2011-2012 School Improvement Plan
SCHOOL: Wilson High School
PRINCIPAL: Sue Brent
HS Director and Regional Admin:Trip Goodall/Greg Wolleck
SITE COUNCIL TEAM MEMBERSName / Signature / Position
Rosemary Schwimmer / Parent
Raymond Panagopoulis / Special Education Teacher
Scott Guthrie / Science Teacher
Linda Campillo / Media Specialist
Jayme Thomson / Parent
Eric Wilson / Parent-Chair
Gus Coates / Student
Alan Bishop / Student
Aaron Olsen / Health Teacher
Devon Baker / Instructional Specialist
Sara Mattheisen / Data Clerk
Organization for Collaborative Work
· How have Site Council members been prepared for the work of the Data Team? Describe how members were selected, the experiences and perspectives they bring and training they have had individually or as a group to prepare them for the examination of data, racial equity and special populations in the building.
Our Data Team members will be our Equity Team members and a Site Council sub-committee which consists of a parent, teacher, administrator and community member. On the Equity Team we have representatives from all departments except science, world language and the arts. We will recruit world language and science teachers. *Some of our members have been trained with the Data Wise process, but we will need to update training and we’ll do that as part of our monthly meetings.
· How is communication between the team and stakeholder groups (teachers, classified staff, parents and community members) structured and supported? This can be described through narrative or demonstrated through the school calendar (attach).
We have a variety of ways that these teams communicate with the stakeholder groups. Our Site Council subcommittee reported back directly to Site Council on their findings and their information was summarized and presented by the principal to staff at several meetings at the beginning of the year, and will continue to be communicated through our Wednesday/Thursday professional group time. The Equity Team will begin communicating with the whole staff in January. At this time, they are working as a group to understand the data and to set goals. Other forms of communication to stakeholders at Wilson include but are not limited to: The Daily Bulletin, Back to School Night, 9th Grade parent 101, PTA Education Nights; 3 nights, Spotlight and Statements newsletters, Department Liaisons and department meetings and whole staff, sub-committee meetings (Equity, Departments, School Climate, College and Career night, Athletic parent night and the Wilson Website) See attached calendar for more details.
· What diverse views and multiple perspectives are present in your school community? How are these reflected in and embraced by the work and recommendations of the Data Team?
Approximately 25% of Wilson parents and students come from non-majority cultures; Hispanic, African American, Somali, Asian, and others. When we put together our Equity Team, we chose members based on the selection criteria offered by the Pacific Education Group in LEADS Seminar #6. The team began looking at data with a new lens at our first training session. In Site Council, teachers self-select, and this year we have three teachers on Site Council and three parents and need to get classified representation.
II. Data Interpretation Leading to Areas for Improvement
1. Looking at all the assessment data available at your school (more than just OAKS data), what do you know about your student achievement results? What trends are evident within the academic year and as students progress through grade-levels? How has the program served groups of students over time?
What we know: In terms of our milestone data with students on track to graduate entering 10th grade, there is a 27% gap in passage of 6 or more classes between our Hispanic students and White Students. There is a 23% gap between Black and White students. Economically Disadvantaged and Black subgroups met the growth targets set by ODE this year. At the beginning of the 2010-11 school year, we had 83% of our 10th graders on track to graduate with 6 credits. We have asked R & E for, but have not received a summary of students on track for 2010-11. We had one dropout noted for 2010-11.
The second milestone of students graduating on time, college and career ready, our “All student Four-Year Cohort Graduation Rate” was 73.5%. Only the White sub group met the Four-Year Cohort Target of 65%. Our biggest gap is between our White and Students with Disabilities groups; 33%. This is followed by Limited English Proficient, and Economically Disadvantaged.
The second measure uses ACT passage of benchmark on three tests. Currently 74% of our students meet the benchmark score of 18 on the ACT English Test, 52% meet the benchmark of 22 on the ACT Mathematics test, 63% meet the benchmark of 24 on the Science test, and 63% meet the benchmark of 21 on the ACT Reading Test.
OAKS (Oregon Assessment of Knowledge and Skills)
At 11th grade in OAKS Reading, all our subgroups met the 70% target. 93% met or exceeded the benchmark. In Math, all subgroups except Students with disabilities met the 70% target. 83% met or exceeded the benchmark. The gap between our African Americans (9 students) and Whites (231) is the largest gap in Reading at 35% and in Math at 51%. Our Hispanic population, (18 students) shows a 22% gap in reading and 22% gap in math. In writing, we met our goal to increase students meeting conventions by 10% and this has contributed to our increase in the total meeting and exceeding the benchmark: 76%.
PSAT (Preliminary Scholastic Aptitude Test)
Writing: growth of 7 points from 10-11th grades with students who take again in 11th. 10th grade: there is a 3 point gap between our lowest and highest performing group; White & Asian and Hispanic.
Critical Reading: Growth of 6 points from 10th to 11th with Black and Hispanic students making steady gains. The gap between highest and lowest performing is 6.8 points between White and Hispanic groups.
Math: growth of 7 points between years. Blacks made the largest gains in our subgroups, and there is a 10 point gap between or Asian and Hispanic group.
ACT (American College Testing)
Data over the past five years: Math 21.5-22.5, English 20.5-22, Composition 21.5-22.5. We do not receive this data in a disaggregated form.
AP (Advanced Placement)
Last year we had 407 of 1030 10th-12th grade students enrolled in AP courses. Ethnic group break down is 60% Asian/Pacific Islander, 18% Black, 32% Hispanic, 38% Native American, 45% White and 52% mark Other. Of those 340 took AP exams, and of those 234 earned a 3 or higher. 20% report they are Free and Reduced Meal students, 1% are ESL, 2% are Special Education and 78% are TAG.
SAT (Scholastic Aptitude Test)
Writing: There has been an over-all drop from last year to this year. Reading: 15 points, Math 12 points, Writing 5 points.
By ethnic group:
Asian: 11 tested and showed gains on all three tests. Reading: 13 point, Math 5 points, Writing 16 points
Black: five tested, sub-group too small to report
Hispanic: four tested, sub-group too small to report
Mexican Am.: two tested, sub group too small to report
White: 131 tested and showed a loss on all three tests. Reading 21 points, Math 15 points, Writing 6 points.
SAT Critical Reading Performance by Ethnic Group over five years shows a steady gain, with the exception of the White group.
SAT The Mathematics Performance by Ethnic Group over five years shows steady growth with our Asian group, a drop in the Black group, no results for last year in Hispanic group, but overall growth in the previous four years, and our White group showed gains for four years and a drop in 2010-11 to the 2006-2007 performance of 571.
SAT Writing Performance by Ethnic Group over five years shows steady sub group growth. Asian shows a 122 point gain, Black shows no results for 2007-10, but from 2006-11 there is a 25 point gain. Hispanic no reported results, but a four year gain of 52 points from 2006-2010. White shows a 20 point gain over five years. The school shows an overall growth of 31 points in five years.
ELPA needs to be added.
2. Which groups of students at your school are doing well and in what content area(s) (e.g., reading, writing, math) or behavior(s) (e.g., attendance, discipline)? Which group(s) of students, isolating race, language and special population, are your lowest-performing students and how does their performance compare to other students’ achievement or behaviors in and across subgroups?
Predominantly, over time, our White and Asian students do well on all standardized tests; OAKS, SAT, PSAT, ACT and AP. We continue to see growth in all content areas. TAG students score well. Isolating race, language and special populations show that our Black, Special Education, ESL populations are our persistent lowest performers. Although they are showing improvements over time, the gap persists between our highest and lowest.
Attendance Data: Tardiness continues to be our largest area of discipline, although it also has decreased from 524 in 08-09 to 453 in 10-11.
Discipline Data: In the area of discipline at Wilson High School there are five areas that make up 85% of the reported incidences, Tardiness, Class Cutting (Skipping), Disruptive Conduct, Insubordination and Drug/Alcohol.
Using the data from ESIS 2007-2011 Discipline has shown a decrease in the following area:
Overall Discipline reduced from 1634 in 07 to 1244 in the 10-11 school years
Drug/Alcohol reduce from 46 09-10 to 28 in 10-11
Class cutting reduced from 521 in 08-09 to 279 in 10-11
Insubordination reduced from 225 in 07-08 to 138 in 10-11
3. What causes (your problem(s) of practice) contribute to these outcomes? Which of these have you identified as your highest leverage points and why?
Departments have determined their own problems of practice outlined as follows:
Special Education teachers specifically will teach mini grammar lessons using Daily Oral Language lessons to support learning proper conventions, and practice using prompts to practice the conventions. All other teachers will incorporate instruction in organization and conventions when they assign writing.
Equity Action Plan
Describe where school staff is along the continuum of the Courageous Conversations process. What steps will the school staff commit to in order to promote racial and achievement equity for all students in the building during the 2011-12 school year.
Leadership is trained / Equity team is formed and clear responsibilities are established, e.g.:-Engage in structured dialogue about race to build racial awareness
-Review data on achievement, gaps and behavior/climate
-Conduct action research on culturally congruent practice / Equity team engages in an examination of critical race theory, such as Courageous Conversations, examination of practice and assessment of impact / Equity team presents nature and outcomes of the work of the equity team to whole staff, and to select parent or community groups within the school / Staff engages in work of Equity team (structured dialogue, discussion, racial autobiography, book study, action research) / Students, families and community are included in equity work, discussion and celebrations
What steps were taken last year?
September / October / November / December / January / February / March / April / May/June
Full Day E-Team training (2 members + Admin.)
Read Courageous Conversations and discuss 1st Monday committee after school. On Wednesday/Thursday PD sessions, staff will begin looking at disaggregated data for discipline, attendance, achievement / Full Day E-Team training (2 members + Admin.)
Continue Reading and discussing CC on 1st Monday after school / Full Day E-Team training (2 members + Admin.)
Continue Reading and discussing CC on 1st Monday after school / E-Team planning for January-June PD / Begin Staff Equity PD on 3rd Monday and 3rd Wed/Thurs.
Topics TBD during training and from reading Sept.-Nov. / Continue Staff Equity PD on 3rd Monday and 3rd Wed/Thurs.
Topics TBD / Continue Staff Equity PD on 3rd Monday and 3rd Wed/Thurs.
Topics TBD / Continue Staff Equity PD on 3rd Monday and 3rd Wed/Thurs.
Topics TBD / Continue Staff Equity PD on 3rd Monday and 3rd Wed/Thurs.
Topics TBD
What will administration and staff do to move along the continuum during the next school year?
September / October / November / December / January / February / March / April / May/June
Share disaggregated OAKS (include 8-10th grade intact) and PSAT/ACT/AP test data, with staff. Baseline data on attendance, discipline, grades
Principal will summarize AP, ACT and SAT for who takes these tests. / Share Early Leaver Report Data with staff.
Dean will review Attendance and Discipline data monthly and share with staff / Dean will review Attendance and Discipline data monthly and share with staff / Dean will review Attendance and Discipline data monthly and share with staff / Dean will review Attendance and Discipline data monthly and share with staff.
Site Council will review OAKS initial testing results / Dean will review Attendance and Discipline data monthly and share with staff
Site Council will review disaggregated grade data from 1st semester / Dean will review Attendance and Discipline data monthly and share with staff / Dean will review Attendance and Discipline data monthly and share with staff
Site Council will review PSAT data / Site Council will review preliminary OAKS, and 2nd semester grade data
What data will the school collect to evaluate the impact of the equity plan and actions?
III a. Academic Action Plan for Whole School Improvement
STUDENT ACHIEVEMENT GOAL (SMART GOAL):Writing is integral to success in classes across the curriculum. By the end of the 2011-2012 school year, we will increase by 5% the number of students in all grades who use proper conventions and organization as measured by a combination of the Direct Writing Assessment, on-demand Summer Reading sample, and other work samples scored by May 2012.
Specific, Measurable, Attainable, Realistic, Timely
MILESTONES:
Enter 10th Grade: On track to Graduate
· Students complete 9th grade with 6 credits and C or higher in core subjects.
12th Grade: Graduate on time ready for college and career
· Students meet college-ready benchmark on at least 3 ACT tests.