Albemarle igh School Strategic mprovement Plan · {Albemarle High School} SIP Years {2015-16} Page...

{Albemarle High School} SIP Years {2015-16}

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Albemarle High School Strategic Improvement Plan

Period Covered 08/15 – 08/16

Original Submission September 11, 2015

Updated November 6, 2015

TIMELINE

INITIAL PLAN SEPTEMBER 11

Q1 UPDATE NOVEMBER 6

Q2 UPDATE JANUARY 29

Q3 UPDATE APRIL 15

Q4 UPDATE JUNE 17

Strategic Improvement Team Principal Jay P. Thomas

Assistant Principal Representative Megan Wood, Melissa Hankins, Kasaundra Blount, Carl Kiehn

Instructional Representative Melissa Brown, Mark Marini, Rian Shell

Instructional Support Representative Meghan Parsons

Teacher Assistant Representative

Parent Representative Lori Woods, Lisa Brook, Resa Muhler, Joyce McKenney

Community Representative

Student Representative Lucas Hobson, Mariah Novotne, Bret Woods, Maggy Comberg, Pooham Patel, Disha Patel, Michelle Moore, Elizabeth Baber, Philip Pericak

*Add to list as needed. Each group may have more than one representative.

School Mission Statement Learning Today, Leading Tomorrow

Albemarle High School is a learning community that inspires all students to pursue their dreams, becoming lifelong learners and responsible citizens in a global society.


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GOAL 1: ACADEMIC FOCUS

ACPS BOARD GOAL: All Albemarle County Public Schools students will graduate having actively

mastered the lifelong-learning skills they need to succeed as 21st century learners, workers and citizens.

1.1 PLAN – Identify Focus Areas

SMART Goal: Albemarle High School (AHS) will meet all AMOs for Gap Groups 1, 2, and 3. These AMOs include Federal Graduation Indicator (FGI) graduation rate, English proficiency, and Math proficiency. Systemic interventions and programs are implemented so that students meet graduation requirements. Progress will be monitored quarterly. Albemarle High School will continue to create a graduation watch list on which we identify students who may be in jeopardy of graduating in four years. GAP Evidence: 2014-15 AMO data identifies AHS as not meeting all the federal Annual Measurable Objectives (AMO) in our gap groups.

1.2 DO –Strategies—What actions will you take to help you meet your stated goal? Why do you think these strategies will be effective in helping to meet your goal (i.e. best practice research, etc.)?

1. The language (L!) program is targeted reading and writing instruction for students in Gap Groups 1, 2, and 3. This is a Response to Intervention (RTI) tier 2 program for students with below grade level reading levels. The program has been successful and students have shown significant gains in reading fluency and comprehension. There are currently 120 students enrolled in the program.

2. Core+ is another individualized (tier 2) program to help support students in Gap groups 1,2, and 3 in their academic classes. Research has shown that effective systemic implementation of a Response to Intervention (RTI) model, helps students achieve at a higher level. There are currently 91 students in the Core+ program.

3. Educational Advisor Program (tier 2) – Approximately 35 gap group 2 students have been identified based on their GPA to receive extra help in their academics from a staff member.

4. Special education case manager roles will be under study to improve student achievement for gap group students. The Special education collaborative teaching model will be evaluated for its implementation and effectiveness.

5. Professional Learning Communities (PLCs) are subject -area teams that meet twice a month to identify, monitor, and develop strategies to help students that are struggling in their classes. Research has shown that effective PLC teams function to help improve student achievement. Students that are struggling are identified for interventions and closely monitored by the PLCs. PLCs also provide professional development for members of the team when they share curriculum and instructional strategies with others as part of their meeting agendas. PLC strategies include:

Align the curriculum to the life-long learning standards and to the state curriculum;

Albemarle High School will improve its Annual Measurable Objectives (AMO)

for Gap Groups 1, 2, and 3.


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Analyze student performance by question (SPBQ) from the 2014-15 Virginia Standards of Learning (SOL) test results to align SOL standards to the curriculum and set pacing guides;

Create and update watch lists for gap groups and other students that are struggling. Monitor students and record the RTI strategies (tier 1, 2, 3) used. Evaluate effectiveness of the strategies for each student on the watch list.

PLC teams use a Google doc to record PLC agenda and minutes for PLC meetings to be shared with PLC team and administration.

Using the ACPS Framework for Quality Learning model and the seven pathways outlined in the ACPS Teacher Performance Appraisal rubrics to lead these conversations around best practices.

6. Provide targeted credit recovery interventions for students that struggle with graduation requirements or college preparedness. Credit Recovery – Edgenuity – Virtual Learning Lab, Skills classes, SOL Academies, Remediation/Intervention • Class Credit • Verified Credit

1.3 STUDY – Data Collection—What measures will you use to show progress toward your goal? When/how often will you use them?

1.A master student watch list for all SOL subjects will be generated and analyzed each quarter. Students on this watch list will be identified based on several key indicators. The key indicator used for this report will be quarterly grades. A percentage of students receiving a quarterly grade of a “D” or lower within the different enrollment or gap groups will be reported. The desired outcome would be the percentage of students receiving low grades will decrease as successful strategies and interventions are implemented.

2. The total number of seniors who do not have the required verified credits to meet graduation requirements will be reported each quarter. The desired outcome would be that over the school year, the number of students would decrease as interventions and remediation are used.

1.4 STUDY—Results and Analysis—At the end of each quarter, what results have you seen from your data collection and what have you learned from your data? How has your staff been involved in the analysis process?

Q1. A master student watch list is in the process of being created for all core SOL subject area courses based a several key indicators such as grades, attendance, and low quarterly assessments. The list will be analyzed each quarter by PLC teams, departments, and the administration. These lists will be updated as a shared Google doc which will be visible and available throughout the year

Performance Indicator Source Frequency Desired Result

Percentage of students receiving low quarterly grades (D’s and F’s) in core SOL subjects.

Teachers, Counselors, Database Admin., Admin. Team

Quarterly 100% of students with passing grades


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Explanation - Gap Groups: Gap Group 1: SPED, ESOL, Economically Disadvantaged Gap Group 2: Black Students Gap Group 3 Hispanic students Table 1.4A – Percentage of students that did not pass the SOL Test in 2014-’15. – Source: Virginia Department of Education State AMO Detail Report for Albemarle High School. Groups E.SCI BIOL CHEM ALG1 GEOM ALG2 WH1 WH2 US HIST ENG11 All Students 21% 12% 17% 20% 25% 28% 12% 14% 11% 9% Gap Group 1 49% 37% 41% 26% 51% 59% 34% 38% 36% 30% Gap Group 2 49% 40% 51% 34% 60% 71% 35% 56% 27% 23% Gap Group 3 51% 26% 24% 12% 39% 42% 32% 25% 33% 23%

Graph 1.4A – Percentage of students that did not pass the SOL Test in 2014-’15. – Source: Virginia Department of Education State AMO Detail Report for Albemarle High School.

Table 1.4B – Percentage of students with a “D” or “F” in grading Quarter 1, 2015-‘16 in core SOL subject area courses.

Groups E.SCI BIOL CHEM ALG1 GEOM ALG2 WH1 WH2 US HIST ENG11 All Students 13% 10% 7% 17% 28% 21% 10% 8% 12% 9% Gap Group 1 28% 19% 21% 22% 38% 46% 23% 18% 25% 16% Gap Group 2 25% 23% 16% 31% 55% 46% 25% 19% 27% 17% Gap Group 3 22% 14% 11% 18% 33% 56% 28% 17% 23% 17%

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E.SCI BIOL CHEM ALG1 GEOM ALG2 WH1 WH2 US HIST ENG11

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Graph 1.4B – Percentage of students with a “D” or “F” in Grading Quarter 1, 2015-‘16

Table 1.4B – Percentage of students with a “D” or “F” in grading Quarter 2, 2015-‘16 in core SOL subject area courses.

Groups E.SCI BIOL CHEM ALG1 GEOM ALG2 WH1 WH2 US HIST ENG11 All Students 13% 14% 8% 33% 30% 26% 11% 9% 15% 20% Gap Group 1 28% 22% 25% 42% 44% 48% 22% 18% 24% 39% Gap Group 2 28% 32% 21% 45% 61% 39% 26% 19% 20% 34% Gap Group 3 22% 20% 21% 40% 30% 50% 28% 23% 32% 31% Graph 1.4B – Percentage of students with a “D” or “F” in Grading Quarter 2, 2015-‘16

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Total # seniors who do not have required verified credits to meet graduation requirements

Counselors, Testing Coordinator, and Admin

Quarterly 100% of students complete on time graduation requirements

Table 1.4C – Total number of seniors that have less than six verified credits.

Gap Groups Aug-2015 Q1 Q2 Q3 Q4 * All Seniors *87 *57 *49 0 0 Gap group 1 (seniors) 53 44 36 0 0 Gap group 2 (seniors) 29 23 17 0 0 Gap group 3 (seniors) 13 10 9 0 0

*23 students are in 2 gap groups

Graph 1.4C – Total number of students that have less than six verified credits

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* All Seniors Gap group 1 (seniors) Gap group 2 (seniors) Gap group 3 (seniors)

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Q1.

Summary: At the end of 1st quarter, 57 seniors still need one or more verified credits to graduate in June 2016. At this point, 29 of the 57 seniors only need one verified credit to graduate, eight need two or more verified credits, and 20 need three or more.

Q2.

The SOL results from last year were reported and analyzed for the SIP report to serve as a comparison to quarterly grades. Similar to the SOL results from last year, this year’s grade data also displays achievement gaps in our enrollment groups in all SOL subjects. At this point, grades in Science and History subjects show gap reductions compared to last year’s SOL results. However, Math and English grades are maintaining similar gaps to last year’s SOL data.

A master watch list of students has been created and analyzed by PLC teams in preparation for the mid-year review meetings in February. Grade data in this report will also be shared at these meetings with PLC teams.

There are less seniors needing verified credits, than last quarter because of the remediation and re-testing efforts. We anticipate this positive trend to continue.

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Q4.

1.5 ACT – Make Adjustments—Based on your quarterly data analysis, what adjustments will you make to your strategies and/or data collection plans?

Q1 A master watch list is in the process of being created by the admin team. This list will be linked to the SOL PLC watch lists and to instructional strategies teachers can use to help student achievement. Once the master list is completed, it will be analyzed by departments and PLC’s. Next steps for students with low grades will be discussed and documented by PLC teams, counselors, and administrators. Remediation will be planned for seniors with less than six verified credits. The remediation plans will be linked to the master student watch list for the school.

Q2 We will continue to analyze grade data each quarter as one key indicator to reaching our goal of reducing the achievement gap. Other key indicators collected in the master watch list may also be used in conjunction with grade data to measure progress. Recommendations to adjustments in data collection, curriculum alignment, and instructional strategies may come from PLC teams during the mid-year review meetings.

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GOAL 2: CLIMATE FOCUS


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SMART Goal: Albemarle High School will improve student engagement as evidenced by improved student ratings in the Albemarle County Student Engagement and Satisfaction Survey and by upward trends in engaging qualities in walkthrough data. There is a direct correlation between student engagement in the classroom and school climate. High student engagement in the classrooms typically equates to an overall positive school climate. Student choice in activities or in student products is one engaging quality that is measured in walkthrough observations and is directly related to higher student engagement. When students in a class are sitting or accessing learning spaces in a variety of ways, using a variety of technologies, or working on a variety of tasks – students are provided both choice comfort and are typically engaged in learning. Brain research has shown that students perform better when they feel comfortable in their learning environment. Students exploring and expressing ideas and opinions using multiple media, the arts, and technology is an ACPS lifelong learning standard.

GAP Evidence: In the ACPS Student Engagement and Satisfaction Survey administered in the spring of 2015, 40% of AHS students that participated in the survey thought teachers did not align their lessons to match their personal learning styles or provide choice. 24% of the students felt they were not engaged in learning. Seven out of the ten lowest rated responses on this survey were in the domains of flexible teaching styles and engaging learning. Albemarle High School conducted 1218 School Walkthrough observations in 2014–15. Students were observed sitting in a variety of ways in the classroom in 28.3% of these observations, using a variety of technologies in 13.2% of these, and working on a variety of tasks in 18.1%. Student choice was observed as an engaging quality in 22.8% of these walkthroughs.

1.2 DO –Strategies—What actions will you take to help you meet your stated goal? Why do you think these strategies will be effective in helping to meet your goal (i.e. best practice research, etc.)?

1. New 9th grade team cohort (Team 19) works with a small group of 9th grade students that would benefit from using a project based approach to learning in learning spaces designed for student choice and comfort. One of the goals of the program is to engage students in learning. Currently there are 56 9th grade students in the “Team19” program. An ancillary outcome of the program may provide an effective model for teachers to develop flexible teaching styles and provide ideas of how to better engage students in learning.

2. Implementation of school-wide focus on writing, inquiry, collaboration, and reading strategies (WICOR ), which are best practice instructional strategies proven to increase rigor and engagement.

3. Teaching proficiency through reading and story-telling (TPRS) is an instructional method that is used in the world language classrooms at AHS to enhance student participation and engagement.

1.3 STUDY – Data Collection—What measures will you use to show progress toward your goal?

Albemarle High School will improve school climate by increasing student

engagement.


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When/how often will you use them?

1. Each quarter, school walkthrough data will be reported in the areas of students sitting in a variety of ways, working on a variety of technologies and tasks, and student choice.

2. The ACPS Student Engagement and Satisfaction Survey will be administered in the spring of 2016 and analyzed for next year’s climate goal(s)


Q1.


Walkthrough data Admin. Team Quarterly Greater than 30% observed

Table 1.4A – AHS Walkthrough Data 2015-16. Percent observed in (445 Walkthroughs)

Observable Student Behaviors During

Walkthroughs Q1 Q2 Q3 Q4

Students sitting in a variety of ways 43% 52%

Students Using a variety of technology 25% 40%

Students working on a variety of tasks 28% 33%

Student Choice - (Engaging Quality) 8% 15% Graph 1.4A – AHS Walkthrough Data 2015-16. Percent observed in (445 Walkthroughs)

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Q1.

Quarter 1 data is shows a higher percentage of engaging qualities and student use of technology over last year’s results.

Q2.

Walkthrough data over the last two quarters has shown an increase in the percentage of engaging qualities and an increase in students using a variety of technology. Data will be shared with PLC teams during the midyear review in February.

Q3.

Q4.


Q1 We plan to share data with departments to decide on next steps.

Q2 At this point, we will continue to collect this data through the school year

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Q4

GOAL 3: PROFESSIONAL DEVELOPMENT FOCUS




SMART Goal: Albemarle High School will develop, implement, and evaluate a professional development plan for teachers that will target identified areas of need for integrating digital resources and technology that support instruction with the purpose of increasing rigor and engagement in our learning spaces. Each quarter we will measure rigor and engagement by walkthrough data with the goal of increasing trends in areas noted in our gap evidence.

GAP Evidence: Based on 1218 walkthroughs from school year 2014-2015, we observed the following: - Level of thinking (rigor) at high evaluating/creating = 14% -Avid strategies = 2.8 % - Engaged learners = 30.6%

1.2 DO –Strategies—What actions will you take to help you meet your stated goal? Why do you think these strategies will be effective in helping to meet your goal (i.e. best practice research,

Albemarle High School’s professional development plan will support a variety of learning experiences that increase rigor and engagement in our learning spaces.


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etc.)?

1. Professional development (PD) throughout the year on the substitution, augmentation, modification, and redefinition (SAMR) model for digital integration. This framework supports reflection in how teachers incorporate digital tools in more rigorous ways. Allowing students to use digital tools in rigorous ways in the classroom, improves student engagement.

2. A learning technology integrator has been added to our staff to help teachers integrate curriculum with technology. This desired effect would be for teachers to add more learning tools for students to access the curriculum.

3. PD throughout the year for WICR strategies. Using a variety of these strategies engages students in learning at higher levels of thinking.

4. PD offered for TPRS strategies. TPRS is another methodology to engage students in learning.

5. Ask teachers to invite administration to see SAMR and WICR in the classrooms to provide feedback to staff.

1.3 STUDY – Data Collection—What measures will you use to show progress toward your goal? When/how often will you use them?

1. Walkthrough data in the areas of levels of thinking, AVID strategies, and engaged learners will be reported each quarter.

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Q1.


Walkthrough data Admin. Team Quarterly Greater than 30% observed

Table 1.4A – AHS Walkthrough Data 2015-16. Percent observed in (445 Walkthroughs)

Observable Student Behaviors During Walkthroughs Q1 Q2 Q3 Q4

High Level Thinking -Evaluating/ Creating 12% 21% AVID or WICOR Strategies 3% 2% Engaged Learners (3 or more engaging qualities) 32% 32% Graph 1.4A – AHS Walkthrough Data 2015-16. Percent observed in (445 Walkthroughs)


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Q2.

Data collected for first and second quarter show an increase over last year’s results. There is an increase in high level thinking activities during second quarter over first quarter; this is a positive result.

Q3.

Q4.


Q1 We plan to share data with departments to decide on next steps. Inter-rater reliability may be a source of error in data collection, so the admin team will conduct walkthroughs in teams and as a group.

Q2 The data collected and analyzed above may not be the best indicator for the professional development efforts. These results will be shared with the midyear review PLCs and possible new data may be analyzed moving forward. For example, the increased student use of technology shown under goal 2 may be more directly related to professional development and could be shown in this section.

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