Eastin -Arcola High School

1. Eastin-Arcola High School Alternative Governance Board April 28, 2011 Principals’ Presentation

2. District Instructional Action Plan Program Components at Eastin-Arcola High School • Core Courses using board adopted materials with 55 minute periods • Math, English, and Reading support courses • Collaborative Teams • Common Formative Assessments (CFA) with common pacing • Mandatory lunchtime intervention • Language Star for English Language Learners. • Explicit Direct Instruction Training for 9th and 10th grade ELA and Math Teachers • Development of Behavioral Response to Intervention

3. AGB Recommendations/Next Steps • Overall: • Identify steps for EDI training with Educational Services. • Continue Next Steps from January 21, 2011 AGB meeting. • Educational Services to schedule classroom visits prior to next AGB meeting. • Mathematics: • Identify steps of sentence stems/sentences to chunk steps. • Identify distinction: I do, we do, you do. • Continue to chart, post “steps” – visual reference for independent practice; reduce note taking. • Continue revisiting the use of white boards with TAPPLE components. • Consider “slates.” • English Language Arts • Identify sentence stems. • Continue to increase engagement of all students to become part of the culture. • Continue to ensure closure. • Continue the use of complete sentences – prompt students. • Continue to use EDI components. • ELD • Identify training with new materials with Educational Services.

5. Which teachers have made the most progress in regards to item 1 a-c above? • Describe what we will see in classroom(s). • Instructional Norms are part of school culture. • Rigorous, Standards-Based instruction. High Expectations. • Continuing to make positive progress toward GIFT. • Refining of Concept Development & Closure

6. Formal Observation Summary Administrative Feedback Through Evaluation Conferences. • Instructional Strategies Specific to Components of the EDI Lesson. • Professional Growth through collaborative teams and development of a professional learning community.

7. Coaching Feedback General ELA Department Notes: #1 Across the board needs more higher order questions! #2 System for whiteboards are in place, but need to start using white boards to guide instruction. #3 Have students read their answers and justify why or how they got it, not the teachers. When the teachers justify they are "taking words out of the students' mouths. #4 All teachers need to start having discussions and commit to having steps for every ELA lesson. #5 CFU is not about how many times, but ensuring that the students are engaged and that CFU is being used to actually make strategic instructional decisions. General Math Department Notes: #1 Math department as a whole has high expectations, accountability, rules and procedures. #2 Across the board needs more higher order questions! #3 If 80% or more of the students show problem correctly on white boards, then teacher should not go back to board and do it again. Instead they should move on or do another one. #4 Have students read their answers and justify why or how they got it, not the teachers. When the teachers justify they are "taking words out of the students' mouths.” #5 All teachers had STEPS for solving problems, awesome! This really helped guide the lessons!

8. Coaching Feedback Summary Verbal Feedback Shared with EAHS Administration & Teachers. • EAHS teachers provide a more rigorous curriculum. • Address standards that others feel students can’t learn. • Other teachers would benefit more from visiting EAHS, than EAHS would visiting others.

9. Provide results and summary statements of Quarter 3: Common Formative Assessment and Benchmark results for ELA, Math and ELD. • DPA 4 Administrations • Results Comparable and sometimes exceeding comprehensive sites. • Retention concerns shared by comprehensive sites. • CFA’s • 3 Week Common Formative Assessments are now part of the EAHS culture.

10. Academic Tier II Interventions

11. Academic Indicators

12. Academic Indicators

13. Math Participation 95% ELA Proficiency 380 Math Proficiency 380 ELA Participation 95% Graduation Rate API Growth AYP Criteria CELDT Growth 10th Grade CAHSEE CST’s / CAPA CAHSEE Social Science 13.90% ELA 27.10% Science 22.90% Math 18.10% ELA 9.0% 350 Math 9.0% 350 All 10th (11th & 12th if Passed)

14. The following changes are within our control & will align our actions to our AYP targets. 2nd Order Changes • Expanding Student Opportunities. • Staffing based upon student need. Reduction of 2.5 • Curriculum & Instruction Coach – 1.0 FTE (.46 Categorically Funded) Program Improvement Exit Strategy: 1st Order Changes Master Schedule aligned to CST’s & student needs. Explicit Direct Instructional Strategies. Emphasis on Sophomores vs. Seniors.

15. The following are changes we would like to influence that will better enable us to meet our AYP targets. • Student enrollment stability through AEPT by: • Proactive Identification, Recruitment and Placement of Voluntary Transfers With Specific District Timelines. • Eliminating Mid-Semester Voluntary Transfers: • From Comprehensive Sites By Establishing “a” • To Other Alternative Sites By Approving with Effective/Start Dates in the student and program’s best interest. • To Charter Programs By Requiring Parents To Initiate Enrollment In Lieu Of AEPT Referral. • Direction & Support For Pursuing Model Continuation High School Status By: • Identifying And Aligning EAHS Program To Model CHS Criteria. Considerations We’d Like Further Pursued…

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17. Academic Indicators

18. Academic Indicators