school management plan - arlington public schools · school management plan section i. smart goals*...

School Management Plan

Administrator : Gregg Robertson

Position: Principal

Location : Washington-Lee High School

School Year: 2016-2017

Division Strategic Plan Goal Areas: 2011-2017

1. Ensure That Every Student is Challenged and Engaged: APS will provide all students with the knowledge and skills to succeed in the 21 st century through a challenging, engaging, and comprehensive education. Students will have a passion for learning, be inquisitive and open minded, and become responsible citizens. 2. Eliminate Achievement Gaps: All APS students will meet high academic standards and achieve success regardless of race, ethnicity, gender, home or native language, disability, special learning needs, economic background, or other factors that should not be a predictor of success. 3. Recruit, Retain, and Develop High Quality Staff: APS will provide a high quality and challenging educational experience for all students by recruiting and hiring an exemplary and diverse workforce, offering a competitive compensation package, and providing staff with necessary tools and training. 4. Provide Optimal Learning Environments: APS provides the necessary resources and facilities to sustain excellence. 5. Meet the Needs of the Whole Child: APS will nurture students’ intellectual, personal, social, and emotional development with services and strategies that support students and their families to enable students to learn and develop their potentials.

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Section I. SMART Goals*

Goals Alignment with Strategic Plan

SMART Goal 1

Efforts during the 2016-2017 school year will ensure that 100% of W-L rising seniors working toward a Standard or Advanced Studies Diploma will have participated in at least one AP or IB course during their tenure at Washington-Lee.

1. Challenging/Engaging Program 2. Eliminating Gaps 3. High Quality Staff 4. Provide Optimal Learning Environments 5. The Whole Child

SMART Goal 2

Washington-Lee is committed to improving the Advanced Diploma rate. During the 2016-2017 school year, we will increase the Advanced Diploma rate from 79.2% (Class of 2016) to 80.0% (Class of 2017). Focus will be on students needing World Language credit and on seniors scheduled in classes needed for the Advanced Diploma as well as seniors in need of additional verified credits for classes where they are not currently enrolled.

1. Challenging/Engaging Program 2. Eliminating Gaps 3. High Quality Staff 4. Provide Optimal Learning Environments 5. The Whole Child

SMART Goal 3

During the 2016-2017 school year, Washington-Lee administrators will implement a four-part informative educational series called the Whole General. This program is aimed at addressing the need to build positive relationships, to create life balance, to make good decisions, and to become responsible young adults. As a result of this program, students will demonstrate social and emotional growth in the areas of relationships, balance, decision making, and responsible behavior. This will be measured by increase in graduation rate, decrease in discipline incidents related to these areas, and student self-reporting.

4. Provide Optimal Learning Environments 5. The Whole Child

*Guidelines ● Focus: Each school/department should have no more than three goals : 2–3 SMART Goals

for each school/department. ● Alignment: Your SMART Goals should reflect at least three of the division’s strategic plan

goal areas . ● The Whole Child: At least one of your SMART Goals should reflect Goal 5: The Whole

Child (e.g., indicators related to cultural competence, developmental assets, or Site-based Satisfaction Surveys).

● Make your plan your own .

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SMART Goal #1: AP/IB Participation Rate Efforts during the 2016-2017 school year will ensure that 100% of W-L rising seniors working toward a Standard or Advanced Studies Diploma will have participated in at least one AP or IB course during their tenure at Washington-Lee. Evidence:

Rationale:

● As a school, W-L seeks to challenge and engage all students. Supporting increased participation in AP and IB courses will result in higher achievement while also narrowing the achievement gap.

● Data will be collected once senior enrollments are fixed. A Synergy search will identify students in the graduating class who have participated in at least one AP/IB course. This number will then be placed over the total population of the senior class seeking Advance Standard or Standard diplomas to determine the percentage of participating students.

● Research indicates that students who participate in challenging, rigorous coursework represented by AP and IB classes are more prepared for college, feel prepared to succeed (Coco, 2012), and are more likely to attend college full time (Caspary, 2011).

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References

Caspary, K. (2011, April 1). Research Brief: Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from U.S. High Schools. International Baccalaureate . Retrieved November 7, 2012, from www.ibo.org/research/programmevalidation/documents/IBSuppDomesticResearchBrief2011-04-06.pdf

Coco, V., Kelley-Kemple, T., Roderick, M., Moeller, E., Williams, N., & Moragne, K. (2012,

March 1). Working to My Potential: The Postsecondary Experiences of CPS Students in the International Baccalaureate Diploma Programme. Chicago Tonight . Retrieved November 7, 2012, from http://chicagotonight.wttw.com/sites/default/files/IB%20Report_0.pdf

APA formatting by BibMe.org.

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http://www.ibo.org/research/programmevalidation/documents/IBSuppDomesticResearchBrief2011-04-06.pdf




http://chicagotonight.wttw.com/sites/default/files/IB%20Report_0.pdf




SMART Goal #1: AP/IB Participation Rate – ACTION PLAN

Strategies/Activities Time Frame Person(s) Responsible

1. Support students:

a. Provide opportunities both during and outside normal school hours to support students considering AP/IB courses as well as students currently enrolled in AP/IB courses. Opportunities include (but are not limited to) summer course entitled Introduction to Advanced Courses, Zero period, Generals Period, Saturday Academy, working with Student Success Coordinator, sports teams’ study halls. Administrators monitor grades and meet regularly with students to encourage progress in AP/IB classes.

b. Integrated AP/IB classes offered as identified by student course requests. Consider which other AP/IB courses to offer in the inclusion model. Identify and evaluate students not participating in AP/IB to determine next steps.

c. Monthly seminars: Meetings held for IB diploma students to support their academic success.

d. Athletic monitoring: supports athletes to maintain passing grades and encourage them to access needed academic support.

Most of these opportunities are available throughout the school year with the exception of the summer course. Students must register for this course by May.

Dr. Robertson, Ms. Gregory, Ms. Peters, Mr. Demagistris, Ms. Callaway

2. Active planning: a. Counselors will work closely with

advisees to develop a 4-year plan that includes at least one AP/IB course. Rising seniors who have not yet taken an AP/IB course will be encouraged to do so during the course request process in January and February. Seniors who have not registered for an AP/IB will be identified and registered in AP

4-year plan meetings take place throughout the year for all students in all grades. During the January meetings that take place with eighth graders at their middle schools and

Ms. Callaway, Ms. Gregory, Dr. Robertson, Ms. Peters

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Government class with additional support. Counselors will meet with eighth graders to provide information about taking AP World History. Special Education Administrator will meet with each rising senior with an IEP who has not previously participated in an AP/IB course and encourage participation in AP/IB courses with support.

b. Promote idea to parents at Scheduling Night for upperclassmen and at the Rising 9th Grade Parent Night (information provided in English and Spanish) and at the Hispanic Parent Planning Night.

c. Expanding IB offerings to attract larger audiences, including HILT students. Other IB offerings will include IB Film HL and IB Arabic SL. Freshmen chats: Principal, Director of Counseling, and Director of Activities will meet with all freshmen in small groups and encourage students to start planning now and to consider AP/IB courses in the future and to become involved with some type of activity during their tenure at W-L.

d. Monitor classes to determine additional staffing allocation to maintain smaller class sizes for targeted advanced classes.

with parents of rising 9th graders in the evening. Counselors will conduct scheduling information night for parents of upperclassmen in February. Counselors will also meet with juniors not yet taking AP/IB course in February. Freshman chats take place during the first quarter.

3. Equip teachers: a. Continue to provide professional

development opportunities aimed at enhancing instruction. Provide AP/IB training for as many teachers as possible (regardless of whether they teach AP/IB classes) to encourage use of AP/IB strategies in all classes. Provide training to Special Educators so they will be equipped to support students in AP/IB classes.

Training opportunities offered throughout school year.

Dr. Robertson, Ms. Peters, Mr. Hall, Ms. Perdomo, Ms. Cantor, Dr. Hoo, Ms. Callaway, Mr. Demagistris, Ms. Gregory, Mr. Bolfek

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b. Provide staff support to make all students successful in AP/IB courses

c. Collaborative teams: Teachers utilize time allotted to collaborate with colleagues to monitor student progress and identify strategies to enhance student success with the curriculum. Teams will begin the work of developing and implementing ATSS Tier 1 interventions. Through the use of ATSS Tier 1 interventions students will be provided with additional targeted opportunities for success and growth in AP/IB courses.

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SMART Goal #2: Improving Advanced Diploma Rate Washington-Lee is committed to improving the Advanced Diploma rate. During the 2016-2017 school year, we will increase the Advanced Diploma rate from 77.0% (Class of 2016) to 80.0% (Class of 2017). Focus will be on students needing World Language credit and on seniors scheduled in classes needed for the Advanced Diploma. Evidence:

Advanced Diploma Rate at Washington-Lee High School

Class of 2013

Class of 2014

Class of 2015

Class of 2016

Class of 2017 GOAL

Advanced Studies Diploma (includes

students achieving IB diploma)

67.4%

71.2%

74.4%

77.0% 80.0%

Rationale:

● Washington-Lee is a comprehensive high school dedicated to providing all students the best education available and preparing them to be global citizens.

● All students, given the right resources and support, are capable of high achievement.

● Things that hinder students from Advanced Diploma include successfully completing coursework and successfully passing needed SOL exams.

● Countywide initiative to ensure that students are enrolled in appropriate courses beginning in middle school in order to achieve advanced diploma.

● This initiative needs to be further supported once students reach high school. ● Math and World Languages appear to be areas on which we need to increase

focus. ● In Math, lack of course credit and SOL verified credits particularly impacted

Black/African-American students. ● Some students have necessary coursework but need additional Verified SOL

Credits.

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Requirements:

Advanced Diploma Requirements

Standard Diploma Requirements

Course Requirement

SOL Requirement

Course Requirement

SOL Requirement

English 4 2 4 2

Math* 4 2 3 1

Lab Science** 4 2 3 1

Social Studies*** 4 2 3 1

World Languages****

3

Health & PE 2 2

Fine Arts or Career & Technical Education

1 2 (Includes

World Lang)

Economics and Personal Finance

1 1

Electives 3 4

Student Selected SOL*****

1 1

Total 26 9 22 6 * Math requirement: Must include three courses Algebra I, Geometry, Algebra II or mathematics courses higher than Algebra II. ** Science requirement: Course selections from at least three different science disciplines or sequence of science courses required by IB. *** Social Studies requirement: Must include US/VA History and US Government and two courses in either world history or geography or both. ****World Language requirement: Must include three years or one language or two years of two languages. ***** Student selected test: “A student may utilize additional tests for earning verified credit in computer science, technology, career or technical education, economics, or other areas as prescribed by the Board in 8 VAC 20-131-110.” (APS High School Program of Studies 2014-2015)

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EOC Math SOL Pass Rates Trend by Ethnicity

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“Using data from the Virginia Longitudinal Data System (VLDS), the study, Virginia’s 2008 On-Time Graduation Rate Cohort Four Year College Enrollment, Persistence, and Completion,

… found that of these (students who enrolled in a college or university in the first year after graduation), students with Advanced Studies diplomas were far more likely to enroll, remain,

and graduate college within four years.” Why Diploma Types Matter vlds.virginia.gov/media/1032/why_diploma_types_matter_06-30-2014.pdf

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http://vlds.virginia.gov/media/1032/why_diploma_types_matter_06-30-2014.pdf


Table: Projection for students on track for advanced diploma By the end of the designated grade, students should have earned the following to be on track for an Advanced Diploma:

English Credit

English SOL

Math Credit

Math SOL

Science Credit

Science SOL

Social Studies Credit

Social Studies

SOL

World Language

Credit

Freshmen 1 1-2 1-2 1 1 1-2 1-2 1-2

Sophomore 2 2-3 2-3 2 2 2-3 2-3 2-3

Junior 3 2 3-4 2-3 3 2-3 3-4 2-3 3

Senior 4 2 4 2-3 4 2-3 4-5 2-3 3

SMART Goal #2: - ACTION PLAN

Strategies/Activities Time Frame Person(s) Responsible 1. Data gathering -

a. Continue to monitor reasons keeping students from advanced diploma.

b. Focus on ensuring students complete World Languages and Math requirements successfully.

i. Target freshmen who struggle in math and who have not taken a World Language.

ii. Identify students who are members of gap groups and have struggled in mathematics.

1. Gather research behind why it is beneficial to earn advanced diploma.

Throughout the school year


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2. Support seniors who need 1-2 additional Verified Credits to achieve Advanced Diploma.

A. Identify students within reach of

Advanced Diploma. B. Examine credit areas needing support. C. Provide needed interventions.


Department Chairs and Lead Teachers

3. Identify possible interventions and supports:

a. Utilize data to determine support needed

so that students, particularly those in gap groups, can be prepared and successful in classes required for an Advanced Diploma.

b. Continue with the following: Introduction to Advanced Classes summer school class, Math strategies, co-teaching in World Language classrooms, Saturday Academy, and Generals Flex as incentive for the Advanced Diploma.

c. Maintain sustained conversations with World Languages department and Math department to identify challenges students face and then to determine ways to address. Utilize collaborative teams for this purpose.

d. Find and implement ways to support students in achieving the Advanced Diploma requirements especially in math classes and in World Language classes.

e. Identify Black/African-American students in need of verified Math SOL credits for both a standard and advanced diploma.

a. Work closely with the Math Coach and Math Lead teacher to encourage and follow-up with Black/African-American students who need math verified credits to seek support and additional



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instruction during Math Zero Period, Lunch Labs, and Generals Period.

b. Administrators offer further monitoring of these students and their progress towards math verified credits and improved SOL Math scores.

4. Active counseling

a. Beginning during freshman year academic planning, counselors will work with students to identify courses needed to achieve the advanced diploma.

b. Contact rising 9th grade students with IEP to encourage participation in World Language courses.

c. Counselors and other staff will recommend students for support classes.

d. Promote advantages of Advanced Diploma to students, parents (in English and Spanish) and teachers.


Ms. Gregory, Ms. Peters

5. Support teachers

a. Consider use of Professional Development and staffing allocation as ways to provide support.

b. Offer Integrated sections of Latin I, American Sign Language, Spanish I courses and plan for further similar offerings at other levels.

c. Promote advantages of Advanced Diploma.



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SMART Goal #3: During the 2015-2016 school year, Washington-Lee administrators will implement a four-part informative educational series called the Whole General. This program is aimed at addressing the need to build positive relationships, to create life balance, to make good decisions, and to become responsible young adults. As a result of this program, students will demonstrate social and emotional growth in the areas of relationships, balance, decision making, and responsible behavior. This will be measured by increase in graduation rate, decrease in discipline incidents related to these areas, and student self-reporting.

Evidence:

Evidence will be gathered from a variety of sources, including retention rates at each grade level, graduation rates, student discipline data related to the areas of focus, and anecdotal feedback from students.

Rationale:

The Whole General program will contribute to the successes of the overall high school program, support building developmental assets in students, and have a positive impact on the outcomes directly related to the increase in percentage of students graduating and receiving an advanced diploma.

● Relationships: Students arrive to W-L from five different middle school programs. There is a period of adjustment as they find new peer groups and navigate high school. This segment is designed to enable freshmen to develop and maintain positive relationships with peers and teachers at school, as well as online.

● Creating life balance: Stress in high school is a challenge faced by many students, but we have found that there are more counseling incidents with sophomores related to stress in school. This segment of the program will address strategies for balancing curricular and extracurricular demands. It will also help students to be aware of signs of stress and strategies for managing stress levels.

● Making Good Decisions: The junior year is pivotal in high school. In addition to taking college-level courses, students are also given more responsibilities outside the school day, such as getting their driver’s license or a part-time job. This segment will take students through scenarios involving poor decision making and explore the impact those decisions had on the lives of the teenagers who made them.

● Responsible Behavior: By senior year, many students are turning or are already 18. Choices they make at this point in their lives can have a significant impact on their future opportunities. This segment will require students to think about short and long term consequences of their behavior and encourage them to make good choices and represent themselves well as they transition to adulthood.

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SMART Goal #3: ACTION PLAN

Strategies/Activities Time Frame Person(s) Responsible

1. Continue to develop and design presentations based on school-level data for each grade level.

Fall 2016


2. Deliver presentations in small groups: Administrators will meet with GP classes in smaller groups to encourage participation and to increase the effectiveness of the message.

Throughout year: Freshmen: December Sophomores: February Juniors: September/October Seniors: March


3. Gather feedback from various sources including graduation rate, rate of disciplinary incidents and student responses.

June 2017 Dr. Robertson, Ms. Peters, Mr. Hall, Ms. Perdomo, Ms. Cantor, Dr. Hoo, Ms. Callaway, Mr. Demagistris, Ms. Gregory, Mr. Bolfek

4. Analyze pre and post data and revise presentations to address continuing needs.

Summer 2017 Dr. Robertson, Ms. Peters, Mr. Hall, Ms. Perdomo, Ms. Cantor, Dr. Hoo, Ms. Callaway, Mr. Demagistris, Ms. Gregory, Mr. Bolfek

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