2. Number of daily minutes of math instruction 55 3. Number of daily minutes of EL/A instruction 55 minutes 4. Dropout rate – HS only 1.9% 1.7% 1.5% 1.3% 1.1% 1% 5. Student attendance rate (must be a percentage between 0.00 and 100.00) 91.8% 92% 93% 95% 97% 98% 6. Number of students completing advanced coursework (e.g., AP/IB), or advanced math coursework – HS only 89 7. Number of students completing dual enrollment classes – HS only 280 285 290 300 330 360 8. Number of individual students who completed BOTH an advanced coursework AND a dual enrollment class. (This number should not exceed the either category total.) – HS only 60 70 80 90 100 120 9. Types of increased learning time offered LSY- Longer School Year LSD- Longer School Day BAS-Before/After School SS- Summer School WES-Weekend School OTH-Other BAS SS BAS SS BAS SS BAS SS BAS SS BAS SS 10. Discipline incidents – number of suspensions and/or expulsions 727 627 527 427 Less than 300 Less than 200 11. Truants – number of unduplicated students who have received truancy letters or action, enter as a whole number 12. Distribution of teachers by performance level on LEA’s teacher evaluation system. (Please indicate individual number of Ineffective [IN], Improvement Necessary [IMP], Effective [EF], and Highly Effective [HEF].) IE: 0 IMP: 6 EF: 65 HEF: 16 IE: IMP: EF: HEF: IE: IMP: EF: HEF: IE: IMP: EF: HEF: IE: IMP: EF: HEF: IE: IMP: EF: HEF: 13. Teacher attendance rate (must be a percentage between 0.00 and 100.00) 93.6% 94% 95% 96% 97% 98% Complete the below regarding key areas of student learning indicators. Include your 2014-2015 data as baseline data, as well as upcoming goals. For the following categories, please demonstrate (1) how the LEA has analyzed specific needs for instructional programs, school leadership, and school infrastructure and (2) justification for the selected interventions for these areas. Each area should be tied back to data above and address the subgroup needs identified.
RESTART Planning Year - SY 2015-2016 Focus Areas Action Steps and Person(s) Responsible Timeline Description and Details Budgeted Items Principal Changes and Flexibility Building Culture Phase one (1st quarter) Effectiveness of staff and recruitment/ retainment of staff Professional Development two (2nd quarter) Principal Changes and Flexibility Instructional Programs Professional Development Phase three (3rd quarter) Building Culture Family and Community Engagement Phase four (4th quarter) Effectiveness of staff and recruitment/ retainment of staff Instructional Programs Professional Development Phase five (summer 2016)
in a pre and post year manner. (Principal) The school will receive ongoing, intensive support with its turnaround efforts. (Superintendent) The school will receive ongoing, intensive support with its turnaround efforts. The school will receive ongoing, intensive support with its turnaround efforts. The school will receive ongoing, intensive support with its turnaround efforts. Use of data to implement an aligned instructional program The high school currently implements the 8 Step Process. The use of data will be honed by evaluating the curriculum maps Curriculum maps for ELA and MATH will be fine-tuned and continuously utilized. District-wide cycle assessments will also be created to Curriculum maps for ELA and MATH will be fine-tuned and continuously utilized. District-wide cycle assessments will also be created to Curriculum maps for ELA and MATH will be and continuously utilized. District-wide cycle assessments will also be Stipends
and calendars that currently exist. (Current curriculum team) A data coach for the middle/high level is being acquired. This person will evaluate the data and align findings with instructional programming. (Superintendent) As our data shows, there has been a marked disconnect measure student progress toward the IAS The middle/high level data coach will continue to analyze, collect and disseminate data to inform Instructional programming. Instructional coaches will begin to help teachers to implement project measure student progress toward the IAS The middle/high level data coach will continue to analyze, collect and disseminate data to inform instructional programming. Instructional coaches will continue to help teachers to implement created to measure student progress toward the IAS The middle/high level data coach will continue to analyze, collect and disseminate data to inform instructional programming. Instructional coaches will continue to help teachers to implement
streamline instruction and work in teams. (Assistant Superintendent, Instructional Coaches) Promote the use of data to inform and differentiate instruction Utilizing cycle assessment data to inform and differentiate instruction is a focus and action step for the high school. (Instructional Coaches, Principal and Data coach) A total of dedicated interventionists will be hired to assist with differentiated groups for math at all grade levels 7 -12. Twelve interventionists will be retained to assist with differentiation groups for Math and ELA at all grade levels 7-12. Twelve interventionists will be retained to assist with differentiation groups for Math and ELA at all grade levels 7-12. SIG funded
Create a process to involve family members in school decision –making (Principal) Communicate intentionally with families on a regular basis to share data, student progress, and areas needing support (Parent Liaison) Hire a behavior interventionist to assist in our Preventative Justice program Parent Liaison will continue to create a monthly newsletter to parents and community meetings and focus on student learning ad progress Retain a behavior interventionist to assist in our Preventative Justice program Parent Liaison will continue to create a monthly newsletter to parents and community Retain a behavior interventionist to assist in our Preventative Justice program Parent Liaison will continue to create a monthly newsletter to parents and community