Comprehensive Progress Report
9/15/2017
Comprehensive Progress Report Mission: Our mission at Sheridan High School is to empower students to become lifelong learners through a variety of instructional and community-centered experiences that maintain high expectations while incorporating self-motivation and accountability. Goals: Increase the percentage of students meeting the College and Career Readiness Standards as measured by the annual ACT Aspire and ACT Assessment. 20172018 increase by 2%
! = Past Due Actions
KEY = Key Indicator
Core Function:
School Leadership and Decision Making
Effective Practice:
Establishing a team structure with specific duties and time for instructional planning
ID01 Initial Assessment:
A team structure is officially incorporated into the school governance policy.(36) A district policy is not in place that defines a team structure at the building level.
Implementation Status Limited Development 09/03/2015
SHS has PLC's in place for a Leadership Team as well as PLC's for every core area. CTE, Foreign Language, and Fine Arts also participate in PLC's. A PLC for the Literacy Committee has been in place for at least five years. Departmental and grade level specific common curriculum PLC's meet monthly. Administrators meet weekly with Counselors and Students Achieving Success (SAS Lab), Mrs. Coleman (SAS Facilitator). The SAS Lab provides interventions for struggling students. Priority Score: 2
Opportunity Score: 3
Index Score: 6
Assigned To
Target Date
How it will look when fully met:
1. Leadership Team Purpose 2. Evaluation of effectiveness 3. Survey of team members
Objective Met 12/06/16
Rodney Williams
05/26/2016
Complete 09/15/2016
Rodney Williams
09/23/2016
Complete 03/18/2016
Leadership Team
02/25/2016
Complete 04/07/2016
Leadership Team
04/13/2016
Complete 04/29/2016
Team Chairperson
04/22/2016
Complete 10/26/2016
Rodney Williams
11/01/2016
The Leadership team will function as a group that takes goals and purposes out to the rest of the team members in the building. The Leadership Team will be able to plan to meet indicators and incorporate school goals into the indicators. Action(s) 1
Created Date Sheridan High School has a Leadership Team that is currently receiving training from the Arkansas Leadership Academy. SHS will utilize the team members, as well as members of the Arkansas Leadership 9/23/15 Academy, to establish individual charters for the Leadership Team and Departmental PLC's. The Charter will include vision, mission, core beliefs, and purpose statements. It will also include meeting times, communication, , norms, and role responsibilities. Notes: Formalize purpose for each team including three building goals: motivating students, intervention for struggling students, and instructional integrity. Teams will still focus on assessing student achievement and contining to grow professionally.
2
9/23/15 Each team will select an evaluation tool for rating effectiveness. Notes: Different teams could evaluate other teams. The Leadership Team could evaluate other teams. Effectiveness could be determined by meeting often, rich discussion, and/or student achievement. Teams may chose to use a survey to evaluate team effectiveness.
3
9/23/15 Create an annual survey for effectiveness of teams. Notes: A survey will be created collaboratively to assess the effectiveness of all teams.
4
9/23/15 Conduct effectiveness survey Notes: A PLC/Collaboration effectiveness survey was conducted with all faculty using Google Forms.
5
9/23/15 Analyze results of survey Notes: Results of the Effective PLC Survey were analyzed and it was determined that more teacher led agendas were needed for department PLCs. The Leadership Team creates PLC agendas for building goals and initiatives to be pushed out through department PLC agendas. Agendas, minutes, and sign ins are created in Google Docs and shared.
Implementation:
12/06/2016
Evidence
12/6/2016 Meeting minutes reflect PLC agendas created and evidence uploaded reflect this goal.
Experience
12/6/2016 This was trial and experience. In focusing efforts on having a teacher led building for PLCs, it was determined that the leadership Team needed to create agendas to push out from the departments forward the initiatives and directives of the building goals.
Sustainability
ID04 Initial Assessment:
ID07
Initial Assessment:
12/6/2016 Leadership Team meetings with agendas created for PLCs and using the Agendas, sign ins and minutes shared in Google Docs. All teams prepare agendas for their meetings.(39) PLC Teams, Literacy Team, Faculty Meetings, Leadership Team, and all groups/teams that meet at SHS create an agenda prior to their meeting. Agendas have been being created for a minimum of 2 years. Each team creates agendas and keeps minutes. These are saved on the "z" drive and shared with all administrators and any faculty member that would like access. A Google Document has been created for entering the agenda, electronic sign in, and recording minutes that can be accessed by all. A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42) Meeting time for PLCs has been allocated on Wednesday/Thursdays during a morning PLC/DEAR time. The PLC team meets at 7:45 a.m. with either the Leadership Team and administrators or a specific content area and administration. During PLC time students are engaged in research based silent reading time that has benefits to their literacy development. PLC groups are also scheduled after school once monthly for an additional meeting. Between the two meetings, all PLC are meeting an average of 2 hours a month. Priority Score: 3
How it will look when fully met:
Opportunity Score: 3
PLCs will be fully functioning that will be reflected in agendas, sign ins, and minutes that are available in a Google Doc and some availability in
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Terri Bone
12/09/2016
Full Implementation 10/09/2015
Implementation Status Limited Development 10/09/2015
Index Score: 9 Objective Met 12/06/16
hard copy. Evaluation will be done at the end of the year to measure effectiveness of PLC teams as they relate to staff and students. PLC teams will disseminate and incorporate school goals, visions, and practices through content PLC meetings throughout the year. The Leadership Team will make some decision regarding the operation of the school and goals, visions, and practices. Action(s)
Created Date
1
Agenda templates and minutes will be used by all PLC's and saved in Complete 12/02/2016 10/9/15 Google Docs. The Assistant Principals will be responsible for periodically monitoring these Google Docs.
Nick Soapes
12/09/2016
Assigned To
Target Date
Notes: Department heads that are on the Leadership committee will be responsible for setting agendas for content areas PLCs including what has been decided at Leadership team and what needs to be done at content area. Sign ins and minutes will be created at meetings. PLC Chair is responsible for putting this in Google Docs. Implementation:
12/06/2016
Evidence
12/6/2016 Agendas, minutes, and sign ins are created and stored in Google Docs . Evidence is uploaded.
Experience
12/6/2016 blank Agendas were created in Google Docs for Leadership Team to create for PLCs.
Sustainability
12/6/2016 Leadership Team will continue to create goals and initiatives to be pushed out through PLCs departments.
ID08 Initial Assessment:
The Leadership Team serves as a conduit of communication to the faculty and staff.(43) The Leadership Team meets regularly and then e-mails the information that was discussed to all faculty members. The e-mails are saved as evidence and put in the Google Drive. The Leadership Team also often presents at faculty meetings. Wise Ways indicates one sign is "The school leadership team has critical roles in facilitating school initiatives." This is an ongoing process through our PLC teams. The Leadership Team is instrumental in the agendas for the majority of the PLC's. This will be an ongoing and consistent process of involving the team in PLC agendas and keeping the faculty informed. The communication works
Implementation Status Full Implementation 02/10/2017
both ways in that the faculty often provides information that they want the Leadership Team to discuss. ID11
Teachers are organized into grade-level, grade-level cluster, or subjectarea Instructional Teams.(46)
Implementation Status
Initial Assessment:
The Leadership Team agreed that they thought this indicator was fully implemented but would require continued work to sustain the effort. Currently, SHS provides teachers with common planning periods in which they develop lesson plans, discuss emerging trends and ideas about student engagement, discuss information from the Leadership Team, and review common assessment data. PLC's within subject areas are scheduled once a month in addition to the common planning period. The PLC meetings provide the Leadership Team members to disseminate information to the instructional groups and the groups can also share successes and concerns to take back to the Leadership Team. The school also provides buddy teachers and mentors for new teachers throughout the year and on special occasions (such as CAP conferences) when they may have additional questions and need more support. SHS has recently implemented a formalized peer observation program. Teachers are encouraged to sign up to be observed or to observe other teachers in their subject areas to enhance their instructional practices. Calendars are kept where teachers can sign-up for peer observations. Forms are filled out about the observation, and then teachers reflect on their subject-area peer's instructional methods. Common planning periods will be scheduled for the next calendar year along with monthly PLC's. The peer observation program and mentor/buddy teachers will also be an ongoing program.
Full Implementation 02/10/2017
Core Function:
School Leadership and Decision Making
Effective Practice:
Aligning classroom observations with evaluation criteria and professional development
IF01
Initial Assessment:
The principal compiles reports from classroom observations, showing aggregate areas of strength and areas that need improvement without revealing the identity of individual teachers.(65) classroom Walkthrough Data (CWT's) was collected during the 20152016 school year. The data was uploaded to a document where the leadership team and department PLC members reviewed the data to determine what areas needed improvement. The leadership team took the data to their respective departments and needs for improvement were determined by the faculty. Questioning and student engagement were the two areas that were shown for needed improvement.
Implementation Status Full Implementation 11/14/2016
Assigned To
Target Date
Assigned To
Target Date
Professional development was planned around the 2 building wide goals of questioning and engagement. Teachers received PD in both areas. A new CWT form focusing on questioning and engagement was created and administrators are collecting data in those areas now. The data will be compared at the first of the year to the end of the year. The process of identifying areas of need for professional development focus on the CWT's and goals will be repeated for the 2016-2017 school year with the data being given to the Leadership Team as well as PLC department teams. PD and goals will be selected for the 2017-2018 school year based off the CWT data. IF02
The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development.(66)
Initial Assessment:
Classroom walk-throughs are currently being done by the three administrators. They collect the data in a program and then look at the data. The data is usually only shared about once per year with the faculty. However, it is used to plan for professional development. Priority Score: 3
How it will look when fully met:
Action(s) 1
Opportunity Score: 3
Walk-throughs are currently being conducted by administrators four times a day. However, we will see consistency with the amount of time spent in the classrooms. Growth areas will be established from the data from walk-throughs. Professional development will be tied to these areas and then data will be tracked the next year to see if there is an improvement. The Leadership Team is an active voice in the planning and the data will be shared to the Leadership Team and then to the faculty. The data will be shared a minimum of three times a year or as needed.
Implementation Status
Assigned To
Target Date
Objective Met 05/20/16
Rodney Williams
05/27/2016
Complete 05/20/2016
Rodney Williams
05/27/2016
Complete 05/20/2016
Rodney Williams
05/27/2016
Limited Development 01/28/2016
Index Score: 9
Created Date 1/28/16 Continue regular walk-throughs. Notes: Administrators conduct classroom observations on a daily basis.
2
1/28/16
Summarize data from walk-throughs and share with Leadership Team and faculty.
Notes: Administrative classroom observation results have been compiled and shared with the Leadership Team. The team then used the data to identify strengths and weaknesses from the observation results. The Leadership Team identified areas that needed improvement and will
implement professional development for school year 2016-2017 based on these results. 3
1/28/16
Determine professional development based on summarized data from walk-throughs and input from faculty
Complete 03/01/2016
Notes: The Leadership Team met and agreed upon a process for PLC's to review classroom observation data. The PLC's then met to determine areas of weakness that need to be addressed. Professional development was determined by these areas of weakness. Professional development has been scheduled for the 2016-2017 school year. Implementation: Evidence
05/20/2016 5/20/2016 Data from classroom observations PLC agenda analyzing data Meeting minutes in Indistar reflecting this work 5/20/2016 Classroom observation data Minutes address professional development needs PLC agenda/minutes relating to professional development plans for 2016-2017
Experience
5/20/2016 The Leadership Teams participation in the Arkansas Leadership Academy Team Institute has guided SHS in using classroom observations to plan professional development. 5/20/2016 The Leadership Team participated in the Arkansas Leadership Academy Institute which guided the practice of using classroom observation data to drive professional development.
Sustainability
5/20/2016 SHS Leadership Team will be participating in Year 2 of the Arkansas Leadership Academy. Classroom observations will continue to drive professional development. 5/20/2016 The Leadership Team will participate in Year 2 of the Arkansas Leadership Academy Institute. Administrators will continue to conduct daily classroom observations. This data will continue to drive professional development decisions.
Rodney Williams
05/27/2016
IF06 Initial Assessment:
Teachers are required to make individual professional development plans based on classroom observations.(70)
Implementation Status
Currently, teachers have six hours of choice of PD based on their TESS PGP. District-wide PD is offered and focused on instruction and instructional strategies in lesson planning and student engagement. There has been a lot of district wide PD aligning and developing curriculum. There is on-going PD throughout the year presented in faculty meetings and PLC's. It is constantly imbedded in the meetings and outside training faculty members attend. Content specific and needs based PD is provided throughout the year either on or off-site.
Limited Development 10/15/2015
Assigned To
Target Date
Assigned To
Target Date
Terri Bone
05/12/2016
How it will look when fully met: Action(s)
Created Date Notes: IF11
Initial Assessment:
The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(3984) GANAG, test scores and data, surveys, ...
Priority Score: 2 How it will look when fully met:
Opportunity Score: 2
Sheridan School District is committed to providing quality professional development throughout the district. Summer 2015 Huddle PD was provided to all SSD teachers K-12. In Huddle, a focus was using GANAG for structuring engaging lessons in the classroom through all grade levels. Teachers concentrated on the structure of GANAG lessons while placing a priority focus on CCSS. Sheridan School District also provided professional development to teachers in the areas of technology, dyslexia, and an overview of the school district by bus. SHS provided PD on the three goals for the high school for the 20152016 school year which includes: intervention for struggling students, motivation, and effective instructional integrity. Teacher GANAG lesson plans are turned in weekly that reflect standards and ensure student learning throughout the district. Classroom walkthroughs, observations, and informal drop-ins by administration and curriculum coaches monitor engagement and student learning.
Implementation Status Limited Development 10/15/2015 Index Score: 4 Objective Met 04/06/16
Test scores will be monitored closely to ensure students are achieving standards in all core areas. PLC's meet by department to analyze and disaggregate test data in an attempt to structure future learning and professional development around student success. Teachers at Sheridan High School are required to obtain six hours of PD on their own specific to their content area or individual need. All PD is approved through the Principal's office and relates to the teachers' Professional Growth Plan (PGP). Teachers will upload evidence throughout the year pertaining to their PGP through Teacher Excellence Support System (TESS). Ken Stamatis will provide ongoing PD throughout the school year with the Social Studies Department on implementing reading and writing using Common Core State Standards. Teachers, through the Leadership Team and PLC's, will answer surveys related to instruction, professional development, and strengths and weaknesses of the high school's instructional programs. Action(s)
Created Date
1
11/4/15 Professional Development Surveys
Complete 03/31/2016
Rodney Williams
04/01/2016
Complete 11/20/2015
Terri Bone
11/20/2015
Complete 02/01/2016
Bridgett Chitwood
02/01/2016
Notes: Distribute professional development needs surveys to staff electronically and aggregate results. 2
11/4/15
Teachers will turn in a copy of their six hours of PD on their own for the 2015-2016 school year.
Notes: Teachers must turn in a copy of their six hours of PD and record this in ESCWorks. 3
11/4/15 Teachers district provided PD will be recorded in ESCWorks. Notes: Each teacher's ESCWorks should reflect their district PD.
Implementation:
04/06/2016
Evidence 4/6/2016 Data from classroom walk-throughs Data from Leadership Team Data from PLC teams
Scheduled professional development Teacher's PD recorded in ESCWorks Experience 4/6/2016 The Leadership Team examined the Administration's Walk-Through Data to identify needed areas of professional development. The Leadership Team created a process to take the data back to department PLC's and examine the evidence and identify weak areas. Each member of the Leadership Team brought back in the data from their PLC team. The Leadership Team aggregated the results from the PLC departments and concluded PD for 2016-17 was needed in the areas of questioning and student engagement. Sustainability 4/6/2016 Professional development will be provided throughout the 2016-17 school year beginning in the summer. Administrators will continue to college classroom walk-through data. The Leadership Team will continue to disaggregate walk-through data. Core Function:
School Leadership and Decision Making
Effective Practice:
Expanded time for student learning and teacher collaboration
IH01 Initial Assessment:
The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)
Implementation Status
IG01 - The indicator addressed extended learning time programs and strategies being implemented. After reading the "Wise Ways" examples, the Leadership Team discussed what programs are used at SHS. The following were mentioned that correlated with data driven strategies offered by "Wise Ways": Students Achieving Success (SAS) Lab - Students who are failing classes are assigned this class to have support and extra time in academic endeavors, organizational strategies, schoolwork tutoring by mentors, etc. It is desgined to restructure their school day so the students who need the most support are given more instructional opportunities. After and before school tutoring - Tutoring is offered both before school and after school for all core subjects. DEAR Time - SHS offers DEAR Time at least once a week for extended reading time which has been shown to boost student literacy.
Full Implementation 03/18/2016
Assigned To
Target Date
AP Prep Sessions - AP teachers offer Saturday and after school AP test prep sessions. Study Skills Class - A class is being added to next year's schedule that is for students with IEP's to assist and train them in study skills. Math Ready and Critical Reading - These classes are offered for students struggling in math and literacy. SPED extended year - Special Education extended year classes are offered in the summer in order to ensure students with IEP's don't regress in the summer months. Summer School - Summer School is offered each year for students who failed core classes during the regular academic year. Credit Recovery - Credit recovery is offered in our Edgenuity Lab. Summer Feeding Program - SHS partners with the local Ministerial Alliance Program to feed students throughout the summer that may not have enough food at home. They can come to a designated school cafeteria or church in their area to obtain lunches during the week for the summer months. GPA - SHS offers a Guided Practice study hall to assist the students who are struggling in certain subjects. ESL Critical Reading - Critical Reading for ESL students is offered for additional practice for ESL students. After discussing the evidence/artifacts that go with this indicator, it was decided that it was fully implemented. However, the team felt like it could work on a few items to make sure it improved even more. The SAS Lab was assigned to students for the first time this year. Data will be tracked and monitored for effectiveness. Wendy Sites mentioned the Counselor's have already pulled last year's transcripts and are comparing them to this year's transcripts for those students. Once they have the data at the end of the year, it will be tracked and analyzed. Mrs. Coles applauded the wonderful job Amanda Coleman does in the SAS Lab and indicated that the new GPS and Edgenuity Lab instructors were new and could use some support and instruction. They both began in January and are doing a great job. Some of the teachers just thought they could benefit from instruction and support from Mrs. Coleman since she has the SAS Lab running so smoothly and they can see a difference in their students achievement.
Core Function:
School Leadership and Decision Making
Effective Practice:
Ensuring High Quality Staff - Recruitment, Evaluation, and Retention
II01
The school works collaboratively with the district to recruit and retain highly-qualified teachers to support school improvement.(3982)
Implementation Status
Initial Assessment:
1. Teacher salaries were increased this year that made them higher than starting salaries in surrounding areas. 2. All teachers are certified and HQT in their subject areas. 3. Applicants are often required to "practice teach" as part of the interview process. 4. Partnerships with universities for teacher preparation and recruitment. Administrators assist in mock interview with Arkansas Tech University education majors. Ouachita Baptist University education majors were brought to Sheridan High School to observe classes and ask questions about the profession. Henderson State University offers a "grown-your-own" (as indicated in "Wise Ways") for current teachers to enroll in Educational Leadership courses offered in Sheridan. 5. The Asst. Superintendent attends various teacher fairs throughout the year. 6. The needs of the students are the first priority in assigning teachers. Teachers are paired with course offerings within their professional competencies. The administrators match the school course offerings with teachers in which the students are most likely to be successful. 7. Teacher leadership positions are available to interested teachers. There are a variety of ways the leadership positions do not require leaving the classroom for an administrative position. Examples of these include being involved in the following: teacher mentors, leadership team members, leadership sub-committee, and becoming department heads. 8. Teachers who are not performing at the expected level can be coached through Track 3 in TESS. 9. The Leadership Sub-Committee attends the Arkansas Leadership Academy. The members work on task-oriented actions required for school success. Examples of these include: mission and vision statements, charters, purpose, and disaggregating data to ensure strong connections with school learning goals.
Full Implementation 02/10/2016
Core Function:
Curriculum, Assessment, and Instructional Planning
Effective Practice:
Engaging teachers in aligning instruction with standards and benchmarks
IIA01
Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Initial Assessment:
The team determined SHS teams meet and align instruction but do not Limited Development vertically align with SJHS. Science and Social Studies both need "time" 11/12/2015 committed to them to be able to align standards. Each department does align standards. English and Math have done this to a more extreme level than Science and Social Studies but not to the level described in "Wise Ways". The Career and Technical Department meet in the summer to vertically align their curriculum. Foreign Language Department align with common tests, pre-test and post-test.
How it will look when fully met: Action(s)
Created Date Notes:
Core Function:
Curriculum, Assessment, and Instructional Planning
Effective Practice:
Assessing student learning frequently with standards-based assessments
IID02 Initial Assessment:
The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)
Implementation Status
Algebra I/Geometry/Algebra II complete curriculum assessments after Limited Development each module at least two times a semester and at most five times a 03/18/2016 year. Through MDC, the math instructors conduct pre/post assessments then collect the data with formative assessments and look for shifts in scoring and trends. English Language Proficiency Assessments are given each Spring. Mrs. Kroeker indicated they track student data from year to year. IEP's - Each teacher receives modification and keeps folders with modified assessments. Assessment and reflection - Teachers reflect formative assessments and adjust lesson design based on those assessment. AP Mock Exams - AP teachers give one-two mock exams each year. ACT - It was discussed that after ACT scores are received, the scores should be analyzed but there is no prior data to compare. There will not be any AIP's tied to the ACT because it was not a required test. The school district will also not have prior data from the PARCC assessments
Assigned To
Target Date
last year to use for comparisons. Act Aspire Interim exams will be given 3 times during the 2016-2017 school year. ELA teachers will give a minimum of 4 common assessments during the 2016-2017 school year to determine progress on grade level standards. ELA teachers will meet to review data and plan for future instructions. Senior ELA students take the same weekly vocabulary common assessments. The team decided it was not fully implemented and steps would be taken for improvement. How it will look when fully met:
Action(s) 1
Common Assessments such as AP Mock Exams, ACT Aspire Interims, ELP assessments, MDC pre/post assessments, ACT, and content end of unit exams will be given throughout the year. Data will be reviewed to determine progress and determine future instruction. Evidence: scores, minutes from meetings, minutes of collaboration among teams reviewing data, graphs, teacher reflection notes, pre/post assessment scores
Rodney Williams
08/14/2017
Terri Bone
03/30/2017
Summer Williams
05/26/2017
5 of 5 (100%)
Created Date 11/14/16
Objective Met
ACT Aspire Interim for Sophomores 3 times during 2016-2017 school year
Complete 03/16/2017
Notes: Sophomores will test for English in English classes, math in math classes, reading in Social Studies classes, and Science in their science classes. English teachers will also be doing an in house writing prompt to accompany the ACT Aspire. Interim testing was done on November 8th and 9th, January 18th and 19th, and March 14th and 15th. 2
The literacy instructional specialist will create common assessments Complete 04/13/2017 that will be analyzed with faculty members. The faculty members predicted scores, looked at grade level scores, and analyzed individual 11/15/16 scores. Teachers use this information to share effective strategies and plan future instruction. These meetings will be held after each common assessment.
Notes: Notes and data from first meeting are scanned into the evidence folder. The common assessments are analyzed with faculty members after common assessments. Meetings were held November 3, 2016, to discuss results from the October 31, 2016, assessment. Another meeting was held April 13, 2016, to discuss the April 7, 2017 assessment. Faculty analyze scores and share what strategies are used in their classrooms. 3
AP teachers will give mock exams at least twice a year for AP students. 11/15/16 Other teachers share scoring process and teachers bring scores back to share with students.
Complete 05/12/2017
Terri Bone
05/26/2017
Complete 05/12/2017
Paula Kroeker
05/26/2017
Complete 05/16/2017
Morgan Wilson
05/26/2017
Implementation Status
Assigned To
Target Date
Notes: Teachers have completed AP Mock Exams and review for the 2016-2017 school year which culminated in students being administered their respective AP Exams. 4
11/15/16
English Language Learners are given assessments each spring. They track data from year to year.
Notes: ELL students are given exams yearly and data is compared. 5
Algebra I/Geometry/Algebra II complete curriculum assessments after each module at least two times a semester. Math teachers conduct 11/15/16 pre/post assessments then collect data and analyze the data in PLC's to look for shifts in scoring and trends. Notes: Math teachers consistently give unit common assessments as well as pre/post assessments and analyze data.
Core Function:
Classroom Instruction
Effective Practice:
Expecting and monitoring sound instruction in a variety of modes
!
IIIA01
Initial Assessment:
All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment.(110)
ELA, Social Studies, and Math all met in the summer to align curriculum Limited Development and pacing guides and then put them in a central location on the 11/12/2015 server(Box)where all teachers have access to it. The Biology Department meets to determine the pacing guides used, when to use formative assessments, etc. AP follows College Board curriculum but the standards may not fall under the ELA standards created by the pacing guides. ELA is in the process of aligning better but there needs to be more focus in aligning with Pre-AP and AP classes. The team feels like there should be
a constant conversation. It will be hard to be fully implemented at any time because it is always evolving. How it will look when fully met:
When fully implemented, consistency across grade levels and content areas will be evident. There will evidence of coherence in what is being taught across the same grades as well as vertically between grades. Pacing guides will be developed for each content area to keep the school and the district pointed in the same direction. A "Curriculum Box" will be fully developed that will include a variety of resources and materials that will guide instruction for all students.
Rodney Williams
05/12/2017
Complete 03/17/2017
Summer Williams
05/26/2017
Instructional specialists upload new curriculum information to the "Box" Complete 04/12/2017 that teacher can access.
Summer Williams
05/26/2017
Rodney Williams
08/14/2017
Evidence-District Curriculum Box, common assessments developed, data from walkthroughs, pacing guides
Action(s)
2 of 3 (67%)
Created Date
1
Instructional specialists will meet with representatives from math and 11/15/16 English departments to revise district curriculum and create assessments for that curriculum. Notes: English and math departments meet twice a year to work on formative common assessments, developing pacing guides, align curriculum, review standards and instructional strategies. They met with Summer Williams, literacy, and Kim Scarbrough, math, for instructional strategies and to reflect on past assessments.
2
11/15/16
Notes: Instructional specialists have uploaded curriculum information to the "Box" where teachers have access to instructional practices and curriculum information. However, Google Drive will be used in the future because it costs the district to provide the "Box" and the same process can be used in Google Drive in the future. 3
All departments will meet in the summer to review revisions/additions to state-mandated standards to make sure those standards are met by 11/15/16 the district curriculum. Additionally, a vertical alignment day is held each summer for each department. Notes: These meetings are held at a minimum of one time a year.
Core Function:
Family Engagement in a School Community
Effective Practice: FE04
Initial Assessment:
Explain and communicate the purpose and practices of the school community The school’s Title I Compact (Or Non-Title I schools roles and expectations for parents, students, and teachers) includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3983) Sheridan High School is not a Title I school. A compact exists in the Sheridan School District Student Handbook that is between the school and parents of elementary through intermediate schools in our district. A School Parent Involvement Policy is in place between Sheridan High School and SHS parents. This policy state our school improvement status, free and reduced lunch rate, and parent involvement committee members. This agreement also lists various forms of communication that is used to provide information to parents and to increase parental involvement in supporting student learning. A list is also provided in this agreement of parent meetings, conferences, and activities that are planned throughout the year with meeting times and dates for opportunities for parental involvement. Parents are encouraged to engage in these types of efforts to increase building staff and parent commitment to student learning. Resources at SHS provided for parents include: a parental resource center, Parental Involvement Plan on district website, Parent-Teacher Conferences with information such as; homework tips, getting the most out of high school, how to get good grades in ten steps, study tips and strategies, suicide prevention, anti-bullying and internet safety. Parents are also given passwords and instructions on how to access their student's grades through the Home Access Center (HAC). District communication such as, the district website, LiveFeed, and Twitter are used to communicate with parents. An annual parent involvement survey is given at Parent-Teacher Conferences and online through the SSD website, Facebook, and Google Forms. Feedback is also solicited from parents at Parental Involvement Committee meetings throughout the year. This survey data is analyzed at the first Parental Involvement Committee meeting of the year. The data is used to formulate parent activities and communication for the current school year.
Implementation Status Full Implementation 03/16/2016
Assigned To
Target Date
Core Function:
High School: Opportunity to Learn
Effective Practice:
Ensure content mastery and graduation
HS04
Initial Assessment:
The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541) ACT Profile - The ACT Profile is given in the fall to all seniors. The Career and Career Counselor goes over information about results with the students. Students can also log in and use information for college and career searches. ZAPS ACT Seminar – SHS conducts a ZAPS ACT prep class in the fall and spring for any students who want assistance preparing for the ACT. Career Fair – held at Sheridan High School during the school day for students to attend NEXT Magazine and Career Watch - A structured program of activities was created for 10th - 12th graders during Advisory for a week in November going over ways to prepare for college and careers. Students were able to explore careers and post-secondary options for these career paths. Employability Packets - Seniors were given packets that included job applications, scholarship applications, and essay topics to better prepare them for employment and college opportunities. Job Shadow – JAG Students participate in Job Shadow Day. They go to various businesses in town and surrounding towns to job shadow a career of their choice for the day. SAS Lab Field Trip – The College and Career Counselor took students to SEARK and Pulaski Tech to tour the community colleges and talk with admission counselors and professors in various career fields. Guest Speakers – Guest Speakers from colleges and careers visit the Keystone Class that is a required class for all 9th graders. JAG (Jobs for America’s Graduates) at SHS also has guest speakers throughout the year. Transition and Career Fair – The Special Education Department, in
Implementation Status Full Implementation 03/02/2016
Assigned To
Target Date
conjunction with the College and Career Counselor, conducts a Transition and Career Fair for special education students. CAPS – Beginning in 9th grade, students are assigned a faculty member who will prepare them for high school classes that will benefit them in their careers. CAPS Conferences are also conducted in the spring with family members who are required to attend the conference and plan for the student’s future. Counselors are required to review all CAPS course requests and four year course trajectory. College Days - Juniors and seniors are allowed two college days to visit colleges of their choice. Universities are also encouraged and invited to come to the SHS lunch period to set up a table with information from their college or university. Financial Aid Night – A Financial Aid night is offered for seniors and their family members to go over the financial aid process at a university. Information about the FAFSA is also distributed to students and family members and assistance is provided to them about filling out the application. College Night – College night is held in the fall to bring colleges and universities to the high school to visit with students and family members. Newsletter – A monthly newsletter is produced by the College and Career Counselor produces a monthly newsletter about college admission and college scholarship information. It also includes information about any career fairs in the area. Confidential Buddy system - Teachers are paired with an at-risk student who develop a personal relationship with that student and mentor them throughout their high school career. Advisories - SHS has an advisory period where teachers are assigned groups that they lead throughout their entire high school years in order to help ensure they are prepared academically for either college or career. Social Media – Social media (Twitter and Live Feed) is used to information students about upcoming college deadlines and scholarship
information. College of the Ouachitas – SHS offers a bridge program through the College of the Ouachitas for students that have an interest in a technical field so they can learn the basic skills necessary for the workforce or to enroll in a technical program after high school. Students are transported to the COTO campus in Malvern to study things such as: Welding, Automotive Technician, Cosmetology, Criminal Justice, Medical Professions, and Engineering.
Comprehensive Progress Report Mission: Our mission at Sheridan High School is to empower students to become lifelong learners through a variety of instructional and community-centered experiences that maintain high expectations while incorporating self-motivation and accountability. Goals: Increase the percentage of students meeting the College and Career Readiness Standards as measured by the annual ACT Aspire and ACT Assessment. 20172018 increase by 2%
! = Past Due Actions
KEY = Key Indicator
Core Function:
School Leadership and Decision Making
Effective Practice:
Establishing a team structure with specific duties and time for instructional planning
ID01 Initial Assessment:
A team structure is officially incorporated into the school governance policy.(36) A district policy is not in place that defines a team structure at the building level.
Implementation Status Limited Development 09/03/2015
SHS has PLC's in place for a Leadership Team as well as PLC's for every core area. CTE, Foreign Language, and Fine Arts also participate in PLC's. A PLC for the Literacy Committee has been in place for at least five years. Departmental and grade level specific common curriculum PLC's meet monthly. Administrators meet weekly with Counselors and Students Achieving Success (SAS Lab), Mrs. Coleman (SAS Facilitator). The SAS Lab provides interventions for struggling students. Priority Score: 2
Opportunity Score: 3
Index Score: 6
Assigned To
Target Date
How it will look when fully met:
1. Leadership Team Purpose 2. Evaluation of effectiveness 3. Survey of team members
Objective Met 12/06/16
Rodney Williams
05/26/2016
Complete 09/15/2016
Rodney Williams
09/23/2016
Complete 03/18/2016
Leadership Team
02/25/2016
Complete 04/07/2016
Leadership Team
04/13/2016
Complete 04/29/2016
Team Chairperson
04/22/2016
Complete 10/26/2016
Rodney Williams
11/01/2016
The Leadership team will function as a group that takes goals and purposes out to the rest of the team members in the building. The Leadership Team will be able to plan to meet indicators and incorporate school goals into the indicators. Action(s) 1
Created Date Sheridan High School has a Leadership Team that is currently receiving training from the Arkansas Leadership Academy. SHS will utilize the team members, as well as members of the Arkansas Leadership 9/23/15 Academy, to establish individual charters for the Leadership Team and Departmental PLC's. The Charter will include vision, mission, core beliefs, and purpose statements. It will also include meeting times, communication, , norms, and role responsibilities. Notes: Formalize purpose for each team including three building goals: motivating students, intervention for struggling students, and instructional integrity. Teams will still focus on assessing student achievement and contining to grow professionally.
2
9/23/15 Each team will select an evaluation tool for rating effectiveness. Notes: Different teams could evaluate other teams. The Leadership Team could evaluate other teams. Effectiveness could be determined by meeting often, rich discussion, and/or student achievement. Teams may chose to use a survey to evaluate team effectiveness.
3
9/23/15 Create an annual survey for effectiveness of teams. Notes: A survey will be created collaboratively to assess the effectiveness of all teams.
4
9/23/15 Conduct effectiveness survey Notes: A PLC/Collaboration effectiveness survey was conducted with all faculty using Google Forms.
5
9/23/15 Analyze results of survey Notes: Results of the Effective PLC Survey were analyzed and it was determined that more teacher led agendas were needed for department PLCs. The Leadership Team creates PLC agendas for building goals and initiatives to be pushed out through department PLC agendas. Agendas, minutes, and sign ins are created in Google Docs and shared.
Implementation:
12/06/2016
Evidence
12/6/2016 Meeting minutes reflect PLC agendas created and evidence uploaded reflect this goal.
Experience
12/6/2016 This was trial and experience. In focusing efforts on having a teacher led building for PLCs, it was determined that the leadership Team needed to create agendas to push out from the departments forward the initiatives and directives of the building goals.
Sustainability
ID04 Initial Assessment:
ID07
Initial Assessment:
12/6/2016 Leadership Team meetings with agendas created for PLCs and using the Agendas, sign ins and minutes shared in Google Docs. All teams prepare agendas for their meetings.(39) PLC Teams, Literacy Team, Faculty Meetings, Leadership Team, and all groups/teams that meet at SHS create an agenda prior to their meeting. Agendas have been being created for a minimum of 2 years. Each team creates agendas and keeps minutes. These are saved on the "z" drive and shared with all administrators and any faculty member that would like access. A Google Document has been created for entering the agenda, electronic sign in, and recording minutes that can be accessed by all. A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42) Meeting time for PLCs has been allocated on Wednesday/Thursdays during a morning PLC/DEAR time. The PLC team meets at 7:45 a.m. with either the Leadership Team and administrators or a specific content area and administration. During PLC time students are engaged in research based silent reading time that has benefits to their literacy development. PLC groups are also scheduled after school once monthly for an additional meeting. Between the two meetings, all PLC are meeting an average of 2 hours a month. Priority Score: 3
How it will look when fully met:
Opportunity Score: 3
PLCs will be fully functioning that will be reflected in agendas, sign ins, and minutes that are available in a Google Doc and some availability in
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Terri Bone
12/09/2016
Full Implementation 10/09/2015
Implementation Status Limited Development 10/09/2015
Index Score: 9 Objective Met 12/06/16
hard copy. Evaluation will be done at the end of the year to measure effectiveness of PLC teams as they relate to staff and students. PLC teams will disseminate and incorporate school goals, visions, and practices through content PLC meetings throughout the year. The Leadership Team will make some decision regarding the operation of the school and goals, visions, and practices. Action(s)
Created Date
1
Agenda templates and minutes will be used by all PLC's and saved in Complete 12/02/2016 10/9/15 Google Docs. The Assistant Principals will be responsible for periodically monitoring these Google Docs.
Nick Soapes
12/09/2016
Assigned To
Target Date
Notes: Department heads that are on the Leadership committee will be responsible for setting agendas for content areas PLCs including what has been decided at Leadership team and what needs to be done at content area. Sign ins and minutes will be created at meetings. PLC Chair is responsible for putting this in Google Docs. Implementation:
12/06/2016
Evidence
12/6/2016 Agendas, minutes, and sign ins are created and stored in Google Docs . Evidence is uploaded.
Experience
12/6/2016 blank Agendas were created in Google Docs for Leadership Team to create for PLCs.
Sustainability
12/6/2016 Leadership Team will continue to create goals and initiatives to be pushed out through PLCs departments.
ID08 Initial Assessment:
The Leadership Team serves as a conduit of communication to the faculty and staff.(43) The Leadership Team meets regularly and then e-mails the information that was discussed to all faculty members. The e-mails are saved as evidence and put in the Google Drive. The Leadership Team also often presents at faculty meetings. Wise Ways indicates one sign is "The school leadership team has critical roles in facilitating school initiatives." This is an ongoing process through our PLC teams. The Leadership Team is instrumental in the agendas for the majority of the PLC's. This will be an ongoing and consistent process of involving the team in PLC agendas and keeping the faculty informed. The communication works
Implementation Status Full Implementation 02/10/2017
both ways in that the faculty often provides information that they want the Leadership Team to discuss. ID11
Teachers are organized into grade-level, grade-level cluster, or subjectarea Instructional Teams.(46)
Implementation Status
Initial Assessment:
The Leadership Team agreed that they thought this indicator was fully implemented but would require continued work to sustain the effort. Currently, SHS provides teachers with common planning periods in which they develop lesson plans, discuss emerging trends and ideas about student engagement, discuss information from the Leadership Team, and review common assessment data. PLC's within subject areas are scheduled once a month in addition to the common planning period. The PLC meetings provide the Leadership Team members to disseminate information to the instructional groups and the groups can also share successes and concerns to take back to the Leadership Team. The school also provides buddy teachers and mentors for new teachers throughout the year and on special occasions (such as CAP conferences) when they may have additional questions and need more support. SHS has recently implemented a formalized peer observation program. Teachers are encouraged to sign up to be observed or to observe other teachers in their subject areas to enhance their instructional practices. Calendars are kept where teachers can sign-up for peer observations. Forms are filled out about the observation, and then teachers reflect on their subject-area peer's instructional methods. Common planning periods will be scheduled for the next calendar year along with monthly PLC's. The peer observation program and mentor/buddy teachers will also be an ongoing program.
Full Implementation 02/10/2017
Core Function:
School Leadership and Decision Making
Effective Practice:
Aligning classroom observations with evaluation criteria and professional development
IF01
Initial Assessment:
The principal compiles reports from classroom observations, showing aggregate areas of strength and areas that need improvement without revealing the identity of individual teachers.(65) classroom Walkthrough Data (CWT's) was collected during the 20152016 school year. The data was uploaded to a document where the leadership team and department PLC members reviewed the data to determine what areas needed improvement. The leadership team took the data to their respective departments and needs for improvement were determined by the faculty. Questioning and student engagement were the two areas that were shown for needed improvement.
Implementation Status Full Implementation 11/14/2016
Assigned To
Target Date
Assigned To
Target Date
Professional development was planned around the 2 building wide goals of questioning and engagement. Teachers received PD in both areas. A new CWT form focusing on questioning and engagement was created and administrators are collecting data in those areas now. The data will be compared at the first of the year to the end of the year. The process of identifying areas of need for professional development focus on the CWT's and goals will be repeated for the 2016-2017 school year with the data being given to the Leadership Team as well as PLC department teams. PD and goals will be selected for the 2017-2018 school year based off the CWT data. IF02
The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development.(66)
Initial Assessment:
Classroom walk-throughs are currently being done by the three administrators. They collect the data in a program and then look at the data. The data is usually only shared about once per year with the faculty. However, it is used to plan for professional development. Priority Score: 3
How it will look when fully met:
Action(s) 1
Opportunity Score: 3
Walk-throughs are currently being conducted by administrators four times a day. However, we will see consistency with the amount of time spent in the classrooms. Growth areas will be established from the data from walk-throughs. Professional development will be tied to these areas and then data will be tracked the next year to see if there is an improvement. The Leadership Team is an active voice in the planning and the data will be shared to the Leadership Team and then to the faculty. The data will be shared a minimum of three times a year or as needed.
Implementation Status
Assigned To
Target Date
Objective Met 05/20/16
Rodney Williams
05/27/2016
Complete 05/20/2016
Rodney Williams
05/27/2016
Complete 05/20/2016
Rodney Williams
05/27/2016
Limited Development 01/28/2016
Index Score: 9
Created Date 1/28/16 Continue regular walk-throughs. Notes: Administrators conduct classroom observations on a daily basis.
2
1/28/16
Summarize data from walk-throughs and share with Leadership Team and faculty.
Notes: Administrative classroom observation results have been compiled and shared with the Leadership Team. The team then used the data to identify strengths and weaknesses from the observation results. The Leadership Team identified areas that needed improvement and will
implement professional development for school year 2016-2017 based on these results. 3
1/28/16
Determine professional development based on summarized data from walk-throughs and input from faculty
Complete 03/01/2016
Notes: The Leadership Team met and agreed upon a process for PLC's to review classroom observation data. The PLC's then met to determine areas of weakness that need to be addressed. Professional development was determined by these areas of weakness. Professional development has been scheduled for the 2016-2017 school year. Implementation: Evidence
05/20/2016 5/20/2016 Data from classroom observations PLC agenda analyzing data Meeting minutes in Indistar reflecting this work 5/20/2016 Classroom observation data Minutes address professional development needs PLC agenda/minutes relating to professional development plans for 2016-2017
Experience
5/20/2016 The Leadership Teams participation in the Arkansas Leadership Academy Team Institute has guided SHS in using classroom observations to plan professional development. 5/20/2016 The Leadership Team participated in the Arkansas Leadership Academy Institute which guided the practice of using classroom observation data to drive professional development.
Sustainability
5/20/2016 SHS Leadership Team will be participating in Year 2 of the Arkansas Leadership Academy. Classroom observations will continue to drive professional development. 5/20/2016 The Leadership Team will participate in Year 2 of the Arkansas Leadership Academy Institute. Administrators will continue to conduct daily classroom observations. This data will continue to drive professional development decisions.
Rodney Williams
05/27/2016
IF06 Initial Assessment:
Teachers are required to make individual professional development plans based on classroom observations.(70)
Implementation Status
Currently, teachers have six hours of choice of PD based on their TESS PGP. District-wide PD is offered and focused on instruction and instructional strategies in lesson planning and student engagement. There has been a lot of district wide PD aligning and developing curriculum. There is on-going PD throughout the year presented in faculty meetings and PLC's. It is constantly imbedded in the meetings and outside training faculty members attend. Content specific and needs based PD is provided throughout the year either on or off-site.
Limited Development 10/15/2015
Assigned To
Target Date
Assigned To
Target Date
Terri Bone
05/12/2016
How it will look when fully met: Action(s)
Created Date Notes: IF11
Initial Assessment:
The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(3984) GANAG, test scores and data, surveys, ...
Priority Score: 2 How it will look when fully met:
Opportunity Score: 2
Sheridan School District is committed to providing quality professional development throughout the district. Summer 2015 Huddle PD was provided to all SSD teachers K-12. In Huddle, a focus was using GANAG for structuring engaging lessons in the classroom through all grade levels. Teachers concentrated on the structure of GANAG lessons while placing a priority focus on CCSS. Sheridan School District also provided professional development to teachers in the areas of technology, dyslexia, and an overview of the school district by bus. SHS provided PD on the three goals for the high school for the 20152016 school year which includes: intervention for struggling students, motivation, and effective instructional integrity. Teacher GANAG lesson plans are turned in weekly that reflect standards and ensure student learning throughout the district. Classroom walkthroughs, observations, and informal drop-ins by administration and curriculum coaches monitor engagement and student learning.
Implementation Status Limited Development 10/15/2015 Index Score: 4 Objective Met 04/06/16
Test scores will be monitored closely to ensure students are achieving standards in all core areas. PLC's meet by department to analyze and disaggregate test data in an attempt to structure future learning and professional development around student success. Teachers at Sheridan High School are required to obtain six hours of PD on their own specific to their content area or individual need. All PD is approved through the Principal's office and relates to the teachers' Professional Growth Plan (PGP). Teachers will upload evidence throughout the year pertaining to their PGP through Teacher Excellence Support System (TESS). Ken Stamatis will provide ongoing PD throughout the school year with the Social Studies Department on implementing reading and writing using Common Core State Standards. Teachers, through the Leadership Team and PLC's, will answer surveys related to instruction, professional development, and strengths and weaknesses of the high school's instructional programs. Action(s)
Created Date
1
11/4/15 Professional Development Surveys
Complete 03/31/2016
Rodney Williams
04/01/2016
Complete 11/20/2015
Terri Bone
11/20/2015
Complete 02/01/2016
Bridgett Chitwood
02/01/2016
Notes: Distribute professional development needs surveys to staff electronically and aggregate results. 2
11/4/15
Teachers will turn in a copy of their six hours of PD on their own for the 2015-2016 school year.
Notes: Teachers must turn in a copy of their six hours of PD and record this in ESCWorks. 3
11/4/15 Teachers district provided PD will be recorded in ESCWorks. Notes: Each teacher's ESCWorks should reflect their district PD.
Implementation:
04/06/2016
Evidence 4/6/2016 Data from classroom walk-throughs Data from Leadership Team Data from PLC teams
Scheduled professional development Teacher's PD recorded in ESCWorks Experience 4/6/2016 The Leadership Team examined the Administration's Walk-Through Data to identify needed areas of professional development. The Leadership Team created a process to take the data back to department PLC's and examine the evidence and identify weak areas. Each member of the Leadership Team brought back in the data from their PLC team. The Leadership Team aggregated the results from the PLC departments and concluded PD for 2016-17 was needed in the areas of questioning and student engagement. Sustainability 4/6/2016 Professional development will be provided throughout the 2016-17 school year beginning in the summer. Administrators will continue to college classroom walk-through data. The Leadership Team will continue to disaggregate walk-through data. Core Function:
School Leadership and Decision Making
Effective Practice:
Expanded time for student learning and teacher collaboration
IH01 Initial Assessment:
The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)
Implementation Status
IG01 - The indicator addressed extended learning time programs and strategies being implemented. After reading the "Wise Ways" examples, the Leadership Team discussed what programs are used at SHS. The following were mentioned that correlated with data driven strategies offered by "Wise Ways": Students Achieving Success (SAS) Lab - Students who are failing classes are assigned this class to have support and extra time in academic endeavors, organizational strategies, schoolwork tutoring by mentors, etc. It is desgined to restructure their school day so the students who need the most support are given more instructional opportunities. After and before school tutoring - Tutoring is offered both before school and after school for all core subjects. DEAR Time - SHS offers DEAR Time at least once a week for extended reading time which has been shown to boost student literacy.
Full Implementation 03/18/2016
Assigned To
Target Date
AP Prep Sessions - AP teachers offer Saturday and after school AP test prep sessions. Study Skills Class - A class is being added to next year's schedule that is for students with IEP's to assist and train them in study skills. Math Ready and Critical Reading - These classes are offered for students struggling in math and literacy. SPED extended year - Special Education extended year classes are offered in the summer in order to ensure students with IEP's don't regress in the summer months. Summer School - Summer School is offered each year for students who failed core classes during the regular academic year. Credit Recovery - Credit recovery is offered in our Edgenuity Lab. Summer Feeding Program - SHS partners with the local Ministerial Alliance Program to feed students throughout the summer that may not have enough food at home. They can come to a designated school cafeteria or church in their area to obtain lunches during the week for the summer months. GPA - SHS offers a Guided Practice study hall to assist the students who are struggling in certain subjects. ESL Critical Reading - Critical Reading for ESL students is offered for additional practice for ESL students. After discussing the evidence/artifacts that go with this indicator, it was decided that it was fully implemented. However, the team felt like it could work on a few items to make sure it improved even more. The SAS Lab was assigned to students for the first time this year. Data will be tracked and monitored for effectiveness. Wendy Sites mentioned the Counselor's have already pulled last year's transcripts and are comparing them to this year's transcripts for those students. Once they have the data at the end of the year, it will be tracked and analyzed. Mrs. Coles applauded the wonderful job Amanda Coleman does in the SAS Lab and indicated that the new GPS and Edgenuity Lab instructors were new and could use some support and instruction. They both began in January and are doing a great job. Some of the teachers just thought they could benefit from instruction and support from Mrs. Coleman since she has the SAS Lab running so smoothly and they can see a difference in their students achievement.
Core Function:
School Leadership and Decision Making
Effective Practice:
Ensuring High Quality Staff - Recruitment, Evaluation, and Retention
II01
The school works collaboratively with the district to recruit and retain highly-qualified teachers to support school improvement.(3982)
Implementation Status
Initial Assessment:
1. Teacher salaries were increased this year that made them higher than starting salaries in surrounding areas. 2. All teachers are certified and HQT in their subject areas. 3. Applicants are often required to "practice teach" as part of the interview process. 4. Partnerships with universities for teacher preparation and recruitment. Administrators assist in mock interview with Arkansas Tech University education majors. Ouachita Baptist University education majors were brought to Sheridan High School to observe classes and ask questions about the profession. Henderson State University offers a "grown-your-own" (as indicated in "Wise Ways") for current teachers to enroll in Educational Leadership courses offered in Sheridan. 5. The Asst. Superintendent attends various teacher fairs throughout the year. 6. The needs of the students are the first priority in assigning teachers. Teachers are paired with course offerings within their professional competencies. The administrators match the school course offerings with teachers in which the students are most likely to be successful. 7. Teacher leadership positions are available to interested teachers. There are a variety of ways the leadership positions do not require leaving the classroom for an administrative position. Examples of these include being involved in the following: teacher mentors, leadership team members, leadership sub-committee, and becoming department heads. 8. Teachers who are not performing at the expected level can be coached through Track 3 in TESS. 9. The Leadership Sub-Committee attends the Arkansas Leadership Academy. The members work on task-oriented actions required for school success. Examples of these include: mission and vision statements, charters, purpose, and disaggregating data to ensure strong connections with school learning goals.
Full Implementation 02/10/2016
Core Function:
Curriculum, Assessment, and Instructional Planning
Effective Practice:
Engaging teachers in aligning instruction with standards and benchmarks
IIA01
Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Initial Assessment:
The team determined SHS teams meet and align instruction but do not Limited Development vertically align with SJHS. Science and Social Studies both need "time" 11/12/2015 committed to them to be able to align standards. Each department does align standards. English and Math have done this to a more extreme level than Science and Social Studies but not to the level described in "Wise Ways". The Career and Technical Department meet in the summer to vertically align their curriculum. Foreign Language Department align with common tests, pre-test and post-test.
How it will look when fully met: Action(s)
Created Date Notes:
Core Function:
Curriculum, Assessment, and Instructional Planning
Effective Practice:
Assessing student learning frequently with standards-based assessments
IID02 Initial Assessment:
The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)
Implementation Status
Algebra I/Geometry/Algebra II complete curriculum assessments after Limited Development each module at least two times a semester and at most five times a 03/18/2016 year. Through MDC, the math instructors conduct pre/post assessments then collect the data with formative assessments and look for shifts in scoring and trends. English Language Proficiency Assessments are given each Spring. Mrs. Kroeker indicated they track student data from year to year. IEP's - Each teacher receives modification and keeps folders with modified assessments. Assessment and reflection - Teachers reflect formative assessments and adjust lesson design based on those assessment. AP Mock Exams - AP teachers give one-two mock exams each year. ACT - It was discussed that after ACT scores are received, the scores should be analyzed but there is no prior data to compare. There will not be any AIP's tied to the ACT because it was not a required test. The school district will also not have prior data from the PARCC assessments
Assigned To
Target Date
last year to use for comparisons. Act Aspire Interim exams will be given 3 times during the 2016-2017 school year. ELA teachers will give a minimum of 4 common assessments during the 2016-2017 school year to determine progress on grade level standards. ELA teachers will meet to review data and plan for future instructions. Senior ELA students take the same weekly vocabulary common assessments. The team decided it was not fully implemented and steps would be taken for improvement. How it will look when fully met:
Action(s) 1
Common Assessments such as AP Mock Exams, ACT Aspire Interims, ELP assessments, MDC pre/post assessments, ACT, and content end of unit exams will be given throughout the year. Data will be reviewed to determine progress and determine future instruction. Evidence: scores, minutes from meetings, minutes of collaboration among teams reviewing data, graphs, teacher reflection notes, pre/post assessment scores
Rodney Williams
08/14/2017
Terri Bone
03/30/2017
Summer Williams
05/26/2017
5 of 5 (100%)
Created Date 11/14/16
Objective Met
ACT Aspire Interim for Sophomores 3 times during 2016-2017 school year
Complete 03/16/2017
Notes: Sophomores will test for English in English classes, math in math classes, reading in Social Studies classes, and Science in their science classes. English teachers will also be doing an in house writing prompt to accompany the ACT Aspire. Interim testing was done on November 8th and 9th, January 18th and 19th, and March 14th and 15th. 2
The literacy instructional specialist will create common assessments Complete 04/13/2017 that will be analyzed with faculty members. The faculty members predicted scores, looked at grade level scores, and analyzed individual 11/15/16 scores. Teachers use this information to share effective strategies and plan future instruction. These meetings will be held after each common assessment.
Notes: Notes and data from first meeting are scanned into the evidence folder. The common assessments are analyzed with faculty members after common assessments. Meetings were held November 3, 2016, to discuss results from the October 31, 2016, assessment. Another meeting was held April 13, 2016, to discuss the April 7, 2017 assessment. Faculty analyze scores and share what strategies are used in their classrooms. 3
AP teachers will give mock exams at least twice a year for AP students. 11/15/16 Other teachers share scoring process and teachers bring scores back to share with students.
Complete 05/12/2017
Terri Bone
05/26/2017
Complete 05/12/2017
Paula Kroeker
05/26/2017
Complete 05/16/2017
Morgan Wilson
05/26/2017
Implementation Status
Assigned To
Target Date
Notes: Teachers have completed AP Mock Exams and review for the 2016-2017 school year which culminated in students being administered their respective AP Exams. 4
11/15/16
English Language Learners are given assessments each spring. They track data from year to year.
Notes: ELL students are given exams yearly and data is compared. 5
Algebra I/Geometry/Algebra II complete curriculum assessments after each module at least two times a semester. Math teachers conduct 11/15/16 pre/post assessments then collect data and analyze the data in PLC's to look for shifts in scoring and trends. Notes: Math teachers consistently give unit common assessments as well as pre/post assessments and analyze data.
Core Function:
Classroom Instruction
Effective Practice:
Expecting and monitoring sound instruction in a variety of modes
!
IIIA01
Initial Assessment:
All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment.(110)
ELA, Social Studies, and Math all met in the summer to align curriculum Limited Development and pacing guides and then put them in a central location on the 11/12/2015 server(Box)where all teachers have access to it. The Biology Department meets to determine the pacing guides used, when to use formative assessments, etc. AP follows College Board curriculum but the standards may not fall under the ELA standards created by the pacing guides. ELA is in the process of aligning better but there needs to be more focus in aligning with Pre-AP and AP classes. The team feels like there should be
a constant conversation. It will be hard to be fully implemented at any time because it is always evolving. How it will look when fully met:
When fully implemented, consistency across grade levels and content areas will be evident. There will evidence of coherence in what is being taught across the same grades as well as vertically between grades. Pacing guides will be developed for each content area to keep the school and the district pointed in the same direction. A "Curriculum Box" will be fully developed that will include a variety of resources and materials that will guide instruction for all students.
Rodney Williams
05/12/2017
Complete 03/17/2017
Summer Williams
05/26/2017
Instructional specialists upload new curriculum information to the "Box" Complete 04/12/2017 that teacher can access.
Summer Williams
05/26/2017
Rodney Williams
08/14/2017
Evidence-District Curriculum Box, common assessments developed, data from walkthroughs, pacing guides
Action(s)
2 of 3 (67%)
Created Date
1
Instructional specialists will meet with representatives from math and 11/15/16 English departments to revise district curriculum and create assessments for that curriculum. Notes: English and math departments meet twice a year to work on formative common assessments, developing pacing guides, align curriculum, review standards and instructional strategies. They met with Summer Williams, literacy, and Kim Scarbrough, math, for instructional strategies and to reflect on past assessments.
2
11/15/16
Notes: Instructional specialists have uploaded curriculum information to the "Box" where teachers have access to instructional practices and curriculum information. However, Google Drive will be used in the future because it costs the district to provide the "Box" and the same process can be used in Google Drive in the future. 3
All departments will meet in the summer to review revisions/additions to state-mandated standards to make sure those standards are met by 11/15/16 the district curriculum. Additionally, a vertical alignment day is held each summer for each department. Notes: These meetings are held at a minimum of one time a year.
Core Function:
Family Engagement in a School Community
Effective Practice: FE04
Initial Assessment:
Explain and communicate the purpose and practices of the school community The school’s Title I Compact (Or Non-Title I schools roles and expectations for parents, students, and teachers) includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3983) Sheridan High School is not a Title I school. A compact exists in the Sheridan School District Student Handbook that is between the school and parents of elementary through intermediate schools in our district. A School Parent Involvement Policy is in place between Sheridan High School and SHS parents. This policy state our school improvement status, free and reduced lunch rate, and parent involvement committee members. This agreement also lists various forms of communication that is used to provide information to parents and to increase parental involvement in supporting student learning. A list is also provided in this agreement of parent meetings, conferences, and activities that are planned throughout the year with meeting times and dates for opportunities for parental involvement. Parents are encouraged to engage in these types of efforts to increase building staff and parent commitment to student learning. Resources at SHS provided for parents include: a parental resource center, Parental Involvement Plan on district website, Parent-Teacher Conferences with information such as; homework tips, getting the most out of high school, how to get good grades in ten steps, study tips and strategies, suicide prevention, anti-bullying and internet safety. Parents are also given passwords and instructions on how to access their student's grades through the Home Access Center (HAC). District communication such as, the district website, LiveFeed, and Twitter are used to communicate with parents. An annual parent involvement survey is given at Parent-Teacher Conferences and online through the SSD website, Facebook, and Google Forms. Feedback is also solicited from parents at Parental Involvement Committee meetings throughout the year. This survey data is analyzed at the first Parental Involvement Committee meeting of the year. The data is used to formulate parent activities and communication for the current school year.
Implementation Status Full Implementation 03/16/2016
Assigned To
Target Date
Core Function:
High School: Opportunity to Learn
Effective Practice:
Ensure content mastery and graduation
HS04
Initial Assessment:
The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541) ACT Profile - The ACT Profile is given in the fall to all seniors. The Career and Career Counselor goes over information about results with the students. Students can also log in and use information for college and career searches. ZAPS ACT Seminar – SHS conducts a ZAPS ACT prep class in the fall and spring for any students who want assistance preparing for the ACT. Career Fair – held at Sheridan High School during the school day for students to attend NEXT Magazine and Career Watch - A structured program of activities was created for 10th - 12th graders during Advisory for a week in November going over ways to prepare for college and careers. Students were able to explore careers and post-secondary options for these career paths. Employability Packets - Seniors were given packets that included job applications, scholarship applications, and essay topics to better prepare them for employment and college opportunities. Job Shadow – JAG Students participate in Job Shadow Day. They go to various businesses in town and surrounding towns to job shadow a career of their choice for the day. SAS Lab Field Trip – The College and Career Counselor took students to SEARK and Pulaski Tech to tour the community colleges and talk with admission counselors and professors in various career fields. Guest Speakers – Guest Speakers from colleges and careers visit the Keystone Class that is a required class for all 9th graders. JAG (Jobs for America’s Graduates) at SHS also has guest speakers throughout the year. Transition and Career Fair – The Special Education Department, in
Implementation Status Full Implementation 03/02/2016
Assigned To
Target Date
conjunction with the College and Career Counselor, conducts a Transition and Career Fair for special education students. CAPS – Beginning in 9th grade, students are assigned a faculty member who will prepare them for high school classes that will benefit them in their careers. CAPS Conferences are also conducted in the spring with family members who are required to attend the conference and plan for the student’s future. Counselors are required to review all CAPS course requests and four year course trajectory. College Days - Juniors and seniors are allowed two college days to visit colleges of their choice. Universities are also encouraged and invited to come to the SHS lunch period to set up a table with information from their college or university. Financial Aid Night – A Financial Aid night is offered for seniors and their family members to go over the financial aid process at a university. Information about the FAFSA is also distributed to students and family members and assistance is provided to them about filling out the application. College Night – College night is held in the fall to bring colleges and universities to the high school to visit with students and family members. Newsletter – A monthly newsletter is produced by the College and Career Counselor produces a monthly newsletter about college admission and college scholarship information. It also includes information about any career fairs in the area. Confidential Buddy system - Teachers are paired with an at-risk student who develop a personal relationship with that student and mentor them throughout their high school career. Advisories - SHS has an advisory period where teachers are assigned groups that they lead throughout their entire high school years in order to help ensure they are prepared academically for either college or career. Social Media – Social media (Twitter and Live Feed) is used to information students about upcoming college deadlines and scholarship
information. College of the Ouachitas – SHS offers a bridge program through the College of the Ouachitas for students that have an interest in a technical field so they can learn the basic skills necessary for the workforce or to enroll in a technical program after high school. Students are transported to the COTO campus in Malvern to study things such as: Welding, Automotive Technician, Cosmetology, Criminal Justice, Medical Professions, and Engineering.
