action plan dorian lee palmer high school. rationale declining csap scores and declining map scores...
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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
Activities Tasks Resources Desired Outcome
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
Activities Tasks Resources Desired Outcome
Barriers Assessment
Principal/Asst. Principal/Leadership Team
Meet in media center
Small group Activity:
Written reflection” “How do I influence student achievement?”
Pair Share
Leadership Team to direct conversation
Overhead projector, computer, screen
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
Activities Tasks Resources Desired Outcome
Barriers Assessment
Principal/Asst. Principal/Leadership Team
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
Overhead projector, computer, screen
note cards, sticky notes, paper, pens, highlighters
Focus attention on “How we teach” not “what we teach”
Common instructional techniques go across content area
Negative staff members
Feedback from stickies
Professional Development cont’d. Responsible Party
Activities Tasks Resources Desired Outcome
Barriers Assessment
Principal/Asst. Principal/Leadership Team
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
Negative staff members
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
Activities Tasks Resources Desired Outcome
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
Poster paper markers
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
Activities Tasks Resources Desired Outcome
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?
Poster paper markers
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)
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