Teaching_Philosophy

School Improvement Plan for the Economically Disadvantaged Rodney Landreth Arkansas State University Secondary School Curriculum ELCI 6523 Audrey Bowser PhD April 21, 2012 School Improvement Plan for the Economically Disadvantaged This is a proposal for a school wide improvement plan for our economically disadvantaged students. Our current student body enrollment is 1500, of those students, 30% come from homes that live below the national poverty line. The total number of students has dropped by 500 over the last 10 years. Average individual income in the county is $18,000. Family income is slightly higher at $31,000 (Pulaski, Virginia, 2012). These numbers have spiked because of the loss of two major employers. We now have nearly 55% of the student body receiving free or reduced lunch (Virginia Department of Education, 2011). These types of characteristics add to the identity that our school system is seeing as well as the reflection of what our high school looks like. There are real issues with the secondary child because many of them know a better life but, because of layoffs the home is not as stable financially. It is hard for many to adjust without having teenage pressures affect them in a negative way in their social societies and academically. Our attendance levels have been at an all-time low over the last 5 years in this particular sub-group. The state mandated an attendance policy to be put into place for the student body. This new standard went into action for the 2011-2012 school years. As of March 2012, we had a 28% increase in this subgroup over this time 1 year ago (Pulaski County High School, 2012). The data from our standardized testing show this group behind other schools and under the state standard of learning. Our standards read that each sub-group must have a 95% passing rate on all state standards of learning. The economically dis-advantaged in our division as a whole scored on average 15 points below the state standard (Virginia Department of Education, 2011). If our mission is to maximize each student’s achievement by using school, family, and community, then the need for immediate action is placed on how we handle our needs assessment for our low-income students. One of the characteristics of the poor is that it is hard to climb out of the bottom. This is both financially and academically (Sadowski, 2008). This is a piece of information that is relevant to the students in the high school. Working in the Physical Education department allows me to have every student in our school at one time or another before they graduate. My experiences have shown a decline in attitude and overall self-worth in a growing majority of our student body. Our school has developed Professional Learning Communities as a way to better suit the needs within the school. The goal is to make sure that we are teaching the same material and setting benchmark testing that applies to standards of learning. The staff turnover in our school last year was 26% and has stayed in this range for the past several years. Our school system ranks 121/126 in pay for the staff (Pulaski County High School, 2012). This internal problem does not allow for the students to build quality relationships with faculty and is a factor with the success in our school community. We have a new principle and superintendent, both of which are making changes in the school. We are focused on having kids in school so we have a chance of them learning. They must be present to prosper academically. So, we get them in class, “What do we do now”. I believe what we are doing now is not enough and would suggest the following plan be considered for placement into the English and Math departments to override the characteristics of the low-income student. This school improvement plan is in line with state standards. The goals are set to increase the knowledge base for the economically dis-advantaged students not meeting state standards. These goals are measured in formative assessments with focus on overall increase on the standards of learning test in Math and English. Our other attention will be on daily attendance for the economically dis-advantaged. From an operational standpoint, educators and leadership can specify the content to be covered by setting clear, workable instructional goals at the classroom, school, and district level (Westerberg, 2009). Learning Goals: * Reading standard scores for economically dis-advantaged students will increase from 81% to 88% from years 2012 through 2013. With the main goal to go from 88% to 95% and reach state standard in the year 2014. * English standard scores for the economically dis-advantaged students will increase from 87% to 95% in from the year 2012 to year 2013. * Attendance will increase to 94% during the 2013 school year. Process: a. The need for our school principle to on board with this idea is vital to its success. We will need that support as we sell our ideas for this sub-group. Our building leadership should know and understand what our goals are and how we are going to achieve them. b. Our entire faculty will need to know of the plan in order for the rates of success to increase to state standard over the next two years. There will be teachers of other disciplines that do not work in math and English however, all of the school community needs to know what our challenges are and what we doing to overcome. c. Anticipating challenges is always hard to do. We expect some teachers will be resistant to the change in our work. We plan to defeat this with an “attitude of success” along with researched based material to guide the new plan (Westerberg, 2009). For educators to have significant school improvement, professionalism, control, and effectiveness in the classroom, they must first have clear vision and a distinct language by which they communicate (Westerberg, 2009). Professional Development: a. The development of the staff is important to understanding the low-income student. We want to be able to use effort-based learning: say, model, organize, protect, and reward information that is important in math and English (Westerberg, 2009). The development of this strategy will be for each teacher and administrator to be familiar with this idea that Westerberg proposes will increase the understanding what we are doing is important to this particular identity. Planned meetings will be needed to develop what students will see and hear in each class. b. It would be helpful if each of our different disciplines had a copy of Becoming a High School by Tim Westerburg. This book is the model in which this plan has been developed and should be read by each faculty member working directly or indirectly with the economically dis-advantaged students. c. Our goal is to get each teacher to recognize the importance of the plan and model energy and excitement to see how easy the progression of strategies can be used. The data of the sub-group and the model are provided which should help the use of the plan flow smoothly. d. Teachers should receive PD points after completely reading the book. Leadership in the building should take over morning duties and afternoon work in order to free up time for teachers to collaborate about formative assessments for the sub-group. This is also some incentive to get teachers on pace with the plan. After school tutor sessions should be used and paid from our overtime funding. Curricular/Instructional Reforms: a. By using the plan teachers will have formative information about the students who fall into the sub-group. This data will better help the professional learning groups develop quality plans to better teach math and English and all disciplines (Westerberg, 2009). Using this plan also allows for teachers to use their knowledge base daily to make decisions that leadership would normally dictate. The ownership of having to take responsibility gives teachers a say as to what goes on in their classroom (Westerberg, 2009). b. In addressing what students should know are the goals affecting their success and use formative assessments to ensure mastery of concepts presented in the math and English curriculum. The improvement plan will have goals that are specific and this will allow for students to work that is challenging but has a low complexity (Westerberg, 2009). Data about Student Learning: a. The plan is going to use the data that has been collected on the low-income population and compare the assessment data once the improvement plan has been used. The data will also serve as a model to our other sub-groups that are not at the state standard levels for math and English. Data can also be collected to see if the new learning model will help tackle the attendance for this particular sub-group. Using formative assessment more often than not will keep the students more engaged and in line with summative assessments at the end of course (Westerberg, 2009). b. The data and grades will be used and should reflect the mastery of a student’s knowledge based on a particular clear written goal and understanding of the goal (Westerberg, 2009). The ultimate goal is to increase scores for standardized testing in math and English for the economically dis-advantaged. The data can be from formative assessment along the way in a class or compared to other schools, divisions, and the state from the standards set forth by the state. Sample School Improvement Plan | Focus Area | Clear Goal | Strategies | Timeline | Evaluation | Attendance | Attendance will increase to 94% during the 2012-2013 school years. | The principle will set a school-wide incentive program for attendance. Each month that is better than the previous year the students will enjoy activities planned by attendance coordinator. | 2012-2013 school years. | Weekly meeting with our attendance coordinator and by evidence of the students successful activities for meeting attendance standard. | Sample School Improvement Plan | Focus Area | Clear Goal | Strategies | Timeline | Evaluation | English | Reading SOL scores for students Economically Dis-advantaged will increase from 81% to 87% in 2013 to 95% in 2014. | The English Department along with Special Ed. Will meet to identify students in the sub-group.The reading specialist will work with teachers to ensure appropriate reading services are being offered. | November, 2013 and January 2014 testing dates. | Test results, meeting standards, PLT groups looking at data, feedback from building administrator. | Sample School Improvement Plan | Focus Area | Clear Goals | Strategies | Timeline | Evaluation | Math | Math SOL scores for the economically dis-advantaged will increase from 87% to 95% in 2013. | Tutoring program for students not meeting benchmark test. Peer observations to help coordinate strategies being used by other staff. Remediation classes after school for sub-group. | 2012-2013 school years. | Test results, meeting standards, PLT groups looking at data, feedback from building administrator. | Leadership: a. There are many challenges to how we will handle any new instruction model. My energy and motivation techniques will play a role in the acceptance and willingness to work on the new plan. I must believe in what we are doing. If it is modeled and practiced and followed with a caring approach with feedback, any plan can make a difference. Knowing that the school is ready for change is a great key to any success (Westerberg, 2009). b. I must continue to learn more about curriculum and what it takes to make a cultural change within a school environment. We are still responsible for success and failure and I accept the task at hand. We must create an environment that is practical and allows for all identities to learn and become life-long learners. I am excited about learning more.