Robinson High’s School Improvement Plan

Goal 1: Achievement

To improve educational achievement by 10% for all students, with special attention to African American students and others who are at-risk of academic failure due to socioeconomic disadvantages or other factors for the 2019-2020 school year.

Data

Description: Data is the driver – Your school’s Current Reality

  • Lexia
  •  Maps Interim Assessments
  • 1st 9wks F-List
  • ESSA Report

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Literacy Plan:

Interventions

  • Lexia school-wide during Senator Study.  All teacher will receive support and PD with Lexia during the first semester.  
  • RISE Training-SPED teachers use strategies
  • Science of Reading-Teachers are currently working on state required PD (Arkansas Ideas)

New Teachers will be provided PD in the areas listed.  Mentors support our new staff.

  • Small groups mandated two days a week
  • Parent Communication/School Status
  • Monthly Collaboration meetings for the tested subjects: English, Science, and Math

Evidence

Description: Please list and attach as pertinent.

  • Professional Development agenda/sign in
  • Lexia Progress Report
  • Faculty/Collaboration Meeting agenda sign-in
  • Parent Conference sign in
  • Teacher School Improvement Binders

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  • ESSA Report (Student Graduate Rates for AA)
  • Interim assessment data (Maps growth)
  • Lexia growth

Narrative:

Avid and Driven tutors will be available after the hiring process. The athletic coaches provide a pivotal role in assisting and mentoring with those at-risk students who are involved in sports. We have also emphasized the need for parent communication and have implemented strategies for parent communication such as time to make phone calls, email, and we send out a newsletter (Senator Scoop).  Identity students on the F list and provide support during Senator Study.

Intervention: This year it will be done during Senator Study using Lexia.  We are also mandated to work in small groups twice a week.

 Upon reviewing the math data it is imperative that we find a way to implement regular math tutoring.

The School Status program has made parent contact easier, and almost instantaneous.   Parent contacts were to be made anytime a student’s grade drops or looks like a student has the potential to fail.  This phone call, text, or email home is very important and should continue.  Two parent conference days are given in PCSSD and many parents do attend those at RHS. We will continue this intervention next year.

Mr. Hampton and Mr. Bratcher hold meetings once a month with Men of Standards during 2nd lunch.  The focus is on the 11th and 12th-grade males during second lunch.

 However, the meetings should continue with another male teacher coming on board so that males with first lunch (9th and 10th grade) can participate. We should also incorporate a similar organization for girls.

RHS is having once a month collaboration meetings for English, Math, and Science with the goal of increasing student achievement in those tested subjects.

Goal 2: Performance Gap

To decrease the performance gap between white students and African American students by 5% in Reading and Math for grades 6 and 7 through the systematic design, selection and implementation of intervention and enhancement programs that provide effective remediation and/or adaptation to individual or group needs for the 2019-2020 school year.

Data

Description: Data is the driver – Your school’s Current Reality

  • ACT Aspire Summative Assessment
  • ACT
  • NWEA MAP Interim Assessments (English, Math, and Reading)
  • ESSA Report
  • Lexia Assessment (All Grades)
  • Common Formative Assessment (ELA and Math)

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • RTI (Targeted Students based on 1st 9-Weeks F-List Report, Lexia, and NWEA MAP Fall Assessment Data Reports)
  • Credit Recovery
  • PBIS Initiative
  • ACT Test-Prep Sessions (Instructors: Thompson and Kenyon)
  • Departmental Collaborative Planning
  • Driven Program - Math and Literacy Tutors
  • AVID Initiative (Implementing the WICOR 9-12 Grades with Emphasis on the Writing and Reading Components)
  • Charles W. Donaldson Scholars Academy
  • Fine Arts Integrated Across the Curriculum
  • Writing Across the Curriculum
  • NWEA MAPSkills Program (Math and ELA)
  • Small Group Instruction (SGI) - 2 In-Class days per week
  • Alternative Learning Center (ALC) Remediation
  • Career Job Shadowing
  • College and Career Field Trips/School Fairs
  • Counselors-student meetings

Evidence

Description: Please list and attach as pertinent.

  • RTI-sign in sheet
  • Credit Recovery sign-in sheet
  • Multicultural lesson plans-Planbook
  • Scholarships offered to AA
  • CWT Data
  • Data Dives
  • Assessment Data Reports (ACT Aspire Summative & District-Level Assessments)
  • Collaborative Planning Meetings - Minutes & Agendas

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  • ESSA Report (Student Graduate Rates for AA) (cause & effect of credit recovery)
  • PD provided for designing multicultural lesson plans.
  • After school teachers needed to offer Credit Recovery
  • Evaluated each 9 weeks
  • NWEA MAP Interim Assessments (English, Math, and Reading)
  • ACT Aspire Summative Assessment
  • Bi-monthly Collaboration Meeting by department

Narrative:

By April 2020, PBHS Grades 9-10 English Language Arts, Mathematics and Science students will demonstrate measurable growth in English, Reading, Mathematics, and Science by increasing student proficiency (Ready and Exceeding) by 5% on the ACT-Aspire EHS Summative Assessment.

During our bi-monthly collaboration meetings, teachers will focus on effective instructional strategies to plan effective lessons that infuse multicultural concepts into learning opportunities and strategies.  Teachers will review the current data (ACT Aspire Summative Assessments, NWEA MAP Interim Assessments (Reading, English, and English), and District-Level Common Formative Assessment (CFA)) to continue to plan effective interventions.  In January of 2019, teachers were given a new tool for enhancing communication with parents through School Status.  Teachers are encouraged and expected to contact parents of any students who are failing during any time in the grading period.  

Action Steps: Each Department will:

  • Implement Instructional Delivery Methods (AVID-WICOR and PBIS)
  • Unpacking standards and teaching to the demands of standards
  • Strengthen Professional Learning Communities;
  • Analyze relative data frequency to inform instruction;
  • Administer PCSSD common formative assessments to gauge grade level performance and teacher effectiveness;
  • Embed AVID-WICOR and PBIS instructional strategies to build conceptual understanding
  • Model effective instructional strategies to build capacity;
  • Engage in collaborative lesson planning to increase the quality of instruction and rigor;
  • Implement hands-on math activities;
  • Increase the use of technology to supplement and personalize instruction; and
  • Utilize various print and digital resources to differentiate the instructional modes.

Science of Reading  

Robinson High School supports the Arkansas Department of Education's Reading Initiative for Student Excellence (R.I.S.E) by adhering to the guidelines for professional development. Special education teachers at Robinson High began the 6-day RISE Academy in the summer of 2019 and will complete training in the summer of 2020.  The administration will monitor the completion of the Science of Reading Awareness hours available on Arkansas IDEAS so all RHS teachers will be able to demonstrate proficiency in the science of reading by the beginning of the 2021-22 school year.

Goal 3: Participation

o increase by 3% the number and proportion of African-American and disadvantaged students participating in extracurricular activities, gifted and honors programs, and enriched or advanced placement courses for the 2019-2020 school year.

Data

Description: Data is the driver – Your school’s Current Reality

  • School Profile
  • Equity and Monitoring Report
  • ESSA Report

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Recruit African-American students to enroll in AP/PAP classes.
  • Host Job Fair/Attend College Fair Spring 2019
  • College campus tours.
  • Host ACT Boot Camp and summer program sponsored by the Donaldson Program.
  • AP Saturday Prep Sessions.
  • ACT Prep Sessions during Senator Study
  • Professional Development for staff during August PD.
  • Naviance: Student Success Plan
  • ACT WorkKeys for job skills
  • PSAT Workshop and weekly study sessions for 11th grade PSAT test-takers

Evidence

Description: Please list and attach as pertinent.

  • AP/PAP recruitment postcards
  • List of students that attend.
  • ACT Boot Camp and summer program sign-in
  • AP Saturday Sessions Sign In Sheets
  • ACT Prep Session Sign In Sheets
  • School Profile

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  • Comparing our total Demographic Data to each activity and seeing if recruitment affects enrollment.  Also, comparing our last two years of the Equity and Monitoring Report to reflect an increase in AA participation.

Narrative:

Teachers and staff review the Equity and Monitoring report each year and identify programs to recruit AA participation.  Our counseling department hosts a career and job fair in the spring to provide opportunities for students to plan their post-secondary educational goals.  Teachers complete PAP and AP recommendation forms to encourage AA students to take these courses.  Postcards are mailed to potential AA candidates to participate in Advanced Placement courses.  ACT prep sessions are offered during Senator Study and prep sessions were held on the weekend. Counselors conference with individual students to assist in completing college and trade school applications.  Students are encouraged to attend all campus tours (Philander Smith College, UALR, U of A Pulaski Tech and UAPB).  Counselors and teachers use Naviance to create student smart goals and career paths. Students can use the program to search for colleges and consider potential careers.

Goal 4: Discipline

To reduce student discipline referrals and suspensions by 3%  for all students, with an emphasis on African American male students for the 2019-2020 school year.

Data

Description: Data is the driver – Your school’s Current Reality

  • PCSSD Discipline Data-Semester.
  • E-School Teacher/Discipline Report
  • No Referral List
  • School Climate Survey (Parent, staff, and students)
  • School Status Reports

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • DMP/Equity Teacher Professional Development
  • Mental Health Services
  • School Counselor
  • Parent Contact
  • Incentive Programs
  • PBIS has been implemented
  • PBIS Kick-Off
  • AVID Pep Rally

Evidence

Description: Please list and attach as pertinent.

  • PD sign-in sheets/DMP Forms
  • List of students receiving services.
  • Copies of Contract
  • Parent Contact Log
  • Positive Actions list of events.
  • School Status
  • Leadership Team Meeting notes
  • GOTCHA Awards
  • PBIS Kick-off
  • AVID Pep Rally Agenda
  • Equity & Pupil Services Annual Discipline Report Summary 2018-19

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  • Eschool report at PCSSD that shows all discipline data including the number of DMP’s, referrals, and suspensions decreased from 2017-18 to 2018-19. The decrease in numbers is an indicator of success.

Narrative: To be revised at a later date (SC, MC 09.26.2019)

Teachers received professional development for our DMP and classroom management strategies.

 According to the statistics from the first semester of December 2018:

652 referrals

Our numbers are somewhat inflated by tardies (⅓ of the referrals were for tardies)

Whole school population is 42% black, 58% non-black

326 black/326 non-black referrals

in - school suspension= 123 , 51% non-black, 49% black

Out of school suspensions= 88, 69% non-black, 31% black

Our top 5 for referrals: 1) Tardies, 2) out of the designated area, 3) disruptive behavior, 4) failure to follow school rules, 5) profanity

Next Steps regarding this intervention:

  • We propose to revise the tardy policy at an upcoming leadership team meeting.  Tardies will not be reported on a referral form. This will reduce our referral numbers. Tardies will be reported on a new tardy form and parents will be given a call after each class in which a student is tardy. The Leadership Team discusses current discipline data and plans for student incentives (academic and behavior). Our counseling department provides resources and refers students for services as needed. School Status is a new tool that is used to contact parents and provide two-way communication with teachers.  We have implemented School Status and each teacher now has access.  

  • The Leadership Team will review the School Status reports for increased parent contacts at the beginning of the 2019-2020 school year. The Leadership Team reviews school climate surveys from staff, students and parents.  At the beginning of the year during professional development, the leadership team members presented this information and strategies to the faculty to improve student relationships asking faculty members to share one fact about a student to encourage faculty/student informal conversations. We should implement parent meetings at the beginning of the year to discuss behavior expectations, DMP policy, D-Hall, ISS, etc. so that we can start the year with the parents understanding the rules and supporting appropriate student behavior.

  • The school’s PBIS team was created in the spring of 2019 to focus on strategies to promote positive behavior and school climate.  PBIS will be implemented during the 2019-2020 school year and we will be evaluating the effectiveness of the first semester of 2019. Professional Development will be ongoing through the spring and summer for implementation in the 2019-2020 school year.  

  • The mental health piece has been helpful in limiting the number of classroom disruptions. We have a mental health professional on campus and the teachers allow the students who are having problems to leave class to receive counseling. The mental health specialist creates a safe place for students to come and relieve frustrations.  The mental health professional keeps a punching bag, stress ball, and other manipulatives.  One of the most useful ways the mental health professional keeps students calm is the therapy dog, Leo. What works is allowing students to leave and see the mental health professional.  What doesn’t work is giving them too much freedom and no accountability.  We still require the students to receive a pass to leave and to recognize when they need help.

Goal 5: Attendance

To prevent suspensions and possible retention due to absenteeism in an effort to increase student attendance by 3% during the 2019-2020 school year.

Data

Description: Data is the driver – Your school’s Current Reality

  • E-school Attendance
  • ESSA Report
  • E-school Discipline Data
  • School Climate Survey

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this goal.

  • Incentive Program. Academic and Behavior
  • Mentoring Programs
  • Credit Recovery
  • PCSSD Summer School
  • Counselor Graduation Review Intervention
  • Automated call outs ( Secondary within the first 30 minutes of the 1st class where the student is reported absent)
  • Parent notification letter mailed at five unexcused absences in any class period
  • Letter to parent with referral form attached and emailed to prosecuting attorney
  • Call to DHS hotline to report excessive absences
  • Students dropped for non-attendance after the 10th consecutive day of absence
  • Notification of non-attendance drop form sent to the parent and DFA Drivers Control

                

Evidence

Description: Please list and attach as pertinent.

  • Absence report
  • Parent 5-day letter
  • Call out report: Updated information list call log
  • Excessive absence referral form; Certified letter receipt; Form Letter to parent
  • Call log to DHS
  • Non-attendance Drop Form TAC/HAC
  • Certified mail receipt; DFA Notification Driver’s Attendance Form
  • List of students attending events.
  • Senator Ambassador/Mentee assignments-and sign-in sheets.
  • List of students enrolled in Credit Recovery.
  • List of students that enroll in summer school.
  • Counselor notes and student check sheets.

Evaluation

Description: What is your method of evaluating the effectiveness of these interventions? ( Includes how often and documentation /Intervention data) Were there changes as a result of the evaluation? If so, how did you address it?

  • ESSA Report (Student Graduate Rates for AA) (cause & effect of credit recovery, Summer School, Senator Ambassador program, Men of Standard & Incentive Field Trips)
  • Review the graduation and attendance rate each year and reflect on interventions that were effective and make changes and updates.
  • School Status Attendance Data
  • E-school attendance and discipline reports by quarter (marking period)  and semester

Narrative:

Our school attendance policy is on page 37 of the 2018-2019 PCSSD student handbook.  Our attendance clerk follows the procedures for parent notification when a student is absent. Incentive programs are in place to encourage students to be present at school. (Ex. Semester Exam Exemption spring 2019 and Positive Actions Program) Our Semester Exam exemption includes attendance.  Counselors work with students to enroll in credit recovery and summer school as needed to not fall behind and be on time for graduation. Counselors complete a check sheet on each student to ensure they are on track for graduation. Our goal is to increase the graduation rate by 3% for the 2019 ESSA Report. Teachers and staff review our ESSA and School Climate reports and discuss the next steps for improving attendance and out of school suspensions. Incentives are instrumental in this process. Spring of 2019, staff utilized School Status regarding attendance, tardies and academic performance.

Interventions that have had positive results:

Callouts to parents when students are absent or tardy have improved our attendance rate for the second semester and we will continue this practice for the 2019-2020 school year.

Teachers will have access to School Status at the beginning of the 2019-20 school year so parent notifications will begin immediately at the start of the school year.

Exemptions from Semester Exams has also proven to be a positive incentive and encourage students to attend class regularly.

Next Steps:

Incentives for behavior have had positive results so next year we will add an attendance requirement of no more than 4 unexcused absences to be able to attend.  We will also add incentives for the 1st and 3rd quarters that do not require the students to spend money to participate.