8/15/2014 John F. Kennedy High School Improvement Plan STUDENT AND STAKEHOLDER FOCUS As a result of the root cause analysis (RCA) process, it was determined that our students need: Teachers to implement the use of academic language by: o Communicating the mastery and language objectives o Providing students the opportunity to access and apply content and language knowledge. All teachers to provide daily opportunities for students to participate in activities that integrate language skills (i.e., reading, writing, listening and speaking). Summary of RCA process and findings The RCA process included the analysis of the following data: Student performance data Student voice data – including surveys and focus groups Teacher self-assessment of practice and needs LEADERSHIP PERFORMANCE RESULTS The school leadership team, teachers, and staff, along with parents, student focus groups, and other members of our stakeholder community, analyze school data to determine the school’s academic focus. The plan is communicated to staff through, department and school wide meetings as well as professional development sessions. Vision John F. Kennedy High is a community where students prepare to be extraordinary citizens in a global society. Mission Our mission is to encourage students to think critically, excel academically and strive to exceed excellence. Ineligibility rates disaggregated by specified populations Cumulative GPA disaggregated by specified populations % of students in each graduating class earning 4 or higher on IB exams or a 3 or higher on AP exam, disaggregated by race See Appendix A STRATEGIC PLANNING As a result of our data analysis, the following targets and measures were set for 2013-2015: FACULTY AND STAFF FOCUS Teachers will need professional development for: Creating mastery and language objectives Adapting content to support students at all levels of proficiency of accessing academic language (scaffolding and differentiation) Using various strategies on engaging students in structured discourse with a focus on academic language Extracting and analyzing data to inform instruction Instructional Leaders will need professional development for: Coaching practices to engage teachers in reflective examination of practice through the use of observation data Training content team facilitators to lead effective PLCs Use of the observation/data collection tool Reduce ineligibility by 10% for African American, Hispanic, Special Education, ESOL, and FARMS students Improve cumulative grade point averages (GPA) by increasing the percentage of students with a 3.0 GPA or higher by 10% Increase IB/AP participation and performance of graduating students who take at least one IB/AP course and score 4/3 or higher on IB/AP assessments by 20% PROCESS MANAGEMENT As a result of RCA, the following structures and processes are implemented and monitored to meet students’ needs: Weekly content-alike collaborative planning supported by the content resource teachers, staff development teacher, and/or administrator Regular job-embedded professional learning to study and examine the instructional focus Peer observations to examine the impact of the implemented strategies on students Classroom observations by instructional leaders with constructive feedback/reflective conversations Process for teacher feedback on peer observations, collaborative planning, the support provided by leaders, and professional development On-going student surveys and focus groups to monitor implementation of strategies el 4 –Teacher Application Level 5 – Student Achievement On-going use of data to inform instructional practices See attached chart ANALYSIS, for MSA data MEASUREMENT, new targets AND and KNOWLEDGE MANAGEMENT Student Data Points: Formative, summative, and final assessment data by specified populations, teacher, and course Course quarterly grades by specified populations and teacher Student surveys and focus groups End-of-course surveys Eligibility data Grade point average (GPA) IB/AP data Teacher Data Points: Classroom observations to examine the use of identified instructional practices and the impact on students Student Learning Outcomes (SLO) Peer visits and reflections Evaluation data for school-wide Staff Development Action Plan Quarterly teacher reflection sheet Teacher surveys, feedback, and dialogues Quarterly school improvement meetings Collaborative planning sessions and toolkit documents: o Lesson plans, artifacts and portfolios o Feedback on the collaborative planning process, templates, and support (PLC)