HHS School Improvement Plan School Improvement Plan for Highland High School 2010-2011

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School Improvement Plan for Highland High School 2010-2011 Patrick Arguelles Grand Canyon University EDA 577 July 28, 2010

HHS School Improvement Plan School Improvement Plan for Highland High School 2010-2011

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Table of Contents Traditions of Excellence School Information School Administrative Team School History School Demographics Students by Ethnicity Additional Student Information District Information Curriculum Academic Philosophy Technology Proposed Guiding Principles NM High School Competency Exam Data Improvement Team Problems to Address Objectives of the Team Possible Goals to be Carried Out by Students and Teachers Knowledge & Skills, Enduring Understanding, Essential Questions School Improvement Goals and Strategies Strategic Objective 1: Proficiency in Math and Reading Strategic Objective 2: Close the Achievement Gaps School Improvement Goals and Strategies Strategic Objective 3: Close the Achievement Gaps Goals for Analysis of Data Areas of Measurement: Demographics, Perceptions, Student Learning, School Processes Example of Data Flow Chart Measuring Program Implementation PDSA – Six Steps to Improvement Summary of Feedback from Administrative Team References

Table of Contents

2 3 3 3 4 4 5 5 6 6 7 7 8-9 10 11 12 13 14 15 15 16 17 18 19 20-22 23 24-25 26

"TRADITIONS OF EXCELLENCE"

in charge of buildings and grounds: Frank Maestas 12 Grade Principal. in charge of 9th grade academy: Lupe Martinez 10th Grade Principal. to recognize their strengths. NM 87108 (505) 265-3711 www. Analisa Lujan. to prepare them for careers and to empower them to make a difference in the world. Teya Nguyen. Derek Maestas School History .com Administrative Team Principal: Nikki Dennis 9th Grade Principal.highlandhornets. The school provides a learning environment that prepares young people for college and careers. School Information Highland High School 4700 Coal Avenue SE Albuquerque.HHS School Improvement Plan 3 Highland High School strives to be the premier high school in Central New Mexico. in charge of finance: Larry D’Anza 11th Grade Principal. in charge of curriculum and instruction: Harriet Crawford Assistant Principal in charge of Special Education: Ben Chavez Coordinator of Small Learning Communities: Mary Anne Polster Activities Director and Middle School Liaison: Patrick Arguelles Athletic Director: Ryan Kettler School Counselors: Christina Vasquez. We accept the challenge to make a difference in the lives of our students.

12 Bernalillo County.5% African American. Highland High School is a comprehensive four year public high school enrolling 1797 students in grade 9 through 12. NM Teacher : Student Ratio % American Indian % Asian % Hispanic % Black % White This School 1:16 Students by Ethnicity 13% 4% 56% 8% 19% Additional Student Information This School 45% (NM) School Average 1:14 14% 1% 51% 2% 31% % Eligible for Free Lunch (NM) School Average 44% . 57. Currently the Albuquerque Public Schools District consists of 13 high schools.588 students Grade 10 – 508 students Grade 11 . 9-12 grade-level configuration. Today. New Mexico and currently operates out of the oldest standing school building in the state.HHS School Improvement Plan 4 Highland High School opened its doors in 1949.5% Native Americans. School Level Grades Offered County Students & Faculty Total Students % Male / % Female Total Classroom Teachers Students by Grade 1797 students 49% / 51% 127 teachers Grade 9 .322 students High School Grades 9 . 18. The student body of Highland High School is culturally diverse with a population that is 8.6% Asian. 6-8. Highland is the second oldest public high school in Albuquerque. The school occupies 33 acres. and 89 elementary schools utilizing a K-5.2% Hispanic. 27 middle schools. and 12.379 students Grade 12 . 3.2% Caucasian.

Algebra. Honors classes are offered in English.083 students $909. Students can earn seven credits per year during a regular school day.000 $9. On Friday. Biology. Students attend 3 block classes and the 50-minute class daily. Government and Economics.488 66% Curriculum (NM) District Average 5 637 students $9.524. .560 $9. Spanish. rotating Monday & Wednesday and Tuesday & Thursday. Art. and one 50minute class.S History.834. AP courses are offered in Art History. Students take six 95-minute classes.192. World History. AP is an open-enrollment program. U. the students go to all seven classes lasting 50 minutes each. English Literature.438 n/a The academic program is organized on a rotating block schedule.023. English Language. Entry into the courses is determined by student commitment and teacher recommendation. and Geometry. and German. Chemistry.HHS School Improvement Plan % Eligible for Reduced Lunch % Migrant Students Enrolled School Performance: School Statewide Performance School District Name 6% n/a 6% n/a 5 (NM) Statewide Testing Performance View Education Department Test Scores Albuquerque Public s School District This School's Agency (APS) Number of Schools Managed Number of Students Managed District Total Revenue District Expenditure District Revenue / Student District Expenditure / Student District Graduation Rates 172 95. Calculus AB and BC.951 $15.000 $14. French.000 $9.000 $902.

and statistics. and seniors to enroll in college level courses and earn college credits at local institution of higher education. The students also receive high school elective credit for these courses. European history. sciences. psychology. we believe an atmosphere can be created in the school to enable academic.). Students make their own choice of study based on data from several career exploration assessments (ASVAB. foreign languages. and encourages exploration of new areas for learning. Accuplacer. but there are many electives. and an enthusiasm for life that will help to ensure his/her success and happiness. increases commitment. calculus AB and BC. Through dedication. social and physical development. The faculty and administration of Highland High School recognize the individuality of each student and the right of that student to receive and opportunity in education to develop to his/her fullest potential. Students are able through their choices to create an individual schedule tailored to their needs and interests. parents. faculty. develop a love for learning. social sciences. economics. etc. Through positive discipline. a flexible academic and extracurricular program can be offered that will allow each student opportunities to experience success. art. PSAT. chemistry.HHS School Improvement Plan 6 Highland High School has dual enrollment with UNM and CNM which enables sophomores. music and drama. Some courses are required and some are recommended. Technology . Academic Philosophy Highland High School provides a well-rounded college preparatory curriculum with extensive offerings in English. We further believe that through cooperative interaction of the administration. Advanced placement classes are offered in biology. each student can achieve his/her academic goals. respect for self and others. and community. students. physics. increasing in number as the student progresses through school. hard work and effective planning. mathematics. This is important because it develops responsibility. juniors.

Highland has a shared vision. Personalization. parents. 2. and educational plan for school and student success. each with an average of 35 computers. Students are more likely to succeed in an environment where staff knows every student and no student slips through the cracks. and professional development plans are being developed to support the instructional vision. The Highland Leadership Team. staff. administration. 1. Highland has broken 9th and 10th grade academies into small groups of less than 100 students (all at the same grade level). budget. Proposed Guiding Principles for Highland High School Highland has an instructional vision that drives decision making in all facets of the school. department chairs and teachers in their Professional Learning Communities (PLCs) have dedicated time and resources to seeing through the proper implementation of the plan. community) to develop a plan that will guide Highland toward achieving the goals set out by the state and the district. schedule. For this reason. The following points are utilized by the stakeholders to achieve these goals. . mission. the High Schools That Work (HSTW) team. Shared Vision and Plan. one with 20 laptops.HHS School Improvement Plan 7 Highland currently has four computer labs. The school is developing an instructional vision based on shared assumptions about teaching and learning. Highland also has two mobile computer labs. Highland has engaged stakeholders in the planning process and it has achieved incredible results. Our recent addition of Figge Hall gives us 2 more computer rooms. Staffing. the other with 15 units. We have worked with all stakeholders involved (students. Implementation required that teachers have adequate and well-planned and facilitated time to deliberate on teaching and learning together during the school day. promethean boards and projectors.

4. Equity. budget.HHS School Improvement Plan 8 These groups are created based on assessments mentioned above so that members of each group share some or many similar likes. and on and on. community members. computer classes. parents. 5. The goal of the school is to ensure high quality education to ALL students in Highland’s neighborhood. and prepares them for both college and the workforce of the 21st century. Community Engagement. For change to occur. Highland has moved to become a central hub for a community by inviting parents and community members to come to the school for English lessons. Highland has made it a top priority to engage the community and seek their input into decisions that affect the school and community. The best way to achieve buy-in is to involve these stakeholders in creating the plan for redesigning the school and involve them in the governance of the school as it moves forward. Highland’s students. and teachers must have buy-in. GED classes. relevant. Increasing rigor in the classroom has been at the top of the agenda and Highland has made strides in reaching our goals. 6. High Quality Teaching and Learning. schedule. 3. Flexibility and Accountability. and has empowered them to make mission driven decisions about staffing. Highland has given teachers an opportunity to collaborate with each other. In addition. dance and yoga. and curriculum. All students are engaged in a learning process that is rigorous. .

HHS School Improvement Plan 9 .

By focusing on the data-driven decision making process. Using data to drive decisions about policies and programs as well as decisions about students is the most logical first step in the process of developing and implementing an improvement plan. Math Intervention and subject area Teachers Community member Interested Parent The selection of a team is one of the keys to getting a math improvement plan to succeed. works with facilities and has an interest in improving math scores He will receive training and redeliver instruction to high school mathematics teachers She will work with group members to integrate math concepts into science curriculum These teachers need to work closely with each other to oversee rigor in curriculum and be the voice of the student This individual has a vested interest in seeing that his potential employees leave high school with an ability to do math. Data-driven decision making is the cornerstone of educational change in America. carefully anchoring continuous improvement to the foundation that is our academic environment. He will serve as a consultant and to let the group know if it all makes sense from his prospective This person serves as a consultant to the process – he/she will review elements of the program and give opinions from parent perspective Activities Director Math Department Chair Science Department Chair 3 – Math.HHS School Improvement Plan 10 HHS School Improvement Team Problems to Address:Improving Math Scores on NMSBA Reduce Achievement Gaps among Ethnic Groups Improve Graduation Rates Members of Strategic Math Improvement Team Grade level administrator in charge of Reclassified students Administrator that evaluates the Math Department Parent Liaison Head counselor Reason for selection of member Most of the 400 reclassified students he oversees are in desperate need of math intervention He can help oversee math teachers and help guide them This person has a direction connection to the district and to many of the parents at the school. the school is well on its way to changing the school positively. Members of the team see the importance of succeeding in improving student math scores. . This person knows graduation requirements and knows what each student needs to be on course to graduation in no more than 4 ½ years He oversees the calendar.

and products that address your goals Be SMaRT – Set Specific. Measureable. customized improvement plan Growing teacher. school. services. and district capacity Providing data-driven analysis for accountability reporting and sustainable results Goal 2 Develop a Strategic Math Improvement Plan Goal 3 Build Capacity Goal 4 Report Results Goal 5 NEXT STEPS Review Results Start a new PDSA . Realistic and Timely Goals Plan Project Based Learning Utilize Professional Development On-site courses and coaching Content training Classroom observation and review of best practices used in instruction Debriefing with school leadership following schoolbased coaching and other school-based services Assisting with the curriculum selection process as well Developing and facilitating Professional Learning Communities (PLCs) Lesson-planning support Technology integration and implementation Building internal capacity for continued staff development with your own personnel Analysis of how the High Schools That Work experiences met the goals outlined Overview of Student data Summary of Student learning Recommendations for continued improvement Assessing your unique school and district needs and resources Developing a collaborative.HHS School Improvement Plan 11 Objectives of the Team Goal 1 Needs Assessment Analysis of school and district data Classroom walkthroughs In-depth fact-finding discussions with key educators Align with District Math Goals Align with school Strategic/School-wide Improvement Plan Provide solutions to address key gap areas in mathematics program Identify cost-effective strategies.

which is administered at the start of classes. they are also setting clear expectations for the use of data by schools implementing school improvement plans. APS has a Research. In addition. midway through the semester and when the class has ended. Development and Accountability (RDA) department that gathers and disseminates all testing data. mathematics coaches. District Benchmark Assessment (DBA) and New Mexico Standards Based Assessment (NMSBA) to plan. hands-on mathematics lessons for all students Decrease the percentage of students who do not meet proficiency levels on DBA and NMSBA GOAL 2 GOAL 3 GOAL 4 GOAL 5 NOTE ABOUT STUDENT INFORMATION SYSTEM: As school districts build their technological capacity for creating reliable data systems. including the assessments that our School Improvement Team will be using to inform decisions. and the New Mexico Standards Based Assessment (NMSBA). special needs. and English Language Learners (ELL) teachers as they implement an instructional program Develop an infrastructure for high school mathematics teachers that supports ongoing. Knowledge and Skills Enduring Understandings Essential Questions . collegial professional development in mathematics education Use data from the benchmark assessments. APS has a SIS that provides realtime demographic data that the HHS Data team will use as one of its measures of data. Currently the Albuquerque Public School (APS) district is working diligently to combine multiple data systems into one uniform student information system (SIS) that will allow school data teams to easily access volumes of data and utilize data analysis tools. modify. and implement standards-based. Those assessments are the District Benchmark Assessment (DBA). Enhance workforce quality through comprehensive staff development for all high school mathematics teachers.HHS School Improvement Plan 12 Possible Goals to be Carried Out by Students and Teachers GOAL 1 Enhance student achievement through a comprehensive instructional program that includes high quality mathematics curriculum from grade nine mathematics courses to advanced mathematics courses. which is administered in April to all juniors.

instruments. Graduation The purposes. fishbone diagrams. community and district personnel. in particular. students and parents. and cognitive identified task analysis. goals. A budget showing the estimated To be determined costs of conducting the evaluation School Improvement Goals and Strategies . They will analyze short cycle testing info 3x over year and national testing once. The team will be working 1 to 3 days per week during PLCs for data driven decision making on a A schedule for conducting the math and reading improvement study plan.HHS School Improvement Plan Teacher will know and understand… 13 The Team will determine… These will be answered… • How can school leadership help create a • How do you lead the data analysis learning community? discussion? • How do we draw inferences from the data? • How do you assess for learning what makes a good formative assessment? • What do we know about how students learn? • How do we create situations that allow students to demonstrate what they have learned? • What does the data tell us about our student’s performance? • How can we create a school culture that supports more intensive staff development? • How well is our current curriculum aligned with standards? • To what extent do our instructional methods help us meet accountability demands? • What implications do standards have for teachers‛ instructional methods? • To what extent are teachers able to design effective standards-based classroom assessments? • What leadership support is needed to help us implement standards in the classroom? • How can we create a school culture that supports standards? • How will we communicate students‛ progress on standards to stakeholders. concerns. drive change be reported and review w/students. or assessments and NMSBA. Sub groups will improve on NMSBA All grades for short cycle The target population the program assessment. that should be considered The school has performed poorly Reasons why the program needs to on the NMSBA and has the be evaluated lowest graduation rate in the district Focus is on short cycle The primary issues. and cycles for execution of plan.g. 11th graders for is intended to serve NMSBA The primary audiences for whom The audience targeted includes the evaluation will be conducted the district. the admin team. The team will be using PDSA The methods. They procedures to be used to collect and will be using various Baldrige analyze data which will permit you tools including force field to answer the various questions or analysis. Results will be reviewed w/admin team then supplied to teachers to How and to whom the results will inform instruction. parents) understand the importance of devoting more time to staff development? • How can we use student assessment data from both short cycle and classroom assessments to guide staff development? Students will improve math & L/A scores on the NMSBA. It will also be supplied to parents. address the issues and concerns Concept mapping. parents? • How can we help stakeholders (e. and other important stakeholders teachers. or objectives Rate will increase yearly over next 4 of the Improvement Plan yrs. The questions on which the evaluation SWBA will be broken down by will focus subgroups and the plan will focus on math and reading.

2% to 20.0% points (from 20.6% points (from 44.1% points (from 19. Secondary goals include closing the achievement gap and increasing the graduation rate.1 to 31. The theory is that by improving math and reading scores the other two areas will improve as well.5% to 18. we are to increase the percentage of students who are proficient on the New Mexico Standards Based Assessment by 5. we will reduce the gap by 5.5%) • In math.4% points (from 24. our Asian students outperformed our Caucasian students. We will reduce the achievement gap in Reading between various ethnic group and Caucasian: .5% to 22. we will reduce the gap by 2. 14 Strategic Objective 1: Proficiency in Math and Reading In Math.0% to 29.2 to 49.2% points (from 22.1%) • • • For Hispanic students. Strategic Objective 2: Close the Achievement Gaps We will reduce the achievement gap in Math between various ethnic group and Caucasian: • For African American students.8%) For economically disadvantaged students.0%) For Native students. we will reduce the gap by 2. we will reduce the gap by 2.HHS School Improvement Plan The goal is to develop a Strategic Math and Reading Improvement Plan.2).2% points (from 35. In Reading.8). we are to increase the percentage of students who are proficient on the New Mexico Standards Based Assessment by 12.

the lowest in the district out of 13 schools. we will reduce the gap by 2.5%) • • • • For Hispanic students. we will reduce the gap by 1.5% points (from 36. Our graduation rate for 2009 was 49.8% points (from 17.9% points (from 19.5% to 12.2% to 20.8%) 15 Strategic Objective 3: Close the Achievement Gaps We will also increase graduation rates for the school. The incremental rate would be 58% in 2011. “There’s a world of difference between truth and facts.7% points (from 13. we will reduce the gap by 1.2% points (from 22. we will reduce the gap by 0.HHS School Improvement Plan • For African American students.” .4% to 17. DATA TO BE COLLECTED & EXAMINED SOURCE OF DATA .7% to 15. These dates were chosen because it gives us a full 4 year cycle with the students.0%) For economically disadvantaged student. we will reduce the gap by 5.9% to 31. Facts can obscure the truth.4%) For Asian students. 66% in 2012.9%. The goal is to reach 70% by Class of 2013 Graduation.Maya Angelou GOALS FOR ANALYSIS OF DATA GOALS (in order of LEVEL OF ANALYSIS DESCRIPTION.9%) For Native students. and 70% in 2013.

9 absences. Intersection of Two Measures of Data Over Time: Examine data across two measures of data over time . Examine 2 Different Types of Variables – Free & Reduced Lunch against DBA & NMSBA 10. Intersection of Two Measures of Data: Examine data across two measures of data 6. Examine School Demographics 1 16 2. Examine 2 Similar Variables 7. Measures of Data: Examine Demographics.HHS School Improvement Plan progression) 1. Examine 2 Different Types of Variables – Attendance against DBA & NMSBA 2 • • • • • • • 3 3 5 • 5 • APS Schoolmax and APS RDA (team must submit written request) • 6 • APS Schoolmax and APS RDA (team must submit written request) • 6 • APS Schoolmax and APS RDA (team must submit written request) Levels of Analysis 1. Two or More Variables Over Time: Examine more than one type of measure in each of 4 areas over time 5. post assessments NM Standards Based Assessment (NMSBA) from year to year for math and L/A only Compare and contrast Ethnicity of Students with Free & Reduced Lunch recipients Use these results has base line data Compare and contrast Ethnicity of Students with Attendance figures Use these results has base line data Compare DBA and NMSBA scores against Free & Reduced Lunch rosters Look for any details that stand out or anything that looks unusual Compare DBA and NMSBA scores against students with 5 . Examine School Demographics over time 1 2 • • • • • • • • • • • • • Ethnicity of students Gender Grade level #s Attendance Free & Reduced Lunch recipients District Benchmark Assessment (DBA) NM Standards Based Assessment (NMSBA) Ethnicity of students-changes over time GenderGrade level #s Attendance Free & Reduced Lunch recipients District Benchmark Assessment (DBA) from year to year by pre. and 20 or more absences over time Look for any details that stand out or anything that looks unusual APS School Max Screens ST002. SC321 APS NM Dept of Pub Ed APS Schoolmax and APS Research. Examine 2 Different Types of Variables – Free & Reduced Lunch against DBA & NMSBA 8.9 absences. mid. 10 – 19 absences. AT460. Development & Accountability (RDA) APS Schoolmax and APS RDA (team must submit written request) 4. Perceptions. Development & Accountability (team must submit written request) APS NM Dept of Pub Ed APS Research. Two or More Variables: Examine more than one type of measure in each of 4 areas 4. 10 – 19 absences. Student Learning and School Processes in Isolation 2. Examine Student Learning over time 5. Examine Student Learning 3. Development & Accountability (RDA) APS Research. Examine 2 Different Types of Variables – Attendance against DBA & NMSBA 9. Measures Over Time: Examine measures listed in #1 but over time 3. and 20 or more absences Look for any details that stand out or anything that looks unusual Compare DBA and NMSBA scores against Free & Reduced Lunch rosters over time Look for any details that stand out or anything that looks unusual Compare DBA and NMSBA scores against students with 5 . Examine 2 Similar Variables 6. ST295.

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mid and post testing? • What are the results of the NMSBA this year and over the last three years? • What do we know about how students learn? • How do we create situations that allow students to demonstrate what they have learned? • What does the data tell us about our student’s performance? • • How can school leadership help create a learning community? • How can we create a school culture that supports more intensive staff development? • What leadership support is needed to help us implement standards in the classroom? Miscellaneous • How do you lead the data analysis discussion? • How do we draw inferences from the data? • How well is our current curriculum aligned with standards? • To what extent do our instructional methods help us meet accountability demands? • What implications do standards have for teachers‛ instructional methods? • To what extent are teachers able to design effective standards-based classroom assessments? • How will we communicate students‛ progress on standards to stakeholders.HHS School Improvement Plan 18 AREA OF MEASUREMENT QUESTIONS • What is the demographic make-up of the school? • How many students are on Free/Reduced lunch? • How many students have 5-9 absences. Development and Accountability for all assessments over time and we have HSTW Data Analysis Sheets to monitor performance We will use guidelines provided by SREB for HSTW We will use processes developed by Senge What other data do you need to obtain to answer questions? We do not need any additional data to answer these questions We need to look at teacher lesson plans and compare them to the NM Dep’t of Public Ed Standards We will need to look at educational strategies. parents? • How can we use student assessment data from both short cycle and classroom assessments to guide staff development? . and 20 or more absences? • How can we create a school culture that supports standards? • How can we help stakeholders (e.g. Marzano and Gardner We need to look at differentiated instruction strategies We need to look at current information provided by APS RDA for use by administrators in implementing progressive PD Demographics Perceptions Student Learning School Processes • What are the results of short cycle benchmark assessments for pre. in particular. parents) understand the importance of devoting more time to staff development? What data do you have to answer questions We have data for all 3 bullets for the last 5 years We will use guidelines provided by SREB (Southwest Regional Education Board) for HSTW (High Schools That Work) We have data from the APS School District and from APS Research. including works of Bloom. 10-19 absences.

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HHS School Improvement Plan 20 .

HHS School Improvement Plan 21 .

Examination of the NM Standards Based Assessment clearly indicates that tremendous growth for most subgroups must be made in order to increase graduation rates and avoid being taken over by the state. This data will be divided by subgroups .HHS School Improvement Plan 22 SIX STEPS TO IMPROVEMENT . Once the short cycle assessment data has been reviewed and determinations have been made. Why are we here? What do we need to do well together? How will we know how we are doing? ADOPT AND DEPLOY AN APPROACH TO CONTINUAL IMPROVEMENT. The team will also be creating base-line data from last year’s NMSBA results. The Short Cycle Assessment will either be the DBA or Assess2Learn. What did we do with what we learned? Summary of Feedback from Administrative Team . AND MEASURES. The national test will be the NM Standards Based Assessment because students will not be able to receive a diploma without passing the math and language arts portion of that test. Bloom’s Taxonomy. The team will study both short cycle assessments and national assessments to determine what progress has been made. How are we doing? How do we know? The school has not made adequate yearly progress in over 5 years. ANALYZE THE RESULTS. These changes are required to be made and will be monitored by administrators during their classroom walkthroughs. How will we work together to get better? TRANSLATE THE APPROACH INTO ALIGNED ACTION. The team will work during PLCs to review NM standards and utilize various tools including but not limited to Marzano’s strategies.PDSA VALIDATE THE NEED FOR IMPROVEMENT. GOALS. What will we do differently? . We are awaiting a determination from the district. The team will also do a Needs Assessment to determine the areas of significance to formulate the Math and Reading Improvement Plan around. The team will meet during Professional Learning Communities (PLC) to work together to develop. The team will meet one to three times per week as determined by group consensus and necessity to complete the various steps of the PDSA and Improvement Plans PLAN DO STUDY ACT CLARIFY PURPOSE. After the first short cycle assessment is taken in September the team will organize the data so that it can be used as base-line data for this part of the plan. What Happened? MAKE IMPROVEMENTS. Gardner’s Principles and others to compare and contrast and make sure that the team’s actions are aligned with state and district standards. implement and monitor the plan. the group will begin making recommendations to teachers that should inform instruction and drive changes.

the school should effectively attack the problems that have been identified and demonstrate to all stakeholders.HHS School Improvement Plan After meeting with members of the administrative team about the potential research-based data-driven school improvement plan. may not even care if they attend. researchbased decisions about continuous school improvement. most of the specific issues that put the school in the restructuring designation (R-2) will be addressed. and focused on making data-driven. The key difference was that in this plan the stakeholders would be informed of the strategic goals from the start and asked to participate by encouraging their children to attend school. all-inclusive. that Highland wants to regain its status as a top tier high school in the state. including the state and district. research has shown that many parents in areas with demographic similarities to Highland do not actually police the attendance of the kids. The systematic aspects of the school improvement plan should exemplify a plan that is wide-ranging. The team determined that the plan encompasses the following elements: . it is apparent that all stakeholders in the school community truly hold themselves not only responsible but answerable for student success. ordered. By integrating many of the SREBrecommended instructional strategies through High Schools That Work. The group discussed state and district requirements for school improvement centered around NCLB and talked about the steps involved in writing a detailed school improvement plan. By combining efforts with the Southwest Region Education Board (SREB). detailed. As funny as it sounds that parents need to encourage their student to go to school. or actually have no idea how much school their kids miss or even what the attendance policies of the school are. The plan already drew on existing elements of the school’s 2010-2011 improvement plan but made some improvements in the area of sharing results with faculty and staff as well as informing 23 stakeholders. Upon examining data from high-performing schools. the consensus was that the plan had strategic merit.

research-based decisions • Strategies and goals that are systematic and achievable • Use of the PDSA Cycle as a key to maintaining continuous school improvement • Emphasis on policies and practices centered around reading. . math. and language arts • Teacher professional development that is relevant • Teacher choice of instructional materials and use of instructional time • Strategies to improve and increase parental involvement • Use of Title I opportunities to incorporate the extended day • Use of additional tutoring/mentoring opportunities available to students 24 It was very informative to discuss a School Improvement Plan with knowledgeable leaders in the school because they can point out areas of need in the plan and suggest improvements as well as identify and applaud the successes of the plan.HHS School Improvement Plan • Increased rigor in the classroom • Data-driven. References .

D. 25 Consortium for School Networking. N. Achieving with data: How high-performing school systems use data to improve instruction for elementary students. Park.M. (2004). Retrieved June 27. Center on Educational Governance. Thousand Oaks. Johnson. (2002). (2007).L. and Mokley. J. R.. (2004). (1996). 2010 from National High School Center website: http://www. Education for Health. Marzano.J. Larchmont. (2000). Use of educational data at the local level from accountability to instructional improvement. R. .k12. High School Assessment. Devers.us/Plans/dini_sini/JMUES_SINI. CO: Mid-continent Regional Educational Laboratory. and Data Systems. C.pdf Topics for High School Improvement. Vision to know and do: The power of data as a tool in educational decision making. A comprehensive guide to designing standards-based districts. Using data to close the achievement gap: How to measure equity in our schools.nh. R. Aurora.pdf Grand Canyon University 2010. How to solve typical school problems. 2010 from the Merrimack School district website: http://www. NY.asp US Department of Education.merrimack.gov/rschstat/eval/tech/use-of-education-data/use-of-education-data.betterhighschools. Barbara Means (2010). Study design in qualitative research—2: sampling and data collection strategies. Wholstetter. 263–271. Retrieved June 26. S. Va 1994. Victoria. ASCD Alexandria. Washington. A theory-based meta-analysis of research on instruction. and classrooms. Accountability. Aurora. Data Analysis for Continuous School Improvement. Datnow. R.ed. Eye on Education. Los Angeles. 2010 from US DOE website: http://www2. School Improvement Plan. (1998).: University of Southern California. Calif..C. K. schools. S. Ohle. 13.HHS School Improvement Plan Bernhardt. CA: Corwin Press. Retrieved July 20. Marzano. A. J. and P. & Kendall. J.org/topics/Assessment. V. and Frankel. CO: Mid-continent Regional Educational Laboratory.

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