Crown Point High School

Sabrina Ramirez – 9th Grade Principal

SCHOOL IMPROVEMENT LEADERSHIP

Board Presentation November 27, 2017

H E A L T H Y C U L T U R E & E F F I C A C Y O F E N G A G E M E N T S T A N D A R D 1 . 9 : T H E I N S T I T U T I O N P R O V I D E S E X P E R I E N C E S T H A T C U L T I V A T E A N D

I M P R O V E L E A D E R S H I P E F F E C T I V E N E S S

College • Career • Citizenship • Creativity • Courage • Culture

Our promise to help all CPHS students develop the skills needed

to maximize their potential

C L E A R D I R E C T I O N S T A N D A R D 1 . 1 - T H E I N S T I T U T I O N C O M M I T S T O A P U R P O S E S T A T E M E N T T H A T D E F I N E S B E L I E F S A B O U T T E A C H I N G A N D L E A R N I N G , I N C L U D I N G T H E E X P E C T A T I O N S F O R L E A R N E R S

S T A N D A R D 1 . 3 - T H E I N S T I T U T I O N E N G A G E S I N A C O N T I N U O U S I M P R O V E M E N T P R O C E S S T H A T P R O D U C E S E V I D E N C E , I N C L U D I N G M E A S U R A B L E R E S U L T S O F I M P R O V I N G S T U D E N T

L E A R N I N G A N D P R O F E S S I O N A L D E V E L O P M E N T

CPHS MISSION STATEMENT 2017-2018

SCHOOL QUALITY FACTORS & STANDARDS

Clear Direction Standard 1.2 : S t a k e h o l d e r s c o l l e c t i ve l y d e m o n s t r a t e a c t i o n s t o e n s u r e t h e a c h i e v e m e n t o f t h e i n s t i t u t i o n ’ s p u r p o s e a n d d e s i r e d o u t c o m e s f o r l e a r n e r s Clear Direction Standard 1.3 : T h e i n s t i t u t i on e n g a g e s i n a c o n t i n u o us i m p r o ve m e n t p r o c e s s t h a t p r o d u c e s e v i d e n c e , i n c l u d i n g m e a s u r a bl e r e s u l t s o f i m p r o vi n g s t u d e n t l e a r n i n g a n d p r o f e s s i o n al d e v e l o p m e n t Impact of instruction Standard 2.12: T h e i n s t i t u t i on i m p l e m e n t s a p r o c e s s t o c o n t i n u ou s l y a s s e s s i t s p r o g r a m s a n d o r g a n i z a t i o n al c o n d i t i o n s t o i m p r o ve s t u d e n t l e a r n i n g Efficacy of Engagement Standard 1.8 & 1.10: L e a d e r s e n g a g e s t a k e h o ld e r s t o s u p p o r t t h e a c h i e v e m e n t o f t h e i n s t i t u t i o n ’ s p u r p o s e a n d d i r e c t i o n & L e a d e r s c o l l e c t a n d a n a l y z e a r a n g e o f f e e d b a c k d a t a f r o m m u l t i p le s t a k e h o l d e r g r o u p s t o i n f o r m d e c i s i o n - m ak i n g t h a t r e s u l t s i n i m p ro v e m e n t Fideli ty of Implementatio n S tandard 1.2: S t a k e h o l d e r s c o l l e c t i ve l y d e m o n s t r a t e a c t i o n s t o e n s u r e t h e a c h i e v e m e n t o f t h e i n s t i t u t i o n ’ s p u r p o s e a n d d e s i r e d o u t c o m e s f o r l e a r n e r s Fidelity of Implementation Standard 1.7: L e a d e r s i m p l e m e n t o p e r a t i o n al p r o c e s s e s a n d p r o c e d u r e s t o e n s u r e o r g a n i z a t i o n al e f f e c t i v e n e s s i n s u p p or t o f t e a c h i n g a n d l e a r n i n g Fidelity of Implementation Standard 2.12: T h e i n s t i t u t i on i m p l e m e n t s a p r o c e s s t o c o n t i n u ou s l y a s s e s s i t s p r o g r a m s a n d o r g a n i z a t i o n al c o n d i t i o n s t o i m p r o ve s t u d e n t l e a r n i n g

School Improvement Committee Analyze Data (trends) Opportunities for Improvement

ASSIST Meetings Informational PD

Sub-committees Faculty & Student Surveys School Improvement Plan Model PLC Solution Tree Commitment to PLC concepts Evidence of Improved Student Learning Practices, Structures, and Culture of the

School/District

Data Analysis & File ACT AP Scores Attendance C-Notes DC Discipline ELL Exceptional Learners F&R Graduation Rate & Diploma Type ISTEP+ PSAT 9 & PSAT Semester Failures

SCHOOL IMPROVEMENT

COURSE PLACEMENT, RIGOR, & SUCCESS

57.60% 54.70% 58.30% 58.90% 49.50%

36.70% 41.50% 40.30% 37.70% 45.60%

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Perc

ent

of S

tude

nt P

opul

atio

n

Crown Point Diploma Type Analysis

Honors

Core 40

17% 24%

35%

25% 30%

25% 32%

42%

0%

10%

20%

30%

40%

50%

2010 2011 2012 2013 2014 2015 2016 2017

CPHS Graduates scoring 3+ on at least 1 AP Exam

CPHS Graduates scoring 3+ on at least 1 APExam

Linear (CPHS Graduates scoring 3+ on at least1 AP Exam)

SCHOOL IMPROVEMENT ASSIST

SCHOOL IMPROVEMENT ASSIST

H I G H E X P E C T A T I O N S & E F F I C A C Y O F E N G A G E M E N T

S T A N D A R D 2 . 2 : T H E L E A R N I N G C U L T U R E P R O M O T E S C R E A T I V I T Y , I N N O V A T I O N A N D C O L L A B O R A T I V E P R O B L E M - S O L V I N G

S T A N D A R D 2 . 1 : L E A R N E R S H A V E E Q U I T A B L E O P P O R T U N I T I E S T O D E V E L O P S K I L L S A N D A C H I E V E T H E C O N T E N T A N D L E A R N I N G P R I O R I T I E S E S T A B L I S H E D B Y T H E

I N S T I T U T I O N

SCHOOL QUALITY FACTORS & STANDARDS

H e a l t h y C u l t u r e , R e s o u r c e M a n a g e m e n t , F i d e l i t y o f I m p l e m e n t at i on S T A N D A R D 3 . 1 : T h e i n s t i t u t i o n p l a n s a n d d e l i v e rs p r o f e s s i o n a l l e a r n i n g t o i m p r o v e t h e l e a r n i n g e n v i r o n me n t , l e a r n e r a c h i e v e me n t , a n d t h e i n s t i t ut i o n’ s e f f e c t i v e n e s s

H i g h E x p e c t a t i o n s S t a n da rd 2 . 5 : E d u c a t o rs i m p l e m e n t a c u r r i c u lu m t h a t i s b a s e d o n h i g h e x p e c t a t i o n s a n d p r e p a r e s l e a r n e rs f o r t h e i r n e x t l e v e l s

F i d e l i t y o f I m p l e m e n t a t i o n S t a n da rd 1 . 7 : L e a d e r s i m p l e m e n t o p e r a t i o n a l p r o c e s s e s a n d p r o c e du re s t o e n s u r e o r g a n i z a t i o n a l e f f e c t i v e n e s s i n s u p p o rt o f t e a c h i n g a n d l e a r n i n g

I m p ac t o f I n s t r u c t i o n S t a n da rd 2 . 1 1 : E d u c a t o rs g a t h e r , a n a l y z e , a n d u s e f o r m a t i v e a n d s u m m a t i v e d a t a t h a t l e a d t o d e m o n s t ra b le i m p r o v e me n t o f s t u d e n t l e a r n i n g

R e s o u r c e M a n a g e m e n t S t a n da rd 3 . 5 , S t a n d a rd 3 . 6 : T h e i n s t i t u t i o n i n t e gra t e s d i g i t a l r e s o u rc e s i n t o t e a c h i n g , l e a r n i n g , a n d o p e r a t i o n s t o i m p r o v e p r o f e s s i o n a l p r a c t i c e , s t u d e n t p e r f o rma n c e , a n d o r g a n i z a t i o n a l e f f e c t i v e n e s s & T h e i n s t i t u t i o n p r o v i d e s a c c e s s t o i n f o rma t i o n r e s o u rc e s a n d m a t e r i a l s t o s u p p o rt t h e c u r r i c u lu m, p r o g ra ms , a n d n e e d s o f s t u d e n t s , s t a f f , a n d t h e i n s t i t ut i o n

SUMMER PLC/ILT RETREAT:

Proficiency Scales, Formative Assessments & Policies to Assess Learning, Prioritized Standards & Feedback

“The formative assessment process boosts student achievement through its consistent and continuous focus on helping students learn how to learn.”

(Moss & Brookhart, p. 61)

“If we care about the learning of all students, we have to care about the progress of each one.” (Corwin Connect)

1 ST SEMESTER ½ DAY PROFESSIONAL DEVELOPMENT

• Prioritized Standards (9/27)

• Summative Assessments; (In)Formative

Assessments; Proficiency Scales (10/31)

1 st Semester 2017-2018 • Technology

• BUZZ • Google Drive • Naviance • FlipGrid • GoGuardian • Document Cameras • Ditch that Textbook

• Book Study: Crucial Conversat ions

• De-escalation Techniques

3 YEAR PROFESSIONAL DEVELOPMENT PLAN

R E S O U R C E M A N A G E M E N T S T A N D A R D 3 . 7 : T H E I N S T I T U T I O N D E M O N S T R A T E S S T R A T E G I C R E S O U R C E M A N A G E M E N T T H A T

I N C L U D E S L O N G - R A N G E P L A N N I N G A N D U S E O F R E S O U R C E S I N S U P P O R T O F T H E I N S T I T U T I O N ’ S P U R P O S E A N D D I R E C T I O N

S T A N D A R D 3 . 8 : T H E I N S T I T U T I O N A L L O C A T E S H U M A N , M A T E R I A L , A N D F I S C A L R E S O U R C E S I N

A L I G N M E N T W I T H T H E I N S T I T U T I O N ’ S I D E N T I F I E D N E E D S A N D P R I O R I T I E S T O I M P R O V E S T U D E N T P E R F O R M A N C E A N D O R G A N I Z A T I O N A L E F F E C T I V E N E S S

Professional Development Calendar

T&AL

SCHOOL QUALITY FACTORS & STANDARDS

Impact of Instruction Standard 2.12: The institution implements a process to continuously assess its programs and organizational conditions to improve student learning Efficacy of Engagement Standard 1.8: Leaders engage stakeholders to support the achievement of the institution’s purpose and direction Standard 1.10: Leaders collect and analyze a range of feedback data from multiple stakeholder groups to inform decision-making that results in improvement

CPHS SURVEYS

Faculty Survey AdvancED Purpose & Direction Governance &

Leadership Using Results for

Continuous Improvement

Teaching & Assessing for Learning

Resources & Support Systems

CPHS Specific Student Survey

P&D

P&D

H E A LT H Y C U LT U R E S T A N D A R D 2 . 4 : T H E I N S T I T U T I O N H A S A F O R M A L S T R U C T U R E T O E N S U R E L E A R N E R S D E V E L O P P O S I T I V E R E L A T I O N S H I P S W I T H A N D H A V E A D U L T / P E E R S W H O S U P P O R T T H E I R E D U C A T I O N A L E X P E R I E N C E

R E S O U R C E M A N A G E M E N T S T A N D A R D 3 . 3 : T H E I N S T I T U T I O N I M P L E M E N T S , E V A L U A T E S , A N D M O N I T O R S P R O C E S S E S T O I D E N T I F Y A N D A D D R E S S T H E S P E C I A L I Z E D S O C I A L , E M O T I O N A L , D E V E L O P M E N T A L , A N D A C A D E M I C N E E D S O F S T U D E N T S

0

1000

2000

3000

4000

5000

6000

Freshmen Sophomores Juniors Seniors

C-Note Overview (by Grade)

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

P&D

Goal: 100% Post-Secondary Placement Goal: 80% of CPHS graduates enroll in a post-secondary institution within one year of graduation

H EA L T HY C UL T UR E & EFFI C A C Y O F ENG A G EMENT S T A N D A R D 2 . 8 : T H E I N S T I T U T I O N P R O V I D E S P R O G R A M S A N D S E R V I C E S

F O R L E A R N E R S ’ E D U C A T I O N A L F U T U R E S A N D C A R E E R P L A N N I N G

Healthy Culture Standard 3.2: The institution’s professional learning structure and expectations promote collaboration and collegiality to improve learner performance and organizational effectiveness Impact of Instruction Standard 2.11: Educators gather, analyze, and use formative and summative data that lead to demonstrable improvement of student learning High Expectations & Efficacy of Engagement Standard 2.2: The learning culture promotes creativity, innovation and collaborative problem-solving

SCHOOL QUALITY FACTORS & STANDARDS

PROFESSIONAL LEARNING COMMUNITIES

T&AL

P R O FES S IONAL L EA R NING C O MMUNI T IES &

S MA R T G O A L(S)

H E A LT H Y C U LT U R E STANDARD 2 .4 : T H E I N S T I T U T I O N H A S A F O R M A L S T R U C T U R E T O E N S U R E L E A R N E R S D E V E L O P P O S I T I V E R E L AT I O N S H I P S W I T H A N D H AV E A D U LT / P E E R S W H O S U P P O R T T H E I R

E D U C AT I O N A L E X P E R I E N C E

I M PAC T O F I N S T RU C T I O N STANDARD 2 .3 : D E V E L O P L E A R N E R S ’ AT T I T U D E S , B E L I E F S A N D S K I L L S N E E D E D F O R S U C C E S S

Healthy Culture & Efficacy of Engagement Standard 2.3: The learning culture develops learners’ attitudes, beliefs and skills needed for success

Impact of Instruction

Standard 2.3: Develop learners’ attitudes, beliefs and skills needed for success

SCHOOL QUALITY FACTORS & STANDARDS

SUMMER ENGAGE MID-SEMESTER REUNION

Students met with Summer Engage

teachers in October Students reflected on the challenges

and successes Students engaged collaboratively as

a team

During Resource Period ½ of our Summer Engage students are on track for an AHD! Looking to increase this number at our first semester reunion

SUMMER ENGAGE

MID-SEMESTER REUNION

Students set goals for the next 9 weeks Shared with guidance counselors Will be sent to students

SUMMER ENGAGE

MID-SEMESTER REUNION

SCHOOL QUALITY FACTORS & STANDARDS

Healthy Culture Standard 3 .2 : The inst i tut ion’s profess ional learning s tructure and expectat ions promote col laborat ion and col leg ia l i ty to improve learner performance and organizat ional e f fect iveness

High Expectations Standard 2.1: Learners have equitable opportuni t ies to develop ski l ls and achieve the content and learning pr ior i t ies establ ished by the inst i tut ion

Impact of Instruction Standard 2 .7 : Instruction is monitored and adjusted to meet individual learners’ needs and the inst i tut ion’s learning expectat ions

Efficacy of Engagement Standard 2 .1 : Learners have equitable opportuni t ies to develop ski l ls and achieve the content establ ished by the inst i tut ion

T&AL

Measure the growth of s tudents from Day 1 to Day 180

Give stakeholders a c lear indication of how close to mastery of skil ls a student is

Show student growth on the topic being instructed

Provide an accurate ref lection of learning

Track progress as the year goes on and f ind weaknesses in my teaching and/or student understanding

Assess strengths, weaknesses, and progress

To let both the student and the instructor gauge growth on the path to mastery

THE PURPOSE OF GRADING IS TO…

SCHOOL QUALITY FACTORS & STANDARDS

Healthy Culture Standard 2.4: The institution has a formal structure to ensure learners develop positive relationships with and have adults/peers who support their educational experience Impact of Instruction Standard 2.10: Learning progress is reliably assessed and consistently and clearly communicated Resource Management Standard 3.3: The institution implements, evaluates, and monitors processes to identify and address the specialized social, emotional, developmental, and academic needs of students

ADULT ADVOCACY

Resource Period 4-year loop

Weekly Grade Checks Guidance Counselors Graduation Coach RTI Lab PBIS Support Administration

9th Grade Core Teachers Weekly Professional Development Email Share Growth Mindset The Power of “YET” Academic Courage & Mistakes with High Confidence Collaborative Classroom Work Flexible and Smart Grading Practices Using Technology to Improve Teaching & Learning

Vision for Learning at CPHS

Rigor, Relevance, Relationships

Research by ACT shows that, “no single program or isolated reform can be a substitute for a coherent, long-term,

system-wide approach to improving teaching and learning.”

School Improvement Goal

Increase college and career readiness skills across the curriculum to maximize student potential and academic

achievement.

Thank You!