Pioneer High School 90 Day Plan Spring Semester
2014
PURPOSE: The 90 Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan
will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s turnaround initiative.
REVISED 12/15/14
VISION FOR THE TURNAROUND INITIATIVE: ARTICULATE IN A FEW SENTENCES WHAT YOU HOPE TO ACHIEVE DURING THE COMING YEARS
(Learner Centered Model Adoption)
LIST SCHOOL-WIDE GOALS IN THE FOLLOWING AREAS
LIST SPECIFIC SCHOOL-YEAR GOALS (i.e. 8TH Grade Algebra, 2ND Grade L Arts, % Math Advanced, # AP Exam 4s, Graduation rate, etc.)
MATH
BASELINE
PROFICIENCY
2012-2013
MATH
PROFICIENCY
GOAL
2013-2014
LANG. ARTS
BASELINE
PROFICIENCY
2012-2013
LANG. ARTS
PROFICIENCY
GOAL
2013-2014
% Students
meeting
Mastery
Connect
Targets
N/A
% Students
meeting /
passing all
classes
90%
Intervention
Programs
(After School)
Master
Schedule
7th, Tues/2nd,
ADA
interventions
Individualized
Academic Plans
E-Portfolio
Pending
Attendance
School CultureCommon &
Shared Mission
Increase ADA
Involve Student
Leadership and
develop PAC
CORE PLAN: TO MOVE TOWARD THE ABOVE GOALS, THESE ARE THE TOP PRIORITIES THAT WILL BE ADDRESSED DURING THE NEXT 90 DAYS
SCHOOL
PERFORMANCE
CHALLENGES
YEAR –END
PERFORMANCE
GOAL
ROOT CAUSES OF
PERFORMANCE
CHALLENGE
In each row, describe
one critical challenge
your school faces (what
problem are you trying
to solve?)
For each performance
challenge, describe
the long-term goal for
performance (what
specifically is possible
and measureable?)
For each performance
challenge, list your
hypothesis of one or more
root causes or list analyses
that needs to be complete
to determine root cause
ACTIONS TO ADDRESS ROOT CAUSE(S)
List one or more specific actions you will take to address
the root causes and pursue the goal (how)
TIMELINE
FOR ACTIONS
RESPONSIBLE
PERSON
EVIDENCE OF
PROGRESS
TOWARD YEAREND GOAL
For each action,
provide a timeline
for completing the
action (when)
For each action,
list the person
responsible for
ensuring the
action is complete
(who)
Define what
measureable evidence
would indicate
needed progress
toward long-term goal
by November (leading
1
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
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Pioneer High School 90 Day Plan Spring Semester
(why does this challenge
exist?)
2014
indicator)
UVA Recommends 3-4 Priorities – with a few primary actions with each priority; however, please adjust as needed based on your context.
Initial actions/plan to be adjusted throughout the semester: implementing with deeper fidelity, halting unsuccessful tactics and introducing new actions as helpful
SCHOOL
PERFORMANCE
CHALLENGES
YEAR –END
PERFORMANCE
GOAL
ROOT CAUSES OF
PERFORMANCE
CHALLENGE
ACTIONS TO ADDRESS ROOT CAUSE(S)
TIMELINE FOR
ACTIONS
RESPONSIBLE
PERSON
EVIDENCE OF
PROGRESS
TOWARD YEAREND GOAL
Curriculum/Assessment/Instruction
1.
1.
2.
3.
By semester, the curriculum and assessments elements (learning guides, self-assessments, post assessments, pre assessments, pacing guides, course summary documents) that have been completed
by teacher teams will be fully implemented. Based on completed course summary documents, curriculum maps will be built on Mastery Connect using learning targets, and assessments will be
uploaded and utilized. Teacher teams will work in collaboration; courses which are incomplete will be completed or documented progress will be made.
Inconsistent
definition of
curriculum and
assessment
expectations.
Incomplete
pathway for
students to achieve
mastery of the
curriculum. The key
elements of what
students were to
know and how they
would demonstrate
their knowledge
was missing or
inconsistent.
Inconsistent
method for
measuring student
mastery of the
curriculum.
1.
2.
3.
Evidence
LCCMT and
classroom walk
throughs
(curriculum is
fully
implemented
with learning
targets,
documents
utilized
Curriculum
Maps for each
completed
course will be
available on
Mastery
Connect.
Teachers
implement
units found in
curriculum
maps with
fidelity.
1.
2.
3.
Common curriculum
and assessment
system is
incomplete.
Data management
system is not fully
aligned yet.
Expectations are not
clear for teachers in
every class.
1.
2.
3.
Complete curriculum alignment work (learning
guides, pre assessment, post assessments, selfassessments, and course summary documents)
and supporting staff in implementation process.
Course Summary Documents will be provided to
Mastery Connect. Learning targets and pacing
guides will be used to create Curriculum Maps for
each course.
Teachers and students can clearly define learning
expectations for the unit and their current level of
expertise or level of mastery.
1-3. End of Semester
1.
2.
3.
Department
IS
Department
IS
Admin,
Department
IS, Site IS,
Teacher
1.
2.
3.
LCCMT for
Curriculum and
Assessment
Mastery
Connect
Curriculum
Maps
Anecdotal
Evidence
2
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
Pioneer High School 90 Day Plan Spring Semester
2014
3
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
Pioneer High School 90 Day Plan Spring Semester
SCHOOL
PERFORMANCE
CHALLENGES
YEAR –END
PERFORMANCE
GOAL
ROOT CAUSES OF
PERFORMANCE
CHALLENGE
2014
ACTIONS TO ADDRESS ROOT CAUSE(S)
TIMELINE FOR
ACTIONS
RESPONSIBLE
PERSON
EVIDENCE OF
PROGRESS
TOWARD YEAREND GOAL
Classroom Instruction
1.
1.
2.
3.
4.
By semester, teachers and students have clear common expectations based on curriculum and assessment in place. Based on the clear expectations, students will determine and explain their current
progress towards mastery; teachers will be able to articulate student progress towards mastery to stakeholders. Instructional experiences will be Learner Centered, formative in nature, and will guide
students to mastery of each of the unit concepts.
Varied practices
1. Learner
1. Instructional
1. Focus on Instructional Practices-Use of T4S
1-6. End of First
1-6.
1-6. T4S Observation
between Delivery
Centered
practices varied
debriefing and Cognitive Coaching between
Semester
Admin,
Data, Cognitive
Centered and
practices are
between Delivery
observer/teacher to reinforce and refine Learner
Department IS,
Coaching Anecdotal
Learner Centered.
evident in
Centered and
Centered practices.
Site IS, Teacher
Records
Low student
content areas.
Learner Centered.
2. Focus on Instructional Practices—Use of T4S
performance in
2. Teachers and
2. Instructional
debriefing and Cognitive Coaching between
content areas.
students can
practices varied
observer/teacher to reinforce and refine content
Very little
clearly explain
based on content.
practices.
connection
the learning
3. Students could not
3. Classroom use and documentation through
between the
expectations for
clearly articulate
observation of use of learning guides, selfstudent and the
each course and
the learning
assessment, pre assessment, and post
learning
the pathway to
pathway.
assessment.
expectations.
mastery
4. Teachers could not
4. Classroom use and documentation through
Varied performance
measurement.
clearly articulate
observation of use of learning guides, selftargets for each
3. Evidence of
the learning
assessment, pre assessment, and post
course.
student mastery
pathway.
assessment.
is documented
5. Overall student
5. Monitor student progress using Student Mastery
in the student
performance fell
Data systems—Mastery Connect (as it applies to
data mastery
below expectations
implementation), Data Matrix.
systems.
in content areas.
6. Focus on Instructional Practices—Use of T4S
6. The link between
debriefing and Cognitive Coaching between
formative
observer/teacher to reinforce and refine the use
assessment and
of formative assessment as it relates to
instructional
instructional practices.
practices was
inconsistent.
4
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
4
Pioneer High School 90 Day Plan Spring Semester
SCHOOL
PERFORMANCE
CHALLENGES
YEAR –END
PERFORMANCE
GOAL
2014
ROOT CAUSES OF
PERFORMANCE
CHALLENGE
ACTIONS TO ADDRESS ROOT
CAUSE(S)
TIMELINE FOR
ACTIONS
RESPONSIBLE
PERSON
EVIDENCE OF PROGRESS
TOWARD YEAR-END
GOAL
Professional Learning Communities
1.
1.
2.
3.
Professional Learning Communities: By end of semester, teachers will have a clear, common understanding of Professional Learning Community practices, including data collection, data analysis, use of
norms/working agreements, and reporting procedures. Based on clear expectations, teachers will meet in predetermined PLCs and complete/report the specific work of each PLC which may include work
such as curriculum/assessment collaboration, and data review and analysis.
Inconsistent
1.
Common
1.
Lack of common
1.
Admin, Teachers, Implementation Specialists, and
1. End of
1. Admin,
1. Professional Development,
definition of and use
understanding
understanding of the
support staff will define and come to consensus with
Semester
Teacher, IS
Minutes
of PLC, Business, and
the principles and
differences between
regard to the definition and purposes of a PLC,
2. End of
2. Admin,
2. Agenda/Minutes/Reporting
Professional
practices of PLCs.
Professional Learning
Business Meeting, and Professional Development
Semester
Teacher, IS
Document
Development
2.
Consistent use of
Community work,
Activity.
3. End of
3. Admin,
3. Agenda/Minutes/Reporting
meetings. Generally
PLC meeting and
Business Meeting
2.
Admin, Teachers, Implementation Specialists, and
Semester
Teacher, IS
Document
called PLC.
reporting
work, and Professional
support staff will use PLC meeting and reporting
Inconsistent purpose,
practices, and
reporting procedures
evident in PLC
meetings.
Inconsistent use of
data to focus
discussion on student
performance and
mastery.
3.
practices.
Consistent use of
data obtained
from student data
systems in PLC
meetings.
2.
3.
Development work was
evident.
Due to lack of common
understanding
regarding PLC purpose
and focus, varied and
inconsistent meeting
and reporting practices
were utilized.
Due to lack of common
understanding
regarding PLC purpose
and focus, data analysis
focused on student
performance and
mastery was varied and
inconsistent.
3.
practices consistently.
Admin, Teachers, and Implementation Specialists
will participate in PLCS which focus on data analysis,
student performance and mastery, and
curriculum/assessment collaboration.
5
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
5
Pioneer High School 90 Day Plan Spring Semester
SCHOOL
PERFORMANCE
CHALLENGES
YEAR –END
PERFORMANCE
GOAL
2014
ROOT CAUSES OF
PERFORMANCE
CHALLENGE
ACTIONS TO ADDRESS ROOT CAUSE(S)
TIMELINE FOR
ACTIONS
RESPONSIBLE
PERSON
EVIDENCE OF
PROGRESS
TOWARD YEAREND GOAL
Systemic Monitoring and Interventions
1.
1.
2.
3.
4.
By semester, staff at Pioneer High School will use school wide student monitoring systems (PHS Data Matrix, Graduation Tracker) consistently to monitor student progress. Data from the Graduation
Tracker and PHS Data Matrix will drive decisions regarding the focus of the After School Program, student selection for inclusion in the After School Program, and alignment of student need with
available resources.
Accurate and up to
1.
School wide
1.
All school system wide
1.
Staff members will have access to school wide student
1. End of
1. Admin, Site
1-4. After School
date information
student
student monitoring
monitoring systems (Graduation Tracker, PHS Data Matrix)
Semester
IS
Program Tracker,
regarding student
monitoring
systems were not
on the PHS V: drive.
2. End of
2. Admin, Site
enrollment data, PHS
performance was
systems will be in
available until the
2.
Professional Development and/or New Hire Mentoring for
Semester
IS
Data Matrix
limited.
place; staff
beginning of the 2014retraining/training on the use of school-wide student
3.
End
of
3.
Admin,
Site
Inconsistent use of
members will
2015 school year.
monitoring systems.
Semester
IS, After
PHS Data Matrix as a
have access to all
2.
New staff members (4)
3.
Professional Development and/or New Hire Mentoring for
4. End of
School
tool to monitor
systems.
have not been trained
retraining/training on the use of the school wide student
student performance.
2.
School wide use of
on use/location of
monitoring systems.
Semester
Program
Inconsistent use of
student
school wide student
4.
Identification of focus(s) of the after school tutoring
Coordinator
PHS Data Matrix and
monitoring
monitoring systems;
program; alignment of resources with student need.
4. Admin, Site
Graduation Tracker as
systems.
existing staff members
IS, After
tools to include
3.
Consistent use of
may need review of the
School
students in
PHS Data Matrix
location/use of the
Program
intervention/after
and Graduation
school wide monitoring
Coordinator,
school tutoring and
Tracker to include
systems.
further monitor their
students in
3.
Lack of familiarity with
Counselor
progress.
Inconsistent use of the
after school tutoring
program, and
therefore inconsistent
alignment of student
need and available
resources.
4.
intervention/after
school tutoring
and further
monitor their
progress.
Focus(s) of after
school tutoring
program are
determined and
resources are
aligned to student
need.
4.
use and feature of the
student data monitoring
systems.
Lack of focus of the
after school program, ie
credit recovery,
continuation of the
classroom
experience/tutoring,
graduation support.
6
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
6
Pioneer High School 90 Day Plan Spring Semester
2014
SCHOOL
YEAR –END
ROOT CAUSES OF
TIMELINE FOR RESPONSIBLE
PERFORMANCE
PERFORMANCE
PERFORMANCE
ACTIONS TO ADDRESS ROOT CAUSE(S)
ACTIONS
PERSON
CHALLENGES
GOAL
CHALLENGE
Individualized Academic Plans / Family Engagement / Career Cruising Completion / College Credit (AP-CTE- Jump Start College)
1.
2.
3.
EVIDENCE OF
PROGRESS TOWARD
YEAR-END GOAL
By semester, a core implementation team will be selected and trained for roll out of the Individualized Academic Plan, Family Engagement plan, and Career Cruising/E Portfolio. A plan for roll out will be
developed.
Because of the
1.
Students will have
1.
Students at Pioneer
1.
Post-Secondary options and requirements will be
1-3. End of Semester 1-3. PHS SST
1-3. PHS SST Minutes
transiency rate of PHS
a clear
High School have a
defined in a student and family friendly format Key staff
Team, PHS
students, short-term
understanding of
varied understanding
will be selected and trained for IAP, Family Engagement,
Site Admin,
goals of credit
options and
about the options and
Career Cruising.
PHS IS,
recovery/attendance/
requirements for
requirements for
2.
An implementation plan for PHS will be developed.
Counselor,
HSPE status are the
post-secondary
pathways available
Additional
primary focus for
options.
after graduation
Support Staff
many students. There
2.
The IAP
(Military, Professional
is a varied
implementation
Internship, Tech/Trade
as required
understanding of
team for PHS will
School, Community
or needed.
options available for
post-secondary.
The e-portfolio system
is in its acquisition and
pre-implementation
phases in CCSD.
Student monitoring of
progress towards
post- secondary
experiences and
related RTT-D
elements have been
the sole responsibility
of the counselor and
site administration.
A Family
Engagement/Formal
Communication Plan is
not in place. Parent
participation is
limited.
3.
be formed and
trained on Career
Cruising and other
components of
the Individualized
Academic Plan. A
plan for
implementation
will be created.
The IAP
implementation
team for PHS will
follow the Formal
District
Communication
Plan /Family
Engagement for
roll out.
2.
3.
College, University)
Each student does not
have a clearly identified
and documented
Individualized
Education Plan,
including an
e-portfolio which
monitors his/her
progress towards postsecondary experiences.
RTT-D related elements
(FAFSA, ACT/SAT, PostSecondary Applications)
are not in place and/or
documented.
Parents/guardians do
not have a clear
understanding of
pathways available to
students, requirements
for said pathways, or
means to monitor
student progress.
7
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
7
Pioneer High School 90 Day Plan Spring Semester
SCHOOL
PERFORMANCE
CHALLENGES
YEAR –END
PERFORMANCE
GOAL
ROOT CAUSES OF
PERFORMANCE
CHALLENGE
ACTIONS TO ADDRESS ROOT CAUSE(S)
TIMELINE FOR
ACTIONS
2014
RESPONSIBLE
PERSON
School Based Project (Outside of the Learner Centered Development)
1. Build a supportive community and improve school culture for students and staff.
2. Increase overall student attendance, number of graduates, and provide options for post-graduation
3. Implement the district and school based initiatives to improve the quality of instructional practices and overall education at Pioneer High School
1.
a.
b.
c.
d.
e.
f.
g.
h.
i.
2014-2015
Clarify the goals, calibrate our direction, and
adapt to student needs
Hire and retain the most qualified and caring
staff for our students
1.
a. Principal
b. Hiring Panel, IS staff for
training
c.
Provide training and support for all staff
Improve school communications between
staff, students, families, and the community
Involve parents in the education of their young
adults
Utilize the Project Discovery partnership to
help build a cohesive staff
Utilize the extra class options, Student
Leadership, Jobs for American Graduates
Program, Behavior Intervention Program (BIP),
Carson Online, Project Discovery partnership,
Rock Sport, PAC, Coffee Connections, book
studies, etc. to help build a positive and
supportive school culture
Include all staff in the decision making process
d. IS, DC, admin
e. All PHS staff
f. All PHS staff
g. Rotter, Brown, Zona, Dr.
Selby
h. JAG staff, Counselor, Exec
Team, Ldr Team, Zona
i.
All Staff
Business
Mtgs, PLC’s
8
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
EVIDENCE OF
PROGRESS
TOWARD
YEAR-END
GOAL
Pioneer High School 90 Day Plan Spring Semester
2014
2.
a.
b.
c.
Identify root causes
Create action steps with all staff
Communicate attendance with parents
2.
a. All Staff
b. All Staff
c. Teachers and Admin
3.
a. All Staff
b. Teachers, Aides, Admin
3.
a.
b.
c.
d.
e.
f.
SCHOOL
PERFORMANCE
CHALLENGES
YEAR –END
PERFORMANCE
GOAL
ROOT CAUSES OF
PERFORMANCE
CHALLENGE
Understand the Learner Centered Model
Implement the Race to the Top Grant
initiatives regarding: curriculum,
instruction, and assessment to help
increase student achievement
Reduce the amount of failing grades and
increase the amount of credits earned
towards graduation
Promote pre and post-graduation student
pathways for careers and higher education
options
Utilize the Professional learning
Community model
Use “data” to help guide decision making,
while not forgetting the “person”
ACTIONS TO ADDRESS ROOT CAUSE(S)
c. Teachers, Admin
TIMELINE FOR
ACTIONS
d.
Counselor,
Admin, Teachers
e.
f.
All Staff
All Staff
RESPONSIBLE
PERSON
EVIDENCE OF
PROGRESS
TOWARD YEAREND GOAL
9
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
Pioneer High School 90 Day Plan Spring Semester
2014
Attachments & Artifacts
Master Schedule Proposals (Mini Semester)
Pass Fail Charts
After School stats
ADA
Use of Mastery Connect, Website, Edmodo, Grad Tracker, Data Matrix
10
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013
Pioneer High School 90 Day Plan Spring Semester
2014
Increase ADA, Attendance Trophy by class, Home Visits
Decrease Tardies and classroom interruptions with referral process
Increase Passing classes, communication, involve parents, discuss grading techniques, use campus posters
Overhaul BIP Class, Add Lab options for overflow
Plan Master Schedule for 2015-2016 to add for min credit options (online)
Involve Parents with PAC committee
Focus efforts of student leadership and JAG students to assist with ADA, passing grades, volunteer work, Newsletter
Web Site updates, Technology usage
Credit Recovery Options (ELA)
11
Template derived from materials originally developed by UV A (2013)
Tuesday, July 30, 2013