plymouth south high school
DESCRIPTION
Plymouth South High School. School Improvement Plan Review 2011-2013 Data/Information. PSHS School Change Implementation Timeline. 2005-2006 – Freshman Academy 2006-2007 – Frosh Academy w/Housemaster 2007-2008 - Initial Review/Research Advisory Program - PowerPoint PPT PresentationTRANSCRIPT
Plymouth South High School
Plymouth South High SchoolSchool Improvement Plan Review 2011-2013Data/Information
2005-2006 Freshman Academy2006-2007 Frosh Academy w/Housemaster2007-2008 - Initial Review/Research Advisory Program2008-2009 Advisory Pilot Schedule Review2009-2010 Advisory Grades 9/10 Voluntary 11/122010-2011 Advisory 9-12/Senior Project Research2011-2012 Advisory 9-12/Senior Project Pilot 2012-2013 Advisory/Senior Project/College Focus
PSHS School Change Implementation Timeline
Senior Project Data - FutureFreshman Academy DataLate Buses/Homework ClubFrosh Only eventsAdmin/student meetings phone callsMIP/MVP student recognition (new 2012-13)AdvisoryGraduation CardsGraduation Rehearsal Connect CardsChallenge Day March 2013Recognition Nationally schools continue to visit PSHS to learn from our obstacles/successesGoal #1 - Personalization
Senior Project Data
Repeat Freshmen Data
Number of Teachers with advisories
Percent of PSHS Population enrolled in advisories
Graduation Cards from StaffGrad Rehearsal Connect
AP Focus recognition, additional offerings, VHS optionsCollege FocusCore Beliefs/Values ExpectationsCore Beliefs/Values RubricsLiteracy Rubrics writing/oral presentationAuthentic Assessment ShowcaseExcellence RecognitionSenior English Electives modelSpecial Education redesign (Sped subgroup)Goal #2 Academic Achievement
Advanced Placement Data
Advanced Placement RecognitionBREAKFAST 2013BREAKFAST 2012Two &Four Year College Rates Total Two & Four Year College Rates2008 - 69%2009 75%2010 76%2011 71%2012 70%School-Wide Rubrics/Writing
School-Wide Rubric Oral Presentation
Authentic Assessment Showcase
Honors BreakfastsTop Ten BreakfastSenior Awards NightRandom Acts of Kindness CelebrationPerfect Attendance AwardsUnderclassmen Awards NightAdvanced Placement BreakfastSenior Athletic Awards NightStudent of the MonthGrade 9 Academy AwardsSenior Art ShowSenior Showcase (Senior Projects)Senior Showcase (VTE)
*Bolded events are all new and added to PSHS Culture over the past few yearsRecognition of ExcellenceCore Beliefs/Values & Rubrics to AssessNEASC Self-StudySurvey NEASCRandom Acts of KindnessFacebook PageSchool Safety/Discipline Technology UseNEW Electronics PolicyASD Program Best BuddiesGoal #3School Community & Culture
Core Beliefs Statement
The mission of Plymouth South High School is to deliver a rigorous, comprehensive education and expose students to authentic experiences in a caring, safe, and respectful environment. Plymouth South High School welcomes a diverse student body and prepares students to become critical thinkers, productive citizens, and independent learners in a changing society. The Plymouth South High School student is expected to contribute to a culture of learning and lead by example.
Random Acts of Kindness
District Safety Manual Lockdown ProtocolsDebrief after LockdownsRaptor Software installed and used at PSHSStudent & Staff VoiceBully Tracking FormAPs & Adjustment Counselor WorkResearching Anti-Bully Curriculum (MARC) webinar May 23rdAdvisory communication skills etc.Officer ReimerStudent Safety MeasuresUNEXCUSED Tardies to SchoolStudent Discipline UpdatesStudent Aggressive BehaviorsHistory at Plymouth SouthDecreased Enrollment Halls ImpactStaff VisibilityPlymouth South High SchoolFACEBOOK Page & TWITTER Handle
2011-2012 101 Likes May 20122012-2013 500 Likes May 2013
Added PSHS Panther Twitter 2012-2013 207 Followers
*The Blizzard helped likes & followers
Two-Year Self-StudyCollection of EvidenceRubrics/21st century learningCurriculum, Core Beliefs, Instruction, Assessment, Culture, School Resources for Learning, & CommunityStaff-wide InvolvementCurrent Initiatives LINK Directly with NEASCCo-ChairsAllison ShaverMatthew Carpenito NEASC VisitMarch 9th-12th, 2014
Patty Fry, PrincipalJim Hanna, VTE PrincipalChris Baker, VTE Supervisor DirectorMichelle Badger, School Committee RepresentativePaul Osberg, Special Education TeacherJennifer Cannon, ParentKari Cannon, GraduateMelissa Connolly Student (grade 12)Julia Daly Student (grade 12)Jeannine Barrio Student (grade 12)PSHS Staff & Admin TeamThank You!
The real culture of South.
Math LabSandy HookStaff greeting studentsBoston StrongLincolnArt/SSThe Blizzardthe shelterthe crew!
PowerfulProficientMinimal StandardDeficient
CONTENTTask CompletionFully addresses and completes the taskAddresses and completes the taskPartially addresses and completes the taskDoes not complete the task
Purpose and AudienceConveys purpose and understanding of audience in a clear mannerConveys purpose and understanding of audienceShows limited understanding of purpose and audienceLacks understanding of purpose and audience
Accuracy of InformationAll information is accurateInformation is generally accurateInformation is somewhat accurateInformation is mainly inaccurate
DetailsProvides rich details in support of main ideaProvides adequate details in support of main ideaProvides limited details in support of main ideaProvides no details in support of main idea
AnalysisDemonstrates sophisticated analysis of informationDemonstrates adequate analysis of informationDemonstrates limited analysis of informationDoes not demonstrates analysis of information
VocabularyUses sophisticated vocabularyUses meaningful vocabularyUses a limited vocabularyUses inappropriate vocabulary
FORM
Introduction/ConclusionIncludes effective introduction, blueprint, and conclusionIncludes an introduction and a conclusionProduces work that may lack and introduction or conclusionProduces work that lacks an introduction or conclusion
OrganizationOrganizes information in a logical and effective manner; maintains focusOrganizes information in a logical manner; maintains focusAttempts organization of materialLacks organization
MechanicsProduces work that has few errors in grammar, punctuation, and spellingProduces work with relatively few errorsProduces work that contains errors that do not interfere with communication Produces work with errors that interfere with communication
Powerful
ProficientMinimal StandardDeficient
SpeakingAlways speaks articulately in a clear and effective manner
Speaks clearly with effective articulationSpeaks in a way that is easily understandableSpeaks in a way that is difficult to understand
LanguageUses powerful language and sophisticated vocabulary
Uses strong language and vocabularyUses adequate language and vocabularyUses limited language and limited vocabulary
KnowledgeExpresses mastery of contentExpresses impressive knowledge of contentExpresses sufficient knowledge of contentExpresses incorrect facts or no knowledge of content
ControlExcels at elements of verbal presentation, including poise, posture, volume, effective pacing and eye contactVerbal presentation exhibits effective skills, including poise, posture, volume, effective pacing and eye contactVerbal presentation exhibits some of the following: poise, posture, volume, effective pacing and eye contactDoes not exhibit elements of verbal presentation, including poise, posture, volume, effective pacing and eye contact
ListeningAlways listens to speakers and demonstrates understanding of content through body language, questioning and respondingListens to speakers and demonstrates understanding of content through body language, questioning and respondingListens to speakers and shows some understanding of contentDoes not listen to other speakers
Monday, April 29 Tuesday, April 30Wednesday, May 1Thursday, May 2Friday, May 3
ASorensen- Direct and Inverse Variation - IMC 2
Hartley -Reading for Deeper Meaning with Article of the Week-- X-Curricular Multiple Draft READING -71Molloy Right/Trig Lab- 220Shaver- Racial Inequalities Today- 224Shaver-Culture Doors - Main Foyer
BKennett - Foyer Fair - 223
Hall - Investigating Volume and Surface Area - 225Kennett - Framing Independent Unit - 223
Shaver-Speed Dating Review - 224Kennett - Establishing Purpose - 223
Lippa- Beyond the Five-Paragraph Essay: Real-World Writing Applications - 62
CDegelder - Body Biography Visual Character Analysis - 219
Walker- Gender & Society--inquiry based questioning & nonfiction? - 64Degelder - Body Biography Visual Character Analysis - 219Lippa-Multiple Intelligence, choice-based assessment - 62Degelder - Super DIscussion - 219
Walker - Fate vs Free Will, Tragedy, and Gender in Choice Novel (presentations) - 64
DHall - Investigating Volume and Surface Area - 225
Hall - Discovering Formulas for Volume and Surface Area - 225Shaver-Speed Dating Review - 224
ESpinale-Social Media/Socialization-212Molloy Right/Trig Lab- 227
Hall- Making How to... videos using iPads in math - 225Hall- Making How to... videos using iPads in math - 225
FSorensen- Area of Irregular Figures - 220
Sorensen-Discovering Formulas for Volume and Surface Area - 220
Hughes- Class Courtroom: Putting characters on trial(Day 1) - 70Lippa-Beyond the five-paragraph essay: Real-world Writing Applications - 62
Hughes- Class Courtroom: Putting characters on trial(Day 2) - 70Spinale- Cold War Extravaganza - 212
Hartley- Socratic Seminar: Student Driven Discussion - 71
GKennett - Foyer Fair
Hughes-Modernizing Sherlock Holmes presentations - 70Kennett - framing independent unit - 225Walker- Gender & Society--inquiry based questioning & nonfiction? 64Hughes-Modernizing Sherlock Holmes presentations - 70Kennett - establishing purpose - 223Walker - Fate vs Free Will, Tragedy, and Gender in Choice Novel (presentations) - 64
Hartley- Socratic Seminar: Student Driven Discussion - 71