Professional Documents
Culture Documents
Principal:
Karin Lopez
School Improvement External
Monitors:
Were
o
Were
o
Measure of student
achievement:
Percent
Proficient
Number of students tested:
11-12
12-13
13-14
14-15
11-12
12-13
13-14
14-15
11-12
12-13
13-14
14-15
66.0
%
69.7
%
70.1
%
79.4
%
80.9
%
65.4
%
67.8
%
82.7
%
83.6
%
66.6
%
69.6
%
920
895
912
927
3898
3954
3951
4044
9170
9243
9325
9420
79.6
%
13-14 14-15
11-12
69.7
71.5 85.9
69.5
12-13
70.5
13-14
73.1
14-15
68.2
69.5
82.5
69.7
69.7
71.7
55.4
54.1
73.9
51.9
53.9
51.1
50.5
51.1
72.7
51.2
51.2
55.3
66.7
40
n/a
100
0
71.
4
9
64.
5
65.2
n/a
71.7
58.3
50
60
Measure of student
achievement:
Percent
Proficient
Number of students tested:
11-12
12-13
13-14
14-15
11-12
12-13
13-14
14-15
11-12
12-13
13-14
14-15
65.5
%
72.2
%
72.1
%
71.9
%
65.5
%
68.4
%
69.3
%
66.5
%
67.6
%
72.8
%
72.3
%
69.1
%
921
897
908
927
3900
3954
3951
4053
9126
9252
9328
9426
71.2
78
35.2
33.0
16.7
76.3
73.9
51.8
56.0
20
76.6
78.4
60.0
49.2
n/a
76.9
80.2
53.7
50.0
100
72.9
71.9
54.3
51.3
56.5
70.1
73.4
50.4
49.5
n/a
12-13
13-14
14-15
70.0
73.8
51.2
53.1
43.3
75.7
78.4
54.4
57.8
50.8
75.3
78.0
54.5
56.2
46.2
72.3
75.0
50.0
53.8
44.9
(%)
499
339
191
NA
617
0
1168
8
NA
NA
NA
NA
NA
12-13
13-14
14-15
NA
NA
NA
Strategies to accomplish defined MATH, READING and CLIMATE goals (to include plans for Staff
Development):
Implementation
Cycle*
Activities
Staff Development
Opportunities?
Strategies in place to
reach goals?
Action plan for the
school year?
1. Instruction/
Assessment
Creating and using
common assessments to
assess student learning
and redirect instruction
During staff meetings, we
will continue to share out
and highlight formative
assessment techniques for
teachers to implement in
class to assess who is
learning what.
Time and space to
collaborate around
assessment and
instruction using data
from formative and
summative assessments
Kari Lopez has committed
up to 1 release days for
each department/gradelevel team to do focused
work around their common
assessments and
instruction.
Who is
Responsible
?
Who is
involved?
*Who is
providing
leadership?
*Administration
*Literacy coach,
Gifted and Talented
coach
Timeline
When will the
strategy or
action begin
AND end?
Pacing Guides:
August 2014
no projected end
Collaboration:
*TLS staff, as
needed/requested
*Technology coach
*AVID teacher &
AVID Site team
All teachers
Monitoring
Effectivene
ss
What evidence
will be gathered
to demonstrate
progress /
success?
MCA/MAP scores
Tracking document
of summative
assessments
Findings
What were
the results?
New
Continuin
g
Counselor reports
from team meetings
Fewer students not
passing
X
2. Climate
*Administration
Advisory
phone calls:
*Counselors
September 2014
All teachers
Positive and
proactive
communicatio
n:
All Advisory
teachers
September
2013- no
projected end
Survey:
The survey will
be given in
October 2014
and again in
May 2015
Parents will be
better aligned with
our school. They
will know at least
one adult they can
contact about their
student, should
anything come up.
They will also
receive positive
reports about their
student at least
twice a year.
A record of each
Advisory parent
being contacted
Postcards sent out
The connections
survey will give us
data to improve our
climate (Pre and
Post)
3. Diverse
Learners
To better understand the
stories of our subgroups
Team-identified data dives
and inquiry into best
practices to close
achievement gaps using a
Plan-Do-Study-Act model.
Exposure to culturally
responsive classrooms
and other strategies for
reducing the
achievement gap
Time and attention will be
given to educate staff on
these topics with articles,
TED Talks, and other
resources. This will be done
through staff meetings and
team timeas well as
additional professional
development.
be streamlined,
rather than
stygmied, with such
a partnership. They
will also be able to
voice any concerns
they have via the
survey.
*Administration
*EL teachers
*Culturosity
committee
AVID elective
teacher and
coordinator
SAS/Data teacher
leaders
Instructional
coaches
All teachers
August 2014
no projected end
Teachers can
reference
information and
strategies from
guiding texts
Teachers will having
open conversations
around class and
cultural sensitivity
Guiding texts:
Courageous
Conversations about
Race by Glenn
Singleton and Curtis
Linton, Editors &
Minding the
Achievement Gap
One Classroom at A
Time by Jane E.
Pollock, Sharon M.
Ford, & Margaret M.
Black
MCA/MAP scores
Students will be
recognized for their
individual
uniquenesses and
will have more of a
voice in our
curriculum and
practices
Indicates if this is a new strategy or one implemented in previous years. Sites should focus on quality implementation, minimizing the adoption of too
many new strategies in any given year.
continuous improvement).
* This portion of the plan should be developed so that stakeholders staff/teachers, families, and students can easily and quickly understand what your school is doing in terms
of continuous improvement and is in alignment with the efforts of Effective Learning Teams.