The School District of Philadelphia           Action Plan     for     Student Achievement
School:  Robeson High School for Human Services
Principal:  Mrs. Hiromi Hernandez
Address:  4125 Ludlow Street, Philadelphia, PA  19104
Phone:  215-823-8207	Fax:  215-823-8252
Email:   hhernandez@philasd.org
Assistant Superintendent:  Linda Cliatt-Wayman
Address:  3133 Ridge Avenue, Philadelphia, PA  19121 (L.P. Hill School Bldg.)
Phone: 215-684-5120	Fax:  215-823-5258

 

 

 

 

 

 

 

 

PURPOSE OF THIS ACTION PLAN

 

This SDP action plan provides a single, comprehensive school plan to improve the academic performance of students.  Its use requires collection and analysis of student performance data, setting priorities for program improvements, rigorous use of effective solution strategies, and ongoing monitoring of results.  The template provides a structured means to improve teaching and learning to meet state content and performance standards. To accomplish this purpose, the template includes elements found by educational research and professional practice to be essential to the success of plans to improve student’s academic performance.  In addition, if all applicable portions of the template are properly completed, school plan content requirements will be met for all programs and will meet the needs of all students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

The following statements characterize educational practices at the school site:

 

. Alignment of curriculum, instruction and materials to content and performance standards:

The SDP Core Curriculum is followed in all content areas, with all teachers adhering to the School District’s Planning and Scheduling Timeline. Lesson Plans are monitored weekly for daily evidence of content standards in lessons. The principal conducts formal and informal observations to ensure that the curriculum, instruction and materials are aligned to content and performance standards. Departmental meetings are held weekly during common planning time meetings to monitor student achievement and ongoing alignment with the standards.

            Content area instruction is aligned to the IEP through the SDP Core Curriculum.   Standards-based IEPs are developed using core curriculum materials. The content areas are aligned in the individualized educational plans of students with disabilities by relating assessment data to the standards; this includes anchors of the Standard Aligned System Curriculum Framework.  This allows the IEP team to write standards aligned to measurable annual goals. 

 

 

2. Availability of standards-based instructional materials appropriate to all student groups:

            Each teacher received a copy of Access to the Core Curriculum Strategies Guide to support the individual needs of all students, including those in regular education and those  receiving special education services.  Title 1 funds have been used to purchase the books and supplies to supplement core materials.  Carnegie Learning, Student Edge for SAT Math, and Achieve 3000 were used for enrichment and interventions in math and reading.  All students have access to grade-level and ability-appropriate instructional material through the programs and materials listed above.  Teachers’ lesson plans reflect daily use of adopted instructional materials and supplemental materials.  Year-end inventory of these materials is conducted by staff.  Site policy holds teachers accountable for materials and core resources.

The SaS Consideration Toolkit, is used to provide a systematic approach to structure the process that the supplemental aids and materials are used to assure the implementation of standards aligned IEP/GIEPs in categories like: collaborative, instructional, physical, social-behavioral.  Utilization of tutors or adult tutors, modifications to the classroom curriculum, instructional adaptations, and collaboration/consultation among staff, parents, and other professional training for staff, student, and/or parents, specific seating arrangements, word processing, and research based supplementary materials.

 

 

3. Alignment of staff development to standards, assessed student performance and professional needs:

            Professional development has focused on developing reading comprehension skill in the areas of inferencing skills and drawing conclusions in non-fiction reading.  Professional development occurs weekly in grade group and common planning times.  The staff received training in Achieve 3000 reading program and the Carnegie Learning math program. We have intergrated the Access to the Core Strategies Guide into each professional development in order to give teachers skills in linking the IEP to the core curriculum. The SEL facilitated turn-around training to the Math Department teachers, in particular, using the Access to the Core.

Additional professional development is offered to address non-instructional concerns.  This year we had professional development on CSAP, including the pilot CSAP on the Schoolnet system, as well as creating a school-wide positive behavior supports program.

Much of the teacher professional development take place in the school itself and is targeted to a teacher's specific needs, such as the disability or writing skills.

 

4. Service provided by the regular program to enable underperforming students to meet standards:

Teachers identify underachieving students in their classes and develop long-range intervention plans with the support of the department chairs, counselor and the Leadership Team.  Inclusion teachers and paraprofessionals work to ensure that Special Education students have developmentally appropriate access to the core curriculum.  Intervention supports include differentiated instruction, pull-out and push-in services, extended learning time, etc.  Teachers develop long-range intervention strategies to support all and under-performing students.  Para-professionals, special education staff and community organizations assist in providing additional individualized instructional support.

Our interventions include but are not limited to:  Extended Day, Saturday School, Corrective Reading/Math.  Our school implemented differentiated instruction in reading/math skills through the use of Achieve 3000 strategies and Carnegie Learning.  These interventions are provided during regular school hours, as well as before and after the regular school day.  These interventions are identified through the detailed analysis of the academic data provided through PSSA, Benchmark, and Predictive assessments.

 Each teacher received the Access to the Core Curriculum Strategies Guide to address the needs of Special Education students and all students.  Dry-Erase boards were purchased for facilitating in checking for understanding for individual students.

Modifications and accommodations are made to the content and performance expectations or educational environment for students so that the student with an IEP/GEP can access the general education curriculum.  They may include but not be limited to:  modifications to the classroom curriculum, read exam orally, open book exams, more time allowed to complete assignments or exams, shortened assignments, large print materials, word processing device, preferential seating, frequent reminder of rules, use of calculator, and magnification devices.

 

5. Service provided by categorical funds to enable underperforming students to meet standards:

            Operating and categorical funds are used to purchase teachers and supplies that support appropriate educational initiatives.

            Title 1 funds were used to purchase supplemental reading and mathematics materials to support all and under-performing students.  Students are offered a variety of supports including Supplemental Education Services and extended day.  Personnel include SSA’s as well as a supplemental teacher.   Title 1 funds are used to supplement professional development and to purchase technology, software and computer programs that address differentiation.

            IDIEA (ACCESS) money provides additional resources to support our IEP students.  These materials provide our special education students a free and appropriate, least restrictive education.  Students are provided with supplemental education services. 

 

 

6. Use of state and local assessment results to modify instruction and improve student achievement:

Throughout the school year our staff meets to analyze and disaggregate student performance data in order to identify trends in reading and math and to identify targeted student populations, including IEP students.

PSSA data indicate that our school made AYP, but we are in School Improvement 1.  The PSSA data, along with benchmark data indicated the continuing areas of need:  reading comprehension and academic literacy development; math needs include algebraic equations and math computation skills.

Teachers are required to review and document their use of student Benchmark and Predictive assessment results and report card grades, as well as student work.  These data sources inform planning and delivery of instruction and decisions are made about which skills to re-teach and focus on. 

 

7. Family, school, district and community resources available to assist underperforming students:

            In September 2010, the Leadership Team began participation in the School District’s pilot CSAP program on Schoolnet, the District’s information management system.  The team received training and conducted turn-around training on Schoolnet’ s CSAP.  CSAP meetings occur weekly with parents, students and teachers included.  Truancy letters are sent to parents inviting them to meet with the administration and school Attendance Team. During these meetings, goals are set and monitored by the Attendance Team.

            Partnerships with local universities and community organizations provide additional resources for students and families that need additional supports.           

            The Home and School association fundraises to support enrichment programs that enhance the education of all students.  The Home and School Association fosters and improves the relationship between the school and community.

To assist underperforming students, a monthly calendar of meetings inviting parents with their child along with leadership and staff, a meeting is convened to discuss data to develop a plan to support the underperforming students experiencing difficulties to learning.  The plans are reviewed every weekly, monthly and quarterly through a case management system.

 

8. School, district and community barriers to improvements in student achievement:

            As a city-wide admissions high school, our students come from all over the city.  This often means that students take two to three modes of public transportation to reach our school.  Unfortunately, this translates into a high level of chronic tardiness on the part of our students.  

The chronic tardiness rate was alarming. The chronic lateness rate is over 60% of Robeson students with 10 or more lateness.  Moreover, limitation of student access to technology has been a concern.  The school has two computer labs, with 25 computers in each.  This is not enough to service the entire student body of 300+ students.  Although teachers schedule classes using a central master calendar, computer lab accessibility remains a challenge.

These are barriers to improving student success.  The lack of success of students with disabilities on standardized tests and local assessments was indicated by the data: 100% of students with disabilities were below basic in math on the PSSA last year and 83% of 11^th graders with IEPs were below basic in reading.

Close monitoring of student lateness continues by the Attendance Team, with parents included in CSAP meetings.  Ongoing professional development continues in the area of best practices to meet the needs of all students, with a focus on inclusive practices. 

            The lack of success of students with disabilities on standardized tests and local assessments was indicated by the data: 100% of students with disabilities were below basic in math on the PSSA last year and 83% of 11^th graders with IEP’s were below basic in reading.  

However, for two consecutive years, students participating in Corrective Reading have tested out of the program and made a two-year level gain.  In Corrective Mathematics, students have moved to the next level skill set.

 

9. Limitations of the current program to enable underperforming students to meet standards:

            Students with IEPs have not had a high success rate in the core content areas of math, English, social studies and science in inclusion classes.  In addition to Corrective Reading/Math, students have access to Achieve 3000 and Carnegie Learning.  Our CSAP team and Attendance team provide additional services comprehensive services to all and underperforming student groups.

             Currently every teacher has access to the appropriate Core Curriculum materials available to them along with a copy of the Core Strategies Guide to help them reach underperforming students by adapting the Core Curriculum effectively.  All teachers receive professional development and ongoing support of the department chairs to implement best practices. 

            Our regular education and special education teachers have common planning time together, where they can work collaboratively on lesson plans and differentiating instruction.  This has been a great resource for our teachers to work collaboratively in helping to improve achievement.  The Access to the Core Strategies Guide has guided our professional development.  However, we now need to shift our focus to meeting individual students’ IEP goals and effectively differentiating instruction and by implementing co-teaching effectively in the classrooms.  Teachers receive ongoing professional development from the SEL to address the

instructional/classroom management challenges in working with IEP students along with underperforming general education students.

 

10. Analysis of current staff and material resources and how they are being used in relation to improving student achievement at the school.

Regular education and special education teachers have a common planning time to discuss, develop, and review lesson plans and differentiating instruction.  Supplemental materials have been purchased through Title I to support students with IEP/GIEP’s.

The Special Education teachers are stretched thin to be in every content-area class to support students and this has impacted achievement.  Additional on-site professional development, a technology program that is literacy and math-based, and supplementary materials are required. There is a need for the regular education teachers to attend ongoing professional development in the area of co-teaching with the Special Education teachers.  This will greatly enhance our ability to support IEP student and underperforming students in content area classes.

            The Core Curriculum textbooks are available online at both StudentNet and on our school website.  Numerous supplemental materials have been purchased through Title 1 funds to help support the Core Curriculum.           

We have a strong commitment to technology in the building and our teachers have access to up-to-date equipment and software programs, in-house professional development and support, and a centralized server system that allows students to access their work from anywhere in the building, contributing to extended learning time. 

            We also have a strong commitment to focusing on the vision of our school:  human services.  Our name reflects the mission and vision of this special admission school.  Parents and students choose to come here based on the human services specialty.  Currently, we offer a health related curriculum through the Career Technical Education School District (CTE) program.  CTE centralized budget provides one full-time teacher for this program. We have a strong partnership with the Penn Medicine Pipeline that offers selected students year-round internships in the medical and human services field at the Hospital of the University of Pennsylvania (HUP) as well as dual enrollment courses at the Community College of Philadelphia.  In September of 2011, for the first time, we will offer elective courses and opportunities at each grade level that align and support our mission of schooling in the human services field.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Please insert your PSSA Data Sheet

 

 

Provided by the Office of Accountability

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DATA CONCLUSIONS

Conclusion from Student Performance Trend Data:

 

 

MATH  Predictive 2 Findings:

Grade Level	Strength	Area of Concern
Grade 9	M11.A.2.1.1 – 71 %  Solve problems using operations with rational numbers including rates and percents (single and multi-step and multiple procedure operations) (e.g., distance, work and mixture problems.	M11.D.2.1.2 – 8 % Identify or graph functions, linear equations or linear inequalities on a coordinate plane. M11.D.2.1.4 – 12 % Write and/or solve systems of equations using graphing, substitution and/or elimination (limit systems to 2 equations).
Grade 10	M11.D.1.1.1 – 91 %  Analyze a set of data for the existence of a pattern and represent the pattern algebraically & graphically.	M11.D.2.1.2 – 16 % Identify or graph functions, linear equations or linear inequalities on a coordinate plane. M11.D.3.2.3 – 16% Compute the slope and/or y-intercept represented by a linear equation or graph
Grade 11	M11.C.1.4.1 – 82 %  Find the measure of a side of a right triangle using the Pythagorean Theorem (Pythagorean Theorem included on the reference sheet).	M11.C.1.1.2 – 15 % Identify and/or use the properties of arcs, semicircles, inscribed angles and/or central angles. M11.A.2.2.2 – 20 % Simplify/evaluate expressions involving multiplying with exponents (e.g. x to the 6th power * x to the 7th power = x to the 13th power), powers of powers (e.g., (x to the 6th power) to the 7th power=x to the 42nd power) and powers of products (2x²)³=8x to the 6th power (positive  only).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading

·  According to the ELA Predictive 2 results, our 11^th grade students scored 50.6 proficient or advanced. 

·  10^th grade students scored 49% proficiency.

·  9^th Grade students scored 57% proficiency, scoring the highest on the most recent predictive.

 

English Benchmark (1/31/2011) and Predictive Data (1/6/2011):

Grade	Strength	Area of Concern
Grade 9	Benchmark R11.A.1.6.1 – 92.1% Author’s intended purpose of text   Predictive R11.A.2.4.1 – 85.7% Implied main ideas and relevant supporting details from text	Benchmark R11.B.1.1.1.c.2 – 26.6% Plot     Predictive R11.A.2.6.2 – 17.1% Examples of author’s intended purpose
Grade 10	R11.A.2.4.1 – 88.4% Implied main ideas and relevant supporting details from text   Predictive R11.B.2.2.1 – 89.9% Point of view	Benchmark R11.A.2.6.2 – 15.9% Examples of author’s intended purpose   Predictive R11.A.1.6.1 – 26.1% Author’s intended purpose of text
Grade 11	R11.B.3.1.1 – 85.5% Use of facts and opinions to make a point or construct an argument in nonfiction text   Predictive R11.A.1.6.2 – 87.3% Make inferences and/or draw conclusions	Benchmark R11.B.1.1.1.d – 25.5% Theme     Predictive R11.B.1.1.1.d – 25.5% Theme

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Conclusions from Parent, Teacher, Student Surveys, Home- School Association and community meetings:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHOOL’S OBJECTIVES BASED ON ANALYSIS OF DATA

 

                  In each of the following areas, schools are expected to write two to four measureable objectives that will drive their academic program for the following school year.  The first objective (s) should address their overall population of students.  The second objective (s) should address the school’s under-performing and/or under-represented student groups.  In Section C, the school must address how these new objectives are different than previous years and will enable a school to achieve dramatic improvements in performance.  All goals must be measurable, attainable, and monitored on a regular basis (i.e. SMART goals)

1. Academic Achievement: What are the school’s plans to improve academic achievement for all students in reading and math?  How will the school address the achievement gap between all students and the under-performing groups?  All goals must be measurable, attainable and monitored to ensure appropriate implementation.

 

A.    All students – Our school plans to improve academic achievement for students include but are not limited to:  providing standards-based curriculum and implementing the Core with fidelity.

 

·       By June 2011, 60% of all students will achieve proficiency in reading.

 

·       By June 2011, 50% of all students will achieve proficiency in math, as measured by the 2011 PSSA scores.

 

·       By June, there will be at least a 17% increase in the percentage of students scoring proficient or advanced on the PSSA in reading.

 

·       By June, there will be at least a 10% increase in the percentage of students scoring proficient or advanced on the PSSA in Math.

 

B.    Under-performing and/or under-represented student groups – We plan to improve academic achievement for the under-performing and/or under-represented students by:  differentiating instruction and integrating Eligible Content into daily instruction.  We will address the achievement gap between all students and under-performing students by continuing targeted interventions to all students as well as under-performing students.  Teachers will receive ongoing supports with the implementation of Achieve 3000 and Carnegie Learning as well as the Student Edge program.

 

·       By June 2011, 60% of African American students will be proficient in reading.

 

·       By June 2011, 50% of African American students will be proficient in Math.

 

·       By June 2011, 60 % of Economically Disadvantaged students will achieve proficiency in reading.

 

·       By June 2011, 50% of Economically Disadvantaged students will achieve proficiency in Math.

A plan for closing the achievement gap for students with IEPs who are receiving continuum of special educations services consists of the use of progress monitoring.  All students receiving special educations services are rostered to one class or a “double dose” of scientific research based interventions to remediate deficient skills.  Although all of our teachers are highly qualified in their content areas, teachers will be closely utilizing adapted materials effectively differentiating and meeting individual student IEP goals.  The specific goals for itinerant and supplemental service group students are to increase self-advocacy skills, increase reading levels by two years, self monitor their progress and to increase level of achievement through report card grades, with increase attendance in after school and summer enrichment programming.

 

C. How is this different from the past/previous practice?

    The major difference in literacy and math is the offering of interventions as elective courses in English and Math.  Special Education students are included in these elective classes.

 

 

 

 

 

2. Academic Equity: What are the school’s plans to involve all students and increase the involvement of under-represented and/or under-performing groups in a comprehensive education by providing access to and involvement in a high-quality program of studies in the Core Curriculum?

 

A.  All – All teachers will use the Core Curriculum along with the related Access to the Core Curriculum Strategies Guide to plan and implement high quality instruction in the content areas.  Lesson plans will be monitored by the Principal weekly to ensure adherence to rigorous instruction.

 

B.  Under-performing and/or under-represented student groups – 100% of our Special Education students will have IEP goals that are aligned to the content standards with grade appropriate objectives to assure that they are being exposed to the same content and standards as their general education peers.  IEP goals will be monitored by the SEL and the Principal quarterly.

 

·       By June 2011, 85 % of African American and Economically Disadvantaged students will pass math courses.

·       By June 2011, 90% of African American and Economically Disadvantaged students will pass English.

 

The general and special education staff has shared responsibility because they are both educators of the students.  The special educator is part of the instructional or planning teams.  The general educator is the expert of the content.  With this teaming approach problem solving and program implementation can be a success.  Regular teachers, special education teachers, and other specialists collaborate.

 

C.  How is this different from the past/previous practice?

Prior to this year, teachers did not have access to web-based programs of Achieve 3000 and Carnegie Learning.  All students will have access to the math lab and the literacy once a week.  An after-school lab will be open to students during the week to support students in the core content areas.

 

 

 

 

 

 

 

 

 

3. Comprehensive Academic Program (Arts, music, PE): What are the school’s plans to involve all students and increase the involvement of under-represented and/or under-performing groups in a comprehensive education by providing access to and involvement in a high-quality program of studies in the Core Curriculum beyond reading and math?  Please be sure to address physical education, arts, music, nutrition, etc.

 

A.     All students – All students have access to music every day and PE very day as evidenced by students’ daily rosters. All students have access to the Urban Nutrition Initiative weekly. We will add elective courses in human services.

 

B. Under-performing and/or under-represented student groups – IEP students have access to music classes every day and PE every day as evidenced by students’ daily rosters.

 

African American and Economically Disadvantaged students have access to music/art and PE everyday as evidenced by their daily rosters.

 

African American and Economically Disadvantaged students have access to the Urban Nutrition Initiative weekly as well as the human services electives.

 

There are accommodations provided to permit students with IEP’s the opportunity to participate in all activities to the maximum extent possible are: Accessible classroom/location, Advance notice of assignments, Alternative ways of completing assignments (e.g., oral presentation versus written paper), Course or program modifications, Document conversion (alternative print formats: large print, tape, electronic), Test modifications, Study skills and strategies training, Time extensions, Computer for exams, Glossaries and summaries, Acoustical sound treatment, Preferential seating, Adapted curriculum alignment and study guides.

 

C. How is this different from the past/previous practice?

In past years, students did not receive guitar classes. Next year, they will receive art classes.

 

4. Initiatives to Improve Instruction: What new initiatives will the school put in place to improve instructional delivery?  What professional development opportunities will be offered to all, new and/or struggling teachers?

 

A.   All teachers –  

Literacy in the content areas:  All teachers implement the cycle of effective instruction, dry-erase boards to check for understanding, summary frames and exit tickets with fidelity. 

 

Research skills:  teachers have planned – through backmapping from senior project year to ninth grade– for integration of research skills into a completed year-end product that will contribute toward the student’s senior project.  A Human Services theme will be integrated into the senior projects.

 

Math:  All teachers are implementing the cycle of effective instruction and integrating basic algebra and geometry formulas in weekly lessons to reinforce eligible content in the content areas with fidelity.

 

Professional development occurs at least one a week during common planning time meetings.  Monthly after-school professional development is provided to teachers on the core curriculum materials and the cycle of effective instruction.  Supports to new and/or struggling teachers are provided to improve the delivery of instruction and classroom management.

 

B. Under-performing and/or under-represented student groups –   

·       Literacy:  Corrective Reading and Achieve 3000 are implemented with fidelity.

·       Math:  Corrective Math, Carnegie Learning are implemented with fidelity.

 

The SEL is rostered into common planning time to increase collaboration among all teachers to support student academic achievement.  This will be done through rostering.

 

C. How is this different from the past/previous practice?

 

Last year we focused on Dr. Platt’s Mastery Objectives in raising the level of rigor and aligning instruction. This year, we will build on mastery objectives with a focus on the cycle of effective instruction, with emphasis on checking for understanding.  Professional development now uses the Access to the Core Strategies Guide and Achieve 3000 on a monthly basis for best practices and differentiation.  Teachers will begin creating a school-wide research skills plan for initial implementation this Spring.  Previously, Achieve 3000 was not offered as an elective class.

 

 

 

 

 

5. School Climate: How will the school use current behavior supports and systems to address a positive learning environment?  (i.e. Positive Behavior Supports)

 

A.  All students – As reported by the Annual School Reports and the Mid-Year Review:

·       There will be a 20% reduction in the number of chronically truant students.

 

B. Under-performing and/or under-represented student groups –

·       There will be a 20% reduction in the number of discipline referral for students cutting classes.

·       There will be a 20% reduction in the number of suspensions as reported in SchoolNet.

 

·       By June 2011, 91% of African American and Economically Disadvantaged students will attend school daily, on the average.

·       By June 2011, 15% (from 40% to 25%) of African American and Economically Disadvantaged students will have reduced their truancy rate.

 

The CSAP process will be used to access internal school barriers and provide external community-based resources. CSAP begins is the classroom, where the classroom teacher analyzes the strengths and learning needs of his or her students and adapts instruction and environment to create optimal learning conditions.  There is a grade level case management system established to monitor implementation of goals and progress of students referred.  These cases are reviewed weekly, monthly and quarterly to review, adjust, and modify level of support for the target student(s).  Parents are fully involved in the process and keep aware of progress.

 

C. How is this different from the past/previous practice?

 

We have students as mentors and have a fully operational Peer Mediation Team. 

Due to the long-term absence of the school counselor, student monitoring and tracking of their own attendance rates through the individual learning plans on the information management system (SchoolNet, StudentNet) has been limited.

 

6. School Safety: How will the school use regional, district and school personnel to ensure and support a safe and orderly learning environment? (i.e. crisis and deployment plans).

 

A. All students – At the beginning of the school year, during opening day activities, the Climate and Safety Team will review the Crisis Plan and the School Safety Plan with all staff.

 

B. Under-performing and/or under-represented student groups –  

·       By June 2011, there will be a 50% decrease in the number of African American and Economically Disadvantaged students suspended.

·       By June 2011, 10% increase in the number of trained peer mediators.

 

 

C. How is this different from the past/previous practice?

 

17 students were trained as peer mediators in Spring 2010.  We intend to train more students and to monitor the number of peer mediations that occur this year.

 

We review discipline data on a monthly basis to improve climate issues.  Student leaders will be included for the first time.

 

 

 

7. Enrichment: How will the school address issues related to the involvement of all students in areas such as clubs, after school programs, sports, intra-mural activities, band, etc?

 

A.   All students – There will be a 10% increase in recruitment activities for all enrichment programs (clubs, after-school programs, sports, intramural activities, and community service events) as evidenced by club rosters.

 

B.  Under-performing and/or under-represented student groups – There will be a 10% increase in the involvement of under-performing and under-represented groups in intramural activities and after-school programs as evidenced by club rosters.

 

There are accommodations that are provided to permit students with IEP’s the opportunity to participate in all activities to the maximum extent possible.  They are accessible classroom/location, advance notice of assignments, alternative ways of completing assignments (e.g., oral presentation versus written paper), course or program modifications, document conversion (alternative print formats: large print, tape, electronic), test modifications, study skills and strategies training, time extensions, computer for exams, glossaries and summaries, preferential seating, adapted curriculum alignment and study guides.

 

C.   How is this different from the past/previous practice?

 

We have added a robotics BEST and MATE program after school.  We have added the “Build On” club. We have intramural activities such as volleyball, Double Dutch jump rope contests, HOSA club activities, student docent training with the Paul Robeson House.

 

 

 

 

 

8. Parent and Community Involvement: Significantly increase the involvement of a broad base of parents and community at the school level.

 

A.  All parents – There will be a 20% increase in the number of parents attending the Home and School Association monthly meetings and the “curriculum class nights.”

 

B.  Under-represented parent groups – There will be a 20% increase in the number of parents who  will receive training from Dr. Stephen Jones and his book:  Seven Secrets on How to Study in order to help their child experience greater success in high school. Parents will also receive training in Reading for Their Life, a book that addresses African American males and literacy.

 

Parents are given literature about the CSAP system through pamphlets, newsletters and poster boards in school hallways.  Parents are made aware if they believe their child has a difficulty in a subject area that they request the CSAP process to begin for their child.  Parents are told of the services provided to all eligible students who qualify for special education services.  Parents from different language backgrounds have the opportunity to be given interpretive services to explain any document or translate.  Programming and services pamphlets with timelines are presented to parent to give them better meaning as what is anticipated for the process.

 

C.  How is this different from the past/previous practice?

 

In previous years, there has been a 5% attendance rate for Home and School Association meetings and events.

 

 

 

 

Action Plan

 

Goal #1 Significantly increase academic achievement and learning for all students, including closing the achievement gap.
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development	Related Expenditures/ Estimated Cost	Funding Source
All Responsibilities 1.1  SIP#9 Specify the responsibilities of the school, the local educational agency and the State Educational agency serving the school. (NA if school is not in any level of improvement      It is the school’s responsibility to improve student achievement and ensure that supports are provided for every student to succeed.  The administration and teachers meet to discuss student data during daily common planning time.  We review PSSA data, Benchmark, and teacher-made assessments.      The Department Chairs review the data from Schoolnet after each Benchmark administration and the departments meet in professional learning communities to plan for adjustments in instruction. Each monthly goal for each department focuses on the same literacy strategy in reading comprehension and algebra and geometry according to student data. The administration and Leadership Team provide data trends and goals for each professional learning community.  The principal meets with each department chair and individual teacher to monitor student progress. The principal monitors teacher lesson plans and teacher data binders. Data is posted in a Data Room for review by all. Data is shared in teacher-student in benchmark conferences; Formal and Informal Observations and feedback to teachers provide information on improving teaching and learning.       1.1  All  A.  ·       Develop rigorous and relevant lesson plans using the cycle of effective instruction. ·       All students will maintain PSSA Folders for student work samples in constructed responses across the content areas. ·       Ongoing monitoring of student performance data by reviewing Predictive, Benchmark and report card data trends	Principal Department Chairs               Math Dept. Chair             Principal and Leadership Team; English Dept.                     Principal and Teachers SEL		Math strategies:  algebraic functions, math manipulatives Geometry skills TI-Inspire Calculators Targeted Audience:  Math and Science teachers       Differentiated Instruction Achieve 3000 Targeted Audience:  English Dept.                       Cycle of effective instruction Targeted Audience:  All Staff	After-school PD           .2 Literacy teacher ($18, 900) Achieve 3000   $5, 000 for 150 licenses	Title I             Title I         Operating
1.2  Under-represented groups B. ·       Use Corrective Reading and Corrective Math to increase oral reading fluency and mastery of basic reading and math skills.   ·       Institute common planning time to allow teachers to collaborate in planning lessons and differentiate lessons for struggling learners. Hold CSAP meetings to review and monitor intervention plans for targeted students. ·       Use web-based supplemental materials to reinforce and remediate weak academic skills [Carnegie Learning and Achieve 3000]	Principal and Leadership team       Department Chairs		Corrective Math/Corrective Reading with SRA consultants to ensure program is being implemented. Targeted Audience:  Special Ed. Teachers   Aligning data to instruction to assist students with comprehending content area and develop strategies for understanding textbook terminology Targeted Audience:  All Staff Carnegie and Achieve 3000 Targeted Audience:  Math  and English Teachers	None                   After-school PD EC	Operating
1.3 How is this different from the past/previous practice? C.  In prior years, weekly common planning time meetings were not built into teachers’ schedules.  Last year, only juniors used the Student Writing Folders system in English and Math; web-based interventions have expanded.
How will you monitor program implementation? Include monitoring measurements for all Actions		When will you monitor? Provide specific dates
·       Leadership/Division walkthroughs to monitor effectiveness of implementation of strategies ·       Lesson plans which reflect differentiation ·       Report card grades and Benchmark/Predictive assessments ·       Common planning time agendas SWP # 6 . Describe the on-going plan to assess the implementation and results achieved by the SWP using the PSSA, other State indicators of success and other locally determined indicators of achievement. Determine if the SWP has been effective in increasing the extent to which students are meeting the State standards, particularly those students who had been furthest from achieving those standards and the process that will be used to revise the plan if necessary. (Note: If the school is identified for school improvement, the SWP plan would need to be revised to reflect changes that address the reasons the school failed to meet adequate yearly progress.)   Goals for each content area are re-visited each month in professional learning communities/departments. Formal and informal walk-throughs by administration and peers provide feedback on the effectiveness of teaching and learning.      The 2010 PSSA data has been reviewed to determine identified students for interventions in reading and math.  The teachers provide explicit instruction and small group tutorials. Review of weak areas such as geometry and slope of a line; increased use of calculators; use of peer evaluations using rubrics for open-ended questions; use of dry-erase boards for immediate feedback and exit tickets.   Instructional Plan:  The Do Nows, open-ended questions, assessments and monthly foci will be planned by the math department under the leadership of the Math Chair. The principal and Math Chair monitor the monthly plan to ensure alignment to the core curriculum.  Intervention plans for individual students will include extra time in the math lab.		SIP # 8 Establish specific annual, measureable objectives for continuous and substantial progress by each group of students specified in Section 1111 (b)(2)(C)(v) and enrolled in the school. (NA if school is not in any level of improvement.) Our annual 2011 AYP target in Math is 60% proficiency.  ·       Leadership Team – Daily ·       Lesson Plans – Weekly ·       Departmental Team meeting agendas – Weekly      Progress towards these goals are monitored monthly.  Attendance, tardiness, and CSAP data is monitored daily and weekly.        The student work folders will be reviewed each week by department chairs and administration.  Teachers will monitor the daily entries or the student folders and hold benchmark conferences in quarterly class meetings and individual conferences.      Lesson plans are monitored weekly. Informal and formal observations are completed weekly with the principal visiting 3-5 classrooms daily and providing feedback.

 

Goal #2 Ensure that all students have access to a comprehensive education by providing a high-quality program of studies in the Core Curriculum.
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development	Related Expenditures/ Estimated Cost	Funding Source
2.1  All A. Teachers use the Core Curriculum with related Strategies Guide to plan and deliver rigorous and student-centered lessons.   Weekly lesson plans reflect the cycle of effective instruction and alignment with district content standards.	Principal Dept. Chairs Math and English teachers Special Ed. Teachers Technology Teacher		Access to the Core Strategies Guide Targeted Audience:  All Staff       Cycle of Effective Instruction Targeted Audience:  All Staff	Additional purchase of book for new teachers -$200 None   ASCD Training DVD - $300	Special Ed. High Incidence         Title I
2.2   Under-represented groups B.  Regular and Special education teachers are scheduled together for common planning time in math and English, in order to align lessons with students’ IEP goals.   Supplemental materials were ordered for content area teachers such as calculators, hands-on science projects, primary sources in social studies, and foreign language materials.	SEL Special Ed. Teachers Extended Day Math and Literacy Lab Coordinators		Carnegie Learning TI-Inspire Calculator   Targeted Audience:  Math Department	None
2.3  How is this different from the past/previous practice? C.      Math and Literacy computer labs were available to all students during classes and after school.      Access to the Core strategies were integrated into all lessons by all teachers.      Common planning time for Special Ed. and regular Ed. teachers	Principal & Leadership Team SEL Counselor CSAP Team		Monthly PD in Access to the Core strategies   Targeted Audience:  All Staff	Prof. Dev. Hourly Rates: $47.62 hr for Prof. Dev. Planning $58.36 Teacher Leaders $35.17 teacher participant	Operating Budget E.C. funds
How will you monitor program implementation? Include monitoring measurements for all Actions		When will you monitor? Provide specific dates
Math Computer Lab GRADE First in Math   Carnegie Learning SAT/PSSA Prep 9th Intervention Daily Powlen/Crawford Thurs      Wed Powlen/Crawford (Th)         (W) Crawford 1x month Open-ended Powlen (M)       10th Crawford Crawford (W) Crawford (W) Crawford(W) Open-ended Crawford (W)       11th Phan      (T) Powlen(Th) Phan (T) Powlen (Th Phan (T) Powlen (Th) Phan (M-F) Powlen “  “ Open-ended Powlen (M)     ALL (M) 12th Phan    (T) Phan Phan Phan		The Literacy Computer Lab and the Math Lab – daily.  The principal and department chairs monitors instruction – daily The literacy labs – daily Lesson plans – Weekly Common Planning time agenda – Weekly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Goal #3 Involve all students and increase the involvement of under-represented and/or under-performing groups in a high-quality program of studies in the Core Curriculum beyond reading and math.  (Be sure to address physical education, arts, music, etc.)
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development	Related Expenditures/ Estimated Cost	Funding Source
3.1  All All students are offered art, theatre, and Physical Education classes including the following: ·       Foreign Language ·       Physical Fitness ·       Intramural Sports ·       Art Class ·       Human Services electives Integrate the arts through the teaching posters provided from the Philadelphia Museum of Art.	Principal Teachers		Phila. Museum of Art’s Wachovia Education Resource Center’s Teacher Workshops Targeted Audience:  All Staff	None	Operating
3.2  Under-represented groups B.  All students are offered music, theatre, and Physical Education classes including the following: ·       Foreign Language ·       Physical Fitness ·       Intramural Sports ·       Art  Class ·       Human Services electives Integrate the arts through the teaching posters provided from the Philadelphia Museum of Art.	Principal Roster Chair Teachers		Art Supplies Phila. Museum of Art’s Wachovia Education Resource Center’s Teacher Workshops Human Services curriculum   Targeted Audience:  All Staff	1,000     1,000	Operating     Operating
3.3  How is this different from the past/previous practice? C.   In previous years, art classes were not offered.  Human Services elective courses will be offered.
How will you monitor program implementation? Include monitoring measurements for all Actions		When will you monitor? Provide specific dates
Use district performance monitoring tool for monitoring enrollment in classes.		Mid-Year Performance Target Review Annual School Review

 

Goal #4 Improve instructional delivery to all students using best practices and whole school reform models.
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development	Related Expenditures/ Estimated Cost	Funding Source
4.1 All A.  All teachers use Mastery Objectives and the Cycle of Effective Instruction, with focus on checking for understanding, to deliver daily lessons in alignment with standards.   Reading in the content areas was a focus in all classes. Promethean technology and dry-erase boards are used in math classes and Classroom For the Future.	Principal Leadership Team   English Dept.   Technology Teacher Leader, Teachers		Cycle of Effective Instruction Teaching for Understanding Reading comprehension strategies Targeted Audience:  All Staff    CFF Support Personnel Targeted Audience:  six CFF teachers	ASCD DVDs $300 Math hands-on Materials – 1,000	Title I
4.2  Under-represented groups B.  Teachers implement differentiated instruction by integrating Access to the Core strategies into daily teaching and by utilizing the Achieve 3000 program daily.	SEL Principal Leadership Team		Access to the Core Strategies Guide Achieve 3000 Program	Facilitator prep time None	EC Funds
4.3 How is this different from the past/previous practice? C.  In previous years, teachers did not focus on the cycle of effective instruction with a greater depth of implementation in using criteria for success, checking for understanding and closure strategies. Monthly professional development centers on Access to the Core and the formal and informal Classroom Observation of Teaching Performance.	Principal		Formal and Informal Classroom Observation of Teaching Performance tool.	None	Operating
How will you monitor program implementation? Include monitoring measurements for all Actions		When will you monitor? Provide specific dates
The principal conducts formal and informal observations.  The principal conduct informal observations daily with timely feedback to teachers.   The Informal Classroom Observation of Teaching Performance form is the feedback tool used.  Teachers have access to weekly professional development in weekly faculty meetings, using common planning time by departments. The focus of the informal observations is the cycle of effective instruction and the integration of reading skills in the content areas.   Teachers set professional learning goals in individual conference with the principal in September, April and June.		2010-2011 Formal and Informal Observations Professional Goal-setting Conferences

 

 

Goal #5 Ensure a positive learning environment by use of current behavior supports and systems.   (ex: Positive Behavior Supports)
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development		Related Expenditures/ Estimated Cost		Funding Source
5.1 All A.  All students participated in developing a school-wide Positive Behavior Support Plan and assisted in the implementation of the Student Climate Support Team, consisting of: ·       students as mentors. ·       Monthly newsletters recognizing students who improved ·       Class Sponsor meetings with students and attendance objectives ·       Peer Mediation Team in effect	Student Government   CSAP Team Climate & Safety Team Attendance Team     Class Sponsors Counselor		Access to the Core Curriculum Strategies Guide SchoolNet StudentNet FamilyNet		Spare Uniforms $100   Awards certificates & student incentives $1,000		Operating budget     Operating budget
5.2  Under-represented groups B. ILP sessions conducted during Advisory period.   B. ILPs completed by10th graders also.	Counselor and Advisors Students CSAP Team		Peer Mediation training for new members		None
5.3 How is this different from the past/previous practice? C. New elements of the PBS Plan student mentors; the monthly newsletter to inform parents of ILPs, FamilyNet; class sponsor meetings and ILP for 10th graders.  Students tracking their attendance and lateness is new.   Peer Mediation began in May 2010.	Principal Counselor
How will you monitor program implementation? Include monitoring measurements for all Actions The Principal and Attendance Team monitor the Average Daily Attendance (ADA) data trends and begin CSAP process and interventions for students after 3 unexcused absences and 5 latenesses. The CSAP list on Schoolnet is monitored weekly. The Principal, Attendance Team, Class Sponsors, Student Leaders, and Climate and Safety Team will meet weekly to set and monitor goals to reduce truancy and tardiness.    Advisors Students are given opportunities throughout the first semester to set individual attendance and academic goals and to track their progress on StudentNet in their ILPs throughout the year.   CSAP meetings with parents, teachers, student are held weekly.  The Counselor and CSAP Coordinator created a calendar of monthly meetings with parents.   Counselor- The Counselor makes weekly entries in the CSAP Log and this is reviewed monthly by the Principal.  The Counselor will train additional Peer Mediators and monitor the number of peer mediations that occur and their results.   Student Government leaders meet with advisors by grade level and jointly develop a school-wide Positive Behavior Support Plan that address behavioral expectations, attendance goals, Late policy, the uniform policy, dress policy for “Dress-down Days,” cafeteria expectations, and homework policy. Class Sponsors supervise the student mentors and hall monitors.  Weekly reports on data trends from class cut slips and Schoolnet provide information on progress toward goals. The principal and Climate and Safety Team review pink slips weekly and set goals to reduce suspensions and serious incidents.		When will you monitor? Provide specific dates The Climate and Safety Team in collaboration with the Class Sponsors, and the Home and School Association will be responsible for monthly Awards Assemblies. The schedule will be as follows:
Goal #6 Ensure and support a safe and orderly learning environment by use of regional, district and school personnel (i.e., crisis and deployment plans)
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development	Related Expenditures/ Estimated Cost		Funding Source
6.1  All A.  Each member of the Climate and Safety Team will become the case manager for a grade level with the responsibility to: review discipline slips weekly and summarize data trends and interventions. The team receives and provides regular safety and crisis professional development.  Project Wisdom announcements continue; implementation of school-wide positive behavior supports and incentives.	Principal SPO Climate & Safety Team members Office of School Climate & Safety		Crisis Plan -Shelter-in-Place procedures -Lockdown procedures -bomb threats -fire drills -communication protocols	None     Project Wisdom - $300		Operating
6.2  Under-represented groups B.  The SEL and Special Education teachers are active members of the Safety Team and provide professional development in positive discipline methods and safety.   B.  The Counselor will train the second cohort of Peer Mediators and track the number of Peer Mediations and their results.	SEL Special Ed. teacher     Counselor		Safety and crisis procedures       Peer Mediation; conflict resolution	None
6.3 How is this different from the past/previous practice? C.  The Safety Team receives on-going training from central office personnel and regional personnel. In previous years, class committees served as the leadership along with Student Government.  The new class officers for the tenth grade class will begin the process of electing officers for all classes.	Central Office – Office of School Climate and Safety   Principal and Leadership Team		Anti-bullying Safety and crisis procedures     Class Meeting rules	None       Class Sponsor EC		Operating
How will you monitor program implementation? Include monitoring measurements for all Actions		When will you monitor? Provide specific dates
The Principal and School Police Officer review the disciplinary referrals weekly and provide them to the Climate & Safety Team.  Safety plans are practiced quarterly. Peer Mediation data is reviewed weekly. SchoolNet data and Scholarchip data provide information on goals.		Climate and Safety Team meets weekly Fire Drills conducted monthly Lockdown procedures are practiced quarterly.  Shelter-in-Place occurs twice a year.

 

Goal #7  Increase the involvement of all students in areas such as clubs, after school programs, sports, intra-mural activities, band, etc.
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development	Related Expenditures/ Estimated Cost	Funding Source
7.1 All A.  All students have increased opportunities to participate in after-school clubs, programs and sports through Freshman Orientation and an in-school assembly when faculty sponsors promote their clubs:  Debate Team, Mock Trials, Cheerleading, Double Dutch Competition, cooking club, Fruit Stand, Robotics Club, Build On, Student Docent Training with the Paul Robeson House, HOSA, etc.	Extra-curricular club sponsors		None	E.C. Hourly Rate for teachers	Urban Nutrition Initiative Grant
7.2 Under-represented groups B.  No students will be denied participation in an extra-curricular activity due to cost.	Principal Faculty Sponsors
7.3 How is this different from the past/previous practice? In previous years, we did not have a Club Showcase at various venues:  school assemblies, Freshman Orientation, Back-to-School-Night, Class Nights.
How will you monitor program implementation? Include monitoring measurements for all Actions		When will you monitor? Provide specific dates
Faculty club sponsors provide agendas and student sign-in of all meetings.  Club sponsors provide a calendar of all meeting/activity dates, time, and locations.  Each club has a binder in the Main Office which contains this information.		September - Orientation Session for club sponsors September - Back to School Night - Parent Orientation for clubs and enrichment opportunities October – June – Monthly Sponsors meeting with principal. April 2011 – Sophomore Class Night

 

 

Goal #8 Significantly increases the involvement of a broad base of parents and community at the school level.
Description of Specific Actions or Strategies to Improve Educational Practice that are aligned to a School’s Major Objectives	Persons Responsible		Professional Development	Related Expenditures/ Estimated Cost	Funding Source
8.1  All We have increased monthly communications with parents via monthly newsletters and parent recognition. All parents have received Student and Parent handbooks at Ninth Grade Orientation in the August and at Back to School Night in September. A Senior Parent Night was held, along with Junior, Sophomore and Freshman Parent Nights. All parents are contacted via the Parent Link Autodialer for daily and weekly updates. All parents received Title I information in September and throughout the year. Parents will be invited to participate in two school-wide activities:  The annual Human Services Fair And the “Robeson Spring into Health Fair”.	Principal Home and School Assoc.   Newsletter/Newspaper Sponsor Counselor         Principal   Counselor Health Teachers (HRT and Phys. Ed.)			VIP Certificates & pins for parent participation Printing costs $2,000             Advertising Costs	Operating Budget   Title I                 Operating
8.2  Under-represented groups   ·A quarterly newsletter is distributed to parents and families of special education students to keep them informed of best practices and advocacy skills. ·Parents are informed of their child’s progress in the special education interventions and in the regular ed. curriculum.	Principal Leadership Team		High School Parent Guide Career Planning and Educational Choices Targeted Audience:  Parents	$1, 250	Title I
8.3 How is this different from the past/previous practice?   In previous years, we have not created a parent newsletter specifically for special education educational practices and policies.	Principal Counselor Special Ed. teachers		Computer publishing software Targeted Audience:  Special Ed. teachers	Printing costs EC	Operating
How will you monitor program implementation? Include monitoring measurements for all Actions		When will you monitor? Provide specific dates
Monthly newsletters are sent home.   Home and School monthly agendas and membership sign-in.		Home and School Calendar of monthly meeting dates Sign-in sheets for all parent and community activities are monitored monthly.