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Highland High School Excellence Plan Patrick Arguelles Grand Canyon University EDA 585 March 23, 2011
HHS School Excellence Plan
Abstract Just as an architect designs and uses blueprints to guide in the building of a new home, Highland High School will use their strategic plan for excellence as a roadmap to guide and prepare for the future. The way we define excellence dictates the way we achieve it, so the plan carefully spells out both areas of success and areas of need. Continuous school improvement is the overall theme as the paper moves through three sections: School Profile and Current State of the Highland High School, the Desired State of HHS, and finally a Suggested Improvement Plan for the School. The paper includes a detailed School Profile that includes demographic information, as well as current information on the present state of the school. The paper also discusses the desired state of the school in detail. Finally, the paper reports on a strategic plan of action aimed at continuous school improvement and a measurable increase in student achievement.
HHS School Excellence Plan
The school provides a learning environment that prepares young people for college and careers. in charge of finance and buildings and grounds: Larry D’Anza 12th Grade Principal. Highland is the second oldest public high school in Albuquerque. to recognize their strengths. and 90 elementary schools utilizing a K-5. The school occupies 33 acres. Currently the Albuquerque Public Schools District is the 28th largest school district in the nation and consists of 14 high schools. to prepare them for careers and to empower them to make a difference in the world. in charge of curriculum and instruction: Harriet Crawford Assistant Principal in charge of Special Education: Ben Chavez Coordinator of Small Learning Communities: Andy Legant Activities Director. 28 middle schools.HHS School Excellence Plan Highland’s vision is to maintain the Traditions of Excellence established in its 62 years of existence. Today. New Mexico and currently operates out of the oldest standing school building in the state. Administrative Team Principal: Scott Elder 9th & 10th Grade Principal. in charge of 9th grade academy: Lupe Martinez 11th Grade Principal. Pamela Joseph School History Highland High School opened its doors in 1949. 9-12 grade-level . We accept the challenge to make a difference in the lives of our students. 6-8. Highland High School’s mission is to be the premier high school in Central New 3 Mexico. Analisa Lujan. Teya Nguyen. SAT Chair and Middle School Liaison: Patrick Arguelles Athletic Director: Scott Peterson and Joe Williams School Counselors: Christina Klave.
12 Bernalillo County.2% Caucasian.2% Hispanic.369 students Grade 12 . NM Students & Faculty HHS 2010-2011 Total Students % Male / % Female Total Classroom Teachers Other Ancillary Staff Teacher Status: 1629 students 48% / 52% 115 teachers 112 including secretarial. Highland High School is a comprehensive four year public high school enrolling 1797 students in grade 9 through 12. custodial. coaches 107 Highly Qualified in 178 Areas 8 teachers on I-licenses or getting SpEd Licensure % American Indian Teachers 4% % Asian Teachers % Hispanic Teachers % Black Teachers % White Teachers 2% 41% 6% 46% Students by Grade 2010-2011 Grade 9 – 567 students Grade 10 – 428 students Grade 11 .5% Native Americans.6% Asian. The student body of Highland High School is culturally diverse with a population that is 8. and 12. 57. EAs. 3.5% African American.265 students Teacher : Student Ratio Highland HS 1:18 Students by Ethnicity 2010-2011 (NM) School Average 1:14 . administration. Links to valuable data have been provided. 18. cafeteria. School Level Grades Offered County High School Grades 9 .HHS School Excellence Plan 4 configuration.
HHS School Excellence Plan % American Indian % Asian % Hispanic % Black % White 13% 4% 56% 8% 19% 14% 1% 51% 2% 31% 5 Additional Student Information This School % Eligible for Free Lunch 59% % Eligible for Reduced Lunch 9% % Migrant Students Enrolled n/a School Performance: School Statewide Performance School District Name (NM) School Average 44% 6% n/a (NM) Statewide Testing Performance View Education Department Test Scores Albuquerque Public s School District NM Public Education Department Highland High School Accountability Report .
HHS School Excellence Plan 6 AYP Summary Details for Highland High School .
524.000 $14.834.000 $9.023.HHS School Excellence Plan 7 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 175 95.192.560 $9.488 66% (NM) District Average 5 637 students $9.083 students $909.438 n/a .951 $15.000 $902.000 $9.
sciences. Calculus AB and BC. English Literature. Algebra. Spanish. the students go to all seven classes lasting 50 minutes each. AP courses are offered in Art History. Highland High School has dual enrollment with UNM and CNM which enables sophomores.HHS School Excellence Plan 8 Curriculum The academic program is organized on a rotating block schedule. rotating Monday & Wednesday and Tuesday & Thursday. World History. art. and Geometry. U. Students attend 3 block classes and the 50-minute class daily. Academic Philosophy Highland High School provides a well-rounded college preparatory curriculum with extensive offerings in English. The students also receive high school elective credit for these courses. juniors. Chemistry. French. Students can earn seven credits per year during a regular school day. Government and Economics. English Language. social sciences. Biology. and German. foreign languages. Students take six 95-minute classes. On Friday. mathematics. and seniors to enroll in college level courses and earn college credits at local institution of higher education. .S History. Honors classes are offered in English. Art. and one 50minute class. AP is an open-enrollment program. Entry into the courses is determined by student commitment and teacher recommendation.
develop a love for learning. European history. physics. parents. chemistry. We further believe that through cooperative interaction of the administration. and encourages exploration of new areas for learning. Students make their own choice of study based on data from several career exploration assessments (ASVAB. and an enthusiasm for life that will help to ensure his/her success and happiness. increasing in 9 number as the student progresses through school. calculus AB and BC. each student can achieve his/her academic goals. 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.HHS School Excellence Plan music and drama. psychology. a flexible academic and extracurricular program can be offered that will allow each student opportunities to experience success. Advanced placement classes are offered in biology.). hard work and effective planning. Some courses are required and some are recommended. and community. economics. This is important because it develops responsibility. etc. PSAT. but there are many electives. Through positive discipline. . Students are able through their choices to create an individual schedule tailored to their needs and interests. and statistics. students. we believe an atmosphere can be created in the school to enable academic. respect for self and others. faculty. increases commitment. social and physical development. Accuplacer. Through dedication.
Teachers also formulate transition plans to prepare the students for postsecondary study or for jobs. and many other disabilities. There is a wide variety of disabilities that require students to be in special education programs. includes the following: • • • Meeting with parents to review the IEP and note progress and problems Making referrals to sources within the community that may be able to assist the student Helping students learn to use various tools such as computers. keeping inventory of supplies. visual problems. and administering standardized tests. emotional deficiencies. among other duties. mental retardation. enforcing school rules.HHS School Excellence Plan Special Education Department Highland High School special ed teachers are responsible for developing individualized education programs (IEPs) for each of their special education students. hearing aids or other devices • • • Developing new strategies to meet the needs of students with a variety of handicaps Making modifications in the general education curriculum for special-needs students Coordinating placement of students with special needs into mainstream classes Monitoring teachers and teacher assistants to ensure adherence to special education program requirements Technology . wheelchairs. developing lesson plans. The IEPs are based on 10 personalized goals tailored to each student's individual learning ability and style. Special ed teachers are responsible for things like taking attendance. mobility limitations. hearing impairments. language and speech impairments. Many of the daily job tasks of Highland’s special ed teachers mirror those of their general education counterparts. These include autism. There is also an additional layer of duties unique to special ed teachers that. assigning and correcting homework.
The 11 recent addition of Figge Hall provides 2 more computer labs. one with 20 laptops. Students currently (class of 2012 and newer) must earn 25 credits to graduate. The plan calls for an 85% graduation rate. the other with 15 units. promethean boards and projectors.2011 State Champion and Regional Representative (5th consecutive championship and 9th out of last 10 years) • • • • • DECA – 8 National Qualifiers Track & Field .HHS School Excellence Plan Highland currently has four computer labs.State Champions 3 National Honor Society Scholars and 1 Merit Scholar Recipient Students Passing German AP Exam with a score of 5 – 9 out of 9 1 NM Activities Association Pursuing Victory With Honor recipient (highest NMAA honor awarded) • 1 student earned early entry into Harvard AYP Status HHS has not made adequate yearly progress (AYP) based on the state’s accountability system for math and reading for four consecutive years. The data bear out that HHS is scoring lower and lower so drastic changes are necessary. The grad rate must also contend with students who literally . Accomplishment. The district does not require the English and math classes to be college-preparatory in nature but the HHS strategic plan calls for students to take at least one advanced placement class and one on-line class in preparation for college or career. The school also has two mobile computer labs. Awards. HHS currently has the lowest graduation rate in the district (49%) but the Leadership team believes that by implementing change the grad rate will improve dramatically. each with an average of 35 computers. Distinctions • We the People . Examining the data reaffirms that increasing rigor is vital to turning it around.
administration. and finally. Goals for the Strategic Plan Excellence is Highland’s commitment to provide an unparalleled education for all students that enter our doors. social studies) so the plan calls for requiring AP classes and college prep classes be offered and recommended.e. The school’s Plan of Excellence outlines the work we need to do and it is the work we will do. Highland has an instructional vision that drives decision making in all facets of the school. science. community) . aligning resource allocation to district priorities in the face of 35% budget cuts over the last three years. We have worked with all stakeholders involved (students. The proposed guidelines allow the school to assign each department responsibility for the design and implementation of specific areas of the strategic plan. raising expectations for accountability and strengthening relationships with our students. transparency in every area. and then report out the results. parents. accelerating the path to excellence requires three elements: effective classroom and leadership strategies. We recognize that ensuring continuous academic achievement for all students in spite of a 300% increase in the number of non-English speakers over the last four years.HHS School Excellence Plan disappear (i. parents and community. immigrants who return to their country without taking transcripts or 12 withdrawing properly) so the plan calls for better record keeping. staff. students can easily take dual enrollment classes for free at the local colleges. progress monitor those areas by using specific data targets. Only 14% of HHS students who took the ACT were found to be college-ready in all four areas (math. and the time to accurately implement research-based. data-driven change to ensure success. English. Through partnerships with CNM and UNM.
the High Schools That Work (HSTW) team. Staffing. and professional development plans are being developed to support the instructional vision. The school is developing an instructional vision based on shared assumptions about teaching and learning. The following points are utilized by the stakeholders to achieve these goals. budget. and curriculum. budget. Highland has a shared vision. and has empowered them to make mission driven decisions about staffing. and educational plan for school and student success. Highland has engaged stakeholders in the planning process and it has achieved incredible results. schedule. 1. mission. Personalization. schedule. Flexibility and Accountability. Highland has given teachers an opportunity to collaborate with each other. Implementation required that teachers have adequate and well-planned and facilitated time to deliberate on teaching and learning together during the school day.HHS School Excellence Plan 13 to develop a plan that will guide Highland toward achieving the goals set out by the state and the district. department chairs and teachers in their Professional Learning Communities (PLCs) have dedicated time and resources to seeing through the proper implementation of the plan. . The Highland Leadership Team. Shared Vision and Plan. For this reason. 2. Highland has broken 9th and 10th grade academies into small groups of less than 100 students (all at the same grade level). Students are more likely to succeed in an environment where staff know every student and no student slips through the cracks. 3. These groups are created based on assessments mentioned above so that members of each group share some or many similar likes.
and prepares them for both college and the workforce of the 21st century. Research has shown that a change in teacher behavior. All students are engaged in a learning process that is rigorous. High Quality Teaching and Learning. Community Engagement. can change student performance sufficiently enough to change teacher beliefs based almost solely on their observations of improved student achievement. 14 The goal of the school is to ensure high quality education to ALL students in Highland’s neighborhood. For change to occur. Believe That Students Can Do Better & Let Them Know You Believe . Highland has made it a top priority to engage the community and seek their input into decisions that affect the school and community. and on and on. This distinction is vital to the plan because leaders can mandate behaviors much easier than beliefs. relevant. 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. parents. 6. 5. The foundation of this strategic plan is based on this huge observation: changes in beliefs can follow changes in behavior. Highland’s students. community members. Equity.HHS School Excellence Plan 4. regardless of the teachers’ beliefs. GED classes. Increasing rigor in the classroom has been at the top of the agenda and Highland has made strides in reaching our goals. dance and yoga. In addition. 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. computer classes. and teachers must have buy-in.
as well as volunteers from Walmart. Catholic Social Services. UNM. Sandia Labs. teachers and leaders act in unison to provide students and in particular seniors a meaningful academic experience. including what they have done to prepare for college or career. Leaders make teachers accountable for reinforcing guidance and advisement as a means of connecting students to goals beyond high school. evaluate. Upward Bound. Finally. and revise the program to meet emerging student needs. support. and the City of Albuquerque. contains class rules and lays out class and course expectations. HHS has programs set up with LULAC.HHS School Excellence Plan This is definitely a strong suit for HHS teachers. Teachers provide advisement. mentoring. Students have access to tutoring from 6:00am to 6:30pm and this aspect is a big part of the plan to continually improve academically. The plan utilizes the Advisory program fully by teaching study skills and habits of success. Kirtland Air Force Base. The plan calls for every teacher to provide a syllabus to each student that includes rubrics and scoring guides. In addition. HHS leaders are promoting a culture of high expectations and are providing students with many opportunities to receive the extra 15 help they need to reach these higher expectations. outlines course content. This strategic plan calls for every senior to create a portfolio listing their accomplishments over the four years. . Teachers also make bell-to-bell instruction the norm in ALL classrooms in order to utilize every minute of instructional time to teach required content. the school has provided tutors to help in every area and in every language. ENLACE. The plan calls for teachers to post student work and to specify daily objectives. and monitoring of students’ education and career plans in a purposeful way. Leaders continually monitor. Project Diversity. They have to defend it in front of a panel of stakeholders.
and providing 2ist century technology to staff and students. In addition. School districts have given their school administrators latitude to examine school-wide reform approaches and implement plans specific to their school and its stakeholders. challenging education and Highland High School has used this philosophy to create a new vision of “college and career readiness for ALL students.” Student success in today’s world requires the implementation of successful school reform. staff and administrators by employing a rigorous curriculum and raising standards. nurturing a relationship with the community and increasing parental involvement. Addressing school effectiveness means placing high expectations on students. The identification of schools not meeting adequate yearly process based on No Child Left Behind (NCLB) standards of acceptability has created a serious problem for state departments of public education because they are now required to turn these failing schools around. All students deserve a high quality. changing the way the school is governed to involve more stakeholders. A . finding creative ways to provide professional development for the staff despite huge budget cuts. Turning around a failing school like Highland starts with a school staff willing to change the way they teach. Highland High School is utilizing a school reform initiative developed by the Southern Regional Education Board (SREB) called High Schools That Work that focuses on continuous school improvement.HHS School Excellence Plan which include their parents. school leaders and teachers who have had a stake in their growth. a program designed to meet the needs of kids on the cusp of nearing proficiency by helping build academic and personal success through tutoring and mentoring. states across the country have developed strict accountability policies in response to mandates from the federal government. the school has implemented Advancement Via Individual Determination (AVID). The Desired State of Academics at Highland High School 16 Over the past two decades.
4. The staff at Highland has taken the necessary steps to maintain continuous improvement by adopting the seven HSTW core beliefs listed here: 1. . The premise behind High Schools That Work is that most students can master rigorous academic and career/technical studies if they are in an environment that motivates students to make the effort to succeed. Students who have a goal and see meaning and purpose in learning are more motivated to learn grade level and course standards. identifying improvement strategies was not a difficult process. Students learn best when teachers maintain a demanding and supportive environment that pushes students to do their best. using the same three minute walk-through as a means of having conversations about instruction. Almost all students will make the effort to learn grade level and course standards if adults in the school create the right conditions. All faculty should be involved in continuously improving teaching and learning. 2. By far the most productive tool has been SREB’s High Schools That Work. 5. Students learn best when they have a personal connection to the school. 6. This effort-based school improvement initiative is changing high schools across America and has given Highland’s plan most of the fuel to ignite positive change in the school environment. All students should be enrolled in a program of study that will prepare them for college and/or career. 3. Administrators are in the classroom at least one hour per day and teachers are observing teachers. Utilizing many of the basic strategies available to schools that are part of the High Schools That Work contingency.HHS School Excellence Plan 17 third piece that has led to changes in classroom instruction has been the institution of the threeminute classroom walk-through.
HHS School Excellence Plan 18 7. Highland staff has worked for two years to to establish a set of HHS Core Values that communicate how work is done on campus. The Core Values are grouped into five areas that include: • • • • • Rigor & Relevance Collaboration/Empowerment/Engagement Diversity/Equity Efficacy/Effectiveness/Efficiency Open Door to the Classroom/Community Involvement Each area was shaped by teachers during PLCs (Professional Learning Communities). The strategic plan needs to call for the implementation of measurable goals to use in assessing continuous improvement. It is just as important to measure progress in improving both the experience and the achievement as it is establishing measurable goals. Students change behavior and become more motivated to meet school goals when adults use school and classroom practices based on effort rather than ability. Each group provided descriptors of each area. brought together the staff and voted on each set of descriptors to narrow it down to those that clearly communicated the level of focus that either existed or was desired. The area that needs the most attention in the near future is the establishment of measurable goals that support continuous improvement. The two most obvious areas for measurement that coincide with school goals are: . Setting goals and measuring progress is the key element of continuous school improvement. (SREB website 2011) In addition to using the 7 HSTW Core Values. The school must identify specific targets that will measure school/student/teacher progress toward reaching the goal. There were many factors expressed by teachers to lead this writer to believe that even more drastic action is required to affect change in the school.
analyze data to set new goals. 2. use data to inform instruction. make the hard decisions that will infuse rigor into the classroom. members of HSTW. Following the path established by the Leadership Team and teachers in their Professional Learning Communities (PLCs). HHS leaders are promoting a culture of high expectations and are providing students with many opportunities to receive the extra help they need to reach these higher expectations. parents. School leaders. We have worked with all stakeholders involved (students. this writer will stay committed to raising expectations for students through continued school improvement.HHS School Excellence Plan 1. Academic Knowledge and Skills College and Career Readiness 19 The strategic plan would call for aligning HHS core academic classes to college and career readiness and to high school graduation. administration. PLCs. There is still much work to be done but the school is on the path to improved academic growth. must constantly evaluate and reevaluate. Highland leadership must empower teachers to take ownership of school improvement efforts and ensure that teachers are able to fully understand how their efforts help restructure the school. or SLCs. teachers must be given professional development opportunities on standards-based instructional planning. Highland can expect positive growth for years to come. whether it be administrators. An Example from Highland High School’s Strategic Plan for School Excellence Highland has an instructional vision that drives decision making in all facets of the school. As the new principal. As part of the plan. The curriculum must reflect college-readiness standards that identify critical thinking knowledge and skills in both math and language arts. community) to develop a plan that will guide Highland toward achieving the goals set out by the state and the district. The biggest expectation is that students will . staff. AVID. department chairs. and establish consistency in decision making.
Creating a culture of high expectations means that teachers must establish and communicate these expectations to students. instruction must be researched-based. and engaging. Third. HHS and the Leadership Team must create high expectations for all students.HHS School Excellence Plan 20 graduate within a four year time frame and be college-ready or career-ready. my strategic plan for HHS would be divided up into five parts. This instruction should also be standards-based and relevant. First. even if that course is facilitated on the school campus (over 45% of HHS students do not have access to a computer at home). This system works because it allows for ease in communicating core beliefs. the school must continue to use and improve on the current system of distributed leadership it employs. Two ways to ensure teacher compliance is to give teachers time to collaborate by department and by grade level and also by having teachers design rubrics and post student exemplars matching the rubric. One way to increase rigor is to require that all students must enroll in at least one Advanced Placement class before they graduate. Second. Teachers must develop grading and homework policies that will be enforced and then utilize school resources to assist the students who struggle by providing tutoring or extra help. One way to ensure success is to have the various departments work together to create lesson plans. This will be done through Professional Learning Communities. Both these suggestions better prepare students for life after high school. goals and values to all stakeholders involved in school improvement efforts. starting with increasing rigor in the curriculum. They will also be required to take a course on-line. rigorous. Teachers must design curriculum that motivates students to learn and achieve. Teachers either by grade level “house” or department meet . rubrics and projects. By increasing rigor. teachers are better able to prepare students to be college and career ready. This involves several stages of development. Based on available data gathered from time on the leadership and administrative teams.
The data on reading levels at the school suggests that literacy strategies should be incorporated into as many lesson plans as possible regardless of subject. school. higher order questioning and multiple intelligences. including whether new teachers are making the adjustment. alternative assessments.” Classroom walkthroughs answer many questions. rubric-building. department or subject area goals. the school will use three minute classroom walkthroughs as part of a continuous school improvement plan to collect data for analysis. increase the graduation rate and provide mandatory training in study skills for all 9th and 10th graders. effective learning strategies. Administrators will observe the teachers they directly supervise at least one time per month and will observe all other teachers at least one time per semester. even whether cross-curricular ideas or differentiated instruction are occurring on the school campus. In conjunction with High Schools That Work (HSTW). Additionally. Cervone and Martinez-Miller (2007) describe classroom walkthroughs as a tool to “drive a cycle of continuous improvement by focusing on the effects of instruction. professional development must be provided to teachers for topics like differentiated instruction. non-evaluative classroom visits by administrators can lead to improved instructional practices and curriculum alignment. District budget cuts will cut into money available for professional development so the Leadership team should consider identifying staff members who could lead PD sessions on campus without incurring large expenses. whether students are engaged in academic endeavors. The APS school district arranged a prep from every teacher so they have 230 minutes weekly to work on district. The collaborative nature of this type of supervision moves schools away from the boss-subordinate plan to one that develops and nurtures self-reliant teachers.HHS School Excellence Plan 21 three times weekly during a PLC. The focal point of these informal. . improve classroom instruction.
but bolster it by 22 increasing the rigor of the advisory class curriculum. a Data “Questions to be Answered” chart (Figure 3). make sure counselors are prepared to make recommendations to students on available classes geared toward specific careers or areas of study. They include a sample of a Plan-Do-Study-Act 6 Steps to Improvement chart (Figure 1). the school will continue with the current Advisory system. followed by advisory classes every Friday.PDSA . Increase the number of advisory classes to one each day for the first week of each semester. and finally. assignments. Below are four tables designed by this writer as part of his duties on the leadership team. Advisory teachers must help students make the connection to some goal beyond high school and how to achieve that goal. Make available to all students Programs of Study and Career Pathway information and make sure it is in both English and Spanish. a Goals For Analysis of Data chart (Figure 2).HHS School Excellence Plan Fourth. and a Data Flow Chart (Figure 4). Step up the curriculum to include study skills and interpersonal development skills. Fifth. assessments and rubrics and then delivering that curriculum at a more rigorous level. When registering students. HHS Leadership has an obligation to train CT and academic teachers to work together developing curriculum. It is also vital that more importance be placed on the mentoring opportunities that were the original reason for creating advisory classes. Figure 1: Plan-Do-Study-Act 6 Steps to Improvement chart SIX STEPS TO IMPROVEMENT . HHS will focus more energy on developing Career Technical courses that align to career-readiness standards. These tables are part of a leadership plan that could be modified for any school that this writer leads.
The Short Cycle Assessment will either be the DBA or Assess2Learn. MAKE IMPROVEMENTS. implement and monitor the plan.HHS School Excellence Plan 23 VALIDATE THE NEED FOR IMPROVEMENT. 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 . GOALS. What will we do differently? The team will work during PLCs to review NM standards and utilize various tools including but not limited to Marzano’s strategies. The team will also do a Needs Assessment to determine the areas of significance to formulate the Math and Reading Improvement Plan around. 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. DATA TO BE COLLECTED & EXAMINED SOURCE OF DATA . ANALYZE THE RESULTS. AND MEASURES. How are we doing? How do we know? The school has not made adequate yearly progress in over 5 years. The team will study both short cycle assessments and national assessments to determine what progress has been made. The team will also be creating base-line data from last year’s NMSBA results. 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. 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. How will we work together to get better? TRANSLATE THE APPROACH INTO ALIGNED ACTION. The team will meet during Professional Learning Communities (PLC) to work together to develop. This data will be divided by subgroups Once the short cycle assessment data has been reviewed and determinations have been made. We are awaiting a determination from the district. 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. the group will begin making recommendations to teachers that should inform instruction and drive changes. Bloom’s Taxonomy. What Happened? . These changes are required to be made and will be monitored by administrators during their classroom walkthroughs. Gardner’s Principles and others to compare and contrast and make sure that the team’s actions are aligned with state and district standards. What did we do with what we learned? GOALS FOR ANALYSIS OF DATA LEVEL OF ANALYSIS DESCRIPTION. Figure 2: Goals For Analysis of Data chart GOALS (in order of progression) PLAN DO STUDY ACT CLARIFY PURPOSE.
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 8. 10 – 19 absences. Examine 2 Similar Variables 7. Measures of Data: Examine Demographics. and 20 or more absences • Look for any details that stand out or anything that looks unusual 5 6 10. Examine Student Learning 3. 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 2 Different Types of Variables – Attendance vs. 10 – 19 absences. AT460. Two or More Variables: Examine more than one type of measure in each of 4 areas 4. DBA/NMSBA 2 3 3 5 • District Benchmark Assessment (DBA) from year to year by pre. Examine School Demographics • • • • • • • • • • • • 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 24 1 APS School Max Screens ST002. Examine School Demographics over time 1 2 4. Examine 2 Different Types of Variables – Free & Reduced Lunch v.9 absences. Intersection of Two Measures of Data: Examine data across two measures of data 6.9 absences. 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 . ST295. DBA & NMSBA 6 Levels of Analysis 1. Examine 2 Similar Variables 6. Development & Accountability (team must submit written request) APS NM Dept of Pub Ed APS Research. Student Learning and School Processes in Isolation 2. Measures Over Time: Examine measures listed in #1 but over time 3. SC321 APS NM Dept of Pub Ed APS Schoolmax and APS Research. Perceptions. Development & Accountability (RDA) APS Schoolmax and APS RDA (team must submit written request) APS Schoolmax and APS RDA (team must submit written request) APS Schoolmax and APS RDA (team must submit written request) APS Schoolmax and APS RDA (team must submit written request) 2. Two or More Variables Over Time: Examine more than one type of measure in each of 4 areas over time 5.HHS School Excellence Plan 1. Development & Accountability (RDA) APS Research. Examine 2 Different Types of Variables – Attendance against DBA & NMSBA 9. mid. Examine Student Learning over time 5.
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. 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. 10-19 absences. in particular. 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.g. 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.HHS School Excellence Plan 25 Figure 3: Data Chart-Questions To Be Answered 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. 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.
This school success will be manifested as quality instruction characterized by high levels of rigor and relevance and will ultimately result in the goal of student academic success and continuous school improvement. ordered. research-based decisions about continuous school improvement. including the state and district. the school will effectively attack the problems that have been identified. turning it into an effective and efficient operation. community – to step up and do extraordinary things with an ever decreasing amount of money. and focused on making data-driven. We need to resuscitate the processes through innovation. all-inclusive. most of the specific issues that put the school in the restructuring designation (R-2) will be addressed. Conclusion With the intricacies and demands placed on the schools in the Albuquerque Public School system in this 21st century. The administrator acts as the glue because he/she must unite the numerous elements of instructional effectiveness into successful school achievement. We need people – students. parents. By integrating many of the SREBrecommended instructional strategies through High Schools That Work. The systematic aspects of my school improvement plan will exemplify a plan that is wideranging. change and revolution. and demonstrate to all stakeholders. By combining efforts with the Southwest Region Education Board (SREB). It is here that the effective school leader develops his/her educational philosophy for instructional supervision. This is not just a single event. staff. it is hard to imagine how a school can continue raising the bar without effective and comprehensive strategic planning. Our Strategic Plan for School Excellence calls for a new school culture that embraces and sustains public education as the single most important function of our society. that Highland wants to regain its status as a top tier high school in the state. it is process built around . detailed.HHS School Excellence Plan 26 Glickman (1990) envisioned supervision as the “glue” that binds a successful school.
Grand Canyon University. and all stakeholders involved must set up a calendar of when things will get done. EDA575. References Arguelles. then walk the talk. We have invited all stakeholders to become a part of what we are trying to accomplish and welcome them into the process. The bottom line is. (2010). so having the ability to measure and track data is essential. determine their budget.HHS School Excellence Plan continuous school and student improvement and must be treated that way. Patrick. we must talk the talk. HHS school profile and strategic plan for continuous improvement. Our framework is designed to answer the five questions that are vital to our goal: Who are we? Where are we in this process? Where are we headed? How do we know we get there? What do we do to get there? We will align the plan to our state and district standards. and then communicate it out to everyone involved. and stay within the means of that budget. We will keep the 27 framework simple so everyone can understand it and we can effectively develop it and make it a part of the school culture. We want to examine data to see if we are making progress toward our goals. We also must have the ability to make people accountable to the process. .
. (1996). Low student achievement: causes and effects. G.P.HHS School Excellence Plan 28 Arguelles. (2009). S. Glickman.pdf Evans. R. (2010). (2007. J. (2004).. Green. Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards. Bernhardt. American Psychologist. J. Boston: Allyn & Bacon. 77-92.sreb. EDA561. 2010 from Southwest Regional Education Board website: http://www. (1998). Retrieved September 17. Retrieved November 19. Cervone.org/resources/2/Leadership_Compass/2007/LC2007v4n4a2. 59(2).org/page/1078/high_schools_that_work.L. Gordon. Arguelles. C. High Schools That Work framework of goals and key practices to raise student achievement and graduation rates. Aurora. Patrick. NY. Boston: Allyn and Bacon. EDA551.. L. Eye on Education. CO: Mid-continent Regional Educational Laboratory. Grand Canyon University. Educational Philosophy for Instructional Supervision. 4(4). S. Classroom walkthroughs as a catalyst for school improvement.naesp. Summer). R.html Marzano. February/March). Supervision and Instructional Leadership: A Developmental Approach. 2010 from: www. W. Grand Canyon University. Patrick. P. Marzano. Leadership Compass. Larchmont. J. (2004. (2009). R.D. A theory-based meta-analysis of research on instruction. The environment of childhood poverty. Sixth Edition. Data Analysis for Continuous School Improvement. J. & Kendall. A comprehensive guide to designing standards-based . & Martinez-Miller. Victoria. & Ross-Gordon. (2010).
US Department of Education. T. Razik. Retrieved February 9. & Swanson. schools.A. Use of educational data at the local level from accountability to instructional improvement. R.J. Upper Saddle River. (2010).. How to solve typical school problems. Barbara Means (2010). Transforming Classroom Grading. Boston: Allyn & Bacon. A. (1994) The fifth discipline: The art and practice of the learning organization. T. P. Fundamental Concepts of Educational Leadership and Management. New York: Doubleday.HHS School Excellence Plan districts.pdf .D. A. Marzano. C. NJ: Prentice Hall. M. Aurora. Va 1994 page 3. and classrooms.ed. 29 Ohle. Razik. Educational Concepts of Educational Leadership (2Ed). (2000). N. ASCD Alexandria. Senge. & Swanson.gov/rschstat/eval/tech/use-of-education-data/use-of-education-data. Alexandria. 2011 from US DOE website: http://www2. VA: Association for Supervision and Curriculum Development. CO: Mid-continent Regional Educational Laboratory. and Mokley. (1995).L.
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