CAT South School Improvement Plan
School: | Center of Applied Technology South | School Year: | 2024-2025 | Last Updated: | 9/16/2024 |
ES/MS – 3 goals & HS – 4 goals No more than 3 action steps per goal
Assistant Superintendent Electronic Signature: | Approval Date: |
Goal 1 | By the end of the 2024-2025 school year, 92% or more of completers will pass at least one Industry Recognized Certification Exam. |
Problem of Practice (P.O.P.) Identified based on previous year’s data | At the end of the 2023-2024 school year, only 88% of students completing a CAT South program passed at least one IRCE. | Root Cause of P.O.P. Provide Link to Tool which Determined Root Cause | Practices are not in place to require the regular engagement with exam specific questions/content. |
Action Step 1a (What are you going to do? Why are you going to do it?) | ||||||
Secondary: If CAT South focuses on literacy-focused instruction then teachers will implement vocabulary strategies that build knowledge so that the successful completion of an Industry Recognized Certification Exam will be addressed. | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Expectations for instructional practices that include regular IRCE prep. | Administration | Staff Meeting | August 2024 | Tam, Brian, Renee, Roddy | Walkthroughs | 1 per week per teacher |
Modeling of IRCE-style questions. | Renee Austin | Professional Development | September 2024 | Tam, Brian, Renee, Roddy | Walkthroughs, Data tracking on shared spreadsheet (pre/post tests); staff and student surveys | Collection weekly and reviewed by month |
Equity PD- Student Engagement and Data Collection | Julia Gaines | Professional Development | October 2024, December 2024, February 2025, March 2025 | Tam, Brian, Julia, Renee, Roddy | Walkthroughs, Data tracking on shared spreadsheet (pre/post tests); staff and student surveys | Collection weekly and reviewed by month |
Sharing of Best Practices | Tam & Brian | Faculty Meeting | September 2024-June 2025 | Tam, Brian, Renee, Roddy, Joe Barsin, Anne Arundel County Public Library | Walkthroughs, Data tracking on shared spreadsheet (pre/post tests); staff and student surveys | Collection weekly and reviewed by month |
Tech Tips & Best Practices by eCoach | Nina Marcellino | Professional Development | September 2024-June 2025 | Nina, Joe Barsin, Koralina McKenna | Walkthroughs, | Monthly |
Action Step 1b (What are you going to do? Why are you going to do it?) | ||||||
Secondary: If CAT South focuses on the strategies that promote knowledge acquisition and retention, teachers will implement certification-style questions so that the successful completion of an Industry-Recognized Certification Exam will be addressed. | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Modeling of IRCE-style questions. | Renee Austin | Professional Development | September 2024 | Tam, Brian, Renee, Roddy | Walkthroughs, Data tracking on shared spreadsheet (pre/post tests); staff and student surveys | Collection weekly and reviewed by month |
Equity PD- Student Engagement and Data Collection | Julia Gaines | Professional Development | October 2024, December 2024, February 2025, March 2025 | Tam, Brian, Julia, Renee, Roddy | Walkthroughs, Data tracking on shared spreadsheet (pre/post tests); staff and student surveys | Collection weekly and reviewed by month |
Sharing of Best Practices | Tam & Brian | Faculty Meeting | September 2024-June 2025 | Tam, Brian, Renee, Roddy | Walkthroughs, Data tracking on shared spreadsheet (pre/post tests); staff and student surveys | Collection weekly and reviewed by month |
Tech Tips & Best Practices by eCoach | Nina Marcellino | Professional Development | September 2024-June 2025 | Nina | Walkthroughs, | Monthly |
Action Step 1c (What are you going to do? Why are you going to do it?) | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Performance: (How do we know it’s working?) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 | Measure 2 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Proficiency Definition | Measure 2 Proficiency Definition | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Data Analysis Tool | Measure 2 Data Analysis Tool | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure Card (Link Result Data – be sure the links are restricted and set to VIEW only)
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Problem: | By the end of the 2023-2024 school year, only 9% of CAT South students meaningfully participated in a SkillsUSA competition. The SkillsUSA Framework is the foundation of our Work Habits (employability skills). | Cause of Problem: Provide Link to Tool which Determined Root Cause | Ineffective collaboration of training and progress monitoring Administration and support staff need to conduct regular follow-ups and tracking of implementation. |
Action Step 2a (What are you going to do? Why are you going to do it?) | ||||||
Secondary: If CAT South focuses on protocols that conduct short cycle data analysis then teachers will implement lessons to promote all SkillsUSA competitions so that the schoolwide participation in SkillsUSA will be addressed. | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Sharing of tips and best practices for increasing awareness, interest, and to support student progress | Aaron, Mercedes, Tam | Faculty Meetings | September 2024-June 2025 | Tam, Brian, Advisors: Aaron & Mercedes, Dawn | Walkthroughs; Student participation tracking; Staff/student surveys | Weekly; Monthly |
Planning and Implementing efforts; Mentoring/sponsoring a competitor | SkillsUSA Committee Members | Committee Meetings | September 2024-June 2025 | Tam, Brian, Advisors: Aaron & Mercedes, Dawn | Walkthroughs; Student participation tracking; Staff/student surveys | Weekly; Monthly |
Action Step 2b (What are you going to do? Why are you going to do it?) | ||||||
Secondary: If CAT South focuses on targeted professional development of data informed decision making then teachers will implement high impact instructional strategies of trade-specific competition opportunities so that the lack of SkillsUSA contest knowledge by faculty will be addressed. | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
SIP Goal & Expectations Presented | Tam | Professional Development & Faculty Meeting | August & September 2024 | Tam, Brian, Advisors: Aaron & Mercedes, Dawn | Walkthroughs | Weekly |
Information Session for SkillsUSA | Aaron, Mercedes, Tommy, Tam | SkillsUSA Kickoff | September 2024 | Tam, Brian, Advisors: Aaron & Mercedes, Dawn | Walkthroughs; Student participation tracking | Weekly; Monthly |
Sharing of tips and best practices for increasing awareness, interest, and to support student progress | Aaron, Mercedes, Tam | Faculty Meetings | September 2024-June 2025 | Tam, Brian, Advisors: Aaron & Mercedes, Dawn | Walkthroughs; Student participation tracking | Weekly; Monthly |
Planning and Implementing efforts; Mentoring/sponsoring a competitor | SkillsUSA Committee Members | Committee Meetings | September 2024-June 2025 | Tam, Brian, Advisors: Aaron & Mercedes, Dawn | Walkthroughs; Student participation tracking | Weekly; Monthly |
Action Step 2c (What are you going to do? Why are you going to do it?) | ||||||
Elementary: If teachers/school ___________ (implement a specific evidence-based strategy/structural change) then _____________ (the root cause will be addressed) so that ________________ (the goal is achieved). Secondary: If the school focuses on ___________ (a criteria/component of the AAIM) then teachers will implement ___________ (a specific evidence-based strategy/structural change) so that _____________ (the root cause will be addressed) and the ________________ (the goal is achieved). | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Performance:(How do we know it’s working?) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 | Measure 2 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Proficiency Definition | Measure 2 Proficiency Definition | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Data Analysis Tool | Measure 2 Data Analysis Tool | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Performance Card (Link Result Data)
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Goal 3: | By the end of the 2024-2025 school year, students who will have participated in Work Based Learning experiences will increase from 28 to at least 40. |
Problem: | By the end of the 2023-2024 school year, only 9 out of 14 programs have students participating in Work Based Learning (28 students). | Cause of Problem: Provide Link to Tool which Determined Root Cause | We need to strengthen the partnership between the CAT South front office/support staff and the WBL office. |
Action Step 3a (What are you going to do? Why are you going to do it?) | ||||||
Secondary: If CAT South focuses on data utilization protocols to inform school wide programmatic decisions then teachers will implement summative data utilization to gauge student interest so that the partnership between Cat-South front office staff and the WBL Coordinator will be addressed. | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
SIP and Goal Expectation presented | Tam and Tom | Faculty Meeting | August and September | Tam and Tom | Walkthroughs; Student participation tracking | Monthly |
Committee Meeting | Tom | Committee | Monthly | Tom | Walkthroughs; Student participation tracking | Monthly |
Counseling Presentations in classrooms | Christina and Julia and teachers | Classroom Presentation | 2nd Semester Scheduling Cycle | Christina and Julia | Scheduling Forms | End of scheduling cycle |
Action Step 3b (What are you going to do? Why are you going to do it?) | ||||||
Secondary: If CAT South focuses on data informed decision making the teachers will implement formative data utilization so that the communication between program instructor and WBL Coordinator will be addressed. | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Data tracking and conversation | Tom & Nina (committee lead) | WBL Committee | September 2024-June 2025 | Tom & Nina | Staff/student surveys; shared spreadsheet with WBL committee and admin | Monthly |
Action Step 3c (What are you going to do? Why are you going to do it?) | ||||||
Elementary: If teachers/school ___________ (implement a specific evidence-based strategy/structural change) then _____________ (the root cause will be addressed) so that ________________ (the goal is achieved). Secondary: If the school focuses on ___________ (a criteria/component of the AAIM) then teachers will implement ___________ (a specific evidence-based strategy/structural change) so that _____________ (the root cause will be addressed) and the ________________ (the goal is achieved). | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Performance:(How do we know it’s working?) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 | Measure 2 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Proficiency Definition | Measure 2 Proficiency Definition | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Data Analysis Tool | Measure 2 Data Analysis Tool | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure Card (Link Result Data)
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Action Step 4b (What are you going to do? Why are you going to do it?) | ||||||
Elementary: If teachers/school ___________ (implement a specific evidence-based strategy/structural change) then _____________ (the root cause will be addressed) so that ________________ (the goal is achieved). Secondary: If the school focuses on ___________ (a criteria/component of the AAIM) then teachers will implement ___________ (a specific evidence-based strategy/structural change) so that _____________ (the root cause will be addressed) and the ________________ (the goal is achieved). | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Action Step 4c (What are you going to do? Why are you going to do it?) | ||||||
Elementary: If teachers/school ___________ (implement a specific evidence-based strategy/structural change) then _____________ (the root cause will be addressed) so that ________________ (the goal is achieved). Secondary: If the school focuses on ___________ (a criteria/component of the AAIM) then teachers will implement ___________ (a specific evidence-based strategy/structural change) so that _____________ (the root cause will be addressed) and the ________________ (the goal is achieved). | ||||||
Professional Learning & Growth (What do we need? Who do we need support from? When do we need it?) | Planning & Pedagogy (Are we doing what we said we would?) | |||||
Professional Learning – Andragogy | Facilitator(s) | Meeting Structure(s) | Date(s) | Point Person for Monitoring Implementation | Evidence of Classroom Application – Pedagogy (Link to Walk Through Tool/Data) | Frequency of Evidence Collection |
Performance:(How do we know it’s working?) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 | Measure 2 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Proficiency Definition | Measure 2 Proficiency Definition | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure 1 Data Analysis Tool | Measure 2 Data Analysis Tool | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Measure Card (Link Result Data)
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SIP Team: |
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Last updated 04.01.24