Targeted Improvement Plan
Watson Chapel High School
Priority: Focus School Targeted Improvement Plan
AMO Goal: WCHS will meet their AMOs for mathematics, literacy and graduation rate for the 2012-13 school year, 2013-14 school year, and 2014-15 school year.
Supporting Data:
Watson Chapel High School has been designated a Needs Improvement Focus School. The graduation rate for All Students at WCHS was 83.51 for 2011, missing the AMO of 85.98 by 2.47. The graduation rate for TAGG at WCHS was 83.23 for 2011, missing the AMO of 85.80 by 2.57. WCHS is a Needs Improvement School in Literacy. The 2012 performance for All Students was 56.46, missing the AMO of 61.53 by 5.07. WCHS is a Needs Improvement school in Math. The 2012 performance for All Students was 40.67, missing the AMO of 47.62 by 6.95; and 2012 performance for TAGG Students was 30.43, missing the AMO of 32.96 by 2.53.
Targeted Improvement Plan Goals:
- Watson Chapel High School will meet the criteria set forth by the Arkansas ESEA Flexibility Request to become an Achieving School.
- Increase communication and work together to achieve clearly defined academic goals.
- Meet or exceed the AMO for Graduation Rate.
- Develop the Instructional Leadership within the system in order to make progress towards meeting the school’s AMOs.
- Students will meet or exceed the AMO goal in Math.
- Students will meet or exceed the AMO goal in Literacy.
Benchmark/AMOs: Literacy 2013-65.03, 2014-68.52, 2015-72.02
Math 2013-52.38, 2014-57.15, 2015-61.91
Graduation Rate 2013-88.53, 2014-89.81, 2015-91.08
Benchmark/IMOs: Change in leader effectiveness
IMO: The principal will complete Action 1 of the identified leadership actions by June 30, 2013, to support meeting the required AMOs for 2013.
IMO: The principal will continue Actions 1 and complete Actions 2 & 3 of the identified leadership actions by November 31, 2013, to support meeting the required AMOs for 2014.
IMO: The principal will continue Actions 1-3 and complete Action 4 by February 28, 2014, to support meeting the required AMOs for 2014.
IMO: The principal(s) or principal designee will continue Actions 1-4 and complete Action 5 December 15, 2014, to support meeting the required AMOs for 2014.
IMO: The principal(s) or principal designee will continue Actions 1-5 to support meeting the required AMOs for 2015.
IMO: Principal(s) or principal designee will conduct at least 12 CWTs per week and share analysis of data and next steps with faculty quarterly by October 31, 2013.
IMO: Principal(s) or principal designee will conduct at least 15 CWTs per week and share analysis of data and next steps with faculty quarterly by December 31, 2013.
IMO: Principal(s) or principal designee will conduct at least 25 CWTs per week and share analysis of data and next steps with faculty quarterly by March 15, 2014.
IMO: Principal(s) will conduct at least 35 CWTs per week and share analysis of data and next steps with faculty quarterly by December 15, 2014.
IMO: Principal(s) or principal designee will conduct at least 50 CWTs per week and share analysis of data and next steps quarterly by May 15, 2015.
Benchmark/IMOs: Change in team structure
IMO: Instructional team meeting agenda and minutes will reflect at least 50% of the time was spent reviewing student progress towards meeting or exceeding the school’s AMO by May 29, 2013.
IMO:Instructional team meetingagenda and minutes will reflect at least 60% of the time was spent reviewing student progress towards meeting or exceeding the school’s AMO by October 31, 2013.
IMO: Instructional team meetings agenda and minutes will reflect at least 65% of the time was spent reviewing student progress toward meeting or exceeding the school’s AMO including the formative data analysis by December 31, 2013.
IMO: Instructional team meetingagenda and minutes will reflect at least 75% of the time was spent reviewing student progress towards meeting or exceeding the school’s AMO including formative data analysis and interventions by May 29, 2014
IMO:Instructional team meetingagenda and minutes will reflect at least 85% of the time was spent reviewing student progress towards meeting or exceeding the school’s AMO including formative data analysis and interventions by May 29, 2015.
Benchmark/IMOs: Change in teacher practice
IMO: Teachers will dedicate at least 25% of their class time for students to work in learning groups by December 2013.
IMO: Teachers will continue to dedicate class time for students to work in learning groups and will add formative assessment strategies totally 30% of class time by May 2014.
IMO: Teachers will continue to dedicate class time for students to work in learning groups, along with utilization of formative assessment strategies along with project based learning totaling 35% of class time by May 2015.
Benchmark/IMOs: Change in student achievement/Math
IMO: By October 31, 2013, students will have begun predicting and tracking their own academic progress towards meeting AMO to ensure student ownership, accountability, and awareness.
IMO: By October 31, 2013, formative math assessment data will reflect that at least 30% of students are projected to be proficient or advanced.
IMO: By January 15, 2014, formative math assessment data will reflect that at least 35% of students are projected to be proficient or advanced.
IMO: By February 28, 2014, formative math assessment data will reflect that at least 45% of students are projected to be proficient or advanced.
IMO: By April 30, 2014, formative math assessment data will reflect that at least 57.15% of students are projected to be proficient or advanced.
IMO: By October 31, 2014, formative math assessment data will reflect that at least 45%of students are projected to be proficient or advanced.
IMO: By January 15, 2015, formative math assessment data will reflect that at least 50% of students are projected to be proficient or advanced.
IMO: By February 28, 2015, formative math assessment data will reflect that at least 55% of students are projected to be proficient or advanced.
IMO: By April 30, 2015, formative math assessment data will reflect that at least 61.91 % of students are projected to be proficient or advanced.
Benchmark/IMOs: Change in Student Achievement/Literacy
IMO: By October 31, 2013, students will have begun predicting and tracking their own academic progress towards meeting AMO to ensure student ownership, accountability, and awareness.
IMO: By October 31, 2013, formative literacy assessment data will reflect that at least 60% of students are projected to be proficient or advanced.
IMO: By December 20, 2013, formative literacy assessment data will reflect that at least 65% of students are projected to be proficient or advanced.
IMO: By February 28, 2014, formative literacy assessment data will reflect that at least 67% of students are projected to be proficient or advanced.
IMO: By May 31,2014, formative literacy assessment data will reflect that at least 68.52% of students are projected to be proficient or advanced.
IMO: By October 31, 2014, formative literacy assessment data will reflect that at least 65% of students are projected to be proficient or advanced.
IMO: By December 20, 2014, formative literacy assessment data will reflect that at least 67% of students are projected to be proficient or advanced.
IMO: By February 28, 2015, formative literacy assessment data will reflect that at least 70% of students are projected to be proficient or advanced.
IMO: By May 31, 2015, formative literacy assessment data will reflect that at least 72.02% of students are projected to be proficient or advanced.
Benchmark/IMOs: Parental Involvement
IMO: By the end of October 2013, 25% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of January 2014, 30% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of March 2014, 35% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of May 2014, 45% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of October 2014, 60% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of December 2014, 70% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of January 2015, 80% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of March 2015, 90% of teachers will have documented a parental involvement activity to engage parents.
IMO: By the end of May 2015, 95% of teachers will have documented a parental involvement activity to engage parents.
INTERVENTION / Develop the principal(s) as instructional leaders to support the targeted improvement and closing the achievement gapSCIENTIFIC BASED
RESEARCH / What Great Principals do Differently, Todd Whitaker, 2012; Developing School Leaders: An International Perspective, Mark Burndrett and Megan Crawford, 2008; School Leadership That Works: From Research to Results, Robert Marzano, Timothy Waters, Brian A. McNulty, 2008
ACTIONS / PERSON(s) RESPONSIBLE / EVIDENCE / TIMELINE / RESOURCES
Action 1: The principal keeps a focus on developing a system of instruction and accountability through analysis of multiple measures of data that enables student’s needs to be identified and met. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Master calendar of meeting times and places
- Standard format for agendas
- PLC agendas
- Instructional Team minutes
Action 2: The principal challenges and monitors teaching practices including a variety of learning styles and approaches, degree of content knowledge, incorporation of technology, and effective delivery of curriculum and supports the correction of any unsound practices. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Master calendar of meeting times and places
- Team binders outside the principal’s office
- Standard format for agendas
Action 3: The principal and leadership team compile reports showing aggregate areas of strength and areas that need improvement without revealing the identity of individual teachers and address the weaknesses by encouraging the use of effective and varied instructional strategies that align with the district, school, and state goals. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Principal’s Reports
- Instructional Facilitator’s Reports
- Classroom observations
- CWT data
- TLI data
- Lesson Plans
Action 4: The principal participates actively with school teams to ensure that data-driven, collaborative decisions are rooted in student academic performance and that available resources support high student and staff performance. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Teacher Improvement Plan
- Documentation of conferences with teachers
- Provide additional professional development
- Provide temporary mentors
Action 5: The principal spends time working directly with the teachers and instructional facilitators to improve instruction and evaluating the effectiveness of frequent, rigorous, authentic assessments. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin.
Varnette Bruce,
Math Instructional Facilitator
Beverly Boyd,
Literacy Instructional Facilitator /
- Quarterly CWT data and/or Walkthrough SE app on iPad
- Quarterly observation reports
- Focus walk reports
- Lesson Plans
- TLI data
- Instructional Analysis Tool
INTERVENTION / Develop school team structures to support instructional practices and teacher effectiveness for students contributing to the achievement gap
SCIENTIFIC BASED
RESEARCH / Building Leadership Capacity in the Schools,Linda Lambert, 1998; Capacity-Building: An Approach to People-Centered Development, Deborah Eade, 2007; Leadership and Strategic Management in Education, Tony Bush and Marianne Coleman, 2008
ACTIONS / PERSON RESPONSIBLE / EVIDENCE / TIMELINE / RESOURCES
A team structure is officially incorporated into the school improvement plan and school governance policy with each team having written statements of purpose and by-laws for their operation. / Sarah Jones,
Literacy teacher
Jennifer Howington, Math teacher
Kristy Sanders,
Science teacher /
- ACSIP
- Teacher Handbooks
- Documents stating Purpose, Duties, Responsibilities
Teams operate with work plans for the year and specific work products that are aligned with the school’s vision, mission and beliefs and ensure student access to a curriculum that is vertically and horizontally aligned. / Sarah Jones,
Literacy teacher
Jennifer Howington, Math teacher
Kristy Sanders,
Science teacher /
- Calendar of Team Meetings; times and place
Teams maintain agendas, sign-in sheets, minutes, and accompanying documents. / Sarah Jones,
Literacy teacher
Jennifer Howington, Math teacher
Kristy Sanders,
Science teacher /
- Agenda & Sign-in, minutes & documents in appropriate binder
The Leadership Team, consisting of the principal(s), teachers who lead the instructional teams and other key professional staff, meets twice a month for at least 45 minutes per meeting. Meetings focus on student academic performance, continuous school improvement, and maintenance of a safe and effective learning environment. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Agenda & Sign-in, minutes & documents in appropriate binder
The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development. / Mr. Hayden,
Assistant Principal /
- CWT summary data
- Focus-walk data
- PD surveys
- Professional Growth Plans
- ECS Shoebox
- PLCs
The Leadership Team monitors multiple sources ofschool-level student data to include learning data, student safety and discipline data; recommends strategies for identified areas of improvement; provides meaningful feedback, and incorporates the data systematically into the school’s plan. / Varnette Bruce,
Math Instructional Facilitator
Beverly Boyd,
Literacy Instructional Facilitator /
- TLI (Literacy, Math, Science)
- Accelerated Reader
- PLCs
- APSCN
- ACSIP
- EdLine
INTERVENTION / Develop teacher effectiveness with a focus on student-centered instructional practices
SCIENTIFIC BASED RESEARCH / Enhancing Professional Practice A Framework for Teaching, Charlotte Danielson, 2007; Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, John Hattie, 2008; Visible Learning for Teachers: Maximizing Impact on Learning, John Hattie, 2012
ACTIONS / PERSON RESPONSIBLE / EVIDENCE / TIMELINE / RESOURCES
Teachers will participate in professional development and professional learning groups with an emphasis on student learning group work (cooperative learning), formative assessments and project based learning to meet required IMOs for change in teacher effectiveness. / Beverly Boyd,
Literacy Instructional Facilitator
Varnette Bruce,
Math Instructional Facilitator /
- Sign in sheets
- Agendas
- Professional Growth Plans
Teachers develop weekly lesson plans on aligned units of instruction guided by standards, curriculum, instruction, and assessment. Evidence of formative assessments, cooperative learning, high yield strategies and differentiation are included where applicable. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Lesson Plans
- TLI pacing guides
- Model Content
- Arkansas Frameworks
Teachers display classroom rules, procedures and student work in the classroom. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Classroom Walk-Throughs
All teachers maintain a file of communication with parents, including systematically reporting to parents the student’s mastery of specific standards-based objectives. / Ms. Chambliss, counselor /
- Parent/Teacher
- Teacher Folder of
communication including
Phone Log and Anecdotal Records / August 2013-May 2015
All teachers test frequently using a variety of evaluation methods and maintain a record of each student’s mastery of specific learning objectives to be used as tools to inform instruction, revise curriculum and pedagogy, and obtain information on student progress. / Varnette Bruce,
Math Instructional Facilitator
Beverly Boyd,
Literacy Instructional Facilitator /
- Lesson Plans
- TLI Quiz Builder
- Professional development on formative assessment strategies
- Grade book
INTERVENTION / Develop data driven instruction to address the achievement of all students, particularly low performing students in math and literacy, and that addresses the graduation rate.
SCIENTIFIC BASED
RESEARCH / Data Analysis for Continuous School Improvement, Victoria L. Bernhardt, Ph.D., 2004; Data Data Everywhere, Victoria L. Bernhardt, Ph.D., 2008; The Data Guidebook for Teachers and Leaders: Tools for Continuous Improvement, Eileen M. Depka, 2006
ACTIONS / PERSON RESPONSIBLE / EVIDENCE / TIMELINE / RESOURCES
The leadership team and departmental teams meet regularly (twice a month or more for 45 minutes or more each meeting) to examine student progress, to develop units of instruction, to review student learning data, and to intentionally plan a variety of on-going, embedded professional learning opportunities based on professional growth plans and clearly defined evaluation processes. / Mr. Hayden,
Assistant Principal /
- Leadership team minutes
- Leadership Team calendar
- TLI data
- Lesson Plans
The master schedule is examined to allow for maximum utilization of time for leadership development, teacher teaming/collaboration, disaggregation and review of curriculum, and follow-up time and support to hone or change behavioral and/or instructional practices as needed. / Ms. Chambliss,
Counselor /
- Common Planning Time
- Leadership Team Meetings
- Building Level Committee Meetings
- Ongoing embedded PD in academic areas
Instructional teams use student data to assess strengths and weakness of curriculum and instructional strategies, “red flag” students in need of interventions, and maintain high expectations for all students academically and behaviorally. / Sarah Jones,
Literacy teacher
Jennifer Howington, Math teacher
Kristy Sanders,
Science teacher /
- Data Wall
- Instructional Analysis Tool
The leadership team regularly looks at school performance data and aggregated classroom observation data, seeks input from both certified and non-certified staff, uses that data to make decisions about school improvement and professional development needs and regularly implements multiple communication strategies and contexts to discriminate information to all stakeholders. / Ms. Willis, Principal
Mr. Hayden, Asst. Prin.
Ms. Williams, Asst. Prin. /
- Leadership team minutes
- PLC calendar
All teachers test frequently using formative assessments and various evaluation methods to maintain a record of each student’s mastery of specific learning objectives. / Beverly Boyd,
Literacy Instructional Facilitator
Varnette Bruce,
Math Instructional Facilitator /
- Lesson Plans
- TLI Quiz Builder
- Professional development on formative assessment strategies
- Grade book
The district/school provides support for the physical, cultural, socio-economic, and intellectual needs of all students, which reflects a commitment to equity and an appreciation of diversity, and encourages active partnerships with parents and community. / Ms. Williams,
Assistant Principal /
- Assemblies
- Parent Resource Center
- Surveys
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