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)