Presentation is loading. Please wait.

Presentation is loading. Please wait.

Compstat Report #2 SCHOOL IMPROVEMENT GRANT ZONE SHEFFIELD HIGH SCHOOL.

Similar presentations


Presentation on theme: "Compstat Report #2 SCHOOL IMPROVEMENT GRANT ZONE SHEFFIELD HIGH SCHOOL."— Presentation transcript:

1 Compstat Report #2 SCHOOL IMPROVEMENT GRANT ZONE SHEFFIELD HIGH SCHOOL

2 Agenda Academic Report -Math -English/ Reading / Language Arts Non Academic Reports Attendance -Week, 20-Day, Year (Students) Graduation -Number of Seniors -Number of On-Time Graduates Summary Discipline -Referrals, Suspensions, Expulsions Interventions - Stanford Math -Reading Plus -Kaplan

3 School Demographics Current Enrollment Special Education Population 137 (Includes CDC, ED, Gifted, & Inclusion) TCAP –Alt (Portfolios) 5 English Second Language Population 107 (96 last yr) Algebra I=19 English I=23 English II=24 Free and Reduced Lunch 78.2% (646) 9th10th11th12th Total Total Total Total Special Education (Full Inclusion) to be tested for EOC 9th10th11th12th Total 26/Eng I 13/ Alg I Total 35/Eng II 28/Bio Total 34 6/Alg II Total 33

4 Sheffield High Goals

5 % Correct Median State %ile Avg. Scale Score AdvancedProficientBasicBelow BasicTotals #%#%#%#%#% Test 1 Results SHEFFIELD HIGH English II Grade HS (ABC) Grade HS Test 2 Results SHEFFIELD HIGH English II Grade HS (ABC) Grade HS English 2

6 ENGLISH II

7 Grade HS English 2 Test 1 to Test 2 Regression

8

9 The Self-Directed Improvement System™ SDIS™ | Action Plan Reading/Language Arts

10 The Self-Directed Improvement System™ SDIS™ | Action Plan Reading/Language Arts

11 Class Number of Students Scheduled Weeks Completed Average Sessions Completed Minimum Session Goal Average Comprehension last 7 days Lumpkins D % Lumpkins D % Eweka D % Findings: Students in Reading Plus are in grades 9 and 10 only and scored Basic on the English I EOC or TCAP Test. Nine percent of the students are on schedule. Four percent has received a warning for not meeting the on schedule status. Eighty-seven percent are using Reading Plus insufficiently. Our goal is to have all students scheduled for Reading Plus meet the requirement of 90 minutes per week, and all students with comprehension of 70% or greater.

12 Reading Plus Usage Data

13

14

15 Reading/Language Arts What’s working 1.Reviewing student common assessment data from the Common Assessment and Discovery Formative Assessments to identify areas of proficiency and deficiency for students in PLC settings. 2.Increase in professional development on effective teaching strategies and checking for understanding. 3.Internal and external mentoring for new teachers 4.Focused interventions based on student needs 5.On-site and off-site learning walks 6.Blended Instruction 7.Rigor, Relevance, and Relationship Framework 8.NRA Instructional Design Challenges 1. Increased student to teacher ratio in English II classes 2. Lack of computers for interventions 3. Common assessment and lesson alignment

16 Next Steps Extended Contract for EOC selected students and Homework Center tutoring Administering Mock Assessments aligned to the EOC Implementing Sheffield High School Literacy Initiative Implementation of Mobis and All in Learning System to create a quicker turnaround in disaggregating and analyzing data Book studies and increased professional development to improve instruction Action plan for all teachers with failure rates above 18% Mrs. Branch’s bubble students (41) and two classes have been moved to Ms. Lumpkins switching her to Reading Plus. Additional computers have been purchased allowing a lab on each floor and an additional cart increasing usage for interventions. Interdisciplinary common planning Teacher Coaching Team (Day) Personalized PD to accommodate individual teacher needs

17 The Self-Directed Improvement System™ SDIS™ | Action Plan Data Execute Proficiency Target Feedback Strategy Baseline Assessments  District Discovery Formative Assessment Test A  Chancery SMS (Grade Distribution)  Reading Plus and Kaplan  School-Wide Common Assessment District Discovery Formative Assessment Test A Data 25.66% prof/adv -Chancery SMS (Grade Distribution) English II Data- Quarters 1 F=24%; D=31%, C=54%; B= 56%; A=32% Reading Plus Usage Enrolled=Active Avg sessions completed=7.3 Avg comprehension=75% 1.Why are students scoring below 85% on targeted skills? 2. How can we help all students attain 85% proficiency? 3.What strategies did the teachers use to teach the skills? 4.Are teachers frequently checking for understanding throughout their lessons? 5.How can we ensure that 100% of students scheduled in Reading Plus are “On Schedule”? Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings. Continue to review the syllabi from all teachers to determine SPIs that were taught and to be taught and review of teaching strategies. Continue to provide professional development on effective teaching strategies and checking for understanding. Ensure that at least 50 students are enrolled, scheduled, and on schedule in Reading Plus. Ensure that Reading Plus students complete 90 minutes per week and have at least 70% reading comprehension. Continue to offer the following interventions: Reading Plus, Gateway Language Pull-Out Sessions during the school day, Increased Learning Time (SIG), Extended Contract After-School Tutoring, Saturday School. Incentives for Kaplan and Reading Plus usage Who? Principal, English II teachers Does What? Continue the EOC English II Intervention based upon the levels of proficiency; When? Ongoing Who? English II teachers, Principal, Instructional Facilitator Does What? Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings; When? Daily during Blitz with Collaborating Teachers; Faculty Meetings (Wed.) Who? Instructional Facilitator Does What? Continue to review the syllabi for SPI’s and teaching strategies; When? Quarterly; Weekly Who? Instructional Facilitator & SIG Coordinator Does What? Provide professional development on effective teaching strategies and checking for understanding; When? Bi-monthly (As needed) Who? Instructional Facilitator, Reading Plus Teachers Does What? Ensure that at least 50 students are enrolled in Reading Plus, scheduled, and “On Schedule”; When? Daily, Weekly Who? Reading Plus Teachers Does What? Ensure that students complete 90 minutes per week and have at least 70% reading comprehension When? Daily Who? Reading Plus Teacher, Literacy Coach, SIG Coordinator, SES Coordinator, Extended Contract Coordinator Does What? Implement interventions: Reading Plus, Gateway Pullout Sessions, Increased Learning Time (SIG),, Extended Contract, Saturday School; When? Daily, Some Saturdays Meet or Exceed the New Goal of 37% Proficient/Advanced on English II EOC. 85% Proficient and Advanced on the District Formative and School wide Common Assessments Meet or Exceed the District Reading Plus Benchmark of 90 Minutes Per Week and 70% Reading Comprehension. All Proficient and Advanced students completing 5 hours weekly on Kaplan ACT

18 % Correct Median State %ile Avg. Scale Score AdvancedProficientBasicBelow BasicTotals #%#%#%#%#% Test 1 Results SHEFFIELD HIGH Algebra I Grade HS (ABC) Grade HS Test 2 Results Test 1 Results SHEFFIELD HIGH Algebra I Grade HS (ABC) Grade HS Algebra 1

19 Math

20 Test 1 to Test 2 Regression

21

22 The Self-Directed Improvement System™ SDIS™ | Action Plan Findings: The percentage of failing grades decreased during the 3 rd quarter for Mrs. Arnold and Mrs. Tsirgiotis. Mrs. Jackson had an increase in failing grades. Mrs. Arnold had the greatest percentage of failing students for the 3 rd quarter, but she does have the largest number of English II students. Mrs. Jackson had the largest percentage of students earning a grade of C or better for Quarter 3. Algebra I

23 The Self-Directed Improvement System™ SDIS™ | Action Plan Findings: The average number of students increased each week due to routine beginning of the year schedule changes. As to date, we have not achieved an average of 90 minutes each week. However, we have rescheduled students during the extra learning time to assist with Stanford Math time. Teachers with Intervention students will be approached and encouraged to ensure intervention students meet 90 minute per week goal. Availability of computers is also a problem that will be addressed. Math Sheffield High School’s Stanford Math Performance Number of Students Average Minutes Average % Correct Correct on First AttemptsPercent Correct on First Attempts Intervention September % % September % % September % % October % % October % % Average % % All September % % September % % September % % October % % October % % Average % %

24 The Self-Directed Improvement System™ SDIS™ | Action Plan Findings: The average number of students remained consistent with the exception of November 19 th due to Thanksgiving holidays. As to date, we have not achieved an average of 90 minutes each week. However, we have rescheduled students during the extra learning time to assist with Stanford Math time. Teachers with Intervention students will be approached and encouraged to ensure intervention students meet 90 minute per week goal. Availability of computers is also a problem that will be addressed. Math Sheffield High School’s Stanford Math Performance Number of Students Average Minutes Average % Correct Correct on First AttemptsPercent Correct on First Attempts Intervention November % % November % % November % % November % % December % % Average % % All November % % November % % November % % November % % December % % Average % %

25 Math What’s working 1.Reviewing student common assessment data from Common Assessment and Discovery Formative Assessments to identify areas of proficiency and deficiency for students in PLC settings. 2.Increase in professional development on effective teaching strategies and checking for understanding. 3.Decrease in the number of failing students from focused interventions. 4.No failure option Challenges 1. Lack of computers for students in need of interventions. 2. Stanford Math students meeting the Average Minutes (90) and the Percentage of Correct First Attempts (100)%. 3. Students identified as below basic are not in plus class due to a lack of plus teachers

26 Next Steps Extended Contract for EOC selected students and Homework Center tutoring Administering Mock Assessments aligned to the EOC Implementing Sheffield High School Literacy Initiative Implementation of Mobis and All in Learning System to create a quicker turnaround in disaggregating and analyzing data Book studies and increased professional development to improve instruction Action plan for all teachers with failure rates above 18% Additional computers have been purchased allowing a lab on each floor and an additional cart increasing usage for interventions. Interdisciplinary common planning Teacher Coaching Team (Burton) Personalized PD to accommodate individual teacher needs

27 The Self-Directed Improvement System™ SDIS™ | Action Plan Data Execute Proficiency Target Feedback Strategy Baseline Assessments  District Discovery Formative Assessment Test A Chancery SMS (Grade Distribution)  Stanford Math District Discovery Formative Assessment Test A Prof/Adv= 22.58% Chancery SMS (Grade Distribution) Algebra I Data- Quarters 1 F=21%; D=29%; C=68%; B=54%; A=27% Stanford Math Usage Students=31; Avg Mins=60; Avg % correct=54% ; correct 1 st attempt=48% 1.Why are students scoring below 85% on targeted skills? 2. How can we help all students attain 85% proficiency? 3.What strategies did the teachers use to teach the skills? 4.Are teachers frequently checking for understanding throughout their lessons? 5.Why are students not meeting the 100% Correct on First Attempts goal? Continue EOC Algebra I Blitz/Intervention based upon the levels of proficiency. Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings. Continue to review the syllabi from all teachers to determine SPIs that were taught and to be taught and review of teaching strategies. Continue to provide professional development on effective teaching strategies and checking for understanding. Continue to provide intervention to students enrolled in Stanford Math by Stanford Math teacher. Continue to offer the following interventions: Stanford Math Lab, Gateway Mathematics Pull-Out Sessions during the school day, Increased Learning Time (SIG), SES & Extended Contract After-School Tutoring. Who? Principal, Algebra I teachers Does What? Continue the EOC Algebra I Intervention based upon the levels of proficiency; When? Ongoing Who? Algebra I teachers, Principal, Instructional Facilitator Does What? Continue to review student common assessment data from the mock assessment, Discovery Formative Assessment, and assessments administered in blitz settings to identify areas of proficiency and deficiency for students in PLC settings; When? Daily during Blitz with Collaborating Teachers; Faculty Meetings (Wed.) Who? Instructional Facilitator Does What? Continue to review the syllabi for SPI’s and teaching strategies; When? Quarterly; Weekly Who? Instructional Facilitator & SIG Coordinator Does What? Provide professional development on effective teaching strategies and checking for understanding; When? Bi-monthly (As needed) Who? Stanford Math Teacher Does What? Continue to provide intervention to students enrolled in Stanford Math by classroom teacher; When? Daily Who? Stanford Math Teacher, Mathematics Coach, SIG Coordinator, SES Coordinator, Extended Contract Coordinator Does What? Implement interventions (Stanford Math, Gateway Pullout Sessions, Increased Learning Time, SES, & Extended Contract; When? Daily Meet or Exceed the New Benchmark of 43% Proficient/Advanced on Algebra I EOC. 85% Proficient and Advanced on the District Formative and School wide Common Assessments Meet or Exceed the District Stanford Math Benchmark of 90 Minutes Per Week and 100% CFA. All proficient and Advanced students complete 5 hours weekly on Kaplan

28 % Correct Median State %ile Avg. Scale Score AdvancedProficientBasicBelow BasicTotals #%#%#%#%#% Test 1 Results TN Memphis Biology Grade HS (ABC) Grade HS Test 2 Results TN Memphis Biology Grade HS (ABC) Grade HS Biology

29

30 Test 1 to Test 2 Regression

31 Test 1 to Test 2 Distribution of Change

32 The Self-Directed Improvement System™ SDIS™ | Action Plan Biology

33 Science What’s working 1.Reviewing student common assessment data from the Common Assessment and Discovery Formative Assessments to identify areas of proficiency and deficiency for students in PLC settings. 2.Increase in professional development on effective teaching strategies and checking for understanding. 3.Internal and external mentoring for new teachers 4.Focused interventions based on student needs 5.On-site and off-site learning walks 6.Blended Instruction 7.Rigor, Relevance, and Relationship Framework 8.NRA Instructional Design 9.Usage of AP standards for instruction Challenges 1. Lack of computers and resources for interventions 2. No daily common planning for Biology teachers. 3. Common assessment and lesson alignment

34 Next Steps Extended Contract and Home Center tutoring Administering Mock Assessments aligned to the EOC Implementing Sheffield High School Literacy Initiative Continued usage of data trackers and data analysis in PLCs Book studies and increased professional development to improve instruction Action plan for all teachers with failure rates above 18% Additional computers have been purchased allowing a lab on each floor and an additional cart. Interdisciplinary common planning Teacher Coaching Team Increase in Teachscape recordings to create the professional Development Library

35 ACT ACT Score Analysis for Non Kaplan Students Number of Non Kaplan Students- 44 Number of Students scoring a 17 or higher- 17 Total Number of Students with an Increase - 20 One Point- 8 Two Points- 9 Three Points- 2 Five Points- 1 Number of Students with a Decrease of 1-3 points- 15 *Fourteen Non Kaplan students were not included in this analysis due to students taking the ACT make-up and scores still pending, students who transferred from the MCS district, and students who did not test.

36 ACT ACT Score Analysis for Kaplan Students Number of Kaplan Students- 77 Number of Students scoring a 17 or higher- 10 Total Number of Students with an Increase - 39 One Point- 11 Two Points- 10 Three Points- 1 Four Points- 4 Five Points- 2 Seven Points- 1 Number of Students with a Decrease of 1-4 points- 22 *Fifty-seven Kaplan students were not included in this analysis due to students taking the ACT make-up and scores still pending, students who transferred from the MCS district, and students who did not test.

37 Comparison of ACT Score Analysis for Kaplan Students vs. Non Kaplan Students

38 9 th Grade Student Usage Overall Lesson Completion | K12 ACT On Demand | 84 Enrolled Students English: 3 % (12 of 418 complete) Math: 2 % (21 of 931 complete) Reading: 4 % (6 of 171 complete) Science: 3 % (4 of 133 complete) Writing: 5 % (6 of 114 complete) Student Usage Enrolled Students: from 70 to 84 Active Students: from 10 to 12 Avg. Logins Per Student: from 6.6 to 8 Avg. Time Online per Student: from 2.09 hours to 2.29 hours Avg. Time Per Session per Student: from 0.32 hours to 0.29 hours

39 10 th Grade Kaplan Usage Overall Lesson Completion | K12 ACT On Demand | 64 Enrolled Students English: 3% (19 of 550 complete) Math: 12% (144 of 1225 complete) Reading: 2% (4 of 225 complete) Science: 6% (11 of 175 complete) Writing: 2 % (3 of 150 complete) Student Usage Enrolled Students: from 48 to 64 Active Students: from 18 to 20 Avg. Logins Per Student: from 6.2 to 19.5 Avg. Time Online per Student: from 1.82 hours to 6.29 hours Avg. Time Per Session per Student: from 0.29 hours to.32 hours

40 11 th Grade Kaplan Usage Overall Lesson Completion | K12 ACT On Demand | 359 Enrolled Students English: 6% (236 of 3696 complete) Math: 5% (452 of 8232 complete) Reading: 5% (70 of 1512 complete) Science: 12 % (136 of 1176 complete) Writing: 2% (16 of 1008 complete) Student Usage Enrolled Students: from 100 to 359 Active Students: from 36 to 67 Avg. Logins Per Student: from 6 to 11.5 Avg. Time Online per Student: from 1.7 hours to 3.45 hours Avg. Time Per Session per Student: from 0.28 hours to 0.3 hours

41 12th Grade Kaplan Usage Overall Lesson Completion | K12 ACT On Demand | 68 Enrolled Students English: 4% (35 of 924 complete) Math: 4% (90 of 2058 complete) Reading: 3% (11 of 378 complete) Science: 6% (18 of 294complete) Writing: 2% (4 of 252 complete) Student Usage Enrolled Students: from 47 to 68 Active Students: from 15 to 32 Avg. Logins Per Student: from 7.2 to 10.4 Avg. Time Online per Student: from 1.42 hours to 3.05 hours Avg. Time Per Session per Student: from 0.2 hours to 0.29 hours

42 School-wide Kaplan Usage Overall Lesson Completion | K12 ACT On Demand | 8 Classes English 5% 184 of 3740 complete Math 6 % 481 of 8330 complete Reading 4 % 56 of 1530 complete Science 8% 101 of 1190 complete Writing 2 % 21 of 1020 complete Usage Average | K12 ACT On Demand | 4 Classes Online Lesson Completed 5% 843 of Lessons Complete Time Online/ per class avg.: from 7.16 hrs per wk to 8.49 hrs per week

43 Kaplan Practice Test Score Distribution Composite Score# of students Total28=16+ / 44=focused intervention

44 ACT What’s working 1.All students have been provided with log in information 2.Implementation of Kaplan ACT Foundations classes 3.Incentives for students reaching 5 hours completion weekly 4.Selected cohort of 9 th, 10 th, and 11 th grade students in ACT class with a high performing teacher Challenges 1.Lack of computers to provide identified students with ACT enrichment 2.Lack of subject area teachers available to assist with Kaplan ACT

45 The Self-Directed Improvement System™ (SDIS ™) Data Proficiency Target 93 %- Attendance Feedback Strategy Baseline Assessments 11 th grade homeroom teachers and teachers associated with ACT Complete and ACT Foundations have a copy of the juniors’ usernames and passwords; These teachers continue to ensure that juniors they teach have their assigned username and password and encourage juniors to login and use Kaplan ACT On-Demand. ACT Complete courses have completed; By using the English III classes as an avenue for this course, this helped students to become familiar with the ACT test and provide strategies; It also provided students an opportunity to access the online course. ACT Foundations classes are continuing and are taught by Sheffield High teachers. This course helps students to review content most commonly tested; This class also provides students an opportunity to access the online course. Kaplan ACT Data Increase the number of actively enrolled juniors by 75%. Increase the usage of 9 th and 10th graders enrolled by 50% and increase usage to 5hours weekly Execute Who? 11 Grade Homeroom Teachers, Teachers w/ ACT Complete and ACT Foundations Does What? Continue to ensure that juniors have their user name and password and encourage use of Kaplan ACT On-Demand. When? As needed Who? SHS Math & English Teacher Does What? Help students to review content most commonly tested; This class provides students an opportunity to access the online course. When? Daily Why was there an increase in the number of juniors active in Kaplan ACT On Demand? Enrolled Students: 100 Active Students: 36 Avg. Logins Per Student: 6 Avg. Time Online per Student: 1.7 hours Avg. Time Per Session per Student: 0.28 hours

46 COMPARISON DATA CURRENT (YTD) SUSPENSIONS EXPLUSIONS REFERRALS

47 YEAR TO DATE

48 REFERRALS 9 TH 20BOY S 9 TH GIRLS 10 TH BOYS 10 TH GIRLS 11 TH BOYS 11 TH GIRLS 12 TH BOYS 12 TH GIRLS 1 st nd RD th th

49 SUSPENSIONS 9 TH BOYS 9 TH GIRLS 10 TH BOYS 10 TH GIRLS 11 TH BOYS 11 TH GIRLS 12 TH BOYS 12 TH GIRLS 1 st nd RD th th

50 EXPULSIONS 9 TH BOYS 9 TH GIRLS 10 TH BOYS 10 TH GIRLS 11 TH BOYS 11 TH GIRLS 12 TH BOYS 12 TH GIRLS 1 st nd RD th th

51 Discipline What’s working 1.Substantial decrease in the number of referrals and suspensions due to consistent rules and procedures in classrooms and in the hallways 2.Students feel comfortable sharing information with administrators and school security 3.Continued administrative walkthroughs, hall sweeps, and administrative/teacher visibility 4.At-risk students receive mentoring from teachers before and after school 5.Senior lounge for students not having incidents 6.Classroom Ambassadors Challenges 1.Issuing ID badges and utilizing Plasco

52 Next Steps Issuing ID badges to all students in order to utilize Plasco Nobleman and Ladies of Pearls Clubs to create positive activities and peer interactions (Churches and organizations have donated suits and ties) Grade level competitions for decreased tardies and referrals Royal Family Snack packs for exclusive members of the Royal Family who are in complete uniform Incentives and rewards for appointed Knights

53 The Self-Directed Improvement System™ SDIS™ | Action Plan Data Execute Proficiency Target Feedback Strategy Baseline Assessments Positive Behavior Interventions and Support Student Data Referrals- see slides Suspensions- see slides Expulsions- see slides Why was there a decrease in the number of expulsions? Student maintained levels 1 and 2 offenses that prevented from reaching expulsion level; More administrative walk- throughs, hall sweeps, and visibility, more teacher visibility. Students are comfortable sharing information with the administrators and school security. Continue to review the steps for Student Behavior Intervention with teachers in the School wide Discipline Plan. Continue to increase administrative walk- through and visibility. Continue teacher visibility. Continue to monitor student uniforms. Continue to issue more Parent Conferences. Teacher PD- Regional Professional on Classroom Management. Continue to review school wide expectations with all students. Reduce the number of referrals, suspensions, and expulsions by 50%. Who? PBIS Coordinator, School wide Discipline Committee Does What? Continue to review steps for student behavior intervention in the school wide discipline plan in a PLC setting. When? Weekly Who? School Administrators Does What? Increase walkthroughs and visibility. When? Daily Who? Teachers Does What? Visibility When? Daily Who? Administration, All Faculty and Staff Does What? Monitor Student Uniforms When? Daily Who? School Administrators & Teachers Does What? Issue more parent conferences. When? Daily Who? Teachers Does What? Participate in professional development on classroom management. When? As needed. Who? School Administrators & Teachers Does What? Continue to review school wide expectations When? Daily

54 Graduation Rate What’s working 1.Graduation Coach & Senior Counselor tracking our active student’s individual progress through individual Ed Plan & Transcript Evaluations. (191 Active Members + 4 Early Grads=195) 2.Graduation Rate Tracking Team researching and finding students from unofficial Cohort list and obtain proper documentation to present to the State. 3.Implementing Course Recovery/eLearning, Capstone Tutorial, Dual Enrollment, and ACT Tutorials during the course of the school day (D8) through SIG’s Extended Day. 4.Using eSchool to increase number of electives to ensure each student has three electives in a focus area to meet Tennessee Diploma Project Requirement. 5.Enrolling seniors that need online classes in Drivers Education to meet MCS graduation requirement. 6.Monitoring seniors progress with eSchool and Regular Ed coursework to ensure each student remains on-track for graduation. 7.Continuing to increasing parental involvement by holding report cards and contacting parents of student that are in the process of failing a class and schedule mandatory parent/teach conferences and interventions. 8.Continuing After School & Saturday Tutorial Program, through Extended Contract and Extended Learning, that focuses on eSchool and Capstone Completion. What’s not working -Based on data 1.After school eSchool. 2.Getting OAG students enrolled in Prep-School.

55 Graduation Rate Tracking Team Objective: Tracking & Documenting Projected 2013 Cohort Members and Assist Graduation Coach in Monitoring the Currently Enrolled 2013 Cohort Members. E. Bell, Graduation Coach K. Martin, Assistant Principal K. Durham, Senior Counselor D. Veasey, SMS Secretary U. Garrett, Record Secretary D. Curruth, Parent Counselor/Attendance Secretary M. Garay, ESL Supervisor K. Durham, Junior Counselor “COMMITTED TO GRADUATION” Meet Every Friday to Report Progress on finding missing cohort members.

56 GRADUATION RATE Cohort Membership258 MembersActive191 MembersEarly Grads4 Graduation StatusNot On-Track77 On Track181 Diploma TypeRegular181 Certificate Of Completion10 Completed OnlineNOT MET167 Enrolled OnlineNOT MET21 Need OnlineNOT MET0

57 Sheffield High School Cohort Summary ReportTotals Total Number of Cohort 258 Total Number of Active Cohort Member Currently Enrolled 191 Total Number of Early Graduates 4 Total Number of Cohort Meeting Graduation Requirements 181 Total Number of Cohort Members not on track for graduation (67 missing cohort member + 10 Certificates of Completions = 76) 77 Total Number of Inactive cohort Members (63 (14 found) missing members + 4 Early Graduates) 63-14=53 Total Number of Currently Enrolled in eSchool 21 Total Number of SPED Students in Cohort 33

58 The Self-Directed Improvement System™ SDIS™ | Action Plan Data Execute Proficiency Target 84.8% Feedback Strategy Baseline Assessments SHS Active Cohort (PowerSchool) SHS Total Number of Cohort Members (Actively Enrolled) = 191 (Early Graduated) Included in Inactive = 4 Total Cohort Members =195 Why are only 70% of the students on track for graduation? 8 SPED students were put on Portfolio and are unable to receive a diploma on- time. 1 regular ed. student is expelled and the students that are deficient in credits to graduate are unable to enroll in Prep-School. Still locating documentation on students coded 01,02, 04 & 05. Keeping those on-track for graduation on-track Continue to offer Credit Recovery/eLearning Courses and Capstone tutorials during the course of the day and continue to offer after- school tutoring, ACT Prep and Dual Enrollment Classes. Continue holding periodic senior intervention meetings with parents and teachers. Holding report cards of seniors failing needed coursework and issuing mandatory parent-teacher conferences Work with Ms. Ealy to Get Students into Prep-School Continue to work with Innovative Schools to get students needing Prep-School accepted. Assist these student by enrolling them in eSchool coursework each enrollment period and providing assistance during D8. Divided 53 missing members between Graduation Tracking Team. D8 Credit Recovery teachers- History-M. Daniel Science-B. Davis Math-S. Shelton English-L. Johnson D8 eLearning Teachers Accounting-J. Boozer Computer App-C. Duncan D8 Capstone Support Capstone-G. Eweka Capstone- S. Wilson Graduation Coach & Senior Counselor will monitor student progress and arrange for necessary interventions and schedule necessary parent teacher meetings. eSchool Coordinator and Graduation Coach will monitor student progress in Blackboard and PowerSchool. Graduation Tracking Teach will report out every Friday on progress with finding missing cohort members and provide proper documentation. Sheffield High Senior Cohort will meet and exceed the 84.8% Graduation Rate. Projected Graduation Rate = (70%) (SMS Chancery Data& Official State Report)

59 Graduation Tracking Sheet C:\Documents and Settings\bellel\Desktop\Tracking Speadsheets\class of tracking sheet if all active student graduate.xls

60

61 Attendance What’s working 1.Teachers are entering attendance daily within 10 minutes of class. 2. Attendance Secretary, Parent Counselor, ESL Mentor and Teachers continue to identify students who have unexcused absences, tardies and those that are repeatedly truant. 3.Administrator assigned to checking the accuracy and consistency of teachers taking attendance daily Our Challenges 1.A few teachers have not updated absences to tardies. 2.Consistency in the SART/SARB process 3.Students not consistently living with parents 4.Increased homelessness among student population

62 The Self-Directed Improvement System™ (SDIS ™) Data Proficiency Target 93 %- Attendance Feedback Strategy Baseline Assessments Why was there a decrease between attendance periods? Due to slight schedule changes, teachers have not updated attendance for 6th and 7th attendance periods which will reflect tardies instead of absences. Attendance Secretary will continue to adjust inaccurate attendance and Parent Counselor will identify and report students who are repeatedly truant to the Truancy Office. All teachers are not taking attendance on a daily basis. Teachers will continue to input daily attendance within 10 minutes of each class period and update inaccurate attendance from 6th and 7 th attendance periods. The Attendance Secretary, Parent Counselor, ESL Mentor and Teachers will continue to identify students who have absences and tardies to school and class. Administrators will continue to issue Parent Conferences to students with unexcused absences and tardies to school and class; Daily monitoring of students attendance, Incentives are in place to encourage students to arrive to school on time Chancery SMS Student Attendance Data See slides 93 % or More Overall Attendance Each 20 Day Period Execute Who? Teachers Does What? Continue to enter attendance into Chancery with 10 minutes of each class period and update inaccurate attendance. When? Daily Who? Attendance Secretary, Parent Counselor, ESL Mentor and Teachers Does What? Continue to identify students who have unexcused absences and tardies to school and class; Report truant students to truancy office; Identify teachers who are not updating g attendance daily When? Daily Who? Administrators Does What? Issue parent conferences to students with absences and tardies to school and class. Monitoring of teachers updating attendance. When? Daily

63 Summary Increase percentage of proficiency (85%) on Algebra I, English I, English II, and Biology SPI’s based on common assessments. Increase percentage of Correct First Attempts and maintain the 90 minutes/week/student in Stanford Math. Increase usage and comprehension of Reading Plus. Increase student participation in interventions based on student rosters. Increase the number of active juniors using the Kaplan ACT On-Demand. Continue to decrease student absences and tardies to school and class. Continue to track our senior students’ and students in grades 9-11 progress toward completion of graduation requirements. Continue to decrease the number of referrals, suspensions, and expulsions. Continue to make data-driven decisions that support academic and non- academic student achievement.

64 Culture and Climate Shifts at Sheffield High School Blended Instruction

65 College Going Culture “College Application Week”

66 Nobleman Society

67 Ladies of Pearls The Sheffield High School “Ladies in Pearls” Etiquette club expects all members to conduct themselves in a manner that exemplifies the highest standards of ethics and propriety in any endeavor or activity that could impact or reflect upon our school. Pledge of Personal and Professional Conduct Integrity -- I will demonstrate the highest standards of individual conduct, personal accountability, integrity, trustworthiness, fair dealings, considerations of the rights of others, and the highest principles of good business relationships. Excellence -- I will strive to meet the highest standards of performance, quality, service and achievement. Honesty -- I will communicate directly, respectfully, honestly and openly, and avoid misrepresentation. Diversity -- I will support diversity -- promoting a working environment that embraces the similarities and differences all people bring to the organization. Respect -- I will respect and act fairly toward all those with whom I come into contact and refuse to engage in or tolerate any form of discrimination or harassment. Responsibility -- I will take responsibility for my actions and decisions and remain a careful steward of the funds and resources entrusted to me. Compliance -- I will comply with the Sheffield High School Code of Ethics, policies, procedures and school rules. Ladies in Pearls Calendar of Events October: 19 th - What does it mean to be responsible? (Meeting until 4 p.m.) 24 th - First Dress up Day! 26 th - View Misrepresentation (Meeting until 4 p.m.) Responsibility Project: Mentor project with Elementary School and creating Responsibility Posters to display around school. Create a video advertising Being Responsible in our building to be produced for Sheffield television November: 2 nd and 9 th -What does it mean to be respectful and have self-respect? (Respect Activities and Projects) 16 th - Ladies First Real-Talk: What do we need to do to change the perception of girls at Sheffield? Projects 20 th - “Ladies in Pearls” Talent Show 27 th - Dress up Day! Finer Things in Life outing: November 9 th or 10 th Shakespeare Abridged at Iles Auditorium Community Service: Can drive Month of November December: Appreciation of the Women in Our Lives 7 th - Making crafts as gifts for women we appreciate (Invite Mrs. Brooks) 12 th - Dress up Day and 1 st semester Time for Tea women’s discussion

68 Sheffield High School’s “House of Thunder”


Download ppt "Compstat Report #2 SCHOOL IMPROVEMENT GRANT ZONE SHEFFIELD HIGH SCHOOL."

Similar presentations


Ads by Google