Sylvan Hills High's School Improvement Plan

Goal 1: Achievement

Education Goal #1 –SHHS will improve educational achievement by 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. SHHS will use data to track student performance per interim testing cycle to decrease the achievement gap by 2% each cycle to ensure a 5% or greater increase is measured on the 2020 Summative ACT Aspire in comparison to the 2019 results.

Data

Description: The information used to identify opportunities.

  • STAR Assessments
  • ACT Aspire Summative Assessments
  • ACT

Interventions:

Description: These are the steps being taken to address the goal.

  • Triangle Educational Developmental Services, a teacher professional development in the area of cultural awareness and pedagogy, will be utilized to support teachers.

  • SHHS has implemented an Advisory program that offers differentiated and relative lessons to help increase character traits, study skills, and other successful values to help students from a variety of backgrounds realize future plans. Through Advisory, teachers will develop relationships and give attention to a student's voice from a cultural perspective. The Advisory program connects to classroom instruction as well by monitoring the progress of African-American and economically disadvantaged students in negotiating successful and long term life skills.

  • An academic coach will partner with teachers through PLCs to progress monitor academic growth and work with African-American students and others who are at risk for academic failure.

  • Incorporate AVID strategies within the 9th-grade curriculum.

        Literacy Plan - SHNC

  • Sylvan Hills High School North Campus’s literacy plan is aligned with students’ needs based on ACT Aspire Summative data, the NWEA-MAP Interim data, and common formative assessments as created by the campus and districtwide.
  • The teachers will utilize the skills learned at The Science of Reading Learning Path staff development provided by AR IDEAS (individually and throughout the school year) to incorporate the appropriate instructional strategies. New employees will be given the opportunity to complete the Science Reading during the summer and school year. Completion date- Beginning of the 2021-2022 school year.
  • The curriculum uses multicultural texts and readings, as well as, identified paired readings with Newsela articles that levels the same reading material to each individual student’s lexile level. The incorporation of MAP Skills interventions and USA TestPrep ACT Aspire Reading activities will be incorporated as well. These strategies will be supported by the Instructional Coaches and Administrators will support the teachers through collaborative learning team meetings, utilizing the district’s curriculum to incorporate Words and MUGs, upon the close of each quarter a review will be done to analyze data focusing specifically on the reading instruction to increase students’ comprehension and literacy skills.

        Literacy Plan - SHHS

  • We have a 30 minute enrichment program every day in which all of our students and teachers drop everything and read.  We have been utilizing this enrichment program for the past decade.  Therefore, we have continually updated the books that our students read through our classroom libraries.  We provide high-interest books for teenagers and have used surveys to gather interest from our students on topics they would like to read.
  • We utilize Accelerated Reader to gauge what the students are reading and what level of books they need to be reading based on their reading level.  Students are assigned a range of books based on their reading level and get extra points for books that they read above their level.
  • To ensure that we are fully supporting the “Science of Reading” we are making sure that all of our certified staff is completing the 7-12 Awareness Credentials.  We have dedicated professional development days in which our teachers can work on completing their awareness credentials and then also give them the needed courses through AETN  to complete the awareness credentials during non-contract time.  Teachers can qualify for flex days in our district for completing 16 hours of off-contract professional development and the RISE awareness credentials are used to satisfy flex day requirements.  Additionally, Special Education teachers on our campus are receiving the more rigorous Rise and Phonics First training to utilize with their students.
  • New educators are assigned a mentor and this mentor works with the new teacher to ensure that they are making strong progress in completing the RISE professional development standards.  Our new teachers and mentor teachers meet monthly to go over progress in the classroom, classroom management, and needed professional development such as the RISE initiatives.  This is an important support system to ensure that our new teachers are well informed and give them a sense of support.
  • We do STAR test our students twice a year (at beginning of year and mid-way) to establish the reading level of our students.  These reading levels allow our English teachers to know what level AR books our students should be reading and it also allows all of our teachers to differentiate instruction/assignments based off our students reading levels.  

Evidence

Description: Outlines the material used to support the interventions.

  • Observations/Narratives from Triangle Educational Developmental Services
  • Lesson plans from Advisory
  • Academic Improvement / Progress Monitoring Documentation
  • Academic Coaches' Narratives
  • AVID Curriculum Documents

Evaluation

Description: Measures progress toward the goal.

Review the data (grades and test scores) quarterly to assess if the interventions are resulting in higher academic achievement. Professional development may be provided after the evaluation of the interventions.

Goal 2: Performance Gap

Education Goal #2 –SHHS will decrease the performance gap between white students and African-American students through the systematic design/selection and implementation of intervention programs that provide effective remediation and/or adaptation to individual or group needs to decrease the performance gap by 5% or greater by the end of the 2020 school year.

Data

Description: The information used to identify opportunities.

  • STAR Assessments
  • ACT Aspire Summative Assessments
  • ACT

Interventions:

Description: These are the steps being taken to address the goal.

  • Teachers will identify the level of proficiency as defined by the ACT Aspire scores of their students in PLCs. They will analyze progress monitoring reports, STAR data and ACT Aspire Interim Assessments to diagnose skill deficits and develop interventions to bridge gaps.

  • Academic Coach will identify and provide specific strategies to teachers to decrease the performance gap.

  • Response to Intervention will be utilized to target individual student needs.

Evidence

Description: Outlines the material used to support the interventions.

  • PLC agendas
  • PLC sign-in sheets
  • Academic Coaches' Narratives
  • Response to Intervention Documents

Evaluation

Description: Measures progress toward the goal.

Analyze the achievement data quarterly to evaluate whether our interventions are working. Professional development may be provided after the evaluation of interventions.

Goal 3: Participation

Education Goal #3 –SHHS will increase the number and proportion of African-American and disadvantaged students participating in extracurricular activities, gifted programs and honors, enriched, and advanced placement courses by 10% using comparative data from previous year club enrollment to the 2019-2020 enrollment percentage.

Data

Description: The information used to identify opportunities.

  • Number of students participating in clubs
  • Extracurricular activities, and advanced courses
  • PSAT score report

Interventions:

Description: These are the steps being taken to address the goal.

  • SHHS is involved in a process of active recruitment. SHHS holds an annual Club Rush to recruit for extracurricular activities.

  • Teachers recruit and nominate African-American and disadvantaged students to advanced classes.

  • Focus on College and Career Readiness in pre-registration, Advisory, college previews, field trips, and Career Day / Fair.

  • The AVID team will identify and recruit students into the AVID program.

Evidence

Description: Outlines the material used to support the interventions.

  • Club Rush pictures
  • Club Rosters
  • Pre-AP and AP Teacher, Parent, and Student Recommendation forms
  • Parent Letter
  • PSAT score report
  • Field trip rosters
  • Advisory Lesson Plans
  • Career Day rosters

Evaluation

Description: Measures progress toward the goal.

Evaluate to see if there is an increase in the number of African-American and disadvantaged students taking part in clubs, extracurricular activities, and advanced courses annually. No professional development is needed.

Goal 4: Discipline

Education Goal #4 – SHHS will reduce the number of discipline problems and classroom disruptions caused by all students, regardless of race or background by 2% each nine weeks to have an 8% or greater decrease in referrals by May 2020.

Data

Description: The information used to identify opportunities.

  • Actual number of referrals
  • Actual number of suspensions
  • Actual number of in-school suspensions
  • Individual teacher discipline data

Interventions:

Description: These are the steps being taken to address the goal.

  • The Discipline Management Plan (DMP) will be discussed and modified if necessary at staff development before the school year begins. The DMP will be used along with conscious discipline, respect and rapport, and parent communication in every classroom with the focus on meeting the needs of our at risk population. Administration will review and discuss discipline data with faculty quarterly.

  • Triangle Educational Developmental Services, a teacher professional development in the area of cultural awareness, will be utilized.

  • Positive Behavior Support (PBIS) will be implemented.

Evidence

Description: Outlines the material used to support the interventions.

  • School-wide Discipline Management Plan
  • Professional Development Agenda
  • Professional Development sign-in sheets
  • Discipline data
  • Bear Buck event and auction pictures  

Evaluation

Description: Measures progress toward the goal.

Analyze discipline data quarterly to see if the interventions are effective and provide professional development as needed.  

Goal 5: Attendance

Education Goal #5 – SHHS will increase student attendance by 3% and reduce suspensions and grade retentions for all students, regardless of race or background by 5% each nine weeks, resulting in a 12% increase attendance and 20% reduction of suspensions and grades by May 2020.

Data

Description: The information used to identify opportunities.

  • Attendance data
  • Suspension data
  • Graduation rates
  • Grade retention data

Interventions:

Description: These are the steps being taken to address the goal.

  • SHHS will implement an attendance incentive program.
  • PCSSD Attendance Policy and Procedure for attendance recording, notification and reporting will be strictly adhered to by Sylvan Hills High School.
  • Automated call outs 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
  • Student dropped for non-attendance after the 10th consecutive day of absence
  • Notification of non-attendance drop form sent to parent and DFA Drivers Control
  • Create a work detail intervention in lieu of a Level 1 in-school suspension or out of school suspension.
  • Provide credit recovery options for students.
  • Implementation of PBIS

Evidence

Description: Outlines the material used to support the interventions.

  • List of attendance incentives
  • 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

Evaluation

Description: Measures progress toward the goal.

Evaluate whether or not attendance data, suspension data, and grade retention data improves quarterly.  Professional development will be given to go over data and to assess the effectiveness of interventions.