ILC 3.0 2014

School Name: Beecher High School Principal: Diana Castle Grade Level or

Content Area: 11th Grade

Team Members: Carrera Staff Date: May 12, 2015

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

Student Name _____________________________________ Date __________________________

Attendance Data

1 Bonding to school-Was the child absent 10 days in first 30 of school year in MS

and/or HS?

2 Bonding to school-Was the child absent 2 days in the month of September-

(There is a 65% likelihood that this child will develop chronic absenteeism. )

3 Need for targeted intervention-Is the child absent more than 15% of total days

of school year already? Was this the case in the last school year?

4 Need for intensive intervention-Is the child absent more than 20% of total days

of school year already? Was this the case in the last school year?

Course

Proficiency

Data

5 Academic Risk-Is the child two grade levels below proficiency in literacy

compared to their peers?

6 Academic Risk-Is the child two grade levels below proficiency in math compared

to their peers?

7 Bonding to School and Academic Risk-In HS, is/has the child failing a core

course in the first marking period of 9th grade? Is he or she continuing to fail?

In MS, is/has the child failing/failed a core course in the first marking period of

6th grade? Is he or she continuing to fail?

Behavior Data

8 Risky Behavior-Has the child been sent to the office already? More than once?

Last year, was the child sent to the office more than twice?

9 Probe-Has the child’s disruptive behavior impacted academic performance

through grades/proficiency/etc.?

10 Probe-Has the child’s disruptive behavior impacted attendance through

suspensions/expulsions/excessive absences?

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

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%

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

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%

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