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“Inspiring and mentoring students to recognize, respect and realize their potential. ”. Respect – Organization – Awareness - Responsibility. Eastin -Arcola High School. DIAP Accountability Report #2 December 2011. Eastin -Arcola High School. Evidence of Current Levels of Student Learning

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inspiring and mentoring students to recognize respect and realize their potential

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

Respect – Organization – Awareness - Responsibility

eastin arcola high school
Eastin-Arcola High School

DIAP Accountability Report #2

December 2011

eastin arcola high school1
Eastin-Arcola High School

Evidence of Current Levels of Student Learning

DIAP Implementation Progress

Reflection

Next Steps

diap implementation process
DIAP Implementation Process
  • Explicit Direct Instruction
  • Response to Intervention: Academic
  • Professional Learning Communities
edi @ eahs
EDI @ EAHS

Learning

Literal

Refinement

Internalizing

Innovative

diap implementation process edi
DIAP Implementation Process-EDI-

SMART Goal:

  • Professional Learning Communities
    • EAHS Professional Learning Community will progress to “Internalized” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Professional Learning Community no later than March 1, 2012.
diap implementation process edi1
DIAP Implementation Process-EDI-

Areas of Focus for ELA and Math

  • Concept Development.
  • HOQ – Asking why?
  • Meaningful and appropriate use of whiteboards and pair share

Implementation – (weekly)

  • TSA provides lesson design and planning 2x’s per week.
  • Teachers are observed and provided feedback on a single power lesson once per week.
  • District coaches: lesson demonstrations.

Accountability

  • Focus walks (including notes for teacher) (weekly)
  • Follow up EDI training (Dec. 2)
  • Professional conversations
rti @ eahs
RtI @ EAHS

Learning

Literal

Refinement

Internalizing

Innovative

diap implementation process rti
DIAP Implementation Process-RtI-

SMART Goal:

  • Response to Intervention
    • EAHS Academic Response to Interventions will progress to “Innovative” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Response to Intervention no later than March 1, 2012.
    • For the 2011-12 school year EAHS will reduce it’s suspensions for 48900(k) and 48900(i) by 50% by June 1, 2012.

.

diap implementation process rti1
DIAP Implementation Process-RtI-

Assignment

Teacher assigned based on:

3 Week Mark (A-C, M, I, NG, NC)

student request

Implementation

30 Minute period preceding lunch.

4 days a week

All certificatedproviding intervention

Accountability

Attendance Rosters

Grade Recovery Slip

Grades Submitted (Enrichment)

diap implementation process rti2
DIAP Implementation Process-RtI-

Tier I

Small group in class – not systematic

Tier II –

  • ELA/Math/S.S./Sci support classes
  • Reading Lab
  • CELDT Study Lab
  • Adv. Art/Scrapbooking/Dissection Club/ Familiy Life/Mock Interview/Orientation/ Credit Recovery/Sports.
  • Non-Compliance
  • Study Hall
  • Unassigned
plc @ eahs
PLC @ EAHS

Literal

Refinement

Internalizing

Innovative

diap implementation process plc s
DIAP Implementation Process-PLC’s-

SMART Goal:

  • Professional Learning Communities
    • EAHS Professional Learning Community will progress to “Internalized” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Professional Learning Community no later than March 1, 2012.
diap implementation process plc s1
DIAP Implementation Process-PLC’s-

Areas of Focus

Pacing & Sequencing Guides

Common LO’s

Common Independent Practice

Common CFA’s

Using CFA data to drive teaching – COI’s

Referencing instructional normswhen reflecting upon instruction

Implementation

Lead teacher for each team

COI’s every 3 weeks

Accountability

Shared Server Documentation Storage

Meeting Documentation

eastin arcola high school reflection
Eastin-Arcola High SchoolReflection

DPA Reflection

Observed growth on identified standards as a whole school (inc. 11th & 12th)

ELA II – 15.61% of students moved out of “below basic”

Algebra – 9.72% of students moved out of “below basic”

Integrated – 7.5 point average improvement in raw score

Geometry – 10.3 point average improvement in raw score

Areas of Strength

- Good improvement of Geometry 10th graders

- 10th graders in alt. ed. That have successfully completed Algebra requirement

Areas of Weakness

-Difficult to identify trends with statistically insignificant numbers representing mobile population.

- Minimal movement of Algebra I 10th grade students.

eastin arcola high school reflection1
Eastin-Arcola High SchoolReflection

Spectrum of Learning Reflection

Areas of Strength:

EDI:

Effective teacher support for learning and implementing with TSA

Posted steps in skill development

Power Lessons

PLC:

Weekly Collaboration

Intel-Assess

Professional Conversations

RtI:

Opportunity within the school day for study hall/missing assignments

Enrichment opportunities - PBIS

Foundational skill interventions

Teachers providing concurrent intervention/study hall

eastin arcola high school reflection2
Eastin-Arcola High SchoolReflection

Spectrum of Learning Reflection

Areas of Weakness:

EDI:

Closure guiding Tier I/Small groups

Inconsistency with CFU.

PLC:

CFA’s not collaboratively developed prior to instruction.

Group member norms

Mixed assignments.

RtI:

Tier I interventions inconsistent in classrooms

lack of clarity on identification of intervention students.

low results on effectiveness of study hall.

recommended next steps
Recommended Next Steps

MATH

  •  Identify non-volunteer protocol.
  •  Increase daily use of instructional norms to move from Learning to Literal to Refinement.
  •  Identify HOQ’s in lesson design/delivery. Use daily.

ELD IV

  •  EL Principles should be used as the foundation every day.
  •  Focus on “justify” of RAJ.
  •  Utilize visuals (Standards Plus) resources to make lessons interactive and engaging.

ENGLISH II

  •  Anticipate the need for differentiation and build into lesson design.
recommended next steps1
Recommended Next Steps

ENGLISH III

  •  Align lessons to common pacing (via common planning) ***
  •  Front load academic vocabulary.
  •  Focus on RAJ.
  •  Increase use of HOQ.
  •  Focus on EL principles with emphasis on student talk.

EXPOSITORY READING & WRITING

  •  Continue refinement of use of instructional norms and TAPPLE to support Checking For Understanding.
  •  Focus on structured pair-share and higher order questions.
  • Increase student participation and talk (50/50 talk).

GUIDANCE STUDIES

  • Consider planning with English II.
agb site visitation response
AGB Site Visitation Response
  • Presented report to all staff – day after visit.
  • Required 2x’s weekly lesson design/planning meetings with weekly power lesson observation and debrief.
  • Imbedding CFU into flipchart/PPT to facilitate the planning of questions.
our collective commitments
Our Collective Commitments
  • 1. English Language Arts
      • On-going EDI training and introduction of site coaching.
      • Clarity of CAHSEE placement, curriculum and monitoring.
      • Big Read – School-wide emphasis on writing.
      • 10th grade guidance studies program.
        • Universal Screening & “enrichment” prioritization.
our collective commitments1
Our Collective Commitments
  • 2. Mathematics
      • On-going EDI training and introduction of site coaching.
      • Clarity of CAHSEE placement, curriculum and monitoring.
      • 10th grade guidance studies program.
our collective commitments2
Our Collective Commitments
  • 3. & 4. English Language Development
    • ELD IV curriculum development.
    • Student placement, motivation and monitoring.
    • EL strategy focus walks and coaching.
reflections
Reflections
  • 1. English Language Arts
    • 50% of 10th grade students will demonstrate proficiency (380), 70% will pass (350), and 90% of 11th & 12th grade students will pass (350) in English Language Arts as measured by the CAHSEE by March of 2012. (AYP Target/DIAP Goal of 78%)
  • 2. Mathematics
    • 50% of 10th grade students will demonstrate proficiency (380), 70% will pass (350), and 90% of 11th & 12th grade students will pass (350) in Math as measured by the CAHSEE by March of 2012. (AYP Target/DIAP Goal of 78.2%)
  • 3. & 4. English Language Development
    • 56.0% of all ELL will meet the annual growth target by advancing one level on CELDT as measured by AMAO 1 by October 31, 2011.
    • 45.1% of all ELL with 5 or more years in ELD will demonstrate English proficiency on the CELDT as measured by AMAO 2 by October 31, 2011.
    • 15% of EAHS English Learners will be re-designated as determined by CELDT proficiency, CAHSEE ELA scale score of 350+, and GPA of 2.0+ by December 31, 2011.
our collective commitments3
Our Collective Commitments
  • 5. Graduation Rate
    • 85% of EAHS 12th graders entering by CBEDS and continuously enrolled with 160 or more credits will meet graduation requirements by successfully completing the required coursework, earning a grade point average of 2.0 or higher, successfully completing OE II, and passing both portions of the CAHSEE. (AYP Target/DIAP Goal 76.88%)
    • 80% of EAHS 11th graders and 60% of EAHS 10th graders, who are continuously enrolled during a semester of attendance at EAHS, will earn more than 30 credits per semester to facilitate progress toward the MUSD graduation credit requirement.
  • 6. Response to Intervention
    • EAHS Academic Response to Interventions will progress to “Innovative” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Response to Intervention no later than March 1, 2012.
    • For the 2011-12 school year EAHS will reduce it’s suspensions for 48900(k) and 48900(i) by 50% by June 1, 2012.
  • 7. Professional Learning Communities
    • EAHS Professional Learning Community will progress to “Internalized” for each element as defined and assessed on the Madera Unified DIAP Accountability Report Implementation Rubric for Professional Learning Community no later than March 1, 2012.