action plan dorian lee palmer high school. rationale declining csap scores and declining map scores...

Action PlanDorian Lee

Palmer High School

Rationale

Declining CSAP scores and declining Map scores reveal a need for school wide improvement in the area of instruction.

We need to focus on how we teach:• Provide clear learning objectives in each content

area• model and demonstrate as one instructional

strategy for their students• Allow for guided practice in each lesson• utilize authentic literature• check for understanding

SMART goal

• 2013 TCAP scores will reflect a 10% reduction in the percent of students scoring non-proficient in the areas of reading and writing at Palmer High School.

Other desired outcomes

• To provide a sustainable, coherent process for developing instructional excellence

• To develop a sense of collegiality among staff and a willingness to share and learn

Steps for achieving goal

• Timeline - Year long professional development

• Activities• Tasks• Resources required• Barriers and push backs anticipated• Assessment of each step of action plan• Bi-monthly PLC meetings within

departments

Professional Development

DateResponsible Party

Activities Tasks Resources Desired Outcome

Barriers Assessment

August 14, 2012

Principal/Asst. Principal/Leadership Team

Welcome back

Introduce new staff/depart-ment chairs

View video broadcast from Super-intendent

Meet in courtyard/ Eagle Wing – community mixer

Coffee, Juice, bagels, cream cheese, creamer, sugar, utensils, plates, cups,

Overhead projector, television

Building community

Build excitement for upcoming year

None anticipated

Staff attendance

Professional Development cont’d. DateResponsible Party


Barriers Assessment

Principal/Asst. Principal/

Meet in lecture hall

Power Point on declining student achievement at Palmer

Power Point presentationIntroducing the book, Focus.

Principals/APs to share district PowerPoint presentation on high school scores

Develop power point presentation outlining our professional development throughout the year

At break time, teachers will be handed the book Focus, and a reflection sheet to turned in.

Overhead projector, computer, screen

Reflection sheet with two sections: What am I excited about? What concerns do I have?

Set Purpose for Professional Development

Staff push back to new school focus of instructional change.

“Here we go again” mentality

Relection page to be completed by all attendees

Professional Development cont’d.

Responsible Party


Barriers Assessment


Meet in media center

Small group Activity:

Written reflection” “How do I influence student achievement?”

Pair Share

Leadership Team to direct conversation


note cards, sticky notes, paper, pens, highlighters

Empower teachers in the knowledge that they impact student learning

Negative staff members

Pair/Share

Professional Development cont’d. Responsible Party


Barriers Assessment


Meet in media center

Introduce reading on pages 1-24 in FOCUS -Introduction & The Importance of Simplicity, Clarity and Priority

Essential Questions for the reading (written on poster paper)What in the reading gets you excited as a teacher?What is your pushback from the reading? Write responses on stickies and place on poster.

Leadership Team to direct conversation

allow time to read the pages


note cards, sticky notes, paper, pens, highlighters

Focus attention on “How we teach” not “what we teach”

Common instructional techniques go across content area


Feedback from stickies

Professional Development cont’d. Responsible Party


Barriers Assessment


Meet in assigned rooms on main floor

Small Group Breakouts 12-15 teachers per group

Discussions: How is this experience different than years past? What conversations are occurring? What are you excited about, concerned about?

Homework: Read Chapters 2 & 3

Assign teachers to groups with a mix of departments

Poster paper markers

Focus

Build consensus among staff.

Discuss barriers, diffuse rumors, strategic planning

Allow staff to read assignment prior to staff development 8/16


Rumors

Staff that do not read the chapters

Shared dialogue among group members. Leadership will write comments as they are brought up.

TBD based on participation and feedback

Professional Development cont’d.

• Teachers will feel that there is a clear connection between Focus and improved student achievement through aligned lesson planning. Teachers will identify Focus as a resource to help them become a better teacher and feel empowered to improve their instruction.

Professional DevelopmentDateResponsible Party


Barriers Assessment

August 18, 2012

Principal/

Lecture Hall

Small groups in assigned rooms

Share feedback from small groups on August 14th about the need to implement the 3 essentials from Ch. 1.

Shared understandings

3 essential ideas from Chapter 2

Create power point with comments

Keep teachers in same groups with a mix of departments

list on poster paper with pg. number

Computer, overhead projector


Continue strategic planning

Shared discussion and consensus on main points of text

None anticipated

Staff that did not read the chapters

Participation and feedback

Professional DevelopmentDateResponsible Party


Barriers Assessment

August 18, 2012

Principal/APs/Leadership Team

Small groups in assigned rooms

Written activity and reflection on Chapter 3

What does authentic literacy look like?

Discussion: Observations in each others classroom

What new learnings did you find?What are you excited about? What are you concerned about? Teachers will break into groups of 3 and pair/share their thoughts with colleagues Call on individuals to share

What are the pros? What are the risk factors, and how can we mitigate those?


Shared discussion and consensus on main points of text

Willingness to share learning in a safe atmosphere

Staff that did not read the chapters

Negative staff

Concerns over observations – not to be “gotcha” but to be chances for growth and new learning

Participation and feedback

PLC meetings

Schmoker’s EssentialsEssential Components References

Coherent Curriculum

- a guaranteed and viable curriculum- preparation for college, careers, and citizenship for all- less is more” (four intellectual standards)

p. 10All of chapter 2Content chapters in Section 2

Sound lessons - clear learning objectives- teaching / modeling / demonstrating- guided practice- checks for understanding / formative assessment Lesson planning. Question asking. Group work / pair-share. Activity design. Interactive lecture. Assessment strategies (including grading practices.)

p. 10Chapter 3, pp. 50-73.

Authentic literacy - close reading /underlining and annotation of text- discussion of the text- writing about the text informed by close reading, discussion, or annotation

p. 10Chapter 3, pp. 74-89.

PLC

• Bimonthly focus on implementation of specific learning targets, instructional strategies, authentic literacy components, and continual feedback.

• Have staff complete one observation of a colleague within their department before winter break. Discussion of specific strategies and components that they might try within their own classrooms.

• Have staff complete one observation of a colleague outside of their department before May.

Budget – generous, enough for staff development

Program Account

SRE Program Acct Project Descr Descr BudgetSum Enc AmtSum Exp Amt Available Budget

00 00100 039000 4010 General Elementary Ed Profess./Consultant Services 559,749.00 0.00 182,512.90 377,236.10 -55974900 00100 039000 4389 General Elementary Ed Profess./Consultant Services 0.00 0.00 0.00 0.00 000 00100 061000 4010 General Elementary Ed General Supplies 22,075.00 0.00 18,869.70 3,205.30 -2207500 00100 061000 4389 General Elementary Ed General Supplies 0.00 0.00 0.00 0.00 000 17000 059400 4027 Special Education Serv Purc with Charter Schools 104,590.00 0.00 34,863.00 69,727.00 -10459000 17000 059400 4391 Special Education Serv Purc with Charter Schools 0.00 0.00 0.00 0.00 000 22130 039000 4010 Instructional Staff Training SProfess./Consultant Services 25,763.00 0.00 0.00 25,763.00 -2576300 22130 039000 4367 Instructional Staff Training SProfess./Consultant Services 0.00 0.00 0.00 0.00 000 22130 039000 4389 Instructional Staff Training SProfess./Consultant Services 0.00 0.00 0.00 0.00 000 22130 050000 4367 Instructional Staff Training SOther Purchased Services 3,553.00 0.00 0.00 3,553.00 -355300 22130 055000 4367 Instructional Staff Training SPrinting 0.00 0.00 0.00 0.00 000 22130 058000 4367 Instructional Staff Training STravel & Registration 0.00 0.00 0.00 0.00 000 22130 061000 4010 Instructional Staff Training SGeneral Supplies 0.00 0.00 0.00 0.00 000 22130 061000 4367 Instructional Staff Training SGeneral Supplies 0.00 0.00 0.00 0.00 000 22130 061000 4389 Instructional Staff Training SGeneral Supplies 0.00 0.00 0.00 0.00 000 23240 039000 4010 Grants & Funds Acquisition Profess./Consultant Services 107,002.00 0.00 0.00 107,002.00 -10700200 23240 050000 4186 Grants & Funds Acquisition Other Purchased Services 0.00 0.00 0.00 0.00 000 23240 061000 4186 Grants & Funds Acquisition General Supplies 0.00 0.00 0.00 0.00 000 33250 039000 4010 Parent Involvement Profess./Consultant Services 28,376.00 0.00 0.00 28,376.00 -2837600 33250 039000 4389 Parent Involvement Profess./Consultant Services 0.00 0.00 0.00 0.00 000 33250 050000 4010 Parent Involvement Other Purchased Services 2,400.00 0.00 159.84 2,240.16 -240000 33250 050000 4389 Parent Involvement Other Purchased Services 0.00 0.00 0.00 0.00 000 33250 061000 4010 Parent Involvement General Supplies 3,750.00 0.00 539.61 3,210.39 -375000 33250 061000 4389 Parent Involvement General Supplies 0.00 0.00 0.00 0.00 0

857,258.00 0.00 236,945.05 620,312.95

School Culture - accepting• Open campus – downtown area• Attract a very diverse population of students• 40% of students permit in • Large and varied number of clubs

• Eco club• Gay/Lesbian Alliance• Languages• The Forge (Christian)• Connections• Palmer Live!• Link Crew

Parental Involvement

Minimal

• Connections committee - intended to create an environment in which students, parents, and teachers can develop strong ties within the community.

• PTO - small

• Booster Club - athletics

Discipline –mostly low level

• Level 1 Referrals – 304• Level 2 Referrals – 204• Level 3 Referrals – 42• Level 4 Referrals – 1

(These numbers do not include absences and tardies, which are excessive)

• Palmer has implemented Restorative Justice

Student Achievement -declining

CSAP Reading• 70% of our students scored proficient or above on the 2011

Reading CSAP, compared with 63% for the district, and 66% for the state.• 54% of our students scored proficient or above on the 2011 Writing CSAP, compared with 49% district, and 53% for the state.

MAP Reading• 9th grade - Reading median %iles went from 224 in 2010 to 228

in 2011 (222 is the 50th %ile)• 10th grade – Reading median %iles went from 228 in 2010 to 230

in 2011 (226 is the 50th %ile)

What does Palmer need?

Teachers will…• Provide clear learning objectives in each

content area• model and demonstrate as one

instructional strategy for their students• Allow for guided practice in each lesson• utilize authentic literature• check for understanding

action plan dorian lee palmer high school. rationale declining csap scores and declining map scores...

Documents

professional development

high school scores

book focus

focus introduction

written reflection

areas of reading

declining map scores

declining student achievement