School Improvement Plan 2015-2016 Part 1: Planning for Student Achievement RATIONALE Continuous Improvement Process – Data Analysis from multiple data sources: What are the of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and how are they revealed with data? Current of successful practice include teaming of teachers, monthly Collaboration Days and a monthly new teacher meeting. A survey of teachers last year demonstrated that all respondents felt positively about these structures, including comments like enjoy collaborating and learning from others at our school. I “I think it is great that we have opportunities to work with teachers in different levels and subject areas.” Another area of positive professional practice is the hosting of month AAPs sessions for students. Teachers felt positively about the structure and focus, including comments such as love our AAPS sessions. I think “I they provide the students with a lot of great information.” A survey of sample students showed that 81% of students agreed or strongly agreed that the information they received was helpful and 95% felt that their teachers were in my success”. “invested One area of improvement needed was the adjustment in the way teachers are teamed. In the past, teams were K-5, 6-8 and 9-12. These teams covered so many grade levels and resulted in large groups of teachers (9 on some teams), it was more challenging to address content standards in live lessons and collaboratively plan. The Leadership Team provided input that a slightly different structure would be more effective. A smaller team of teachers focused on fewer grade levels would benefit teachers and students. What are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data? During the 2014-2015 school year, BVS student were reported under two different school numbers 7004 and 7023, they will be reported under one school number this year. Therefore, past data will be disaggregated and targets will be aggregated. Attendance rate data shows improvements for both schools, Given the limitations of state data available from the 14-15 school year, the following represents know data: Of the 3rd graders tested (five), only one student (20%) was identified in the lowest 20% in proficiency. Alg 1 FSA 77.8% passage rate – 10th grade ELA 81.8% passage rate – Biology EOC 80% passage rate –
School Improvement Plan 2015-2016 Part 1: Planning for Student Achievement RATIONALE – Continuous Improvement Process Data Analysis from multiple data sources: What are the of successful professional practices and what data shows evidence of improvements? What are the concerns with professional practices and how are they revealed with data? Current of successful practice include teaming of teachers, monthly Collaboration Days and a monthly new teacher meeting. A survey of teachers last year demonstrated that all respondents felt positively about these structures, including comments like “I enjoy collaborating and learning from others at our school. I think it is great that we have opportunities to work with teachers in different levels and subject areas.” Another area of positive professional practice is the hosting of month AAPs sessions for students. Teachers felt positively about the structure and focus, including comments such as “I love our AAPS sessions. I think they provide the students with a lot of great information.” A survey of sample students showed that 81% of students agreed or strongly agreed that the information they received was helpful and 95% felt that their teachers were “invested in my success”. One area of improvement needed was the adjustment in the way teachers are teamed. In the past, teams were K-5, 6-8 and 9-12. These teams covered so many grade levels and resulted in large groups of teachers (9 on some teams), it was more challenging to address content standards in live lessons and collaboratively plan. The Leadership Team provided input that a slightly different structure would be more effective. A smaller team of teachers focused on fewer grade levels would benefit teachers and students. What are the areas of successful student achievements and what data shows evidence of improvements? What are the concerns with student achievements and how are they revealed to the data? During the 2014-2015 school year, BVS student were reported under two different school numbers 7004 and 7023, they will be reported under one school number this year. Therefore, past data will be disaggregated and targets will be aggregated. Attendance rate data shows improvements for both schools, Given the limitations of state data available from the 14-15 school year, the following represents know data: Of the 3rd graders tested (five), only one student (20%) was identified in the lowest 20% in proficiency. Alg 1 FSA – 77.8% passage rate 10th grade ELA – 81.8% passage rate Biology EOC – 80% passage rate