Maumelle High’s School Improvement Plan

Goal 1: Achievement

Maumelle High School (MHS) 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. MHS will use data to analyze and follow student performance per interim testing cycle to decrease the achievement gap by 2% with an expectation to decrease by 5% or greater for the 2020 Summative ACT Aspire as compared to 2019 ACT Aspire results.

Data

Description: Defines the problem at hand.

  •  Interim Assessment data
  • NWEA MAPS reports
  • Summative Assessment
  • Common Formative Assessments (CFAs)

Interventions:

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

  • We will have departmental/School-wide PLCs to monitor data from ACT Aspire and NWEA MAP assessments to adjust instruction in the classroom

  •  Teachers will receive training and implement strategies of DOK

  • Academic Coaches will work with 9th/10th Math and Literacy teachers to monitor progress and academic growth through weekly strategy meeting and pull out those students for more intensive instruction for students at risk for academic failure.

  • During the school-wide advisory period, teachers will meet with individual students to review assessment results, set growth goals, view grades, plan for strategies to improve grades and plan for post-secondary college or career options.

  • Teachers will help students create success plan through the use of Naviance in advisory in order to track their own assessment data.

  • Strategies from AVID will be implemented school-wide and evident specifically in the 9th-grade core classes ie using collaboration and inquiry.
  • 9th & 10th Math & ELA will identify those students not meeting readiness and once a week use small group intensives.
  • PBIS will be implemented to create positive relationships and increase academic engagement.

 Literacy Plan -Maumelle High School

  • Maumelle High School’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 districtwide as well as within the school.
  • The teachers will utilize the skills learned at The Science of Reading Learning Path staff development provided by AR IDEAS, while SPED teachers are trained on RISE 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.
  • ELA Teachers will follow district Curriculum Map which includes multicultural texts and ensures that students receive standards based instruction in all ELA classes. This will also be paired with Newsela articles that levels the reading material to the individual student’s lexile level. Explicit instruction in morphology and etymology of words will be used and MUGS. These strategies will be supported by the Instructional Coaches as well as Administrators through collaborative team meetings as well as CWTs. During the meetings, data will be analyzed to determine the effectiveness of the strategies and the impact specifically on students’ increase in comprehension and literacy skills.
  • Struggling readers will receive small group instruction using Lexia PowerUP, NWEA MAP skills, and Newsela Pro. All content areas will support reading and writing instruction through multicultural texts and the AVID Critical Reading Process.
  • Those students identified as having characteristics of dyslexia will receive multisensory, explicit, systematic instruction in phonics from a district dyslexia interventionist in addition to what they receive in the regular classroom.

Evidence

Description: Outlines the material used to support the interventions.

  • Interim results
  • NWEA MAPS assessment Data
  • Agendas/sign-in sheets from PLCs/Departmental meetings/PD
  • CFA results
  • Naviance reports from Advisory periods

Evaluation

Description: Measures progress toward the goal.

Grades and test scores will be reviewed every nine weeks to determine if interventions are making a positive impact on achievement. Data will be compared from each nine weeks. Weekly review of data in the Math & ELA classes will be reviewed as well.

The baseline data will be compared to the ongoing data collection to progress monitor growth in specific content areas.  As a result, ongoing plans and implementation will evolve to ensure that students’ needs are addressed. Continued professional development on item analysis and progressions will take place (2019-20120).  

Goal 2: Performance Gap

To 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.

Additionally, the number of 11th-grade students taking the   ACT exam will increase into more than 50% of the students will score 19 and above in 2020 as compared to 2019 (47%).

Data

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

  • Interim and end of nine weeks Google Forms data on failing students
  • F list report data from all students
  • NWEA MAPS  interim assessment reports
  • ACT Aspire summative data
  • 2018 - 2019 11th ACT state-mandated exam data. The data shows 77/186 (47%) scored 19 and above.

Interventions:

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

  • Teachers fill out Google “F” forms on all of their failing students that address
  • Information from Google forms used by teachers to address the individual needs of their students to assist with the achievement
  • Literacy and Math pullouts by Intervention Coaches for individual students
  • Small group ELA/MATH intensive groups weekly for those identified students
  • Teachers  collaborate in content PLCs on NWEA MAPS data analysis and ACT Aspire analysis
  • Use MUGS in the classroom along with multicultural texts
  • AVID WICOR strategies specifically in Collaboration and Inquiry will be utilized
  • AVID Strategy of the Month Team meetings where teachers learn new AVID strategies to utilize in the classroom.

Evidence

Description: Outlines the material used to support the interventions.

  • Google forms
  • Sign-in sheets from pullouts
  • Pre/post assessment from pullouts
  • PLC/PD agenda and sign-in sheets
  • ACT data comparison

Evaluation

Description: Measures progress toward the goal.

In order to determine growth, failing student data from nine weeks to nine weeks will be compared in order to on the progress of closing the gap. The school leadership team will compare data from state-mandated ACT exams from 2019 to 2020 to determine the increase of students with a 19 or better.

Goal 3: Participation

To increase the number and proportion of African-American and disadvantaged students participating in extracurricular activities, gifted and honors programs, and enriched or advanced placement courses.

Data

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

  • PSAT Score Reports
  • AP Scores
  • Equity Forms
  • ACT Aspire Data
  • 11th Grade ACT Data  
  • Gifted and talented scholars numbers and demographics

Interventions:

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

  • Pre AP/AP committee recommendation form (s)
  • Parent letters with Pre AP/AP recommendations forms sent home
  • Students meet with their assigned counselors individually to go over graduation plan
  • Announcements/flyers will be made and posted for involvement opportunities in sports and other activities
  • PSAT data will be used to encourage students in individual counseling meetings to assist in class selection.

Evidence

Description: Outlines the material used to support the interventions.

  • Pre AP/AP Committee members sign-in sheet
  • Copy of flyer for activities
  • Copy of Student Plan sheets from counselors

Evaluation

Description: Measures progress toward the goal.

Compare the participation lists from previous school terms.  The diversity of extracurricular activities will be compared to the clubs and activities available in previous years.  

Sponsors will report the work and progress of their respective clubs and organizations.

Goal 4: Discipline

To reduce the number of discipline problems and classroom disruptions caused by all students, regardless of race or background.

Data

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

  • Discipline Data Reports by teachers
  • DMPs

Interventions:

Description: List all interventions that you are doing, with fidelity, to specifically address this 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 a focus on meeting the needs of our at risk population.
  • PD on discipline and filling out DMP forms
  • High engagement activities (such as cooperative learning groups and hands-on activities)
  • Use of strategies from AVID specifically in the 9th grade
  • Classroom walkthroughs
  • Positive Behavior Support (PBIS) will be implemented.
  • PBIS kickoff and lessons during enrichment which will acclimate students to SWARM (successful, winning attitude, accountable, respectful and motivated) behavior in classrooms, the cafeteria, in the hallways and during testing.
  • Behavior incentives will be created by the staff and student PBIS team.

Evidence

Description: Outlines the material used to support the interventions.

  • Agenda and sign-in sheets from PD
  • Reflection forms from a principal conference
  • Classroom walk-throughs Reflection Forms

Evaluation

Description: Measures progress toward the goal.

  • Comparing discipline and DMP data from interim to the end of each nine weeks for increases or decreases.
  • PD will be given yearly on filling out DMP forms
  • Teacher feedback on student progress of those participating in Young Intellect and Ladies of Excellence
  • Teacher discipline referral data

Goal 5: Attendance

To increase student attendance and reduce suspensions and grade retention for all students, regardless of race or background.

Data

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

  • Attendance reports
  • Suspension reports
  • Nine weeks honor/high honor roll reports
  • "F" reports from the counseling department

Interventions:

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

  • Incentives for attendance, AB and A Honor Roll
  • "F" conferences between counselors and students every nine weeks as well as "F" letters sent home to parent/guardian.
  • Yearly awards ceremony at the end of the year for perfect attendance, most improved, AB/A honor roll and outstanding students
  • Grade level meetings at the beginning of the year with the principals and counselors on expectations for behavior, attendance and grades/credits
  • All students will receive a student handbook with information on attendance, and discipline
  • Administration reviews nine weeks of attendance reports and conferences with students close to exceeding allowable absences or loss of credit.

Evidence

Description: Outlines the material used to support the interventions.

  • Honor roll lists
  • Attendance reports
  • Suspension reports
  • Agenda from Grade Level meetings
  • Program from the awards ceremony
  • Signed handbook form from students and parents

Evaluation

Description: Measures progress toward the goal.

  • Compare the number of awards given from year to year
  • Compare the suspension data from semester to semester and year to year
  • Compare each nine weeks attendance data for absenteeism exceeding the allowable amounts as well as those students in danger of loss of credit due to absences