cthss superintendent’s theory of action web viewplatt tech. school improvement plan. draft...

PLATT TECH

SCHOOL IMPROVEMENT PLAN

Draft 2014-2015Dr. Nivea Torres, Superintendent of Schools

CTHSS Superintendent’s Theory of Action

Richard Elmore (2000) argues that the problem of scaling up school improvement, whether it is in a school or a school system, is one of capacity building and specialization. Building a broad base of capacity is not possible if control is limited to a few individuals. The solution, he argues, is the broader distribution of leadership. This plan attempts to build on those principles of distributed leadership in order to empower other district leaders and to develop capacity within the organization.

If we devote time and resources to developing the capacity of our teachers to deliver systematic instruction aligned to the Connecticut Core Standards (CCCS) and the Common Career Technical Core (CCTC), then we will improve the achievement of all of our students and create a pathway for college and career readiness.

If all adult members of the school community support the concept of Professional Capital by practicing individual and collective acts of investment in an inspirational vision and a coherent set of actions, then we will have engaged in collectivity responsibility, teamwork, and collaboration that results in whole system change.

The school improvement planning process provides a framework to measure the level of program implementation, effectiveness of identified strategies and performance monitoring. CTHSS has streamlined the planning process to ensure that it is coherent, comprehensive, actionable, and results-oriented. The new school improvement plan (SIP) template is designed to provide a

School Improvement Plan Draft 2014-2015 2

step-by-step, strategic approach to promote ongoing improvement district-wide. Through the planning process, school teams will:

- Articulate the core values of their school;- Provide a data profile and needs analysis;- Identify three SMART goals to address the prioritized areas of need;- List specific strategies and implementation milestones to achieve each goal.

VisionTo be the best technical high school in the nation.

CTHSS MissionThe mission of the Connecticut Technical High School System is to provide a unique and rigorous high school learning environment that:

- ensures both student academic success, and trade/technology mastery and instills a zest for lifelong learning;- prepares students for post-secondary education, including apprenticeships, and immediate productive employment;- and responds to employers’ and industries’ current and emerging and changing global workforce needs and

expectations through business/school partnerships.

Strategic Plan:CTHSS Foundational Imperatives

The following set of foundational imperatives, developed by the CTHSS Board, establishes a common focus that will drive the strategic direction of the CTHSS.

The core mission of the CTHSS is to provide world-class career technical and academic education in preparation for careers in business and industry.

The CTHSS provides a healthy, safe and supportive environment in which students pursue their college and career pathways while developing leadership skills essential for their success.

The CTHSS strives to recruit, retain and advance students and staff of all backgrounds who share a wide range of perspectives and who contribute to the systems’ core mission of creating a talented and diverse workforce for the state of Connecticut.

The CTHSS will focus on attracting students who have an interest, affinity and aptitude for careers in business and industry.

The CTHSS program offerings will lead to a career in business and industry or post-secondary learning pathways in a high-demand job, which results in a high living wage.

The CTHSS will work closely with the Board of Regents and establish partnerships that create a clear and integrated pathway for students through post-secondary education, leading to licensure, certifications or degrees.


CTHSS students will graduate with a strong academic background and the technological, problem-solving, team-building, communication and competitive skills required for success in life and careers.

The CTHSS will be aligned with and responsive to the needs of employers and the economic development priorities of the state through the development of corporate partnerships.

CTHSS graduates will be academically prepared, so they have the option to attend college immediately after graduation or at some time in the future.

The core of the CTHSS education is STEM (Science, Technology, Engineering and Mathematics). All students will receive a relevant integrated education that connects science, technology, engineering and math to every area of learning as it pertains to every curriculum in all career clusters.

In order to respond to employer needs and to provide adult learning opportunities, the CTHSS will develop additional career technical education programs for committed adult students.

In order to provide learning opportunities for a wider population of high school students, the CTHSS will develop opportunities, including alternative part-time career technical education (CTE) programs for committed high school students who do not meet the current entrance requirements for traditional CTHSS enrollment.

The recruitment, retention and professional development of highly talented and skilled administrators, teachers, consultants and staff is the cornerstone of student success and the CTHSS being able to meet its goals. Assuring this requires continuous professional learning options, including coaching, mentoring, modeling and providing adequate resources, materials and equipment.

The CTHSS will increase its visibility and be recognized nationally and internationally for its high-quality and innovative programs, along with its outstanding graduates. Relationships will be established locally, regionally, nationally, globally with employers, governmental agencies and other partners.


2013-14 District Profile

77.4

81.1%%

71%85.2%

72.2%

CTHSS Student Learning Objectives (SLOs)2014-15

District Literacy Student Learning Objective• SLO #1 Students will demonstrate growth against the district SGP benchmark of 65

compared to their SGP based on the STAR assessments (fall to spring).District Mathematics Student Learning Objectives

• SLO #1 Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

• SLO #2 Students can frame and solve a range of complex problems in pure and applied mathematics.

• SLO #3 Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

District Trade Technology Student Learning Objective• CTHSS learners will demonstrate proficiency in the application of Career Technical

Education standards to meet certification, licensure and/or entry-level requirements necessary for employment in their chosen Career Pathway.

Instructions: Please complete this cover page by entering the requested information below.

Name of School:Platt Technical High School

School Principal Name:Scott A. Zito

School Improvement Leadership Team Member

Names:

E. Barnes, M. Benjamin, J. Hatfield, L. James, M. Kuslis, D. Tuttle, M. Zilinek, J. Farley, D. Feda, S. Heller, M. Sodins, S. Zito, B. Palladino, J. Beckham

Leadership Standards Focus:

PERFORMANCE EXPECTATION 1: Vision, Mission, and GoalsEducation leaders ensure the success and achievement of all students by guiding the development and implementation of a shared vision of learning, a strong organizational mission, and high expectations for student performance. Element A. High Expectations for All: Leaders ensure that the creation of the vision, mission and goals establish high expectations for all students and staff. Element B. Shared Commitments to Implement the Vision, Mission, and Goals: Leaders ensure that the process of implementing and sustaining the vision, mission, and goals is inclusive, building common understandings and commitment among all stakeholders. Element C. Continuous Improvement toward the Vision, Mission, and Goals:Leaders ensure the success and achievement of all students by consistently monitoring and refining the implementation of the vision, mission and goalsPERFORMANCE EXPECTATION 2: Teaching and LearningEducation leaders ensure the success and achievement of all students by monitoring and continuously improving teaching and learning.

Element A.

At Platt Tech, we work to develop a Strong Professional Culture: Leaders develop a strong professional culture which leads to quality instruction focused on student learning and the strengthening of professional competencies. Element B.

Curriculum and Instruction: Curriculum and instruction are a focus in academics and trade areas with professional development aligned to support staff expertise and growth. Element C. Assessment and Accountability:Assessments, data systems, and accountability strategies to improve achievement, monitor and evaluate progress, and close achievement gaps between all sub-groups of students are a focus.

Theory of ActionAs a school leader, please share your Theory of Action


The integration of high expectations and a focus on fundamental skills forms the basis of a successful program. At Platt Tech, by integrating a strong base of literacy and mathematical skills, we can move students to a level where higher order programming is attainable for all students. Each student can reach his or her potential only when this base is operational and careful attention is paid to each students’ progress using SRBI. A continual focus on professionalism and core beliefs including Respect, Responsibility, Rigor and Relationships form the base of our culture. This will be continually reviewed and enhanced. Our internal structures will also be continually reviewed and enhanced to provide the strongest possible programming for our students. If we continue to focus on these core concepts, our students will continue to achieve and strive for excellence.

School’s Philosophy and Goals


Platt Tech Mission Statement Platt Technical High School will provide nothing less than the finest technical and

academic education possible for all students.

VisionPlatt Technical High School will provide nothing less than the finest technical and academic education possible for all students.

Philosophy and GoalsPlatt Tech faculty firmly believe a well-organized, integrated program of technical and academic instruction will equip graduates with the skills necessary to compete in an evolving global environment as valued employees, contributing citizens and productive members of society. Therefore, school goals reflect both the state mission and the unique characteristics of the community. These include:

To maintain a safe, positive learning environment To assure all students are able to understand and apply basic principles of science, essential mathematics and acceptable

written/oral language at or above State competency levels. To produce graduates capable of demonstrating entry-level to advance marketable skills in their chosen trade/technology To develop critical thinking and problem solving skills To prepare students for the rigors of post-secondary education To instill a true sense of pride in individual accomplishment and passion for life-long learning To advance our students’ development into responsible, independent self-reliant and productive members of society To establish and preserve a school culture which teaches the values of family, community, camaraderie, and mutual support To instill enduring social skills that embrace the ability to work with people of diverse cultural backgrounds To provide students the tools to adapt and apply expanding technologies To integrate our school goals within the framework of business, industry and local communities served by Platt Tech.


Summarize your school’s most significant growth areas.

Significant growth is occurring in AR reading and Star Math for grade nine and ten classes as well as in recruitment and retention with a 50% decrease in the student group needing urgent intervention and an 8% increase in students above benchmark. AR Reading scores have also increased from an average pretest scale score of 858 to a posttest scale score of 903. The net gain was + 45 with a grade equivalent growth of 7.5 to 7.9 in grade 9. Additionally, enrollment is increasing with incoming classes of around 250 freshman.


Summarize your school’s greatest strengths.

The schools greatest areas of strength are a culture of success and caring, an excellent staff, dedicated parents and trade committees, and strong community support. Platt Tech has recently been included in the top 100 Connecticut High Schools and has currently surpassed the district goal of a 65 SGP growth. Reading scores have also increased to a SGP of 69 at mid-year for grade 9. Additionally, the willingness of the staff and student body top strive for excellence and the culmination of school activities, sports, staff meetings and parent conferences make the school an integrated learning environment.

Fall Winter830840850860870880890900910

AR Reading Grade 9

School Priority Areas and SMART Goals

Instructions: Successful and sustainable school improvement requires a targeted and focused approach on the school’s most pressing needs and challenges. Please reflect upon your data to identify a manageable set of priorities to guide your school’s improvement efforts.Based on these identified priorities develop 3 SMART goals that are specific, measurable, attainable, results-oriented, and time-bound. SMART goals should align to the district’s student learning objectives.Priority AreasPriority Areas: Based upon the analysis conducted, what 3 to 4 priorities emerge for the school? Cite relevant evidence from your analysis to support these priorities.


Based upon a school-wide assessment prompt, student knowledge related to word etymology yielded around 25% proficiency. To this end, we are prioritizing four major areas.

1. The promotion of vocabulary annexation as a tool for overall literacy is goal one and supported on the macro-level with the word of the day and classroom support as a procedural base. These words are posted on the website as well as promoted on the morning announcements and by classroom instructors.

2. The introduction of word roots in the form of charts for all rooms, a school-wide pretest and post-test, promotion on the website and communication with parents will support reading initiatives on the micro-level.

3. Math proficiency is also a priority with cyclical math days integrated into the first 20 minutes of school two day a week supported by the math fact of the day and data support based on ongoing analysis of student data.

4. Trade proficiency is also a goal in all areas as evidenced by credentialing, work based learning opportunities and career access, and successful scoring on District Wide Trade Assessments.


SMART GoalsDistrict Goal #1:Literacy District strategic alignment:Students will demonstrate growth against the district SGP benchmark of 65 compared to their SGP based on the STAR assessments (fall to spring).

Implementation of year-long STAR assessment program in grades 9-12 will provide a teaching and learning structure (aligned to the CCSS and SBAC framework) to increase student achievement. The use of STAR reading assessment three times per year will enable the data teams, teachers, and supervising administrators to target student intervention, enrichment initiatives, and professional development on an ongoing basis.Implementation of the AR program will increase students’ reading levels and provide extended time on task reading at an independent level (ZPD) for each student.


School Goal # 1: Literacy Evidence:

By June 2015, the percentage of grade students performing at benchmark will increase by 3% as evidenced by the spring administration of Star Reading. Reading is critical to the implementation of the common core and the annexation of curriculum. The target group will be those students performing below proficiency which will include sub-groups as that data becomes available.

Students will demonstrate growth against the district SGP benchmark of 65 compared to their SGP based on the STAR assessments (fall to spring). Current Testing completed February 1, 2015 has yielded a 9th a grade SGP of 69, with an average increase in Scale Score points of 69 and a 10th grade SGP score of 68, with an average increase in Scale Score points of 67 both surpassing the district goal for 2015.

District Math SLO #1: District strategic alignment:


Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.



District Math SLO #2: District strategic alignment:Students can frame and solve a range of complex problems in pure and applied mathematics.



District Math SLO #3: District strategic alignment:Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.




School Math SLO: Evidence:

The percentage of students scoring at or above benchmark will increase by 3% as evidenced by the Spring administration of Star Math.

• Significant growth is occurring in AR reading and Star Math for grade nine and ten classes as well as in recruitment and retention with a 50% decrease in the student group needing urgent intervention and an 8% increase in students above benchmark. AR Reading scores have also increased from an average pretest scale score of 858 to a posttest scale score of 903. The net gain was + 45 with a grade equivalent growth of 7.5 to 7.9 in grade 9. Individualized support has been integrated by individual instructors and the department head. The 20 minute reading period has been utilized three days per week and backed by a 20 minute math period 2 days per week. Additionally, math facts of the day are integrated into the website and reviewed in the morning announcements daily to support an active learning environment.

District Trade Technology SLO: District strategic alignment:


CTHSS learners will demonstrate proficiency in the application of Career Technical Education standards to meet certification, licensure and/or entry-level requirements necessary for the employment in their chosen Career Pathway.

The integration of trade credentials, excellence in mastery, and the completion of entry level requirements is directly related to the District goals. A list of related skills and assessments are presented in the next section.

School Trade Technology SLO Evidence:Platt students will demonstrate proficiency in the application of Career Technical Education standards to meet certification, licensure and/or entry-level requirements necessary for the employment in their chosen Career Pathway

HVAC Certifications OSHA 10 –

12 Grade –16/16 students11 Grade – 11/11 students

EPA Certification – 12 Grade

1/16 – Universal Certification 9/16 – Core Certification 2/16 – Type 1 Certification 5/16 – Type 2 Certification 3/16 – Type 3 Certification

11 of my 11 sophomores have achieved their OSHA 10 9th grade is at 11% competencies and 10th grade is at 83.3%

competency Juniors avg. 80% on DWSA Seniors avg. 75% on DWSA Sophomores avg. 83% on DWSA

Plumbing Certifications and Skills All junior and senior plumbing students are required to complete the

OSHA 10 course and soon will probably be required to have the OSHA 30. Other certifications (Trac pipe) are pending.


Grade 10 Skills: 5/10 met and proficient to date. Seniors avg. 71 on their DWSA Juniors avg. 73 on their DWSA

Carpentry Certifications 10 students received OISHA10 this year in Carpentry, All 21 students

took the Skills USA test, All 21 students passed department created and administered safety tests on power tools and staging equipment

8/14 competencies/skills have been met in carpentry for juniors Class average on pre/midyear assessment went from 67.92 up to 91.42

Electrical Competency Data DWSA avg. for 10th grade is 90.33%

Electro-Mechanical 86 % of sophomores at competency 82% of juniors at competency 75% of seniors at competency

Collision Repair 90% average on DWSA for Juniors

Manufacturing Sophomores avg. on DWSA is 92.55% 10th grade is 75% complete with their competencies 9th grade is 40% complete with their competencies

Electronics Grade 10 increased their pre to midyear exam score by an avg. of 226%

Goal #4: District Cohort Graduation District strategic alignment:


Rate/Extended Graduation Rate SLO

Platt students will work to reach the district graduation rate of 95.9% for all students.

The recruitment, retention and professional development of highly talented and skilled administrators, teachers, consultants and staff is the cornerstone of student success and the CTHSS being able to meet its goals. Assuring this requires continuous professional learning options, including coaching, mentoring, modeling and providing adequate resources, materials and equipment.

School Cohort Graduation Rate/Extended Graduation Rate SLO

Evidence:

Platt students will work to maintain a 4 year graduation rate at 95.9% for all students.

Current rate 99%.


School Improvement Strategies and Implementation Timeline

Instructions: Identify a comprehensive and coherent set of strategies that are aligned with the school’s SMART goals. Select strategies that are actionable and student-centered. Complete the outline below for each of the SMART goals. Provide a performance metric to help measure progress and gauge whether or not the strategy is being implemented effectively and with fidelity. Identify when each strategy will occur by year and semester.Goal #1: District Literacy Student Learning ObjectiveStudents will demonstrate growth against the district SGP benchmark of 65 compared to their SGP based on the STAR assessments (fall to spring).

- SGP is a growth model that compares a student’s growth (from fall to spring) to that of his or her peers nationwide. SGP is reported on a 1-99 scale, with lower numbers indicating lower relative growth and higher numbers higher growth. Using SGP, rather than one year’s growth (as last year), is more encouraging because it measures the growth against students’ peers nationwide showing more progress.

Example: By 2015, STAR Reading Assessment Data will show a decrease of 20% of students scoring in the intervention and urgent intervention categories in all grade levels as reflected in the baseline data from the beginning of year administration in September, 2014 and comparing it to the EOY administration in May 2016.Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.

Use of STAR reading assessment three times per year will enable the data team, and teachers to target student intervention initiatives and professional development on an ongoing basis.

School’s Literacy SLO :

By June 2015, the percentage of grade 9 students performing at benchmark will increase by 3% as evidenced by the spring administration of Star Reading.


Strategies: Identify a core set of strategies to achieve this goal.

Performance Metrics: Identify an indicator for each strategy. 2014-2015

Q1 Q2 Q3 Q4

1.1

The school will integrate a word of the day for review each morning and support the use of the word in classes and labs.

N/AOngoing Ongoing

1.2

The school will integrate word parts of the day to support growth in word morphology.

The school baseline was 22% proficiency




1.3

Each class will integrate word root posters to assist with root, prefix and suffix study. The school will also conduct a pretest to develop a baseline.

The school baseline was 22% proficiency.


Goal #2: District Mathematics Student Learning Objectives- SLO #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with

precision and fluency.- SLO #2: Students can frame and solve a range of complex problems in pure and applied mathematics.- SLO #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to

critique the reasoning of others.

Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.Example: Use of STAR math assessment three times per year will enable the data team, teachers, to target student intervention initiatives and professional development on an ongoing basis.

School’s Math SLO:


The percentage of students scoring at or above benchmark will increase by 3% as evidenced by the Spring administration of Star Math


Performance Metrics: Identify an indicator for each strategy 2014-2015

Q1 Q2 Q3 Q4

2.1

The school has integrated a math formula/fact of the day which is previewed on the morning show and supported in class. In addition, the school will be integrating a mastery based learning program “Aleks” for mathematical study. This program allows students to stretch or condense timelines based on proficiency and also access higher level courses when applicable.

Significant growth is occurring in AR reading and Star Math for grade nine and ten classes as well as in recruitment and retention with a 50% decrease in the student group needing urgent intervention and an 8% increase in students above benchmark. AR Reading scores have also increased from an average pretest scale score of 858 to a posttest scale score of 903. The net gain was + 45 with a grade equivalent growth of 7.5 to 7.9 in grade 9.

7.5 7.9


2.2

The school has integrated two periods of math during the reading period per week to highlight the importance of mathematics at Platt.

Pretest score of 858.

Posttest scale score of 903

2.3Instructors collect data and input the aforementioned to support the additional math periods and collect stat to support SRBI.

Pretest score of 858.Posttest scale score of 903


Goal #3: District Trade Technology SLOCTHSS learners will demonstrate proficiency in the application of Career Technical Education standards to meet certification, licensure and/or entry-level requirements necessary for employment in their chosen Career Pathway.

Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.

Platt Tech uses a variety of assessments and credentialing assessments to move students toward trade proficiency and licensure. These include:

District-wide assessment in all trade areas, Credentialing in trade areas including NIMS, for manufacturing, I.C.E. Exam for H.V.A.C and additional

certifications like Serve Safe for Culinary. Trade areas and the counseling department focus on linkages to higher education both for college and

additional trade education. Part of the mission is to closely align our programs to gain both pre-college credit and provide a pathway for students.

Starting in February 2015, Platt Tech will also offer incumbent worker training for manufacturing evenings.

School’s Trade Technology SLO:

• CTHSS learners will demonstrate proficiency in the application of Career Technical Education standards to meet certification, licensure and/or entry-level requirements necessary for employment in their chosen Career Pathway by increasing proficiency by 3% average on district wide trade assessments. Individual success measures are based on trade related credentialing.




Q1 Q2 Q3 Q4

3.1

Instructors will focus on a standards based curriculum to increase skill proficiency on district wide assessments and work toward the completion of trade related credentials.

Summary to be completed in June.

3.2

Students will increase the completion of trade related credentials.

TRADECERTIFICATIONAutomotive ASE Refrigerant Recovery and Recycling CertificateAutomotive ASE Student Certification A4 - Suspension & SteeringAutomotive ASE Student Certification A5 - BrakesAutomotive ASE Student Certification A6 - Electrical/Electronic SystemsAutomotive ASE Student Certification A8 - Engine PerformanceAutomotive ASE Student Certification G1 - Maintenance and Light RepairAutomotive OSHA-10 CertificationAutomotive S/P2 AutomotiveAviation Maintenance Technology FAA Airframe & Power plant Certificate


Carpentry First Aid, CPR & AED CertificationCarpentry Ladder /Scaffolding CertificationCarpentry OSHA-10 CertificationCarpentry OSHA-30 CertificationCarpentry Power Actuated ToolsCarpentry Skills USA Work Force ReadyCollision Repair ASE Student Certification B2 - Painting & RefinishingCollision Repair ASE Student Certification B3 - Non-Structural Analysis & Damage RepairCollision Repair ASE Student Certification B4 – Structural Analysis & Damage RepairCollision Repair OSHA-10 CertificationCollision Repair S/P2 AutomotiveCulinary Arts ServSafe CertificationCulinary Arts Senior Culinary Arts Project accredited by the American Culinary FederationElectrical Arc Flash CertificationElectrical First Aid, CPR & AED CertificationElectrical Ladder & Scaffolding CertificationElectrical OSHA-10 CertificationElectrical OSHA-30 CertificationElectrical Skills USA Work Force ReadyElectronics International Society of Certified Electronics Technicians (ISCET) CertificationHairdressing and Barbering

Hairdressing License - State of ConnecticutHealth Tech CARES Certification

Collision Repair 90%

average on DWSA for Juniors

Manufacturing Sophomor

es avg. on DWSA is 92.55%

10th grade is 75% complete with their competencies

9th grade is 40% complete with their competencies

Electronics Grade 10

increased their pre to midyear exam score by an avg. of 226%

Carpentry Certifications


Health Tech Certified Nursing AssistantHealth Tech AED CertificationHealth Tech CPR CertificationHealth Tech First Aid CertificationHealth Tech OSHA-10 Certification

HVAC EPA Certification - Refrigerant Recovery/RecyclingHVAC First Aid, CPR & AED CertificationHVAC ICE Residential Air Conditioning and Heating - Air ConditioningHVAC ICE Residential Air Conditioning and Heating - Air DistributionHVAC ICE Residential Air Conditioning and Heating - CoreHVAC ICE Residential Air Conditioning and Heating - Gas HeatingHVAC ICE Residential Air Conditioning and Heating - Heat PumpsHVAC ICE Residential Air Conditioning and Heating - Oil HeatingHVAC Ladder & Scaffolding CertificationHVAC OSHA-10 CertificationHVAC OSHA-30 CertificationHVAC TracPipe CertificationHVAC Wardflex CertificationInformation Systems Microsoft Office Specialist (MOS) CertificationManufacturing NIMS Level I Certificate of MeritManufacturing NIMS Machining Level I – CNC Milling operatorManufacturing NIMS Machining Level I – CNC Milling programming, setup and operationManufacturing NIMS Machining Level I – CNC Turning operator

10 students received OISHA10 this year in Carpentry, All 21 students took the Skills USA test, All 21 students passed department created and administered safety tests on power tools and staging equipment8/14 competencies/skills have been met in carpentry for juniors

Class average on pre/midyear assessment went from 67.92


Manufacturing NIMS Machining Level I – CNC Turning programming, setup and operationManufacturing NIMS Machining Level I – Drill PressManufacturing NIMS Machining Level I – Job Planning, Bench-work & LayoutManufacturing NIMS Machining Level I – Manual MillingManufacturing NIMS Machining Level I – Measurement materials and SafetyManufacturing NIMS Machining Level I – Surface GrindingManufacturing NIMS Machining Level I – Turning - Between CentersManufacturing NIMS Machining Level I – Turning – Chucking

Plumbing, Heating and CoolingCSST Certification - Gas Supply

SystemsPlumbing, Heating and Cooling EPA Certification - Refrigerant Recovery/RecyclingPlumbing, Heating and Cooling First Aid, CPR & AED CertificationPlumbing, Heating and Cooling

Ladder & Scaffolding CertificationPlumbing, Heating and Cooling

OSHA-10 CertificationPlumbing, Heating and Cooling

OSHA-30 CertificationPlumbing, Heating and Cooling

Skills USA Work Force Ready

up to 91.42

Electrical Competency Data

DWSA avg. for 10th grade is 90.33%

HVAC Certifications

OSHA 10 –

o 12 Grade –16/16 students

o 11 Grade – 11/11 students

EPA Certification – 12 Grade

o 1/1


6 – Universal Certification

o 9/16 – Core Certification

o 2/16 – Type 1 Certification

o 5/16 – Type 2 Certification

o 3/16 – Type 3 Certificatio


n 11 of my

11 sophomores have achieved their OSHA 10

9th grade is at 11% competencies and 10th grade is at 83.3% competency

Juniors avg. 80% on DWSA

Seniors avg. 75% on DWSA

Sophomores avg. 83% on DWSA

Plumbing Certifications and Skills

All junior and senior plumbing students are required to complete


the OSHA 10 course and soon will probably be required to have the OSHA 30. Other certifications (Trac pipe) are pending.

Grade 10 Skills: 5/10 met and proficient so far this year.

Seniors avg. 71 on their DWSA

Juniors avg. 73 on their DWSA

Goal #4: District Cohort Graduation Rate/Extended Graduation Rate SLO


Example: Students’ progress toward graduation in the school using strong predictive indicators, including but not limited to 9th and/or 10th grade credit accumulation and/or percentage of the students that pass 9th and/or 10th grade subjects most commonly associated with graduation.

Summary: Briefly describe the school’s comprehensive approach to produce gains in this goal area.

The school works to ensure continual appropriate graduation rates through active guidance and student support including active communication with stakeholders, and active SAT, and continual student support.

School’s District Cohort Graduation Rate/Extended Graduation Rate SLO:

2012 Schedule Platt: Platt

Category DIST

RICT

AVG

Platt

All Students 95.9 97.2Hispanic 95.1 94.2Non-Hispanic 96.3 98.2Indian or Alaska Native 93.5 Asian 95.2 *Black 94.3 93.5


Hawaiian or Pacific Islander White 96.8 99.2Two or More Races 100 Male 96.1 96.4Female 95.6 98.7ELL 90.3 *Non-ELL 96.2 97.2Eligible For Free Lunch 95.2 98.6Eligible For Reduced Lunch 95.2 96.9Not Eligible For Lunch 96.8 96.5Special Education 96.8 100.0Non-Special Education 95.8 97.1

2013 4 Year Average 99%



Q1 Q2 Q3 Q4


4.1

Graduation Rates are based upon graduation progress and fortified by teacher/student interaction, support staff and parental oversight, and individual motivation.

The current senior class average for Q1 and Q2 is 84.76856853 showing that there is excellent movement toward graduation.

84.76856853 84.76856853

4.2

To support graduation rates and post-secondary education, the guidance department is instructing Career Cruising for all students.

80% of Grade 12 students will complete Career Cruising.

TBC TBC TBC TBC

Stakeholder Feedback: Parent Survey


Please list below your target goal based on your Parent Feedback Survey Results for the 2013-14 School Year.

The parent survey number for 2014 was 215. For 2015, the target was an increase of 4 % or 224.

Please list Target Survey Question(s):

The school would like to increase the intercommunication between parent, students and staff and will be working to increase the number of students who believe that the circle of communication is taking place. To facilitate this, a focus on parent engagement and the PFO as a vehicle for communication and the integration of parent contact goals for instructor goal setting are integrated into the school evaluation process.

My teachers talk to my parents about how I am doing in school.

What school do

you attend? Answer Options Platt Tech Response

Percent Response Count

Strongly Agree 46 5.7% 46Agree 291 35.9% 291Disagree 337 41.6% 337Strongly Disagree 136 16.8% 136

answered question 810skipped question

State Target Goal:

A participation rate of 214 is the school target goal. This goal has been met with 276 current surveys.


cthss superintendent’s theory of action web viewplatt tech. school improvement plan. draft...

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