School Improvement Plan 2006-07

Summary Listing

Goal #1: Based on the spring, 2005 MCAS results, the goal is to maintain passing rate at 98%, and/or to improve upon that figure. Additionally, the goal includes lowering the Needs Improvement Rates—moving students up to Proficiency—to below 16 %.

Goal #2: To continue to maintain graduation rates—students meeting the competency determination—as close to 100% as possible.

Goal #3: To continue the piloting of the merging of grouping levels

Goal #4: Formalize the Research Paper Format in Grade 10 and Grade 11

Goal #5: To prepare students for the new SAT format

Goal #6: To continue the process of developing curriculum guides for all courses.

Goal #7: To provide professional development on teaching for understanding

Goal #8: To provide professional development through an initiative linking the construction of assessments with rubrics which, in turn, will be aligned with the school-wide academic expectations for learning.

Goal #9: Address the issue of a science MCAS requirement

Goal #10: Promote “assessment literacy”. Assessment literacy refers to the ability of teachers, individually and together, to interpret achievement data on student performance, and to alter instruction and other factors in order to improve student learning.

Goal #11: Reinstate the Conflict Mediation Program

Goal #12: Promote Easy-Grade Pro and use of the school’s e-mail address system.

Billerica Memorial High School

School Improvement Plan

2006-2007 School Year

Goal #1: Based on the spring, 2005 MCAS results, the goal is to maintain passing rate at 98%, and/or to improve upon that figure. Additionally, the goal includes lowering the Needs Improvement Rates—moving students up to Proficiency—to below 16 %.

Action Plan: The plan calls for the continuation of the Math MCAS prep class for sophomores to meet 6x/cycle.

The curriculum for the MCAS Math Prep class will be organized—scope and sequence—by the specific standards as listed in the Curriculum Frameworks. The course will be orchestrated with three basic principles in mind:

• The remediation of basic skills;
• The ongoing review of algebra, and;
• The coordination of the MCAS Prep class with the curriculum in students’ regular Geometry class.

The MCAS remediation program in English will remain the same, 3x/cycle.

Action Plan: Common Planning Times for English and Math MCAS Prep.

Common planning times for teachers involved in MCAS prep classes will continue. The purpose of these meeting times will be to discuss curricular, instructional, and assessment matters related to increasing student achievement. The groups analyze data, prepare MCAS simulation exams, and plan ways in which instruction in the regular classrooms and MCAS remediation mutually reinforce one another. In English, the emphasis in both the regular classroom and in the MCAS Prep program will be on complex thinking skills, reading comprehension, analysis and interpretation, communication skills, and rigorous writing. In math, MCAS remediation classes will be leveled based upon students’ facility of the basic skills necessary for a successful performance on the MCAS exam.

Action Plan: Academic Support in MCAS Preparation for Special Education Students during Academic Support.

Ninth and Tenth-Grade Special Education students who have academic support listed in their Individualized Education Plans will be provided with specific MCAS preparation in both math and English during that block of time. Freshmen and sophomores will be provided with direct instruction in MCAS-related materials on an alternating basis, several days in succession in English, followed by several days in succession in math.

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Goal #2: To continue to maintain graduation rates—students meeting the competency determination—as close to 100% as possible.

Action Plan: Continue MCAS preparation for seniors at-risk

A math course for seniors at-risk—the Class of 2006—will continue to prepare those students for the November and March MCAS Retest exams.

Action Plan: Prepare juniors for Nov. Retest (and March retest)

Juniors who have not passed the Spring 2006 English MCAS Exam will be provided with intensive preparation for the November 2006 MCAS Retest. Their English class curriculum will be modified so as to maximize the number of opportunities students will have to practice the reading and writing skills necessary for both fundamental literacy and for the demands of the MCAS exam.

Action Plan: Continue MCAS preparation for juniors at-risk

Juniors who are at-risk in math will be scheduled for continuing MCAS preparation in addition to their regular math class.

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Goal #3: To continue the piloting of the merging of grouping levels

Action Plan: Merge Level 3 and Level 2 in Grade 11 British Literature and in Grade 12 in World Literature.

The plan for the 2006-07 school year is to continue the merging of Level 2 and Level 3 in British Literature in the junior year. Current juniors (2005-06) will move on to Level 2 classes in senior World History. The information/evidence provided by junior teachers is that this merging of levels has had an overall positive effect in the classroom, and has managed to raise expectations and performance for former Level 3 students.

The rationale for placing these levels together is as follows:

• First, there is the notion that placing the two levels together will contribute toward greater equity with regard to establishing expectations for students, and with regard to ensuring that the standards will be the same for all students currently in those designated groups.

• Second, there is the expectation that placing both groups of students in the same level will have the desired effect of “dragging” certain students up toward higher expectations. When effort is placed alongside ability as a desired element, and the social aspect of intelligence is recognized (that effort can maximize a student’s potential), placing students in a situation that reasonably demands more of them can be found to not only raise expectations but results as well.

• Third, this effort recognizes the potential “cycle of defeatism” that can exist among students who make their way from grade to grade and from class to class. The purpose of this merging of levels is to provide students with an environment that is hopefully more positive.

• Fourth, there is the issue of addressing the recommendation of the New England Association of Schools and Colleges which has asked the high school to consider the questions of heterogeneous groupings (no doubt, for the purposes expressed above)

Action Plan: Logistics

Sections of Level 2 British Literature and Level 2 World Literature will be stratified over several blocks (2-3 sections per block). This will allow for movement between sections in order to adjust classes based upon need. Junior teachers will have opportunity to coordinate their efforts during their common planning time. Their rooms will be physically located next to one another to further promote dialogue. Last, one of the blocks with three sections will contain the section for students who require MCAS remediation.

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Goal #4: Formalize the Research Paper Format in Grade 10 and Grade 11

Action Plan: In the past year, a highly structured, rigorous research paper format for Grade 9 has been established for all levels. This involves clearly established expectations, guidelines, and rubrics (again, for all levels). The effort has been coordinated—by the English department coordinator—between the freshmen teachers, and the librarian. It involves lessons on the research process (both text and online), the development of a thesis statement, the proper writing format, how to cite references, and a component for teaching students the difference between relying on references with the proper citation and presenting those references in too close a fashion. A software program is in place which highlights areas within a student’s paper which are too close to the original, and require modification and a reference citation (turnitin.com). Students are encouraged to access this program prior to submitting their final draft. The purpose of this program is to educate students about what constitutes plagiarism, and it is presented within the larger context of developing a research paper.

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Goal #5: To prepare students for the new SAT format

Action Plan: Modify junior and senior English classes to include direct preparation for SAT exams.

English classes, in response to the challenges of the new SAT format, and in light of the numbers of students who avail themselves of direct SAT preparation, will provide said preparation in regular English class, in the fall for seniors, and in the spring for juniors (this process began this fall, and is now designed to continue, with adjustments, into next year). SAT prep will be aligned with the curriculum, but from an increased vantage point which will include how students are now being tested under the new SAT format.

The materials to be used, in class are designed to integrate common elements of the English curriculum with the way in which these topics might be presented on an SAT exam. For example, if classes are studying Huckleberry Finn, then the SAT materials provided will contain reading selections, questions, writing prompts, etc. which delve into Huckleberry Finn, and those materials will be presented in a manner that is consistent with what students will see on an SAT exam. A second benefit of this approach is that it will help to establish a common vocabulary, and means for discussion in each English class. For example, students will clearly understand simple notions such as that “point of view” is the same thing as “perspective”. In summary, the strength of this approach lies in familiarizing students with both course curriculum and the manner in which those materials might be presented on an SAT exam, along with the establishment of common vocabulary as the basis for class discussion. This SAT material will be presented to Grade 11 and Grade 10, and in the future, Grade 9.

The action plan includes the following:

• Classes will take a “diagnostic” SAT simulated exam.
• These tests will be corrected and the results reviewed with students in class. Core weaknesses will be identified.
• Once a week, students will be given non-fiction excerpts which relate to the literature currently being discussed in class. Students will read the non-fiction offerings, and respond based upon the SAT format.
• SAT booklets will be incorporated into the class, complementing the literature being studied, but being used as a periodic assessment to determine competency in both SAT preparation and class goals.
• Vocabulary from class literature will dovetail with SAT-type questions and preparation.
• SAT terminology will overlay the normal classroom instruction and activities in order to familiarize students with SAT terms through content integration.

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Goal #6: To continue the process of developing curriculum guides for all courses.

Action Plan: Some of the most significant recommendations in the NEASC report (2002) refer to curriculum, its periodic review, the documentation of practice through the development of curriculum guides, the emphasis on depth of understanding, and specific evidence of how the curriculum addresses the schoolwide expectations. These recommendations have resulted in a process of development of curriculum guides for all courses. The systematic, schoolwide consideration of curriculum, and the establishment of curriculum guides that began during the 2003-04 school year will continue unabated through 2006-07. Note that this process is nearing completion.

These curriculum guides will be designed with several elements in mind:

• A course overview and statement of purpose;
• A listing of essential and enduring understandings, the thematic essences of what is being taught will be stated;
• A listing of the curriculum frameworks that are being covered in each unit;
• The topics of the instructional unit along with some suggested and recommended activities;
• The methods of assessment;
• The schoolwide expectations that are being addressed by the unit and how.
• Supplemental activities, resources, etc.

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Goal #7: To provide professional development on teaching for understanding

Action Plan: To continue training staff in the basics of teaching for understanding

Teaching for understanding (e.g., Understanding By Design) reinforces the role of standards-based instruction and performance assessments in promoting student learning in general and understanding in particular. We have offered professional development in Understanding by Design for the past few years, and will continue to do so next year.

Action Plan: An in-service course in Understanding by Design will be presented to faculty in the fall, 2006.

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Goal #8: To provide professional development through an initiative linking the construction of assessments with rubrics which, in turn, will be aligned with the school-wide academic expectations for learning.

Action Plan: To use professional development time and early release time for the development of performance assessments with rubrics, and link them with the academic expectations for learning (this, again, is based upon principles laid out in Understanding by Design).

The New England Association of Schools and Colleges has asked, in a Special Progress Report, that we demonstrate student and teacher understanding of the concepts in the academic expectations for learning. The development of performance assessments with rubrics which are, in turn, aligned with the academic expectations for learning is designed to meet this goal.

Action Plan: Teachers will develop and use in the classroom performance assessments as described above. They will submit one assessment per quarter with accompanying student samples.

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Goal #9: Address the issue of a science MCAS requirement

Action Plan: Use common planning time to develop strategies for preparing students for the MCAS Biology requirement.

An MCAS science requirement will be in place in 2007. The purpose of the common planning time for Biology teachers would be for the following:

• to align curriculum and instruction with the revised Biology standards;
• to incorporate the standards involving inquiry, and math skills into curriculum instruction;
• to review laboratory experiences so that they are consistent with the inquiry standards; to review tryout MCAS exams and relate to curriculum and standards;
• to continue the curriculum guide work, again, with the view of best addressing the standards at all levels;
• to share information about instructional delivery, materials, etc;
• to develop common assessments for each instructional unit as a means for gathering data as well as for incorporating MCAS-like test questions, and
• to review textbooks, and adopt one that is consistent with the Massachusetts Frameworks.

Action Plan: Consider merging Biology Level 3 students into Level 2

For all of the reasons listed in Goal 3, we will seek to raise expectations for all students so that they are best prepared for the MCAS requirement in science. We will look to create a sufficient number of sections so that class size is optimal.

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Goal #10: Promote “assessment literacy”. Assessment literacy refers to the ability of teachers, individually and together, to interpret achievement data on student performance, and to alter instruction and other factors in order to improve student learning.

Action Plan: Establish writing prompts with scoring guides to prepare students for responding to open-response questions and to provide teachers with common experience of working with common rubrics.

Action Plan: Analyze midterms and finals in the manner of MCAS exams in order to measure student progress toward meeting the standards and to modify instruction. Consider the promotion of common assessments where applicable.

Action Plan: Arrange through release time, etc. to have teachers score student samples in order to establish common criteria as the basis for measuring student achievement.

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Goal #11: Reinstate the Conflict Mediation Program

Action Plan: Students will be trained by in-house conflict mediation coordinators so that they will be prepared to conduct conflict mediation with their peers. One of the assistant principals will be in charge of coordinating conflict mediation sessions. She/he will speak with the antagonists, and explain the nature of conflict mediation. With the students’ acceptance, arrangements will be made for the conflict mediation to take place.

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Goal #12: Promote Easy-Grade Pro and use of the school’s e-mail address system.

Action Plan: As part of the attempt to increase communication, particularly electronic communication between school and parents, these two electronic means of communication will be offered and encouraged for use by faculty.