OLPD 5321 Principal as Leader of High Performing Schools

Humboldt School Improvement Plan

Jonathan C. W. Jones - Due March 15
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Overview

My plan & presentation is designed based on:

● Graduate & professional related readings
● Assignment rubric
● Interviews principal/math department
● Recent school learning walk through
● Review of internal & external data
● Consideration of what data presented

Outline

Vision Assertions Background Analysis Plan

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OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Vision

Humboldt math department will increase math

proficiency for passing rate and testing for
students. Humboldt math department will determine
how to grow the Driven by Data Pilot across 6th, 7th
& 8th grade with fidelity.

“Leaders begin with the end in mind by imagining what might be possible. Finding a common purpose
inspires people to want to make that vision a reality.”
The Leadership Challenge, James Kouzes & Barry Posner

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OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Assertions
“Learning is best when: instruction is clear, academic language is used, educators are engaged and lessons are relevant and applicable for
students…Learning could be better if: end goal for learning targets posted, co-taught maximized, instruction start on time...”
Humboldt Learning Walk Report (2-16-17)

“Data-driven instruction is the philosophy that schools should constantly focus on one simple question: Are Our Students Learning?”
Driven By Data, Paul Bambrick-Santoyo

Separation of Teaching & Analysis, & Not making time for data are 2 of 8 perilous pitfalls schools make. “Separation of teaching means Data-driven
instruction succeeds only when it is teacher-owned.” Not making time for data - “school calendars must reflect time for assessment,analysis, & follow-up.”
Driven By Data, Paul Bambrick-Santoyo

“We need to teach a smaller number of the most essential standards so that we can teach them more deeply and meaningfully.”
Focus - Elevating the Essentials, Mike Schmoker

“It is in meetings that teachers work together to improve instructional practice and performance. It is in meetings that teachers clarify policies, identify and
address problems, assess standards, & modify schedules.”
Unlocking Group Potential To Improve Schools, Robert J. Garmston

“In successful schools, researchers have found that when educators are engaged in collective learning with an intentional focus on student learning,
improvements in instructional practice results.”
Reflective Practices To Improve Schools, Jennifer York-Barr, William A. Somers, Gail S. Ghere & Jo Montie

“Visible teaching & learning occurs when there is deliberate practice aimed at attaining mastery of the goal, when there is feedback given and sought, and
when there are active, passionate, & engaging people (teacher, students, peers) participating in the act of learning. It is teachers seeing learning through
the eyes of students, & students seeing teaching as the key to their ongoing learning.” 4
Visible Learning for Teachers, John Hattie
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Background

Humboldt's General #s Grade Level Distribution

•1221 students
•54% MLL
•16% Special Education
•92% Free/Reduced
•101 licensed staff
•26 non-tenured licensed staff
•#50 staff member is in his 6th year
•Restructured, reopened 2009-10

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Data Source: Humboldt Learning Walk Report (2-16-17)
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Background

Racial Breakdown Special Education Disabilities

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Data Source: Humboldt Learning Walk Report (2-16-17)
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Background

Strength: 6th grade accountability tests increased from 6.8% (2014) proficiency to 11.8% (2015).

Concerns: 89% of students are not proficient with 10.9% passing rate in math across all grades.
Across all grades black students perform significantly lower.

Root Cause: We have inconsistent instructional practices around Standards Based Grading,
Classroom management, Authentic Engagement, Authentic collaboration (teachers),
Common understanding of best practices and lesson design, and Engagement
During instruction and planning we need to focus on the importance of: Conceptual
understanding, Procedural fluency, and Problem Solving and Reasoning skills.

1221 students * 89% = 1,087 NOT Passing & = 134 Passing

Data Source: MCA-III Math (Humboldt SCIP) 7

OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Background

MCA Math Proficiency All Grades

Percent Number Number

Year Proficient Proficient Tested
2012 13.9% 47 337

2013 16.2% 74 456

2014 12.6% 78 621

2015 10.9% 72 662

2016 12.5% 75 600

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Data Source: Humboldt Learning Walk Report (2-16-17) & Minnesota Report Card-Humboldt
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Background
NOT Passing Math (Race)

2014-15
27% = 330

2015-16
30% = 366

2016-17
29% = 354

rounded

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Data Source: BOLT (Tableau)
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Background
NOT Passing (Grade Level)

2014-15
38% = 464

2015-16
28% = 342

2015-16
39% = 476

rounded

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Data Source: BOLT (Tableau)
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Analysis
● Reviewed the School SCIP & Interview: math passing rate and test scores are concern.
● Implementing Driven By Data Pilot program - initiated by our school district (year 3).
● 13 math instructors across 6th-12 grade (3 teacher's doing pilot - two 6th, one 7th).
● Year 1 pilot was supported by district with PD that provided time for educators to grasp the pedagogy.
● District selected 10 Math Power Standards, provided assessments and tests for teachers (aligned to MN standards).

● Year 1 - implemented an Accelerated class (5th grade placed by MCA scores).

● District designed a pacing guide (not aligned with testing).
● NEED administrative support to re-encourage buy in.
● 4 times a year students are required to do a summative assessment on power standards.
● Grading happens across the school year (e.g. quarter 1 grades are likely to improve as students master standard).
● Student then take district test and can receive a grade boost.
● Students utilize a self monitoring sheet to track their achievement for learning targets.
● The math teachers are very knowledgeable in their content area.
● Implementing the Pilot program with no coherence across grade levels yet.

Data Source: Principal & Math Department Interviews, Humboldt SCIP, Driven By Data, Paul Bambrick-Santoyo 11
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Analysis
Standards (10) Instruction (highlights) Assessment (highlights)

Number & Operation Learning targets are discussed to help Teachers conduct ongoing classroom
(5 Benchmarks) students understand the purpose and to assessments–both formative and summative.
focus students on key concepts of the
Algebra lesson. Math Review quizzes are conducted every two
(2 Benchmarks) weeks with the data being used to adjust topics for
Prior knowledge is accessed and reviewed coming weeks.
Geometry & Measurement to provide relevancy to the lesson.
Individual student formative and summative
(3 Benchmarks)
Teachers use formative and summative assessment data is tracked and analyzed, directing
student data to direct subsequent subsequent instruction and to determine student
Data Analysis & Probability instruction. proficiency toward a benchmark.
(1 Benchmarks)
Teachers re-teach or model, as needed, Teachers are re-teaching or modeling as needed
based on formative assessments. based on checks for understanding

Teachers adjust instruction, differentiating With their PLC, teachers use the Data Team
curriculum and application for varied process and administer a pre-test aligned to priority
student needs. benchmark to measure student learning for that
unit.

Data Source: Humboldt Learning Walk Report (2-16-17), SPPS Instructional Expectations, 6th grade High Priority Benchmarks, 12
Reference Source: Driven By Data, Paul Bambrick-Santoyo
OLPD 5321 Principal as Leader of High Performing Schools
Humboldt School Improvement Plan: Math Vision

Humboldt math department will increase math proficiency for

passing rate and testing for students. Humboldt math
department will determine how to grow the Driven by Data Pilot
across 6th, 7th and 8th grade with fidelity.

Measurable Goals:
1. Humboldt math department will increase 6th grade proficiency from 12% to 25% proficiency on MCA-III testing and
passing rate in math across all grades by June 2018 as measured by test results and quarterly grades.

2. Humboldt math department will identify and enroll 7th-8th grade African-American students who will benefit from the
Driven by Data pilot by August 2017 as measured by by department report to the principal.

3. Humboldt math department will define vision for a Driven by Data PLC and determine what PD is required to develop
pedagogical skills for pilot by August 2017 as measured by department report to the principal.

Indicators: Student quarterly grades, MCA-III testing & Math department report
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