PRIVATE SCHOOL TITLE IIA PLAN FOR STAFF DEVELOPMENT

FOR ST. IGNATIUS COLLEGE PREPARATORY

SAN FRANCISCO, 2003-2004

Introduction

St. Ignatius College Preparatory is a coed high school with 1416 students and 150 faculty and staff. The Professional Development Committee comprised of the Principal. Assistant Principal for Academics, representatives of each academic department, members of the Board of Regents, and chaired by the Professional Development Director has produced yearly professional development plans since 1995.

The purpose of this plan is to provide and promote professional growth through educational programs that will enhance and expand the professional practices of our teachers and administrators. This plan is designed to meet the evolving needs of students and to facilitate and strengthen student achievement of our standards-based curriculum outcomes.

Each faculty member is required to have a formal professional growth plan. Tenured faculty, who apply for tenure at the fifth year and every five years thereafter, must provide a complete five-year professional growth plan approved by the Faculty Development Board and the Principal. Faculty who are not tenured develop yearly professional growth plans in consultation with the Professional Growth Director and approved by the Principal. The Professional Development Director develops professional growth programs and assists faculty in obtaining resources for and access to staff development that fulfill school and individual plans.

We embrace the Jesuit ideal of to seek the greater good through the ongoing creation of a school community that learns. We work to empower our colleagues at St. Ignatius and elsewhere to be open to growth, intellectually and professionally competent, religious, loving, and committed to justice and the pursuit of leadership growth.

See Appendix D for more detailed information about planned staff development

Programs as they relate to National Staff Development Council Standards.

Contact Person: Stephen Phelps, Ed. D

Position:Director of Professional Development

Telephone:415-731-7500 # 268

Address2001 37th Avenue

San Francisco, CA 94116

E-mail address:

Web Page:

SFUSD approved this plan for St. Ignatius College Preparatory on ______

STUDENT PERFORMANCE BY CALIFORNIA STATE STANDARDS

St. Ignatius College Preparatory, though generally following California State curricular standards and the University o California admission requirements, does not directly gather data to measure student achievement of California State standards. Each academic department has adopted standards for most courses that include California State standards that have been modified to assist students in meeting these outcomes and additional outcomes related to the mission of the school.

STUDENT PERFORMANCE BY STANDARDIZED ACHEIVEMENT TESTS

  1. All students at St. Ignatius take the Scholastic Aptitude Test (SAT) as well as the PSAT. The scores in Appendix A, Tables 1 and 2 offer clear evidence of student achievement in Language Arts, Reading, and Mathematics.
  1. In addition all entering St. Ignatius students take the Private School admission test as part of the admissions process. The scores in Table 3 in Appendix A provide data on student’s achievement before entering St. Ignatius.
  1. Table 4 in Appendix D provides the scores on the 1201 Advanced Placement tests taken in May of 2003 by 565 sophomores-seniors.
  1. Table 5 in Appendix D provides SAT II scores in X subjects. These tests and the SAT and PSAT scores indicate areas of academic strength and weakness for all sophomores, juniors, and seniors,

CONCLUSIONS FROM STUDENT PERFORMANCE DATA

The data from the tests in Appendix A indicate that the mean scores for St. Ignatius students are at or above what their socio-economic status and elementary school grades and entering test scores would predict. It is a specific and public goal of St. Ignatius to provide all students with the curriculum and instruction to achieve their potential in three areas:

  • Academic standards guided by California State and University of California standards and modified by each academic department to reflect the school’s mission.
  • Expectations for personal, social, emotional and academic growth through an extensive extracurricular program that reflects the school’s mission.
  • Spiritual and religious growth though an extensive religious education and Campus Ministry Program guided by the school’s mission.

The Professional Development Committee has chosen the following goals for 2003-04 designed to facilitate both qualitative and quantitative improvements in the test scores outlined in Appendix A:

MAJOR PROFESSIONAL DEVELOPMENT EMPHASIS & NEEDS FOR 2003-04

The two major goals of Professional Development at St Ignatius in 2003-04 are:

I.Midterm WASC Progress Report and Technology

Goal I: Completion of the Midterm WASC Progress Report by May of 2004 in order to gather and interpret specific data on student achievement of select standards from every course taught at St. Ignatius.

Expected Faculty Outcomes:

The completion of the midterm WASC Progress Report will result in:

•The revisiting by the St. Ignatius community of the Expected Schoolwide Learning Results (ESLRs) and the 2002-2007 Long Range Plan designed to facilitate student achievement of the ESLRs (course outcomes).

•A midterm WASC Progress Report that presents a summary of student progress in achieving the ESLRs and outcomes described in the updated Graduate at Graduation: Profile 2000. This report may suggest modifications to the Long Range Plan because of early completion of the Long Range Plan or because of lack of progress in student achievement the ESLRs.

  • Enhanced student outcomes resulting from the Understanding by Design (UBD) model and Assessment work begun in the 2002-03 school year and continued with this WASC Progress Report.
  • More rapid achievement of the National Education Technology Standards (NETS) for teachers, administrators, and students because faculty will be working in teams and subject-level groups that require technology use to complete their work.

•Increased capacity by all faculty to work productively in professional learning communities. This will evolve as faculty continue to plan together, examine student work by level, and observe and assist each other in improving teaching and leadership tasks in order to improve student achievement.

Goal 2: Technology Emphasis: Work to significantly upgrade the technology skills of

all faculty and staff:

Expected Faculty Outcomes:

•A major professional development goal is to provide teachers with the knowledge and expertise to assist their colleagues in continual upgrading of technology skills. The Professional Development Committee and Technology Team working together have been assigned this task.

`There will be a series of technology courses offered to all faculty and staff. These courses will be offered beginning in late September of 2003 through June of 2004.

Guiding Assumptions for WASC Progress Reports Designed to Enhance Student Achievement of Course Standards:

1.The expectation of a professional at St. Ignatius is that teachers work in level teams to continue to refine curriculum and improve instruction at each level using the UBD process.

•Departments whose teachers meet regularly in levels to plan, choose outcomes, and examine student work, and apply research-based instruction would continue to do so. ESLRs and Action Plan areas addressed should be noted and data on outcomes formatted and presented.

•Departments where each teacher plans and prepares independently would be asked to meet in levels and first agree on common enduring understandings, essential questions, and knowledge and skills. Then they would design some assessments in common. These would include performance tasks, tests and quizzes, and self-assessments.

•We assume that faculty already select enduring understandings, essential questions, and skills based on the ESLRs and course outcomes.

•The ongoing work of each level includes the identification of the best research-based practices in teaching, learning, and curriculum development and the application of those practices to the work of the level.

Faculty In-services:

October 27 In-service will be dedicated to the WASC Midterm Report Process

March 22 In-service could be dedicated to technology.

A portion of the October and March faculty meeting will be devoted to sharing by each

department of its work with the faculty.

WASC Midterm Progress Report Procedures for Academic Departments

Faculty have copies of the ESLRs and the Profile 2000: The Five-Year Plan, 2002-2007 is a combination of the WASC Action Plan and the Regents Long-Range Plan.

Procedure and Timeline:

1)Each department chair will meet with the Assistant Principal for Academics and the Professional development Director in September, 2003 to coordinate the choice of ESLRs and outcomes. The work of this year is for each level to produce a WASC Midterm Progress report related to its work.

2)The September department meeting should include.

  • Choice of ESLR(s)
  • EIT Instructional Area to be emphasized
  • The curricular unit chosen to verify ESLR(s).

(To be completed in the September Level and department meetings and

reported in department minutes).

3)Use UBD process to identify essential understandings, questions and skills, create assessments, and design learning activities. Begin this process in the October Level Meetings and continue it during the October 27 inservice.

4)The November Department minutes should report the work and progress of each level.

5)Teach Lesson and gather data from student assessments when appropriate in the curriculum. Department minutes should include progress reports for each level until their work is completed.

6)Each level will present the actual student results on a database or in some other

acceptable format. The data for student results should:

  • Include every student taught in that level or enrolled in that program.
  • Report student achievement of the ESLR(s) (course standards).

7)The reflection should include:

  • A short section reflecting on the degree to which student outcomes are evidence of achievement of the ESLR(s) (course standards).
  • Reflection on the contribution of the Level’s EIT selection in assisting students in meeting this ESLR (course standards).
  • Include a final assessment by each level or department of any need to revise some aspect of this unit based on these results.

Timeline for WASC Midterm Progress Report:

September:Chairs meet with AP for Academics and Director of Professional Development. Coordinate choice of ESLRs and outcomes that will be assessed for the WASC Midterm Report. Levels meet and choose ESLR(s), Outcomes, and Unit of Study.

October 27:Complete initial planning and design phase of unit. Complete design work in November level meetings.

Nov-Feb:Teach unit and gather assessment data.

March 1:Final Midterm WASC Report for each level due to Chairs.

MarchChairs meet with Kate and Steve and assess each level’s WASC Midterm report. Those not meeting the guidelines or inadequate in meeting their assessment goals will be returned to be rewritten.

April 1:Final reports due to Kate and Steve from both academic and non-

academic departments.

May 3:WASC Midterm Report published for SI Community.

JuneCore Leadership Team meets to propose any changes to the Action Plan and the Long Range Plan.

Template for WASC Midterm Progress Report: (Due April 1)

We will post a formal template for you to download. Your report should include the following sections:

1) Person(s) contributing to this report,

2)ESLRS) and related student outcomes assessed,

3)Brief description of curricular unit,

4)Enduring Understanding and Essential Questions/Skills assessed,

5)Brief description of assessment(s) used,

6)Brief outline of learning experiences and teaching methods used,

7)Formatted Student Data,

8)Reflection on Student Outcomes and Next Steps.

Please submit the final copy to AP for Academic or Professional Development Director as a Word Document.

GOALS AND OBJECTIVES FOR IMPROVING STUDENT ACHIEVEMENT

I.The revisiting by the St. Ignatius community of the Expected Schoolwide Learning Results (ESLRs) and the 2002-2007 Long Range Plan designed to facilitate student achievement of the ESLRs (course outcomes).

1)As a result of completing the WASC Midterm report, teachers at each level will gather the data and develop improved curriculum and instruction that will result improved student achievement.

II. More rapid achievement of the National Education Technology Standards

(NETS) for teachers, administrators.

1)Faculty will be working in teams and subject-level groups that require technology use to complete their work. They will continue to attend technology-training sessions at St. Ignatius and off campus and to teach new skills to each other.

III. To familiarize administrators and department heads with current leadership

methods likely to result in higher student achievement through the improvement of

curriculum and instruction.

1)Administrators and faculty leaders will enhance their expertise and leadership skills in order to provide teachers with the organizational support needed to improve curriculum and instruction experienced by every student.

IV. To improve student outcomes using the Understanding by Design (UBD) model and Assessment skills learned in previous years to bolster the work of each course-level group of teachers.

1)Teachers and administrators at St. Ignatius will become more skilled at using research-based instruction and data from assessments of standards-based curriculum to ensure that all students achieve the standards outlined for each course by each academic department.

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE

The content of this plan is aligned with the goal of St. Ignatius College Preparatory to improve student academic achievement and the Expected Schoolwide Learning Results (ESLRs). These goals are found in WASC Action Plan and the Long Range Plan as well as in this staff development plan. School goals are based on verifiable data referenced in this plan and evidence of student achievement collected in WASC self-studies and ongoing standardized testing. Input from the school’s staff and parents was obtained and considered. Based upon this analysis, the following performance goals, actions and expenditures have been established:

I.The revisiting by the St. Ignatius community of the Expected Schoolwide Learning Results (ESLRs) and the 2002-2007 Long Range Plan designed to facilitate student achievement of the ESLRs (course outcomes).

1)As a result of completing this WASC Midterm report, there will be a 2% increase in the mean SAT I and SAT II scores and in mean AP scores for the 2004-05 school year.

II. More rapid achievement of the National Education Technology Standards

(NETS) for teachers, administrators.

1)There will be at least a 30% increase in the use of assessments using information technology or all levels of student work as reported in the spring of 2005 by each department to the Professional Development Committee.

III. To familiarize administrators and department heads with current leadership

methods likely to result in higher student achievement through the improvement of

curriculum and instruction.

1)There will be at least a 2% increase in the mean SAT I and SAT II scores and in mean AP scores for the 2004-05 school year as a result of improvements in curriculum and instruction for all students.

IV. To improve student outcomes using the Understanding by Design (UBD) model and Assessment skills learned in previous years to bolster the work of each course-level group of teachers.

1)There will be at least a 2% increase in the mean SAT I and SAT II scores and in mean AP scores for the 2004-05 school year as a result of improvements in curriculum and instruction for all students.

See Appendices B and C for detailed information about ongoing planned staff

development

Appendix A

SAT I and II Scores; AP Scores

Appendix B

INDIVIDUAL PROFESSIONAL DEVELOPMENT COMPONENT

Individual educator and department professional development will continue and be expanded as a result of Title II A funds in the following programs:

•Excellence in Teaching Program of Supervision and Evaluation

•Summer Grants for 2003-04

•New technology training program is currently being established.

•Studying Skillful Teaching 1

•Observing and Analyzing Teaching I for Administrators/chairs

•Leadership Academy

•JSEA Leadership Seminars

•SI/USF Credential Program:

•Doctoral/MA Programs

•JSEA Seminars in several subject areas.

• Sabbatical, Katie Wolf: Integrating environmental studies and art.

•Various individual workshops and seminars related to technology, AP course development, and professional certification and study.

•Tenure Application or renewal (Faculty Development Board for 11 teachers.

•Professional development plans for 60 non-tenured educators.

•Understanding by Design Workshops

•AP Workshops

•Workshops for Counselors from organizations referenced below.

•Induction and mentoring Programs that meet new State Guidelines.

•Professional development support for math and science departments who are examining student outcomes and matching them to California state standards. Support for development of curriculum and instruction to help students achieve state and course standards.

•Support for training the technology teams and other educators and administrators as they seek to implement the model technology program that meets National Education Technology standards (NETS).

Educators from St. Ignatius attend regular professional development sponsored by the following professional organizations:

Association for Supervision and Curriculum Development

Charles Armstrong Teacher’s Institute

Exploratorium

International Dsylexia Association

International Society of Technology Educators

Jesuit High School College Counselors Association

Jesuit Secondary Education Association

Lawrence Hall of Science

Learning Disabilities Association of California

National Association of College Admissions Counselors

National Catholic Education Association.

National Council for Social Studies

National Council of Teachers of English

National Council of Teachers of Mathematics

National Science Teachers Association

National Staff Development Council

Schwab Learning

Western Association of College Admissions Counselors

Evaluation will occur frequently with multiple sources for data collection.

  • Surveys after each training session to determine the effectiveness of the sessions, the growth of the teachers, and the impact on student learning.
  • Standardized test results
  • Teacher assessments and Curricular in-depth studies
  • WASC accreditations.

Appendix C