ILC Super drop out challenge (2)
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This document summarizes an instructional learning cycle used to address the academic and behavioral needs of 12 junior students targeted by the Superintendent's Dropout Challenge. Data from the 2013-2014 school year showed that none of the students were proficient in their grades or behavior. An instructional plan involving weekly mentoring and the Carrera program was implemented. Post-assessment data found some improvement in behavior but limited growth in grades, with only 42% meeting the goal of decreasing D's and E's by 5%. The team concluded that additional academic support is needed and plans to compare their intervention plan to others to identify best practices.
ILC Super drop out challenge (2)
- 1. ILC 3.0 2014 School Name: BeecherHigh School Principal: Diana Castle Grade Level or ContentArea: 11th Grade Team Members: Carrera Staff Date: May 12, 2015
- 2. Pre-Planning Identify Area of Focus 1. What are we supposed to be focus upon during the school year? Identify cycle begin and end dates. During the school year for the Superintendent’s Drop Out Challenge students (12 juniors) we will address the following factors: o Academics- Reduce the number of targeted students receiving “D’s” and “E’s” on their report cards o Behavior- Reduce the number of behavior referrals for not following the Code of Conduct Mott Children’s Health Center staff will link students with an adult mentor to meet with their assigned student one on one to meet with the student no less than one time a week. The assigned adult mentor will provide case management with regards to: o Assessing where the students are o Setting goals for growth o Providing support for any needed areas, including academically, emotionally, socially, etc (transportation, medical, community resources) This focus will run through the first three quarters of the 2014-2015 school year. Align Instructional Components 2. What are the state standard(s) we will be addressing that also connect to our R/R Plan? Culture Goal: Staff will collaborate to decrease the number of discipline referrals for all high school students while healthy behaviors will by 6/27/2015 as measured by an annual decrease in the number of discipline referrals by 80% as compared to the 2012- 2013 school. 3. Based on data, what learning targets from the identified state standard(s) will we emphasize during the school year? In comparing the first 3 quarters of this year and the first 3 quarters of last year, the Superintendent Drop Out Challenge students will: o Decrease the number of “E’s” on student report cards will by 5%. o Decrease the number of behavior referrals by 5%. Plan Assessment 4. How do we assess the identified learning targets? The students will be assessed by analyzing data: Synergy report cards from the current year and prior school year Synergy behavior reports from the current year and prior school year Student placement as determined by the below form
- 3. StudentName _____________________________________ Date __________________________ Attendance Data 1 Bonding to school-Wasthe childabsent10 daysinfirst30 of school yearin MS and/orHS? 2 Bonding to school-Wasthe childabsent2 days inthe monthof September- (There isa 65% likelihoodthatthis childwill developchronicabsenteeism.) 3 Needfor targetedintervention-Isthe childabsentmore than15% of total days of school yearalready?Wasthisthe case inthe lastschool year? 4 Needfor intensive intervention-Isthe childabsentmore than 20% of total days of school yearalready?Wasthisthe case inthe lastschool year? Course Proficiency Data 5 Academic Risk-Isthe childtwograde levelsbelow proficiencyinliteracy comparedto theirpeers? 6 Academic Risk-Isthe childtwograde levelsbelow proficiencyinmathcompared to theirpeers? 7 Bonding to School and AcademicRisk-InHS, is/hasthe childfailingacore course in the firstmarkingperiodof 9th grade?Is he or she continuingto fail? In MS, is/hasthe childfailing/failed acore course inthe firstmarkingperiodof 6th grade?Is he or she continuing to fail? Behavior Data 8 Risky Behavior-Hasthe childbeensenttothe office already?More thanonce? Last year,was the childsentto the office more thantwice? 9 Probe-Hasthe child’sdisruptive behaviorimpactedacademicperformance throughgrades/proficiency/etc.? 10 Probe-Hasthe child’sdisruptive behaviorimpactedattendance through suspensions/expulsions/excessive absences?
- 4. 5. What does proficient student work look like for the identified learning targets? There should be no E’s on a report card for first, second, and third quarter There should be no more than 1 behavior referral a quarter At End of Meeting Dates In Classroom Identify Pre-Assessment Date Identify Instructional Planning Meeting Date First 3 Marking Periods 2013-2014 Administer Pre- Assessment Analyze Student Results ACTIONS
- 5. ILC 3.0 2014 Classroom Results Pre-Assessment *Yellow highlighting indicates proficient with the expected targets. Instructional Planning Analyze Pre-Assessment Data 1. Record individual teacher results and combined results on pre-assessment 2. What patterns emerged from our pre-assessment data? Do our data confirm that this is a high need area? There is a high number of students earning D’s and E’s. There are also a large number of behavior referrals for the students. Our data confirms these are high need areas. Create Instructional Plan 3. Based on student data, what content will be used and what instructional strategies will be implemented to achieve the learning targets? How will the chosen instructional strategies be implemented? SDOC Target Students Behavior History Behavior referrals first 3 MP 2013-2014 school year Predict Post- Intervention results Grades The number of D’s and E’s first 3 MP 2013- 2014 school year Predict Post- Intervention results Delannah Alexander 1 1 1 1 Kenyanna Appling 0 0 1 1 Edward Blackwell 0 0 2 1 Chanelle Cantrell 3 2 7 6 Tyanna Clack-Allen 1 1 5 4 Makiyla Cotton 1 1 8 7 Quindrell Griffin 0 0 3 2 Angel Hare 0 0 1 1 Marlin Hudson 6 5 14 13 Ronnie Jones 4 3 12 11 Ashely Parker 2 1 4 3 Kalan Thomas 0 0 4 3 Description of group SDC 2013- 2014 % of Students Proficient with the number of D’s and E’s 0% % of Students proficient with the number of behavior referrals 83%
- 6. Group support through weekly involvement with the Carrera program and curricula components. The component includes: Family life and sexual education Power group Job club Self expression Academics Life time individual sports Parent/medical Partnering with the Neff center for tutoring services 4. How will we plan differently for students who are already proficient, close to proficient and far from proficient? All students were in need of support, including behavioral actions and their consequences. The differences came related to their own independent needs within the school day and outside in the community. Identify Monitoring Approach 5. How will we monitor how closely we follow our instructional plan? What data will we collect on adult implementation? Mott Children’s Health Center staff will link students with an adult mentor to meet with their assigned student one on one to meet with the students no less than one time a week. Assessing where the students are Setting goals for growth Providing support for any needed areas, including academically, emotionally, socially, etc. (transportation, medical, community, resources) At End of Meeting Dates In Classroom Identify Post-Assessment Date Identify Date for Follow-up Meeting April & May 2015 Implement Instructional Plan Monitor Implementation Administer Post Assessment Analyze Student Results May 7, 2015 ACTIONS
- 7. ILC 3.0 2014 Classroom Results Post-Assessment *Yellow highlighting indicates proficient with the expected targets. Follow-Up Analyze Post Assessment Data 1. Record individual teacher results and combined results. SDOC Target Students Behavior History First 3 MP 2013-2014 school year Predict Post- Intervention results Behavior 3rd First 3 MP 2014-2015 school year Grade History First 3 MP 2013-2014 school year Predict Post- Intervention results Grades First 3 MP 2014-2015 school year Delannah Alexander 1 1 1 (y) 1 1 1 (y) Kenyanna Appling 0 0 0 (y) 1 1 2 (n) Edward Blackwell 0 0 0 (y) 2 1 3 (n) Chanelle Cantrell 3 2 2 (y) 7 6 7 (n) Tyanna Clack-Allen 1 1 0 (y) 5 4 1 (y) Makiyla Cotton 1 1 3 (n) 8 7 9 (n) Quindrell Griffin 0 0 0 (y) 3 2 6 (n) Angel Hare 0 0 0 (y) 1 1 2 (n) Marlin Hudson 6 6 3 (y) 14 13 10 (y) Ronnie Jones 4 4 1 (y) 12 11 12 (n) Ashley Parker 2 2 3 (n) 4 3 0 (y) Kalan Thomas 0 0 0 (y) 4 3 0 (y) Totals: 18 17 13 62 53 53 Description of group SDC 2013- 2014 – Proficient SDC 2014- 2015 – Proficient Change % of Students Proficient with the number of D’s and E’s 0% 17% +17% % of Students proficient with the number of behavior referrals 83% 100% +17% Description of group % of students that met the 5% decrease goal in behavior referrals 83% % of students that met the 5% decrease goal number of D’s and E’s 42%
- 8. 2. What conclusions can we draw about student learning based on our data? According to our data 7 out of 12 SDOC students did not meet our 5% goal for decreasing the amount of E’s. Students demonstrating issues with content proficiency need remedial opportunities after school, during school, summer and possibly weekends in order to gain progress academically. 10 out 12 students met or exceeded our goal to lower the amount of disciplinary referrals by 5%. Analyze Implementation Data 3. Record data collected on monitoring of implementation Teacher Name Evidence of Implementation (Refer to Instructional Planning Document) Mr. Harris Met monthly to review our (Carrera) progress. Mrs. Castle We had quarterly meetings. Peer We had weekly discussions among the staff *Or insert your own table that captures your implementation data 4. What did we learn from our implementation data? The students have not shown proficiency in previous subject areas required for high school graduation this maybe due to not receiving enough academic support from our staff. Behavior has improved due our intervention plans and increased amount of contact hours. Reflect on Results 5. How did the way we actually implemented the instructional plan influence our student results? Presently our strategy has only performed fair in increasing student success academically. We will need immediate and ongoing support from the school district regarding academic problems and parent accountability. 6. What did we learn from this process about student learning and teacher practice? By planning our implementation strategy at either the end of the previous school year or summer before that will address all areas of concern regarding students included Instructional Learning Cycle (SDOC). With these selected students time and staff resources are very critical with trouble shooting and problem solving what’s within our control. 7. What are our next steps? Are we ready to move on to a new area of focus? Or do we need to adjust our instructional plan and re-teach? Identify similar Instructional Learning Cycle’s being implemented and cross compare intervention plans with our targeted group during specific timelines to identify any positive impacts on students. At End of Meeting Identify Next Steps (based on #8) Plan for SST Quarterly Meeting Presentation (or set date to do so)ACTIONS