PURPOSE: The 90 Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s turnaround initiative. REVISED 12/15/14 VISION FOR THE TURNAROUND INITIATIVE: ARTICULATE IN A FEW SENTENCES WHAT YOU HOPE TO ACHIEVE DURING THE COMING YEARS (Learner Centered Model Adoption) LIST SCHOOL-WIDE GOALS IN THE FOLLOWING AREAS LIST SPECIFIC SCHOOL-YEAR GOALS (i.e. 8TH Grade Algebra, 2ND Grade L Arts, % Math Advanced, # AP Exam 4s, Graduation rate, etc.) MATH BASELINE PROFICIENCY 2012-2013 MATH PROFICIENCY GOAL 2013-2014 LANG. ARTS BASELINE PROFICIENCY 2012-2013 LANG. ARTS PROFICIENCY GOAL 2013-2014 % Students meeting Mastery Connect Targets % Students meeting / passing all classes Intervention Programs (After School) Individualized Academic Plans Attendance School & Shared Mission N/A 90% Master Schedule 7th, Tues/2nd, ADA interventions E-Portfolio Pending Increase ADA Involve Student Leadership and develop PAC CORE PLAN: TO MOVE TOWARD THE ABOVE GOALS, THESE ARE THE TOP PRIORITIES THAT WILL BE ADDRESSED DURING THE NEXT 90 DAYS SCHOOL PERFORMANCE CHALLENGES YEAR –END PERFORMANCE GOAL ROOT CAUSES OF PERFORMANCE CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE FOR ACTIONS RESPONSIBLE PERSON EVIDENCE OF PROGRESS TOWARD GOAL In each row, describe one critical challenge your school faces (what problem are you trying to solve?) For each performance challenge, describe the long-term goal for performance (what specifically is possible and measureable?) For each performance challenge, list your hypothesis of one or more root causes or list analyses that needs to be complete to determine root cause List one or more specific actions you will take to address the root causes and pursue the goal (how) For each action, provide a timeline for completing the action (when) For each action, list the person responsible for ensuring the action is complete (who) Define what measureable evidence would indicate needed progress toward long-term goal by November (leading Common
SCHOOL PERFORMANCE CHALLENGES YEAR –END PERFORMANCE GOAL ROOT CAUSES OF PERFORMANCE CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE FOR ACTIONS RESPONSIBLE PERSON EVIDENCE OF PROGRESS TOWARD GOAL Classroom Instruction By semester, teachers and students have clear common expectations based on curriculum and assessment in place. Based on the clear expectations, students will determine and explain their current progress towards mastery; teachers will be able to articulate student progress towards mastery to stakeholders. Instructional experiences will be Learner Centered, formative in nature, and will guide students to mastery of each of the unit concepts. Varied practices between Delivery Centered and Learner Centered. Low student performance in content areas. Very little connection between the student and the learning expectations. Varied performance targets for each course. Learner Centered practices are evident in content areas. Teachers and students can clearly explain the learning expectations for each course and the pathway to mastery measurement. Evidence of student mastery is documented in the student data mastery systems. Instructional practices varied between Delivery Centered and Learner Centered. Instructional practices varied based on content. Students could not clearly articulate the learning pathway. Teachers could not clearly articulate the learning pathway. Overall student performance fell below expectations in content areas. The link between formative assessment and instructional practices was inconsistent. Focus on Instructional Practices-Use of T4S debriefing and Cognitive Coaching between observer/teacher to reinforce and refine Learner Centered practices. Focus on Instructional Practices—Use of T4S debriefing and Cognitive Coaching between observer/teacher to reinforce and refine content practices. Classroom use and documentation through observation of use of learning guides, pre assessment, and post assessment. Classroom use and documentation through observation of use of learning guides, pre assessment, and post assessment. Monitor student progress using Student Mastery Data systems—Mastery Connect (as it applies to implementation), Data Matrix. Focus on Instructional Practices—Use of T4S debriefing and Cognitive Coaching between observer/teacher to reinforce and refine the use of formative assessment as it relates to instructional practices. 1-6. End of First Semester 1-6. Admin, Department IS, Site IS, Teacher 1-6. T4S Observation Data, Cognitive Coaching Anecdotal Records
SCHOOL PERFORMANCE CHALLENGES YEAR –END PERFORMANCE GOAL ROOT CAUSES OF PERFORMANCE CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE FOR ACTIONS RESPONSIBLE PERSON EVIDENCE OF PROGRESS TOWARD GOAL Systemic Monitoring and Interventions By semester, staff at Pioneer High School will use school wide student monitoring systems (PHS Data Matrix, Graduation Tracker) consistently to monitor student progress. Data from the Graduation Tracker and PHS Data Matrix will drive decisions regarding the focus of the After School Program, student selection for inclusion in the After School Program, and alignment of student need with available resources. Accurate and up to date information regarding student performance was limited. Inconsistent use of PHS Data Matrix as a tool to monitor student performance. Inconsistent use of PHS Data Matrix and Graduation Tracker as tools to include students in intervention/after school tutoring and further monitor their progress. Inconsistent use of the after school tutoring program, and therefore inconsistent alignment of student need and available resources. School wide student monitoring systems will be in place; staff members will have access to all systems. School wide use of student monitoring systems. Consistent use of PHS Data Matrix and Graduation Tracker to include students in intervention/after school tutoring and further monitor their progress. Focus(s) of after school tutoring program are determined and resources are aligned to student need. All school system wide student monitoring systems were not available until the beginning of the school year. New staff members (4) have not been trained on use/location of school wide student monitoring systems; existing staff members may need review of the location/use of the school wide monitoring systems. Lack of familiarity with use and feature of the student data monitoring systems. Lack of focus of the after school program, ie credit recovery, continuation of the classroom experience/tutoring, graduation support. Staff members will have access to school wide student monitoring systems (Graduation Tracker, PHS Data Matrix) on the PHS V: drive. Professional Development and/or New Hire Mentoring for retraining/training on the use of school-wide student monitoring systems. Professional Development and/or New Hire Mentoring for retraining/training on the use of the school wide student monitoring systems. Identification of focus(s) of the after school tutoring program; alignment of resources with student need. End of Semester End of Semester End of Semester End of Semester Admin, Site IS Admin, Site IS Admin, Site IS, After School Program Coordinator Admin, Site IS, After School Program Coordinator, Counselor 1-4. After School Program Tracker, enrollment data, PHS Data Matrix
2. Identify root causes Create action steps with all staff Communicate attendance with parents 3. Understand the Learner Centered Model Implement the Race to the Top Grant initiatives regarding: curriculum, instruction, and assessment to help increase student achievement Reduce the amount of failing grades and increase the amount of credits earned towards graduation Promote pre and post-graduation student pathways for careers and higher education options Utilize the Professional learning Community model Use “data” to help guide decision making, while not forgetting the “person” 2. a. All Staff b. All Staff c. Teachers and Admin 3. a. All Staff b. Teachers, Aides, Admin c. Teachers, Admin Counselor, Admin, Teachers All Staff All Staff SCHOOL PERFORMANCE CHALLENGES YEAR –END PERFORMANCE GOAL ROOT CAUSES OF PERFORMANCE CHALLENGE ACTIONS TO ADDRESS ROOT CAUSE(S) TIMELINE FOR ACTIONS RESPONSIBLE PERSON EVIDENCE OF PROGRESS TOWARD GOAL