Running Head: PROPOSED ACTION PLAN 2011 RHS



Running Head: PROPOSED ACTION PLAN 2011 RHS

Proposed Action Plan 2011 for Roosevelt High School

Needs Assessment

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EDU 6600

Winter 2011

Patrick Moriarty

School Context and Demographics:

Roosevelt High School is a comprehensive high school that currently is over capacity with more than 1700 students. According to the 2010 Washington state report card, Roosevelt currently has a gender percentage of 51.2% Male population and a 48.8% Female population. 0.9% of the population is American Indian/Alaskan Native, 20% Asian/Pacific Islander, 9.7% African American, 7.8% Hispanic and 61.6% White. As far as Special Programs go, 21.8% of our students qualify for free or reduced-priced meals; 9.6% qualify for special education; 8.3% qualify as transitional bilingual students; and 0.2% qualify for foster care.

|Student Demographics |

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|Enrollment |

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|October 2009 Student Count |

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|1,653 |

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|May 2010 Student Count |

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|1,618 |

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|Gender (October 2009) |

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|Male |

|847 |

|51.2% |

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|Female |

|806 |

|48.8% |

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|Race/Ethnicity (October 2009) |

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|American Indian/Alaskan Native |

|15 |

|0.9% |

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|Asian |

|330 |

|20.0% |

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|Asian/Pacific Islander |

|330 |

|20.0% |

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|Black |

|160 |

|9.7% |

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|Hispanic |

|129 |

|7.8% |

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|White |

|1,019 |

|61.6% |

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|Special Programs |

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|Free or Reduced-Price Meals (May 2010) |

|353 |

|21.8% |

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|Special Education (May 2010) |

|156 |

|9.6% |

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|Transitional Bilingual (May 2010) |

|135 |

|8.3% |

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|Migrant (May 2010) |

|0 |

|0.0% |

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|Section 504 (May 2010) |

|42 |

|2.6% |

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|Foster Care (May 2010) |

|3 |

|0.2% |

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71% of the teachers have a Master’s Degree, and the average years of teacher experience is around 14 years. 99% of the classes are taught by teachers that meet the NCLB highly qualified definition.

|Teacher Information (2009-10) |

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|Classroom Teachers |

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|80 |

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|Average Years of Teacher Experience |

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|13.6 |

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|Teachers with at least a Master's Degree |

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|71.3% |

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|Total number of teachers who teach core academic classes |

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|62 |

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|% of teachers teaching with an emergency certificate |

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|0.0% |

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|% of teacher teaching with a conditional certificate |

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|0.0% |

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|Total number of core academic classes |

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|576 |

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|NCLB Highly Qualified Teacher Information |

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|% of classes taught by teachers meeting NCLB highly qualified (HQ) definition |

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|98.6% |

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|   % of classes taught by teachers who do not meet NCLB HQ definition |

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|1.4% |

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|% of classes in high poverty schools taught by teachers who meet NCLB HQ definition |

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|N/A |

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|   % of classes in high poverty schools taught by teachers who do not meet NCLB HQ definition |

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|N/A |

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|% of classes in low poverty schools taught by teachers who meet NCLB HQ definition |

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|98.6% |

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|   % of classes in low poverty schools taught by teachers who do not meet NCLB HQ definition |

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|1.4% |

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Recent Student Achievement Information:

Our on-time graduation rate is approximately 88% and the extended graduation rate is 92.1%. The annual dropout rate is 2.4%.

|Graduation Information |

|Annual Dropout Rate (2008-09) |38 |2.4% |

|On-Time Graduation Rate (2008-09) |348 |88.0% |

|Extended Graduation Rate (2008-09) |364 |92.1% |

In 2009-2010, 87% of students passed the Reading WASL, 91% the Writing WASL, and 66% the Math WASL. Our Newspaper, music and drama programs are all award winning. In 2009-2010, 95% of first-time 9th graders earned sufficient credit (5 or more credits). 5% of 9th graders did not earn sufficient credits. Of that 5% repeating 9th graders, only 58% them earned sufficient credit.

|2009-10 MSP/HSPE Results |

|Grade Level |

|Reading |

|Math |

|Writing |

|Science |

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|10th Grade |

|87.3% |

|66.2% |

|91.3% |

|65.0% |

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Needs Assessments and School Improvement Plans:

At the beginning of the 2010 school year, Roosevelt’s Building Leadership Team (BLT), Grade-Level Team (GLT) and parents analyzed district goals. We focused on what the district wanted to improve, and looked at how that translated to our own school. Because our school is relatively successful, we wanted to focus on specific populations, so we looked at disaggregated student achievement data from classroom-based assessments, graduation statistics and WASL scores. Based on the data, SMART goals were established to improve student achievement in Reading, Writing, Science, Math and for overall graduation. Additionally, we described how our school meets the Nine Characteristics of Effective Schools and how it is reflected in our school improvement plan. Specifically, the goals targeted underachieving students. There was a focus on African Americans, Latinos, Special Education, ELL and students receiving Free and Reduced Lunch Services.

There were significant differences found between white student achievement and African American student achievement on the WASL. White students had a success rate of 95% on the reading exam, while only 59% of African Americans passed; a difference of 36%. An even larger gap was found in the math scores. Only 28% of African Americans passed the math test, while 76% of white students passed.

The following describes how our school meets the Nine Characteristics of Effective Schools and how this is reflected throughout the school improvement plan development process:

Clear and shared focus: Our school has a mission and vision. Our school has analyzed relevant data and expressed insights, and determined student learning goals based on the data analysis and insights.

Curriculum, instruction and assessment aligned with standards: Each of our school’s academic goals is based on the state standards, state assessment standards, and/or district-approved classroom-based assessments. If our school misses AYP standard in any subject, we select the area as a focus area for the following year.

Effective school leadership: Our school selects individuals to be responsible for the implementation of SMART goals, strategies, progress monitoring, and professional development within each focus area, including (among others), our Principal, instructional or content coaches, and teachers.

Focused professional development: Each of our focus areas includes the professional development that will occur in order to ensure effective goal implementation.

Frequent monitoring of teaching / learning: Our school’s goals include details of periodic monitoring/assessment of student learning throughout the year; these data determine needs for adjusting instruction, interventions, and support.

High level of community and family involvement: Our school includes parent/community representation in the development of the school improvement plan. Our school identifies community partners that engage with the school in support of student learning. Our school includes one or more strategies for family/community engagement for every SMART goal.

High levels of communication and collaboration: Our staff and parents/community collaborate in the CSIP development and ongoing monitoring/adjusting. Our school shares school improvement plan goals, strategies, and activities with school community at a parent meeting every fall.

High standards and expectations: Our school’s SMART goals for state assessment areas are based on sufficient increase in student achievement to meet/exceed Uniform Bars or at least Safe Harbor. Our student achievement goals are data-driven.

Supportive learning environments: Our school’s SMART goals for state assessment areas are based on sufficient increase in student achievement to meet/exceed Uniform Bars or at least Safe Harbor. Our student achievement goals are data-driven.

Summary:

Although statistics show that Roosevelt is a successful school overall, we are far from perfect. We are lucky to have a principal who is caring, dedicated and determined to make Roosevelt a stronger, more successful school. It is difficult to say how successful we will be over the next two years. However, the professional development we are engaging in is becoming clearer, with common goals that are data driven. Parents and students are more involved in the decision processes, sitting in on our IC, BLT and budget committees.

|Action Plan#1 |

|List SMART Goal: Throughout the 2011/2012 school year, teachers will work towards increasing the percentage of repeat 9th graders earning sufficient credits from 58% to 70%. |

|Goal Champion (Who will take the lead?): Administrators, Counselors and Teachers |

|Description of Proposed Action/Activity (What is going to be |Research/Rationale For Activity (Explain how | Results |Person(s) |Resources |Timeline |

|done to address this goal?) |best practices and needs assessment data |(What will be the evidence of the|Impacted |(What will be needed?) |(When will the |

| |justify this activity) |impact on the goal) |(Who will be involved?) | |activity occur?) |

|Teachers will collaborate as a staff, in departments, and in |Roosevelt graduation statistics show that |70% or more repeat 9th graders |Student Population |Meeting time for PLCs. |2010-2012 |

|small groups to determine ways for increasing credits earned |only 58% of repeat 9th graders earn |will earn more than 5 credits in | | | |

|by repeat 9th graders. |sufficient credits. Students earning 5 or |a year. |Teachers |Effective, data-driven |This year’s PD |

|Teachers will form groups of 9th grade and 10th grade teams, |more credits in 9th grade have significant | | |instructional strategies. |plan involves |

|for both language arts and social studies. |increases in graduation rates. |On time graduation rates will be |Counselors | |monthly late |

|PLCs will be designed for the language arts and social | |greater than 88%. | |Access to school data. |arrival and early |

|studies departments to work closely in restructuring |Since the teachers have a focused, shared | |Administrators | |release days. |

|curriculum. |goal, working in groups will enhance |More 9th graders will meet state | |Counselor, Administrator, and|There are 2 days |

|Counselors will meet with all 9th grade students during the |development. “Through collaborative efforts, |and district standards. |PTSA |Parental support. |per month. |

|year to develop high school and beyond plans which will help |a community of learners creates synergy, a | | | |During this time, |

|identify pathways to reach student goal. |synchronized energy where the power of the |Curriculum will be aligned with |Parents and Guardians | |PLCs will meet to |

|Counselors and teachers will use a variety of media (emails, |group is more profound than that of any one |state and district standards. | | |discuss and work |

|the Source) to get information to parents about student |individual (Covey, 1992; Senge, 1990)” | | | |towards goals. |

|progress and available support. |(Zepeda, 2008, p. 80). | | | | |

|PTSA in partnership with RHS administrators will conduct a | | | | | |

|parent survey to better understand community concerns and |“[PLCs] engage in disciplined inquiry and | | | | |

|needs. |continuous improvement in order to ‘raise the| | | | |

|Administrators will recruit parents to be part of leadership |bar’ and ‘close the gap’ of student learning | | | | |

|groups at RHS (BLT, IC, Site Council, Budget Committee). |and achievement” (DuFour, et al., 2005, p. | | | | |

| |209). | | | | |

| | | | | | |

| |SPS report card explains that “schools need | | | | |

| |to support students in getting back on track | | | | |

| |if they fall behind.” | | | | |

|Action Plan#2 |

|List SMART Goal: Throughout the 2011/2012 school year, teachers and administrators will increase the percentage of 10th grade African American students proficient on the state writing test from 73% to 85%. |

|Goal Champion (Who will take the lead?): Administrators, Counselors and Teachers |

|Description of Proposed Action/Activity (What is going to be |Research/Rationale For Activity (Explain how | Results |Person(s) |Resources |Timeline |

|done to address this goal?) |best practices and needs assessment data |(What will be the evidence of |Impacted |(What will be needed?) |(When will the activity |

| |justify this activity) |the impact on the goal) |(Who will be involved?)| |occur?) |

|The dean of students will provide academic intervention for |Roosevelt high school continues to have | 85% or more of our African |Student Population |Meeting time for PLCs. |2010-2012 |

|those struggling students. |significant gaps between racial/ethnic groups |American population will be | | | |

|In small groups (PLCs), administrators, counselors and |in writing. Statistics show that only 73% of |proficient on the state writing|Teachers |Effective, data-driven |This year’s PD plan |

|teachers will provide interventions including: student |our African American students are proficient on|exam. | |instructional |involves monthly late |

|learning plans, the development of content specific skills |the state writing exam. | |Counselors |strategies. |arrival and early |

|and tutoring. | |On time graduation rates will | | |release days. There are|

|ELL teachers will provide support with specific instruction |District statistics also indicate significant |be greater than 88%. |Administrators |Access to school data. |2 days per month. |

|in the acquisition of English language skills. |gaps between racial/ethnic groups in writing. | | | |During this time, PLCs |

|Special education teachers will ensure students receive | |Curriculum will be better |PTSA | |will meet to discuss and|

|specialized instruction in writing. |“The lynchpin to improving teacher quality and |aligned with state and district| |Counselor, |work towards goals. |

|In PLCs, teachers will review MAP scores and use student data|seeing gains in student achievement rests, in |standards. |Parents and Guardians |Administrator, and | |

|to make decisions about instruction. |part, on the overall professional development | | |Parental support. | |

|PTSA in partnership with RHS administrators will conduct a |made available to teachers” (Zepeda, 2008, p. |% of students entering college |WITS | | |

|parent survey to better understand community concerns and |8). |will increase. | |Contacts for both WITS | |

|needs. | | |Seattle Repertory |and the SRT. | |

|Counselors and teachers will use a variety of media (emails, |“Gutman and Midgley (2000) … found that | |Theatre | | |

|the Source) to get information to parents about student |although family involvement as a single factor | | | | |

|progress and available support. |in improved student performance may have little| | | | |

|Teachers will utilize the Writers in the School program to |significance, when it is combined with support | | | | |

|support student writing projects. |from teachers, a sense of belonging by | | | | |

|Teachers will promote the playwriting program offered through|students, and meaningful family involvement, | | | | |

|the Seattle Repertory Theatre. |there can be significant impact on the | | | | |

| |educational experience of the child” (Ferguson | | | | |

| |& Rodriguez, 2005, p. 3). | | | | |

References:

DuFour, R., Eaker, R., DuFour, R. (Eds.) (2005). On Common Ground: The Power of Professional

Learning Communities. Bloomington, IN: Solution Tree.

Ferguson, C., Rodriguez, V. (2005). Engaging families at the secondary level: What schools can do to

support family involvement. Southwest Educational Development Laboratory.

.

Roosevelt High School. (2010). Continuous School Improvement Plan. Seattle, WA: Author.

Roosevelt High School. (2010). School Report for 2009-2010 School Year. Seattle, WA: Author.

SPS. (2010). 2010 Seattle Public Schools District Score Card: What the data shows and how the district is

responding. Seattle, WA: Seattle Public Schools. Retrieved from

Zepeda, S. (2008). Professional Development: What Works. New York: Eye on Education.

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