Northwest High by byprogressivethought

VIEWS: 52 PAGES: 64

									School Name: Northwest Guilford High School Guilford County Schools 2008-2011 School Improvement Plan Vision Statement
Northwest Guilford High School Vision Statement:
The vision of Northwest High School is to educate, motivate, and challenge all students and staff.

Northwest Guilford High School Goal Statement:
Northwest students will achieve 90% proficiency or better on all standardized assessments
To lead us toward our vision, our school community shares the following beliefs: At Northwest Guilford High School, we believe that 1. Teachers, staff, administrators, parents, students, and community members share in the responsibility for providing a supportive learning environment that allows all students to achieve their maximum potential. 2. NWHS recognizes that all students have intellectual, physical, social, and emotional needs, and their learning will be addressed by a variety of instructional approaches. 3. Analysis of data, program evaluation, staff training, instructional program development, and community input are essential parts of a successful educational institution to continuously improve. 4. Students will develop the skills and knowledge essential for gaining access to post-secondary educational institutions, employment opportunities, and productive membership in society. 1 of 64

Self Assessment
Current AYP Status: Met AYP Current ABC Status: Expected Growth

(Synthesized Narrative from Self-Assessment Exercises) Northwest Guilford High School demonstrates a strong commitment for providing continuous improvement efforts designed to ensure a positive school culture and to increase student achievement. Our school enjoys a tradition of excellence in academic programs and co-curricular competitive activities. Our state EOC, AP, SAT, and VOCAT scores confirm this success. We have achieved the status of School of Distinction for seven consecutive years. In 2008, Northwest received the prestigious Siemens Award for Advanced Placement. This annual award is presented by the Siemens Foundation to one high school per state in recognition of its strong commitment to participation and performance in Advanced Placement science and math courses. Northwest has also achieved the High Schools That Work Gold Achievement Award and Pacesetter School Award for academic achievement and participation in technical and career courses. In 2008, we had the highest number of students in North Carolina to be awarded the High Schools That Work Award of Academic Excellence. Northwest students participate in innovative and challenging competitions, earning state and national recognition. These include our international, national, and state award winning We the People, Odyssey of the Mind, Science Olympiad and Scientific Visualization teams. Our athletic teams have won the Wachovia Cup conference competition for fifteen of the past eighteen years. Our 2008 seniors won over eight million dollars in scholarship monies. The achievement realized by Northwest Guilford High School reflects the hard work and dedication of the Viking staff, students and parents. Northwest teachers provide rigorous and relevant academic opportunities for all students; students are motivated by high expectations; and parents, along with community and business sponsors, are encouraged to serve as partners in the educational process. Northwest parents support many programs across our campus. Our PTSA as well as various booster clubs consistently make a difference by sponsoring programs that provide support and incentives for students and staff. Parents, students and staff participate in planning opportunities through the School Based Leadership Team and other committees throughout the school. Northwest Guilford High School strives to provide a learning environment that promotes student achievement and high expectations for all. To accomplish this goal, we explore and utilize opportunities to maximize student success. We will continue to focus upon ways to increase the graduation rate, using available data and resources to increase ninth grade transition strategies and careful placement of students in classes. In 2008, Northwest was recognized for achieving the highest graduation rate in North Carolina for schools with a graduating class of 500 or more graduates. We will also continue to provide tutorial sessions for all students, with a special focus on high-risk students. Our exceptional children 2 of 64

services will continue to work with teachers and students to find appropriate interventions and support for identified students. Collaborative teams will continue to meet to plan lessons, share teaching strategies, develop common assessments, analyze data and coordinate plans to ensure mastery learning. Our delayed start Friday program strengthens our professional learning community by providing designated planning time each week where teachers meet with collaborative teams or offer tutorial and enrichment activities. Our media staff collaborates with other departments to enrich lessons through cooperative planning, enrichment activities and team teaching. Staff development opportunities will continue to stress “best teaching practices” to be used in the classroom. This year’s staff development will focus upon Marzano’s high yield strategies for classroom instruction. The application of these strategies will allow teachers to find the best tools to help students achieve their maximum potential. Northwest Guilford High School recognizes that a positive school climate fosters high expectations and the opportunity to learn. Because we are a large school with an enrollment of approximately 2100 students, Northwest will continue to utilize our Viking Connections advisor/advisee program as a means to provide smaller learning communities in which students may experience a sense of belonging. This year, we plan to explore opportunities that will enhance the Viking Connections program and consequently improve authentic school-based relationships. We will continue to utilize our student leadership class to promote school-wide projects that focus upon and support character and civic education initiatives. Due to the efforts of our leadership class and the school’s dedication to encouraging a more harmonious school culture, the National Committee for Community Justice (NCCJ) awarded Northwest the Human Relations Award in 2008. For discipline issues, Northwest will continue to employ Positive Behavior Support (PBS) strategies for teaching and rewarding desired behaviors. Such concentrated efforts to improve school climate and to maximize student success will definitely make a difference at Northwest High School for the 2008-09 school year!

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Goals, Strategies, Monitoring and Budget
Overall SMART Goal 1: (Your overall goal will reflect a two to three year long-range goal)

By 2011, NWGHS will achieve School of Excellence status by increasing ABC composite performance by 8 percentage points from 85% to 93%.

Target SMART Goal/Measure 1: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) By June 2009, NWGHS will improve ABC composite performance by 3 percentage points from 85% to 88%. To achieve this goal, we will: *Increase the percent of students proficient in Algebra I by 19.6 percentage points from 40.4% to 60% as measured by EOC scores. * Increase the percent of students proficient in Algebra II by 13.7 percentage points from 76.3% to 90% as measured by EOC scores. *Increase the percent of students proficient in US History by 6.2 percentage points from 83.8% to 90% as measure by EOC scores

Supporting Data for SMART GOAL 1: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal NWGHS EOC PROFICIENCY 2000 2001 Algebra I 78.8 80.9 Algebra II 77.2 90.3 US History HISTORICAL DATA 2002 2003 2004 2005 2006 85.8 90.6 82.0 65.9 56.8 87.8 92.1 94.7 88.0 88.0 89.7 87.9

2007 2008 36.9 40.4 74.5 76.3 83.8

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QUARTERLY ACTION PLAN - Goal 1
Goal 1 Data analysis: (SWOT) analysis
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats

Quarter 1 1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
OFIs: Opportunities For Improvement

Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. What does the data tell us? *NWHS Benchmark scores are higher than district averages. *Disaggregated Benchmark data shows goals and objectives that students did not master. * Test scores and Benchmark data indicate that students participating in tutorials improved achievement. 2. Not tell us? * Why some students did not participate in tutorial opportunities 3. Celebrations?

Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1.What does the data tell us? *NWHS Benchmark scores are higher than district averages. * Disaggregated Benchmark data shows goals and objectives that students did not master. * Test scores and Benchmark data indicate that students participating in tutorials improved achievement.

Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1.What does the data tell us? *NWHS Benchmark scores are higher than district averages *Disaggregated Benchmark data shows goals and objectives that students did not master *Test scores and Benchmark data indicate that tutorial sessions improved achievement for participating students.

Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

1. What does the data tell us? * Although some improvement was noted in 2008 scores, Algebra I proficiency levels have declined since 2003. * Algebra II scores have fluctuated over recent years. *US History proficiency scores have declined over the last three years. 2. Not tell us? * Reasons for fluctuation or decline in scores * How changes in the tests or renorming of tests have affected scores.

2. Not tell us? 2. Not tell us? *Why some students 3. Celebrations? did not participate in * Algebra II tutorial opportunities benchmark scores were higher 3rd 3. Celebrations? quarter than 2nd *NWHS 2nd quarter quarter.

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*NWHS benchmark scores above GCS averages. * Tutorials improved achievement for participating students. OFIs? *Encourage greater participation in ELP tutorial sessions

benchmark scores higher than 2007/08 scores * Tutorials improved achievement for students participating in ELP sessions. OFIs? *Encourage participation in peerled tutorials during PLC Mondays.

*More students participated in ELP tutorial sessions this quarter. OFIs? *Encourage participation in tutorial and EOC review sessions

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3 Celebrations? * 2008 Algebra I and Algebra II scores improved over 2007 scores. *In 2008, NWGHS US History scores were highest for GCS traditional high schools. 4. OFIs? * Increase proficiency levels in targeted courses * Meet expected growth in US History 5. Next step? Provide additional one hour learning instruction time per week using before or after school tutorials for students performing below proficiency - to be determined by departmental Extended Learning Program (ELP) schedules.

Next step? (revise key strategy as needed to address identified OFIs) *Continue current strategy of providing additional one hour learning instruction time per week using before or after school tutorials – update deployment plan for 2nd quarter.

Next step? (revise key strategy as needed to address identified OFIs) *Continue current strategy of providing additional one hour learning instruction time per week using before or after school tutorials – update deployment plan for 3rd quarter.

5. Next step? (revise key strategy as needed to address identified OFIs) *Continue current strategy of providing additional one hour learning instruction time per week using before or after school tutorials – update deployment plan for 4th quarter.

5. Next step? (revise key strategy as needed to address identified OFIs)

Goal 1 Identify Key Strategy (Approach) Plan

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*Algebra I PLC, Howard Perlmutter *Algebra II PLC, Rhonda Hudson Goal 1 * US History PLC, Ray Person(s) Parrish Responsible for *Jade Nix, Curriculum ensuring the Facilitator strategy is * Curtis Adair, deployed during administrator over the current quarter Math * Hannah Cobb, administrator over Social Studies *EVAAS *Achievement Series *TeachScape *Tutorial Funds Goal 1 $20,000.00 Resources *Late bus Available during transportation for the current quarter students participating (include $ in ELP program encumbered and *Designated time for name of budget) PLC collaboration

*Algebra I PLC, Howard Perlmutter *Algebra II PLC, Rhonda Hudson * US History PLC, Greg Shue *Jade Nix, Curriculum Facilitator * Curtis Adair, administrator over Math * Hannah Cobb, administrator over Social Studies *EVAAS *Achievement Series *TeachScape *Tutorial Funds $20,000.00 *Late bus transportation for students participating in ELP program *Designated time for PLC collaboration

*Algebra I PLC, Howard Perlmutter *Algebra II PLC, Rhonda Hudson * US History PLC, Greg Shue *Jade Nix, Curriculum Facilitator * Curtis Adair, administrator over Math * Hannah Cobb, administrator over Social Studies *EVAAS *Achievement Series *TeachScape *Tutorial Funds $20,000.00 *Late bus transportation for students participating in ELP program *Designated time for PLC collaboration *Castle Learning Online Review & Assessment tool

*Algebra I PLC, Howard Perlmutter *Algebra II PLC, Rhonda Hudson * US History PLC, Greg Shue *Jade Nix, Curriculum Facilitator * Curtis Adair, administrator over Math * Hannah Cobb, administrator over Social Studies *EVAAS *Achievement Series *TeachScape *Tutorial Funds $20,000.00 *Late bus transportation for students participating in ELP program *Designated time for PLC collaboration *Castle Learning Online Review & Assessment tool

Plan

Plan

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Goal 1 Resources Needed during the current quarter

*EVAAS *Achievement Series *TeachScape *Tutorial Funds *Late buses *More frequent PLC collaboration time for targeted EOC courses

*EVAAS *Achievement Series *TeachScape *Tutorial Funds *Late buses *More frequent PLC collaboration time for targeted EOC courses

Goal 1 Professional Development during the current quarter (Indicate title, content and audience)

*Achievement Series Training to interpret and analyze benchmark data - as needed * EVAAS training – as needed

*Assistance with Achievement Series for interpreting and analyzing data – as needed

*EVAAS *Achievement Series *TeachScape *Tutorial Funds *Late buses *More frequent PLC collaboration time for targeted EOC courses *Castle Learning Online *Training for Castle Learning Online Review and Assessment Program – all teachers

*EVAAS *Achievement Series *TeachScape *Tutorial Funds *Late buses *More frequent PLC collaboration time for targeted EOC courses *Castle Learning Online *Classroom Performance System Training : How to use CPS clickers and InterWrite Pads to enhance classroom instruction, focusing upon ways the CPS system and InterWrite Pads can be used to engage students and enhance exam reviews – interested teachers *Follow-up training for Castle Learning Online Review and Assessment Program – as needed

Plan

Plan

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Goal 1 Parent and Community (Stakeholder) Involvement during the current quarter

Provide for parents an explanation of Extended Learning Program opportunities and notification when students are recommended to attend ELP sessions

*Contact parents when students are recommended to attend ELP sessions. *Post tutorial schedules on school website *Prepare posters for each department’s ELP schedule and post in key areas around the school.

*Contact parents when students are recommended to attend ELP sessions. *Post tutorial schedules on school website *Post ELP schedules in key areas throughout the school

*Contact parents when students are recommended to attend ELP sessions. *Post tutorial schedules on school website *Post ELP schedules in key areas throughout the school *Post EOC review opportunities on website, in newsletters, etc.

Plan

Goal 1 Create the deployment plan For the current quarter

Use the Quarter 1 deployment plan template below

Use the Quarter 2 deployment plan template below

Use the Quarter 3 deployment plan template below

Use the Quarter 4 deployment plan template below

Do

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A. *Tutorial rosters to determine student participation * Data analysis from common assessments and benchmark tests (Achievement Series) to determine impact of tutorials Goal 1 Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal? B. * PLC documentation *Common assessment and benchmark data analysis to measure student improvement C. Common assessment and benchmark data analysis to determine mastery learning

A. *Tutorial rosters to determine student participation * Data analysis from common assessments and benchmark tests (Achievement Series) to determine impact of tutorials B. * PLC documentation *Common assessment and benchmark data analysis to measure student improvement

A. *Tutorial rosters to determine student participation * Data analysis from common assessments, benchmark tests (Achievement Series) and Castle Learning review and assessment to determine impact of tutorials B. * PLC documentation *Common assessment and benchmark data analysis to measure student improvement

A. *Tutorial rosters to determine student A. participation * Data analysis from B. common assessments, C. benchmark tests (Achievement Series) and Castle Learning review and assessment to determine impact of tutorials *EOC scores to determine proficiency

B. * PLC documentation *Common C. Common assessment and assessment and benchmark data benchmark data analysis to measure analysis to determine C. Common student mastery learning assessment and improvement benchmark data *EOC scores to analysis to determine determine mastery learning proficiency C.* Common assessment and benchmark data analysis to determine mastery learning *EOC scores to determine proficiency

Study

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1. What does the data tell us? Benchmark 1 Scores Algebra I: NWHS Average - 57.6% GCS Average – 52.6% Algebra II: NWHS Average – 67.4% GCS Average – 54.4% US History: NWHS Average – 63.6% GCS Average – 61.2% 2. Not tell us? 2007/08 averages for comparison purposes 3. Celebration(s)? *NWHS benchmark scores higher than GCS average *Students who participated in tutoring sessions improved achievement. 4. OFIs? *Encourage greater participation in tutorial sessions.

Goal 1 Report the data from the current quarter deployment plan and use the data questions to analyze the results

1. What does the data tell us? Benchmark 2 Scores Algebra I: NWHS Average (2007/08) – 42.8% (2008/09)- 51.1% GCS Average (2007/08) – 39.1% (2008/09) – 46.6% Algebra II: NWHS Average (2007/08) – 68.8% (2008/09) – 71.4% GCS Average (2007/08) – 68.0% (2008/09) – 56.3% US History: NWHS Average (2007/08) – 53.6% (2008/09) – 61.5% GCS Average (2007/08) – 58.2% (2008/09)– 56.2% 2. Not tell us? 3. Celebration(s)? *NWHS benchmark scores continue to be higher than GCS averages *NWHS 2008/09 scores are higher than 2007/08 scores *Students who participate in tutorial sessions improved scores 4. OFIs? Encourage greater participation in tutorials

1. What does the data tell us? Benchmark 3 Scores Algebra I: NWHS Average (2008/09) – 42.44% GCS Average (2008/09) – 40.00% Algebra II: NWHS Average (2008/09 )– 75.60% GCS Average (2008/09) – 61.60% US History NWHS Average (2008/09) – 59.70% GCS Average (2008/09) – 55.50% 2.Not tell us? 3. Celebrations? *NWHS benchmark scores continue to be higher than GCS averages *Students who participate in tutorial sessions improved scores *More students participated in tutorials this quarter.

1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?

1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?

Study

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YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy Act/Plan

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

Target Goal Met?

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Steps #1

Quarter 1 Deployment Plan – Goal 1 Utilize EVAAS to identify students with Level I and II scores

#2 #3 #4

Schedule students in appropriate classes Limit numbers in standard classes Provide training for EVAAS and Achievement Series as needed for teachers Provide more frequent PLC collaboration time for targeted EOC courses Develop an Extended Learning Program by department to provide tutorials (one hour per week) targeting Level I and II students Create common formative assessments

#5

#6

#7

#8

Administer and analyze common assessments and benchmarks (Achievement Series) Determine students who have not mastered goals and objectives and provide tutorials (re-teaching and retesting) for mastery learning Evaluate impact of tutorials and determine next steps

#9

Person(s) Responsible *Algebra I, Algebra II and US History classroom Teachers *CF, Jade Nix Guidance Guidance * CF, Jade Nix Testing Coordinator, Donna Koehler Jade Nix Katrina Hunter Joe Caraher *Math - Rhonda Hudson *Social Studies – Phil Coley *AP, Terri Collins *Algebra I PLC – Howard Perlmutter *Algebra II PLC- Rhonda Hudson *US History PLC – Ray Parrish *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – R. Parrish *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – R. Parrish *Algebra I PLC - Perlmutter *Algebra II PLC - Hudson *US History PLC - Parrish *Quarterly Review Team – A. Kidd, J. Nix, K. Hunter

Measure(s) * List of students

Action Step Completion Date August 25, 2008

* Class Rosters September 1, 2008 * Class Rosters September 1, 2008 * Attendance rosters October 2, 2008 for training Completed PLC schedules ELP Plan September 1, 2008

September 10, 2008

*PLC documentation

September 24, 2008

#10

* Common assessment and benchmark data *Common assessment and benchmark data *PLC documentation *PLC documentation *Common assessment and benchmark data * First Quarter scores

October 24, 2008

October 24, 2008

October 30, 2008

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Steps #1

Quarter 2 Deployment Plan – Goal 1 Provide more frequent collaboration time for targeted EOC courses Utilize PLC time to thoroughly analyze data, plan and adjust instruction to improve subject mastery

Person(s) Responsible Jade Nix Katrina Hunter Joe Caraher *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue

Measure(s)

#2

#3

Continue Extended Learning Program (ELP) to provide tutorials (one hour per week) targeting non-proficient students

*Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue

#4

Identify students who have not mastered goals and objectives and encourage attendance for ELP opportunities

#5

#6

Continue to administer and analyze common assessments and benchmarks (Achievement Series) to gauge achievement Explore possible incentives to encourage greater participation in ELP tutorial sessions

**Algebra I, Algebra II and US History teachers *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue

*Completed PLC schedules *PLC Documentation *PLC documentation January 23, 2009 *Common assessment and benchmark data * Second Quarter scores *Common January 23, 2009 assessment and benchmark data *Second Quarter scores *Common January 23, 2009 assessments and benchmark data *PLC Documentation

Action Step Completion Date January 23, 2009

*PLC Documentation January 23, 2009

#7

Employ spiral teaching to encourage mastery learning

*Algebra I, Algebra II and US History teachers *Administrators *Jade Nix

*PLC documentation *Common assessment and benchmark data * First Quarter scores *Common assessment and benchmark data *Second Quarter scores

January 23, 2009

January 23, 2009

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#8

Evaluate impact of tutorials and determine next steps

*Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue *Quarterly Review Team – A. Kidd, J. Nix, K. Hunter

*PLC documentation *Common assessment and benchmark data * First Quarter scores

January 29, 2009

Steps #1

Quarter 3 Deployment Plan – Goal 1 Encourage student data tracking so students understand where they stand and what areas need improvement Provide opportunities for peer tutoring during Delayed Start Mondays Provide training for Castle Learning online review & assessment tool Continue to utilize PLC time to thoroughly analyze data, plan and adjust instruction to improve subject mastery

#2

#3 #4

Person(s) Responsible *Algebra I, Algebra II and US History teachers *Jade Nix *Algebra I, Algebra II and US History teachers *Jade Nix *Angelo Kidd *Jade Nix *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue

Measure(s) *Data tracking charts *Peer tutor roster

Action Step Completion Date February 6, 2009

February 9, 2009

#5

Continue Extended Learning Program (ELP) to provide tutorials (one hour per week) targeting non-proficient students

*Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue

#6

#7

Administer and analyze common assessments, benchmarks (Achievement Series) and Castle Learning assessments to gauge achievement Continue to employ spiral teaching to encourage mastery learning 16 of 64

*Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue *Algebra I, Algebra II and US History teachers

*Training attendance roster *PLC documentation *Common assessment and benchmark data *Castle Learning assessment data * Second Quarter scores *Common assessment and benchmark data *Third Quarter scores *PLC Documentation

February 19, 2009 March 27, 2009

March 27, 2009

March 27, 2009

*Common assessment and

March 27, 2009

*Administrators *Jade Nix #8 Evaluate impact of tutorials and determine next steps *Algebra I PLC - Perlmutter *Algebra II PLC - Hudson *US History PLC - Parrish *Quarterly Review Team – A. Kidd, J. Nix, K. Hunter

benchmark data *Third Quarter scores *PLC documentation *Common assessment and benchmark data * Third Quarter scores

March 27, 2009

Steps #1

Quarter 4 Deployment Plan Encourage student data tracking so students understand where they stand and what areas need improvement Provide training for using Classroom Performance System/Interwrite pads to enhance classroom instruction Provide follow-up training for Castle Learning online review & assessment tool Provide opportunities for intensive EOC review sessions, targeting Level I and II students

Person(s) Responsible

Measure(s) *Data tracking charts

Action Step Completion Date April 10, 2009

#2

*Katrina Hunter *Jade Nix *Angelo Kidd *Jade Nix *Algebra I, Algebra II and US History teachers *Administrators *Jade Nix *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue *Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue

*Training attendance roster *Training attendance roster *Lesson Plans *PLC Documentation *Review session attendance rosters *EOC scores *Common assessment data *Castle Learning data *EOC scores *Common assessment data *Castle Learning data *EOC scores

April 23, 2009

#3 #4

April 28. 2009 June 4, 2009

#5

Continue Extended Learning Program (ELP) to provide tutorials (one hour per week) targeting non-proficient students Administer and analyze common assessments and Castle Learning assessments to gauge achievement

June 4, 2009

#6

June 4, 2009

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#7

Continue to utilize PLC time to thoroughly analyze data, plan and adjust instruction to improve subject mastery

*Algebra I PLC – H. Perlmutter *Algebra II PLC – R. Hudson *US History PLC – G. Shue

#8

Continue to employ spiral teaching to encourage mastery learning

*Algebra I, Algebra II and US History teachers *Administrators *Jade Nix *Algebra I PLC - Perlmutter *Algebra II PLC - Hudson *US History PLC - Parrish *Quarterly Review Team – A. Kidd, J. Nix, K. Hunter

#9

Evaluate impact of tutorials and determine next steps

*PLC documentation *Common assessment data *Castle Learning assessment data *EOC Scores *Common assessment data *Castle Learning assessment data *EOC Scores *Common assessment data *Castle Learning data *EOC scores

June 15, 2009

June 15, 2009

June 15, 2009

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Goals, Strategies, Monitoring and Budget

Overall SMART Goal 2: (Your overall goal will reflect a two to three year long-range goal) By 2011, NWGHS will achieve School of Excellence status by increasing ABC composite performance by 8 percentage points from 85% to 93%.

Target SMART Goal/Measure 2: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) By June 2009, NWGHS will increase ABC composite performance by 3 percentage points from 85% to 88%. To achieve this goal, we will: *Decrease the overall achievement gap between standard and honors EOC courses by 20% from 29.3% to 23.4% as measured by EOC scores. *Increase students proficient in Algebra I and English 9 by 10 percentage points each for the African American and Students With Disabilities subgroups as measured by EOC scores: Algebra I - African American: from 13.6% to 23.6% proficient - Students With Disabilities: from 16.7% to 26.7% proficient English 9 - African American: from 79.6% to 89.6% proficient - Students With Disabilities: from 59.2% to 69.2% proficient

Supporting Data for SMART GOAL 2: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal EOC Regular vs. Honors 2007-2008 # Prof. / Total % Prof. 07-08 Overall (Regular Courses) 837 / 1285 65.1% Overall (Honors Courses) 2052 / 2173 94.4% Overall (AP) 313 / 331 94.6% Overall 3202 / 3789 84.5 %

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Participation/Proficiency Rate 2007-08 African American: Number Enrolled Algebra I 31 English 9 39

Number Participated 31 39

Participation Rate 100% 100%

Proficiency 13.6% 78.6%

Students with Disabilities: Number Enrolled Number Participated Algebra I 45 42 English 9 49 49

Participation Rate 93.3% 100.0%

Proficiency 16.7% 59.2%

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What does the data tell us? Not tell us? Celebration(s)? OFIs? 1. What does the data tell us? * A gap exists between proficiency levels in standard and honors courses * Although participation rates are high, African American and Students with Disabilities subgroups have low Algebra I and English 9 EOC proficiency scores 2. Not tell us? * Reasons for these gaps 3. Celebrations? * High participation rates 4. OFIs Improve proficiency levels Goal 2 Data analysis: (SWOT) analysis SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats

Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1.What does data tell us? *Gaps are still evident between honors and standard classes. *Marzano’s high yield strategies are being implemented into classroom instruction. *More students are ritually engaged than authentically engaged in observed classroom activities. 2. Not tell us? *Subgroup information *Reasons for ritual engagement vs. authentic engagement 3. Celebrations? *NWHS scores above GCS scores

Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1.What does data tell us? *Gaps are still evident between honors and standard classes. *Marzano’s high yield strategies are being implemented into classroom instruction. *More students are ritually engaged than authentically engaged in observed classroom activities. 2. Not tell us? *Subgroup information *Reasons for ritual engagement vs. authentic engagement 3. Celebrations? *NWHS scores above GCS scores 1. *2nd quarter NWHS regular class

Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1.What does data tell us? *Gaps are still evident between honors and standard classes. *The implementation of Marzano’s high yield strategies improved rd during 3 quarter. *More students are ritually engaged than authentically engaged in observed classroom activities. 2. Not tell us? *Subgroup information *Reasons for ritual engagement vs. authentic engagement 3.Celebrations? *NWHS scores above GCS scores rd *3 quarter NWHS regular class proficiency improved in Algebra II, Biology and Geometry *Teachscape data shows improvement in the implementation of Marzano’s strategies OFIs *Increase authentic engagement in classroom activities

Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

Study

1.

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C e l e b r

In order to close achievement gaps 5. Next step? (Identify key strategy or approach) Incorporate Marzano's high yield strategies into classroom instruction

OFIs *Increase authentic engagement in classroom activities 5. Next step? (revise key strategy as needed to address identified OFIs) *Continue current strategy of incorporating Marzano’s high yield strategies into classroom instruction – improve deployment plan

proficiency improved in Algebra II, Biology, English 9 and US History OFIs *Increase authentic engagement in classroom activities 5. Next step? (revise key strategy as needed to address identified OFIs) *Continue current strategy of incorporating Marzano’s high yield strategies into classroom instruction – update deployment plan * Classroom teachers *PLC’s *Curriculum Facilitator, Jade Nix *Administrators -: Math – Curtis Adair English – Joe Caraher Social Studies – Hannah Cobb Science – Terri Collins

Goal 2 Identify Key Strategy (Approach)

Plan

5. Next step? (revise key strategy as needed to address identified OFIs) *Continue current strategy of incorporating Marzano’s high yield strategies into classroom instruction – update deployment plan

5. Next step? (revise key strategy as needed to address identified OFIs)

* Classroom teachers *PLC’s Goal 2 *Curriculum Person(s) Facilitator, Jade Nix Responsible for *Administrators -: ensuring the Math – Curtis Adair strategy is English – Joe Caraher deployed during Social Studies – the current quarter Hannah Cobb Science – Terri Collins

* Classroom teachers *PLC’s *Curriculum Facilitator, Jade Nix *Administrators -: Math – Curtis Adair English – Joe Caraher Social Studies – Hannah Cobb Science – Terri Collins

* Classroom teachers *PLC’s *Curriculum Facilitator, Jade Nix *Administrators -: Math – Curtis Adair English – Joe Caraher Social Studies – Hannah Cobb Science – Terri Collins

Plan

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Goal 2 Resources Available during the current quarter (include $ encumbered and name of budget) Goal 2 Resources Needed during the current quarter

*Achievement Series *TeachScape *Marzano Training *Designated PLC collaboration time

*Achievement Series *TeachScape *Marzano Training *Designated PLC collaboration time

*Achievement Series *TeachScape *Castle Learning *Designated PLC collaboration time

*Achievement Series *TeachScape *Castle Learning *Designated PLC collaboration time

Plan

*Achievement Series *TeachScape *Marzano Training *Designated PLC collaboration time

*Achievement Series *TeachScape *Marzano Training *Designated PLC collaboration time

*Achievement Series *TeachScape *Marzano Training *Castle Learning *Designated PLC collaboration time

*Achievement Series *TeachScape *Castle Learning *Designated PLC collaboration time

Plan

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Goal 2 Professional Development during the current quarter (Indicate title, content and audience)

* Marzano's 9 Best Practices, focusing on Similarities & Differences, Nonlinguistic Representations and Effective Use of Homework – all faculty

*Marzano’s 9 Best Practices, focusing on Summarizing and Note-taking – all faculty *Learning Walks – Opportunities for teachers to visit and observe other teachers – all faculty

*Marzano’s 9 Best Practices, focusing on the creation of lesson plans utilizing Marzano strategies – all faculty *Learning Walks – Opportunities for teachers to visit and observe other teachers – all faculty *Food for Thought Mondays – Opportunities for teachers to participate in teacher- led information sessions, focusing on learning disabilities, group dynamics, multiple intelligences, questioning, etc. Timely communication with parents about their student(s) progress and opportunities provided for achievement (i.e. tutoring, late bus service for ELP program, etc.)

Goal 2 Parent and Community (Stakeholder) Involvement during the current quarter

Timely communication with parents about their student(s) progress and opportunities provided for achievement (i.e. tutoring, late bus service for ELP program, etc.)

Timely communication with parents about their student(s) progress and opportunities provided for achievement (i.e. tutoring, late bus service for ELP program, etc.)

* Learning Walks – Opportunities for teachers to visit and observe other teachers – all faculty * Food for Thought Mondays – Opportunities for teachers to participate in teacher- led information sessions, focusing on multiple intelligences, group dynamics, using InterWrite Pads *CPS (Classroom Performance System) Training : How to use CPS clickers and InterWrite Pad to engage students and enhance classroom instruction Timely communication with parents about their student(s) progress and opportunities provided for achievement (i.e. tutoring, late bus service for ELP program, etc.)

Plan

Plan

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Create the deployment plan For the current quarter Goal 2 Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?

Use the Quarter 1 deployment plan template below A. *PLC documentation * Lesson Plans * TeachScape data B. * Data analysis from common assessments and benchmark tests (Achievement Series) * Teachscape data C. *Common assessments, benchmark data analysis and quarterly scores to monitor student progress.

Use the Quarter 2 deployment plan template below A. *PLC documentation * Lesson Plans * TeachScape data

Use the Quarter 3 deployment plan template below

Use the Quarter 4 deployment plan template below

Do

A. *PLC A. *PLC documentation documentation A. * Lesson Plans * Lesson Plans * TeachScape data * TeachScape data B. *Castle Learning data *Castle Learning data B. * Data analysis C. from common B. * Data analysis B.* Data analysis assessments and from common from common benchmark tests assessments and assessments and (Achievement Series) benchmark tests benchmark tests * Teachscape data (Achievement Series) (Achievement Series) * Teachscape data * Teachscape data C. *Common *Castle Learning data *Castle Learning data assessments, benchmark data C. *Common C. *Common analysis and assessments, assessments, quarterly scores to benchmark data benchmark data monitor student analysis and analysis and progress. quarterly scores to quarterly scores to monitor student monitor student progress. progress.

Study

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Goal 2 Report the data from the current quarter deployment plan and use the data questions to analyze the results

What does data tell us? Benchmark I Scores: Algebra II NWHS Honors – 78.29 NWHS Regular – 51.26 District Average – 54.4 Biology NWHS Honors – 68.76 NWHS Regular – 50.63 District Average – 51.6 Civics & Economics NWHS Honors – 71.82 NWHS Regular – 62.7 District Average – N/A English 9 NWHS Honors - 62.91 NWHS Regular – 48.63 District Average – 54 Geometry NWHS Honors – 73.85 NWHS Regular – 59.05 District Average – 56.8 US History NWHS Honors – 63.82 NWHS Regular – 53.32 District Average – 61.2 *Teachscape data and PLC documentation indicate that Marzano’s high yield strategies are being implemented. *Teachscape data indicates that 35% of students are authentically engaged and 65% of students are ritually engaged in observed classroom activities. Not tell us? *Reasons for ritual engagement vs. authentic engagement *Subgroup information

What does the data tell us? Benchmark II Scores: Algebra II NWHS Honors – 81.78% NWHS Regular – 54.27% District Average – 56.3% Biology NWHS Honors – 68.58% NWHS Regular – 52.45% District Average – 52.5% Civics & Economics NWHS Honors – 72.62% NWHS Regular – 59.12 English 9 NWHS Honors – 71.86% NWHS Regular – 54.46% District Average – 59.3% Geometry NWHS Honors - 71.26% NWHS Regular – 54.56% District Average – 51.7% US History NWHS Honors – 65.2% NWHS Regular – 60.7% District Average – 56.2% *Teachscape data and PLC documentation indicate that Marzano’s high yield strategies are being implemented. Teachscape data indicates that 36% of students are authentically engaged, 63% of students are ritually engaged, and 1% of students reject assigned tasks in observed classrooms. Not tell us? *Reasons for levels of engagement Celebration(s)? OFIs?

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Celebration(s)?

What does the data tell us? Benchmark III Scores: Algebra II NWHS Honors – 84.59% NWHS Regular – 62.07% District Average – 61.60% Biology NWHS Honors – 72.90% NWHS Regular – 53.85% District Average – 63.10% Civics & Economics NWHS Honors – 69.60% NWHS Regular – 54.42% English 9 NWHS Honors – 67.41% NWHS Regular – 52.08% District Average – 59.50% Geometry NWHS Honors – 77.25% NWHS Regular – 69.93% District Average – 51.40% US History NWHS Honors – 63.40% NWHS Regular – 55.62% District Average – 55.50% *Teachscape data indicates improvement in the use of the following instructional strategies: Identifying similarities & differences – from 7% to 19%; Summarizing/notetaking – from 13% to 25%; Reinforcing effort/recognition – from 27% to 53%; Homework/practice – from 9% to 21%; Nonlinguistic representations – from 3% to 11%; Setting objectives/feedback – from 19% to 34% *Teachscape data indicates that 35% of students are highly engaged, 63% of students

2. What does the data tell us? 3. Not tell us? 4. Celebration(s)? 5. OFIs?

6. What does the data tell us? 7. Not tell us? 8. Celebration(s)? 9. OFIs?

Study

OFIs Increase authentic engagement YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Act/Plan Target Goal Met? Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

*Subgroup information OFIs Increase authentic engagement YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

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Steps #1

Quarter 1 Deployment Plan – Goal 2 Provide staff development sessions for Marzano's High Yield strategies, focusing on Similarities and Differences, Nonlnguistic Representations and Effective Use of Homework Provide designated collaboration time for PLCs to plan lessons incorporating Marzano strategies into instruction and to reflect upon results Implement Marzano's High Yield strategies into classroom instruction

Person(s) Responsible *Curriculum Facilitator, Jade Nix *Marzano Team *Katrina Hunter *CF, Jade Nix * Assistant Principal, Joe Caraher *Classroom teachers *PLCs *CF, Jade Nix *Administrators: English – J. Caraher Math – C. Adair Social Studies – H. Cobb Science - T. Collins *Classroom teachers *PLCs: English – J. Humbard and A. Julian; Math – R. Hudson, H. Perlmutter and M. Dolik; Science – A. Dunn, J. Wells; R. Strange; L. Armstrong; Social Studies – R. Parrish; S. Bennett *CF, J. Nix *Administrators: A. Kidd, J. Caraher, C. Adair, T. Collins, H. Cobb

Measure(s) List of faculty attending training

Action Step Completion Date *August 22, 2008 *September 23, 2008 *October 22, 2008 October 24, 2008

#2

*PLC documentation *Lesson plans *Lesson Plans * PLC documentation * Formal and informal observations * TeachScape data

#3

October 24, 2008

#4

Monitor and analyze the impact of Marzano's High Yield strategies in classroom instruction

* TeachScape data October 27, 2008 * Formal and informal observations * Common Assessment and Achievement Series data

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Steps #1

Quarter 2 Deployment Plan – Goal 2 Continue staff development sessions for Marzano’s High Yield strategies, focusing on summarizing & note-taking Continue designated collaboration time for PLCs to plan lessons incorporating Marzano strategies into classroom instruction and to reflect upon results Continue implementation of Marzano’s High Yield strategies into classroom instruction

#2

#3

Person(s) Responsible *Curriculum Facilitator, Jade Nix *Marzano Team *Katrina Hunter *Jade Nix *Joe Carraher *Classroom teachers *PLCs *Jade Nix *Administrators

Measure(s) List of faculty attending training *PLC documentation *Lesson plans *Lesson Plans *PLC documentation *Formal & informal observations *TeachScape data * Meeting agendas

Action Step Completion Date November 4, 2008

January 23, 2009

January 23, 2009

#4 #5

Provide best practice sharing opportunities at monthly faculty meetings Provide opportunities for Faculty Learning Walks – to learn teaching and management strategies from fellow teachers Provide TeachScape data to teachers (snapshot of teaching and learning ) for review and discussion in PLCs, focusing on strategies for authentic engagement Monitor and analyze Marzano’s best practice strategies for classroom instruction

*Jade Nix *Various teachers *Scott Bennett *STARS Team

January 23, 2009 January 23, 2009

#6

#7

*Learning Walk documentation *Lesson Plans *TeachScape data *Jade Nix *PLC *Administrators documentation *Lesson Plans *Classroom teachers * TeachScape data *PLCs: * Formal and English – J. Humbard and A. informal Julian; Math – R. Hudson, H. observations Perlmutter and M. Dolik; * Common Science – A. Dunn, J. Wells; R. Assessment and Strange; L. Armstrong; Social Achievement Series Studies – R. Parrish; S. data Bennett *CF, J. Nix *Administrators:

January 23, 2009

January 23, 2009

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Steps #1

Quarter 3 Deployment Plan – Goal 2 Offer Food for Thought Mondays, teacher-led information sessions to be held after school on Monday afternoons. Sessions include (1) questioning, (2) improving writing in all classes, (3) identifying and addressing learning disabilities, (4) group dynamics and (5) multiple intelligences

Person(s) Responsible *Jade Nix *Joe Caraher

Measure(s) Food for Thought attendance rosters

#2

Conduct Faculty Learning Walks and follow-up discussion – to learn teaching and management strategies from fellow teachers Provide TeachScape data to teachers (snapshot of teaching and learning ) for review and discussion in PLCs, focusing on strategies for authentic engagement Continue best practice sharing opportunities at monthly faculty meetings Continue staff development sessions for Marzano’s High Yield strategies, focusing on creating lesson plans that utilize high yield strategies Continue designated collaboration time for PLCs to plan lessons incorporating Marzano strategies into classroom instruction and to reflect upon results Continue implementation of Marzano’s High Yield strategies into classroom instruction

*Scott Bennett *STARS Team

#3

*Jade Nix *Administrators *Jade Nix *Various teachers *Curriculum Facilitator, Jade Nix *Marzano Team *Katrina Hunter *Jade Nix *Joe Carraher *Classroom teachers *PLCs *Jade Nix *Administrators

#4 #5

*Learning Walk documentation *Lesson Plans *TeachScape data *PLC documentation *Lesson Plans * Meeting agendas List of faculty attending training *PLC documentation *Lesson plans *Lesson Plans *PLC documentation *Formal & informal observations *TeachScape data * TeachScape data * Formal and informal

Action Step Completion Date Session 1 – February 9, 2009 Session 2 – February 16, 2009 Session 3 – February 23, 2009 Session 4 – March 2, 2009 Session 5 – March 23, 2009 February 19, 2009

March 2, 2009

March 3, 2009 March 20, 2009

#6

March 27, 2009

#7

March 27, 2009

#8

Monitor and analyze Marzano’s best practice strategies for classroom instruction 30 of 64

*Classroom teachers *PLCs: English – J. Humbard and A.

March 27, 2009

Julian; Math – R. Hudson, H. Perlmutter and M. Dolik; Science – A. Dunn, J. Wells; R. Strange; L. Armstrong; Social Studies – R. Parrish; S. Bennett *CF, J. Nix *Administrators:

observations * Common Assessment and Achievement Series data

Steps #1

Quarter 4 Deployment Plan Continue Food for Thought Mondays, teacher-led information sessions to be held after school on Monday afternoons. Sessions include: (1) Multiple Intelligences; (2) Using the InterWrite Pad; (3) Group Dynamics in the Classroom Provide CPS (Classroom Performance System) Training : How to use CPS clickers to motivate students and enhance classroom instruction Provide TeachScape data to teachers (snapshot of teaching and learning) for review and discussion in PLCs, focusing on strategies for authentic engagement Conduct Faculty Learning Walks and follow-up discussion – to learn teaching and management strategies from fellow teachers Continue best practice sharing opportunities at monthly faculty meetings Continue implementation of Marzano’s High Yield strategies into classroom instruction 31 of 64

Person(s) Responsible *Jade Nix *Joe Caraher

Measure(s) Food for Thought attendance rosters

#2

*Katrina Hunter *Jade Nix *Jade Nix *Administrators *Scott Bennett *STARS Team

Training roster

Action Step Completion Date Session 1 – April 20, 2009 Session 2 – April 27, 2009 Session 3 – May 4, 2009 April 23, 2009

#3

#4

#5

#6

*Jade Nix *Administrators *Various teachers *Classroom teachers *PLCs *Jade Nix

*PLC documentation *Lesson Plans *Learning Walk documentation *Lesson Plans *TeachScape data *Meeting agendas

April 27, 2009

May 5, 2009

June 2, 2009

*Lesson plans *PLC documentation

June 15, 2009

*Administrators

#7

Monitor and analyze Marzano’s best practice strategies for classroom instruction

*Formal & informal observations *TeachScape data *Classroom teachers *TeachScape data *PLCs: *Formal and English – J. Humbard and A. informal Julian; Math – R. Hudson, H. observations Perlmutter and M. Dolik; *Common Science – A. Dunn, J. Wells; R. assessment and Strange; L. Armstrong; Social Achievement Series Studies – R. Parrish; S. data Bennett *EOC scores *CF, J. Nix *Administrators

June 15, 2009

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Goals, Strategies, Monitoring and Budget
Overall SMART Goal 3: (Your overall goal will reflect a two to three year long-range goal) By 2011, NWGHS will reduce lost instructional time due to ISS/OSS by 50% from 1090 to 545 incidents as measure by SSP data.

Target SMART Goal/Measure 3: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) By June 2009, NWGHS will reduce lost instructional time due to ISS by 20% from 901 to 721 incidents as measured by SSP data.

Supporting Data for SMART GOAL 3: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal Incident In-School Suspension Out-Of-School Suspension 11 - 299 Days Out-Of-School Suspension 10 Days or less Total (*Unduplicated Perpetrators) 901 1 188 1090 Perpetrator 371 1 127 *408 Consequence 901 1 188 1090

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1. What does the data tell us? 2, Not tell us? 3.Celebration(s)? 4. OFIs?
OFIs: Opportunities For Improvement

1. What does the data tell us? * ISS constitutes approximately 83% of total 2007-2008 OSS/ISS incidents * OSS constitutes approximately 17% of total incidents 2. Not tell us? *Does not indicate what offenses were * Does not indicate grade levels for offenders *Does not indicate who were repeat offenders 3. Celebrations: NWGHS has a small number of OSS incidents for a large high school

1. * 1. What does the 1.What does the data tell us? I data tell us? S *Although 2008 first *Total referrals and ISSSreferrals for first quarter referrals are semester 2008-09 slightly higher than are lower than for i for first quarter first semester 07-08. n 2007, ISS incidents c are lower than for 2. i Not tell us? that same period *When alternative d last year. disciplinary actions e were assigned n 2. Not tell us? *The impact of PBS t *When alternative strategies s disciplinary actions were assigned Celebrations? *How PBS strategies 3. w st 1 e semester and 2nd have impacted quarter ISS numbers r referrals are lower than for e 2007 3. Celebrations? l *ISS numbers are OFIs? o lower than those for *Increase emphasis w first quarter 2007. onePBS strategies and rewards for r 4. OFIs? positive behavior *Increase emphasis t on PBS strategies h and rewards for a positive behavior n s a m e p e r i

1. What does the data tell us? *Total referrals and ISS referrals for first 3 quarters 2008-09 are lower than for 200809. *Referrals from common areas during first three quarters 0809 are lower than for 2007-08. 2. Not tell us? *When alternative disciplinary actions were assigned 3. Celebrations? *NWHS was recognized for creating a culture of learning for all students through successful implementation of PBS strategies and received 80/80 as a school wide evaluation tool score for PBS implementation OFIs?

Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

*Increase emphasis on PBS strategies and rewards for positive behavior

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4. OFI *Decrease time spent in ISS in order to keep students in classrooms for maximum instructional opportunities 5. Next step? Goal 3 (Identify key strategy Identify or approach) Key Strategy Provide alternative (Approach) disciplinary actions for ISS infractions (i.e. before school detention, after school detention, community service, Saturday morning school, etc.) so that students will not lose classroom instructional time Administrators – Person(s) 9th grade, T. Collins Responsible for 10th grade, J. Caraher ensuring the 11th grade, H. Cobb strategy is 12th grade, C. Adair deployed during the ISS Coordinator, M. current quarter Bloom Resources Available *PBS Data during the current *SSP Data quarter (include $ *SWIS Data encumbered and *Discipline Referrals name of budget) 35 of 64

5. Next step? (revise key strategy as needed to address identified OFIs) Continue current strategy of providing alternative disciplinary actions for ISS infractions. Provide increased emphasis on PBS strategies that reward positive behavior.

Next step? (revise key strategy as needed to address identified OFIs) Continue current strategy of providing alternative disciplinary actions for ISS infractions. Continue increased emphasis on PBS strategies that reward positive behavior.

Next step? (revise key strategy as needed to address identified OFIs) Continue current strategy of providing alternative disciplinary actions for ISS infractions. Continue increased emphasis on PBS strategies that reward positive behavior.

5. Next step? (revise key strategy as needed to address identified OFIs)

Plan

Administrators – 9th grade, T. Collins 10th grade, J. Caraher 11th grade, H. Cobb 12th grade, C. Adair ISS Coordinator, M. Bloom *PBS Data *SSP Data *SWIS Data *Discipline Referrals

Administrators – 9th grade, T. Collins 10th grade, J. Caraher 11th grade, H. Cobb 12th grade, C. Adair ISS Coordinator, M. Bloom *PBS Data *SSP Data *SWIS Data *Discipline Referrals

Administrators – 9th grade, T. Collins 10th grade, J. Caraher 11th grade, H. Cobb 12th grade, C. Adair ISS Coordinator, M. Bloom *PBS Data *SSP Data *SWIS Data *Discipline Referrals

Plan

Plan

Resources Needed during the current quarter

More frequent updates regarding discipline data *Review of PBS strategies for teaching and rewarding desired behavior – all faculty *PBS discipline updates provided at each faculty meeting – all faculty

Frequent updates regarding discipline data *Explanation of PBS incentive program for rewarding desired behaviors – all faculty *Monthly PBS discipline updates at faculty meetings – all faculty

Frequent updates regarding discipline data *Monthly PBS discipline updates at faculty meetings – all faculty

Frequent updates regarding discipline data *Explanation of PBS School Store where students may use incentive rewards to purchase school related items – all faculty * Monthly PBS discipline updates at faculty meetings – all faculty Provide timely communication with parents to address disciplinary issues, preempt incidents and promote instructional continuity Use the Quarter 4 deployment plan template below

Plan Plan

Goal 3 Professional Development during the current quarter (Indicate title, content and audience)

Goal 3 Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter

Provide timely communication with parents to address disciplinary issues, preempt incidents and promote instructional continuity Use the Quarter 1 deployment plan template below

Provide timely communication with parents to address disciplinary issues, preempt incidents and promote instructional continuity Use the Quarter 2 deployment plan template below

Provide timely communication with parents to address disciplinary issues, preempt incidents and promote instructional continuity Use the Quarter 3 deployment plan template below

Do

Plan

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Goal 3 Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?

A. *NWGHS Discipline Referrals * SSP data *SWIS data *PBS data B. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data C. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data

A. *NWGHS Discipline Referrals * SSP data *SWIS data *PBS data B. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data C. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data

A. *NWGHS Discipline Referrals * SSP data *SWIS data *PBS data B. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data C. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data

A. *NWGHS Discipline Referrals * SSP data *SWIS data *PBS data B. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data C. *NWGHS Discipline Referrals *SSP data *SWIS data *PBS data

A. B. C.

Study

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Goal 3 Report the data from the current quarter deployment plan and use the data questions to analyze the results

What does the data tell us? *SSP data shows total st referrals for 1 quarter 2008 to be at 402 as compared to 389 total st referrals for 1 quarter 2007. st *SSP data shows 1 quarter 2008 ISS incidents to be at 139 as compared to 154 ISS st incidents for 1 quarter 2007. *School-wide Information System (SWIS) data indicates that technology violations (i.e. cell phones, Ipods, etc.) constitute the largest number of referrals. 2008 referrals for noncompliance, skipping class, disruption, and use/possession of tobacco are lower than 2007 referrals for those behaviors. Not tell us? *When alternative disciplinary actions were assigned *How PBS strategies impact referrals Celebration(s)? *ISS numbers are lower than those for first quarter 2007. OFIs? *Increased emphasis

5. What does the data tell us? *SSP data shows total st referrals for 1 semester 2008-09 to be at 858 as compared to 873 total st referrals for 1 semester last year. st *SSP data shows 1 semester 08-09 ISS incidents at 343 as compared to 402 ISS st incidents for 1 semester 2007-08. nd *SSP data shows 2 quarter 2008-09 ISS incidents at 206 as nd compared to 248 for 2 quarter 2007-08 st * 1 semester 2008-09 ISS incidents per grade level: th th 9 grade - 101; 10 grade th – 103; 11 grade – 110; th 12 grade – 31 *SWIS data shows that noncompliance violations constitute the highest number of referrals (136) nd for 2 quarter 2008-09. *For first semester 200809, the location for the majority of referrals was the classroom. Not tell us? *When alternative disciplinary actions were assigned *How PBS strategies impact referrals Celebrations? *ISS numbers continue to be lower than for 200708. st *Total Referrals for 1 semester 08-09 are lower than for 007-08

6. What does the data tell us?
*SSP data shows total referrals for first 3 quarters 2008-09 to be at 1159 as compared to 1345 for same time 2007-08. *SSP data shows first 3 quarters 2008-09 ISS incidents at 500 as compared to 639 for 2007-08 rd *SSP data shows 3 quarter 2008-09 ISS incidents at 155 as rd compared to 294 for 3 quarter 2007-08 rd *3 quarter 2008-09 ISS incidents per grade th level: 9 grade – 56; th th 10 grade – 53; 11 th grade – 39; 12 grade – 8 rd * 3 quarter SWIS data shows that noncompliance violations constitute the highest number of referrals (81) with technology violations (78) a close second. *PBS data indicates that most violations occur in class. Referrals in common areas have decreased from 200708. 7. Not tell us? *When alternative disciplinary actions were

8. What does the data tell us? 9. Not tell us? 10. Celebration(s)? 11. OFIs?

10. What does the data tell us? 11. Not tell us? 12. Celebration(s)? 13. OFIs?

Study

assigned

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on PBS strategies to encourage and reward positive behavior YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

08 st *Total referrals for 1 semester 2008-09 are lower than for 2007-08 OFIs *Increase emphasis on PBS strategies to encourage and reward positive behavior YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

Act/Plan

Target Goal Met?

Celebrations? *ISS referrals continue to be lower than for last year. *NWHS was recognized for creating a culture of learning for all students through successful implementation of PBS strategies and received 80/80 as a school wide evaluation tool score for PBS implementation! YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

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Steps
#1

Quarter 1 Deployment Plan – Goal 3
Determine student behaviors resulting in ISS in order to determine areas for alternative disciplinary actions

Person(s) Responsible
*Administrators 9th grade, T. Collins 10th grade, J. Caraher 11th grade, H. Cobb 12th grade, C. Adair *PBS Team – Susan Orr, Ashley Young Administrators with input from faculty *All faculty *AP, Hannah Cobb PBS Team – Susan Orr & Ashley Young *All faculty *PBS Team, S. Orr and A. Young PBS team, S. Orr & A. Young *Administrators: 9th grade, T. Collins 10th grade, J. Caraher 11th grade, H. Cobb 12th grade, C. Adair *ISS Coordinator, M. Bloom *All faculty *Administrators (see above list) *Administrators (see above list) *PBS Team, S. Orr & A. Young *Quarterly Review Team: A. Kidd, K. Hunter, J. Nix

Measure(s)
*Discipline referrals *PBS Data

Action Step Completion Date
October 24, 2008

#2 #3 #4

Design tardy policy that provides alternatives to ISS Inform faculty of new tardy policy procedures and Implement tardy policy Review with faculty Positive Behavior Support (PBS) strategies and expectations for teaching and rewarding desired behaviors Employ Positive Behavior Support (PBS) strategies for teaching and rewarding desired behaviors Provide PBS monthly updates at faculty meetings to apprise faculty of PBS data Identify ISS repeat offenders

List of preemptive steps *Discipline reports *PBS Data *PBS Data *Discipline referrals PBS Data

August 22, 2008 August 25, 2008 September 2, 2008

#5 #6 #6

October 24, 2008

List of students based on discipline referrals

October 24, 2008

#7 #8

Utilize alternative punishments and/or interventions for repeat offenders Collect data and analyze effectiveness of strategy

PBS Data Discipline reports *PBS Data *Discipline referrals

October 24, 2008 October 27, 2008

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Steps #1 #2 #3 #4 #5

Quarter 2 Deployment Plan – Goal 3 Prepare posters of PBS School Wide expectations and post throughout school Utilize PBS incentive program (Got Caught Cash) to reward positive student behavior Continue PBS strategies for teaching and rewarding desired behaviors Continue PBS monthly updates at faculty meetings to inform faculty Continue enforcement of tardy policy, providing alternatives to ISS Continue alternative punishments and/or interventions for ISS repeat offenders Monitor data and analyze effectiveness of strategy

Person(s) Responsible PBS team, S. Orr & A. Young *All faculty *PBS team *All faculty *PBS team, S. Orr & A. Young PBS team, S. Orr & A. Young *All faculty *Administrators *All faculty *Administrators *Administrators *PBS team *Manny Bloom *Quarterly Review Team

Measure(s) Posted signs *PBS data *SWIS data *SWIS data *Discipline referral *SSP data *SWIS data *Discipline referral *SSP data *SWIS data *Discipline referral *SSP data *SWIS data

Action Step Completion Date October 28, 2008 January 23, 2009 January 23, 2009 January 23, 2009 January 23, 2009

#6

January 23, 2009

#7

January 23, 2009

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Steps #1 #2

Quarter 3 Deployment Plan
Revise ISS policies, introducing rewards for completed work and good behavior that may shorten ISS assigned time Prepare and present skit stressing PBS expectations (produced by Leadership Class) to be broadcast over the school MATV system and discussed during February Viking Connections meeting Review and analyze effectiveness of PBS efforts

Person(s) Responsible
*Manny Bloom *Administrators *PBS team, S. Orr & A. Young *Leadership Class *A. Cockman *P. Egleston *PBS team, S. Orr & A. Young *T. Collins PBS team, S. Orr & A. Young *All faculty *PBS team *All faculty *PBS team, S. Orr & A. Young *All faculty *Administrators *All faculty *Administrators *Administrators *PBS team *Manny Bloom *Quarterly Review Team

Measure(s)
*Completed policies *Completed skit *Viking Connections lesson plan and feedback data *PBS review documentation *SWIS data *PBS data *SWIS data *Discipline referral *SSP data *SWIS data *Discipline referral *SSP data *SWIS data *Discipline referral *SSP data *SWIS data

Action Step Completion Date
January 28, 2009 February 25, 2009

#3 #4 #5 #6 #7 #8 #9

Continue PBS monthly updates at faculty meetings to inform faculty Continue to utilize PBS incentive program (Got Caught Cash) to reward positive student behavior Continue PBS strategies for teaching and rewarding desired behaviors Continue enforcement of tardy policy, providing alternatives to ISS Continue alternative punishments and/or interventions for ISS repeat offenders Monitor data and analyze effectiveness of strategy

February 25, 2009 March 11, 2009 March 25, 2009 March 3, 2009 March 27, 2009 March 27, 2009 March 27, 2009

March 27, 2009

March 27, 2009

#10

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Steps #1

Quarter 4 Deployment Plan Develop and post PBS expectations for NWHS media center Fully implement Viking Store (open during lunches) where students may redeem “Viking cash” for various NWHS items (i.e. NW pencils, water bottles, t-shirts, etc.) Prepare PBS documentation for visit by GCS PBS Evaluation Team

#2

Person(s) Responsible *Katrina Hunter *Jenny Shepherd *PBS Team, S. Orr & A. Young *PBS Team, S. Orr & A. Young

Measure(s) Posted expectations

Action Step Completion Date March 30, 2009

#3

*PBS Team, S. Orr & A. Young

#4 #5

Continue PBS monthly updates at faculty meetings to inform faculty Review and analyze PBS efforts

*PBS Team, S. Orr & A. Young *PBS Team, S. Orr & A. Young *T. Collins

Viking Store inventory and “cash” exchange records *Documentation notebook *Evaluation Team Report *SWIS data *Meeting Agenda *PBS review documentation

March 31, 2009

April 2, 2009

April 7, 2009 April 8, 2009 April 22, 2009 May 6, 2009 May 20, 2009 June 15, 2009 June 15, 2009

#6 #7

Continue PBS strategies for teaching and rewarding desired behaviors Continue enforcement of tardy policy, providing alternatives to ISS Monitor data and analyze effectiveness of strategy

*All faculty *PBS Team, S. Orr & A. Young *All faculty *Administrators *Administrators *PBS Team *Manny Bloom *Quarterly Review Team

*SWIS data *Discipline referrals *SSP data *SWIS data *Discipline referrals *SSP data *SWIS data

#8

June 15, 2009

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Goals, Strategies, Monitoring and Budget
Overall SMART Goal 4: (Your overall goal will reflect a two to three year long-range goal) By 2011, NWGHS will increase support for the NW Viking Connections Advisor/Advisee Program by 50 percentage points from 40% to 90% as measured by school-wide surveys.

Target SMART Goal/Measure 4: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) By June 2009, NWGHS will increase the number of students and faculty who support and find viable the NW Viking Connections Advisor/Advisee Program by 17 percentage points from 40% to 57%. To accomplish this goal, we will provide more effective activities designed to encourage authentic school-based relationships and to improve school climate as measured by school-wide surveys and participant feedback.

Supporting Data for SMART GOAL 4: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal Overall approval ratings for the NW Viking Connections Advisor/Advisee program have been low as expressed by both students and faculty involved with the program. At the end of the 2007-08 school year, 60% of NW faculty indicated dissatisfaction with the current NW Viking Connections AA program. For the 2008-09 school year, NWGHS will develop and administer an initial survey to determine problem areas and to direct changes for the program. Quarterly surveys and monthly feedback will monitor improvement efforts.

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QUARTERLY ACTION PLAN
What does the data tell us? * 60% of NW faculty indicated dissatisfaction with the current Viking Connections Advisory/Advisee Program *40% of NW faculty indicated satisfaction or no comment regarding VC AA program Not tell us? *Reasons for dissatisfaction *Suggestions for improvement Celebration(s)? * VC AA program provides smaller learning community opportunities within large school setting * Program provides teacher/student interactions which are non-academic Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. What does the data tell us? *67.5% of students surveyed were dissatisfied with former Viking Connections program. *Students feel VC activities need to be more engaging. 2. Not tell us? *How to make Viking Connections sessions more engaging for students 3. Celebrations? *Students viewed 2007 Unity Day as a meaningful experience. 4. OFIs? *Design VC activities that provide active student engagement. *Involve Leadership Class students in VC Program Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. What does the data tell us? *Student and Faculty feedback indicated that the majority of students responded positively to peer-led Viking Connections activities. 2. Not tell us? 3. Celebrations? *Leadership Class students will design and lead future VC sessions *Viking Connections will be used as a tool to promote school unity. OFIs? *Focus on building skills to promote school unity *Make sure all stakeholders understand program objectives

Goal 4 Data analysis: (SWOT) analysis Study
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats

Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1.What does the data tell us? *Student and faculty feedback indicate positive response to peer-led Viking Connections activities. 2.Not tell us? *How student leaders feel about the success of VC sessions, problems they encountered, etc. 3.OFIs? Reflect upon strengths of new program and problems encountered to determine changes for next year

Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.

2.

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OFIs? *Improve AA program to benefit all grade levels *Utilize VC program to increase unity among students *Involve Leadership Class students in VC program Goal 4 Identify Key Strategy (Approach) 5. Next step? (Identify key strategy or approach) Develop Viking Connections AA curriculum that focuses on building authentic relationships and improving unity within the school environement

Next step? (revise key strategy as needed to address identified OFIs) * Due to scheduling conflicts, the first Viking Connections meeting was not held until the beginning of second quarter *Continue current strategy - update deployment plan

Next step? (revise key strategy as needed to address identified OFIs) Continue current strategy of developing Viking Connections curriculum that focuses on building authentic relationships and improving unity within the school – update and improve deployment plan

5. Next step? (revise key strategy as needed to address identified OFIs) *Due to days lost for inclement weather, NWHS AP and EOC teachers requested the cancellation of Viking Connections meetings scheduled for 4th quarter so instructional time would not be lost. * Continue current strategy of developing Viking Connections curriculum that focuses on building authentic relationships and improving unity within the school – update deployment plan *Viking Connections Committee – Gwen Fagerberg, Abby Cockman, Paul Egleston, Joe Caraher, Tom Soth, Phil Coley, Jade Nix

5. Next step? (revise key strategy as needed to address identified OFIs)

Plan

Person(s) Responsible for ensuring the strategy is deployed during the current quarter

*Viking Connections Committee – Gwen Fagerberg, Abby Cockman, Paul Egleston, Joe Caraher, Tom Soth, Phil Coley, Jade Nix

*Viking Connections Committee – Gwen Fagerberg, Abby Cockman, Paul Egleston, Joe Caraher, Tom Soth, Phil Coley, Jade Nix

*Viking Connections Committee – Gwen Fagerberg, Abby Cockman, Paul Egleston, Joe Caraher, Tom Soth, Phil Coley, Jade Nix

Plan

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Resources Available during the current quarter (include $ encumbered and name of budget)

*Students of Leadership Class *Leadership curriculum

*Students of Leadership Class *Leadership curriculum

*Students of Leadership Class *Leadership curriculum *NCCJ *Continued assistance from National Conference for Community & Justice (NCCJ) *Students of Leadership Class *Explanation of leadership students’ role in planning and conducting Viking Connections activities – all faculty

*Students of Leadership Class *Leadership curriculum *NCCJ *Continued assistance from National Conference for Community & Justice (NCCJ) *Students of Leadership Class *Update of Viking Connections program at faculty meeting – all faculty

Plan

Resources Needed during the current quarter

Assistance from National Conference for Community & Justice (NCCJ) $2000.00

Continued assistance from National Conference for Community & Justice (NCCJ)

Plan

Professional Development during the current quarter (Indicate title, content and audience)

Goal 4 Parent and Community (Stakeholder) Involvement during the current quarter Create the deployment plan For the current quarter

Explanation of purpose and expectations for Viking Connections advisor/advisee program to be presented at a faculty meeting – all faculty Articles in school newsletters, on website, etc. to inform stakeholders of Viking Connections and Leadership activities Use the Quarter 1 deployment plan template below

Plan

Explanation of lesson plans and directions for Unity Day activities – all faculty

Articles in school newsletters, on website, etc. to inform stakeholders of Viking Connections and Leadership activities Use the Quarter 2 deployment plan template below

Articles in school newsletters, on website, etc. to inform stakeholders of Viking Connections and Leadership activities Use the Quarter 3 deployment plan template below

Articles in school newsletters, on website, etc. to inform stakeholders of Viking Connections and Leadership activities Use the Quarter 4 deployment plan template below

Do

Plan

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Goal 4 Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?

A. Viking Connections survey and feedback data B. Viking Connections survey and feedback data to determine direction for improvement efforts C. Viking Connections survey and feedback data to gauge student and faculty response regarding improvement efforts

A. Viking Connections survey and feedback data B. Viking Connections survey and feedback data to determine direction for improvement efforts C. Viking Connections survey and feedback data to gauge student and faculty response regarding improvement efforts

. A. Viking Connections survey and feedback data B. Viking Connections survey and feedback data to determine direction for improvement efforts C. Viking Connections survey and feedback data to gauge student and faculty response regarding improvement efforts

A. Viking Connections survey and feedback data

A. B.

Study

B. Viking Connections survey and feedback C. data to determine direction for improvement efforts C. Viking Connections survey and feedback data to gauge student and faculty response regarding improvement efforts

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Goal 4 Report the data from the current quarter deployment plan and use the data questions to analyze the results

Study

What does the data tell us? *A survey of 10th and 11th grade students indicated that 67.5% of students surveyed were dissatisfied with the former Viking Connections (VC) program. *36.8% of students surveyed indicated that VC teachers do make positive connections with students. *Survey results indicated that VC activities need to be more engaging. Not tell us? Specific suggestions for improving student engagement Celebration(s)? *10th grade students viewed the Freshman Unity Day held last year as a meaningful experience. OFIs? *Design VC activities that provide active student engagement. *Involve Leadership Class students in VC Program

What does the data tell us? *Student feedback from the NW Unity Day experience indicated that students enjoyed and responded positively to peer-led activities *Faculty feedback indicated that peer-led activities designed and executed by Leadership Class members were well received by students. *Teachers reported that activities and discussion designed by Leadership Class were well planned and engaged students Not tell us? Celebration(s)? The Leadership Class has agreed to design and conduct future Viking Connection sessions, emphasizing the improvement of school unity

What does the data tell us? *Feedback data from peer-led VC activities indicated that students responded positively to peer-led activities. *Faculty feedback indicated that teachers felt the Leadership Class planned and executed informative and interesting activities to promote school unity. Not tell us? Reaction of student leaders to program sessions, problems encountered, etc. Celebrations? *Most students were actively engaged in the discussions and activities planned by Leadership class members *OFIs?

12. What does the data tell us? 13. Not tell us? 14. Celebration(s)? 15. OFIs?

14. What does the data tell us? 15. Not tell us? 16. Celebration(s)? 17. OFIs?

Reflect upon successes and problems OFIs? encountered to Make certain that all determine changes stakeholders are aware for next year
of program objectives

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YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below:
Act/Plan Target Goal Met?

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy

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Steps #1 #2

Quarter 1 Deployment Plan – Goal 4 Develop initial survey to be given to students in homeroom Administer initial survey

#3

Analyze survey data for initial numbers and to determine problem areas that need to be addressed Define how to involve Leadership students in planning process

#4

#5 #6 #7

Determine possible topics for meetings Train Leadership students for VC program involvement Provide review of purpose and expectations for Viking Connections AA program at faculty meeting prior to first meeting Conduct first meeting and monitor results

Person(s) Responsible VC Committee - Abby Cockman *Homeroom teachers *VC Committee – Abby Cockman VC Committee – J. Caraher, A. Cockman & G. Fagerberg VC Committee & Leadership Teachers- J. Caraher, A. Cockman, G. Fagerberg, P. Egleston VC Committee

Measure(s) Completed survey Completed survey results Survey data results

Action Step Completion Date August 20, 2008 August 29, 2008

September 12, 2008

VC Committee minutes

October 1, 2008

#8

#9

Analyze data to determine effectiveness of improvement efforts

VC curriculum plans Abby Cockman, Paul Leadership lesson Egleston plans VC Committee & Faculty Meeting Leadership Class teachers - agenda J. Caraher, A. Cockman, G. Fagerberg, P. Egleston VC Teachers Meeting agendas VC Committee – A. and feedback Cockman, G. Fagerberg, J. results Caraher *VC Committee Survey results and *Quarterly Review Team – feedback results A. Kidd, J. Nix , K. Hunter

October 1, 2008 October 24, 2008 October 24, 2008

October 24, 2008

October 24, 2008

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Steps #1 #2

Quarter 2 Deployment Plan – Goal 4 Design Viking Connections (VC) lesson plans (goal setting activities) for 10th & 11th grade students Work with NCCJ to plan and conduct Unity Day for 9th grade students

#3

Conduct first VC meeting and analyze results

#4 #5

Provide VC update at faculty meeting to apprise faculty of meeting results and future plans Work with Counselors to plan Viking Connections AA activities for Seniors Continue training Leadership Class students for Viking Connections involvement

#6

#7

Explore and prepare topics for future Viking Connections sessions

#8

Analyze data to determine effectiveness of improvement efforts

Person(s) Responsible *VC Committee *J. Caraher *VC Committee *Leadership Classes *A. Cockman & P. Egleston *VC Teachers *VC Committee *J Caraher, A. Cockman, P. Egleston *P. Egleston & A. Cockman *VC Committee *Counselors *J. Caraher *VC Committee *J. Caraher *A. Cockman P. Egleston *VC Committee *J. Caraher *A. Cockman P. Egleston *VC Committee *Quarterly Review Team – A. Kidd, J. Nix, K. Hunter

Measure(s) Completed lesson plan *VC Curriculum plans

Action Step Completion Date October 30, 2009 October 30, 2008

Meeting agendas and feedback results

November 3, 2008

Faculty meeting agenda *VC Curriculum Plans *VC curriculum plans *Leadership lesson plans *VC curriculum plans *Leadership lesson plans Survey results and feedback results

November 4, 2008 January 23, 2009

January 23, 2009

January 23, 2009

January 23, 2009

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Steps #1

Quarter3 Deployment Plan Develop Viking Connections Vision and Goals, focusing on the promotion of unity and acceptance throughout NWHS

#2

#3

Provide Viking Connections (VC) update at faculty meeting to apprise teachers of the role and responsibility of NWHS Leadership Class members for conducting VC sessions Work with NCCJ to determine VC topics and activities designed to foster understanding and tolerance among the student body at NWHS Hold training sessions for student facilitators from Leadership Class as they prepare for monthly VC sessions

Person(s) Responsible *VC Committee *Leadership Classes *A. Cockman & P. Egleston *A. Cockman & P. Egleston *VC Committee *Leadership Classes *A. Cockman & P. Egleston *A. Cockman & P. Egleston *J. Caraher *VC Committee *Counselors *J. Caraher *VC Committee *Leadership Classes *A. Cockman & P. Egleston *VC Committee *Quarterly Review Team – A. Kidd, J. Nix, K. Hunter

Measure(s) Vision and goals statements

Action Step Completion Date January 29, 2009

Faculty meeting agenda *VC Curriculum Plans

February 3, 2009

February 13, 2009

#4

#5

Work with Counselors and Senior homeroom teachers to plan VC topics and activities for Seniors Conduct monthly VC meetings and analyze results to help plan future sessions (February – Stereotyping ; March – Racism)

*VC curriculum plans *Leadership lesson plans *VC Curriculum Plans Meeting agendas and feedback results Survey results and feedback results

February 18,2009 March 18, 2009

February 25, 2009

#6

February 25, 2009 March 25, 2009

#7

Analyze survey and feedback data to determine effectiveness of improvement efforts

March 27, 2009

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Steps #1

Quarter 4 Deployment Plan Have Leadership Class students reflect upon their experiences as peer leaders for VC sessions to determine successes, problem areas and suggestions for improvement Determine student program coordinators for next year so they may transition with current student coordinators and begin developing future program plans Develop final survey to determine student and faculty satisfaction with Viking Connections program format and topic areas

#2

#3

#4

Administer final survey and analyze results to gauge program support and to identify problem areas that need to be addressed next year Analyze data to determine effectiveness of improvement efforts

#5

Person(s) Responsible Leadership teachers, A. Cockman and P. Egleston Leadership teachers, A. Cockman and P. Egleston *VC Committee *Leadership Classes *A. Cockman & P. Egleston *VC Committee *Leadership Classes *A. Cockman & P. Egleston *VC Committee *Quarterly Review Team – A. Kidd, J. Nix, K. Hunter

Measure(s) *Leadership lesson plans *Reflection results *Leadership lesson plans *VC Curriculum plans *Completed survey

Action Step Completion Date April 10, 2009

April 30, 2009

May 12, 2009

*Survey results

May 27, 2009

Survey results and feedback results

June 15, 2009

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School Based Leadership Team Members Signatures
The following team members collaborated with school staff to develop the School Improvement Plan for our school (parents must be included): Name Position or Role Signature Date
Abby Cockman Angelo Kidd Antonia Adams Ashlea Ball Curtis Adair Dave Lambert Diana Burdzy Gwen Fagerberg Hannah Cobb Jade Nix Joe Caraher Joel Hage John Hughes Joseph Bryant Karen Brady-Siler Katrina Hunter Lauren Hefferman MaryAnne Plante Melanie Fehrenbacher 55 of 64 Cultural Arts Principal EC Counseling Assistant Principal Work Force Development Science Foreign Language Assistant Principal Curriculum Facilitator Assistant Principal Student Body President Athletic Director Parent Parent SBLT Chair, Media Parent Parent English On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008

Phil Coley Russell Dorrell Terri Collins Tom Soth Trina Bennett

Social Studies Math Assistant Principal Foreign Language Parent

On File On File On File On File On File

October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008 October 6, 2008

(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member)

Approvals
Approved by Staff: Date of Approval by Staff: October 6, 2008 Principal’s Signature: Angelo Kidd Results (% Approval): 98% Date: October 6, 2008

Approved By Division of Academic Improvement Instructional Improvement Officer’s Signature: Date:

Approved by GCS Board of Education

Date:

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Quarterly Review Team Members Signatures
The following team members collaborated with school staff to review the School Improvement Plan for our school: Name Position or Role Signature Date
Amy Dunn Angelo Kidd Howard Perlmutter Jade Nix Janet Wells Jennifer Humbard Katrina Hunter Phil Coley Ray Parrish Rhonda Hudson Scott Bennett Science Teacher/Department Chair Principal Math Teacher Curriculum Facilitator Science Teacher/Department Chair English Teacher/Department Chair SBLT Chair, Media Specialist Social Studies Teacher/Department Chair Social Studies Teacher Math Teacher/Department Chair Social Studies Teacher On File On File On File On File On File On File On File On File On File On File On File November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 November 13, 2008 (i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)

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Quarterly Review Team Members Signatures
The following team members collaborated with school staff to review the School Improvement Plan for our school: Name Position or Role Signature Date
Amy Dunn Angelo Kidd Greg Shue Howard Perlmutter Jade Nix Janet Wells Jennifer Humbard Katrina Hunter Phil Coley Rhonda Hudson Scott Bennett Science Teacher/Department Chair Principal Social Studies Teacher Math Teacher Curriculum Facilitator Science Teacher/Department Chair English Teacher/Department Chair SBLT Chair, Media Specialist Social Studies Teacher/Department Chair Math Teacher/Department Chair Social Studies Teacher On File On File On File On File On File On File On File On File On File On File On File February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009 February 9, 2009

(i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)

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Quarterly Review Team Members Signatures
The following team members collaborated with school staff to review the School Improvement Plan for our school: Name Position or Role Signature Date
Amy Dunn Angelo Kidd Greg Shue Howard Perlmutter Jade Nix Janet Wells Jennifer Humbard Katrina Hunter Phil Coley Rhonda Hudson Scott Bennett Science Teacher/Department Chair Principal Social Studies Teacher Math Teacher Curriculum Facilitator Science Teacher/Department Chair English Teacher/Department Chair SBLT Chair, Media Specialist Social Studies Teacher/Department Chair Math Teacher/Department Chair Social Studies Teacher On File On File On File On File On File On File On File On File On File On File On File April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009 April 22, 2009

(i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)

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Action Plan for Healthy Students in Safe, Orderly and Caring Schools
LEA: Guilford County Schools School: Northwest Guilford High School

Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools
(Healthy Active Children (HAC) Policy, #HSP-S-000)

Please record your action steps.
Not Yet Addressed Strategy Ensure all students have recess and / or physical activity during the school day and that it is not taken away as punishment. Indicate if this is in progress or not yet addressed. (What is your plan?) In Progress (Please describe.) Need Assistance (Please describe.) NA (Provide explanation.)
In a high school not all students can be enrolled in a P.E. class each year. However, we do have 610 students in the 2008-2009 year enrolled in Health/PE classes (Required Course for graduation). 343 Students are enrolled in elective P.E.classes. Approximately ½ of these students take PE

both semesters of the year. Over 600 students in 20072008 participated in at least one varsity or junior varsity sport.

Strategy Provide physical education for every student taught by a physical education teacher. Check the appropriate “yes” or “no” box and list the exact number of minutes in PE over the 180-day school year. 60 of 64

Yes One unit in PE/Health is required to graduate. The total number of min. in a physical education class over a 180 day (PE classes are 55 min. per day per period) and students can take higher levels of physical

No

Time over 180 days 180 days (55 min. per period) = 9900 min. = 165 hours

education classes upon completion of PE/Health class) Provide physical activity and/or recess for every student. List the exact number of minutes provided for recess and/or physical activity over the 180day school year.

X

Strategy Implement a coordinated school health program. Indicate if this is in progress or not yet addressed by the school.

Not Yet Addressed

In Progress PE/Health Classes Psychology Classes Crisis Team Committee Safe Schools Committee

Need Assistance (Please describe.)

At Our School We have a School Health Advisory Council. Check all that apply. What other areas of Coordinated School Health Programs are you working on implementing in your school? Please explain.

In Our LEA

Unsure

Need Assistance (Please describe.)

X Providing health-related programs to students that include: Anti-smoking program for those students caught smoking on school grounds. Lifestyle Program for those involved in illegal drugs on campus. Other non-smoking activities including displays, programs during lunch periods and permanent display cases with non-smoking information and messages. Vending machines with more nutritional snacks/drinks. Cafeteria with more nutritional food items to choose from. We have created a Northwest Wellness Committee that is advocating a healthier lifestyle within the faculty/staff Yoga and aerobics classes will be offered along with a Walking Club. Health screenings and nutrition seminars will be offered Yoga and aerobics classes will be offered along with a Walking Club. Health screenings and nutrition seminars will be offered

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Safe Schools Plan
According to NC Code 115C-105.47, each school must have a comprehensive safe schools plan. The following are components of that plan: Student code of conduct and designated consequences for violating the code Roles and responsibilities of all school personnel in maintaining a safe and orderly learning environment Procedures for identifying and serving the needs of students at risk of academic failure or of engaging in disorderly or disruptive behavior Mechanisms for assessing the needs of disruptive and disorderly students, providing services to them and removing them from the classroom when necessary Measurable objectives for improving school safety and order Professional development clearly matched to the objectives for improving school safety and order Plans to work with local law enforcement and court officials to ensure safety Methods of providing a safe physical environment Parent involvement in planning for school improvement, safety, and alternative education placements School conducts a needs assessment annually (from students, teachers, parents, and staff) to determine their perceptions of school safety and climate School has programs, strategies and/or activities that promote good behavior/citizenship Strategies for maintaining safe and orderly climate, addressing the needs of students at risk, and providing services for students assigned to alternative programs.

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What will be done?

Who will be in charge?

When will it be done?

Students will sign a Code of Conduct form stating that they have received, read, and understand the policy and procedures as outlined in the student-parent handbook. A Student-Staff Support Team exists for reviewing and identifying intervention strategies for students that have been referred as students at-risk of academic failure or of engaging in disorderly conduct.

Administration, Teachers

Handbooks will be given to students the first day of school and forms collected from students within the first 5 days of school

What are the needed resources (including staff development)? Student-Teacher Handbook procedures are explained to the teachers during the opening of school

What are the costs

What are success indicators?

Discipline Data Collection Reports

Student Staff Support Team is composed of the SSST coordinator, a counselor, a special education advocate, drop-out prevention specialist, school nurse, administrator, School Resource Officer, school psychologist, and 2 regular education teachers.

The Student Staff Support Team meets bi-monthly or as regularly as the team needs to meet to review student referrals.

The Student Staff Support Team Members attend SSST workshop training that is provided by Guilford County Schools Psychological Services staff.

GCS provides the training and each school site is responsible for securing substitute teachers.

SSST Documentation, SIMS reports, and Academic Achievement Data

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Waiver Requests
School-Based Management and Accountability Program School-Based Waiver Request for 2008-2011 LEA: Guilford County LEA Code: 410

School Code/School Name: #490 - Northwest Guilford High School

Requests for Waiver 1. Describe the waiver you are requesting. We are requesting a class size waiver. Exceptions are sought for ninth grade classes (29) and tenth-twelfth grade classes (32). 2. Identify the law, regulation or policy from which an exemption is requested. NC General Statutes Section 115C – 301(c) Maximum Class size and NC General Statutes Section 115C-301 (d) Maximum Teaching Load

3.

State how the waiver will be used.

The waiver will be used to provide appropriate courses for students that fall short of local promotion standards. It will also be used to more appropriately schedule students that move into our district after the first 10 days of school. Finally, the waiver would be used for students who need a class for graduation and the only way to get the class would be to use the flexibility with class size. 4. State how the waiver will promote achievement of performance goals. The waiver would promote achievement of performance goals by guaranteeing appropriate courses and levels of courses are available for students in emergency situations. More effective teaching and learning will occur as the schools are able to operate the master schedule with fluidity, moving students in and out of skill groups and classes.

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