Martin High School AYP - Stage IV Restructuring Plan

Martin High School AYP - Stage IV Restructuring Plan PowerPoint PPT Presentation


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2. Demographics of Martin High School 2008-09. Martin H.SDistrictHispanic99.3

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Martin High School AYP - Stage IV Restructuring Plan

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1. 1 Severita Sanchez, Ph.D. Executive Director for Accountability & Compliance Blas Martinez, Principal Roel Pena, Technical Assistance Provider Alvaro Perez, Chief Financial Officer Martin High School AYP - Stage IV Restructuring Plan

2. 2 Demographics of Martin High School 2008-09 Martin H.S District Hispanic 99.3% 99.6% White 0.6% 0.3% Econ. Disadvantaged 96.7% 96.3% At Risk 78.0% 82.0% Limited Eng. Prof. 38.5% 68.1% Special Education 14.2% 10.0% Sp.Ed/LEP 76.0% 80.1%

3. 3 Martin High School’s – State Accountability Results - 5 years AEIS Results 2008 2007 2006 2005 2004 Reading (70%) 72% 74% 64% 48% 47% Math (50%) 57% 55% 47% 41% 36% Social Studies (65%) 89% 76% 64% 69% 66% Science (45%) 56% 40% *32% 39% 31% *did not meet standard of 35%

4. 4 Martin High School’s – Federal Accountability Results - 5 years 2008 2007 2006 2005 2004 Read – All (60%) 72% 70% 58% *30% 49% Read – LEP *49% *51% *30% *12% *19% Read – Sp. Ed. *56% 49% 36% 22% 7% Math – All (50%) 55% 61% 49% 37% 40% Math – LEP *40% *48% *34% 23% *13% Math – Sp. Ed. *38% 53% 46% 31% <1% *did not meet performance standard

5. 5 Review of Problem Statements and Goals Problem Statement Goal Limited English Proficient (LEP)/Special Education (SPED) students are unable to meet the AYP standards. For the 2008 school year, an achievement gap of 33% in reading and 15% in math exists between the Limited English Proficient students and the Non-LEP population. In Special Education , an 11% achievement gap in reading and a 20 % gap in math to meet the state standard. While maintaining a passing standard for both subgroups (bilingual and special education) we will: - Reduce the achievement gap between the LEP and Non-LEP students: Reduce the current 33% in reading to a minimum of 15%. - In Special Education, reduce the current 15% in math to a minimum of 10%. .

6. 6 Review of Problem Statements and Goals cont’d Problem Statement Goal Data indicates that the school organization has not been responsive to the instructional needs of LEP/Special Education students. The district will redesign the secondary ESL/SPED instructional program at Martin HS. The redesigned program will consider entry and exit criteria, the district curriculum, appropriate instructional strategies and settings for the LEP/SPED students. .

7. 7 Review of Problem Statements and Goals cont’d Problem Statement Goal Evidence indicates that pupil/teacher ratios (30 to 1) at Martin High School are inappropriate in classes serving Limited English Proficient students. These findings are true in all of the content areas (English, math, science, and social studies). Attempts will be made to lower student/teacher ratio (10 to 1) in grades 9 and 10 for the Limited English Proficient students and Special Education students.

8. 8 Review of Problem Statements and Goals cont’d Problem Statement Goal In the Region One Education Service Center (ESC) area, Laredo schools have the highest number of students that are identified as Limited English Proficient (68.1% of students). To compound this problem, 80% of students who are identified Special Education students within the district are also identified as Limited English Proficient students. The student demographics of Laredo schools are unique to the area. The LPAC process will be closely monitored. The district should also be cautious of not over identifying students for special education services because of language issues.

9. 9 Review of Problem Statements and Goals cont’d Problem Statement Goal Too often students are socially promoted/educationally placed to the high school. TEA reports indicate that 97% of 8th grade students who failed the TAKS were promoted to 9th grade in 2007 - 08 school year. Similar results are true for Martin High School. Training for the Grade Placement Committee (GPC) and Admission, Review and Dismissal (ARD) as well as the Language Proficiency Assessment Committee (LPAC) will emphasize proper procedures and student placement.

10. 10 Review of Problem Statements and Goals cont’d Problem Statement Goal Oral Language Development focused instruction on English for the Limited English Proficient student is lacking in the early grades. Students coming into the 9th grade are very weak in English Language proficiency. Teachers will be provided with targeted, specific training in the implementation of researched based oral language development strategies.

11. 11 Review of Problem Statements and Goals cont’d Problem Statement Goal The Martin High School feeder schools have been unable to emphasize and to ensure that English be spoken on campus. The Spanish language is too often spoken in classrooms and on the campuses. The language of instruction will be English when instruction is in English. Monitoring of instruction will take place to ensure that this is implemented.

12. 12 Review of Problem Statements and Goals cont’d Problem Statement Goal At the campus and district level, a culture of higher expectations regarding the academic performance (of the Limited English Proficient and Special Education students) needs to be deliberately enhanced and nurtured. Special Education students across the district have been traditionally taught at their functional level as opposed to the instructional grade level. Communicate the importance of sub group student achievement to faculty. Recognize and celebrate student success. Through a series of professional development sessions, campus staff will acquire an "all children can learn" attitude/perception regardless of student social economics and exceptionalities.

13. 13 Review of Problem Statements and Goals cont’d Problem Statement Goal Schools within the district work in isolation; this practice permits schools to address their own campus based interest and does not permit or encourage “cohesive vertical alignment” within the district’s elementary and secondary programs to exist. The secondary programs are negatively impacted by this disconnect among schools. The district will take a more active role in monitoring and directing vertical teaming practices. Elementary, Middle, and High School feeder program practices will be developed.

14. 14 Review of Problem Statements and Goals cont’d Problem Statement Goal Scheduling parameters have not adequately addressed the needs of the Limited English Proficient student and Special Education student. Too often the need to meet graduation requirements supersedes the need to remediate student deficiencies. Additionally, meeting a student extracurricular needs/involvement drives the students' schedules. In addressing scheduling issues the district/campus needs to consider and address compliance with transition requirements for special education student.   The "school within the school concept" will guide the scheduling decisions that Martin High School will implement. Secondly, all students' completion/graduation requirements should be considered when making scheduling decisions.

15. 15 Plan for Achieving the Goals Martin High School Will: Prioritize student needs rather than staff needs in developing the master schedule. The “school within the school concept” will be the framework for the school’s master schedule. Develop new classes with pupil – teacher ratios of 10 – 1 in the reading and mathematics departments serving the 9th and 10th grade LEP and Special Education students. Additional teachers will be hired and scheduled accordingly.

16. 16 Plan for Achieving the Goals Martin High School will:  Schedule at least 60% of 9th and 10th grade LEP and Special Education students into morning period reading and math classes. Deliberately schedule LEP students with teachers that have demonstrated the highest levels of achievement and proven success in all content areas, but especially in reading and math. Provide extended day, extended week, and optional extended year, including flexible scheduling options within the day for identified targeted students.

17. 17 Plan for Achieving the Goals – cont’d Martin High School Will: Teachers will access, analyze and utilize all student data available to the school to make meaningful instructional decisions for students. Campus administrators will review specific district, school, and classroom data to make informed decisions as to scheduling and student placement. Benchmark data will be reviewed and analyzed by the school’s leadership team and with individual teachers.

18. 18 Plan for Achieving the Goals – cont’d Martin High School Will: Staff will work collaboratively for instructional planning during common planning periods as set forth by the master schedule. Student data profiles will be developed and utilized by students and teachers to monitor and track academic progress. Periodic student progress (every six weeks) will be monitored through additional benchmarks for all students. Regularly scheduled vertical team alignment meetings will be included in the district’s calendar and will be led by district staff.

19. 19 Plan for Achieving the Goals – cont’d Martin High School Will: Identify professional development opportunities based on student and teacher needs as reflected in student achievement data. Identify professional development opportunities where campus staff will acquire an “all children can learn” attitude/perception regardless of student social economics status and exceptionalities.

20. 20 Plan for Achieving the Goals – cont’d Martin High School Will: Create and nurture a culture of caring and responsibility for student academic performance through the re-designing (school within a school concept) of the reading and mathematics courses with specific resources and support to accommodate the needs of the LEP and Special Education student. Maximize Time on Task through minimal interruptions for students and teachers.

21. 21 Plan for Achieving the Goals – cont’d The District Will: Assist with the collection and creation of meaningful data making it readily available to the school. Will modify the existing LPAC entry and exit criteria in conjunction with the ARD committee.

22. 22 Plan for Achieving the Goals – cont’d The District Will: Greater involvement by the district school support teams in the identification, planning, modification, and utilization of the district’s curriculum. Permanently assign a district school support team (to include: ESL strategist, Special Education strategist, reading and math specialist) to Martin High School to provide additional instructional support. Coordinate Educational Diagnostician training on Cross Battery Assessment and Differential Diagnosis (Bilingual Phenomenon vs. Learning Disabilities)

23. 23 Identify Option Selected by the LEA No Child Left Behind dictates one or more of the following options for restructuring: Reopening as public charter school Replacing school staff, including principal Entering into contract with a private entity State takeover * Other major restructuring of school governance arrangement that makes fundamental reforms, such as significant changes in the school’s staffing and governance, to improve student academic achievement in the school and that has substantial promise of enabling the school to make AYP

24. 24 Identify Option Selected by the LEA – cont’d * Any Other major restructuring of school governance arrangement that makes fundamental reforms, such as significant changes in the school’s staffing and governance, to improve student academic achievement in the school and that has substantial promise of enabling the school to make AYP by: 1. Changing the governance structure of the school 2. Closing the school and reopening it as a focus school * 3. Reconstituting the school into smaller autonomous learning communities (i.e. school-within-the school) 4. Dissolving the school and assigning students to other schools. 5. Pairing the school in restructuring with a higher performing school 6. Expanding or narrowing the grades served 7. Changes in the school’s governance

25. 25 Reasoning behind the option choice Current campus organizational structure not meeting the needs of the ELL or Special Education subgroup. Current selection will allow the school to focus resources towards efficacy for the target subgroups. Provide for additional teaching staff and prescriptive reading and math interventions classes so as to create small learning communities. The school within the school will permit for more deliberate and intentional supervision of the staff and students within the group.

26. 26 Methods of Notification to Parents and Public The LEA has and will continue to publish the restructuring notification via: Letters Media Internet/Website Public Meetings Newsletters

27. 27 Timeline and dates for Planning, Implementing, Monitoring, and Evaluating the Plan May 2009 – Begin to disseminate the TEA approved restructuring plan so that all stakeholders in the Laredo community are aware of direction that Martin High School is taking in meeting AYP performance standards Fall of 2008 – 2009 – Partial implementation of plan with 8 new teachers employed at Martin High School to reduce the pupil teacher ratio in classes serving the target subgroup.

28. 28 Timeline and dates for Planning, Implementing, monitoring, and Evaluating the plan – cont’d. February/March of 2009 – Begin to develop the Master Schedule for 2009 – 2010 school year; begin by addressing the scheduling, staffing, and instructional needs of the “school within a school” concept. March/May 2009 - Review the school funding sources and determine the fiscal requirements to operate the 2009 – 2010 restructuring plan.

29. 29 Timeline and dates for Planning, Implementing, monitoring, and Evaluating the plan May 2009 – Begin the process of disaggregating the 2009 TAKS results; Administrative and teaching staff will disaggregate, analyze, and make appropriate scheduling recommendations to address the goals developed in the restructuring plan. May 2009 – Prepare to implement an intensive summer program addressing the specific needs of targeted LEP/Special Education students coming into the 9th and 10th grade setting and based on 2009 TAKS results.

30. 30 Timeline and dates for Planning, Implementing, monitoring, and Evaluating the plan June/July 2009 – Finalize master schedule and review grouping and individual assignments of students based on TAKS results for 2009. Present to August 2010 – Principal/District Representative/TAP will actively monitor the implementation of the restructuring plan.

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