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“Inspiring and mentoring students to recognize, respect and realize their potential.”

“Inspiring and mentoring students to recognize, respect and realize their potential.”. Respect – Organization – Awareness - Responsibility. NCLB Program Improvement School Requirements Requirements timeline over a five year period.

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“Inspiring and mentoring students to recognize, respect and realize their potential.”

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  1. “Inspiring and mentoring students to recognize, respect and realize their potential.” Respect – Organization – Awareness - Responsibility

  2. NCLB Program Improvement School Requirements • Requirements timeline over a five year period. • Number of Years School Does Not Make Adequate Yearly Progress (AYP) • Year One • Did not make AYP • Year Two • Did not make AYP

  3. NCLB Program Improvement School Requirements Year 5 of School Not Making AYP Program Improvement Year 3 • LEA continues: • Technical assistance • Parent notification of PI status of school, school choice, supplemental services • Professional development • School choice • Supplemental services • LEA adds: • LEA identifies school for corrective action and does at least one of the following: • Replaces school staff • Implements new curriculum • Decreases management authority at school level • Appoints outside expert • Extends school year or day • Restructures internal organizational structure of school • LEA informs parents and public of corrective action and allows comment. LEAs may provide direct technical assistance to school site councils in developing school plans. • School continues: • Professional development • Collaboration with district to improve student achievement

  4. NCLB Program Improvement School Requirements Year 6 of School Not Making AYP Program Improvement Year 4 • LEA continues: • Technical assistance • Parent notification of PI status of school, school choice, supplemental services • Professional development • School choice • Supplemental services • LEA and School add: • During Year 4, prepare plan for alternative governance of school. Select oneof the following: • Reopen school as a charter • Replace all or most staff including principal • Contract with outside entity to manage school • State takeover • Any other major restructuring • LEA provides notice to parents and teachers and allows comment. • School continues: • Professional development • Collaboration with district to improve student achievement

  5. NCLB Program Improvement School Requirements Year 7 of School Not Making AYP Program Improvement Year 5 Eastin-Arcola High School 2010-11 • LEA continues: • Technical assistance • Parent notification of PI status of school, school choice, supplemental services • Professional development • School choice • Supplemental services • LEA and School add: • Implement alternative governance plan developed in Year 4 • School continues in PI, and LEA offers choice and supplemental services until school makes AYP for two consecutive years. School exits PI after two consecutive years of making AYP.

  6. AYP Math Participation 95% ELA Proficiency 380 Math Proficiency 380 ELA Participation 95% Graduation Rate API Growth 3. CELDT Growth 6. 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)

  7. AYP Targets – School Wide Strategies Math Participation 95% ELA Proficiency 380 Math Proficiency 380 ELA Participation 95% Graduation Rate API Growth 3. CELDT Growth 6. 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)

  8. Achievement Results for 2010-2011 2010-11 AYP Targets • ELA Proficiency of 66.7% • (10th Graders earning 380+ on CAHSEE ELA) • ELA Participation of 95% • (10th Graders completing CAHSEE ELA) • Math Proficiency of 66.1% • (10th Graders earning 380+ on CAHSEE Math) • Math Participation of 95% • (10th Graders completing CAHSEE Math) • API Growth of 1 point growth with minimum 710 API • Graduation Rate of 90%

  9. Achievement Results for 2010-2011 • ELA Proficiency of 66.7% • (10th Graders earning 380+ on CAHSEE ELA) • AYP Target not met.

  10. Achievement Results for 2010-2011 • ELA Participation of 95% • (10th Graders completing CAHSEE ELA) • AYP Target met.

  11. Achievement Results for 2010-2011 • Math Proficiency of 66.1% • (10th Graders earning 380+ on CAHSEE Math) • AYP Target not met.

  12. Achievement Results for 2010-2011 • Math Participation of 95% • (10th Graders completing CAHSEE Math) • AYP Target met.

  13. Achievement Results for 2010-2011 • API Growth of 1 point growth with minimum 710 API • AYP Target not met.

  14. Achievement Results for 2010-2011 • Graduation Rate of 90% • NG12: No Grade 12 in 09-10 • AYP Target not applied.

  15. Alternative Governance Board Report September 22nd, 2011

  16. Academic Performance Index Data

  17. API by Sub-Groups Mountain Vista & Ripperdan High Schools (Continuation) MVHS 596 540 564 561 459 RHS 559

  18. API by Sub-Groups Mountain Vista & Ripperdan High Schools (Continuation) RHS 594 MVHS MVHS 570 RHS

  19. EAHS API Summary

  20. EAHS API Summary

  21. Performance Bands for Language Arts

  22. Performance Bands for Math

  23. Adequate Yearly Progress Data

  24. AYP Levels & Significant Sub-Groups ELA

  25. AYP Levels & Significant Sub-Groups Math

  26. ELA CAHSEE Proficiency

  27. California English Language Development Test Data

  28. Percentage of Students AMAO 1

  29. Percentage of Students AMAO 2

  30. English Proficiency Level Movement

  31. Student Achievement Strategies

  32. PLC @ EAHS Literal Refinement Internalizing Innovative

  33. PLC @ EAHS • Monday Department Collaboration • Common Formative Assessments / Intel-Assess • Cycles of Inquiry / EduSoft Reports • Curricular Mapping • Instructional Leadership Team • Capacity Building / Learning By Doing • Evidence and electronic documentation • Open Observation Format • Site based professional development • Leadership capacity building • School-wide focus on data-based decision making

  34. EDI @ EAHS Learning Literal Refinement Internalizing Innovative

  35. EDI @ EAHS • Curriculum & Instruction TSA (46%) • Preparation & Planning Periods • Lesson development • Focus Walks Protocol • School-wide calibration / professional development • EL Coaching – Site based • District EDI Coaches • Interactive coaching & lesson design

  36. RtI @ EAHS Learning Literal Refinement Internalizing Innovative

  37. RtI @ EAHS • 3 week grading terms • Distinguishing non-proficiency as result of difficulty learning, attendance, or behavior. • Study Hall / Intervention / Enrichment (:30 Tuesday – Friday) • Intervention Specialist • 3 week whole school scheduling • Sophomore emphasis • C.O.S.T. Meetings – focus on each struggling student • Student Orientation • Universal Screening (Reading/Math/CAHSEE) • Positive Behavior Interventions and Supports • Weekly Behavior RtI Team Meetings • SWIS – Tier I • CICO – Tier II • ISIS – Tier III

  38. Next Steps

  39. Reflections • 1. English Language Arts • 50% of 10th grade students will demonstrate proficiency (380), 70% will pass (350), and 90% of 11th & 12th grade students will pass (350) in English Language Arts as measured by the CAHSEE by March of 2012. (AYP Target/DIAP Goal of 78%) • 2. Mathematics • 50% of 10th grade students will demonstrate proficiency (380), 70% will pass (350), and 90% of 11th & 12th grade students will pass (350) in Math as measured by the CAHSEE by March of 2012. (AYP Target/DIAP Goal of 78.2%) • 3. & 4. English Language Development • 56.0% of all ELL will meet the annual growth target by advancing one level on CELDT as measured by AMAO 1 by October 31, 2011. • 45.1% of all ELL with 5 or more years in ELD will demonstrate English proficiency on the CELDT as measured by AMAO 2 by October 31, 2011. • 15% of EAHS English Learners will be re-designated as determined by CELDT proficiency, CAHSEE ELA scale score of 350+, and GPA of 2.0+ by December 31, 2011.

  40. Our Collective Commitments • 1. English Language Arts • On-going EDI training and introduction of site coaching. • Clarity of CAHSEE placement, curriculum and monitoring. • Big Read – School-wide emphasis on writing. • 10th grade guidance studies program. • Universal Screening & “enrichment” prioritization.

  41. Our Collective Commitments • 2. Mathematics • On-going EDI training and introduction of site coaching. • Clarity of CAHSEE placement, curriculum and monitoring. • 10th grade guidance studies program.

  42. Our Collective Commitments • 3. & 4. English Language Development • ELD IV curriculum development. • Student placement, motivation and monitoring. • EL strategy focus walks and coaching.

  43. Our Collective Commitments • 5. Graduation Rate • 85% of EAHS 12th graders entering by CBEDS and continuously enrolled with 160 or more credits will meet graduation requirements by successfully completing the required coursework, earning a grade point average of 2.0 or higher, successfully completing OE II, and passing both portions of the CAHSEE. (AYP Target/DIAP Goal 76.88%) • 80% of EAHS 11th graders and 60% of EAHS 10th graders, who are continuously enrolled during a semester of attendance at EAHS, will earn more than 30 credits per semester to facilitate progress toward the MUSD graduation credit requirement. • 6. Response to Intervention • EAHS Academic Response to Interventions will progress to “Innovative” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Response to Intervention no later than March 1, 2012. • For the 2011-12 school year EAHS will reduce it’s suspensions for 48900(k) and 48900(i) by 50% by June 1, 2012. • 7. Professional Learning Communities • EAHS Professional Learning Community will progress to “Internalized” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Professional Learning Community no later than March 1, 2012.

  44. 2010-11 AGB Commendations-ELA • LindaMood Bell/lab. • Evidence of one-on- one teaching. • Learning Objective/content was relevant. • Use of Promethean boards. • Complete sentences - prompted students. • Evidence of common planning; focus on CAHSEE. • Evidence of use of “steps.” • Classroom routines; pair/share.

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