Transcript Plymouth South High School

School Improvement Plan Review
2011-2013
Data/Information
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2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
– Freshman Academy
– Frosh Academy w/Housemaster
- Initial Review/Research Advisory Program
– Advisory Pilot – Schedule Review
– Advisory Grades 9/10 – Voluntary 11/12
– Advisory 9-12/Senior Project Research
– Advisory 9-12/Senior Project Pilot
– Advisory/Senior Project/College Focus
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Senior Project Data - Future
Freshman Academy Data
Late Buses/Homework Club
“Frosh Only” events
Admin/student meetings – phone calls
MIP/MVP student recognition (new 2012-13)
Advisory
Graduation Cards
Graduation Rehearsal “Connect” Cards
Challenge Day – March 2013
Recognition Nationally – schools continue to visit
PSHS to learn from our obstacles/successes
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AP Focus – recognition, additional offerings,
VHS options
College Focus
Core Beliefs/Values – Expectations
Core Beliefs/Values – Rubrics
Literacy Rubrics – writing/oral presentation
Authentic Assessment Showcase
Excellence Recognition
Senior English Electives model
Special Education redesign (Sped subgroup)
AP Student Population
300
285
250
221
200
150
100
133
155
161
2009
2010
170
115
50
0
2007
2008
2011
2012
2013
BREAKFAST
2013
BREAKFAST
2012
80%
70%
60%
50%
2-year
4-year
Total
40%
30%
20%
10%
0%
2008
2009
2010
2011
2012
Total Two & Four Year College Rates
2008 - 69%
2009 – 75%
2010 – 76%
2011 – 71%
2012 – 70%
Task Completion
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N
T
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N
T
Purpose and Audience
Conveys purpose and
understanding of audience
in a clear manner
Accuracy of Information
All information is
accurate
Details
Provides rich details in
support of main idea
Analysis
Demonstrates
sophisticated analysis of
information
Uses sophisticated
vocabulary
Includes effective
introduction, blueprint,
and conclusion
Vocabulary
Introduction/Conclusion
F
O
R
M
Powerful
Fully addresses and
completes the task
Organization
Organizes information in
a logical and effective
manner; maintains focus
Mechanics
Produces work that has
few errors in grammar,
punctuation, and spelling
Proficient
Addresses and
completes the
task
Conveys purpose
and
understanding of
audience
Information is
generally
accurate
Provides
adequate details
in support of
main idea
Demonstrates
adequate analysis
of information
Uses meaningful
vocabulary
Includes an
introduction and
a conclusion
Organizes
information in a
logical manner;
maintains focus
Produces work
with relatively
few errors
Minimal Standard
Partially addresses
and completes the
task
Shows limited
understanding of
purpose and
audience
Information is
somewhat accurate
Deficient
Does not complete the
task
Provides limited
details in support of
main idea
Provides no details in
support of main idea
Demonstrates
limited analysis of
information
Uses a limited
vocabulary
Produces work that
may lack and
introduction or
conclusion
Attempts
organization of
material
Does not demonstrates
analysis of
information
Uses inappropriate
vocabulary
Produces work that
lacks an introduction
or conclusion
Produces work that
contains errors that
do not interfere
with
communication
Produces work with
errors that interfere
with communication
Lacks understanding
of purpose and
audience
Information is mainly
inaccurate
Lacks organization
Powerful
Proficient
Minimal Standard
Deficient
Speaking
Always speaks
articulately in a clear
and effective manner
Speaks clearly with
effective articulation
Speaks in a way that is
easily understandable
Speaks in a way that is
difficult to understand
Language
Uses powerful language
and sophisticated
vocabulary
Uses strong language
and vocabulary
Uses adequate language
and vocabulary
Uses limited language
and limited vocabulary
Knowledge
Expresses mastery of
content
Expresses impressive
knowledge of content
Expresses sufficient
knowledge of content
Expresses incorrect facts
or no knowledge of
content
Control
Excels at elements of
verbal presentation,
including poise, posture,
volume, effective pacing
and eye contact
Verbal presentation
exhibits effective skills,
including poise, posture,
volume, effective pacing
and eye contact
Listening
Always listens to
speakers and
demonstrates
understanding of content
through body language,
questioning and
responding
Listens to speakers and
demonstrates
understanding of content
through body language,
questioning and
responding
Verbal presentation
exhibits some of the
following: poise,
posture, volume,
effective pacing and eye
contact
Listens to speakers and
shows some
understanding of content
Does not exhibit
elements of verbal
presentation, including
poise, posture, volume,
effective pacing and eye
contact
Does not listen to other
speakers
Monday, April 29
Tuesday, April 30
A
Sorensen- Direct and Inverse
Variation - IMC 2
Hartley -Reading for Deeper
Meaning with Article of the Week- X-Curricular Multiple Draft
READING -71
Molloy Right/Trig Lab220
Shaver- Racial Inequalities
Today- 224
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Kennett - Foyer Fair - 223
Kennett - Framing Independent Unit
- 223
Kennett - Establishing
Purpose - 223
Lippa- Beyond the FiveParagraph Essay: Real-World
Writing Applications - 62
Lippa-Multiple
Intelligence, choicebased assessment - 62
Degelder - Super DIscussion 219
Hall - Investigating Volume
and Surface Area - 225
C
Degelder - Body Biography
Visual Character Analysis 219
D
Hall - Investigating Volume
and Surface Area - 225
E
Spinale-Social
Media/Socialization-212
F
Sorensen- Area of Irregular
Figures - 220
Wednesday, May 1
Thursday, May 2
Kennett - Foyer Fair
Hughes-Modernizing
Sherlock Holmes
presentations - 70
Shaver-Culture Doors Main Foyer
Shaver-Speed Dating Review - 224
Walker- Gender & Society--inquiry
based questioning & nonfiction? 64
Degelder - Body Biography Visual
Character Analysis - 219
Walker - Fate vs Free Will,
Tragedy, and Gender in
Choice Novel (presentations)
- 64
Hall - Discovering Formulas for
Volume and Surface Area - 225
Shaver-Speed Dating Review - 224
Molloy Right/Trig Lab227
Sorensen-Discovering Formulas for
Volume and Surface Area - 220
Hughes- Class
Courtroom: Putting
characters on trial
(Day 1) - 70
Hall- Making “How to...”
videos using iPads in
math - 225
Hall- Making “How
to...” videos using
iPads in math - 225
Lippa-Beyond the fiveparagraph essay: Real-world
Writing Applications - 62
Spinale- Cold War
Extravaganza - 212
Hughes- Class Courtroom:
Putting characters on trial
(Day 2) - 70
G
Friday, May 3
Kennett - framing independent unit 225
Walker- Gender & Society--inquiry
based questioning & nonfiction?
64
Hughes-Modernizing Sherlock
Kennett - establishing
purpose - 223
Walker - Fate vs Free Will,
Tragedy, and Gender in
Choice Novel (presentations)
- 64
Hartley- Socratic Seminar:
Student Driven
Discussion - 71
Hartley- Socratic Seminar:
Student Driven
Discussion - 71
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Honors Breakfasts
Top Ten Breakfast
Senior Awards Night
Random Acts of Kindness Celebration
Perfect Attendance Awards
Underclassmen Awards Night
Advanced Placement Breakfast
Senior Athletic Awards Night
Student of the Month
Grade 9 “Academy Awards”
Senior Art Show
Senior Showcase (Senior Projects)
Senior Showcase (VTE)
*Bolded events are all new and added to PSHS
Culture over the past few years
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Core Beliefs/Values & Rubrics to Assess
NEASC Self-Study
Survey NEASC
Random Acts of Kindness
Facebook Page
School Safety/Discipline
Technology Use
NEW Electronics Policy
ASD Program – Best Buddies
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District Safety Manual – Lockdown Protocols
Debrief after Lockdowns
Raptor Software –installed and used at PSHS
Student & Staff Voice
Bully Tracking Form
AP’s & Adjustment Counselor Work
Researching Anti-Bully Curriculum (MARC)
webinar May 23rd
Advisory – communication skills – etc.
Officer Reimer
UNEXCUSED Tardies to School
1,676
1548
1633
2010-2011
2011-2012
2012-2013
• History at Plymouth South
• Decreased Enrollment – Halls – Impact
• Staff Visibility
9
Incidents
28
incidents
2011-2012
2012-2013
2011-2012 – 101 Likes – May 2012
2012-2013 – 500 Likes – May 2013
Added PSHS Panther Twitter 2012-2013
207 Followers
*The Blizzard helped “likes” & “followers”
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Two-Year Self-Study
Collection of Evidence
Rubrics/21st century learning
Curriculum, Core Beliefs, Instruction,
Assessment, Culture, School Resources for
Learning, & Community
Staff-wide Involvement
Current Initiatives LINK Directly with NEASC
Co-Chairs
◦ Allison Shaver
◦ Matthew Carpenito
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Patty Fry, Principal
Jim Hanna, VTE Principal
Chris Baker, VTE Supervisor Director
Michelle Badger, School Committee Representative
Paul Osberg, Special Education Teacher
Jennifer Cannon, Parent
Kari Cannon, Graduate
Melissa Connolly – Student (grade 12)
Julia Daly – Student (grade 12)
Jeannine Barrio – Student (grade 12)
PSHS Staff & Admin Team
Math Lab
Sandy Hook
Staff greeting students
The Blizzard…the
shelter…the crew!
Lincoln…Art/SS
Boston Strong