DARTMOUTH PUBLIC SCHOOLS
Dartmouth High School
School Improvement Plan
2015-2016
School Profile
Leadership:
Administrative Staff:
Dr. John Gould: Principal
Ms. Rachel Chavier: Associate Principal
Mr. Christopher L. Boyle: Dean of Students
Mr. Michael P. Martin: Dean of Students
Dean of Students: TBD
School Teams:
Leadership Team
School Council
PBIS Team
Staff Profile:
Student Demographics:
(2014-2015)
Faculty: 107
(Source – June 2015 SIMS Data)
Enrollment: 1049
Administration: 5
Male: 505
Office Staff: 6
Female: 544
Counseling/Nurse: 7.5
Black/African-American: 20
Paraprofessionals: 12
Asian:4
Average Class Size: 17.27
Hispanic: 16
White: 954
Multi-race: 51
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Leadership Team Members:
Dr. John Gould
Ms. Rachel Chavier
Mr. Christopher Boyle
Mr. Michael Martin
PBIS Team Members:
School Council Members:
Chris Fletcher - Parent
Mark Gaffney - Physical Education Teacher
Kate Gillis - Parent
William Hakeem – Special Education Teacher
Thomas Hartman - Student
Mickenzie Kamm - Student
Joshua Moulding – Unified Arts Teacher
Jacob Oliveira - Student
Jessica Pacheco – English Teacher
Michelle Sparks - Parent
Kristin Fortin
Sheri Houle
Jodi Newbury
Monique Poyant
Eve Sky
Halley Zanconato
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District Mission:
The mission of the Dartmouth Public Schools is to provide a quality education for all learners.
District Vision:
The Dartmouth Public School District, in partnership with parents and the community, will deliver challenging, standards-based
instruction for all students that fosters academic, physical, social and emotional development. Utilizing data analysis to drive
instruction, we will implement specific strategies to support every student to think critically, solve problems and become a
responsible, contributing citizen. Our high school graduates will possess the required skills and knowledge necessary to thrive in their
academic and vocational ambitions.
District Core Values and Beliefs:
Exhibit ‘Dartmouth Pride’ in all we do by:
 Demonstrating personal and social responsibility through respecting others, our surroundings, and ourselves.
 Developing a work ethic of perseverance, tenacity, and resiliency that encourages academic excellence to meet or exceed high
standards of performance.
 Discovering and broadening our individual talents.
 Embracing the knowledge society with current instructional methods and tools.
 Engaging in open communication with each other and our community to support student academic achievement and social and
emotional growth.
District Theory of Action:
If we instruct each student with clear learning targets, assess achievement, and adjust instruction according to need; if we are
continually collaborative, reflective, and purposeful; and if we engage families and the community in student learning, then student
achievement will improve.
Core Areas of Focus:
Instructional Core
School Improvement Plan 2015-2016
Cultural Core
Resource Core
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2014-2015 SUMMARY:
Key Strategies, Improvement Objectives, and Action Plans
INSTRUCTIONAL CORE
Key Strategy 1: Narrow the proficiency gaps between “All students” and “High Needs Students” as identified by the MCAS growth
data.
Action Steps
Outcome/ Evidence
Revise curriculum maps.
Some Curriculum Maps completed and posted on Aspen department websites.
Create RTI protocol
Protocol documents created.
Train faculty in RTI
Faculty trained in the RTI process; participation of faculty members in RTI
meetings and interventions. Student performance data pre and post RTI.
Meetings were chaired by the DHS school psychologist.
Train teachers in UbD
Lead teachers who volunteered and the DHS literacy coach were trained in UbD;
some unit work produced in 2014-2015.
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2014-2015 SUMMARY: Key Strategies, Improvement Objectives, and Action Plans
CULTURE CORE
Key Strategy #1: Develop school wide systems of professional collaboration wherein teachers are empowered to build effective teams,
collaborate within and across content areas, and grow in their profession.
Action Steps
Outcome/ Evidence
Initiate the peer recognition “Fish” program
Teachers received monthly recognition.
Provide PLC time in the professional development plan for
teachers to reflect on practice, examine student work, and
adjust instruction.
PLC norms and reflections need to be more firmly established.
Agendas, PD Plan, and PLC notes were created.
Provide substitute coverage for PLCs to meet during the
school day to carry out curriculum, instruction, and
assessment work.
Most curriculum, instruction, and assessment work was completed during PLC’s.
Revised curriculum maps were completed by July 1, 2015.
Task the Faculty Council with providing input to the ILT
and admin team in decision-making.
Faculty Council provided input on policy such as the DHS Handbook. Faculty
Council collaborated with administration and the ILT on a monthly basis.
Schedule informal faculty luncheons to build relationships
within and among departments.
Several luncheons were held throughout the school year.
Create a faculty newsletter that highlights and recognizes
staff members in a variety of ways. Create faculty
appreciation observances through the athletic program.
Monthly publication of “School House Scoop” highlighted faculty
accomplishments, birthdays, and major milestones.
Create associate principal coffee hours
Four coffee hours throughout the school year were held by the DHS Associate
Principal.
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Dartmouth High School
School Improvement Plan 2015-2016
CURRICULUM, PLANNING, AND ASSESSMENT
STRATEGY 1: COMPLETE THE PROCESS OF CREATING A FORMAL, COMPREHENSIVE WRITTEN CURRICULUM FOR ALL CONTENT AREAS.
Improvement
Objective
Incorporate UbD
model to improve
instructional design.
Action Steps
Completion
Date
Professional development June 2016
time during PLC’s for
lead teachers to continue
training their staff in
UbD design.
Person(s)
Responsible
Administrative
Team
Lead Teachers
Teachers
Resources
Needed
District
Professional
Development
Calendar
Outcome/ Evidence
UbD units developed in
support of curriculum
maps.
Universal instructional
framework.
Provide substitute
coverage for PLC’s to
meet during the school
day to continue UbD Unit
work.
Continue to make
process in creating and
posting curriculum
maps which include
common formative
assessments on
department Aspen
sites.
Adopt a universal
framework of
Instruction.
Assess the completion of
summer curriculum
mapping work.
June 2016
Administrative
Team
Lead Teachers
Teachers
Coverage
Administrative
Team
Lead Teachers
Teachers
Time
Post articulated
curriculum for all
content areas on Aspen.
Determine a plan to
complete remaining
curriculum maps.
Training on developing
learning targets.
Conduct administrative
non- evaluative learning
walks.
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June 2016
UbD unit documentation
Common lesson plan
template and protocols.
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Develop school-wide
rubrics that measure
students’ achievement
of our “Academic
Competencies of
Learning
Expectations” as
outlined in our Core
Values and Beliefs
Document.
Consider a proposed
schedule change.
NEASC Committee
meetings.
Core Values and Beliefs
Committee will present
revised Core Values,
Beliefs, and Learning
Expectations to the
faculty.
Ongoing
Coverage
School-wide rubrics
which measure Academic
Competencies of Learning
Expectations.
Administration
Superintendent
DEA
Guidance
Aspen training
Common planning time
Aspen
professional
development
for
administrators
Academic support class
Sept/October
2015
Advisory Committee and
School-Wide Rubric
Oct/November
Committee will begin
2015
work following faculty
approval.
Bring proposed schedule December 2015
changes forward to
superintendent to
negotiate proposed
schedule with DEA.
Develop Maximizing
Student Achievement
Committee.
NEASC
Committee
Pilot adult-student
mentoring program on a
voluntary basis in which
students will have a
relationship with at least
one adult in the building
who is not their
counselor.
Year-long classes
Strategic Plan for AP
offering within the new
schedule.
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TEACHING ALL STUDENTS
Key Strategy 3: Use a variety of common formative assessments and academic interventions to inform instructional strategies that
address specific student needs.
Improvement
Objective
Monitor and revise
RTI process as needed.
Continue to build
capacity by
establishing
benchmarks as to when
a support will be
implemented
Develop targeted
interventions and
common formative
assessments to
improve student
performance and
adjust curriculum and
instruction to address
deficiencies.
Action Steps
Completion
Date
June 2016
-Identify “at risk” students
using Edwin Analytics.
-Monitor and review list of
students receiving RTI
support.
-Monthly meetings to
streamline, refine, and
regulate student progress.
-Case management monitors
and maintains Learning Gap
board – “at-risk” students.
-Direct workshop training in June 2016
understanding and
implementing a variety of
interventions and formative
assessments as part of the
professional development
calendar.
-Create process for
collecting and measuring
growth on DDMs.
-Conduct data review cycle
of DDM’s.
-Provide opportunities for
students to self-assess and
reflect on learning
throughout the year.
Person(s)
Responsible
Administrative
Team
Social Worker
Adjustment
Counselor
Resources
Needed
RTI documents,
protocols,
tracking
forms, and
Learning Gap
Board
Outcome/ Evidence
List of students who are in
need of interventions
(Learning Gap Board).
RTI benchmarks
Academic data to support
evidence of growth
School
Psychologist
Administrative
Team
Lead Teachers
School
Psychologist
School Social
Worker
Professional
development
PLC time
Common and specific
interventions among DHS
Faculty.
Agendas and teacher
reflections from
professional development
sessions.
Resource of interventions
Common formative
assessment included in
articulated curriculum.
Data Cycle Review Format
Articulation of measures of
growth.
Collection process and
documentation of DDM’s.
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FAMILY AND COMMUNITY ENGAGEMENT
Key Strategy 5: Develop strong working relationships with families and appropriate community partners and providers to contribute
to student learning and social and emotional well-being.
Improvement
Objective
DHS will continue to
provide opportunities
for staff and
community members
to connect and share
resources
Support district’s
yearlong initiative
Leading Healthy
Schools.
Action Steps
Provide training to
teachers on online
resources and
communications.
Monthly Leadership
Message(School
Fusion)
Weekly Monday
Memos
Completion
Date
Ongoing
Person(s)
Responsible
Administrators,
families,
community,
teachers
Social Worker
School
Psychologist
Resources
Needed
Technology tools
for
communication
and feedback
with the
community.
Outcome/ Evidence
Increase number of
Parent/Community Events.
On-going staff training in Aspen,
Google, and School Fusion
Maintain visible leadership at
parent-community events.
Social Emotional Health parent
outreach and education
Daily Announcements
posted on school
website.
Utilize community
resources to enhance
curriculum.
Administrative
Twitter account
Seek to establish a
Principal’s Corner in
regional newspaper.
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PROFESSIONAL CULTURE
Key Strategy 6: Further the ongoing efforts of PBIS to create a more positive approach to school conduct and climate.
Improvement
Objective
PBIS Committee will
continue its work in
developing and
implementing PBIS.
Action Steps
Continue to use team
model of identifying and
helping students who
need support.
Completion
Date
June 2016
Person(s)
Responsible
Administration
Social Worker
Adjustment
Counselor
School
Psychologist
PBIS Committee
Resources Needed
Outcome/ Evidence
Professional
Development
Decreased number of
conduct referrals.
Improved attendance
data.
Sign-in/sign-out log will
inform us of patterns of
behavior.
June 2016
Administrative
Team
Training
Connections between
students and faculty
members.
Each classroom teacher
to maintain a signin/sign-out log.
Pilot a voluntary schoolwide faculty mentor
program to foster
relationships and create
connections among
faculty and students.
Identify “at risk”
students.
Connect faculty
members and students
who at “at risk”.
Teachers
Teachers meet with
students during times
that are established by
teachers.
Parents
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Students
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DHS School Improvement Plan