Assessment: Student Prompts/Directions

1) Individual: The Big Picture: A Strategic Plan (Benchmark Assessment) a) School Profile i) In Module 3 and using the institution you with which you are associated, you wrote a school profile (1000–1250 words). The school profile’s major goal is to describe the school and its programs with the intent to improve the institution through informed decision making. Issues to consider when developing the school profile included: (1) Philosophy, mission, and vision. (2) Community and school (staff and students) demographics, including the well-being of the community. (3) Existing school improvement plans and activities, including support for remediation. (4) Special education programs. (5) Student performance/achievement profile. (6) School progress. (7) School resources. (8) Community support. (9) Stakeholder principles. (10) Professional development programs. (11) Technology. ii) APA format was not required, but solid writing skill in APA style and a title page were expected. Presentation of the material was student choice of either a written essay or a PowerPoint presentation. If you chose a PowerPoint presentation, you were required to submit the slide notes, background materials, etc. to the instructor with the final project. b) School Strategic Plan i) Revise the School Profile you submitted in Module 3 according to the instructor’s comments. ii) Develop a Strategic Plan in the form of an essay (2250-2500 words) that includes the school’s vision for excellence and school improvement, stakeholder expectations, strategies for meeting the needs of stakeholders, descriptions of curriculum and instructional programs, the revised School Profile, and the school’s role within the larger community. Specifically describe how the ISLLC 2008 Standards 1 and 3 frame the plan you develop. Demonstrate critical thinking in the development of the plan, including how it will inform decision making. iii) Prepare this assignment according to the APA guidelines found in the GCU APA Style Guide, located in the Student Success Center. An abstract is required. iv) Submit the Strategic Plan to the instructor in ANGEL by the end of Module 8. v) Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.

Notes to Instructor: 1. I am including the School Profile as Appendix A but I am not including it in the word total because it is an assignment that was already turned in and is only being used here for reference. 2. The strategic plan I developed could be more detailed but I would quickly eclipse the word count so I am not including all details. Should you need more details, please let me know and I will supply them. 3.

Third. An action plan is given for addressing the areas of improvement. Both these suggestions better prepare students for life after high school. One way to increase rigor is to require that all students must enroll in at least one Advanced Placement class before they graduate. By increasing rigor teachers are better able to prepare students to be college and career ready. The strategic plan for HHS is divided up into five parts.ABSTRACT This Strategic Plan presents conclusions drawn from classroom observations. This strategic plan describes promising practices observed. rigorous. Teachers must design curriculum that motivates students to learn and achieve. next steps planned by the school and areas of improvement that should be addressed. including stakeholders responsible for specific areas of the plan and what steps can be taken to ensure success. First. The information contained in this strategic plan is limited by the data available at the time of the assignment. and engaging. the school must continue to use and improve on the current system of distributed leadership it employs. starting with increasing rigor in the curriculum. rubrics and projects. 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. Creating a culture of high expectations means that teachers must establish and communicate these expectations to students. 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. This involves several stages of development. The data on reading levels at the school also suggests that literacy strategies should be incorporated into as many . instruction must be researched-based. and conclusions drawn from various educational experiences. This instruction should also be standards-based and relevant. goals and values to all stakeholders involved in school improvement efforts. One way to ensure success is to have the various departments work together to create lesson plans. They should also be required to take a course on-line. even if that course is facilitated on the school campus (over 45% of HHS students do not have access to a computer at home). HHS and the Leadership Team must create high expectations for all students. HHS is committed to raising expectations for students through continued school improvement. The biggest expectation is that students will graduate within a four year time frame and be college-ready or career-ready. Second. This system works because it allows for ease in communicating core beliefs. discussions with Leadership team members.

details specific to the school were added in. Additionally. By spreading out the challenges. Fifth. HHS must focus more energy on developing Career Technical courses that align to career-readiness standards. make sure counselors are prepared to make recommendations to students on available classes geared toward specific careers or areas of study. Fourth. assessments and rubrics and then delivering that curriculum at a more rigorous level. higher order questioning and multiple intelligences.lesson plans as possible regardless of subject. followed by advisory classes every Friday. 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. but bolster it by increasing the rigor of the advisory class curriculum. Stakeholders suddenly feel more vested in the process. identifying improvement strategies was not a difficult process. successes continue to build and HHS becomes an exciting and enjoyable place to learn and work. continue with the current Advisory system. professional development must be provided to teachers for topics like differentiated instruction. assignments. alternative assessments. This effort-based school improvement initiative is . rubric-building. Increase the number of advisory classes to one each day for the first week of each semester. and these strategies include everything from decision-making. effective learning strategies. the successes are also spread out. and finally. Franklin Covey’s son. Advisory teachers must help students make the connection to some goal beyond high school and how to achieve that goal. beginning with the end in mind. It is also vital that more importance be placed on the mentoring opportunities that were the original reason for creating advisory classes. to most importantly. paradigms and paradigm shifts. IMPROVEMENT STRATEGIES Utilizing many of the basic strategies available to schools that are part of the High Schools That Work contingency. Step up the curriculum to include study skills and interpersonal development skills. By dividing the work among the various leadership teams (as stated in Appendix A) accomplishing the work suddenly seems possible. One possible instructional piece could be Sean Covey’s Seven Habits of Effective Teens. Make available to all students Programs of Study and Career Pathway information and make sure it is in both English and Spanish. 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. Sean. HHS Leadership has an obligation to train CT and academic teachers to work together developing curriculum. developed strategies for teenagers based on his father’s 7 Habits of Highly Effective People. When registering students. After identifying some of the strategies that would work at HHS. Based on the above information it is clear that the Leadership Team starts it and must also finish it.

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. has been around since the 1960s and has been linked to HHS by teachers. After several sessions a motto was created that spoke to what HHS was trying to accomplish.changing high schools across America and has given the plan most of the fuel to ignite positive change in the school environment. . The Leadership Team determined that a vision statement that focused on the school new-found focus was appropriate. They are listed below: High Schools That Work Core Beliefs 1. Almost all students can and will make the effort to learn grade level and course standards if adults in the school create the right conditions. Traditions of Excellence. BUILD ON THE EXISTING FOUNDATION HHS teachers and leaders have worked for the last two years to establish a set of HHS Core Values that communicate how work is done on campus. students. EXAMINE THE SCHOOL MISSION AND VISION STATEMENT The school mission statement was revised one and a half years ago by the Leadership team but has not been fully received within the school community. alumni and the community. The school motto. 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. 2. The necessary steps to maintain continuous improvement now would be to adopt HSTW core beliefs. The vision was simple yet profound: College and Career Readiness for ALL Students This focus will assist the new leadership team to provide a strategic purpose to everyday practices at the school. It is easily stated by both teachers and students and connects the fact that ALL students must be ready for either college or career. 1. The Core Values are grouped into five areas that include: • Rigor • 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). Each group provided descriptors of each area.

All students should be enrolled in a program of study that will prepare them for further study and a career. Students learn best when teachers maintain a demanding and supportive environment that pushes students to do their best. 6. Students have the academic knowledge and skills needed to meet state and district achievement goals b. one in 10th. Research has shown that a change in teacher behavior. 4. 2 each in 11th & 12th grade) in an academic or career/technical area . 80% of graduates complete the new. ESTABLISH MEASURABLE GOALS THAT WILL SUPPORT CONTINUOUS IMPROVEMENT EFFORTS Setting goals and measuring progress is the key element of continuous school improvement. The strategic plan calls for implementing 2 measurable goals to use in assessing continuous improvement: 1. Students who have a goal and see meaning and purpose in learning are more motivated to learn grade level and course standards. All faculty should be involved in continuously improving teaching and learning. Academic Knowledge and Skills a. 85% of students who enter ninth grade in a given year complete high school four years later 2. 3. Students learn best when they have a personal connection to the school. 5.2. more rigorous core curriculum recommendation along with five courses (none in 9th. College and Career Readiness a. The school must identify specific targets that will measure school/student/teacher progress toward reaching the goal. 7. Students change behavior and become more motivated to meet school goals when adults use school and classroom practices based on effort rather than ability. can change student performance sufficiently enough to change teacher beliefs based almost solely on their observations of improved student achievement. It is just as important to measure progress in improving both the experience and the achievement as it is establishing measurable goals. regardless of the teachers’ beliefs. The foundation of this strategic plan is based on this huge observation: changes in beliefs can follow changes in behavior. This distinction is vital to the plan because leaders can mandate behaviors much easier than beliefs. 3.

the plan also requires enrollment in honors. 4. etc) HHS has not made adequate yearly progress (AYP) based on the state’s accountability system for math and reading. Only 14% of HHS students who took the ACT were found to be college-ready in all four areas (math. Through partnerships with CNM and UNM. English. The curriculum must reflect college-readiness standards that identify critical thinking knowledge and skills in both math and language arts. ALL students exit HHS with ability to demonstrate the skills necessary to further their studies or enter a career as measured by i. The plan calls for an 85% graduation rate. 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. advanced. Culinary Arts certification. etc) iii. ACT. 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. The data bear out that HHS is scoring lower and lower so drastic changes are necessary. outlines course content. The plan calls for every teacher to provide a syllabus to each student that includes rubrics and scoring guides. SAT. Skills USA auto certificate. earning a state license or employee certification (nursing program. contains class rules and lays out class and course expectations. students can easily take dual enrollment classes for free at the local colleges. As stated earlier. As part of the plan. The district does not require the English and math classes to be collegepreparatory in nature but this 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. etc) ii. CEC. science. earning postsecondary credit (dual enrollment. distance-learning and dual enrollment courses. BELIEVE THAT STUDENTS CAN DO BETTER AND LET THEM KNOW YOU DO This is definitely a strong suit for HHS teachers.e. . social studies) so the plan calls for requiring AP classes and college prep classes be offered and recommended. passing a college placement exam (accuplacer. immigrants who return to their country without taking transcripts or withdrawing properly) so the plan calls for better record keeping. The strategic plan would call for aligning HHS core academic classes to college and career readiness and to high school graduation. The plan calls for teachers to post student work and to specify daily objectives. Examining the data reaffirms that increasing rigor is vital to turning it around. teachers must be given professional development opportunities on standards-based instructional planning. The grad rate must also contend with students who literally disappear (i.b. Teachers will also be asked to make bell-to-bell instruction the norm in ALL classrooms in order to utilize every minute of instructional time to teach required content. on-line. Students currently (class of 2012 and newer) must earn 25 credits to graduate.

including what they have done to prepare for college or career. and establish consistency in decision making. Leaders will continually monitor. Teachers will be asked to provide advisement. evaluate. It is also important that school leaders make instructional leadership the primary focus of the school. to constantly evaluate and reevaluate. This strategic plan would call for every senior to create a portfolio listing their accomplishments over the four years. which could include their parents. 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. PLCs and Goal Teams are designed to help restructure the school. ENLACE. DEFINE AND REFINE THE ROLES OF THE VARIOUS SCHOOL LEADERSHIP TEAMS TO ENSURE CONTINUOUS IMPROVEMENT It begins with the Leadership team and it cycles through the team constantly. Kirtland Air Force Base. UNM. Sandia Labs. school leaders and teachers who have had a stake in their growth. PLCs. and the City of Albuquerque. 5. The plan also calls for utilizing the Advisory program fully by teaching study skills and habits of success. HHS has programs set up with LULAC. department chairs. whether it be administrators. or SLCs. focusing on . to analyze data to set goals. Finally. this strategic plan makes a suitable framework for creating change in an educational environment that has similar conditions. support. Upward Bound. This plan recognizes the urgency of improving both teaching and learning and daily improvement of these areas must come before all else. The biggest challenge facing leadership is empowering teachers to take ownership of school improvement efforts and ensure that teachers are able to fully understand how their efforts in SLCs. and revise the program to meet emerging student needs.In addition. the school has provided tutors to help in every area and in every language. teachers and leaders must act in unison to provide Students and in particular seniors a meaningful academic experience. Project Diversity. This plan goes a long way in: embracing continuous school improvement by putting in place systems of collaboration or improving on existing systems. AVID. and monitoring of students’ education and career plans in a purposeful way. Catholic Social Services. It is the hope of this writer that many of these suggestions could eventually be implemented because they all make sense in terms of reaching the goal. Leaders will make teachers accountable for reinforcing guidance and advisement as a means of connecting students to goals beyond high school. CONCLUSION This strategic plan calls into play many of the points learned in EDA575. members of HSTW. to make the hard decisions that will infuse rigor into the classroom. mentoring. as well as volunteers from Walmart. They would have to defend it in front of a panel of stakeholders. If nothing else. The plan calls for leaders. to use data to inform instruction and to change instruction.

department chairs and teachers in their Professional Learning Communities (PLCs) have dedicated time and resources to seeing through the proper implementation of the plan. We have worked with all stakeholders involved (students. staff. APPENDIX A Proposed Guiding Principles for Highland High School Highland has an instructional vision that drives decision making in all facets of the school.goals that are data driven and reviewable. and professional development plans are being developed to support the instructional vision. The following points are utilized by the stakeholders to achieve these goals. community) to develop a plan that will guide Highland toward achieving the goals set out by the state and the district. HHS will do what it takes to create an educational environment conducive to growth and learning. 2. For this reason. parents. . Implementation required that teachers have adequate and wellplanned and facilitated time to deliberate on teaching and learning together during the school day. mission. Highland has a shared vision. the High Schools That Work (HSTW) team. budget. . Students are more likely to succeed in an environment where staff know every student and no student slips through the cracks. Shared Vision and Plan. and educational plan for school and student success. These groups are created based on assessments mentioned above so that members of each group share some or many similar likes. schedule. The Highland Leadership Team. Highland has engaged stakeholders in the planning process and it has achieved incredible results. using data to inform change. Personalization. The school is developing an instructional vision based on shared assumptions about teaching and learning. and finally. letting students and teachers know loud and clear that the school believes and expects ALL students to learn at high levels. taking ownership for not only the challenges facing HHS but the solutions as well. Highland has broken 9th and 10th grade academies into small groups of less than 100 students (all at the same grade level). Staffing. administration. 1.

High Quality Teaching and Learning. and has empowered them to make mission driven decisions about staffing. The goal of the school is to ensure high quality education to ALL students in Highland’s neighborhood. dance and yoga. community members. 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. GED classes. Highland has made it a top priority to engage the community and seek their input into decisions that affect the school and community. For change to occur. parents. 5. Community Engagement. 6. 4.3. and prepares them for both college and the workforce of the 21st century. Highland has given teachers an opportunity to collaborate with each other. budget. Equity. . and teachers must have buy-in. In addition. Increasing rigor in the classroom has been at the top of the agenda and Highland has made strides in reaching our goals. computer classes. relevant. schedule. . Flexibility and Accountability. Highland’s students. and curriculum. 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. and on and on. All students are engaged in a learning process that is rigorous.

com . The school provides a learning environment that prepares young people for college and careers. NM 87108 Counseling Office: (505) 265-3711 ext 26018 www. to recognize their strengths.3711 Address: 4700 Coal Avenue SE Albuquerque. to prepare them for careers and to empower them to make a difference in the world. Highland High School strives to be the premier high School Information Highland High School CEEB code: 320020 Main Office: 505-265.APPENDIX B Highland High School School Profile "TRADITIONS OF EXCELLENCE" school in Central New Mexico.highlandhornets. We accept the challenge to make a difference in the lives of our students.

12 Bernalillo County. 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: Patrick Arguelles Athletic Director: Ryan Kettler School Counselors: Christina Vasquez. Teya Nguyen. New Mexico and currently operates out of the oldest standing school building in the state. The student body of Highland High School is culturally diverse with a population that is 8. 9-12 grade-level configuration. Currently the Albuquerque Public Schools District consists of 13 high schools. and 12.6% Asian. and 89 elementary schools utilizing a K-5. 57.2% Hispanic. in charge of finance: Larry D’Anza 11th Grade Principal. Derek Maestas School Highland High School opened its doors in 1949. School Level Grades Offered County High School Grades 9 . Today. 18. Highland High School is a comprehensive four year public high school enrolling 1797 students in grade 9 through 12. 6-8.5% Native Americans. NM Students & Faculty Total Students 1797 students % Male / % Female Total Classroom Teachers 49% / 51% 127 teachers .Principal: Nikki Dennis 9th Grade Principal. in charge of 9th grade academy: Lupe Martinez 10th Grade Principal. 3. in charge of buildings and grounds: Frank Maestas 12 Grade Principal. The school occupies 33 acres. Analisa Lujan.2% Caucasian. 27 middle schools. Highland is the second oldest public high school in Albuquerque.5% African American. Trudy Mueller.

588 students 10 – 508 students 11 .322 students (NM) School Average 1:14 This School Teacher : Student Ratio 1:16 Students by Ethnicity % % % % % American Indian Asian Hispanic Black White 13% 4% 56% 8% 19% 14% 1% 51% 2% 31% Additional Student Information This School % Eligible for Free Lunch % Eligible for Reduced Lunch % Migrant Students Enrolled (NM) School Average 44% 6% - 45% 6% - School Performance: (NM) Statewide Testing Performance School Statewide View Education Department Test Scores Performance School District Name Albuquerque Public s School District .Students by Grade Grade Grade Grade Grade 9 .379 students 12 .

rotating Monday & Wednesday and Tuesday & Thursday. Biology.This School's Agency (APS) Number of Schools Managed Number of Students Managed (NM) District Average 172 95. English Language.951 $15. Entry into the courses is determined by student commitment and teacher recommendation.000 $9. French. Art. Algebra. World History.000 $902. and seniors to enroll in college level courses and earn college credits at local institution of higher education. On Friday. U. Honors classes are offered in English. Students can earn seven credits per year during a regular school day. and German. Grading and Ranking A 90 – 100 4pts B 80 – 89 3pts .083 students $909. juniors. AP is an open-enrollment program.023.192.438 n/a District Total Revenue District Expenditure District Revenue / Student District Expenditure / Student District Graduation Rates Curriculum The academic program is organized on a rotating block schedule.000 $9. Government and Economics.524. Students take six 95-minute classes. the students go to all seven classes lasting 50 minutes each. and one 50minute class. The students also receive high school elective credit for these courses.488 66% 5 637 students $9. Students attend 3 block classes and the 50-minute class daily.000 $14. Chemistry. English Literature. and Geometry. Calculus AB and BC.S History.834. AP courses are offered in Art History. Spanish. Highland High School has dual enrollment with UNM and CNM which enables sophomores.560 $9.

Class of 2007 There were 322 students in the Class of 2009. University of • • • Mesa State College NMMI New Mexico State University . 203 students took one or more AP exam. • • • • • • 26 earned a 4.State Champions and Regional Representatives DECA – 8 National Qualifiers Track & Field . 30 scored a 5. 25 scored a 4.49 82 earned 2.below Class rank is determined by the student’s weighted cumulative GPA.0 Advanced Placement Results In 2008-2009. 55 scored a 3.0–3.50–2.C 70 – 79 2pts D 60 – 69 1pts F 59 .State Champions 1 National Honor Society Scholar Recipient Students Passing German AP Exam with a 5 – 9 out of 9 Colleges attended by Highland High School graduates over the last four years • • • Adams State College Arizona State University Arizona.99 76 earned 3.5–3. Of these students.2009 We the People . and 93 scored a 2 or lower. Awards and Distinctions 2008.0+ 47 earned 3.49 37 earned less than a 2.0–2.99 54 earned 2.

European history. art. Advanced placement classes are offered in biology.• • • • • • • • • • • • • Brigham Young University Carleton College Colorado State University Colorado. Some courses are required and some are recommended.). U of Texas Christian University Tulane University United States Air Force Academy United States Military Academy UCLA University of Southern California University of New Mexico University of Wyoming Western NM University Plus many more… : Academic Philosophy Highland High School provides a well-rounded college preparatory curriculum with extensive offerings in English. chemistry. increasing in number as the student progresses through school. a flexible academic and extracurricular program can be offered that will allow each student opportunities to experience success. sciences. University of Eastern NM University Fort Lewis College Georgetown University Harvard University Humboldt State University Louisiana Tech Massachusetts Institute of Technology • • • • • • • • • • • • • Northern Colorado. U of Boulder Cornell University Denver. economics. PSAT. U of Purdue University Southern Colorado. mathematics. This is important because it develops responsibility. physics. Accuplacer. music and drama. foreign languages. Students make their own choice of study based on data from several career exploration assessments (ASVAB. we . Through dedication. hard work and effective planning. psychology. increases commitment. 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. Through positive discipline. social sciences. but there are many electives. calculus AB and BC. and encourages exploration of new areas for learning. and statistics. Students are able through their choices to create an individual schedule tailored to their needs and interests. etc.

visual problems. parents. 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.believe an atmosphere can be created in the school to enable academic. There is a wide variety of disabilities that require students to be in special education programs. hearing impairments. developing lesson plans. emotional deficiencies. respect for self and others. mobility limitations. and community. 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 specialneeds students Coordinating placement of students with special needs into mainstream classes Monitoring teachers and teacher assistants to ensure adherence to special education program requirements . mental retardation. We further believe that through cooperative interaction of the administration. The IEPs are based on personalized goals tailored to each student's individual learning ability and style. each student can achieve his/her academic goals. Teachers also formulate transition plans to prepare the students for postsecondary study or for jobs. students. Special ed teachers are responsible for things like taking attendance. among other duties. language and speech impairments. faculty. Many of the daily job tasks of Highland’s special ed teachers mirror those of their general education counterparts. These include autism. and administering standardized tests. develop a love for learning. social and physical development. enforcing school rules. and many other disabilities. wheelchairs. and an enthusiasm for life that will help to ensure his/her success and happiness. Special Education Department Highland High School special ed teachers are responsible for developing individualized education programs (IEPs) for each of their special education students. keeping inventory of supplies. assigning and correcting homework. There is also an additional layer of duties unique to special ed teachers that.

the other with 15 units. Figge Hall has a great deal of technology in each classroom.Technology Highland currently has four computer labs. like promethean boards and projectors. . Highland also has two mobile computer labs. Our recent addition of Figge Hall means we have two more computer rooms that will be up and running very soon. one with 20 laptops. Also. each with an average of 35 computers.

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