Roxanne Pompilio
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SARC

EDL 690 Target Group Improvement Action Research plan 2015-2016

5/18/2015

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Action Research Plan
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check-in # 4—Calendar, Monitoring Plan and Communication Plan

5/11/2015

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An Overview from May 2015 to June, 2016
—A Detailed Calendar, Monitoring, and Communication Plan
Calendar, Monitoring, and Communication Plan
Data to be Gathered throughout the year
  •  SCPA SARC Report showing student enrollment by grade level and student enrollment by group.
  • Graduates Meeting UC A-G Criteria (Next steps: look at factors that might be influencing the decrease in attainment of A-G?). I suspect some of this will be related to teacher turnover, transition to new technologies, and curriculum and instruction.
  • Attendance
  • ELA and Math CST results showing demographic groups
  • Positive Behavior Interventions and Support (PBIS) Data on referrals for students in grades 6-8 and data indicating the reasons for referrals.
  • Soft data on root causes
  • Academic Probation Data
  • Data on the Appeal's Process
  • Surveys
  • Observations

** Please see Check-in #1 for Data Reports.

** Additional Data
  • CELDT DATA
  • Digital Badge Use Data
  • Data on incidents of Cyberbullying after rollout of Digital Literacy and Citizenship
** See also Calendar, Monitoring and Communication Plan (RED Button)

Communicating Progress with Stakeholders
  • Monthly meetings (departmental, horizontal grade level teams, PBIS Advisory Team, Administrative, ILT)
  • School Website and School-wide Calendar
  • Use of Google Suite, LMS, Email, Microsoft Lync
** See also Calendar, Monitoring, and Communication Plan (RED Button)
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Check-in #3—Interventions, roles and supports

5/3/2015

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1)   Describe how leadership, teachers, families and students will be involved in this process.  What role will each play?

Leadership:
  • As part of our school focus for the 2014-2015 school year, collecting data on school climate has been on-going and our Administrative team provided our ILT staff with a copy of the book, How to Create a Culture of Achievement (2012) and assigned chapters to read and come prepared to discuss at the ILT meetings. Although we cannot change all of our school culture overnight, as a staff we are looking at elements that we can use to improve our school climate and culture such as implementing the five pillars discussed in the book by 2016. This year we have focused on the Welcoming Pillar, Do No Harm, and Choice Words. We still need more training in terms of restorative justice, which our administrative team supports for next year. To support district LCAP goals for 2015-2016, we are also looking at ways to improve parent involvement at our site and we are starting to implement PBIS this year and will be continuing with this next school year. Attendance is also already a focus and will continue to be next school year. The data we are collecting is being used in our WASC process 2014-2015 and our site will build on this for 2015-2016. Given that my administrators were involved in my data collection decision and target group improvement focus, I expect to have their full support with my action plan for next year and they will build time into our PD schedule and WASC committee process for me to implement the plan. This year I strategically placed myself on WASC focus committees connected to my plan, and I am leading one of the focus groups—Focus Group E: School Culture and Support for Student Personal and Academic Growth, with the idea in mind of using this to support my plan.
  • VP for Middle School and Counseling Overseeing PBIS Implementation
  • PBIS Lead Teacher and ELD Coordinator
  • School Site Technician (Data Collection and Support for PowerSchool Data that I do not have access to)
Teachers/Staff:
  • Horizontal grade level teams for middle school grades 6-12 (Arts and Academic Teachers)
  • PBIS Lead Teacher and Team
  • ELD Coordinator (Assistance with CELDT data, parent DELAC committee, and ELL supports)
  • SPED teachers
  • 6th Grade Team Leader (Oversees Student Academic Probation and Appeals Process for Middle School and created and implemented an effective behavioral support/management plan that works at the 6th grade. She is willing to assist with training, share plan with 7th and 8th grade teachers). 6th grade teachers are also open for observations of their plan in action.
  • Arts Teachers: Increasing involvement in middle school students in Arts productions at SCPA. To be in these productions, students must be in good academic standing and have no Ns and Us in citizenship.
  • Custodian staff (manage campus beautification projects and community service and gardening projects)
Families:
  • Parent involvement for ELLs (DELAC committee just got reinitiated at the end of this year and there are plans in place to increase involvement for next year and outreach efforts. 
  • Parent notification of students on academic probation and appeal process
  • Use of progress reports, email, and eMessenger to notify parents of at risk students in terms of behavior and academic probation and notification of improvement and success.
  • Bring your parent to school day and Principal chat
  • FOSCPA (Non-profit parent organization—Friends of the School of Creative and Performing Arts)
Students:
  • ASB Cabinet Members or representative (work to reduce bullying on campus and sponsoring events for middle school students)
  • Circle of Friends: Middle School and High School student club geared toward promoting mutual respect and assisting students who are having difficulty connecting with others.
  • 8th Grade Promotion for 8th grade students.
  • 7th Grade Retreat (restorative justice activities)
  • Middle School field trips designed to encourage students to be in good academic and behavioral standing in order to attend these events.

2)   What are the interventions that you plan to implement based on your goals and objectives? Indicate interventions for students, faculty/staff, and families/communities and indicate whether they are focused on individual students, groups, grade levels, or whole school.

Interventions for Middle School Students:
  • Appeal Process for Middle School Students (Grades 6-8) on Academic Probation (new Spring of 2015): Revisit the criteria for middle school students that was established by ILT high school teachers and approved through Governance (currently this is the same as for high school students. Students need to have a 2.5 GPA, no D’s and F’s, and an A or a B in their Arts class including P.E.). Implement with revisions fall of 2015.
  • Technology Intervention to the Probation and Appeal Process (Grades 6-8). Problems this year online upload, electronic scheduling of appeals and teacher signups, as well as student notification. Currently several formats are being used including paper. Plan to make-up use of Google Forms and look into a more efficient use of technology to improve the time issues and confusion involved in this process (teacher in charged spent hours and her weekends). Plan to look at what is working at the High School level prior to implementing this. Not all of this process is electronic at the High School level either.
  • Technology Intervention—Implement the use of badges at the middle school level for grades 6-8 (might only focus on grades 7 and 8 because 6 grade is not the target area). For more info about badges, see ISTE: Chart students’ growth with digital badges https://www.iste.org/explore/articleDetail?articleid=320 or Faculty Focus: Higher ED Teaching Strategies http://www.facultyfocus.com/articles/teaching-with-technology-articles/using-badges-classroom-motivate-learning/ (I still need to workout the details and get staff buy-in for this idea. There are several levels and different ways to use the badges).
  • PBIS: Restorative Justice (Grades 6-8). Currently it is mostly being used at the 6th grade level and 6th grade is not experiencing the referral issue that 7th and 8th grade are experiencing. Include ASB cabinet members and grade level representatives from all grade levels in this.
  • PBIS: Implementation of 6th grade behavior support system at the 7th and 8th level for students (this system comes out of the restorative model). 6th Grade Team Leader is onboard with implementing this for next year. Will need 7th and 8th grade team support and commitment to implement.
  • Digital Citizenship and Literacy (School Wide—All Grades): As part of the district LCAP and to meet technology standards, school sites are supposed to be implementing this at each grade level. Several are not. Plan to included a tiered plan for this and share with teachers, admin and staff (district has planned and lessons, but it has not really been deployed at the site level). This will assist with some of the behavior issues our site is experiencing, particularly at the middle school level in terms of cyberbullying and bullying.
  • Use of ASSET funding for High School Computer Lab: (Middle School students can use lab. Many of our students from disadvantaged economic groups do not have Internet and computer access at home. Currently, we do not have consistent computer available on campus before or after school. (Secured funding this year, but was unable to secure staffing to effectively implement the lab and was not able to run the lab myself due to already being over committed. Plan to get everything in place over the summer, so I can hit the ground running with this next year).
Interventions for faculty/staff:
  • PBIS: PBIS and training implemented by Lead PBIS Teachers and 6th Grade Team Leader
  • PD: Restorative Justice (Role Playing, observations of what this and also how the 6th grade team is using it).
  • PD: Use of Electronic Badges (Middle School Horizontal Grade Teams only)
  • Collaboration Time for 7th and 8th grade teams (6th grade team all has common prep period)
  • ILT: Revisit Appeal Process at the Middle School level. What is working, what isn’t, does the criteria need to be changed? (Before school starts fall of 2015 using data from Spring 2015). This involves team leaders from grades 6-12.
  • PD: (Last week in August 2015 before school starts). Review Middle School Probation and Appeal Process to familiarize staff (School Wide)
  • 7th and 8th Grade Teachers (Observations of 6th grade teacher classroom management strategies, behavior support plan). Use of Ghost Walks, Capacity Building/Learning Walks, and instructional walks. Middle School Cross-curricular (Arts and academic courses) observations.
  • PD: Use of eMessenger (new this year, not everyone uses it for parent communication). School wide.
  • Illuminate Training (more specific focus on data collection and what data will be collected). We had several issues with this last year as teachers and administrators could not effectively customize the reports needed for the start of the school year. Some of this has since then been resolved.

Families and Communities:
  • Outreach efforts to parents of ELL students and parents of targeted groups
  • Look into transportation issues and childcare issues for parents wanting to be more involved.
  • Electronic Job aids for parents of target groups that can be accessed on SMART phones (PowerSchool Parent Portal, eMessenger, Classroom Dojo, teacher Learning Management System (LMS), Videos/screen cast explaining Probation and Appeal Process, how to get the most out of our school website.

3)   What type of support will be needed to carry this out? For example, time, professional development, materials, etc.

Time:
  • Collaboration Time for 7th and 8th Grade Horizontal Teams, Time for PBIS PD and Restorative Justice Training built into the school year, and for observations.
PD: 
  • School Wide PDs the week before school starts (Illuminate, Including Restorative Practices into the Curriculum to improve school climate and culture, Use of electronic badges for middle school, and Review of probation and appeal process).
  • Digital Citizenship and Literacy (much of this can be done with job aids and videos)
Materials
  • Data prior to the start of the school year (some of this can be pulled in advance and already has been). Non-academic data focusing on school climate, student attendance, and parent engagement; PBIS data on referrals at the Middle School level with a focus on Black/African American and Hispanic/Latino students in grades 6-8, data on root causes/reasons for referrals, and correlation between student referrals and academic achievement and whether reducing referrals will improve student achievement; Spring 2015 data on number of students on academic probation and appeal process.
  • Calendar/Timeline
  • MBC stored videos and Safari Montage stored videos for Digital Citizenship and Literacy
  • Electronic Badges (This still needs to be developed and badges need to be selected).

References:

Fisher, Douglas, Nancy Frey, and Ian Pumpian. How to create a culture of achievement in your school and classroom. ASCD, 2012.

James-Ward, C., Fisher, D., Frey, N., & Lapp, N. (2013). Using Data to Focus Instructional Improvement, ASCD.
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Check-in #2—Root Causes, Goal and Objectives

4/19/2015

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1.   Which additional data did you gather to inform your thinking on the problem?

From the data I pulled and reviewed, I used the following reports to focus on for a deeper analysis of root causes:
  • SCPA SARC Report showing student enrollment by grade level and student enrollment by group.
  • Graduates Meeting UC A-G Criteria (Next steps: look at factors that might be influencing the decrease in attainment of A-G?). I suspect some of this will be related to teacher turnover, transition to new technologies, and curriculum and instruction.
  • Attendance
  • ELA and Math CST results showing demographic groups
  • Positive Behavior Interventions and Support (PBIS) Data on referrals for students in grades 6-8 and data indicating the reasons for referrals.
** Please see Check-in #1 for Data Reports.

2.   After analyzing all data, what do you believe are the root causes of the problem you identified? Comment on: organization culture, external factors, organizational structure, student demographics, instruction and preparation, and curriculum.


After analyzing the data, the root causes stem from several factors. First, considering student factors, I found that students receiving most of the referrals for defiance or disruption were African Americans, followed by Hispanic or Latino students. Seventh grade teachers when interviewed reported that students lacked the motivation and interest in the subject matter or during the period where the referral was given. Most students receiving referrals were from socioeconomically disadvantaged backgrounds. I found that more referrals occurred in classes after lunch and afterschool. Looking into external factors, I found that overall our site has low parent involvement. This is particularly the case for English Language Learners and for African American students. In terms of organizational structures, a lack of collaboration time for 7th and 8th grade teachers to focus as a group on Positive Behavior Inventions and Support (PBIS) may be a contributing factor. Where sixth grade teachers are together as part of a village and have more collaboration and planning time together, 7th and 8th grade teachers have multiple preps and are spread across grade levels for both high school and middle school. For my next steps, I still need to look at instruction and curriculum for my target group. I still need to meet with the ELL coordinator to review CELDT scores (look at trends related to subgroups and whether these have been consistent, gotten better or worse), and I need to look at additional demographics at the middle school level. Our site SARC report only includes overall school demographics in terms of number of African American and Hispanic/Latino students overall but not a grade level breakdown. Finally, I recent post from our High School Graduation coach indicated that 99 sixth graders, 138 seventh graders, and 176 8th graders are on academic probation. I’m planning to dig deeper into the demographic breakdown of students currently on academic probation.

3.   Based on an outcome you would like to attain for the target group, write 1 goal and 2-3 objectives that support that goal (Create a SMART Goal—Specific, measurable, attainable, realistic, timely).

Goal 1: Seventh grade African American and Hispanic/Latino students will reduce their referrals.

Objective A: Subgroup referrals for African American students will be at least 30 percent lower than this year’s reported period and subgroup Hispanic/Latino students will be at least 10 percent lower.

Objective B: The rate of referrals for grades 6-8 after lunch will be at least 40% lower.

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Check in #1—Data Highlights and target group identification

4/12/2015

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what type of student achievement data did you analyze? And what were the main findings generated from the analysis?

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Graduates Meeting UC A-G Criteria 2011-2013
Fewer students are meeting UC A-G Criteria: Decrease from 60.3% in 2011 to 46.9% in 2013.  African American students meeting UC A-G Criteria dropped significantly.
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Four-Year Cohort Graduation Rate 2011-2013
Consistent 96% to 98% graduation rate. Also based on Single Plan for Student Achievement (SPSA) goals, SCPA exceeded the goal to increase the graduation rate to 98.2% by 2013. Graduation rate in 2013 increased to 99.4%. Factors contributing to this might be employment of graduation coach and implementation of credit recovery program.
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Attendance Rate Data 2011-2013
Consistent 96% attendance rate.
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CAHSEE Results by Grade 10
Some inconsistency between SARC CAHSEE data shown above and data reported on SPSA. The SPSA report states that SCPA exceeded the 2011-2012 ELA CAHSEE Goal with 94% of 10th graders passing and 93% of 10 graders passing the MATH CAHSEE. The above report indicates a lower percentage (SARC Report, 2014).
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CAHSEE Results by Grade 10 Student Group
 A greater number of students who are African Americans and Students with Disabilities are not proficient (SARC Report, 2014).
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Student Enrollment by Grade and by Group
SCPA has a diverse population with a large number of socioeconomically disadvantaged students. African American students 203, Filipino 296, Hispanic 512, White (non-Hispanic) 213. ELLs 76, and Students with Disabilities 132.
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Title III Annual Measurable Achievement Objective (AMAO) Data 2011-2013
CELDT annual progress and attaining proficiency levels is fairly consistent with a slight decrease (need to pull 2014 CELDT data and breakdown by student groups). 
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ELA & Math CST Data Trend Reports
ELA CST results showed school-wide improvement from 64% proficient and advanced in 2011 to 71% proficient and advanced in 2012. Data pulled for 2013 shows ELA CST holding at 70%. Math CST results show a slight improvement from 2012 to 2013 with an increase from 36% to 38%. Data from 2011-2012 Demographic Group Focus (SCPA SPSA Report) showed improvement in all demographic groups except for African-American students who are 32.5% at or above proficient, ELL students who are 24.8% at or above proficient and socio-economically disadvantaged students who are 37.5% at or above proficient in Math.
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PBIS Site Collected Data on Students Grades 6-8
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Referrals by Grade Level Grades 6-8
Positive Behavior Interventions and Support (PBIS) Data shows a high number of referrals for students in grades 6-8. Majority of the referrals are for grades 7 and 8th.
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Periods and Times Incidents Occurred
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Students Groups
Majority of students receiving referrals are African American
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Reasons for Disciplinary Action and Referrals
Majority of referrals were written for disruptive behavior or defiance.

Questions that data sparked

1.   Why was there a decline in African American students meeting graduation UC A-G Criteria from 2011-2013?

2.   Why are referrals and behavior incidents for middle school students, particularly grades 7 and 8 so high?

3.   Why are the majority of the referrals from African American students?

4.   Whether the intensive interventions put into place to support ELLs is working? These interventions include: Use of Learning Upgrade, Acuity, Rosetta Stone, and intensive and explicit small group work. According to SPSA goals, ELLs will improve performance from 33.1% to 66.7% on the CELDT and from 31% to 67.7% in the California Star test, and 66.1% of ELLs will score proficient or advanced in Math and ELA CSTs (Next Steps: Meet with ELD Coordinator to secure missing CELDT results, confirm, and assess data).

5.  
Given all of the interventions in Math, including a common prep period, increased tutoring, and development of an Action Research Committee to analyze data, clarify problems and create an action plan to implement, why have Math scores increased only slightly?

Three priority needs

1. Supporting student groups in grades 6-8 grade.
2. Monitoring and supporting English Language Learners (ELLs)
3. Continuing to work with target groups in Math. 

Which target group did you select to work with and why

The PBIS program and data collection is new for our school this year and fits with SCPAs school-wide goal to improve our school climate and culture. Since the performance of our middle school students impacts our high school achievement, the Arts, and attrition rates at our school, this is an area where more attention is needed. Particularly increasing student engagement at the middle school level. Attendance for this group is good, but many do not have an interest in the Arts and we lose them by the end of the 9th grade. In terms of the school climate and culture at our school, the focus in the past was on the high school, both in terms of the Arts and the academics. Since last year, we are making an effort to validate our middle school students. We held an 8th grade promotion for the first time last year and this year we are increasing Arts performance opportunities at the middle school level and cultural opportunities and experiences for the middle school students. 

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