May 5, 2014

Theatre Arts Production Company

DIFUSING THE Bomb

SCHOOL-WIDE Collaboration!ATTENDANCE

One Absence

1. In the morning, Gladys (pupil accounting) will generate an RDAL report, which contains students who were absent for the day prior.

2. Any student on the report will result in a call home made by Lissette (parent coordinator). a. Lissette enters the call in iLog.

i. Time, wrong number/disconnected, spoke with, reason. b. Lissette (parent coordinator) will email or send letter home if number is wrong or

disconnected with an appeal to call and provide emergency number to Gladys (pupil accounting).

Three Weekly Absences

1. Every Monday morning, Gladys (pupil accounting) provides a printed list of these students to Jashaun (MS guidance counselor) or Roberto (HS guidance counselor).

2. Guidance Counselor makes call home and enters into iLog. Records why.

Eight Monthly Absences

1. First Monday of the month, Gladys (pupil accounting) provides a printed list of these students to Jashaun (MS guidance counselor) or Roberto (HS guidance counselor).

2. Guidance Counselor sets up meeting with parent. a. Intervention plan is established. b. Parent is informed of our next steps

i. Mandatory 407 documentation and home visit. ii. ACS notification

Medically excused absences

Blue Cards must exist for all students. Any change of information should be updated into ATS on a weekly basis.

Daily Cut Reports

A daily cut report is generated and parents called.

“I don't mean to suggest that there is no place for data. Through data, the English department has determined that limited vocabulary is the basis for most of our students' difficulties.”

HARD-HITTING THOUGHTS FROM CARING COLLEAGUES

SCHOOL-WIDE Collaboration!Middle 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

1 TAPCo Guidance Counselor Jashaun Sadler

SCHOOL-WIDE Collaboration!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.

SCHOOL-WIDE Collaboration!

Individual STUDENT Action Plans

• Meet by Regents Subject Area and fill out a Decision sheet emailed to Mr. Nicolopoulos and cc’d to Mr. Link

• What have been the areas of greatest challenge to students?

• What are you doing differently for individual and groups of students so they learn what the data indicates they did not?

• How (type of DDC assessment: multiple choice, open-ended response (paragraph(s) or essay, combination thereof) and when (specific date(s) are you assessing the success of your adjusted teaching?

• What dates are you giving assessments in class planning backwards from the Regents Exam?

Status Updates? Where are they?

May to the Regents

May to June concentrated effort on the 2nd floor

Attendance, lateness, classroom procedures. No excuses policy• Hallways clear- Deans, Admin and Teachers at the door.

• Eating and drinking in the classroom

Taking notes, how to study, etc.- emphasize the reinforcement of these skills

Student Regents Readiness – SPECIFIC Content and Skills per their individual need based on what you know about them from prior tests (Regents, Mock Regents, in-class quizzes, mid-terms, etc.)• What are your Assessment criteria?

• How are you monitoring student learning?

Mock Regents

Academic Interventions• Devising goals for students

• Contact with parents

SCHOOL-WIDE Collaboration!

“I know that seems a little romantic, but one of the consistent complaints I get from students is that they fail to understand why it is that they are learning something. That is why I believe STEAM to be so important - it allows students to be enveloped by ideas, themes, and movements that can electrify their learning experience.”

HARD-HITTING THOUGHTS FROM CARING COLLEAGUES

HARD-HITTING THOUGHTS FROM CARING COLLEAGUES

Academic Vocabulary for Science

1. Alteration: (noun) a change

2. Characteristic: (noun) a quality or trait

3. Concentration: (noun) the amount of substance in a certain area

4. Ethical: (adjective) relating to questions of right or wrong actions

5. Decay: (verb) to slowly break down

6. Depletion: (noun) the act of using most or all of something

7. Eliminate: (verb) to get rid of something

8. Expose: (verb) to subject to an action or influence

9. Favorable: (adjective) helpful

10. Fragment: (noun) a piece of something

11. Function: (noun) the job of something

12. Incorporate: (verb) to combine together into a whole

13. Inquiry: (noun) an effort to gather and examine information

14. Interact: (verb) to come together and have an effect on each other

15. Maintenance: (noun) keep in a steady condition

16. Mechanism: (noun) a system of parts that interact

17. Offspring: (noun) the child of an organism

18. Pathway: (noun) a sequence of reactions

19. Preserve: (verb) to keep unchanged

20. Regulate: (verb) to control

21. Sequence: (noun) an order

22. Spontaneous: (adjective) happening without a cause

23. Stability: (noun) the ability of being difficult to change

24. Structure: (noun) a part of an organism

25. Valid: (adjective) reasonablel and correct

Top Regents Tier 2 Words Conclusion Opinion Source Primary/ily Scarcity Surplus Distribution Migration Decline Rise Inability Lack Establish Provide Associated Expansion Hindered Result of Illustrated (shown) Marked Restoration Strengthening Consistent with Various Perspective Disputes Settled (multiple definitions) Geographic feature Obstacle Equitable Rapid Established Ambitious Dominate Expel Foreign

Wealth (i.e. Asia had a wealth of natural resources) Excess Stimulate (Increase) Development Abandonment Maintains (i.e. The speaker maintains that…) Principle (i.e. The main principle, or guiding principle) Indicate Desire Adapt Conform Respective (i.e. For their respective nations) Focus Passage (Both travel and reading) Preserving Sustaining Central Theme (of a quote, image, cartoon) Codified Isolate Limit Halt Advocates Mass (as in mass production) Reigns Here is a quick list of many of the Tier 2 words that show up on the Global and U.S. History Regents. There seem to be a lot of word families that could be taught together (Ex. Hinder, Limit, Expel, Obstacle…), so take a look through and see if there is a way that makes sense to organize them. Let me know if you have questions!

Movements Traditional Acquired Institute (i.e. institute a system of courts)

AcTION PLANS & DECISION SHEETS!

• Establish target dates to assess your progress working together towards individual student success

• Plan backwards from the day of your MS or Regents exam

• Involve students in their own learning and future- vest them in the process!

• Know that all systems in our school are working to help you achieve success!

“I was particularly impressed with the presentation that broke essay writing into specific categories. If you recall, the teacher - a lady in white - grouped her students according to the areas where they had shown difficulties. For example, she identified those who had trouble with thesis construction, and differentiated their instruction accordingly. This type of data is useful as it allows teachers to focus their lessons.”

HARD-HITTING THOUGHTS FROM CARING COLLEAGUES

COLLABORATE

3/17/14 Full Staff PD Review the MS Test Admin Handbook

ADVANCE Regents & MS Exams

(MOSL)

Sam BuchbinderDemetri NicolopoulosRon Link

3/31/14 OPTIONAL (Breakfast included!)

STEAM- Alignment between the Lesson Objective/Lesson Plan/Curriculum Map

Ron Link, Robin Konigsberg, Sam Buchbinder, Steven Mudrick, Bud Thorpe

4/7/14 MS Student Data Analysis/Action Plan Group MeetingsRegents Student Data Analysis/Action Plan Group Meetings

Improving our MOSL   Improving our MOSL 

Middle School Teachers  High School Teachers 

4/28/14 MS Student Data Analysis/Action Plan Group MeetingsRegents Student Data Analysis/Action Plan Group Meetings

Improving our MOSL   Improving our MOSL

 

Middle School Teachers  High School Teachers 

5/5/14 Regents Student Data Analysis Group MeetingsMS Teacher Meetings

Improving our MOSL  TAPCo Norms for 2014-15

High School Teachers Middle School Teachers

5/19/14 Regents Student Data Analysis Group MeetingsMS Teacher Meetings

Improving our MOSL  TAPCo Norms for 2014-15

High School Teachers Middle School Teachers

5/26/14 Regents Student Data Analysis Group MeetingsMS Teacher Meetings

Improving our MOSL  TAPCo Norms for 2014-15

High School Teachers Middle School Teachers

6/19/14 Full Staff PD TAPCo Norms for 2014-15 All Staff

FOR THE LOVE OF TAPCO!

Beginnings

Process

FUTURE Dreams

Minerva:                     Jendiffer RodriguezMinerva: (Young)       Lirika NdrecajMinerva: (Little)         Kamila DiazDede: (Present Day)   Jenifer FriasDede:                           Brianna CabreraDede: (Young)            America NajeraDede: (Little)              Kiara RodriguezPatria:                         Gabriela SantiagoPatria: (Young)           Yashley GermanPatria: (Little)             Aislym AlmonteMate:                           Leslie SedoMate: (Young)            Melanie LopezMate: (Little)              Lulexi TapayInterviewer:                 Farida HamisPapa:                           Gustavo NavarroMama:                         Zunisabel CastilloSor Milagros:               Bianca PachecoSor Asuncion:             Yomary VirgilSinita:                          Christina BayasLina:                            Iasiaa CarriereTrujillo:                       Kendrick NunezCaptain Pena:              Jesus BaezTrujillo Henchman:     Enrique OvalleMario:                         Christian De JesusLio:                              Eric MartinezPadre Gabriel:             Matthew VasguezElsa:                            Yohanna VargasRevolutionary:            Anthony ZunigaOther Mother:             Cynthia GonzalezSIM Officer:                Emmanuel Garfias

Monitored and Supported Continuously!

JUNE 2014

The final curtain on TAPCo as we know it, or the beginning of many curtain calls.It’s up to us….