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2. school

Continuous School Improvement Plan (CSIP)
Cleveland High School
2014-2016
George Breland, Principal
Seattle Public Schools
School Overview
Introduction
The Continuous School Improvement Plan, CSIP, is a document that contains our school’s plan of action for the current school year. More specifically, it
identifies the areas our school plans to focus on in the coming school year, the performance goals we want our students to achieve, and how we are going to
collaboratively meet these goals. All of our school’s goals and efforts have been synthesized into one easy-to-read document that covers all of the different
areas on which schools are required to report.
Mission and Vision
Our school’s mission statement articulates the values and actions that we are committed to in service of students. Our school’s vision statement shares what
we see as the ideal outcome of our efforts.
Mission
Vision
Real world preparation for real world success in personalized, relevant and rigorous
small learning communities.
The STEM program at Cleveland High School will prepare all students for success in
college and careers. A wide range of students will be provided accelerated learning
using the following approaches:
*Personalized learning through academies, grade level teams, and advisors
*Project-Based Learning as an instructional approach
*One-to-one technology integration
*Alternative Learning Experience to credit advanced learning opportunities from
colleges, internships, and community partners.
School-Wide LAP Program
Schools within Seattle Public Schools receive either Federal Title I funding or Washington State Learning Assistance Program (LAP) funding in order to support
student and school performance and to meet academic and accountability goals. Our school receives LAP funding. Information on our School-Wide LAP
Program is listed below.
Conducted needs assessment to
determine our CSIP goals that help
target students meet standard
2014-10-29 (Final)
Cleveland High School is an Option School, which means any interested student in grades 9-12 can apply. In 2014-2015, 9th,
10th, 11th and 12th-graders will be part of our Science Technology Engineering Mathematics (STEM) program, with a focus on
project-based learning and 1:1 technology. Cleveland High School is now home to two STEM academies. Students in all three
academies will continue to be Cleveland Eagles. The three academies will be:
School of Life Sciences (SOLS), focuses on the life sciences, including biology and biochemistry, as well as global health issues.
School of Engineering & Design (SOED), focuses on the physical sciences and technology. This academy will feature a computer
game design program and a pre-engineering program that will expose students to leading edge technologies in robotics,
aeronautics, rocket design, and alternative energy.
To facilitate a learning environment where every student is known by the adults in that building, each academy will create its
own unique culture and identity. Students in the three academies will take most of their core-content classes within their own
academy. Classes for SOLS and SOED academies will largely be housed in separate buildings. Students in the three academies will
2014-2016 CSIP - Cleveland High School
Page 2 of 27
Seattle Public Schools
come together for elective classes, such as art, world languages, music, and Physical Education; for sports and extracurricular
activities. All students will use the Cleveland gym, cafeteria and the commons.
Cleveland High School is a richly diverse 9th -12th grade Title I High school; our student demographics are 43% Black, 12%
Hispanic, 37% Asian/Pacific-Islander, 5% White, 1% Multiracial and 2% American Indian. 16% of our students are in Special
Education, 0% are in our Advanced Learning (Spectrum) program and 15% are English Language Learners. About 75% of our
students receive free lunch. As of fall of 2012 (the most recent data available), Cleveland had a student mobility rate of 14%.
There are 838 students enrolled at Cleveland and 52 certificated staff.
In spring of 2012, Cleveland 10th grade students demonstrated the following proficiency levels:
Reading: 77%
Math:
EOC Year 1: 71%%
EOC Year 2: 81%%
On Track for Graduation:
First time 9th graders earning sufficient credit: 88%.
Repeat 9th graders earning sufficient credit: 67%.
Students graduating in 4 years or fewer: 74%, up from 61%.
College and Career Ready
Graduates prepared for a 4 year college: 51%
Graduates enrolling in higher education within 1 year: 66%.
Students taking college admissions tests: 76%
Graduates taking a college-level course in HS: 50%
School Goals:
• We will increase the % of students proficient on the state reading test from 77% to 85%, from 85% to 88% for writing, from
71% to 77% for math 1EOC, from 81% to 84% Math 2 EOC, and from 54% to 60% for science.
• For all students we will increase the attendance rate from 90% to 94%.
Reading: We will: Continue Readers’ Workshop strategies and methods in the 9th and 10th grade Language
Arts classes. At all grades, special attention will be given to enhancing reading in content areas. Selected
teachers have attended/will attend AP training, create an AP syllabus and work towards accreditation. Those
students identified for reading intervention will receive daily instruction using the Read 180 program. Teachers
will have the opportunity to collaborate each day, with their colleagues during common preparation period, in
order to improve instruction for their grade level students.
Math: Teachers will have the opportunity to collaborate, plan lessons, align curriculum, analyze student work, and implement
and evaluate common assessments. We will: Continue opportunities for college-level work via partnership with South Seattle
Community College. We will: Continue Algebra and Geometry Lab classes as academic support for students. Each student will be
enrolled in a Algebra and Geometry class plus a lab support class. The focus of the lab is to add extra math instruction and
practice time. With our 8 period schedule students receive 85 minutes of math instruction daily.
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
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Seattle Public Schools
Teachers will: Focus on using Complex Instructional Strategies to engage students and support them at their varied experiential
and skill levels.
Use reform strategies to improve
student learning
We assessed our progress in eliminating the achievement gap/education gap between students of different ethnicities to ensure
that our goals addressed the needs of underachieving groups. We created a master schedule to maximize available student
learning time especially in literacy, mathematics and science. We are studying and putting into place “best practices” in
instructional strategies. Best practices include increasing students’ active engagement in their learning, and differentiating
instruction based on students’ readiness, skill levels and learning goals.
Title I funding is leveraged with Youth Engagement Zone (Corporation for National and Community Service) funding to implement
project based/service learning teaching strategies into classroom instruction as a school reform instructional strategy. Service
learning is an effective student engagement tool.
Offer professional development
that is high quality and ongoing
We have several days each school year where our staff participates in professional development (PD) based on our schools’ PD
plans, and where our data indicate a need for enhanced instruction. The district also offers professional development activities
throughout the year in which all staff are welcome to participate, including math, reading/literacy, and science. We have access
to instructional / content coaches who provide peer-coaching in refining instructional skills and putting into practice the best use
of our curricular materials.
Teachers are encouaraged to access other professional development in the areas of youth engagement and high quality service
learning practice, presented by service learning staff/coaches.
Increase parent/family
involvement
Every major student learning goal includes activities and strategies for increasing parent involvement. Students from two Youth
Engagement Zone middle schools participate in an 8th to 9th grade summer bridge program to Cleveland HS. Parents are
engaged earlier with the high school.
Involved our teachers in decisionmaking
Teacher representatives, parents and students participate in our Building Leadership Team. This group has decision-making
authority in numerous areas of school leadership. We meet twice per month, and our representatives report back to their grade
level/department teams. They also bring issues and input to BLT meetings from their team members.
Assist our students to meet
standards
Our CSIP targets underachieving students in a number of specific areas of student learning.
Retain high quality, highly-qualified
staff
We provide mentors teachers for those new to our school to help them with instruction and district requirements. We also
provide many opportunities for professional development. These activities help new staff feel supported and maximize their skill
base in order to best serve students.
Transition new students and
families into our schools
We host a welcoming event for incoming students and invite their families to tour the school and meet our staff and students.
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
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Seattle Public Schools
Track “Highly Qualified” (HQ) staff
The percentage of staff considered “highly qualified” (HQ) by No Child Left Behind (NCLB) rules and the number of HQ teachers
and Instructional Assistants are made available to all families each fall. When necessary, each non-highly qualified instructional
staff writes a plan in collaboration with our principal and the Human Resources department to become highly qualified as soon as
possible. Non-highly qualified IAs do not provided instruction until they become HQ. Currently, the percentage of staff considered
Highly Qualified (HQ) by NCLB is 100%. There are 52 Highly Qualified teachers in this school and 7 Highly Qualified instructional
assistants.
LAP Funding / Budget
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
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Seattle Public Schools
School Review
Data Review
The first step in developing this CSIP was completing a comprehensive review of our school. When doing so, we looked at our data across many dimensions
and subjects, including, but not limited to, the following reports:
• Attendance Reports
• Performance Management Data and Reports
• Technology Survey Reports
•
GPA / Coursework Reports
•
(District Score Card/School Reports)
State Assessment Reports
•
Measures of Academic Progress (MAP) Progress
Reports
•
Student / Staff / Family School Climate Reports
Issue Summary
After completing our data review and reflecting on what it means, we’ve identified the following key issues facing our school:
Academic Outcomes
1. Not meeting standard on state
reading test
77% of our 10th grade students passed the Reading HSPE
Continue Reader's Workshop (9th & 10th).
Read 180 as an intervention opportunity.
MAP data to inform instruction.
2. Not meeting standard on state
math test
81% of our Geometry students passed the Math EOC and 71% of our Algebra students passed the Math EOC
Math department has asked for and received uncommon prep periods in order to observe and give feedback to colleagues Implement
complex instructional strategies in all classrooms.
Align math curriculum 9-12.
3. Not meeting standard on state
science test
54% of our 10th grade students passed the Science HSPE--an upward trend, but still below the district and state average.
Extended science time in biology
The addition of required Project Lead The Way courses that enrich scientific inquiry.
Use of district-level science coaches to anchor projects in rigorous content and standards.
Behavioral
1. Low attendance / attendance
issues
Annual average attendance is 90%
Expand the youth ambassador program to create peer-based interventions and support for truant students.
Make use of advisory program to provide interventions/support/family contact around attendance.
School Climate
1. Continue to nurture solid
academic culture
2014-10-29 (Final)
Design and implement a whole school discipline plan. (We are working on designing a plan that includes restorative justice as one
strategies to insure equity and a culture of trust, respect, and responsibility.
Continue to promote a culture of inclusion for the range of learners that attend Cleveland High School.
2014-2016 CSIP - Cleveland High School
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Seattle Public Schools
Focus Area Details
Focus Areas
While our school works on numerous areas to varying degrees throughout the year, we decided to target our efforts through specific focus areas over the next
two years based on the outcome of our school review and issue summary. Focus areas are overarching themes around which our school dedicates resources
to improve specific student outcomes. A focus area contains six parts, which are defined below. It is important to note that all schools are asked to include
mathematics as a focus area since it is a district-wide priority. Further, all schools are instructed to include focus areas for any AYP area that was not met.
Student-focused SMART goals: A SMART Goal is Specific, Measurable,
Actionable, Realistic, and Timely. It includes a key student performance
(outcome) measure, the student population to which the measure applies, the
actual percentage based on the most recent data available, the target
percentage, and who is ultimately responsible for ensuring the goal is met.
SMART goals are chosen carefully based on school- and student-level data.
SMART goals are generally limited to less than five in each focus area so that a
school can maintain realistic expectations and remain targeted in its
improvement efforts. It is important to note that while a CSIP spans two
academic years, SMART goals are generally annual goals. SMART goals for the
following year will be revisited and established each winter.
Strategies: the specific approaches, or proven methods, which will be used to
reach SMART goals within each focus area. Seattle Public Schools supports
foundational strategies (Balanced Literacy, High Level Teaching Moves, etc) and
differentiated (targeted) strategies to meet all students’ needs. Each strategy
falls within an established category in the CSIP and is listed with a specific
frequency as well as brief description of what the school will actually be doing to
meet its SMART goals within the associated focus area. Each strategy within the
CSIP also indicates who is ultimately responsible for seeing that the strategy is
implemented as planned.
Progress monitoring: the specific methods that will be used to ensure that action is
taken towards reaching the school's SMART goals. For each progress monitoring
method, this includes identifying which instruments will be used at what frequency, as
well as who is ultimately responsible for monitoring and reporting progress. It is
important to note that various assessments, such as MAP, or individual student plans
may have additional progress monitoring activities in the form of benchmarks
throughout the year at the individual student level.
Professional development: the ways in which a school will seek to train and engage
teachers and staff to effectively carry out the strategies in each focus area. Each
professional development opportunity can be grouped into a category, and should be
reported along with who will required to participate, the primary facilitator, the
frequency, and who is ultimately responsible for seeing that the professional
development takes place.
Family engagement: the specific type of family and community engagement a school
will employee and the specific family engagement strategy it will implement in order to
communicate, serve, and partner with its ethnically and linguistically diverse families in
support of student achievement.
Community partners: contact and descriptive information about organizations and
individuals who collaborate with a school in support of attaining its SMART goals within
one or more focus areas.
The following pages include this information for each of our school’s focus areas.
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
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Comprehensive Plan Report
A detailed report showing activity of the district or school team¶s work on the improvement plan
including assessments, plans, tasks, monitoring, and implementation for selected time periods.
November 04, 2014
Cleveland High School---P NCES - 530771001150
Seattle PS
Student and School Success Principle Indicators
Key Indicators are shown in RED.
Student and School Success Principle 1: Strong leadership
Team structure
Indicator
P1-ID04 - All teams operate with work plans for the year and specific work products to
produce.(38)
Status
Objective MetAdd a Task 3/28/2013
Assess
Level of Development:
Initial: Limited Development 12/12/2012
Objective Met - 03/28/2013
Plan
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
et meetings...work plan established...who
monitors...products reflect
Assigned to:
Princess Shareef
How it will look when fully met:
At this point in time we have fully implemented this indicator
Target Date:
12/11/2012
Tasks:
1. Administrators meet with departments each week in order to support the 9th through 12th
alignment, curriculum maps, creating and vetting projects, building rubrics and the creation of
common assessments. Educator practice will be enhanced by our departments being involved
in high quality frequent collaborative job embedded professional development. Artifacts
include shared department ³Dropbox´or Google documents that include content alignment,
common core continuum, resources, lesson banks and common assessments. Results should
include teachers mentoring teachers, more aligned curriculum, teacher-led professional
development. Student outcomes will include higher achievement on state assessments, and
higher scores on college admissions tests.
Assigned to:
Princess Shareef
Added date:
12/12/2012
Target Completion Date:
06/30/2013
Comments:
Administrators will attend each meeting, support
departments, read and comment weekly on teacher
reflections.
Page: 1 of 49
Task Completed:
Implement Percent Task Complete:
1/25/2013 12:00:00 AM
100%
Objective Met:
3/28/2013
Experience:
3/28/2013 Departments continued to meet weekly
throughout the year. Results and products were different for
different departments i.e., science department explored the
new science standards, created and vetted projects and
looked at student work. The math department met in
content alike groups and created/refined lessons and
common assessments along with calendar of assessment
dates and dates to observe each other.
Sustain:
3/28/2013 Continued carved out time for department
collaboration will be needed as we continue the work.
Seattle public schools is planning to formalize the work on
aligning to the common core and will be training all teachers
in Understanding by Design lesson planning. We envision
this continued collaboration time will absolutely be necessary
to incorporate district expectations for professional
development and our need to continue to create and refine
projects.
Evidence:
3/28/2013 The products of each department are evidence of
the work done thus far this year. In addition to the products,
teachers were expected to write a reflection at the end of
each pd day. This was done electronically via Cleveland's
Echo system. Administrators responded to each reflection
with comments and answers to questions put forth by
individuals.
Indicator
P1-ID08 - A Leadership Team consisting of the principal, teachers who lead the
Instructional Teams, and other key professional staff meets regularly (twice a month
or more for an hour each meeting).(42)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation
Evidence:
PD Calendar prescribes weekly teacher meetings, including
Department meetings & Grade Level Team Meetings.
Building Leadership Team also meets twice a month. See
2012-2013 PD Calendar for evidence.
Added date:
Indicator
P1-ID11 - Teachers are organized into grade-level, grade-level cluster, or subject-area
Instructional Teams.(46)(TitleISW)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation
Evidence:
Our core instruction teachers have been organized into
grade level teams to support student work and their own
professional development through PLCs.
Added date:
Student and School Success Principle 1: Strong leadership
Principal's role
Page: 2 of 49
Indicator
Status
Assess
P1-IE06 - The principal keeps a focus on instructional improvement and student
learning outcomes.(57)(Expected,TitleITA)
Tasks completed: 0 of 8 (0%)
Level of Development:
Initial: Limited Development 08/19/2013
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Update 2014-15:After many Administrative learning
walks,classroom observations, and teacher feedback the
Administrative team noticed that Cleveland had grown from
a "culture of work" avoidance to a culture of work with
pockets of deeper student engagement across the system.
The school leadership team has decided to improve student
outcomes by using data to inform decisions. The PD
committee designed the August 3-day PD for teachers
around teaching other teachers how to create and use
formative, classroom-based assessments, and district
assessments to to identify their student's through data
analysis and how to use data to improve and inform the
instructional practices.The PD committee and the
Administrative changed the school's PD structure to improve
school -wide instructional practices by assessing the staff's
needs with a school-wide survey and using this survey to
create PLC's based on teacher's needs. The following PLC's
were created to improve instructional practices: Literacy
across the content, Effective group-work, Classroom
management, Planning and Assessment, and the new
teacher PLC. Our career ladder teachers and department
heads will facilitate these PLC's throughout each semester.
The Administrative team has committed to conducted weekly
classroom learning walks to focus on Domain 2 and Domain
3. Administrators will provide timely feedback to teachers
after the learning walks to inform teachers of school-wide
instructional patterns.The SIT has added the SRT (Student
Resources Team)element to the team. Once a month the
Student Resource Team will meet and look at Risks reports
to identify student who may need additional support or
interventions based on the risk score. Two members of the
SRT Team will be assigned to each grade level and they will
be responsible for identifying two student with the highest
need to bring to the group for a focused intervention
discussion based on attendance, behavior, academics, and
social/emotional needs. The SRT team will share information
about these students at the meeting and the SRT Team will
build intervention strategies and supports for each
student.the SRT Team will review each student's progress at
future meetings and the students in need will be supported
by the SRT Team members responsible for that grade
level.The Administrative team and the PD commitee will be
responsible for developing and facilitating Staff PD
throughout the year at staff meetings,PD days, and early
release days. (2013-2015) Admin visited classrooms during
Page: 3 of 49
the year. We provided them with feedback based on the
Danielson model. Feedback was electronic and/or written.
Admin selected one domain to focus on and informed
teachers of the domain. One admin wrote a summary of the
observation data around the specific domain; summaries
were distributed to all staff. Additionally. teachers received
their own feedback as well. Some teachers were asked in
their evaluation process to identify 3 students (across a
range of achievement) to "follow" through the year, and to
report on their growth/progress at the end of the year. Some
teachers were asked to reflect throughout the year on how
their personal goals impacted the progress of these 3
students. Some were asked to provide evidence of student
growth in addition to their reflection. Data overviews focused
on state assessment results were provided to staff in whole
staff, BLT, department and other meetings. During
instructional rounds, administrators regularly interviewed
students about their learning. On last spring's district survey,
staff members indicated they would like us to sit down and
discuss instruction more with them and look at their data.
They would also like us to visit classrooms more effectively.
We need clarity around the use of those data and their
expectations. On instructional improvement: in 2012-2013,
administrators created a PD calendar and early-release time
allowing departments to meet. In these teams some
teachers experienced the project vetting protocol monthly,
some less often. Some departments looked at student work
extensively. In summer 2013, administrators collaborated
with teacher-leaders to design a 3 day institute. Most
teachers were able to participate in the institute, where all
participants engaged in the project-vetting process.
Plan
Assigned to:
George Breland
How it will look when fully met:
SMART Goal: if we implement MTSS for all students and use
a variety of data (e.g., CWT/Learning Walk) to inform
leadership decisions, then we will be able to identify and
provide supprots to students not on target for meeting goals
and impact teacher practice around classroom environment
(2b) and student engagement (3c). Student Goal: By June
2015, there will be significant improvement in all students
meeting goals (e..g, Graduation, 2.0 Waiver, state
assessments, 9th grade/6 credits). Evidence: See 2014-15
Goals - 100.20.0 in Document Upload (Principle 1 file). Staff
Goal: Starting November 1, 2014 and throughout the 201415 academic year, all teachers will consistently use effective
classroom environment and student engagement strategies
to facilitate an effective Multi-tiered System of Support for all
students. Evidence: In at least 90% of the
observations/CWTs, teachers use effective classroom
environment and student engagement strategies as
described in the Danielson Framework. Admin conduct
weekly Learning Walks, share summary data with all staff,
and use data to inform next steps.
Target Date:
09/30/2014
Tasks:
1. The Administrative team will structure weekly meetings to focus on data analysis around
student achievement, attendance, and discipline. Team will use data to provide teachers with
feedback to improve instruction.
Page: 4 of 49
Assigned to:
George L. Breland
Added date:
02/27/2014
Target Completion Date:
06/22/2015
Frequency:
weekly
Comments:
5.7.14: Attendance, achievement, and Ninth Grade Levy
data are collected in preparation for 5.16 analysis. Data
protocol needs to be determined by 5.16. George will have
discipline data by 5.16.
2. Admin team will develop a schedule and data analysis protocols to ensure (1) learning
walks and data feedback occur weekly; (2) each Admin team meeting uses data in decisionmaking; (3) achievement, attendance, discipline data are reviewed at least quarterly. Data
analysis will be used to determine level of implementation of PD and practices consistent with
Danielson Framework. Evidence: Schedule and protocols developed.
Assigned to:
George Breland
Added date:
05/07/2014
Target Completion Date:
12/02/2014
Comments:
3. Admin team will conduct weekly learning walks to determine patterns and trends aligned
with Danielson Framework. Team will provide individual feedback to teachers and aggregated
feedback to staff. Team will use aggregated data to set targets, and measure improvements in
instructional practice.
Assigned to:
George Breland
Added date:
05/07/2014
Target Completion Date:
06/22/2015
Frequency:
weekly
Comments:
5.7.14: Team is conducting weekly learning walks and
providing individual feedback to teachers. Team still needs
to aggregated data, set targets, and measure changes in
instructional practice over time. Update 2014-2015 10/29/14
Administrative team will conduct weekly learning walks with
a focus on (2b) classrrom environment and (3c)and the
Administrative team will provide staff with timely feedback.
Administors will monitor instructional data from the learning
walks to monitor teacher practice.
4. The PD committee and the Administrative team collaborated to develop content for staff
meetings, early release days, and PLCs. Areas of focus include: co-teaching model,
differentiation, improving content knowledge of teachers, improving classroom management
and student engagement, and using the Danielson Framework to improve instruction.
Assigned to:
George Breland
Added date:
02/28/2014
Target Completion Date:
06/22/2015
Frequency:
monthly
Comments:
5.7.14: PD is delivered as scheduled; the PD committee and
Admin team still need to determine how they will measure
impact of PD re: Changes in educator practice and student
outcomes. Update: 10/29/14 2014-2015 PLC's are focusing
on strenghtening instructional pedagogy in the areas of(2b)
and (3c.)
Page: 5 of 49
5. Share goals with staff, BLT, PD committee, and PLC's to obtain buy-in from staff and to
clarify the instructional vision of the school.
Assigned to:
George Breland
Added date:
10/29/2014
Target Completion Date:
11/30/2014
Comments:
6. Share goals with PTSA, post on the school-website, and give parent the information at
parent-teacher conferences with goals to educate all of the stakeholders on the schools vision
through.
Assigned to:
George Breland
Added date:
10/29/2014
Target Completion Date:
11/30/2014
Comments:
7. Implement an MTSS intervention program with a focus on students who are identified
through the Academic aata warehouse's risk reports.
Assigned to:
George Breland
Added date:
10/29/2014
Target Completion Date:
12/01/2014
Comments:
8. Develop a plan to investigate & install a school-wide coordinated MTSS system that will
engage all Cleveland stakeholders to ensure that students meet their goals for 2014-2015.
Assigned to:
George Breland
Added date:
10/29/2014
Target Completion Date:
01/30/2015
Comments:
Implement Percent Task Complete:
0%
Page: 6 of 49
Student and School Success Principle 2: Staff evaluation and professional development
Professional development
Indicator
P2-IF07 - Professional development of individual teachers includes an emphasis on
indicators of effective teaching.(71)
Status
Objective Met 5/30/2014
Assess
Level of Development:
Initial: Limited Development 12/17/2012
Objective Met - 05/30/2014
Plan
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Currently Cleveland High School is involved in a year long
plan to involve each content area in professional
development focused on aligning curriculum to common core
or power standards for grades nine through twelve and
creating common assessments. Departments are expected to
look at student data including student work. In addition,
teachers in grade levels create and vet projects aligned to
the standards.
Assigned to:
George Breland
How it will look when fully met:
By utilizing the district mandated Danielson's strategies to
assess individual teacher learning we will be able to assess
and improve instructional practices by calibrating
observational data, generating meaningful conversations,
increasing the teacher's knowledge of the evaluation tool
that they will be evaluate by, and therefore developing
specific targets for improved teaching and learning.
Target Date:
06/22/2015
Tasks:
1. All evaluators will use the Charlotte Danielson framework and ASWP criteria for evaluation
of teachers and staff. Teachers and staff will receive regular feedback grounded in the
framework's language. The Administrative team will focus on the observational domains
(Domain 2 and Domain 3) to provide relevant feedback to teachers in a timely manner. The
evidence will also include goal setting documents, pre and post observation documentation,
formal and informal observations, weekly learning walk feedback,mid-year and final evaluation
forms. Teacher outcomes will include classroom-based assessments, common formative
assessments, attendance data, behavior data, and classroom academic data. Student learning
outcomes will include increased positive responses about instruction on student climate
surveys, improved attendance, improved academic achievement in the classroom, improved
classroom behavior, higher credit completion rates, high graduation rates, and higher
achievement on state assessments.
Assigned to:
Admin team
Added date:
12/17/2012
Target Completion Date:
06/22/2015
Frequency:
twice monthly
Comments:
All evaluations were completed as of 05.31.15
Page: 7 of 49
Task Completed:
Implement Percent Task Complete:
Indicator
Status
Assess
Plan
5/31/2013 12:00:00 AM
100%
Objective Met:
5/30/2014
Experience:
5/30/2014 All teacher evaluations and data from the goal
setting conferences have been reviewed, measured, and
completed. Administrators have turned in all teacher final
evaluations and all administrators have completed their final
evaluation conferences with each individual teacher
providing observational feedback,reviewing and discussing
data from the student growth goals set in December,and
discussing the Professional Learning Community each
teacher might benefit from based on their instructional
needs.
Sustain:
5/30/2014 Administrative team must work with PD
committee to finish the formation of the instructional
focused PD plan for the 2014-2015 academic year. The
administrative must review the attendance data, discipline
data, academic data, and observational data to
collaboratively set the instructional focus for all teachers
next year. The administrative team must also continue to
work with individual teachers to improve their instructional
pedagogy in the classroom through observations, learning
walk feedback, pre/post observational conferences, and
instructional staff meetings.
Evidence:
5/30/2014 All of the administrators have completed their
final teacher evaluations and final teacher evaluation
conferences.
P2-IF08 - Professional development for the whole faculty includes assessment of
strengths and areas in need of improvement from classroom observations of indicators
of effective teaching.(72)(ELL)
Tasks completed: 0 of 1 (0%)
Level of Development:
Initial: Limited Development 12/17/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Information will be added
Assigned to:
George Breland
How it will look when fully met:
Yearlong whole staff professional development will be
planned by using data from both formative and summative,
walkthrough observations and teacher expressed need.
Target Date:
09/30/2014
Tasks:
0. The Administrative team will review attendance data, discipline data, minority students
data, and school-wide academic data to assess the strengths and areas of need during the
august PD. The results from the data assessment will inform our school-wide PD focus for
calendar year of 2014-2015. This data will drive our administrative learning walks, individual
Page: 8 of 49
teacher observations and goal-setting conferences. Instructional decisions will be made based
on data at the administrative level all the way down to the classroom level.
Assigned to:
George Breland
Added date:
05/30/2014
Target Completion Date:
09/30/2014
Comments:
Implement Percent Task Complete:
Indicator
Status
Assess
Plan
0%
P2-IF11 - Professional development is aligned with identified needs based on staff
evaluation and student performance.(2879)(Expected,TitleITA)
Tasks completed: 1 of 3 (33%)
Level of Development:
Initial: Limited Development 05/07/2014
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
During the process of determining the goals for the levy our
team decided to focus on Special Education students and
ELL student based on state assessments and other data.
During the summer of 2013 the administrative team set up
the Professional Development Team. This team consists of
our Career Ladder Teachers who will assist the admin team
in crafting our professional development. We recently
interviewed for Department Chair positions to support the
admin team and the Career Ladder teachers in designing the
PD for the staff. Last year we used the Danielson Model for
evaluation. This year we will include the TPEP inclusive of
the student growth component of the new evaluation
framework (3,6 and 8). The staff and the administrators will
need on- going training regarding the new teacher
evaluation tool. Currently we are using the Tuning Protocol
to vet our projects for rigor, meeting the standards of the
Common Core and differentiation for our sub populations
that the focus for the year.
Assigned to:
George Breland
How it will look when fully met:
SMART Goal: PD aligned with identified needs based on staff
evaluation, staff surveys, and student performance will be
delivered in 2014-15 to all staff. Each PD opportunity will
outline goals for expected changes in educator practice and
student learning. PD will also describe the kinds of evidence
used to determine progress toward meeting goals. Evidence:
PD and PLC Calendar; PD evaluations; PD goal-setting; and
PLC expectations, agendas, and quarterly products. TBD Evidence to show changes in educator practice.
Target Date:
06/30/2014
Tasks:
Page: 9 of 49
0. Admin team will develop protocol for collecting CWT data and sharing data with staff.
Protocol will focus on PD goals for 2014-15 and align with Danielson Framework. Protocol will
also have section for common observable practices expected of all teachers (e.g., learning
targets posted, formative assessments used). Sue will assist.
Assigned to:
George Breland
Added date:
05/07/2014
Target Completion Date:
06/30/2014
Comments:
1. PD Committee will work with BLT and Staff to determine PD calendar and PLC focus for
2014-15. Final PD calendar will be determined through whole staff vote.On 05/27/14 the PD
committee's proposal has passed a staff vote by 80%. Next steps will be to put in systems to
monitor the effectiveness of the student and teacher outcomes.
Assigned to:
George Breland
Added date:
05/07/2014
Target Completion Date:
05/30/2014
Comments:
Task Completed:
5/27/2014 12:00:00 AM
2. PD Committee will set goals for expected changes in educator practice and student learning
for PD for 2014-15. Evidence used to measure progress toward intended goals will also be
determined.
Assigned to:
George Breland
Added date:
05/07/2014
Target Completion Date:
09/30/2014
Comments:
5.7.14: PD proposed PD and PLC schedule to BLT; BLT
proposed to staff for whole staff vote.The staff voted to pass
the PD committee's proposal. The next steps for the PD
committee and the Administrative team is to determine the
intended outcomes and effectiveness of the PLC's
(Classroom Management, Assessment and Planning,
Differentiation, Literacy Across Content, Establishing and
Sustaining Effective Group-work)and determine the
appropriate evidence that will be used to measure progress
toward the intended goals.
Implement Percent Task Complete:
Indicator
Status
Assess
33%
P2-IF12 - The school provides all staff high quality, ongoing, job-embedded, and
differentiated professional development.(2880)(Expected,TitleISW,TitleITA)
Not a priority or interest
Level of Development:
Initial: No development or Implementation
Not a priority or interest
Explain why not a Priority or Interest: At this time we are working on other indicators. We will
return to this indicator when other indicators are more fully
implemented.
Added date:
Indicator
P2-IF14 - The school sets goals for professional development and monitors the extent
to which it has changed practice.(3378)(Expected,TitleISW,TitleITA)
Page: 10 of 49
Status
Assess
Plan
Tasks completed: 1 of 4 (25%)
Level of Development:
Initial: Limited Development 09/26/2013
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
The Administrative team and team leaders met through the
summer and at the beginning of the school year to develop
the framework for the professional development through out
the calendar year 2013-2014. The overarching goal of the
Instructional team is to work with the staff to improve their
instructional capacity and to provide competent training on
the TPEP evaluation system, Student with special needs, Ell
students, and male students of color. The Instructional team
is in the process of developing specific content, specific
goals, learning outcomes, measurable evidence, and
structural supports for teachers at every professional
development meeting. Updated 2014-2015 The
Administrative team will meet monthly withs the PLC
facilitators at the PD committee meetings to discuss
feedback from the PLC's. Each PLC will share out and create
a presentation at the end of each semester based what
learned from their PLC and discuss how the PLC help their
instructional pedagogy improved over time. PLC will be
improved and adjusted based on teacher's feedback.
Administrators have been working closely with all teachers
on the comprehensive and focused cycles to use the cycle of
inquiry process to identify goals in their goal-setting process
that improve student outcomes-based on student data taken
from the C-SIP (Indistar Plan). Teachers will create a Smart
goal(s) based on their evaluation cycles and get baseline
data and then write down evidence of how they will use
instructional strategies, assessments, instructional activities
to help students meet their smart goals. Teachers will reflect
on the process and review the data at the of year to
measure progress.
Assigned to:
George Breland
Page: 11 of 49
How it will look when fully met:
The professional development committee will identity
specific content, specific goals, learning outcomes,
measurable evidence, and structural supports for teachers at
every professional development meeting. Updated 20142015 The Administrative team will meet monthly with the
PLC facilitators at the PD committee meetings to discuss
feedback from the PLC's. Each PLC will share out and create
a presentation at the end of each semester based what
learned from their PLC and discuss how the PLC help their
instructional pedagogy improved over time. PLC will be
improved and adjusted based on teacher's feedback.
Administrators have been working closely with all teachers
on the comprehensive and focused cycles to use the cycle of
inquiry process to identify goals in their goal-setting process
that improve student outcomes-based on student data taken
from the C-SIP (Indistar Plan). Teachers will create a Smart
goal(s) based on their evaluation cycles and get baseline
data and then write down evidence of how they will use
instructional strategies, assessments, instructional activities
to help students meet their smart goals. Teachers will reflect
on the process and review the data at the of year to
measure progress.By June 2015, there will be significant
improvement all students 4-year Cohort graduation rates, all
students requesting 2.0 waivers to graduate, 9th graders
completing at least 6 credits by June 2015,and all 10th
graders passing their State Assessments in ELA and
Mathematics. Student Evidence: Increase the 4-year cohort
graduation rates from 76.1% to 80.9 and increase the
percentage of African American students graduating in 4
years from 74.3% to 79.5%, decrease the percentage of
seniors requesting 2.0 waivers to graduate from 70% to
64% and decrease the number of African American Seniors
requesting 2.0 waivers from 56% to 47%, increase the
percentage of 9th graders earning at least 6 credits from
95% to 96% and increase the percentage of African
American 9th graders earning at least 6 credits from 90% to
92%, increase the percentage of 10th grade students
passing their state assessments in the content areas of ELA
and mathematics from 77.9% to 80.6% in mathematics and
from 81.1 to 82.8 in ELA. Staring in September 2014 and
throughout the academic year educators will improve their
instructional practice by working in the PLC's with the career
ladders teachers. Educators will focus on assessment and
planning to develop and design more effective lessons.
educators will also work on classroom management
strategies, literacy across the content areas, differentiation
strategies to meet the needs of a variety of student's
learning styles, and effective group-work strategies to
support the project-based learning model at Cleveland. The
Administrative team will conduct weekly learning walks and
complete formal/informal observations with a focus on the
Danielson framework's domain areas of 2b (establishing a
culture of learning) and 3c (student engagement). The
department meeting will focus on curriculum alignment,
common formative assessments, and planning and
assessments, student academic progress, and looking at
student work to improve the instructional pedagogy of all
teachers.
Page: 12 of 49
Target Date:
09/30/2014
Tasks:
1. 2014-2015: The PD committee meets monthly to develop the PD committee agenda for the
year and the PD committee monitors the effectiveness of the PLC's. The PD is also responsible
for designing and implementing instructional systems to improve teachers instructional
practices school-wide.
Assigned to:
George Breland
Added date:
09/26/2013
Target Completion Date:
06/22/2015
Frequency:
monthly
Comments:
Task Completed:
2/28/2014 12:00:00 AM
3. The Administrative team, counselors, teachers, and community-based organization have
partnered to develop a MTSS Intervention program to focus on tier 2 interventions for a
specific target group.Purpose: The purpose of the MTSS Intervention program is to: 1)
Increase the academic achievement of students who are struggling academically in their core
courses of study. 2) Improve the social/emotional health of students who are experiencing
trauma and family issues. 3) Increase the graduation rates of students at risk of not
graduating from Cleveland or at risks of not graduating from Cleveland on time. 4) Preparing
struggling students to graduate from High School with 21st century skills and career and
college readiness skills. 5) Partnering with CBO¶s (Community Based Organization) to develop
mentors in the community for our students and to create a network of human resources to
assist our students throughout high school and beyond. Target group: The target group will
be identified through the Academic Data Warehouse¶s risk reports that focused on each
student attendance, behavior, grades, and state test scores. Each student has a risk score that
is generated from the risk report and the highest scores indicate the students with the most
urgent need. This program will inclusively focus on 10th through 12th graders who do not
have severe attendance issues because the 9th graders are supported by the 9th grade levy.
The effectiveness of the program will be monitored monthly throughout the year will an in
depth analysis of student progress in the areas of: student academic achievement, behavior
reports, attendance reports,improved social/emotional health of targeted students, monitoring
on-track graduation progress.
Assigned to:
George Breland
Added date:
11/03/2014
Target Completion Date:
06/22/2015
Frequency:
weekly
Comments:
4. Admin team and PD Committee will monitor change in practice through a variety of
strategies: self-report via journals, goal-setting and observation process, formal and informal
classroom observations and learning walks, PLCs, and Department Teams at least twice per
month. The Administrative team and the PD Committee will review the effectiveness of the
newly developed PLC's by reviewing teacher feedback and discussing evidence of teacher's
instructional growth and changes in educator practice. The Administrative team and the PD
Committee will also develop opportunities for career ladder teachers to observe teachers in
the classroom to provide targeted feedback to improve instruction. The PD committee will
continue work alongside the administrative team to develop a year-long professional
development calendar to monitor and improve school-wide instructional practices at Cleveland
throughout the academic year.
Assigned to:
George Breland
Added date:
11/04/2014
Page: 13 of 49
Target Completion Date:
06/22/2015
Frequency:
monthly
Comments:
5. During the 2104-2105 school year, Cleveland¶s administrative team and teacher leaders will
provide ongoing professional development for teachers on how to properly use, measure,
develop, and monitor student growth of their students in the classroom and how to effectively
use classroom based assessments,common formative assessments, and district/state-wide
assessments to improve student growth and student learning in their classrooms.
Administrators and teachers leaders will work together to provide ongoing training with the
AWSP (Danielson Framework) with focus on domain 2 and domain 3. The Administrative team
and career ladder teachers will work with teachers during goal setting conferences, PLC¶s
(Grade Level teams), staff meetings, and through the Professional Development opportunities
which will help the Administration and the PD Committee set the instruction framework for the
staff throughout the academic year. The Administrative team will collaborate with department
heads, career ladder teachers, student resources teams, and academic intervention specialists
on how to use achievement data from multiples sources or data points to show evidence of
student growth.
Assigned to:
George Breland
Added date:
11/04/2014
Target Completion Date:
06/22/2015
Frequency:
twice monthly
Comments:
Implement Percent Task Complete:
25%
Page: 14 of 49
Student and School Success Principle 3: Expanded time for student learning and teacher
collaboration
Expanded time for student learning and teacher collaboration
Indicator
P3-IVD02 - The school provides opportunities for members of the school community to
meet for purposes related to students' learning.(2887)(TitleISW,TitleITA)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation
Evidence:
As a building, we establish opportunities throughout the
school year for members of the school community for
purposes specifically around student learning. The start of
each school year, families and the community are invited to
attend an annual back to school/curriculum night to learn
about the upcoming school year program for their child. At
this meeting parents are introduced to the grade level
standards and curriculum their child will encounter at that
grade level. They are also part of the annual Title I meeting
at this time to go over the supplemental supports available
to their student, should they additional assistance
throughout the school year. They also review the annual
Parent Involvement Policy for the building and volunteer
opportunities at the school.
Families are also invited to participate in several
opportunities throughout the school year in regards to their
students learning, such as a Family Math Night, Family
Literacy night, MSP/HSPE/EOC (state assessment) night, and
how to support your child¶s learning through the summer.
Each of these events targets specific schools for parents to
support learning at home in math and language arts.
Added date:
Indicator
P3-IVD03 - The school creates and sustains partnerships to support extended learning.
(3056)(TitleITA)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation
Evidence:
We are in our 5th year of providing an onsite summer bridge
program between 8th and 9th grade, called "Project 206."
The program is managed by our community partner the
YMCA, staffed with Cleveland teachers, and coordinated
collaboratively between partners and Cleveland
administration. The program has been evaluated each year
of its existence, and a demonstrated outcome is reduced
summer learning loss for participants.
Added date:
Indicator
Status
Assess
P3-IVD05 - The school monitors progress of the extended learning time programs and
strategies being implemented, and uses data to inform modifications.(3058)
(Expected,TitleISW,TitleITA)
Tasks completed: 2 of 3 (67%)
Level of Development:
Initial: No development or Implementation 10/28/2013
Page: 15 of 49
Will include in plan
Plan
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
As of June 2014: Current extended learning time programs
include Project 206 and CASH--Cleveland After School Help.
Both these programs are funded primarily by the levy (City
of Seattle Office of Family and Education). Project 206 is a
summer bridge program targeting struggling 8th graders
from our feeder middle schools. Students are
invited/recruited in the spring, and then participate in a sixweek long program featuring two core classes and one
elective, multiple field trips, teachers from Cleveland,
teaching assistants who are alumni of Cleveland, and
extensive involvement from community partners.
Independent evaluation has reported strong positive
qualitative results of the program from student self-reporting
about the program's impact, and also a measurable
prevention of summer learning loss when comparing Project
206 students' spring and fall MAP scores to those of their
peers who did not attend. The CASH program began in
December of last year, and is a two-day-per week voluntary
tutoring opportunity in the library for Cleveland students.
Teachers are paid to provide tutoring, and the sessions are
also staffed with University Tutors and peer tutors. An
average of 70 students attend each session. There is
currently not much data to describe the impact of CASH on
the students it serves.
Assigned to:
Catherine Brown
How it will look when fully met:
If we monitor the progress of our extended learning time
programs, and use data to inform modifications of them,
more students will be better supported to graduate college
and career ready. Student goals *Improved course-passing
outcomes for 9th graders--specifically: All students will move
from 95% earning 6 credits to 96% African American
students will move from 90% earning 6 credits to 92% ELL
students will move from 83% earning 6 credits to 86% IEP
students will move from 83% earning 6 credits to 86%
Changes in educators practice: *CASH coordinators will need
to work with levy team to design ways to collect data on
CASH that goes beyond attendance information *CASH
coordinators and administrators will meet to review and
discuss implications of data *Project 206 coordinators, levy
team, and administrators will meet to review and discuss
implications of current data, and decide if any changes are
needed in terms of what is currently being studied about the
program. PD needed: Levy team and admin team need to
have common understandings and expectations about how
to review program data Resources: Levy YMCA (levy partner
and key co-designer of Project 206) Levy team on-site
Target Date:
06/19/2015
Tasks:
Page: 16 of 49
0. The administrators will meet with the teachers on the comprehensive evaluation cycle.
These teachers will bring student work, project rubric and a copy of their project to a meeting
with their evaluating administrator and they will review the components of the project. The
administrators will use the Looking at Student Work protocol to guide our meetings.
Assigned to:
All Administrators
Added date:
02/26/2014
Target Completion Date:
06/20/2014
Comments:
2-26-14 The decision was made to meet with teachers on
the comprehensive plan by the Administrative Team on
February 26 during our meeting with Sue Cohn. Marjorie will
provide the Looking at Student Work protocol to the
administrative team. Teachers not on the comprehensive
cycle will bring student work to a post observation
conference debrief or their final evaluation conference.
1. Ninth Grade Teachers will meet two times per month and the Academic Prevention
Specialist will facilitate the meetings
Assigned to:
Logan Reirtchert
Added date:
10/30/2013
Target Completion Date:
10/22/2013
Frequency:
twice monthly
Comments:
I have been meeting with Logan and the Levy Team( Kai D.
and Lois B.) on a weekly basis this will continue for the
duration of the school year. Update: the team has met
throughout October and November. In January, the team
will check 9th graders' progress toward certain quantitative
goals (i.e., attendance, credits earned). This team has met
on 12 different occasions. Based upon our data review of
data 34th 9th graders failed 2 or more classes that is which
is approximately 13% of our 9th grade population. An
Academic Support Social was held on February 13th for the
34 9th graders that have failed 2 or more classes. 34% of
the families attended the support night. Students and their
families developed plans with their teachers to support their
academic and social success. 23 families did not attend the
support night. We sent a 'Red' letter home in the report
cards requesting that the come in Tuesday, February 25.
One family responded to the 'Red Letter' by coming for the
scheduled meeting. 5 families contacted Logan by phone to
make other arrangements to develop the contract. Logan will
contact the remain 17 families by phone if they cannot be
reached Logan, Marjorie and a 9th grade teacher will
conduct home visits to the families. The next 9th grade
Academic Support NIght will be held on Thursday, March 27
at 6:00pm.
Task Completed:
5/15/2014 12:00:00 AM
2. The 9th grade administrator will meet with 9th Grade Team Leaders once per month to
debrief Project Vetting and LASW(Looking at Student Work Protocol).
Assigned to:
Marjorie Milligan
Added date:
10/30/2013
Target Completion Date:
11/18/2013
Frequency:
monthly
Page: 17 of 49
Comments:
I have not conducted my first meeting the first meeting will
take place on November 18th. We have 10 meetings
scheduled to Project Vet and to implement Look at Student
Work Protocol (LASW). 70% of the teachers have
participated in the Project Vetting. The veteran teachers
have chosen in some cases to use the LASW protocol instead
of project vetting because they prefer a different look.
Task Completed:
5/15/2014 12:00:00 AM
Implement Percent Task Complete:
67%
Indicator
P3-IVD06 - The school has established a team structure for collaboration among all
teachers with specific duties and time for instructional planning. (2635)
(Expected,TitleITA)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation
Evidence:
CHS admin team collaborated with the Career Ladder
Teachers to develop the PD Calendar. Teachers will meet
twice a month; one of the meetings will be centered on
instruction (project vetting with the Tuning Protocol and
Looking at Student work using the LASW Protocol) the
second meeting with focus on student data (social and
academic) to determine the supports students may need to
be successful, inside and outside of the classroom. The
grade of teams will use the SOS protocol during this
meeting. Department meetings will also take place 8 times
this year. These meetings will be lead by the recently
selected department.
LevyAdded date:
Student and School Success Principle 4: Rigorous, aligned instruction
Engaging teachers in aligning instruction with standards and benchmarks
Indicator
Status
Assess
P4-IIA01 - Instructional Teams develop standards-aligned units of instruction for each
subject and grade level.(88)(ELL,Expected,SWD)
Not a priority or interest
Level of Development:
Initial: No development or Implementation
Not a priority or interest
Explain why not a Priority or Interest: We are working on other indicators at this point in time. We
will examine this indicator more closely once we reach
implementation on other indicators.
Added date:
Indicator
Status
P4-IIA03 - The school leadership team regularly monitors and makes adjustments to
continuously improve the core instructional program based on identified student needs.
(2637)(Expected,TitleITA)
Tasks completed: 3 of 9 (33%)
Page: 18 of 49
Assess
Level of Development:
Initial: Limited Development 10/17/2013
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Update 2014-15: As of June 2014, the administrative team
reviews data on a regular basis, but this system is not
formal. We do not schedule or plan out time to review data,
and we do not use protocols or agreed-upon processes to
reflect on it, nor do we have regular systems for sharing
data with teachers. The data we most frequently review:
MAP scores, HSPE and EOC scores, attendance, quarterly
grade reports, and qualitative data from administrative walkthroughs. We communicate qualitative data to teachers
through instructional memos, and have done data carousels
and some data overviews to staff, but this is not regularly
scheduled. We have grade level teams that meet regularly,
but we do not have an established way that administrators
monitor their work or guide them. We also do not currently
do regular data checks on the progress of students served
by Special Education or ELL programs. The gap in
achievement on the Reading HSPE between our students
with IEPs and our general education program students led
us to pursue professional development on differentiation.
This work uncovered an additional need for teachers to
improve their assessment practices in order to determine
how to differentiate effectively.
Page: 19 of 49
Plan
Assigned to:
Catherine Brown
How it will look when fully met:
SMART GOAL: If the leadership team regularly monitors and
makes adjustments to the instructional program to
continuously improve the core instructional program, we will
be able to implement an effective MTSS program for all
students. Teachers will design standards-aligned curriculum
and use a variety of assessments to inform and adjust their
instruction. By June 2015, we will see the following changes
in student learning outcomes: ‡A 20% reduction in number
of total waivers needed o From 30% needed to no more
than 24% needed ‡A 20% reduction in disproportionality of
waivers needed o Last year¶s disproportionality was 17% ‡
more waivers needed by Black students, 17% fewer
waivers needed by Asian-American students ‡Goal: a
disproportionality rate of no more than 14% ‡A 20%
reduction in percentages of waivers needed by AfricanAmerican students ‡A 20% increase toward 100% EOC
passing rates in Math and Biology o On EOC 1 (all grades):
From 47% passing to 58% passing o On EOC 2 (all grades):
From 72.5% passing to 78% passing ‡A 20% increase
toward 100% State Assessment passing rates in ELA o
Reading: From 81% (10th grade) passing to 85% (10th
grade passing) ‡Students who become the focus of SRT
interventions will reduce their risk score over the course of
the year by at least 2 points. We will see the following
changes in educator practice: ‡Teachers of the same (or
similar) courses will administer common assessments and
analyze the results together in order to improve student
learning. ‡Teachers will regularly analyze student data in
order to inform assessment. ‡Student Resource Team will
regularly analyze the Secondary School Risk Report,
identifying students for targeted Tier 2 interventions based
on their risk data in order to support these students¶
progress. Evidence: ‡of teachers will share interim
assessments and results with their evaluators by February
2015. ‡of students will be able to articulate standardsaligned learning targets during Classroom Walkthrough
interviews. ‡Student Resource Team notes will reflect that
the team met monthly and analyzed ongoing student
progress as measured by their risk score on the district¶s
Student Risk Report. PD needed: ‡Standards-based
assessment design ‡Data gathering/using formative
assessment to adjust instruction ‡Protocols and tools for
analyzing student work ‡Administrators and teachers need
to learn about principles of sound assessment. Resources:
OSPI PD grant and staff PD Committee PLCs
Target Date:
06/19/2015
Tasks:
1. The administrative team builds intentional time for data review into its weekly or monthly
routines.
Assigned to:
George Breland
Added date:
10/29/2013
Target Completion Date:
09/30/2014
Frequency:
monthly
Comments:
This is a target for the 2014-15 school year.
Page: 20 of 49
2. Administrative team reviews 100% of IEPs to determine that they are standards-based,
include rigorous goals, and were developed in collaboration with general ed teachers, parents
and specialists.
Assigned to:
Eddie Reed
Added date:
05/07/2014
Target Completion Date:
05/30/2014
Comments:
5-16-14 Update: We are still trying to find the protocol and
time for the team to do this work collaboratively; individual
administrators have reviewed IEPs, but we need to interpret
this data as a team. Our goal is to establish admin access to
all IEPS by the end of the school year, and to do the review
and data protocol by August 1st this summer, so that the
work can inform our development of PD related to special
education.
3. Administrative team uses learning walks and observations to assess teacher use of
differentiated instruction. Feedback is provided to individual teachers; data are also
aggregated to determine areas of focus for PD for staff with respect to differentiating
instruction.
Assigned to:
Catherine Brown
Added date:
05/07/2014
Target Completion Date:
06/30/2014
Comments:
5-16-14 Admin team and OSPI partners conducted learning
walks on Monday, April 28. Feedback was provided to
individual teachers, as well as to teachers in the aggregate.
Evidence uploaded: form for classroom walkthroughs, email
from Patrice Woods, OSPI partner; email from Principal
Breland to all staff. Yet to be addressed: how learning walk
aggregate data will inform professional development. This
has been added to the calendar of work for the PD
committee for 2014-15.
Task Completed:
4/30/2014 12:00:00 AM
4. Administrative team uses learning walks and observations and staff self-report to gather
data about teacher use of formative assessments. Data are used to set PD for using formative
assessments for 2014-15.
Assigned to:
Catherine Brown
Added date:
05/07/2014
Target Completion Date:
06/30/2014
Comments:
The PD Committee Proposal (uploaded) was designed with
and by teachers, after reviewing the feedback from multiple
learning walks and surveys of teachers perceptions of their
needed growth areas.
Task Completed:
5/21/2014 12:00:00 AM
5. Special education team and assessment coordinator for building should communicate about
the proper accommodations for students with IEPs well in advance of ordering tests.
Assigned to:
Catherine Brown
Added date:
10/29/2013
Target Completion Date:
12/04/2013
Page: 21 of 49
Comments:
Ms. Brown should visit the special education department in
December to finalize the list of students who should have
their HSPE/EOC tests marked as "Basic" when testing this
year. Ms. Brown should also maintain and share a Google
doc with the team to capture the status of new students or
any changes in IEPs. Update--Ms. Brown met with special
education team members in October regarding the January
EOC rosters as well as the November DAPE to get accurate
accommodations pre-identified. Still plan to meet again to do
similar identification for March HSPE.
Task Completed:
12/4/2013 12:00:00 AM
6. Administrative team works with grade-level and content-area teams to develop data
analysis protocol that can be used after each common assessment administration and/or
project submission to drive differentiated instruction. Administrative team works with teams to
identify evidence they will use to determine impact of differentiated instruction on student
learning. Administrative team ensures teams use the data analysis protocol and collect/use
evidence around the implementation of the differentiated instruction.
Assigned to:
Catherine Brown
Added date:
05/07/2014
Target Completion Date:
09/30/2014
Comments:
7. Facilitate PD Committee to design and deliver summer institute PD sessions supporting
assessment
Assigned to:
George Breland
Added date:
11/03/2014
Target Completion Date:
08/19/2014
Comments:
8. Arrange PD for humanities team on how to implement data driven assessment.
Assigned to:
Catherine Brown
Added date:
11/03/2014
Target Completion Date:
10/30/2014
Comments:
9. Arrange opportunity for Cleveland teachers to learn from Mercer Middle School teachers a
protocol for analyzing student work, to take back to CHS departments.
Assigned to:
Catherine Brown
Added date:
11/03/2014
Target Completion Date:
11/05/2014
Comments:
Implement Percent Task Complete:
33%
Page: 22 of 49
Student and School Success Principle 4: Rigorous, aligned instruction
Engaging teachers in differentiating and aligning learning activities
Indicator
P4-IIC02 - Instructional Teams develop materials for their standards-aligned learning
activities and share the materials among themselves.(97)(ELL)
Status
No decision has been made Tasks completed: 1 of 1 (100%)
Assess
Level of Development:
Initial: Limited Development 12/13/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Currently we are aligning to power/common core standards.
Aligning curriculum 9th through 12th grades, creating
common assessments, creating standards based projects
and examining student work for agile unit and lesson
revision.
Assigned to:
Catherine Brown
How it will look when fully met:
Departments will be involved in frequent (weekly)
collaborative work to align content curriculum 9 - 12 to
standards, develop projects, units, lessons and tasks, and
common assessments.
Target Date:
06/01/2013
Plan
Tasks:
1. Department will utilize available online/electronic systems to share lesson banks, common
assessments, rubrics, curriculum maps etc. Evidence will be documents entered in that system
(admin/department heads will monitor monthly). Student learning outcomes will include
improved achievement on state assessments as the curriculum becomes more aligned.
Assigned to:
Department Heads
Added date:
12/14/2012
Target Completion Date:
03/15/2013
Comments:
Please make sure that departments not only decide how, ex:
Dropbox, google docs, etc., but expectations for which
documents you expect to include by the end of the year.
Agreed upon documents: at least one shared document
where content standards are unwrapped, one sample
common assessment, multiple individual reflections on
meetings. These documents have been created and housed
in our online Learning Management System, Echo/Google
Drive. Samples are included in the file cabinet.
Task Completed:
6/5/2013 12:00:00 AM
Implement Percent Task Complete:
100%
Page: 23 of 49
Student and School Success Principle 4: Rigorous, aligned instruction
Expecting and monitoring sound instruction in a variety of modes
Indicator
Status
Assess
Plan
P4-IIIA07 - All teachers differentiate assignments (individualize instruction) in
response to individual student performance on pre-tests and other methods of
assessment.(116)(ELL,Expected,TitleISW,TitleITA)
Tasks completed: 0 of 1 (0%)
Level of Development:
Initial: Limited Development 11/20/2012
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Some teachers indicate that they differentiate instruction
based on individual student needs. Other teachers do not
indicate they differentiate instruction, principal walkthroughs indicate there is in fact differentiated instruction, to
some degree in each classroom. The challenge in
understanding what is considered intentional high level
differentiation. Additionally, we need additional PD to
support them in using a variety of strategies to meet the
diverse needs of their learners.
Assigned to:
George Breland
How it will look when fully met:
All teachers will implement a variety of strategies...
Target Date:
11/28/2014
Tasks:
2. Departments will create common assessments, develop an assessment schedule and
examine student results in order to modify lessons, individualize out-of-class practice, and/or
employ re-teaching moves to enhance student learning. Educator practice will be enhanced by
our departments being involved in high quality frequent collaborative job embedded
professional development. Evidence will include common assessment results and planned
changes in practice as documented in department notes and activities. Evidence also includes
shared electronic documents. Resulting student learning outcomes will include improvement
on state and college admissions tests.
Assigned to:
Princess Shareef
Added date:
12/13/2012
Target Completion Date:
03/03/2013
Comments:
This is a continuation of the whole staff collaborative work
began in August 2012
Implement Percent Task Complete:
0%
Page: 24 of 49
Student and School Success Principle 4: Rigorous, aligned instruction
Expecting and monitoring sound homework practices and communication with parents
Indicator
P4-IIIB06 - All teachers systematically report to parents (families) the student¶s
mastery of specific standards-based objectives (in plain language that allows for
understanding).(3076)(TitleISW)
Status
Objective Met 5/27/20145/27/2014
Assess
Level of Development:
Initial: Limited Development 12/17/2012
Objective Met - 05/27/2014 05/27/2014
Plan
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
In looking at data from parent focus groups and surveys, the
theme of communication and parent/community
involvement. We have implemented student led conferences
and 70% of our families were involved. Individual teacher
course descriptions have been created. The next step is
department alignment documents for parents and
department parent nights i.e., math night, science night, etc.
Assigned to:
Eddie Reed
How it will look when fully met:
Additional strategies for meaningful parent/family
communication have been put in place to meet their needs
Target Date:
06/30/2013
Tasks:
1. Plan and implement additional parent focus groups with a specific emphasis on
communication strategies and ways in which parents want meaningful involvement. Work with
parent volunteers (PTSA, affinity groups, and others) to prioritize results and implement
strategies as soon as possible. Evidence will include written documentation of implemented
meetings and plans for next steps i.e., input data sheets, meeting notes and sign in sheets.
Student learning outcomes that will be influenced by this task will include increased
attendance and more positive responses on student climate surveys.
Assigned to:
Eddie Reed
Added date:
12/17/2012
Target Completion Date:
11/30/2013
Comments:
Winter and spring family summits ( March 1st 2014 and May
9, 2014) parent discussion circles were convened. The
Parent Discussion Circles accomplished the following tasks.
1. Review school wide academic data, i.e., graduation
raates, state graduation requirements. 2. Implement
strategies parents might try at home to support the school
learning objectives, I.e., provide homework space, how to
ask meaningful questions that would indicate the level of
academic support a child would require. 3. Methods a busy
family could use to help monitor their student's academic
progress. Meeting notes, agendas, uploaded to indistar.
Page: 25 of 49
Task Completed:
Implement Percent Task Complete:
5/12/2014 12:00:00 AM
100%
Objective Met:
5/27/2014 5/27/2014
Experience:
5/27/2014 Attendance to both Family Engagement events
was positive ( 235 students, staff and parents) combined
attendance. Family responses on feedback questionairs was
mostly positive. Most families indicated that they would
continue to attend similar school engagement activities.
Sustain:
For 2014-15 we will sustain this practice by doing the
following. 1. FEAT meet twice monthly. 2. Plan four (4) FEAT
events (one each school quarter). 3. Reinstate Data-in-aDay. Invite families to take part in our school's Data-in-aDay event. 4. Admin team meet monthly with FEAT team to
co plan one of the four FEAT events for 2014-15
Evidence:
5/27/2014 1. Two Family engagement events were planned
and conducted. 2. Each event included Family Discussion
Circles. Each circle was moderated by a teacher , FEAT team
member or administration. 3. Meaningful Data was collected
at both events. The data noted number of families attending,
top five challenges families face in supporting their students
academic progress, review of school data profile, i.e.,
graduation rates, whole school attendance profile, school
wide academic data. 4. Agendas for both family engagement
evening events.
Page: 26 of 49
Student and School Success Principle 5: Use of data for school improvement and instruction
Assessing student learning frequently with standards-based assessments
Indicator
Status
Assess
Plan
P5-IID04 - Teams and teachers receive timely reports from the central database to
assist in making decisions about each student¶s placement and instruction.(103)
Tasks completed: 1 of 1 (100%)
Level of Development:
Initial: Limited Development 12/17/2012
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Though we are looking at formative assessments on a
quarterly basis,additional attention must be paid to school
wide data weekly in order to discern trends and areas of
focus i.e.,risk factors, behavioral, attendance and social
emotional concerns. Implications for student interventions
and the planning and implementation of all staff professional
development, creating and implementing stakeholder survey
tools are all necessary in order to meet the learning needs of
all students
Assigned to:
Catherine Brown
How it will look when fully met:
Faculty will be able to access a variety of data created by
and for departments, grade level teams, Student
Intervention Team and Building Leadership team in order to
make agile changes to: individual student learning and social
skills objectives, project and lesson adjustments, grade level
objectives and whole school objectives.
Target Date:
06/30/2013
Tasks:
1. Building leaders and teacher leaders will model the deliberate use of data throughout the
school program (whole school, department, grade level team, SIT, etc.). Evidence of the
implementation of this task could include data presentations, team notes referring to the data,
current specific data walls, notebooks, or shared electronic data documents. Full
implementation of this task will lead students to pass core courses at higher rates, and
succeed at higher rates on state assessments.
Assigned to:
Catherine Brown
Added date:
12/17/2012
Target Completion Date:
06/30/2013
Page: 27 of 49
Comments:
How could we disseminate and effectively use the: District
risk report Attendance watchlist D & E Reports Common
Assessments Year long summary: Data overviews were
presented in the fall, winter and spring to (respectively) the
math department, all staff, and the special education
department. Common assessments were analyzed by the
math, humanities and science department during
department meetings during the year. The attendance
watchlist was used to select students who were good
candidates for peer mentorship. D & E reports were
examined by the administrative team, but we were not able
to meet our goal of sending out "one E" letters to teachers,
informing them of students who have only one "E" grade,
where that "E" grade is in their classroom.
Task Completed:
6/5/2013 12:00:00 AM
Implement Percent Task Complete:
100%
Indicator
P5-IID05 - Yearly learning goals are set for the school by the Leadership Team,
utilizing student learning data.(104)(ELL,TitleISW)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation
Evidence:
Each fall we establish learning objectives for students based
on state and district assessment data, see CSIP focus area
pages. These plans are developed by the leadership team in
conjunction with grade levels teams.
Added date:
Indicator
Status
Assess
Plan
P5-IID06 - The Leadership Team monitors school-level student learning data
(disaggregated into appropriate subgroups).(3067)
Tasks completed: 0 of 1 (0%)
Level of Development:
Initial: Limited Development 05/27/2014
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Teachers have formed grade level teams. They have
determined when they will project vet, present student work
and building common assessments.
Assigned to:
George Breland
How it will look when fully met:
The administrative team, Building Leadership Team and PD
Committee will develop and implement protocols to review
student learning data at least quarterly, beginning with 2014
-15 school year.
Target Date:
09/30/2014
Tasks:
Page: 28 of 49
0. The administrative team will review discipline data, attendance data, and academic data of
African American students on a quarterly basis to develop systematic academic interventions
and to build social/emotional wrap-around supports for all African American students who are
struggling academically at Cleveland High School. These data collecting strategies will be used
to support all students who struggle academically at Cleveland. The data that is reviewed on a
quarterly will be shared will the staff through departmental meetings, BLT meetings, and
Professional Development Community meetings.
Assigned to:
George Breland
Added date:
05/30/2014
Target Completion Date:
06/19/2015
Frequency:
four times a year
Comments:
Implement Percent Task Complete:
0%
Indicator
P5-IID07 - The Leadership Team reviews student data to recommend appropriate
support for each student¶s transition from pre-K to Kindergarten, grade to grade, or
school to school (e.g., elementary to middle level).(3068)(TitleISW,TitleITA)
Status
Full Implementation
Assess
Level of Development:
Initial: Full Implementation
Evidence:
Cleveland High School partners with the YMCA to provide a
robust summer bridge program called Project 206, where
the rising 9th graders who have greatest need of support are
recruited to participate, and, as room allows, any other
incoming 9th graders who wish to participate are also
included. The program introduces students to project-based
learning, usually using Cleveland staff, and provides credit,
student-to-student social connections with which students
can enter their school year, and relationship-building
opportunities with key support staff for the 9th grade. The
program undergoes continuous assessment and evaluation
to measure its impact on student academic outcomes, as
dictated by our City levy program. The positive data
produced in these evaluations has generated continuous
funding awards from the City--the program is now in its
fourth year.
Added date:
Indicator
P5-IID08 - Instructional Teams use student learning data to assess strengths and
weaknesses of the curriculum and instructional strategies.(106)
(ELL,Expected,SWD,TitleITA)
Status
Objective Met 5/27/20145/27/2014
Assess
Level of Development:
Initial: Limited Development 09/09/2013
Objective Met - 05/27/2014 05/27/2014
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Page: 29 of 49
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Update 2014-2015: As of June 2014, teachers were meeting
in grade level teams after school for one hour twice a
month, with two different agendas per month. One grade
level team meeting would focus on students of concern and
Tier 1 and Tier 2 interventions. The second grade level team
meeting would focus on using a project-vetting protocol
(very similar to a Critical Friends Group tuning protocol) for
teachers to collaboratively improve each other's projects.
Teachers shared instructional strategies with each other in
both meetings, but the meetings were not anchored in
student data from the classroom (except, at times, grades).
Students of concern were analyzed in terms of state
assessments, MAP scores, attendance, etc., but this was not
systematically done for all students, only those that teachers
brought to the team. Protocols were provided for both grade
level team meetings, and two coordinating teachers were
assigned to each team to send out agendas and facilitate the
work (for additional compensation). Department meetings
happened once per month for an hour after school, and
during these meetings some departments would
collaboratively review student work some of the time, but
this was not an expectation for all departments, and
protocols for these activities were not shared school wide.
There was no built-in time for looking at the classroom work
of ELL students, though state assessment data was
occasionally reviewed by admin team and at times by staff.
Administrator participation in the work of the teams varied.
The primary student learning data that was analyzed
collaboratively was from previous-year state tests, and
teachers designed and analyzed their classroom assessments
largely on their own.
Page: 30 of 49
Plan
Assigned to:
Catherine Brown
How it will look when fully met:
SMART Goals: P5-IID08 - Instructional Teams will use
student learning data to assess strengths and weaknesses of
the curriculum and instructional strategies. If instructional
teams (composed of teachers, teacher-leaders, and
administrators) use student learning data to assess strengths
and weaknesses of the curriculum and instructional
strategies, teachers will provide more effective instruction
and feedback, and each and every student will graduate
prepared for success in college and careers. Outcomes for
students: By June 2015, we will see the following changes in
student learning outcomes: ‡A 20% increase toward 100%
EOC passing rates in Math and Biology o On EOC 1 (all
grades): From 47% passing to 58% passing o On EOC 2 (all
grades): From 72.5% passing to 78% passing ‡A 20%
increase toward 100% State Assessment passing rates in
ELA o Reading: From 81% (10th grade) passing to 85%
(10th grade passing) Observable changes in educator
practice: ‡of teachers administer assessments that
inform their instruction as well as those that summarize the
learning. ‡Assessments are explicitly aligned to
CCSS/NextGen standards. ‡Departments engage in
collaborative analysis of student work in order to
inform/enhance instruction. Evidence of objective being met:
*Evaluator review of assessments *Notes from department
meetings *Protocols used for analyzing student work
*Reflections from teachers on PD PD Needed: *Models of
ways to look at student work *How to design and use
assessment to inform instruction *Standards-aligned
instruction and assessment Resources: *OSPI/Title I grant
for PD *OSPI coaches/staff *PD Committee *nearby schools
engaged in this work (e.g. Mercer Middle School)
Target Date:
02/27/2015
Tasks:
1. complete PD calendar develop profesional development committee establish department
chairs apply for OSPI instructional support note: populate with one task only. complete b,c,d.
Assigned to:
Eddie Reed
Added date:
09/09/2013
Target Completion Date:
09/17/2013
Comments:
PD Calendar for 2013-14 has been completed and
department chairs were selected.
Page: 31 of 49
Task Completed:
Implement Percent Task Complete:
5/15/2014 12:00:00 AM
100%
Objective Met:
5/27/2014 5/27/2014
Experience:
5/27/2014 The PD committee and admin team worked with
BLT and staff to determine PD calendar for 2013-14. They
will also determine calendar for 2014-15. 5/27/2014 The PD
committee and admin team worked with BLT and staff to
determine PD calendar for 2013-14. They will also determine
calendar for 2014-15.
Sustain:
5/27/2014 Clarity around goals for PD, as well as strategies
to evaluate implementation and impact will be essential to
ensure staff build capacity to deliver strategies shared in PD
and TA> 5/27/2014 Clarity around goals for PD, as well as
strategies to evaluate implementation and impact will be
essential to ensure staff build capacity to deliver strategies
shared in PD and TA>
Evidence:
5/27/2014 PD Calendar and survey for 2013-14, and other
related documents. See docs uploaded for Principle 2
(Professional Development). 5/27/2014 PD Calendar and
survey for 2013-14, and other related documents. See docs
uploaded for Principle 2 (Professional Development).
Page: 32 of 49
Indicator
Status
Assess
Plan
P5-IID12 - All teachers monitor and assess student mastery of standards-based
objectives in order to make appropriate curriculum adjustments.(1715)
(Expected,TitleITA)
Tasks completed: 0 of 2 (0%)
Level of Development:
Initial: Limited Development 10/30/2013
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Teachers are divided into grade level teams and will begin
project vetting, LASW, and developing, common
assessments. All teams will use the Tuning Protocol and the
Looking at Student Work Protocol to assess and monitor
mastery of standards-base objectives.
Assigned to:
Marjorie Milligan
How it will look when fully met:
All teachers will vet at least two projects this year. The
projects will be vetted with a focus on Common Core
Standards or the Next Generation Science Standards.
Teachers will also bring student work to the PLC. Teachers
will examine student work using the Looking at Student
Work Protocol(LASW). Teachers will determine if students
met the standard(s) of the Common Core or the Next
Generation Science Standards. Teachers have signed up for
the dates they are to present student work or vet projects.
While I have listed my name as the person responsible for
this goal all administrators have been assigned a grade level
team 9th-Marjorie 10th-George 11th Eddie 12th-Catherine
Target Date:
06/20/2014
Tasks:
1. Teachers will present their projects and student work to their respective grade level team
and will present their student work to their evaluating administrator by the end of the year.
Assigned to:
Level Teachers and Team Leaders
Added date:
02/26/2014
Target Completion Date:
06/19/2014
Comments:
10-13 Teachers signed up for their respective dates to
present student work or vet their projects. As of 10-30-13
teachers have been presenting their projects and student
work in their perspective grade level teams using LASW
protocol on the Tuning Protocol for project vetting. As of
February 26, 2014 60% of the teachers have presented work
or vetted a project in their grade level team meetings. The
CHS administrative team will meet to review our meetings
with the individual teachers.
2. The administrative team will regulary monitor the attendance of our 9th and 10th grade
students that are struggling academically. By monitoring and following up on attendance we
hope to see a decrease in the number of students missing 5 or more days from the first to
second semester
Assigned to:
All Administrators
Added date:
02/28/2014
Page: 33 of 49
Target Completion Date:
06/13/2014
Comments:
Our levy requires our team to monitor the attendance data
for the 9th grade. 0ur students are tested in both the 9th
and 10th grade so the decision was made to focus on both
grades.
Implement Percent Task Complete:
0%
Student and School Success Principle 6: Safety, discipline, and social, emotional, and physical
health
School and classroom culture
Indicator
P6-IIIC01 - All school staff demonstrate an understanding of community cultures,
customs, and values and model a respect for them.(3052)
Status
No decision has been made Tasks completed: 2 of 2 (100%)
Assess
Level of Development:
Initial: Limited Development 12/13/2012
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
As we work to create a whole school discipline plan we
realize that the foundation is relationship building. As a
result, we are developing a plan to include whole staff race
and social justice training.
Assigned to:
George Breland
How it will look when fully met:
Plan and implement appropriate social emotional and
community oriented services and support for student and
their families. Evidence would include increased positive
percentage rating on the district's yearly parent and student
survey.
Target Date:
06/30/2013
Plan
Tasks:
1. Train a cadre of parents to lead small parenting groups who will meet regularly to discuss
issues of their choosing around adolescent academic and social/emotional growth. Evidence of
this would include at least two group meeting dates planned and implemented this school year
with attendance taken. Student learning outcomes would include more positive responses on
school climate surveys and improved attendance.
Assigned to:
Princess Shareef
Added date:
12/17/2012
Target Completion Date:
05/30/2013
Comments:
FEAT Teams led by Dr. Reed and Kalayaan Domingo met
throughout the winter and spring of 2013.
Task Completed:
6/6/2013 12:00:00 AM
2. Staff will participate in whole school cultural competence professional development.
Evidence would include the completion of a whole school culture plan that includes individual
teacher and administrative responsibilities plus strategies for success. The hoped-for student
learning outcome will be a reduction in disciplinary incidents and suspensions.
Page: 34 of 49
Assigned to:
Lois Brewer
Added date:
12/17/2012
Target Completion Date:
02/28/2013
Comments:
Staff participated in Restorative Justice professional
development in the winter and spring of 2013. A new
discipline plan building on this work was presented to staff in
August 2013.
Task Completed:
8/29/2013 12:00:00 AM
Implement Percent Task Complete:
Indicator
Status
100%
P6-IIIC13 - All teachers reinforce classroom rules and procedures by positively
teaching them.(165)(Expected)
In Plan / No Tasks Created
Page: 35 of 49
Plan
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
2013-14..The Administrative Staff is in the process of
implementation of a new school-wide code of conduct based
on the restorative justice model (PBIS). 2014-15 the goal is
to ensure that classrooms are welcoming and conducive to
learning; social environment that promotes communication
and interaction; an effective environment that promotes a
sense of belonging and self-esteem; and an academic
environment that promotes a sense of belonging and selfesteem; and an academic environment that promotes
learning and self-fulfillment. To achieve this goal, teachers
were trained on the principals of classroom discipline
approaches constructed on the Restorative Justice model.
Staff professional development was over a six week period
beginning in the spring of 2014 and culminated in full
implementation for the 2014-15 school year. The first step
leading to full implementation was a grade level cooperative
development of classroom discipline plans. The goal being
that all classroom management approaches were RJ
qualified, a) promote a positive classroom culture, b) identify
element s of their classroom management plan that would
be considered caring, supportive, respectful to both the
student voice and the teacher requirements, c) RJ based
plan for collaborative development of classroom norms that,
in the end, reflect whole school program values and
promotes high expectations for all students that support
both teacher and students feeling emotionally and physically
safe. in the summer of 20114-15 staff participated in a full
PD on best practices for creating a key indicator of
Restorative Justice (RJ), the Referral Discipline Data System
(RDDS).The RDDS discipline protocol makes clear the
teacher behavior referral process. Through a collaborative
(staff/ admin team) process, a whole school RJ/RDDS
aliened tiered discipline response matrix was developed. This
new RJ supported matrix defined specific consequences
based on frequency of student referrals, i.e., first offense
.....second offense.....third offense. in order to collect
meaningful data directed at determining the level of success
of experienced in positively impacting our negative discipline
data, i.e., number of NDAs issued, number of students who
repeat offenses, a new electronic referral system was also
created and initiated for the 2014-15 school year. This
document will provide that should support the benefit of RJ
based classroom rules and procedures.The discipline data
collected through our new electronic referral system should
provide data supported clues for teachers on how best to
maintain pleasant, friendly classrooms; seen as enthusiastic,
supportive instructors.
Assigned to:
Not yet assigned
Added date:
Page: 37 of 49
Indicator
P6-IIIC16 - The school leadership team ensures that the school environment is safe
and supportive (i.e., it addresses non-academic factors, such as social and emotional
well-being).(2639)(Expected)
Page: 38 of 49
Status
Assess
Plan
Tasks completed: 0 of 3 (0%)
Level of Development:
Initial: Limited Development 10/30/2013
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Update 2014-15: In the 2013-14 school year.. Last school
year admin team created a discipline committee supported
by SPS equity and Justice team to develop our school-wide
discipline plan. Currently the discipline has been approved by
the Cleveland teaching staff. August of 2013 PD was
conducted for all CHS staff members on how to implement
the restorative justice aspects of the discipline plan. 2014-15
school year, a discipline referral reporting/discipline data
tracking system (RDDS)was created and initiated. The data
collected through the RDDS will help to promote a positive
school climate that is positive, caring, supportive, respectful
of all learners, and includes norms, values, and high
expectations for all students that support people feeling
emotionally and physically safe by looking for trends in
teacher/student communication practices, i.e., if
insubordination is a frequent referral data point, it would be
probable that the teacher is struggling with classroom
management. Also, RDDS ability to covert referrals into data
points on a graph provides staff and leadership team with a
visual display of discipline behaviors that trend more
frequent among students. The data will be used to assess
how well the learning environment in all of our classrooms
promote positive teacher/student communication and
interaction leading to an affective environment that
promotes a sense of belonging and self-esteem; and an
academic environment that promotes learning and selffulfillment.
Assigned to:
Eddie Reed
How it will look when fully met:
Priority Smart Goal: if all staff implement restorative justice
based classroom management system and refer discipline
request using the new RDDS referral form, we will be able to
identify and provide supprots to students not on target for
meeting goals and impact teacher practice around classroom
environment (2b) and student engagement (3c). Student
Goal: By June 2015, there will be significant reduction in
NDAs leading to fewer students experiencing a loss of
teacher contact time resulting from suspension.
Improvement in all students meeting goals (e..g,
Graduation, 2.0 Waiver, state assessments, 9th grade/6
credits). All students experience classrooms that promote
positive teacher/student communication and interaction
leading to an affective environment that promotes a sense of
belonging and self-esteem.
Target Date:
12/18/2014
Tasks:
Page: 39 of 49
1. Grade level teams will cooperatively create classroom norms framework based on the
Restorative Justice frame work and present their work at a scheduled all staff meeting.
Assigned to:
Eddie Reed
Added date:
10/29/2014
Target Completion Date:
09/09/2014
Comments:
2. Admin will create with staff input, a electronic referral system that will be designed to
collect discipline data in a meaningful format-conducive to determining effectiveness of the RJ
classroom management protocols.
Assigned to:
Eddie Reed
Added date:
10/29/2014
Target Completion Date:
09/15/2014
Comments:
3. Review with staff,data collected from the new referral system.The administrative staff will
review discipline, attendance, and academic data each quarter.
Assigned to:
Eddie Reed
Added date:
10/29/2014
Target Completion Date:
06/22/2015
Frequency:
four times a year
Comments:
Implement Percent Task Complete:
0%
Student and School Success Principle 7: Family and community engagement
Defining the purpose, policies, and practices of a school community
Indicator
Status
Assess
P7-IVA01 - Parent (Family) representatives advise the School Leadership Team on
matters related to family-school relations.(3069)(Expected,TitleISW,TitleITA)
Not a priority or interest
Level of Development:
Initial: No development or Implementation
Not a priority or interest
Explain why not a Priority or Interest: We will work on this indicator at a future date. We are
working on fully implementing the other indicators at this
time.
Added date:
Page: 40 of 49
Indicator
Status
Assess
P7-IVA02 - The school¶s key documents (Parent Involvement Policy, Mission
Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are
annually distributed and frequently communicated to teachers, school personnel,
parents (families), and students.(3077)(Expected,TitleITA)
Not a priority or interest
Level of Development:
Initial: No development or Implementation
Not a priority or interest
Explain why not a Priority or Interest: We will work on this indicator at a future time. We are in the
process of working to fully implement other indicators.
Added date:
Page: 41 of 49
Indicator
Status
Assess
P7-IVA04 - The school¶s Compact includes responsibilities (expectations) that
communicate what parents (families) can do to support their students¶learning at
home (curriculum of the home, with learning opportunities for families to develop their
curriculum of the home).(3071)(Expected,TitleISW,TitleITA)
Tasks completed: 0 of 5 (0%)
Level of Development:
Initial: No development or Implementation 02/14/2014
Will include in plan
Plan
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
2013-14..The Administrative team is in the process of
completing a Student and Staff Handbook that clearly
communicates to staff, parents, and students the schools
expectations for academics, behavior, athletics, school
norms, and all other school activities. 2014-15..Staff
handbook has been completed and disseminated to teaching
staff. The student handbook is still in development. When
completed it will be electronically disseminated to student
laptops. The family engagement action team planned and
implemented 'Family Night" October 1, 2014. (DATA Goes
Here)
Assigned to:
Eddie Reed
How it will look when fully met:
Smart Goal: 20% Increase in parent/family engagement in
CHS sponsored academic support events should lead to the
following changes. 2014-15 whole-school core GPA average
should increase 5%compared to 2012-13 whole school core
GPA. The number of students with two or more failing
grades should decrease by the end of the 2013-14 school
year when compared to the number of students who had
two or more failing grades at the end of the 20112-13
school. 1. The planned Winter Family Summit is designed to
provide parents with tools to better support their students
academic progress at home. For example, one of our activies
supporting th e smart goal will be the Family summit
workshops. The workshops will focus on aideing our families'
understanding of academic progress monitoring tools made
available to parents (i.e., ECHO - web based grade book and
three way communications tool). 2. Monthly conducted
attendance conferences for students with two or more E's
and two unexcused absences. These confences will be
planning sessions for parents supported by administration to
cooperatively design an individual learning plan the child. For
example, the parent and a guidance counselor would review
the students scheduled to determine where to place
additional academic supports. Parent and counselor would
determine together the type of academic supports that
would be considered appropriate for advancing the student's
learning.
Target Date:
06/02/2014
Tasks:
Page: 42 of 49
1. Our Family Engaement Action Team will plan a Winter Family Summit designed to provide
parents with tools to better support their students academic progress at home.
Assigned to:
Eddie Reed
Added date:
02/26/2014
Target Completion Date:
06/20/2014
Comments:
What has worked getting parents to the table: * Student led
events, planning and participation * Pull in local business
and community groups/orgs * Requiring students to bring a
family members for an event (I.e., CHS Winter Concert) *
Rule of three (IAs psonally contacted parents 3 different
times to get to event, initial, follow up and reminder day
before.
2. F.E.A.T will plan three conferences, in addition to the annual parent/teacher
conference,that will be held at cleveland HS. These conferences will focus on best family
practices that could support challenged students (with two or more E's). These confences will
provide guidance on how parents can design an individual learning plan for their child. For
example,during each session the parent and a guidance counselor would review the students
schedule to determine where to place additional academic supports. Parent and counselor
would determine together the type of academic supports that would be considered
appropriate for advancing the student's learning.
Assigned to:
Eddie Reed
Added date:
02/14/2014
Target Completion Date:
01/23/2015
Comments:
3. To aide in increaseing the participation in school directed events, Cleveland HS will increase
its outreach to include community centers that support our Somali community , Vietnamese
comunity and our Latino community.
Assigned to:
Eddie Reed
Added date:
02/14/2014
Target Completion Date:
02/20/2015
Comments:
4. Identify possible community connectors,leaders within the Latino, Somali, Vietnamese,
Pacific island communities that could help CHS reach its goal of increasing family participation
in our CHS academic intervention events.
Assigned to:
Eddie Reed
Added date:
02/14/2014
Target Completion Date:
12/14/2015
Comments:
2014 school year, 5 intervention nights trageting 9th graders
who are falling, were conducted. Each event included a
review of student transcripts, a discussion with attending
families outlining strategies for support their students
academic progress.
5. Design and implement surveys and other data collecting methods that would help identify
strategies for effecting positive changes in student achievement.
Assigned to:
Eddie Reed
Added date:
02/14/2014
Target Completion Date:
02/27/2015
Page: 43 of 49
Comments:
Implement Percent Task Complete:
0%
Student and School Success Principle 7: Family and community engagement
Providing two-way, school-home communication linked to learning
Indicator
P7-IVA05 - The school regularly communicates with parents (families) about its
expectations of them and the importance of the curriculum of the home (what parents
can do at home to support their children's learning).(3075)
Status
Objective Met 4/28/201410/30/2014
Assess
Level of Development:
Initial: Limited Development 12/17/2012
Objective Met - 04/28/2014 10/30/2014
Plan
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of
development:
Looking at data derived from parent focus groups and
surveys we have discovered that parent/family
communication needs to be addressed. We believe that
specific attention should be paid to each stakeholder group
to encourage meaningful inclusion and to create additional
opportunities for parent involvement.
Assigned to:
Eddie Reed
How it will look when fully met:
A year long calendar of events designed to help families
support their student at home, will be planned and
implemented by CHS F.E.A.T. each family event will enhance
parent/student skills regarding curriculum expectations,
graduation requirements, habits of student success and high
school and beyond opportunities. Evidence of success would
be increased graduation rate for our African American
studdnts form 74.3% to 79.5% for the 20114-15 academic
year, and a 20% increase in parent attendance to all FEAT
sponsored family events.
Target Date:
06/12/2015
Tasks:
Page: 44 of 49
1. Building Leadership Team and PTSA will work to develop a calendar of events for the
remainder of the year that includes student led conferences as well as information-sharing
opportunities. Recent research shows that schools can improve their students¶learning by
engaging parents in ways that directly relate to their children¶s academic progress,
maintaining a consistent message of what is expected of parents, and reaching parents
directly, personally, and with a trusting approach (Epstein, 1995; Henderson & Mapp, 2002;
Patrikakou, Weissburg, Redding, & Walberg, 2005; Patrikakou, Weissberg, & Rubenstein,
1999; Redding, 2000). The student learning outcomes we expect to see as a result of this task
is increased percent of students graduating in 4 years and improved attendance. Evidence will
include written the completed calendar, meeting notes, meeting agendas, notification letters
and sign in sheets.
Assigned to:
Buidling Leadership Team/PTSA
Added date:
12/17/2012
Target Completion Date:
06/30/2013
Comments:
A school- wide master schedule has been created and
posted in the main office. Staff are allowed to add to the
calendar BLT approved events.
Task Completed:
10/31/2013 12:00:00 AM
2. Task: Cleveland F.E.A.T team will support the organization and implementation of the 9th
grade orientation for the 2014-15 school year. Welcome tables will collect contact information,
provide information supporting the use of ECHO (school grade and reporting system), laptop
signup forms, extra curricula activities information.
Assigned to:
Eddie Reed
Added date:
10/30/2013
Target Completion Date:
09/16/2015
Page: 45 of 49
Comments:
2013-2014 - FEAT team diesimenated school forms at the
9th grade orientation 10/29/13. There was a low parent turn
out for the 9th grade orientation night. 10/24/13 FEAT
committee planned event calendar for the school year,
identified community memebers to serve as Family
connectors to assists with community cation details of school
events, and to help promote CHS events in the community.
The plan for Family Connectors at CHS is based on the
simple premise that all parents/families want a great future
for their children. Family connectors are volunteer
community members who serve as liaisons between families,
school and District to support student achievement.
11/18/13 FEAT team planned March 1st Parent Summit.
Team established parent involvement goals. Three goals
were set. Goal 1-Increase parent comfort. Goal 2-ease
parent access to volunteer opportunities. Goal 3-increase
pathways for helping parents get involved in their students
academic endeavors. FEAT also discussed what has worked
getting more of our parents to the table (attending CHS
family events). The committee concluded its work with the
framing of five questions. How are we (FEAT) utilizing our
student population? How to build a picture of who we (FEAT)
are? Who knows families and can identify connectors: Pacific
Island, Latino, Somali, Vietnamense? What is the potential
for success ( attracting larger family participation) if we plan
an April 4th multicultural dinner? 2014-2015 - #1 FEAT team
disseminated school forms at the 9th grade orientation/Back
to School Night, 10/1/14. Approximately 140 people
attended (4 Y Staff, 3 Administrators, all school staff &
teachers, 85 parents (about 10% of school, largest
representation from 9th grade 42 people), & 15 student
volunteers. Vietnamese, Somali, & Tagalog interpretation by
IAs & Spanish teacher provided Spanish translation. Dinner
was provided. Grade level breakout session provided teacher
presentations on Curriculum. #2
Task Completed:
11/18/2013 12:00:00 AM
3. FEAT will develop a community outreach plan. The purpose of this plan is to take the
'support your studdnt" conversation to the copmmunity spaces our families frequent. The
discussions wil center on enhanceing parent/student skills, graduation requirements, habits of
student success, and high school and beyond opportunities. Evidence of success would include
increased graduation rates for our African and African America families and our Hispanic
families.
Assigned to:
Eddie Reed
Added date:
10/30/2013
Target Completion Date:
01/30/2015
Comments:
Cleveland has historically averaged 7%-10%(20 families
representing 30 students)of families attending non-athletic
CHS family events. Parent outreach will consist of home
mailers composed in the native lanaguage of the household,
persoanl outreach telephone calls, and include community
based programs that support our larger student population
such as The East African Community services,Vietnamese
American Community Services.
Task Completed:
2/11/2014 12:00:00 AM
Page: 46 of 49
4. Task: additional workshops for CHS families will be organized and facilitated by YMCA
Community and Family Partnership. These workshops will include: ‡Panel discussions:
Differences between middle and high school, for parents and students. ‡How to use The
Source and ECHO (Cleveland¶s technology platform). ‡What is project-based learning? And
how to be successful within a group. ‡How to begin preparing for life after high school:
Colleges and Career awareness (Leveraged resources may include Title 1 funds).
Assigned to:
Eddie Reed
Added date:
10/30/2013
Target Completion Date:
02/14/2014
Frequency:
three times a year
Comments:
Task Completed:
2/11/2014 12:00:00 AM
5. Task: Organize a consistant FEAT meeting calendar.
Assigned to:
Eddie Reed
Added date:
10/30/2013
Target Completion Date:
11/07/2014
Comments:
Task Completed:
1/11/2014 12:00:00 AM
6. Task: FEAT will finalize its family engagement attendance support plan (by November 30).
This will include; identifying appropriate community support partners through the current
school-wide Levy plan. Identifying and supporting the action plans of our newly appointed 9th
intervention specialist (November 18).
Assigned to:
Eddie Reed
Added date:
10/30/2013
Target Completion Date:
02/27/2015
Page: 47 of 49
Comments:
Cleveland F.E.A.T conducted a Needs Assessmsnt which
included designing a family survey to help collate relevant
needs of families to support student academic progress, and
to insure accuarate family contact information in our school's
data base. In addition, parent invlovement goals were
developed as a result of analyzing qattendace and
inforamtion from feedback forms of previous Cleveland
events. The parent involment goals; increase parent comfort
with reaching out to teachers if problems or success oocur
with student, having parent easy to access for volunteering,
creating easy pathways for parents to get involved with
Cleveland HS to support student academic endeavors.
Indetified also wher 4 indicators of success in getting
parents to the table. These indicators were; student led
events, pullling in of local business and community
groups/org, requiring students to bring a family memeber
for an event (examplewas the CHS Winter Concert,Rule of
Three (CHS IA's personally contacted parents 3 different
times to get to event, intial, follow up and reminder day
before). This pallneing session concluded with three
remaining questions; How well is F.E.A.T planning utilizing
our studdnt population, How to build a picture of who
F.E.A.T is, Who within the Cleveland HS Community knows
famlies best and can identify connectors: Pacific Island,
Lation, Somali, Vietnamese, best practice(s) for recruiting
new memebers to F.E.A.T (presently, F.E.A.T members
include YMCA project coordinator, two community family
memebers, Grants/resources coordinator,Assistant Principal.
Task Completed:
11/18/2013 12:00:00 AM
Implement Percent Task Complete:
100%
Objective Met:
4/28/2014 10/30/2014
Experience:
4/28/2014 recruiting more parents to the FEAT was a larger
challenge.Our first family engagement day attendace
numbers was better than events of such in the past, but the
turn out was not as strong as we hoped. Community partner
participation for our family engagement day was very strong.
We had numerous family support resources available that
day. In all, the enthusiasm for planningour next event
remained high.
Sustain:
4/28/2014 Recruit more parents to the FEAT team. Our
family connector positions will support this effort.
Evidence:
4/28/2014 The FEAT team has a consistant meeting
schedule (see meeting agendas in principal 7 folder). The
Family Engagement Event attendance exceeded last year's
(event data in principal 7 folder).Community partner
involvement with the Family engagement event exceeded
expectations.
Page: 48 of 49
Student and School Success Principle 7: Family and community engagement
Educating parents to support their children's learning and teachers to work with parents
Indicator
Status
Assess
P7-IVA13 - The LEA/School has engaged parents and community in the transformation
process.(1649)(Expected)
Not a priority or interest
Level of Development:
Initial: No development or Implementation
Not a priority or interest
Explain why not a Priority or Interest: At this time, we are choosing not to focus on this indicator.
We will return to it when other indicators are more fully
implemented.
Added date:
Page: 49 of 49
Seattle Public Schools
CSIP Development Process
Annual Review Cycle
The following outlines the types of CSIP-related planning activities that occur throughout the year at our school within the annual CSIP review and
development process.
Winter
Our Principal will receive mid-year data from the District's central office and engage staff and families to study student assessment
data to make initial revisions to our CSIP. Our principal and school team will submit a draft CSIP to the SI department and to our
Executive Director of Instruction for feedback. Our CSIP will be revised as needed. Our Prinicpal and Building Leadership Team will
share the revised CSIP drafts with staff and families for further input and to build buy-in to succesffully implmement the plan and
inform the budget development process. Our principal will participate in a CSIP peer review process by February to assess mid-year
student performance and adjust CSIP goals as needed.
Spring
Our principal will receive Spring data to support the CSIP review process from the District’s central office and will engage staff and
families to study student assessment data to make updates to our CSIP.
Summer
Our Principal and school team will revisit and update our CSIP in June after receiving end-of-year data, including Spring MAP
results. State assessment results will be analyzed and incorporated into our CSIP as soon as they are available and by August.
Fall
Our Principal will receive fall data from the District’s central office and engage staff and families to study student assessment data
to make initial revisions to our CSIP. In order to meet state compliance requirements, our Principal and school team will update our
CSIP by November.
Stakeholder Involvement
The following sections outline who is involved in developing our school’s CSIP as well as the related responsibilities.
Building Leadership Team (BLT)
BLT Membership:
The BLT leads the process of a comprehensive school review, which includes studying state, district
benchmark, and classroom-based assessment data with input from staff, parents/families,
community members, students, instructional/content coaches, educational directors, and other
district support staff or outside experts.
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
• 8 teachers are currently on our BLT
• 1 staff are currently on our BLT
• 0 ( There are 2 positions open) (There are also 2 student
positions on our BLT parents/guardians are currently on our BLT
Page 24 of 27
Seattle Public Schools
Parents/Community
Parent Notification / Communication
At least one parent on our BLT and/or other school leadership groups has a primary language other
than English. Further, at least one parent on the BLT and/or other school leadership groups is not a
parent in our school. Our CSIP will be presented at family and community events, and input from
these events will be included in the revision of our CSIP.
In October, copies of both our District Parent Policy (translated in the
major non-English languages of district families) and School Parent Policy
will be sent home with all students via newsletters or separate letters.
Events Where CSIP will be Discussed
• Open House
• PTA/PTSA Meeting
• Focus Groups
Outside Experts
Outside Expert Support on CSIP
From our status of being a School In Improvement, we have the opportunity to work with a school
coach through OSPI. We also continue to work closely with Dr. Marjery Ginsberg through the
University of Washington.
• ED of Schools P - 12
• Instructional / content coaches
• Instructional Services Leader
• OSPI Staff
• School Improvement Department
• School Improvement Facilitator
SPS Central Office
The district’s central office is responsible for providing ongoing technical assistance and support by developing the CSIP framework. In addition, the district
must:
• Train principals and school teams on creating meaningful CSIPs with relevant data and stakeholder input.
• Assist schools in completing the CSIP.
• Instructional coaches work directly with instructional staff and school leaders to improve instruction, engage all students, and maximize learning.
• Train principals in the development of SMART Goals and how to use data to drive instructional decisions.
• Remind schools of OSPI’s and district’s deadlines for completion of tasks/submission of documents and compliance regulations.
• Central office will provide instructional and content coaches in academic areas of need, as well as direction and ongoing support for strategically allocating our resources of
staff, time, and materials targeting focused areas for student growth.
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
Page 25 of 27
Seattle Public Schools
How Our School’s CSIP Addresses and Complies with the “Nine Characteristics of Effective Schools”
The following describes how our school meets the Nine Characteristics of Effective Schools and how this is reflected throughout the CSIP development process.
Clear and shared focus
Our school has a mission and vision. Our school has analyzed relevant data and expressed insights, and determined student learning
goals based on the data analysis and insights.
High standards and expectations
Our school’s SMART goals for state assessment areas are based on sufficient increase in student achievement to meet/exceed Uniform
Bars or at least Safe Harbor. Our student achievement goals are data-driven.
Effective school leadership
Our school selects individuals to be responsible for the implementation of SMART goals, strategies, progress monitoring, and
professional development within each focus area, including (among others), our Principal, instructional or content coaches, and
teachers.
Supportive learning environments
Our school’s SMART goals for state assessment areas are based on sufficient increase in student achievement to meet/exceed Uniform
Bars or at least Safe Harbor. Our student achievement goals are data-driven.
High level of community and family
involvement
Our school includes parent/community representation in the development of the CSIP. Our school identifies community partners that
engage with the school in support of student learning. Our school includes one or more strategies for family/community engagement for
every SMART goal.
Frequent monitoring of teaching /
learning
Our school’s goals include details of periodic monitoring/assessment of student learning throughout the year; these data determine
needs for adjusting instruction, interventions, and support.
Curriculum, instruction and
assessment aligned with standards
Each of our school’s academic goals is based on the state standards, state assessment standards, and/or district-approved classroombased assessments. If our school misses AYP standard in any subject, we select the area as a focus area for the following year.
Focused professional development
Each of our focus areas includes the professional development that will occur in order to ensure effective goal implementation.
High levels of communication and
collaboration
Our staff and parents/community collaborate in the CSIP development and ongoing monitoring/adjusting. Our school shares C-SIP goals,
strategies, and activities with school community at a parent meeting every Fall.
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
Page 26 of 27
Seattle Public Schools
CSIP and Other Plans
CSIP and SPS Strategic Plan
Part of the purpose of the CSIP is to help our school identify goals and strategies that will contribute to and support the district’s overall goals and strategies
found within the district’s strategic plan Excellence for All. The focus areas we’ve selected in our CSIP support one or more of the strategies in the district’s
strategic plan, as described below.
Engaging Stakeholders
•Maintaining strong community partnerships and building new partnerships aligned with our goals
•Building strong relationships with students and their families.
Ensuring Excellence in Every
Classroom
•Increasing the number of honors and AP courses thus, allowing students access to a rigorous curriculum
•Using common teaching and learning strategies, within each content area
• MAP testing and other common assessments to have agile formative assessments available.
Improving our Systems
•Implementing professional development that aligns with our targeted strategies and setting up appropriate accountability measures.
2014-10-29 (Final)
2014-2016 CSIP - Cleveland High School
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