HIGHLAND PARK SENIOR HIGH SCHOOL SCIP AT A GLANCE

Reading SMART Goal Math SMART Goal Proficiency rates will grow from 54.8% to 59.7% on the MCAIII in Proficiency rates will grow from 38% to 41.8% on the MCAIII in 2014. 2014. Equity SMART Goal Highland Senior will decrease the achievement gap between African American and white students by reducing the gap in the following areas: Math - 48% to 43.7% gap. Reading - 47% to 44.8% gap. Attendance - 21.3% to 19.4% gap. Discipline 14% to 12.7% difference. 4 Year Graduation - 18.9% to 17.9% gap. Reading Strategy
Utilizing Professional Learning Communities (PLC) to facilitate school-wide implementation of International Baccalaureate (IB) Middle Years Program (MYP) in grades 9-12 and access to Diploma Program (DP) for grades 11-12, with a focus on differentiation, inquiry, rigor, and multiple assessment approaches to meet individual student learning needs and styles. Teacher Actions
Collect student rubric data on their achievement level. Work with PLC team to develop Unit Planner, common assessments, and instructional strategies for MYP. Work with PLC team to implement learning objectives for DP. Select an IB rubric that can be used in an assessment in both quarters 3 & 4 on student tasks.

Math Strategy
Utilize resources designed to support the alignment of math to the standards for MCA-III's (include prioritized standards, unwrapped standards, sequencing guide, and common summative assessments). Teacher Actions
Attend PLCs daily. Use unwrapped district prioritized standards in PLC. Report math review quiz averages and common summative assessment averages to administrative team. Attend district provided professional development. Continue and deepen FES implementation.

Equity Strategy
Provide support courses to meet the needs of African American, Hispanic, and Asian students so that they are achieving at levels comparable to white students. Teacher Actions
Participate in equity development through staff meetings, engage in courageous conversation about race, and implement engaging classroom strategies. Support class teachers work with students to monitor grades. All teachers provide frequent feedback to students about grades.

Leadership Actions

Leadership Actions

Provide training as needed for PLCs. Provide monitoring plan and feedback. Presenting student and school-wide data.

Leadership Actions
Provide training to PLC teams in the PLC process. Provide monitoring plan and feedback. Monitor PLCs

Monitoring

MYP Unit Planner monitoring. DP data analysis and comparison. Collection of student performance data from PLC groups. Each teacher submits MYP/DP rubric data quarters 3 & 4.

Support PD at site and district level utilizing the training learned at Beyond Diversity. Analysis of grades, attendance, and behavior data at the quarter and mid-quarter. Comparison of white students, students of color and students in support classes. Monitoring of criteria for students who are in support classes. Monitoring of support classes through walkthroughs.

Monitoring

Monitoring

Evidence of success

Completed MYP Unit Planners, using common assessments, MYP Rubrics, and student work samples. IB tasks samples of student work as well as planning documents. Use of MYP rubric that show improvement in student

PLCs math review quiz and common summative assessment proficiency rates. PLC minutes and check-ins.

Equity walkthrough data. Student grade and enrollment data broken down by race for the whole school and support classes. Student behavior and attendance data. Students of color enrolled in support classes such as AVID, Freshman Focus, Reading Support, Academic Frameworks, and Math Studies 1.

Evidence of success

Evidence of success

MAP scores Growth in percent proficient on PLC

HIGHLAND PARK SENIOR HIGH SCHOOL SCIP AT A GLANCE

Reading SMART Goal Math SMART Goal Proficiency rates will grow from 54.8% to 59.7% on the MCAIII in Proficiency rates will grow from 38% to 41.8% on the MCAIII in 2014. 2014. Equity SMART Goal Highland Senior will decrease the achievement gap between African American and white students by reducing the gap in the following areas: Math - 48% to 43.7% gap. Reading - 47% to 44.8% gap. Attendance - 21.3% to 19.4% gap. Discipline 14% to 12.7% difference. 4 Year Graduation - 18.9% to 17.9% gap.
achievement. (Q3 & Q4) Use of DP rubrics that show improvement in student achievement either from Q3 to Q4 or year to year. created common summative assessments. Classes making 80% proficient consistently on Math Review Quizzes increases from quarter to quarter. Students of color in support classes are passing all classes. Students of colors referrals out of class, dismissals and suspensions will decrease. Students of colors attendance will increase.