternatives
                                                                                                         Environment related suspensions, which indicated an
         to Suspension
                                                                                                         increase in total of 980 suspensions (2005-06 2,333
                                                                                                         total, 56.2% and 2006-07 total 3,313 suspensions,
                                                                                                         63.6% ) a 7.5 % increase. Personal/physical safety
                                                                                                         suspensions went from 620 total 2005-06 to 724 total
                                                                                                         for the 2006-07 school year, an increase of 7.3%.

                                                Targeted Characteristic of the High Performing Urban Classroom
 Active Engagement of Student Learners – Teachers empower students to achieve at their highest levels. Teachers use in-depth knowledge of content areas
 and a literacy-based focus to facilitate students’ active engagement in learning.

     Target               Strategies              Staff        Resources          FTE/        Formative Assessments to     Strategy     Results of Strategy
   Population/s                              Responsible for       to          Funding &     be used throughout the year   Review       Review & Revisions
                                              Implementing     Implement        Funding                                     Dates
                                                Strategy       Strategies       Source/s

 Regular and        Staff will be provided   Problem Solving   Problem         Title I and   Training agendas.             Nov.13,
                                                               Solving                                                     2007
 Special            with support and         personnel,                        REACH                                       Jan. 25,
 Education Staff,   monitoring focusing on   Administration,   personnel,      Grant,        Review of suspension rates    2008
 Guidance           intervention utilizing   SELL, Special     CESA 1          CESA 1        for all and SEN students at   April 17,
                                                               (Parent                                                     2008
 personnel,         the Collaborative        Education         Plus), school
                                                                               Funds         the end of each term.
                                                                                                                           June 1,
 Administrators     Support Team (CST),      Supervisor,       psychologist,   (Parent                                     2008
                    as a way of solving      SSW and           school social   Plus)
                    behavioral and other     School            worker,
                    issues.                  Psychologist      Special
                                                               Education
                                                               Staff and
                                                               consultants.




2007 -2008 Pulaski High School, MPS Educational Plan, Page 51 of 53, Initial Plan, 05/17/07
     Target               Strategies                Staff        Resources          FTE/        Formative Assessments to     Strategy    Results of Strategy
   Population/s                                Responsible for       to          Funding &     be used throughout the year   Review      Review & Revisions
                                                Implementing     Implement        Funding                                     Dates
                                                  Strategy       Strategies       Source/s

 Regular and        Training and support       Administration,   Problem         Title I and   Training agendas.             Nov.13,
                                                                 Solving                                                     2007
 Special            opportunities will be      SELL, Special                     REACH                                       Jan. 25,
 Education Staff,   provided exposing          Education         personnel,      Grant,        Review of suspension rates    2008
 Guidance           staff to positive          Supervisor,       CESA 1          CESA 1        for all and SEN students at   April 17,
                                                                 (Parent                                                     2008
 personnel,         behavioral intervention    Problem Solving   Plus), school
                                                                                 Funds         the end of each term.
                                                                                                                             June 1,
 Administrators     strategies, including      Staff, SSW and    psychologist,   (Parent                                     2008
                    how to de-escalate         School            school social   Plus)
                    student misbehavior.       Psychologist      worker,
                                                                 Special
                                                                 Education
                                                                 Staff and
                                                                 consultants.
 Regular and        Training opportunities     Administration,   Problem         Title I and   Training agendas.             Nov.13,
                                                                 Solving                                                     2007
 Special            will be provided           SELL, Special                     REACH                                       Jan. 25,
 Education Staff,   exposing staff to          Education         personnel,      Grant,        Review of suspension rates    2008
 Guidance           options to                 Supervisor,       CESA 1          CESA 1        for all and SEN students at   April 17,
                                                                 (Parent                                                     2008
 personnel,         suspensions.               Parent Plus       Plus), school
                                                                                 Funds         the end of each term.
                                                                                                                             June 1,
 Administrators                                Personnel, SSW    psychologist,   (Parent
                                                                                                                             2008
                                               and School        school social   Plus)
                                               Psychologist      worker,
                                                                 Special
                                                                 Education
                                                                 Staff and
                                                                 consultants.
 Parents and        Training and support       Administration,   Problem         Title I and   Agendas and materials from    March
 students           opportunities will be      Parent Plus       Solving         REACH         opportunities provided.       2, 2008
                    provided exposing          Staff, Problem    personnel,      Grant,
                    parents and students       Solving Staff,    CESA 1          CESA 1                                      May 1,
                                                                 (Parent
                    to positive behavioral     SSW and           Plus), school
                                                                                 Funds                                       2008
                    intervention strategies,   School            psychologist,   (Parent
                    including how to de-       Psychologist      school social   Plus)
                    escalate student                             worker,
                    misbehavior.                                 Special
                                                                 Education
                                                                 Staff and
                                                                 consultants.




2007 -2008 Pulaski High School, MPS Educational Plan, Page 52 of 53, Initial Plan, 05/17/07
                                                         Section 11: Other Materials
IRRE Trainings and other professional planning meetings related to the Small Learning Community Initiative at Pulaski High School will continue
to take place beginning from June 2007 – June 2008.

Additional Meeting Times

A 90 minute meeting time called Common Planning Time occurs every Tuesday and Thursday in the SLC Groups. The intent of the meetings is to
discuss instructional strategies and other questions regarding the functioning of the Small Learning Community. These meetings have occurred
since August, 2006. There will be approximately 80 Common Planning Times during the year.

Every Wednesday, Family Advocacy takes place for 45 minutes. During this time, Family Advocates meet with their assigned students. During the
year, they will also be connecting with the student families.




               Section 12: Other Supporting Materials as Determined by the Local School Community
                 For additional information not included in this document, ask to review your school’s No Child Left Behind Binder.




2007 -2008 Pulaski High School, MPS Educational Plan, Page 53 of 53, Initial Plan, 05/17/07

								
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