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Single Plan for Student Achievement Realizing the Vision 1 Date: January 14, 2011 School Development and Improvement Plan George Washington Carver School of Arts and Science
Single Plan for Student Achievement Realizing the Vision 1 Date: January 14, 2011
School Development and Improvement Plan
George Washington Carver School of Arts and Science
George Washington Carver: Vision and Mission
Single Plan for Student Achievement Realizing the Vision 2 Date: January 14, 2011
VISION: Our vision is to provide a Waldorf inspired high school education ensuring that our students can successfully engage the world.
MISSION: We challenge students to be critical thinkers, creative problem solvers, and lovers of beauty. Students are guided to find their unique path to becoming self-reliant, self-confident, socially responsible and productively engages in the world.
Profile of School (DATA)
Realizing the Vision 3 Date: January 14, 2011
George Washington Carver School of Art and Science, has an enrollment of 247 students, covering grade 9 through grade 12. The school population comprises 22 percent Hispanic, 10 percent African American, 4 percent Asian, 60 percent White, 2 percent Chinese and 1 percent Native American students. Twenty five percent of students are designated as English language learners. Twelve percent of the students are identified as special education students. The percentage of students eligible for Title 1 has yet to be decided. The 2009-10 attendance rates were 95 percent. The school is in its third year of existence. Numbers have risen year on year. The school operates Waldorf methods. The school replaced a failing high school and has sought to establish its own identity. Carver’s API scores have grown from 582 to 641 to 755, which represents 114 point gain in one year. CAHSEE results reflect similar growth: Year Math ELA 2008 17% 18% 2009 56 71 2010 91 96 Overall, the CST scores look flat for the last three years Year 2007-2008 2008-2009 2009-2010 Level P, A B, BB, FBB P A B, BB, FBB P A B, BB, FBB
ELA CST 55% 46% 40% 60% 56% 44% Math 49 51 38 62 24 76 However, there are some highlights: The Summative Math average scaled scored was Proficient. The history average scaled scored was Proficient. Sixty percent of 9th and 11th grade students scored proficient or above in ELA for 2009-10. Over this three year period all FBB & BB scores have been progressing toward Basic. We are moving students from FBB to Basic. Our enrollment has grown steadily over this three year period: 140 to 190 to 247 students. Our demographic information has remained consistent, too, reflecting our neighborhood and other district schools in our area. Attendance rates have increased with our growth from 86% to 95% to 96% ADA.
The SDIP Process
Single Plan for Student Achievement Realizing the Vision 4 Date: January 14, 2011
Describe the process that the school has gone through in compiling the SDIP – this page is included so that all stakeholders are reminded of the collaborative process and in order that anyone reading the document is aware that school development and improvement is through a collaborative approach.
• The principal gathered data of all kinds: CST, AYP, student work, WASC report, master schedule, school site plan, Professional Development plan, attendance, enrollment, behavior records, yearly calendar of integrated projects, assemblies, etc.
• In August, the principal and leadership team met with a consultant from Cambridge Education to begin the SDIP process. • Leadership team analyzed, reflected upon, discussed and found BIG messages from data • BIG messages were linked in common themes to form priorities. This step was facilitated by Cambridge Education
consultant. • BIG messages and priorities were shared with stakeholders in October. • Stakeholders worked together to plan actions that included success criteria and review dates. • The school engaged in a School Quality Review at the end of October which created a new set of priorities. • The entire faculty merged actions and created whole school time line for actions. • The principal worked with a Cambridge Education consultant on the SDIP after the SQR was completed. • The evaluation process and structures were agreed upon. • The school implements, evaluates and reviews according to action plan dates.
Realizing the Vision 5 Date: January 14, 2011
From our analysis of current school context, the following BIG messages were identified: From the SQR report: What the School Does Well
• The curriculum is rich, with expanded opportunities for students to collaborate on integrated, grade-level projects and to participate in an expanded, high-interest elective program.
• The principal is utterly committed and has worked tirelessly to develop a Waldorf school in the public sector has made significant strides
towards achieving that vision.
• The exceptional interaction between students and with their teachers is exemplary, demonstrating a social understanding of their own and others’ needs.
• The school provides targeted professional development focused on Waldorf pedagogy which enables teachers to understand and fully embrace its philosophy and instructional style.
• There has been a transformational change in the culture that pervades all aspects of the school. Students feel safe, respected and valued for who they are and the potential that they have.
Areas for Improvement
• Develop teachers understanding and use of achievement data. Ensure that they use it to:
o establish measurable student goals o inform lesson planning o monitor student achievement and progress
• Increase the level of challenge for all students, specifically the high achievers, by ensuring teachers:
o differentiate instruction o plan learning opportunities that build on prior student knowledge and understanding
• To enable students to attain maximum benefit from both the assessment requirements of the State and Waldorf methods, develop a
strategic plan that allows the school to assimilate and incorporate both philosophies into its day to day operations. From Stakeholder input
Realizing the Vision 6 Date: January 14, 2011
Notable Strengths:
• The school boasts Significant improvement in test scores-a 59 point gain in API-YR 1 and 114 point gain in API-YR2 • The faculty has created and used consistency the CPT to build and develop the school culture • The faculty know each student and attends to meeting the needs of each individual • All professionals on campus have committed to establishing a professional culture •
Areas for improvement:
• The teachers are working to establish consistently high expectations of students and of themselves • Teachers want to create a process for observing learning, “Learning about learning” and giving each other Feedback! • The faculty wants to address the achievement-gap • The staff has identified the need to address the differences in teaching effectiveness.
Single Plan for Student Achievement Realizing the Vision 7 Date: January 14, 2011
In order to bridge the gap in achievement for our non-white students and to improve achievement for all students we have established the following priority goals: Priority #1:
To ensure that all staff share common high expectations for all students, demonstrated through: 1. High quality planning for learning which includes the use of quantitative data 2. High quality delivery of planned leaning 3. Productive feedback to teachers 4. Clear communications across the school
Priority #2:
To enable students to attain maximum benefit from both the assessment requirements of the State and Waldorf methods, develop a strategic plan that allows the school to assimilate and incorporate both philosophies into its day to day operations
Realizing the Vision 8 Date: January 14, 2011
The BIG messages for priorities were placed in a time order for action – SHORT, MEDIUM and LONG (Information from this page to be shared with students, parents and staff)
Organizational: Short (By November 2010)
Organizational: Medium (By June 2011)
Organizational: Long (By June 2012)
Establish Strategic Plan Committee Recruit core groups of teachers, parents, community members and admin
Implementation of strategic plan for the alignment of Waldorf methods and State requirements in teachers planning and assessment.
Strategic Plan Committee develops medium and long term goals for the curriculum, staffing, facilities and programs.
Student Achievement – Short (By February 2011)
Student Achievement – Medium (By March 2011)
Student Achievement – Long (By May 2011)
Create math intervention class for students who are 1) failing or struggling in algebra; 2) did not pass CAHSEE Create CAHSEE math preparation class in 7th period in February for all 10th graders
All students will participate in two Waldorf Main Lessons which are developmentally appropriate for each grade level. Students will create two main lesson portfolios Students will engage in an interdisciplinary project.
Increase math scores in all areas and grade levels for the 2011 CST Increase ELA scores for 10th graders
Realizing the Vision 9 Date: January 14, 2011
Planning into Action Action Steps towards the Realization of Our Vision
Whole School Priority:
Realizing the Vision 10 Date: January 14, 2011
PRIORITY GOAL: To ensure that all staff share common high expectations for all students Rationale: We will achieve this goal by ensuring there is high quality planning for learning; high quality delivery of planned leaning; Productive feedback to teachers; Clear consistency across the school.
Action Personnel
Success Criteria
Finances PD Review Date
Parent Engagement
Ongoing Evaluation
Action for Math Data wise training for Principal and one teacher. Identify area of concerns arising from analysis of math data concentrating on meeting the needs of learners at all levels, ensuring that expectation are appropriately high for all. Determine interventions to address the concern. Math teachers observe each other’s lessons to share best practice in lesson planning and instruction Math teachers are using data to inform their planning and differentiating instruction
Principal and Math Teacher All Faculty
Interim 1 none $6,000 to pay math teacher for extra math period (ASP)
Three full day sessions CPT used to plan differentiation strategies.
Interim 1 Parents informed via: mail Connect Ed phone message/email monthly newsletter
Benchmark data reported to all faculty to check on progress. Principal and math Teachers to evaluate progress Peer observation and evaluation. Evidence of differentiation in the math classes checked during Principal walk-throughs
Training completed
December 15
Interim 2 Interim 2 Analysis of math performance completed
October 18
End point End Point Implementation of the intervention and creation of math benchmarks to show students’ progress Evidence of math teachers using differentiation to meet individual student needs in class
January and March Benchmarks
Whole School Priority #1 (continued)
Realizing the Vision 11 Date: January 14, 2011
Action for ELA Data wise training for Principal and one teacher. Identify area of concerns arising from analysis of ELA data concentrating on meeting the needs of learners at all levels, ensuring that expectation are appropriately high for all. Determine interventions to address the concern. ELA teachers observe each other’s lessons to share best practice in lesson planning and instruction ELA teachers are using data to inform their planning and differentiating instruction
Principal and English Teacher All Faculty
Interim 1 none
Three full day sessions CPT used to plan differentiation strategies.
Interim 1 Parents informed via: mail Connect Ed phone message/email monthly newsletter
Benchmark data reported to all faculty to check on progress. Principal and ELA Teachers to evaluate progress Peer observation and evaluation. Evidence of differentiation in the ELA classes checked during Principal walk-throughs
Training completed
December 15
Interim 2 Interim 2 Analysis of ELA performance completed
November 18
End point
End point
Implementation of the intervention and creation of ELA benchmarks to show students’ progress Evidence of ELA teachers using differentiation to meet individual student needs in class
January and March Benchmarks
Whole School Priority #1 (continued)
Realizing the Vision 12 Date: January 14, 2011
Action Personnel Success Criteria Finances PD Review Date
Parent Engagement Ongoing Evaluation
Revisit Waldorf methods to ensure consistent high quality instruction. e.g Greet students at door Begin lesson with oral recitation Conduct review activity Direct Instruction of learning objective Students practice learning Assessment of student learning In order to ensure consistent high quality delivery we re-visit Waldorf methods and use peer observation and peer coaching to create consistent high levels of teaching and learning
All faculty
Interim 1 CPT
Interim 1 Back to School Orientation for Parents, “What’s Waldorf?”
Principal walkthroughs and teacher evaluations. Peer observations Monitor benchmark testing to ensure that students are making adequate targets to meet school goals.
One CPT session used for review and practice
August pre-service meetings
Interim 2 Interim 2 Revisit Waldorf methods
January 5
End point End Point All classes following agreed upon school pedagogy Student learning increases and CST scores rise, increasing API by 45 points.
March 31
Whole School Priority # 2
Realizing the Vision 13 Date: January 14, 2011
Priority 2 To enable students to attain maximum benefit from both the assessment requirements of the State and Waldorf methods, develop a strategic plan that allows the school to assimilate and incorporate both philosophies into its day to day operations Rationale
Action Personnel Success Criteria Finances PD Review Date
Parent Engagement
Ongoing Evaluation
Create a Strategic Planning Committee consisting of all community stakeholders Determine Parent Co-Chair
Principal, teachers representatives staff representatives, Community representatives Parent Co-Chair
Interim 1 On- going Waldorf training for teachers. Training for principal in strategic planning
Interim 1 Informing parents via: mail Connect Ed phone message/email monthly newsletter Inviting parents Parents joining committee Parents taking leadership role
Principal and Parent Co-Chair to check progress toward establishment of committee Principal and Parent Co-Chair will monitor committee meetings to ensure that the committee is making progress toward meeting its goals.
Communication about the formation of committee & invitations sent
November 5 through December 17
Interim 2 Interim 2 Establish a scheduled of meetings
December 12
End point End Point Creation of a functioning committee
January 2011
Set parameters for committee’s work and its goals
Principal and Teacher leadership team.
Interim 1 Interim 1 Goals are set November 12
End point End point Goals established. Committee understands its role and is functioning effectively
First meeting January 20, 2011
Whole School Priority #2 (continued)
Realizing the Vision 14 Date: January 14, 2011
Action Personnel Success Criteria Finances
PD Review Date
Parent Engagement Ongoing Evaluation
Committee works to develop a 5-year strategic plan with short, medium and long term goals, allowing the school to assimilate and incorporate Waldorf methods with state requirements.
Committee Interim 1 PD run by experts on the committee sharing their knowledge
Interim 1 Parents fully engaged and achieving good understanding of Waldorf methods and the state requirements.
Principal to monitor the effectiveness of PD. Evidence of drafts of the pacing guide for stakeholder review.
All committee member understand and appreciate the importance of both Waldorf methods and State requirements
January 26, 2011
Interim 2 Interim 2 Produce a draft plan for sharing and discussion with wider stakeholder community
End point End Point Adopted and approved Strategic Plan
Short term goal is to establish criteria to align the CA State standards with the Waldorf methods to ensure that teachers plan to meet both in their lesson planning.
Interim 1 Interim 1 Committee agrees on protocols
February 2011
Interim 2 Interim 2 Produce a Waldorf/State aligned pacing guide for each subject
March 2011
End point End point Implemented Pacing guide
September 2011
Realizing the Vision 15 Date: January 14, 2011
Action Personnel Success Criteria Finances PD Review Date
Parent Engagement
Ongoing Evaluation
Short term goal is to establish criteria to align the CA State standards with the Waldorf methods to ensure that classroom assessments give students, parents and teachers feedback on their progress toward meeting state requirements as well as meeting Waldorf goals.
Committee Interim 1 On- going Data Inquiry training for Principal and teachers
Interim 1 Parents fully engaged and achieving good understanding of Waldorf methods and the state requirements.
Evidence that CST benchmark/ release questions are one key component of classroom assessments.
Committee agrees on what factors are to be included on all tests
February 2011
Interim 2 Interim 2 The incorporation of CST benchmark assessments in regular classroom assessments such as quizzes, tests, finals exam.
End of Feb 2011
End point End point Students and teachers are clear on student progress meeting standards.
March 2011
Realizing the Vision 16 Date: January 14, 2011
The Process for Evaluation of Progress Benchmark data reported to all faculty to check on progress. Principal and math Teachers to evaluate progress Peer observation and evaluation. Evidence of differentiation in the math classes checked during Principal walk-throughs Benchmark data reported to all faculty to check on progress. Principal and ELA Teachers to evaluate progress Peer observation and evaluation. Evidence of differentiation in the ELA classes checked during Principal walk-throughs Monitor benchmark testing to ensure that students are making adequate targets to meet school goals. Principal and Parent Co-Chair to check progress toward establishment of committee Principal and Parent Co-Chair will monitor committee meetings to ensure that the committee is making progress toward meeting its goals. Principal to monitor the effectiveness of PD. Evidence of drafts of the pacing guide for stakeholder review. Evidence that CST benchmark/ release questions are one key component of classroom assessments.
Sacramento City Unified School District School Site Council Roster 2010-2011
Governance and Administration
School: GEORGE WASHINGTON CARVER The school site council is the representative body responsible for development of the School Development and Improvement Plan and related expenditures. The current make-up of the council is as follows:
Name of Members Principal Classroom Teacher
Other School Staff
Parent or Community
Member
Secondary Student
Chairperson: Mary Sebastien x
Allegra Alessandri X Aart DeWaard X Scott Embrey-Stine X Scott Preston X Peggie Salazar X Debra Trumbull X Vlada Oselsky, X Lizzy McIntyre, X Natalie, Chetchotka, X
Total number in each representative group 1 3 3 3
