Term Two, MP One

February 3, 2014

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Why Must We Change our HS Approach?

• Less than half of the bottom 1/3rd students get 10+ credits. This demands the most attention.

• Too many of the metrics are below average for the peer group. This pattern will haunt our graduation rate for the next two years, at least.

• What IS the plan for our 22% under credited third year students who now make up our senior class?

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Why Must We Change our HS Approach?

• Below average among peers for ALL Regents• 40 of 40 in ELA. 38 of 40 in US History. 27 or 28th

place in Global and Science, 24th place in Math.• IT WILL BE A MAJOR PART OF TEACHER’s MoSL.

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Questions to Ask about HS

• What did you learn from the Regents Item Analysis in June 2013?

• What changes in your instruction (evidence, please) have been and continue to be made?

• How do you assess your action plans? • Can you give specific student work and teacher

planning for this result in English?• Do you contact home when a student is in danger

of failing.?

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Changes in HS

• Data Analysis results and action plans will be uploaded to teacher-only pages on the school website.

• Be prepared to show student work that has changed as a result

• Individual teacher meetings on Scholarship reports are forthcoming.

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Why Must We Change our MS Approach?

• IT WILL BE A MAJOR PART OF TEACHER’s MoSL.

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Questions to ask in MS

• Have they you done any item analysis? • What is your feedback to the students? • Are your lessons aligned to the common core? • What writing activities are assigned in class, for

homework and during periodic assessment (quizzes/mid-terms/finals?

• Do you contact home when a student is in danger of failing.?

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Changes in MS

• Data Analysis results and action plans will be uploaded to teacher-only pages on the school website.

• Be prepared to show student work that has changed as a result

• Individual teacher meetings on Scholarship reports are forthcoming.

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Citywide Instructional Expectations

Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.

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School GoalsGoal and Action Plan #1

Annual Goal #1

Describe a goal you have identified for the year. Refer to the directions and guidance for assistance in developing your goals. By June 2014, there will be a 10% increase in the passing rate of the combined January and June non CCLS ELA Regents pass rate.

Comprehensive Needs Assessment Describe the identified need that generated this goal. The needs assessment should encompass the entire school and be based on the performance of students, in relation to State academic content and student achievement standards. The basis for this needs assessment is based on our most current Progress Report, wherein our ELA pass rate was 0.54

Instructional Strategies/Activities Describe the research-based school wide reform instructional strategies and activities that will be used to achieve the goal in part A. Enumerate each strategy/activity and its corresponding subsection in parts B, C, D, and E. For each strategy/activity identified in part A, a corresponding item must be provided in parts B, C, D, and E. A. Strategies/activities that encompass the needs of identified subgroups 1. By using a consistent team of teacher leads, we will create pockets of weekly meeting times from September 2013 through June 2014 lead by the

instructional leads and school leadership to create a protocol for looking at student work, specifically the item skills analysis. 2. All teachers will then identify the three areas /performance indicators/strands where students displayed the weakest performance. 3. Atlas curriculum maps will be revised to include the three areas /performance indicators/strands through the lens of the CCLS. 4. Appropriate instructional techniques will be identified by teacher leads, individual teachers, content area teams, and administration, and utilized to teach

each of the above three areas. 5. Principal and Assistant Principal will work with our individual ELA teacher to align instruction with CCLS specifically around the three areas /performance

indicators/strands. 6. Administration will meet with all teachers for teacher data reflections & action plans to adjust instruction to improve student learning in English Language

Arts. 7. Administration will monitor and analyze scholarship data overviews by marking period for percentage change by grade level, department, and individual

teachers. 8. General Education and Special Education teachers will meet regularly to co-plan lessons that address student differences and challenges and employ

strategies to help students succeed. 9. Baseline, midterm and final exams will be administered in November/December, January/March, February/March, April/May and June respectively before

the English Language Arts exam. 10. Administration will meet with all teachers for teacher data reflections & action plans to adjust instruction to improve student learning in English Language

Arts. 11. Administration will monitor and analyze scholarship data overviews by marking period for percentage change by grade level, department, and individual

teachers. 12. General Education, Special Education and ESL teachers will meet to co-plan lessons that address student differences and challenges and employ

strategies to help students succeed. 13. Regents Prep will be offered after school for six weeks prior to the start of the Regents testing period. 14. Teachers of Regents Prep afterschool and Regents Review (no credit) will utilize item analysis data and scores from each student on their class roster to

guide their instruction. 15. Letters will be sent and phone calls will be made home to parents apprising them of their child's status regarding what Regents they are slated to take, prior

test scores, and the Regents' Prep schedule for Tues, Wed, Thurs and Saturday. 16. Copies of students past exams will be used to analyze areas of strength and otherwise to inform instruction and surgically impact student learning. 17. Parents of all students slated to take the ELA Regents will be invited to have a meeting with our Regents Readiness Team (Principal, Assistant Principal,

IEP/ESL Coordinator, Guidance Counselors, Community Associate, Parent Coordinator, Parents and Students) B. Key personnel and other resources used to implement each strategy/activity 1. Principal, Assistant Principal, Instructional Leads, ARIS, Leadership Academy Coach George Foley, IEP/ESL Coordinator, Guidance Counselors,

Community Associate, Parent Coordinator, Parents and Students. C. Identify targets to evaluate the progress, effectiveness, and impact of each strategy/activity 1. Our teachers, data specialist, guidance counselors and administrators will conduct analyses of the results of formative assessments after each quiz, mid-

term, final and marking period throughout the school year as compared to the Regents results to evaluate growth in student learning and effectiveness of

Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.

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The BIG FOUR

Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.

1. Collaborative and Individual Inquiry Around Data

HS and MS Exam ResultsHow do we help our students learn better to achieve MOSL-related exam growth?

Closing the Data Loop

Closing the Data Cycle through Collaborative Inquiry Phase One (School-Wide Inquiry Cycle)

1. Administration identifies Regents and MS Exams score improvement identified as a school goal.

2. Continue our instructional lead inquiry work from last year, we shifted the focus to address point one above.

3. Administration creates pockets of weekly meeting times from September 2013 through June 2014 led by instructional leads and administration and creates a protocol for looking at student work, specifically (1) item skills analysis and (2) actual student written responses on their latest Regents exam and DDC test results (MS & HS)

4. Instructional leads analyze their June 2013 Regents and DDC test results (MS & HS) and devise action plans utilizing our DATA ANALYSIS Looking at Student Work protocol.

5. All Regents and MS State Exam courses and Regents /MS State Exam Prep teachers are provided with available: a. Lists of all students taking the January/June Regents or MS State Exams and their latest scores. b. Instructional leads’ data action plans. c. Copies of the Regents and MS State Exam Prep (after school/weekends) and AIS Regents Intervention (before school) schedules. d. Copies of all students latest Regents exams. e. Items skills analysis from ARIS for each exam.

Phase Two (Instructional Inquiry Cycle (multiple teams)

1. Teachers of all Regents and MS State Exam, and Regents /MS Exam Prep create their own data action plans using the DATA ANALYSIS Looking at Student Work protocol.

2. Teachers collaborate on individualized student action plans during departmental meetings, administrative periods, and teacher group AIS Regents Intervention (before school).

3. Teachers (Gen Ed, SPED, ESL) meet during Monday departmental and administrative meetings to co -plan lessons and devise strategies based on individual Regents Gen Ed, SPED and ESL student data.

4. Teachers revise Atlas curriculum maps to include instructional revisions based on data action plans for groups and individual students.

5. Teachers adjust instruction according to data analysis (i.e., individual student Standards area(s) of weakness).

6. Teachers regularly assess the impact of adjusted instruction with differentiated assessments according to student area of weakness. (DDC).

7. Teachers meet with instructional leads on a weekly basis during Monday departmental meetings and/or administrative periods to discuss and individual student data.

8. Teachers administer baseline, midterm and final exams in November/December, January/March, February/March, April/May and June respectively before the Regents exams.

9. Administration has data-check-in as part of each weekly instructional lead meeting to monitor growth and effectiveness of academic interventions based on data analysis.

10. Administration monitors and analyzes scholarship data overviews by marking period for percentage change by grade level, department, and individual teachers.

11. Students are provided with their individual college readiness tracker sheets, Regents and MS State Exam prep schedules, and AIS Regents Intervention (before school).

12. Parents receive letters and phone calls apprising them of their child's status regarding what Regents and MS State Exams they are slated to take, prior test scores, and the Regents and MS Test Prep schedule.

13. Parents of all students slated to take the ELA Regents and MS State Exams are invited to have a meeting with our Regents Readiness Team (Principal, Assistant Principal, IEP/ESL Coordinator, Guidance Counselors, Community Associate, Parent Coordinator, Parents and Students).

14. Teachers will: prepare students for Regents or MS Exams if they are teaching a subject area class that ends in a Regents exam; work with other teachers in their department during departmental, administrative and other meeting times working up to the Regents or MS Exams; and offer Regents Prep or MS Exam Prep after school for six weeks prior to the start of the Regents or MS Exams testing period.

DATA ANALYSISLooking at Student Work

November 2013

CLOSING THE DATA LOOP

Claudio Viery and Anna CastelliTeachers of Integrated Algebra: Term 3 and Term 4

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The BIG FOUR

Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.

2. Questioning and Discussion (In your Atlas, lesson plan, and classroom)Textbook ResourcesAcademic Conversations: Classroom Talk That Fosters Critical Thinking And Content Understandings The Teacher's Guide To Leading Student-centered Discussions: Talking About Texts In The ClassroomPractices For Orchestrating Productive Mathematics DiscussionsPractices For Orchestrating Productive Science DiscussionsSocratic Circles: Fostering Critical And Creative Thinking In Middle And High School32 Teach Like Socrates: Guiding Socratic Dialogues And Discussions In The ClassroomChange Just One Thing

Online Resources

Professional Development

Robin Konigsberg (1/6/14)Vicki So (2/3/14)Ron Feinstein (4/17/14)

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The BIG FOUR

Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.

3. CCLS and the Instructional Shifts

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The BIG FOUR

Use the “Search’ feature on www.tapconyc.org to locate Demetri’s upload.

4. School Goals aligned with Danielson

Domain 1: Planning and Preparation (QR 1.1; 1.2; 1.3; 2.2; 3.1) Components

1a – Demonstrating Knowledge of Content and Pedagogy ~Knowledge of content and structure of the discipline ~ prerequisite relationships ~ content-related pedagogy

1b – Demonstrating Knowledge of Students ~child/ adolescent development ~ the learning process ~ skills, knowledge, and language proficiency ~ interests/ cultural heritage ~ special needs 1c – Setting Instructional Outcomes ~ value, sequence, alignment ~ clarity ~ balance ~ suitability

1d – Demonstrating Knowledge of Resources ~ resources for classroom use ~ resources to extend content knowledge and pedagogy ~ resources for students (

1e – Designing Coherent Instruction ~learning activities ~ materials and resources ~ instructional groups ~ lesson/ unit structure

1f – Designing Student Assessments ~congruence w/ instructional outcomes ~ criteria and standards ~ designing formative assessments ~ use for planning

Domain 2: The Classroom Environment (QR 1.4; 3.4; 4.1) Components

2a – Creating an Environment of Respect and Rapport ~Teacher interactions with students, including words and actions ~ student interactions with students, including words and actions

2b – Establishing a Culture for Learning ~Importance of content and learning ~ expectations for learning and achievement ~ student pride in work

2c – Managing Classroom Procedures ~Management of instructional groups ~ transitions ~ materials and supplies ~ performance of classroom routines

2d – Managing Student Behavior ~Expectations ~ monitoring student behavior ~ response to student misbehavior

2e – Organizing Physical Space ~ Safety and Accessibility ~ arrangement of furniture and use of physical resources

Domain 4: Professional Responsibilities (QR 3.1; 4.2; 5.1) Components

4a – Reflecting on Teaching ~ Accurate reflections on a lesson ~ Use in future teaching

4b – Maintaining Accurate Records ~Student completion of assignments ~ student progress in learning ~ non-instructional records

4c – Communicating with Families ~ Information about instructional program ~ individual students ~ Engagement of families in instructional program

4d – Participating in the Professional Community ~ Relationships with colleagues ~ involvement in a culture of professional inquiry ~ service to school ~ participation in school and district projects

4e – Growing and Developing Professionally ~Enhancement of content knowledge and pedagogical skill ~ receptivity to feedback from colleagues ~ service to profession

4f – Showing Professionalism ~integrity and ethical conduct ~ service to students ~ advocacy ~ decision making ~ compliance with regulations

Domain 3: Instruction (QR 1.2; 2.2; 3.4) Components

3a – Communicating with Students ~Expectations for learning ~ directions for activities ~ explanations of content ~ use of oral/ written language

3b – Questioning and Discussion ~Quality of questions/ prompts ~ discussion techniques ~ student participation

3c – Engaging Students in Learning ~ Activities and assignments ~ grouping of students ~ instructional materials and resources ~ structure and pacing

3d – Using Assessment in Instruction ~Assessment criteria ~ monitoring of student learning ~ feedback to students ~ student self-assessment and monitoring of progress

3e – Demonstrating Flexibility and Responsiveness ~Lesson Adjustment ~ response to students ~ persistence

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Academic InterventionsMiddle of Marking Period Academic Interventions

This intervention is done for students with an average of 65 or less.

Parent Coordinator mails home (1) Letter from Principal with suggestions on how to assist their child (2) Skedula Progress Report with Pupil Path log-in information and teacher DOE email addresses. Teacher uses the Foley Square1.

The student is in danger of failing for the marking period because…(include specific items that reflect our grading policy)

The performance indicators or items on teacher curriculum map where the student is struggling. Who have you successfully contacted about the student’s academic difficulties? Please include

dates and the outcome of the contacts. The plan for success- How will the conditions of learning change so that the student can be

successful in the upcoming quarter and on the final report card?

End of Marking Period Academic Interventions for Teachers and Administrators2 This intervention is done for students about to fail. The teacher provides to administrators via Google Docs and/or DropBox: 1) Evidence (lists the reasons why the student is failing/struggling); 2) Interventions (what the teacher has done to help the student); 3) Goals (a list of 1-3 SMART goals). 4) Updates to parents via email or phone on what supports school has provided (above) and how parent can assist. Teacher is available to parent for questions via DOE email or Skedula email. Guidance counselors provide additional interventions –depending on what the evidence/situation is. In order for this to be effective, the teacher/guidance counselor has to develop the goals together with the student during AIS in the morning before regular classes (Tues-Thurs). Administrators meet with teachers individually at the end of each marking period to discuss student progress and performance. Look at the scholarship report and analyze trends together with the teacher. One of the areas to focus on is what else needs to take place in the classroom to move students from where they are to a higher proficiency level –based on the grades they have earned. For example, if 8 students got 65, the question is how do we get these students to earn higher grades next marking period?

1 George Foley, NYC Leadership Academy 2 Adapted from New World High School Admin Team

Guidance Counselor Data-Based Interventions/Flagging Criteria1 Any student missing at least 1 requirement will be considered “Off-Track” and will receive a guidance intervention. Guidance interventions will take place throughout the course of a student’s time at TAPCo, and will escalate according to the student’s needs. Flagging Credit Deficits:

A) Missing at least 1 credit: 1. Letter to Parent & Student Requiring Signatures of Both

B) Missing 3 or more credits: 1. Mandatory Parent/Counselor/Student Conference 2. Altered Graduation Year Projection

C) Missing 6 or more credits: 1. Discuss Alternative Schools in Mandatory Parent/Parent/Guidance Conference

D) Missing 8 or more credits: 1. Alt. School Placement Mtg Student /Parent/Guidance/Administrator/Teacher

Flagging Exam Deficits:

A) Missing at least 1 exam: 1. Letter to Parent & Student Requiring Signatures of Both

B) Missing 3 Exams: 2. Mandatory Parent/Counselor/Student Conference

C) Missing 4 or more Exams: 3. Discuss Alt. Schools with Student/Parent/Guidance/Administrator/Teacher

VI) Highest Level Intervention: Alternative School Placement Assistance

A) Student’s counselor will work through “Alternative School Form” documenting placements

attempted. B) Student’s counselor will provide parent/guardian with an “Alternative School Form” to work

through simultaneously (optional). C) Personal accompaniment to potential alternative site(s) when possible/appropriate.

VII) Potential Strategies for Building Relationships with Alternative Schools

A) Officially designate time for counselors to attend alternative school fairs. B) Research, document, and share information on alternative schools, including:

Staff Contacts Admissions Criteria School-Specific Program Opportunities Admission Deadlines/Admissions Cycles

C) Attempt to Establish Relationships through Mutual Acquaintance (i.e. network contacts, other counselors or administrators, etc.)

1 TAPCo Guidance Counselor Jashaun Sadler

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Departmental Meeting Data Analysis & Action Plan Uploads

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A Real Audition Process and Scope and Sequenced Arts Tracks

We determined where every student currently with us in High School (9-12) will be with regard to a sequenced art track. In the coming years, you will see scores of Arts Regents coming from TAPCo because of this recent effort. We have already begun running potential programming for next year and it's looking extremely good.

I am truly excited about our incoming 6th and 9th graders. One of my best recollections of MS auditions was the day I observed a group of students learning choreography where almost half were male. We received many letters of thanks and recommendation. Outstanding.

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Scope and Sequenced Arts TracksDANCE

Students develop their creativity, strength, alignment and teaching skills as they learn Modern Dance, Ballet, Composition Technology and Principles of Dance. Pedagogy is blended to help students develop their own unique voice as creators with competitive skills to succeed in the real world.

DRAMA

Students learn acting technique, scene study, voice and diction, movement, singing, theatre history, audition preparation, digital (photo & video) resume building, script analysis, directing, lighting design, and stagecraft in addition to exploring performance and acting techniques for full stage classical, modern, and musical theatre productions as well as smaller studio settings.

VISUAL ARTS & TECHNOLOGY

Non Moving ImageStudents develop their artistic skills as they progress through classroom assignments such as still life drawing, perspective drawing, portraiture, figure drawing, and abstract compositions using a variety of drawing, painting, and digital design media. TAPCo students have the opportunity to apply to the Fred Dolan Art Academy, a Saturday professional artist-led program that helps students develop their portfolios and secure scholarships for college.

Moving ImageStudents develop self-confidence in their creative, critical thinking and expressive process of the student as they build valuable artistic, literacy and technical skills in photography and video production with the added benefit of team building skills for ongoing meaning and application in college and the real world work place. Students participate in the planning, production and presentation of multi-media projects for actual clients, which include individuals and organizations in and out of school.

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Visual Arts

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STEAM• Our school will be among the first (if not the first) public STEAM (Science, Technology, Engineering, Arts, and Math) schools in NYC with

a curriculum based on STEAM standards.

• Professional development and STEAM curriculum mapping texts will be provided in advance of these marking periods. This should be professionally stimulating and fun for teachers and students alike. The unifying STEAM focus of the 2 nd and 3rd marking periods will be the CONTENT and THEMES of the IN THE TIME OF THE BUTTERFLIES (the production at the end of the school year). The book is also being read in the 11th grade. The STEAM standards are comprised of the CCLS, in addition to STEM practices, and Fine Arts Standards (NYC Blueprint for the Arts). We are making this shift because the thrust of STEAM is to identify the interconnections between Science and Art. For Marking period 2 (starts 3/24, curriculum maps due 3/21) should be STEAM-aligned, not just CCCLS.

• We will be the among the first (if not the first) public STEAM (Science, Technology, Engineering, Arts and Math) schools in NYC. Starting in late March, our academic curriculum will be STEAM standards-aligned to the CCLS, P21 Framework for 21st Century Skills, the NYCDOE Blueprint for the Arts, and accepted STEM practices.

• One of the reasons we are moving in the direction of STEAM is because of a conversation that I had with Larisa Gelman who is the education director of the 92Y. When Larisa and I met in March of 2012, we talked about how Art used to be supported by the church, then patronage, then government, and now?.....which got me concerned about what we were doing at TAPCo. How do we offer a "passion-driven" educational experience as Yo Yo Ma puts it where the "I have to becomes the I want to" and still offer our students something that spurs their economic viability?

• That's where STEAM comes in. The AT&T-92Y Digital Design program at TAPCo. is the first cornerstone of STEAM at our school– the very kind of learning our students require to succeed when they graduate and enter today’s institution of higher learning and most importantly -- a more challenging and competitive economy than ever before. TAPCo teachers will examine the interconnections between human pursuits through the lens of their subject areas so that we are better positioned to produce graduates who have a greater sense of the world and themselves.

• TAPCo is already unique and delivering for our students without STEAM. That being said, I am always concerned about how do we best prepare our students for the future through the experiences they have and the skills they learn while they are with us. It really is about facilitating students' belief that what their imagination allows is within their grasp and providing them with achievable opportunities that they had not considered possible- that's what we do at TAPCo for them and for each other as members of our school community.