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 Page 3 of 27 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 Page 4 of 27 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 Page 5 of 27 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 Page 7 of 27 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 Page 8 of 27 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 Page 27 of 27
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