Sig plan ppt


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Sig plan ppt

  1. 1. High School Workshop
  2. 2. School Improvement Plan
  3. 3. Due Dates Our local school district had to submit a letter to the Michigan Department of Education in order to commit to one of the four models by September 16, 2010.  Transformational Model  Turnaround Model  Restart  Closure
  4. 4. Four Different Models  Transformational – This model includes replacing the principal, increasing learning assessment and support for learning, extending the student/school day, as well as enhancing teacher and parent educational opportunities  Turnaround - replacing the principal and the district can only hire up to 50% of its existing teaching staff within that particular building  Restart – Closing and re-starting school as a charter school  Closure – Closure of the building
  5. 5. Obligations and Dates School Improvement Plan (SIP) A school district was obligated to submit a written plan describing their next round of school improvement efforts.  A school’s improvement plan was submitted for review and was returned on Friday, October 29th with comments from MDE  The high school will submit its final draft to the MDE by November 16th
  6. 6. Plan Dates Continued…  Once the SIP is submitted to MDE, the MDE has 30 days (December 16th) to respond whether or not they will accept the SIP  If the plan is not accepted, the MDE could ask for a revision and re-submission of the SIP  However, they can also decide to take over the school at that point  Reform plans must be in place by the 2011-12 school year
  7. 7. Creating the School Improvement Plan What does our School Improvement Grant Plan Include?
  8. 8. Plan: Three Pillars Pillar One: Learning for all students Pillar Two: Teacher education Pillar Three: Parent and family education
  9. 9. SIG Plan Includes  A School Improvement Plan also includes:  Rationale for selecting one of four provided models Transformational Model was selected by our school district and MDE was notified of our decision on September 15th. This model includes replacing the principal, increasing learning assessment and support for learning, extending the student/school day, as well as enhancing teacher and parent educational opportunities
  10. 10. Three Pillars of Learning  A comprehensive and detailed plan on how our high school plans on improving all of our student, teacher and parent learning and achievement
  11. 11. Pillar One: Student Learning  Evaluation of each student  Northwest Evaluation Association – Students will be assessed in mathematics, reading and language usage quarterly. These assessments will enable all parties to recognize current grade/competency levels, predict MME score, provide a teaching and learning prescription in order to get students back on track and analyze learning trends for each student and teacher in each classroom.
  12. 12. Other Assessments  Explorer – Practice ACT for all 9th Graders  Plan - Practice ACT for all 10th Graders  Bi-weekly Assessments – To measure progress related to instructional content , strategies and student learning
  13. 13. Current Happenings  STAR Reading and Mathematical Assessments were given to all new students  Administration and counselors reviewed results with student and parents  Changes and adjustments in student schedules were made to accommodate student needs  Bi-weekly assessments were developed by staff  Daily evaluation of instructional staff techniques  Tiered intervention process instituted  Increased communication
  14. 14. Bi-weekly Instructional Assessments  Bi-weekly assessments are given in each class to assess classroom content, ACT competency and instructional strategies  All classroom assessment results are turned into the Principal using a reporting rubric  Principal communicates the results to departments and to school administration  Department leaders meet with principal/administration to review results  Department leaders meet with core and elective teams during weekly required staff meetings to review assessment and results
  15. 15. Analyzing Results Communicating and Acting Upon Students Staff Parents Parent Meetings Depart. Chairs / Teams Counselors/ Teachers Adjustments Made Instructional Changes Parent Involvement
  16. 16. Reactions to Assessments…  Based on our learning information the teaching staff is expected to make the necessary instructional adjustments and record those adjustments on their lesson plan template.  Lessons are turned in weekly and reviewed for content, strategies, adjustments made  Administration does daily classroom walk-through in order to check for teacher practice and on-task student learning  Admin. walk-through notes are recorded and shared with staff in order to give our staff feedback on their instructional practices  Communication between administration and staff occur on a daily and regular basis
  17. 17. Teachers Viewing Teachers  Starting November 1, 2010 – Teachers will be observing each other in order to give teachers constructive feedback  All teachers are also observed and evaluated according to the agreed upon evaluation tool
  18. 18. Parents  Counselors, teachers and administratiors communicate regularly with parents regarding the progress of their student  Counselors and teachers have been directed to call parents of struggling students. All meetings with parents are recorded within administrative or counseling offices  Power School will enable parents to view their students grades and attendance daily  High school will putting together a series of workshops for each grade level for parents in order to increase parent involvement and knowledge
  19. 19. Students Who Are Struggling  Before and after school tutoring  Tuesday through Friday 6:30 a.m. to 7:30 a.m.  Tuesday and Thursday 2:40 p.m. to 3:40 p.m.  Students were removed from inappropriate class placement and placed in an appropriate learning situation  Meetings with parents have been held to discuss struggles and possible solutions  Students are given opportunity to use web based skill builders and encouraged to use library if computer use is unavailable  READ 180 and Math Support Lab (Response to Intervention)
  20. 20. Ensuring Success For All
  21. 21. Student Success Under the SIG Plan if a student is not successful they are given an opportunity to receive help using a Response to Intervention Model  Tier One – On grade level but are struggling need occasional help  Tier Two – Core instruction plus supplemental instruction  Tier Three – Students are not successful and need intensive and individual attention is provided. Skill are provided by skillfully trained staff and Instruction time increased
  22. 22. Response to Intervention (RTI)
  23. 23. Response to Intervention Reading Mathematics  Tier One - Tutoring  Tier Two – READ 180  Tier Three – Corrective Reading  Tier One – Tutoring  Tier Two – Math Lab  Tier Three – Accelerated Math  Tier One – At grade level  Tier Two – 1-2 grade levels behind  Tier Three – 3 or more grade llevels behind
  24. 24. What Do We Do When A Student is Off Track? Normal Before School Tutoring After School Tutoring 1-2 Grades Below Read 180 Math Lab Tutoring 3 or more Grade Levels Below Accelerated Math Corrective Reading Read 180 Math Lab Tutoring
  25. 25. SIP and Needs of RTI  Specialized Staff  Literacy and Math Coaches  Paraprofessionals  Math Staffing (TBD)  Software and Programs  Corrective Reading  READ 180 (TBD)  Accelerated Math  Northwest Evaluation Association  Tutoring
  26. 26. Incentives  Incentives for students and staff are a requirement in the SIP  District discussions are taking place  The High School has in place a “I Can Lead” program that involves  Peer to peer mentoring and tutoring  Community Service  Awards and incentives for students who are doing well at every card marking
  27. 27. A New High School  Re-create the vision for the high school  This vision must be directly related to using a “Learning for all /RTI” approach that is cost effective
  28. 28. Key Suggestions  Integration of technology in order to enhance students educational opportunity and experience  IPAD for every student  Server  Software  Training for staff  LCD Projectors and Laptops for every classroom  Document camera for every classroom  New digital televisions for every classroom  Clickers for assessments  Interactive white boards
  29. 29. HOW DOES THAT RELATE TO RTI?  Academic Strategies  Frequent opportunities for movement during instruction  Students can move about with connectivity and content at finger tips  Circulate among students and observe  Teacher using on-line forums such as Google Groups teachers can more easily track students work  To date, we have 15 teachers using Google Groups as an interactive instructional platform
  30. 30. Related Continued…  Use multiple and flexible grouping  On-line discussion and response forums allows teachers to break groups into multiple and flexible groupings  Divide instruction into shortened segments and provide  Use of such web based services as YouTube and enables staff to record core instruction in small shorten segments  LCD projectors allow those to be shown in class
  31. 31. Related Continued…  Immediate feedback to students before moving forward  Use of Google Groups, student email, Elmo's allow for immediate feedback  Adjust and extend time as needed  The automated delivery of instructional information to student’s e-mail accounts will allow instructional staff to adjust and extend learning opportunities  Automated emails can send information out such as videos and documents can be sent to student email accounts as well as hold on-line tutoring opportunities
  32. 32. Related Continued…  Use graphic organizers and master notes  Elmo document cameras allow a teacher to clearly demonstrate to a student how to set up a student organizers, charts, graphs etc…  Digitizing information and being able to share it through Google Groups, automated deliveries allows students to access and organize their information clearly, consistently and concisely  Use computer software to allow students to access content multiple ways  Apple applications allow for differentiate instruction to meet every students needs
  33. 33.  Use visuals, charts and models for concept reinforcement  LCD projectors / Televisions allow teachers to show appropriate charts, graphs and models for concept reinforcement  Have students record notes and illustrations  Students can use screen capturing software programs such as Camtasia to easily record notes and Snag it to record illustrations  Provide clear written instructions  Teachers can provide instructions using blogs, PowerPoint's using Camtasia / Snagit software, emails, Google Groups that are accessible 24/7
  34. 34. Other Technologies • Clickers and Interactive White Boards, TI Navigators allow for immediate student and teacher learning feedback.
  35. 35. Integration of Mobile Technology The high school administration is currently working with to provide mobile classroom experiences and applications  St. John’s Health Systems
  36. 36. School At Their Finger Tips •ACT Prep •Career Based Prep •Core Prep •Tutorials •Calculator / Camera •Video and Audio Watching / Recording •Email / Messaging •Calendar / Organizer
  37. 37. Agreements  Cooperation agreements with Local One need to be in place in order to support the plan  Evaluations – Danielson Model  Extended day – Zero and Seventh Hour  Incentives for growth
  38. 38. MDE Involvement  Financial –The Michigan Department of Education has competitive funds available for school districts who meet all the requirements of the SIP  Financial awards will be given based on credibility and sustainability of the plan  A reform officer will be assigned and will begin to monitor the school for daily and annual progress, as well as, check on the implementation of the plan
  39. 39. Financial Commitments  Financial and vendor commitments that the state and the local school district will be assuming a shared responsibility . Please refer to your budget hard copy at this time
  40. 40. Questions ?