Transcript Spearfish high School

SPEARFISH SCHOOL DISTRICT 40-2
“Empowering All Students to Succeed in a Changing World”
Dave Peters, Superintendent
Doug Custis, District AdvancED Coordinator
THE
PROCESS
District
AdvancED
Committee
Superintendent
District
Coordinator
West/Mtn.
View
Creekside
Spearfish
Spearfish
High School
Elementary
Middle
School
Co-chairs
Co-chairs
Co-chairs
Co-chairs
Principal
Principal
Principal
Principal
Elementary
Certified
Staff
Certified
Staff
Certified
Staff
Certified
Staff
COMPLETION OF THE SYSTEM DOCUMENTS
What process was used
COMPLETION OF THE SYSTEM
DOCUMENTS
Building level documents were completed and staff reviewed
District committee was divided into “standards” teams
Each standard and indicator were given a rating.
District Committee reviewed the System SA to establish a
recommended rough draft
• Staff reviewed the rough draft of the System SA and provided
feedback
• System SA was finalized and made available
• Same process used for the system executive summary, student
performance diagnostic and the stakeholder perception diagnostic
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PURPOSE AND DIRECTION
Standard 1
• Identified as one of the stronger standards in the System
• Survey data
• Process for continuous improvement
• Open lines of communication
• Accreditation process
GOVERNANCE AND LEADERSHIP
Standard 2
• Standard with wide support
• Policies for administrative function
• Plans designed to protect and support the organization
• Policy and practice for professional growth
• Implementation of the Danielson Model for Instructional Practice
TEACHING AND ASSESSING FOR LEARNING
Standard 3
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100% highly qualified staff
District wide curriculum expectations
Technology supported instruction
Assessment results
Survey results
Strong commitment to communication with and among
stakeholders
RESOURCES AND SUPPORT SYSTEMS
Standard 4
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Committed to a highly qualified staff
Equitable allocation of resources
Strategic plan
Well supported counseling program throughout the System
Technology
USING RESULTS FOR
CONTINUOUS IMPROVEMENT
Standard 5
• Strong history of participation in state and national assessment
programs
• Communication with stakeholders
• Dedication of professional development
• Data retreat
SUMMARY
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Two-year survey trend data
Authentic interest and desire for continuous improvement
Staff and administrative support of the System
Feedback from graduates
Pre K-5
Standards Overview
Mt. View Elementary
West Elementary
Creekside Elementary
Standards Overview
Standard
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1;
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5;
Nick Gottlob
Nick Gottlob
Penny, Tricia, Annie, Sandy
Dan Olson
Penny, Tricia, Annie, Sandy
Strengths
Student Centered
 Early Reading and Math intervention
 Community partnerships
 Technology
 Communication
 Highly qualified staff
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Opportunities
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Continue to look for innovative ways to ensure that our students are
proficient in the core subjects of reading, math, and science when they leave
elementary school.
Enhance the relationship and focus of parent engagement
Focused, systemic approach to math assessment and prescribed
interventions
Increased collaboration resulting in building teacher capacity impacting our
student performance and school effectiveness.
Purpose and Vision
Strategic Plan
 Stakeholder involvement
 Building involvement
 Mission
 Vision
 Beliefs
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SSD Mission
Mission
Empowering our students to succeed in a
changing world
Vision
Equip students with the knowledge and tools to become lifelong
learners in this changing world.
Pre K-2 Beliefs
We believe…
learning requires a commitment from students, teachers,
administrators, support staff, parents and community.
all individuals can be successful, lifelong learners.
educational excellence is achieved through effective,
diverse instruction and high expectations.
an educational environment should be physically and
emotionally safe and supportive.
the cornerstones of learning are respect, responsibility,
trustworthiness, citizenship, fairness and caring.
3-5 Beliefs
Students and Learning: We believe that
 all students can learn.
 learning requires a commitment from students.
 students must challenge themselves in and out of school thus becoming a life long
learner and an effective problem solver.
 students are unique and have individual needs.
Teachers and Teaching: We believe that
 teachers must be facilitators.
 teachers model teamwork and character traits.
 teaching needs to be student-centered.
 teachers need to have passion for their profession and for students.
Parents and Community: We believe that
 parents are primary educators.
 learning can happen anywhere, anytime and anyplace.
 learning needs to be the focus of every classroom.
 the community deserves a school with a challenging curriculum that is
developmentally appropriate.
 the community provides proper nurturing and guidance so they may have the
potential to develop into successful, happy, and productive adults.
Governance and Leadership
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Sense of community and ownership
– Strategic planning and committees
– Standards and accountability - model citizens
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Communication
– Multiple mediums
– Open door approach
– Who else needs to know?
Modeling lifelong learners at all levels
 Empowerment of staff leadership
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Standard Three
Teaching and Assessing for
Learning
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The school’s curriculum, instructional
design, and assessment practices guide
and ensure teacher effectiveness and
student learning.
Standard 3: Pre K-5 Strengths
Curriculum
 Assessment
 Communication
 Technology
 Professional Development
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Pre K-5 Curriculum
Research Based Curriculum
 Curriculum Committee K-12
 Training in Common Core State Standards
 Aligning Curriculum to the CCSS
 Vertical & Horizontal Alignment K-5
 Curriculum Director
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Pre K-5 Assessment
Multiple Screening Assessments
 Data Retreat
 Data/Information on Shared Drive
 Interventions that impact teaching and learning
 Behavior Program (sensory/refocus, PBIS)
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Pre K-5 Communication
Classroom Communication Folders
 Monthly Newsletters
 Elementary Websites
 School Information System
 School Reach Communication
 Parent Advisory Committee
 Parent-Teacher Conferences
 Open Houses
 Self Contained Classrooms
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Pre K-5 Technology
SMART Boards
 Document Camera
 Computer labs and formalized computer instruction for all
students
 Mobile labs for check out
 Computer programs to enhance learning and to
differentiate instruction
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Professional Development
Professional Learning
High Level of Commitment
 Grade Level Team Collaboration
 5 Full Days of In-service
 6-Early Release Days
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Standard 3: Pre K-5 Opportunities
Common Consistent Assessments
 Collaboration
 Mentoring
 Progress Reporting
 Transition Services
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Standard Four
Resources and Support Systems
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The school has resources and provides
services that support its purpose and
direction to ensure success for all
students.
Resources and Support Systems
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Powerful practices evident throughout District
and evident at Pre K-5
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Staffing, Class Sizes, and HQT status
Fiscal Resource Management
Facilities and Equipment
Technology and Media
Support Services
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Special Services
Nurse
School Counselors
Refocus and Sensory Programs
School Liaison Officer
Mental Health Referral Process
Resources and Support Systems
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Observable Evidence
– Perception survey data
– Social Skills Programming
– Personnel interviews
– Classroom resources and technology
– PD opportunities
Standard Five
Using Results for Continuous
Improvement
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The school implements a comprehensive
assessment system that generates a
range of data about student learning
and school effectiveness and uses the
results to guide continuous
improvement.
Documenting and Using Results
The school implements a comprehensive
assessment system that generates a range
of data about student learning and school
effectiveness and uses the results to guide
continuous improvement.
Areas for growth will focus on a linear,
consistent assessment resources for
benchmarking and progress monitoring –
i.e. AIMS Web, DIBELS, DRA’s, and
Renaissance
Continuous Improvement
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Information Dissemination
– Perception Data
– Annual Strategic Planning Meeting
 DSTEP Data from Creekside **2014 data void
– Goal setting (committee)
– Data Retreat Every Fall
– Title and Remediation programming
– Informing Stakeholders
– RtI-aligned model
Curriculum Review
Newly Adopted Review/Purchase Cycle
 Newly Added Curriculum Director
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– Common Core State Standards
– Curriculum Department Chairs
Assessment
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SDAP South Dakota Assessment Portal
Write to Learn
DIBELS
DRA 2
Renaissance Place
RtI Practices
Orchard
Thank you
Enjoy your visit!
SPEARFISH MIDDLE SCHOOL
STANDARDS OVERVIEW
AdvancED External Review November 16-19, 2014
STANDARDS OVERVIEW
Standard 1:Tom Mead
Standard 2:Tom Mead
Standard 3:Becky Sukstorf
Standard 4:Becky Sukstorf
Standard 5:Shane Baier
WE USED TO BE THIS.
Now we are this.
WHAT IS OUR PURPOSE AND DIRECTION?
 We are a Professional Learning Community!!
 We are - Creators, Problem-Solvers, Change
Agents
 Our fundamental purpose is STUDENT
LEARNING
FOUR KEY QUESTIONS
 What is it we expect our students to learn?
(standards)
 How will we know when they have learned it?
(evidence, assessments)
 How will we respond when they don’t learn?
(interventions—time and support)
 How will we respond when they already know
it? (differentiation)
PURPOSE AND DIRECTION
Professional Learning Community
with a 5 year plan.
SMART goals
Pyramid of Interventions
Parents as Partners monthly
meetings
PURPOSE AND DIRECTION
ARTIFACTS FROM GOOGLE DOCS
 Building Leadership Team Responsibilities
 Creating a Culture of Respect
 Grading Norms
 PBIS Action Plan
 PLC Overview; Fall, 2014
 SMS System of Support
 Spartan Learning; System of Support
Admin.
Team
PBIS
Team
START
Time
Team
Assessment
Team
Governance
and
Leadership
Building
Leadershi
p Team
Technology
Team
Participatory
Leadership
Team
Leaders
Essential
Study
Skills Team
Curriculum
Teams
Writing
Team
GOVERNANCE AND LEADERSHIP
 Goals developed based on data
analysis
 Professional development activities
based on best professional practice as
well as staff feedback and need
GOVERNANCE AND LEADERSHIP
ARTIFACTS FROM GOOGLE DOCS
 PD Survey Feedback results
 PLC Fall 2013 Summary Report
 Parent Contacts 2010-14
 SMART Goal Action Plan
 SMS Culture Change
 Spearfish Danielson pre-Conference form
 Spearfish Danielson Post Observation Oct.
‘12
TEACHING AND ASSESSING FOR LEARNING
 Aligning our curriculum to Common Core
 Common plans and assessments for each
subject
 Creating a common scope and sequence
 Pyramid of Interventions
 TAT and Solutions Conferences processes
Collaborative Team Cycle
TEACHING AND ASSESSING (CONT.)
 In-service and PD time devoted to creating
SMART goals, action plans
 Formal mentorship program for new staff
 Implemented START (Advisor/Advisee) time
 START time curriculum developed
 FLEX blocks provide enrichment activities
TEACHING AND ASSESSING
ARTIFACTS FROM GOOGLE DOCS
 2013 Danielson framework
 Assessment design template
 Grading and Assessment
 Middle School TAT form
 SMS grading and assessment norms
 SMS ICU back to school letter
 START time brochure
 Spartan Learning System of Support
RESOURCES AND SUPPORT SYSTEMS
 Wireless internet access
 Mobile computer lab for each grade
 START time
 PBIS
 Spartan PRIDE
 Spartan Learning Lab: TAT/Flex
USING RESULTS FOR CONTINUOUS
IMPROVEMENT
 Common Core implementation
 STAR data for reading and math
 SMART goals
 Common assessments
 Danielson evaluations
 Data from State Testing
USING RESULTS
ARTIFACTS FROM GOOGLE DOCS
 Assessment Training Planning Document
 SMART Goal action plan sample
 STAR reading & math school wide results
 Student performance data document
 Web communication
WRAP UP
 Common Mission: Vision, Values, and Goals focused on
Teaching and Learning
 Interdependent Culture: Based on Trust
 Collaborative Teaming: Built on shared norms
 Systems of Prevention and Intervention: Assure
Academic Success for All Students
 Data Based Decisions: Using Continuous Assessments
 Professional Development: Teacher Driven and
Embedded in Daily Work
 Principal Leadership: Focused on Student Learning
 Participative Leadership: Focused on Teaching & Learning
SPEARFISH HIGH SCHOOL
“Empowering All Students to Succeed in a Changing World”
Steve Morford, Principal
Jim Seyer, Assistant Principal
Chad Spear, AdvancED Co-Chair
Jessica Zwaschka, AdvancED Co-Chair
THE
PROCESS
2 co-chairs at SHS
Both participate as part of the district
Committee
Co-Chairs Plan school improvement materials for in-services,
data retreats, and staff meetings
High School Teachers develop improvement plans through
data review
Staff develops, discusses, and revises any plans and
documents
Co-Chairs review, revise, compile, finalize
All documents and plans then go back to staff for final
approval
Co-Chairs work closely with staff and administration during the
process
SUCCESSES AND FUTURE PLANS
What we do and what we want to do
ONE TO ONE/TECHNOLOGY
• Spearfish High School has been a one to one school since
2006
• Strong technology infrastructure
• Wireless access for all
• Technology is comfortably embedded in every course.
• Smart boards, online textbooks and resources, websites,
Moodle, wikis, blogs are all used within our curriculum.
• Helps to facilitate very effective communication with our
stakeholders
• Students have access to online course options
• Odysseyware and BHOL K12 Aventa Courses
CONTINUED SUCCESS WITH TEST
SCORES
• Spearfish High School students continue to be successful on the D-Step
and ACT
• SHS D-step scores in reading, math, and science were well above
state and national averages in 2011-2013.
• SHS ACT scores have exceeded the state and national average the
last 9 years
• 2012 Act and D-Step scores were the highest in our history (23.7)
• 2014 ACT scores still at 22.9 well-above state and national average
• As we continue to implement and maintain our curriculum and
standards we hope to continue our success with standardized tests
and with student post-secondary achievements.
DECREASED FAILURE RATE
• Staff focus over the last seven years has been to lower our
student failure rates
• Ninth grade students in particular have had issues with failing at the high
school level
• Concerted effort as a staff to lower this failure rate while maintaining the
rigor of our freshman courses
• Eligibility policy requiring students to maintain all passing grades at each
reporting period
• Student responsibility block (Spartan Time) where students can get extra
help and time to work
• Concerted effort by teachers to work differently with some students
• Our freshman failure rate has dropped from the 30 percent range to 11 percent
(Quarter 1 2014)
IMPLEMENTING THE CURRICULUM AND
STATE STANDARDS
• Current school improvement plans
• focus on implementation of the standards for language arts and
math across our curricular areas
• We hope to see continued success as we implement the
curriculum and our standards in math and ELA
• Training
• Our Math and ELA staff and a few other staff members received
CCSS training during the summer of 2013.
• During the summer of 2014, all staff received training in Student
Learning Objectives (SLO).
INCREASE PROGRAM OFFERINGS
• Increased vocational program offerings for our students
• Several years ago, when enrollment in the school district was declining many
cuts were made to vocational course offerings.
• Family and Consumer Science and Automotive.
• With increasing student population we see more and more students who
would benefit from these vocational offerings.
• We would like to see some of these career-based course offerings added
back to the SHS curriculum to better meet the needs of ALL students.
• However, budget and space constraints remain the biggest obstacles in
achieving these curricular additions
• Current staffing and budgets do not allow us to make these additions at the
current time.
• We would also like to increase our dual-credit options with BHSU
• Already expanded in 2014-2015 with all junior and senior able to take courses
online and on campus for $40/credit hour.
DIRECTION AND PURPOSE
Standard 1
• Accreditation
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ACCREDITATION AND SCHOOL
IMPROVEMENT
Ongoing process at SHS for 87 straight years
Data is reviewed annually by administration, staff, and parent groups
Identify areas of strength and opportunities for growth
perception surveys of stakeholders including parents, students, and staff
• Strategic Plan
• reviewed, revised, and communicated annually
• Improvement Plan
• Developed and maintained by teachers and other stakeholders as part of the
AdvancED model
• Data-Driven
• In-service time used to review the plan, review data, develop strategies for
implementation
COMMUNICATION IS STRONG
• Multiple ways for stakeholders to
provide input into school
improvement
• parent teacher conferences
• open school board meetings
• the use of Campus and many
communication resources
• a website filled with information
• monthly newsletter is sent to parents
from the principal
• School Reach automated phone
system
• Email communication
• school newspaper
• A monthly parent/principal advisory
meeting has been held in the past
• Discontinued because of lack of
participation
• Information is disseminated
electronically
• There’s an APP for that!!!!
• To provide info for parents and students
• Ready 11-6-2014
https://itunes.apple.com/us/app/spearfish-schooldistrict/id933688346?mt=8&uo=4
GOVERNANCE AND LEADERSHIP
Standard 2
PROFESSIONAL GROWTH
• A growth plan process and formal observation system is in place.
• Growth plan system replaced this school year with the Student Learning
Objective
• Walk Through Observations
• SHS Administrators
• Unscheduled and short
• allowing administrators to see on a regular basis what is going on in each
classroom
• Observation forms based on the Danielson model for Instructional Practice
• The administrators discuss any concerns with individual teachers as needed.
• Professional development plan
• in place in the school/district.
• no compensation for staff to do any professional development
TEACHING AND LEARNING
Standard 3
CURRICULUM
• Strengths in Curriculum
• equitable and challenging learning
experiences
• dual-enrollment opportunities with Black Hills
State University
• advanced/AP course offerings in all curricular
areas,
• elective courses in welding, carpentry, and
electronics,
• Curriculum Needs
• Additional elective classes
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family and consumer sciences and automotive
technology
• No formal evidence or process in place to assure
that the curriculum is implemented consistently in
each like classroom
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All certified CTE classes offer articulation with all
South Dakota technical schools.
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Walk-Thru Observations help with this
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100 percent of the staff is highly qualified.
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Working on Common Assessments
• introductory art and many art electives strong
math and science offerings
• fine arts, including vocal and instrumental
music
• speech and debate and drama
• career planning and mentorship
• Course schedules and descriptions provide
students with tools for planning their
curriculum choices over the course of their
four years.
ALTERNATIVE EDUCATION
• Spearfish High School offers an on-site alternative school
• Curriculum follows a general or revised curriculum from all
departments
• Facilitated by a highly qualified, certified teacher.
• Black Hills Education Connection
• Off Campus
• Available for district students
LESSON PLANS AND SYLLABI
• Lesson plans
• Aligned to the curriculum
• Posted on every teacher's website.
• Syllabi
• Provided and posted for every course.
• Learning objectives are communicated through lesson plans and classroom instruction. Teachers provide a variety
of instructional activities during a 90 minute block to meet the diverse needs of the student population. Rigorous,
student-centered instruction is evident in all classrooms.
• Instructional Strategies
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Technology is utilized in all curricular areas to enhance instruction.
Students are required to apply knowledge through labs, projects, mentorships, and community interactions.
Many teachers have SMART boards, wikis, blogs, and other resources for effective technology integration.
The high school is 1:1 laptop school
• Grading Policies
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based on clearly defined criteria
consistent across high school grade levels and courses.
A school-wide grading scale is used and posted on syllabi and websites.
Course syllabi clearly outline grading processes
TEACHER OBSERVATIONS
• Improvement of instructional practices
• Walk-through observations from principals
• Ensure that effective strategies are in place and coordinated from discipline to discipline
• Lesson plans
• Posted on teacher websites
• Reviewed by administration on a weekly basis
• Teacher evaluation procedures
• Follow the Danielson model
• Administrators recently trained in the Danielson Evaluation Model
• Teachers trained in Danielson Model
• Support and Remediation Procedures for any teacher needed assistance
• TeachScape is available for teacher support
• New teachers have mentors to help them
CURRICULUM REVIEW AND
COLLABORATION
• Curriculum Review
• Lesson plans are aligned to the
curriculum.
• Curriculum maps are available for every
course
• cycle guides content review and
standards alignment
• Collaborations
• In-service
• Teacher assistance team(TAT) meetings,
• advisory committees
• Department meetings
• Very little (None)common time at the
high school for additional collaboration
across departments or for crosscurricular planning
• Areas of Need
• An effective, workable curriculum review
process needs to be implemented.
• This process is currently being adjusted
to include some summer work in each
curricular area.
• Math and ELA worked in the summer
of 2013 to align the curriculum.
• Math continuing to work with K-12
alignment as part of current buy year
• A curriculum director in the district is
needed in order to facilitate curriculum
review and implementation across the
grade levels.
• This position has been hired as a 60:40
time position starting in this (14-15)
school year.
COMMUNICATION AND STUDENT
ADVOCACY
• Keeping Families Informed
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The Infinite Campus parent portal system,
school Reach Phone System
Parent Teacher Conferences, email, Parent Advisory Groups
teacher Websites
School Website
Principal Website
Newsletters
• Advisor-Advisee Program
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students loop with a particular teacher across the duration of their high school career
As part of our Spartan Time on an every other day schedule
an advocate who helps them create relationships both with teachers and fellow students.
A life-skills program had been in place
• Was eliminated starting in 2013-2014
• A study skills program (SOAR) was implemented in the 13-14 school year for all freshmen
• Continuing this year
• Student surveys and freshmen F-Data indicate a need for this type of study skills program
• Youth Wise program connects with students and provides academic and behavioral support in an
afterschool format.
RESOURCES AND SUPPORT SYSTEMS
Standard 4
RESOURCES
• Staff
• 100 % highly qualified.
• The school library
• has electronic resources in addition to print resources.
• SD Library Network is available for all students and staff.
• The technology infrastructure
• particularly strong.
• Wireless access is available for all students and staff.
• 1:1 program with all students and staff supplied with HP tablets.
• Online curriculum options
• Odysseyware
• for credit recovery
• Online courses are available for students as dual credit options
SUPPORT SYSTEMS
• Students and teachers feel safe in the school
• A school resource officer works closely with students and school personnel.
• Fire Drills, Lockdown drills are practiced twice per semester to insure student safety.
• Student Needs
• The TAT meets monthly to discuss at risk students.
• A student learning center is available
• Staff feels a need for more teacher involvement in at risk student management. But sometimes
information is limited by various state and federal regulations
• An anonymous tip line is available for students to report any concerns they have about themselves or
others.
• School nurses are available for students, but nurses who are shared between five buildings is a
concern.
• Budgets
• maintained on a yearly basis so that teachers have all necessary materials.
• The curriculum review cycle of every 5 years allows departments to review and update curriculum
and resources.
• Budgeting allows materials purchasing on a 5 year cycle.
USING RESULTS FOR
CONTINUOUS IMPROVEMENT
Standard 5
IMPROVEMENT PLAN AND
STRATEGIC PLAN
• School improvement Plan and Strategic Plan
• Annually reviewed and revised
• Measured by the D-Step, ACT and perception
data.
• Staff, student, and parent surveys are given
• provide feedback
• measure perceptions of the school.
• A data retreat is held annually.
• Semester test
ASSESSMENT AND STUDENT
PERFORMANCE DATA
• All classes have
• Common assessments are an ongoing process
• Student performance data
• compiled and reviewed at every midterm and quarter
• F Data for a class is tracked from year to year
• measures any changes within that class and trends within grade levels
• A recent (14-15) change is the implementation of Student Learning
Objectives
• Information to Stakeholders about student performance
• School report card is posted on the website
• The annual report is given to all stakeholders
• A monthly newsletter from principal to parents outlines student successes
and school improvement plans
CONCLUDING THOUGHTS
• ACT scores remain above state and national averages
• 2014 scores in the top 5 ever at SHS
• 127 students took the ACT last spring (most in the last 10 years to
take it)
• SHS listed in US News and World Report magazine as one of Americas
Best High Schools
• High School met AYP in all reported and measured areas
• High School named a “Status” school by the SD DOE – the only large
school to receive that status
• Two SHS Students 2015 National Merit Semifinalists
• Fourteen SHS students earned at least three hours of college credit by
passing a total of 20 AP national tests last spring.
• Approximately two-thirds of SHS students' attempts earned passing
grades….
slightly above the national average.
THANK YOU!!!
Welcome to Spearfish