Module 8 Final Action Inquiry - School Improvement Plan Arguelles

HHS School Improvement Plan 1
School Improvement Plan for Highland High School 2010-2011
Patrick Arguelles
Grand Canyon University
EDA 577
July 28, 2010

Table of Contents
Table of Contents 2
Traditions of Excellence 3
School Information 3
School Administrative Team 3
School History 4
School Demographics 4
Students by Ethnicity 5
Additional Student Information 5
District Information 6
Curriculum 6
Academic Philosophy 7
Technology 7
Proposed Guiding Principles 8-9
NM High School Competency Exam Data 10
Improvement Team Problems to Address 11
Objectives of the Team 12
Possible Goals to be Carried Out by Students and Teachers 13
Knowledge & Skills, Enduring Understanding, Essential Questions 14
School Improvement Goals and Strategies
Strategic Objective 1: Proficiency in Math and Reading 15
Strategic Objective 2: Close the Achievement Gaps 15
Strategic Objective 3: Close the Achievement Gaps 16
Goals for Analysis of Data 17
Areas of Measurement: Demographics, Perceptions,
Student Learning, School Processes 18
Example of Data Flow Chart 19
Measuring Program Implementation 20-22
PDSA – Six Steps to Improvement 23
Summary of Feedback from Administrative Team 24-25
References 26
"TRADITIONS OF EXCELLENCE"
Highland High School strives to be the premier high school in Central New Mexico. The school
provides a learning environment that prepares young people for college and careers. We accept
the challenge to make a difference in the lives of our students, to recognize their strengths, to
prepare them for careers and to empower them to make a difference in the world.
School Information
Highland High School
4700 Coal Avenue SE
Albuquerque, NM 87108
(505) 265-3711
www.highlandhornets.com
Administrative Team
Principal: Nikki Dennis
9th Grade Principal, in charge of 9th grade academy: Lupe Martinez
10th Grade Principal, in charge of finance: Larry D’Anza
11th Grade Principal, in charge of buildings and grounds: Frank Maestas
12 Grade Principal, in charge of curriculum and instruction: Harriet Crawford
Assistant Principal in charge of Special Education: Ben Chavez
Coordinator of Small Learning Communities: Mary Anne Polster
Activities Director and Middle School Liaison: Patrick Arguelles
Athletic Director: Ryan Kettler
School Counselors: Christina Vasquez, Analisa Lujan, Teya Nguyen, Derek Maestas
School History
Highland High School opened its doors in 1949. Today, Highland is the second oldest public
high school in Albuquerque, New Mexico and currently operates out of the oldest standing
school building in the state. The school occupies 33 acres. Currently the Albuquerque Public
Schools District consists of 13 high schools, 27 middle schools, and 89 elementary schools
utilizing a K-5, 6-8, 9-12 grade-level configuration. The student body of Highland High School
is culturally diverse with a population that is 8.5% African American, 3.6% Asian, 18.2%
Caucasian, 57.2% Hispanic, and 12.5% Native Americans. Highland High School is a
comprehensive four year public high school enrolling 1797 students in grade 9 through 12.
School Level High School

Grades Offered Grades 9 - 12
County Bernalillo County, NM
Students & Faculty

Total Students 1797 students
% Male / % Female 49% / 51%
Total Classroom Teachers 127 teachers
Grade 9 - 588 students

Students by Grade
Grade 10 – 508 students
This School (NM) School Average

Teacher : Student Ratio 1:16 1:14
Students by Ethnicity
% American Indian 13% 14%
% Asian 4% 1%
% Hispanic 56% 51%
% Black 8% 2%
% White 19% 31%
Additional Student Information

This School (NM) School Average
% Eligible for Free Lunch 45% 44%
% Eligible for Reduced Lunch 6% 6%

% Migrant Students Enrolled n/a n/a
School Performance: (NM) Statewide Testing Performance

School Statewide Performance View Education Department Test Scores
School District Name Albuquerque Public s School District
This School's Agency (APS) (NM) District Average

Number of Schools Managed 172 5
Number of Students Managed 95,083 students 637 students
District Total Revenue $909,023,000 $9,524,000
District Expenditure $902,192,000 $9,834,000
District Revenue / Student $9,560 $14,951
District Expenditure / Student $9,488 $15,438
District Graduation Rates 66% n/a
Curriculum
The academic program is organized on a rotating block schedule. Students can earn seven
credits per year during a regular school day. Students take six 95-minute classes, and one 50-
minute class. Students attend 3 block classes and the 50-minute class daily, rotating Monday &
Wednesday and Tuesday & Thursday. On Friday, the students go to all seven classes lasting 50
minutes each.
AP courses are offered in Art History, Art, Calculus AB and BC, Chemistry, Biology, English
Language, English Literature, U.S History, World History, Government and Economics,
Spanish, French, and German. AP is an open-enrollment program.
Honors classes are offered in English, Algebra, and Geometry. Entry into the courses is
determined by student commitment and teacher recommendation.

Highland High School has dual enrollment with UNM and CNM which enables sophomores,
juniors, and seniors to enroll in college level courses and earn college credits at local institution
of higher education. The students also receive high school elective credit for these courses.
Academic Philosophy
Highland High School provides a well-rounded college preparatory curriculum with
extensive offerings in English, social sciences, mathematics, foreign languages, sciences, art,
music and drama. Advanced placement classes are offered in biology, chemistry, physics,
psychology, European history, calculus AB and BC, economics, and statistics. Students are able
through their choices to create an individual schedule tailored to their needs and interests. Some
courses are required and some are recommended, but there are many electives, increasing in
number as the student progresses through school. Students make their own choice of study based
on data from several career exploration assessments (ASVAB, PSAT, Accuplacer, etc.). This is
important because it develops responsibility, increases commitment, and encourages exploration
of new areas for learning.
The faculty and administration of Highland High School recognize the individuality of each
student and the right of that student to receive and opportunity in education to develop to his/her
fullest potential. Through dedication, hard work and effective planning, a flexible academic and
extracurricular program can be offered that will allow each student opportunities to experience
success. Through positive discipline, we believe an atmosphere can be created in the school to
enable academic, social and physical development. We further believe that through cooperative
interaction of the administration, faculty, students, parents, and community, each student can
achieve his/her academic goals, develop a love for learning, respect for self and others, and an
enthusiasm for life that will help to ensure his/her success and happiness.
Technology
Highland currently has four computer labs, each with an average of 35 computers. Highland
also has two mobile computer labs, one with 20 laptops, the other with 15 units. Our recent
addition of Figge Hall gives us 2 more computer rooms, promethean boards and projectors.
Proposed Guiding Principles for Highland High School
Highland has an instructional vision that drives decision making in all facets of the school.
We have worked with all stakeholders involved (students, staff, administration, parents,
community) to develop a plan that will guide Highland toward achieving the goals set out by the
state and the district. The following points are utilized by the stakeholders to achieve these goals.
1. Shared Vision and Plan.
Highland has engaged stakeholders in the planning process and it has achieved incredible
results. Highland has a shared vision, mission, and educational plan for school and
student success. The school is developing an instructional vision based on shared
assumptions about teaching and learning. Staffing, schedule, budget, and professional
development plans are being developed to support the instructional vision. The Highland
Leadership Team, the High Schools That Work (HSTW) team, department chairs and
teachers in their Professional Learning Communities (PLCs) have dedicated time and
resources to seeing through the proper implementation of the plan. Implementation
required that teachers have adequate and well-planned and facilitated time to deliberate
on teaching and learning together during the school day.
2. Personalization.
Students are more likely to succeed in an environment where staff knows every student
and no student slips through the cracks. For this reason, Highland has broken 9th and 10th
grade academies into small groups of less than 100 students (all at the same grade level).
These groups are created based on assessments mentioned above so that members of each
group share some or many similar likes.
3. Flexibility and Accountability.
Highland has given teachers an opportunity to collaborate with each other, and has
empowered them to make mission driven decisions about staffing, schedule, budget, and
curriculum.
4. Equity.
The goal of the school is to ensure high quality education to ALL students in Highland’s
neighborhood.
5. Community Engagement.
Highland has made it a top priority to engage the community and seek their input into
decisions that affect the school and community. For change to occur, Highland’s
students, parents, community members, and teachers must have buy-in. The best way to
achieve buy-in is to involve these stakeholders in creating the plan for redesigning the
school and involve them in the governance of the school as it moves forward. In
addition, Highland has moved to become a central hub for a community by inviting
parents and community members to come to the school for English lessons, GED classes,
computer classes, dance and yoga, and on and on.
6. High Quality Teaching and Learning.
Increasing rigor in the classroom has been at the top of the agenda and Highland has
made strides in reaching our goals. All students are engaged in a learning process that is
rigorous, relevant, and prepares them for both college and the workforce of the 21st
century.
HHS School Improvement Team

Problems to Address:Improving Math Scores on NMSBA
Reduce Achievement Gaps among Ethnic Groups
Improve Graduation Rates
Members of Strategic Math
Improvement Team Reason for selection of member
Grade level administrator in charge of Most of the 400 reclassified students he oversees are in
Reclassified students desperate need of math intervention
Administrator that evaluates the Math He can help oversee math teachers and help guide them
Department
Parent Liaison This person has a direction connection to the district and
to many of the parents at the school.
Head counselor This person knows graduation requirements and knows
what each student needs to be on course to graduation in
no more than 4 ½ years
Activities Director He oversees the calendar, works with facilities and has an
interest in improving math scores
Math Department Chair He will receive training and redeliver instruction to high
school mathematics teachers
Science Department Chair She will work with group members to integrate math
concepts into science curriculum
3 – Math, Math Intervention and These teachers need to work closely with each other to
subject area Teachers oversee rigor in curriculum and be the voice of the
student
Community member This individual has a vested interest in seeing that his
potential employees leave high school with an ability to
do math. He will serve as a consultant and to let the
group know if it all makes sense from his prospective
Interested Parent This person serves as a consultant to the process – he/she
will review elements of the program and give opinions
from parent perspective
The selection of a team is one of the keys to getting a math improvement plan to succeed. Members of the
team see the importance of succeeding in improving student math scores. By focusing on the data-driven
decision making process, the school is well on its way to changing the school positively. Data-driven
decision making is the cornerstone of educational change in America, carefully anchoring continuous
improvement to the foundation that is our academic environment. Using data to drive decisions about
policies and programs as well as decisions about students is the most logical first step in the process of
developing and implementing an improvement plan.
Objectives of the Team

Goal 1 Needs Assessment Analysis of school and district data
Classroom walkthroughs
In-depth fact-finding discussions with key educators
Goal 2 Develop a Strategic Align with District Math Goals

Math Improvement Align with school Strategic/School-wide Improvement
Plan Plan
Provide solutions to address key gap areas in
mathematics program
Identify cost-effective strategies, services, and products
that address your goals
Be SMaRT – Set Specific, Measureable, Realistic and
Timely Goals
Plan Project Based Learning
Goal 3 Build Capacity Utilize Professional Development

On-site courses and coaching
Content training
Classroom observation and review of best practices used
in instruction
Debriefing with school leadership following school-
based coaching and other school-based services
Assisting with the curriculum selection process as well
Developing and facilitating Professional Learning
Communities (PLCs)
Lesson-planning support
Technology integration and implementation
Building internal capacity for continued staff
development with your own personnel
Goal 4 Report Results Analysis of how the High Schools That Work
experiences met the goals outlined
Overview of Student data
Summary of Student learning
Recommendations for continued improvement
Goal 5 NEXT STEPS Assessing your unique school and district needs and
resources
Review Results Developing a collaborative, customized improvement
plan
Start a new PDSA Growing teacher, school, and district capacity
Providing data-driven analysis for accountability
reporting and sustainable results
Possible Goals to be Carried Out by Students and Teachers

Enhance student achievement through a comprehensive instructional program
that includes high quality mathematics curriculum from grade nine
GOAL 1 mathematics courses to advanced mathematics courses.
Enhance workforce quality through comprehensive staff development for all

high school mathematics teachers, mathematics coaches, special needs, and
GOAL 2 English Language Learners (ELL) teachers as they implement an instructional
program
Develop an infrastructure for high school mathematics teachers that supports

GOAL 3 ongoing, collegial professional development in mathematics education
Use data from the benchmark assessments, District Benchmark Assessment

(DBA) and New Mexico Standards Based Assessment (NMSBA) to plan,
GOAL 4 modify, and implement standards-based, hands-on mathematics lessons for all
students
Decrease the percentage of students who do not meet proficiency levels on

GOAL 5 DBA and NMSBA
NOTE ABOUT STUDENT INFORMATION SYSTEM: As school districts build their

technological capacity for creating reliable data systems, they are also setting clear expectations
for the use of data by schools implementing school improvement plans. Currently the
Albuquerque Public School (APS) district is working diligently to combine multiple data
systems into one uniform student information system (SIS) that will allow school data teams to
easily access volumes of data and utilize data analysis tools. APS has a SIS that provides real-
time demographic data that the HHS Data team will use as one of its measures of data. In
addition, APS has a Research, Development and Accountability (RDA) department that gathers
and disseminates all testing data, including the assessments that our School Improvement Team
will be using to inform decisions. Those assessments are the District Benchmark Assessment
(DBA), which is administered at the start of classes, midway through the semester and when the
class has ended, and the New Mexico Standards Based Assessment (NMSBA), which is
administered in April to all juniors.
Knowledge and Skills Enduring Understandings Essential Questions

Teacher will know and

The Team will determine… These will be answered…
understand…
Students will improve math & L/A • How can school leadership help create a
scores on the NMSBA, Graduation learning community?
The purposes, goals, or objectives • How do you lead the data analysis
Rate will increase yearly over next 4
of the Improvement Plan discussion?
yrs, Sub groups will improve on
• How do we draw inferences from the data?
NMSBA • How do you assess for learning what makes
All grades for short cycle a good formative assessment?
The target population the program
assessment, 11th graders for • What do we know about how students learn?
is intended to serve
NMSBA • How do we create situations that allow
The primary audiences for whom students to demonstrate what they have
The audience targeted includes learned?
the evaluation will be conducted
the district, the admin team, • What does the data tell us about our
and other important stakeholders
teachers, students and parents. student’s performance?
that should be considered
• How can we create a school culture that
The school has performed poorly supports more intensive staff development?
Reasons why the program needs to on the NMSBA and has the • How well is our current curriculum aligned
be evaluated lowest graduation rate in the with standards?
district • To what extent do our instructional methods
Focus is on short cycle help us meet accountability demands?
The primary issues, concerns, or assessments and NMSBA. The • What implications do standards have for
questions on which the evaluation SWBA will be broken down by teachers‛ instructional methods?
• To what extent are teachers able to design
will focus subgroups and the plan will focus effective standards-based classroom
on math and reading. assessments?
The team will be using PDSA • What leadership support is needed to help us
The methods, instruments, and
cycles for execution of plan. They implement standards in the classroom?
procedures to be used to collect and
will be using various Baldrige • How can we create a school culture that
analyze data which will permit you supports standards?
tools including force field
to answer the various questions or • How will we communicate students‛
analysis, fishbone diagrams,
address the issues and concerns progress on standards to stakeholders, in
Concept mapping, and cognitive
identified particular, parents?
task analysis.
• How can we help stakeholders (e.g. parents)
Results will be reviewed w/admin understand the importance of devoting more
team then supplied to teachers to time to staff development?
How and to whom the results will inform instruction, drive change • How can we use student assessment data
be reported and review w/students. It will also from both short cycle and classroom
be supplied to parents, assessments to guide staff development?
community and district personnel.
The team will be working 1 to 3
days per week during PLCs for
data driven decision making on a
A schedule for conducting the math and reading improvement
study plan. They will analyze short
cycle testing info 3x over year
and national testing once.
A budget showing the estimated
To be determined
costs of conducting the evaluation

The goal is to develop a Strategic Math and Reading Improvement Plan. Secondary goals
include closing the achievement gap and increasing the graduation rate. The theory is that by
improving math and reading scores the other two areas will improve as well.
Strategic Objective 1: Proficiency in Math and Reading
In Math, we are to increase the percentage of students who are proficient on the New Mexico
Standards Based Assessment by 12.1% points (from 19.1 to 31.2).
In Reading, we are to increase the percentage of students who are proficient on the New Mexico
Standards Based Assessment by 5.6% points (from 44.2 to 49.8).
Strategic Objective 2: Close the Achievement Gaps
We will reduce the achievement gap in Math between various ethnic group and Caucasian:
• For African American students, we will reduce the gap by 2.4% points (from 24.5% to
22.1%)
• For Hispanic students, we will reduce the gap by 2.2% points (from 22.2% to 20.0%)
• For Native students, we will reduce the gap by 5.2% points (from 35.0% to 29.8%)
• For economically disadvantaged students, we will reduce the gap by 2.0% points (from
20.5% to 18.5%)
• In math, our Asian students outperformed our Caucasian students.
We will reduce the achievement gap in Reading between various ethnic group and Caucasian:
• For African American students, we will reduce the gap by 1.9% points (from 19.4% to
17.5%)
• For Hispanic students, we will reduce the gap by 1.8% points (from 17.7% to 15.9%)
• For Native students, we will reduce the gap by 5.5% points (from 36.9% to 31.4%)
• For Asian students, we will reduce the gap by 2.2% points (from 22.2% to 20.0%)
• For economically disadvantaged student, we will reduce the gap by 0.7% points (from
13.5% to 12.8%)
Strategic Objective 3: Close the Achievement Gaps
We will also increase graduation rates for the school. Our graduation rate for 2009 was 49.9%,
the lowest in the district out of 13 schools. The goal is to reach 70% by Class of 2013
Graduation. The incremental rate would be 58% in 2011, 66% in 2012, and 70% in 2013. These
dates were chosen because it gives us a full 4 year cycle with the students.
“There’s a world of difference between truth

and facts. Facts can obscure the truth.”
- Maya Angelou
GOALS FOR ANALYSIS OF DATA

GOALS (in order of LEVEL OF DESCRIPTION, DATA TO BE COLLECTED & EXAMINED SOURCE OF DATA
ANALYSIS
progression)
1. Examine School • Ethnicity of students APS School Max
Demographics • Gender Screens ST002, AT460,
1 • Grade level #s ST295, SC321
• Attendance
• Free & Reduced Lunch recipients
2. Examine Student • District Benchmark Assessment (DBA) APS
1
Learning • NM Standards Based Assessment (NMSBA) NM Dept of Pub Ed
3. Examine School • Ethnicity of students-changes over time APS Schoolmax and
Demographics over • Gender- APS Research,
time • Grade level #s Development &
2
• Attendance Accountability (team
• Free & Reduced Lunch recipients must submit written
request)
4. Examine Student • District Benchmark Assessment (DBA) from year to year APS
Learning over time by pre, mid, post assessments
2
• NM Standards Based Assessment (NMSBA) from year to NM Dept of Pub Ed
year for math and L/A only
5. Examine 2 Similar • Compare and contrast Ethnicity of Students with Free & APS Research,
Variables 3 Reduced Lunch recipients Development &
• Use these results has base line data Accountability (RDA)
6. Examine 2 Similar • Compare and contrast Ethnicity of Students with APS Research,
Variables 3 Attendance figures Development &
• Use these results has base line data Accountability (RDA)
7. Examine 2 • Compare DBA and NMSBA scores against Free & APS Schoolmax and
Different Types of Reduced Lunch rosters APS RDA (team must
Variables – Free & • Look for any details that stand out or anything that looks submit written request)
5
Reduced Lunch unusual
against DBA &
NMSBA
8. Examine 2 • Compare DBA and NMSBA scores against students with 5 APS Schoolmax and
Different Types of - 9 absences. 10 – 19 absences, and 20 or more absences APS RDA (team must
Variables – 5 • Look for any details that stand out or anything that looks submit written request)
Attendance against unusual
DBA & NMSBA
9. Examine 2 • Compare DBA and NMSBA scores against Free & APS Schoolmax and
Different Types of Reduced Lunch rosters over time APS RDA (team must
Variables – Free & • Look for any details that stand out or anything that looks submit written request)
6
Reduced Lunch unusual
against DBA &
NMSBA
10. Examine 2 Different • Compare DBA and NMSBA scores against students with 5 APS Schoolmax and
Types of Variables - 9 absences. 10 – 19 absences, and 20 or more absences APS RDA (team must
– Attendance 6 over time submit written request)
against DBA & • Look for any details that stand out or anything that looks
NMSBA unusual
Levels of Analysis
1. Measures of Data: Examine Demographics, Perceptions, Student Learning and School Processes in Isolation
2. Measures Over Time: Examine measures listed in #1 but over time
3. Two or More Variables: Examine more than one type of measure in each of 4 areas
4. Two or More Variables Over Time: Examine more than one type of measure in each of 4 areas over time
5. Intersection of Two Measures of Data: Examine data across two measures of data
6. Intersection of Two Measures of Data Over Time: Examine data across two measures of data over time
What data do you What other data do

AREA OF
MEASUREMENT QUESTIONS have to answer you need to obtain
questions to answer questions?
Demographics • What is the demographic make-up of the
school? We do not need any
We have data for all
• How many students are on Free/Reduced additional data to
lunch?
3 bullets for the last
answer these
• How many students have 5-9 absences, 5 years
questions
10-19 absences, and 20 or more absences?
Perceptions • How can we create a school culture that We will use
supports standards? guidelines provided We need to look at
• How can we help stakeholders (e.g. by SREB teacher lesson plans
parents) understand the importance of (Southwest Regional and compare them to
devoting more time to staff development?
Education Board) the NM Dep’t of
for HSTW (High Public Ed Standards
Schools That Work)
Student • What are the results of short cycle We have data from
Learning benchmark assessments for pre, mid and the APS School We will need to look
post testing? District and from at educational
• What are the results of the NMSBA this APS Research, strategies, including
year and over the last three years?
Development and works of Bloom,
• What do we know about how students
learn? Accountability for Marzano and
• How do we create situations that allow all assessments over Gardner
students to demonstrate what they have time and we have
learned? HSTW Data We need to look at
• What does the data tell us about our Analysis Sheets to differentiated
student’s performance? monitor instruction strategies
• performance
School • How can school leadership help create a We will use We need to look at
Processes learning community? guidelines provided current information
• How can we create a school culture that by SREB for HSTW provided by APS
supports more intensive staff RDA for use by
development?
We will use administrators in
• What leadership support is needed to help
us implement standards in the classroom? processes developed implementing
by Senge progressive PD
Miscellaneous • How do you lead the data analysis discussion?
• How do we draw inferences from the data?
• How well is our current curriculum aligned with standards?
• To what extent do our instructional methods help us meet accountability demands?
• What implications do standards have for teachers‛ instructional methods?
• To what extent are teachers able to design effective standards-based classroom assessments?
• How will we communicate students‛ progress on standards to stakeholders, in particular,
parents?
• How can we use student assessment data from both short cycle and classroom assessments to
guide staff development?
SIX STEPS TO IMPROVEMENT - PDSA

VALIDATE THE NEED The school has not made adequate yearly progress in over 5
FOR IMPROVEMENT. years. Examination of the NM Standards Based Assessment
How are we doing? How clearly indicates that tremendous growth for most subgroups
do we know? must be made in order to increase graduation rates and avoid
being taken over by the state.
PLAN
The team will study both short cycle assessments and national
CLARIFY PURPOSE, assessments to determine what progress has been made. The
GOALS, AND team will also do a Needs Assessment to determine the areas of
MEASURES. Why are we significance to formulate the Math and Reading Improvement
here? What do we need to Plan around. The Short Cycle Assessment will either be the
do well together? How will DBA or Assess2Learn. We are awaiting a determination from
we know how we are the district. The national test will be the NM Standards Based
doing? Assessment because students will not be able to receive a
diploma without passing the math and language arts portion of
that test.
ADOPT AND DEPLOY The team will meet during Professional Learning Communities
AN APPROACH TO (PLC) to work together to develop, implement and monitor the
CONTINUAL plan. The team will meet one to three times per week as
determined by group consensus and necessity to complete the
IMPROVEMENT. How various steps of the PDSA and Improvement Plans
will we work together to .
get better?
DO
TRANSLATE THE The team will work during PLCs to review NM standards and
APPROACH INTO utilize various tools including but not limited to Marzano’s
ALIGNED ACTION. What strategies, Bloom’s Taxonomy, Gardner’s Principles and others
will we do differently? to compare and contrast and make sure that the team’s actions
are aligned with state and district standards.
ANALYZE THE
STUDY
After the first short cycle assessment is taken in September the

RESULTS. What team will organize the data so that it can be used as base-line
Happened? data for this part of the plan. The team will also be creating
base-line data from last year’s NMSBA results. This data will be
divided by subgroups
.
Once the short cycle assessment data has been reviewed and
MAKE IMPROVEMENTS. determinations have been made, the group will begin making
ACT
What did we do with what recommendations to teachers that should inform instruction and
we learned? drive changes. These changes are required to be made and will
be monitored by administrators during their classroom walk-
throughs.
Summary of Feedback from Administrative Team

After meeting with members of the administrative team about the potential research-based
data-driven school improvement plan, the consensus was that the plan had strategic merit. The
plan already drew on existing elements of the school’s 2010-2011 improvement plan but made
some improvements in the area of sharing results with faculty and staff as well as informing
stakeholders. The key difference was that in this plan the stakeholders would be informed of the
strategic goals from the start and asked to participate by encouraging their children to attend
school. As funny as it sounds that parents need to encourage their student to go to school,
research has shown that many parents in areas with demographic similarities to Highland do not
actually police the attendance of the kids, may not even care if they attend, or actually have no
idea how much school their kids miss or even what the attendance policies of the school are.
Upon examining data from high-performing schools, it is apparent that all stakeholders in the
school community truly hold themselves not only responsible but answerable for student
success. The group discussed state and district requirements for school improvement centered
around NCLB and talked about the steps involved in writing a detailed school improvement
plan. The systematic aspects of the school improvement plan should exemplify a plan that is
wide-ranging, all-inclusive, ordered, detailed, and focused on making data-driven, research-
based decisions about continuous school improvement. By integrating many of the SREB-
recommended instructional strategies through High Schools That Work, most of the specific
issues that put the school in the restructuring designation (R-2) will be addressed. By combining
efforts with the Southwest Region Education Board (SREB), the school should effectively attack
the problems that have been identified and demonstrate to all stakeholders, including the state
and district, that Highland wants to regain its status as a top tier high school in the state.
The team determined that the plan encompasses the following elements:
• Increased rigor in the classroom
• Data-driven, research-based decisions
• Strategies and goals that are systematic and achievable
• Use of the PDSA Cycle as a key to maintaining continuous school improvement
• Emphasis on policies and practices centered around reading, math, and language arts
• Teacher professional development that is relevant
• Teacher choice of instructional materials and use of instructional time
• Strategies to improve and increase parental involvement
• Use of Title I opportunities to incorporate the extended day
• Use of additional tutoring/mentoring opportunities available to students
It was very informative to discuss a School Improvement Plan with knowledgeable leaders in the
school because they can point out areas of need in the plan and suggest improvements as well as
identify and applaud the successes of the plan.
References
Bernhardt, Victoria. (2004). Data Analysis for Continuous School Improvement. Larchmont,
NY.
Eye on Education.
Consortium for School Networking. (2004). Vision to know and do: The power of data as a tool
in educational decision making. Washington, D.C.
Datnow, A., V. Park, and P. Wholstetter. (2007). Achieving with data: How high-performing
school systems use data to improve instruction for elementary students. Los Angeles, Calif.:
University of Southern California, Center on Educational Governance.
Devers, K.J. and Frankel, R.M. (2000). Study design in qualitative research—2: sampling and
data collection strategies. Education for Health, 13, 263–271.
Johnson, R. S. (2002). Using data to close the achievement gap: How to measure equity in our
schools. Thousand Oaks, CA: Corwin Press.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO:

Mid-continent Regional Educational Laboratory.
Marzano, R. J., & Kendall, J. S. (1996). A comprehensive guide to designing standards-based

districts, schools, and classrooms. Aurora, CO: Mid-continent Regional Educational
Laboratory.
Ohle, N. and Mokley, C.L. How to solve typical school problems. ASCD Alexandria, Va 1994.
School Improvement Plan. Retrieved July 20, 2010 from the Merrimack School district website:
http://www.merrimack.k12.nh.us/Plans/dini_sini/JMUES_SINI.pdf
Topics for High School Improvement. High School Assessment, Accountability, and Data
Systems. Retrieved June 26, 2010 from National High School Center website:
http://www.betterhighschools.org/topics/Assessment.asp
US Department of Education. Use of educational data at the local level from accountability to
instructional improvement, Barbara Means (2010). Retrieved June 27, 2010 from US DOE
website:
http://www2.ed.gov/rschstat/eval/tech/use-of-education-data/use-of-education-data.pdf
Grand Canyon University 2010.

Module 8 Final Action Inquiry - School Improvement Plan Arguelles

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 8 Final Action Inquiry - School Improvement Plan Arguelles

Uploaded by

Copyright:

Available Formats

HHS School Improvement Plan 1

School Improvement Plan for Highland High School 2010-2011

School Improvement Plan for Highland High School 2010-2011

Grand Canyon University

July 28, 2010

School Improvement Plan for Highland High School 2010-2011

Highland High School

4700 Coal Avenue SE

Principal: Nikki Dennis

9th Grade Principal, in charge of 9th grade academy: Lupe Martinez

10th Grade Principal, in charge of finance: Larry D’Anza

11th Grade Principal, in charge of buildings and grounds: Frank Maestas

12 Grade Principal, in charge of curriculum and instruction: Harriet Crawford

Assistant Principal in charge of Special Education: Ben Chavez

Coordinator of Small Learning Communities: Mary Anne Polster

Activities Director and Middle School Liaison: Patrick Arguelles

Athletic Director: Ryan Kettler

School Level High School

Students & Faculty

Grade 9 - 588 students

This School (NM) School Average

Additional Student Information

% Eligible for Reduced Lunch 6% 6%

School Performance: (NM) Statewide Testing Performance

This School's Agency (APS) (NM) District Average

Spanish, French, and German. AP is an open-enrollment program.

determined by student commitment and teacher recommendation.

Highland High School provides a well-rounded college preparatory curriculum with

important because it develops responsibility, increases commitment, and encourages exploration

of new areas for learning.

Proposed Guiding Principles for Highland High School

1. Shared Vision and Plan.

student success. The school is developing an instructional vision based on shared

resources to seeing through the proper implementation of the plan. Implementation

on teaching and learning together during the school day.

group share some or many similar likes.

3. Flexibility and Accountability.

computer classes, dance and yoga, and on and on.

6. High Quality Teaching and Learning.

HHS School Improvement Team

Objectives of the Team

Goal 2 Develop a Strategic Align with District Math Goals

Goal 3 Build Capacity Utilize Professional Development

Possible Goals to be Carried Out by Students and Teachers

Enhance workforce quality through comprehensive staff development for all

Develop an infrastructure for high school mathematics teachers that supports

Use data from the benchmark assessments, District Benchmark Assessment

Decrease the percentage of students who do not meet proficiency levels on

NOTE ABOUT STUDENT INFORMATION SYSTEM: As school districts build their

Knowledge and Skills Enduring Understandings Essential Questions

Teacher will know and

School Improvement Goals and Strategies

Strategic Objective 1: Proficiency in Math and Reading

Standards Based Assessment by 12.1% points (from 19.1 to 31.2).

Standards Based Assessment by 5.6% points (from 44.2 to 49.8).

Strategic Objective 2: Close the Achievement Gaps

• In math, our Asian students outperformed our Caucasian students.

Strategic Objective 3: Close the Achievement Gaps

“There’s a world of difference between truth

GOALS FOR ANALYSIS OF DATA

What data do you What other data do

SIX STEPS TO IMPROVEMENT - PDSA

After the first short cycle assessment is taken in September the