Plymouth South High School

Plymouth South High SchoolSchool Improvement Plan Review 2011-2013Data/Information

2005-2006 Freshman Academy2006-2007 Frosh Academy w/Housemaster2007-2008 - Initial Review/Research Advisory Program2008-2009 Advisory Pilot Schedule Review2009-2010 Advisory Grades 9/10 Voluntary 11/122010-2011 Advisory 9-12/Senior Project Research2011-2012 Advisory 9-12/Senior Project Pilot 2012-2013 Advisory/Senior Project/College Focus

PSHS School Change Implementation Timeline

Senior Project Data - FutureFreshman Academy DataLate Buses/Homework ClubFrosh Only eventsAdmin/student meetings phone callsMIP/MVP student recognition (new 2012-13)AdvisoryGraduation CardsGraduation Rehearsal Connect CardsChallenge Day March 2013Recognition Nationally schools continue to visit PSHS to learn from our obstacles/successesGoal #1 - Personalization

Senior Project Data

Repeat Freshmen Data

Number of Teachers with advisories

Percent of PSHS Population enrolled in advisories

Graduation Cards from StaffGrad Rehearsal Connect

AP Focus recognition, additional offerings, VHS optionsCollege FocusCore Beliefs/Values ExpectationsCore Beliefs/Values RubricsLiteracy Rubrics writing/oral presentationAuthentic Assessment ShowcaseExcellence RecognitionSenior English Electives modelSpecial Education redesign (Sped subgroup)Goal #2 Academic Achievement

Advanced Placement Data

Advanced Placement RecognitionBREAKFAST 2013BREAKFAST 2012Two &Four Year College Rates Total Two & Four Year College Rates2008 - 69%2009 75%2010 76%2011 71%2012 70%School-Wide Rubrics/Writing

School-Wide Rubric Oral Presentation

Authentic Assessment Showcase

Honors BreakfastsTop Ten BreakfastSenior Awards NightRandom Acts of Kindness CelebrationPerfect Attendance AwardsUnderclassmen Awards NightAdvanced Placement BreakfastSenior Athletic Awards NightStudent of the MonthGrade 9 Academy AwardsSenior Art ShowSenior Showcase (Senior Projects)Senior Showcase (VTE)

*Bolded events are all new and added to PSHS Culture over the past few yearsRecognition of ExcellenceCore Beliefs/Values & Rubrics to AssessNEASC Self-StudySurvey NEASCRandom Acts of KindnessFacebook PageSchool Safety/Discipline Technology UseNEW Electronics PolicyASD Program Best BuddiesGoal #3School Community & Culture

Core Beliefs Statement

The mission of Plymouth South High School is to deliver a rigorous, comprehensive education and expose students to authentic experiences in a caring, safe, and respectful environment. Plymouth South High School welcomes a diverse student body and prepares students to become critical thinkers, productive citizens, and independent learners in a changing society. The Plymouth South High School student is expected to contribute to a culture of learning and lead by example.

Random Acts of Kindness

District Safety Manual Lockdown ProtocolsDebrief after LockdownsRaptor Software installed and used at PSHSStudent & Staff VoiceBully Tracking FormAPs & Adjustment Counselor WorkResearching Anti-Bully Curriculum (MARC) webinar May 23rdAdvisory communication skills etc.Officer ReimerStudent Safety MeasuresUNEXCUSED Tardies to SchoolStudent Discipline UpdatesStudent Aggressive BehaviorsHistory at Plymouth SouthDecreased Enrollment Halls ImpactStaff VisibilityPlymouth South High SchoolFACEBOOK Page & TWITTER Handle

2011-2012 101 Likes May 20122012-2013 500 Likes May 2013

Added PSHS Panther Twitter 2012-2013 207 Followers

*The Blizzard helped likes & followers

Two-Year Self-StudyCollection of EvidenceRubrics/21st century learningCurriculum, Core Beliefs, Instruction, Assessment, Culture, School Resources for Learning, & CommunityStaff-wide InvolvementCurrent Initiatives LINK Directly with NEASCCo-ChairsAllison ShaverMatthew Carpenito NEASC VisitMarch 9th-12th, 2014

Patty Fry, PrincipalJim Hanna, VTE PrincipalChris Baker, VTE Supervisor DirectorMichelle Badger, School Committee RepresentativePaul Osberg, Special Education TeacherJennifer Cannon, ParentKari Cannon, GraduateMelissa Connolly Student (grade 12)Julia Daly Student (grade 12)Jeannine Barrio Student (grade 12)PSHS Staff & Admin TeamThank You!

The real culture of South.

Math LabSandy HookStaff greeting studentsBoston StrongLincolnArt/SSThe Blizzardthe shelterthe crew!

PowerfulProficientMinimal StandardDeficient

CONTENTTask CompletionFully addresses and completes the taskAddresses and completes the taskPartially addresses and completes the taskDoes not complete the task

Purpose and AudienceConveys purpose and understanding of audience in a clear mannerConveys purpose and understanding of audienceShows limited understanding of purpose and audienceLacks understanding of purpose and audience

Accuracy of InformationAll information is accurateInformation is generally accurateInformation is somewhat accurateInformation is mainly inaccurate

DetailsProvides rich details in support of main ideaProvides adequate details in support of main ideaProvides limited details in support of main ideaProvides no details in support of main idea

AnalysisDemonstrates sophisticated analysis of informationDemonstrates adequate analysis of informationDemonstrates limited analysis of informationDoes not demonstrates analysis of information

VocabularyUses sophisticated vocabularyUses meaningful vocabularyUses a limited vocabularyUses inappropriate vocabulary

FORM

Introduction/ConclusionIncludes effective introduction, blueprint, and conclusionIncludes an introduction and a conclusionProduces work that may lack and introduction or conclusionProduces work that lacks an introduction or conclusion

OrganizationOrganizes information in a logical and effective manner; maintains focusOrganizes information in a logical manner; maintains focusAttempts organization of materialLacks organization

MechanicsProduces work that has few errors in grammar, punctuation, and spellingProduces work with relatively few errorsProduces work that contains errors that do not interfere with communication Produces work with errors that interfere with communication

Powerful

ProficientMinimal StandardDeficient

SpeakingAlways speaks articulately in a clear and effective manner

Speaks clearly with effective articulationSpeaks in a way that is easily understandableSpeaks in a way that is difficult to understand

LanguageUses powerful language and sophisticated vocabulary

Uses strong language and vocabularyUses adequate language and vocabularyUses limited language and limited vocabulary

KnowledgeExpresses mastery of contentExpresses impressive knowledge of contentExpresses sufficient knowledge of contentExpresses incorrect facts or no knowledge of content

ControlExcels at elements of verbal presentation, including poise, posture, volume, effective pacing and eye contactVerbal presentation exhibits effective skills, including poise, posture, volume, effective pacing and eye contactVerbal presentation exhibits some of the following: poise, posture, volume, effective pacing and eye contactDoes not exhibit elements of verbal presentation, including poise, posture, volume, effective pacing and eye contact

ListeningAlways listens to speakers and demonstrates understanding of content through body language, questioning and respondingListens to speakers and demonstrates understanding of content through body language, questioning and respondingListens to speakers and shows some understanding of contentDoes not listen to other speakers

Monday, April 29 Tuesday, April 30Wednesday, May 1Thursday, May 2Friday, May 3

ASorensen- Direct and Inverse Variation - IMC 2

Hartley -Reading for Deeper Meaning with Article of the Week-- X-Curricular Multiple Draft READING -71Molloy Right/Trig Lab- 220Shaver- Racial Inequalities Today- 224Shaver-Culture Doors - Main Foyer

BKennett - Foyer Fair - 223

Hall - Investigating Volume and Surface Area - 225Kennett - Framing Independent Unit - 223

Shaver-Speed Dating Review - 224Kennett - Establishing Purpose - 223

Lippa- Beyond the Five-Paragraph Essay: Real-World Writing Applications - 62

CDegelder - Body Biography Visual Character Analysis - 219

Walker- Gender & Society--inquiry based questioning & nonfiction? - 64Degelder - Body Biography Visual Character Analysis - 219Lippa-Multiple Intelligence, choice-based assessment - 62Degelder - Super DIscussion - 219

Walker - Fate vs Free Will, Tragedy, and Gender in Choice Novel (presentations) - 64

DHall - Investigating Volume and Surface Area - 225

Hall - Discovering Formulas for Volume and Surface Area - 225Shaver-Speed Dating Review - 224

ESpinale-Social Media/Socialization-212Molloy Right/Trig Lab- 227

Hall- Making How to... videos using iPads in math - 225Hall- Making How to... videos using iPads in math - 225

FSorensen- Area of Irregular Figures - 220

Sorensen-Discovering Formulas for Volume and Surface Area - 220

Hughes- Class Courtroom: Putting characters on trial(Day 1) - 70Lippa-Beyond the five-paragraph essay: Real-world Writing Applications - 62

Hughes- Class Courtroom: Putting characters on trial(Day 2) - 70Spinale- Cold War Extravaganza - 212

Hartley- Socratic Seminar: Student Driven Discussion - 71

GKennett - Foyer Fair

Hughes-Modernizing Sherlock Holmes presentations - 70Kennett - framing independent unit - 225Walker- Gender & Society--inquiry based questioning & nonfiction? 64Hughes-Modernizing Sherlock Holmes presentations - 70Kennett - establishing purpose - 223Walker - Fate vs Free Will, Tragedy, and Gender in Choice Novel (presentations) - 64

Hartley- Socratic Seminar: Student Driven Discussion - 71