Michelle,I don't know what is going wrong, but it isn't putting in the lines for my charts, or my flow chart???? It is fine on the "submit" and on the board???? Sorry
Part I: Aldine I.S.D.
MacArthur High School
Overview:
Our campus improvement plan will assist stakeholders in the community to participate in developing the best comprehensive school in the nation. Technology is one of the main items addressed in both our District and in our CIP. The plan as intended makes the technology one of the key ways to improve student learning. Technology dictates can be found in 3 of the 5 MacArthur Objectives. Within the sub categories in the Objectives, 4 address technology. Our district has what they call Site-based-management, and so the development of the CIP is different than some schools: We build from the “bottom up”. The steering committee is representative of all stakeholders: students, teachers, parents, administrators, community members, and business partners. First off, alignments with the Districts goals are a must. Then our staff at MacArthur meets as entire group and looks at the AEIS, AYP, and TAKS data from the previous school year. All of this information is thoroughly disaggregated and discussed. Ideas are given, and thought is dedicated to finding a way to improve the student and staff. Then the entire group is divided into committees, this is done at the very start of the school year in August. Each committee develops goals and objectives that will enhance our instructional program in relationship to student conduct, attendance, career plans and overall success. We are one of the only two high schools in our district, which contains 5 high schools, that was recognized and not in AYP trouble. The following are the actual excerpts from our CIP that deal with technology.
MacArthur High School
Campus Action Plan
2009-2010 Campus Objectives
Objective 1.1.4: MacArthur will demonstrate sustained growth in student achievement
Goal: Demonstrate student proficiency on the 10th grade Science TAKS test at 80% grade or higher and 11th grade mastery at 85% or higher for each student group including special education Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
1. Improve existing technology using graphing calculators, wireless carts, and in-focus and increase the amount of in focus AS T, SS Improve student group performance scores High School Allotment $87,000 8/09 6/10
Objective 1.2: MacArthur will demonstrate sustained growth in student achievement
Goal: Focus on college readiness/Improve student performance on the PSAT, SAT, ACT and AP tests. Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
2. Establish a computer lab AS P,AP,T, SS, SP Improve student performance on standardized assessment Staff Time
District money 8/09 6/10
Objective 3.1: MacArthur High School will improve parent/community relations by creating a welcoming environment.
Goal: Increase and improve communications with parents. Perspective: Student stakeholder focus Parent/Community relations
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
3. Use phone dialer for communication to parents and community: progress reports, report cards, project prom, open house, NG incentives and forms needed to be turned in. All P,AP,A, AR Parent community survey Local funds 8/09 6/10
Objective 4: MacArthur High School will allocate resources to maximize excellence in the operation of MacArthur High School.
Goal: Increase and improve communications with parents. Perspective: Process alignment for student results
Owner: MacArthur High School
Actions/Tasks
Students
Responsible Person Measures of Success
( Formative/Summative Evaluation Criteria) Resource Allocation
Source Amount Scheduled Dates for Action
Start
Completion
1. Develop technology infrastructure with equipment put in place.
• Infrastructure, Phase I
i.e. Infocus projectors, blades, mimeos drops, wiring. AS P,AP,T, SS, SP Completion of 3 tier, 40 hour plans.
All money expended Title I, ARRA,SVE, Pr. Budget 8/09 6/10
“Responsible Person” code:
P- Principal: Nancy Blackwell, oversees all campus operations, she is also the Chairman of the Campus Improvement Steering Committee.
AP- Assistant Principals: Assist the principal in running the campus; they each have their own varying set of duties. Part of Ms. Blackwell’s leadership team.
• Marguerita Guerra- head of curriculum, on the CISC committee also
• Lupita Munoz- on the CISC committee also
• Charlie Troncale- head of the building, and just about everything else
• Ed Redeaux
• Andy Shroble
• Terry Riggle
T- Teachers: We have just a little over 200 of us
• Leah Domer- English Dept chair, on the CISC committee also
• Marylyn Doyle- Science Dept chair, on the CISC committee also
• Vickie Hoskins- Social studies Dept Chair, on the CISC committee also
• Wanda Higgins- CATE Dept chair, on the CISC committee also
• Amy Smith- Foreign Language chair, on the CISC committee also
• Eric McClellan- Fine Arts Dept Chair, on the CISC committee also
• Kelly Silha- PE/Athletics Dept Chair, on the CISC committee also
• Sue Richetti- Special Ed Dept Chair, on the CISC committee also
• Caesar Gonzales- EAC, Special Ed teacher, on the CISC committee also
SS: Skills Specialists- They work with their special department to help the new teachers become great at what they do. They also run staff developments, and anything else that is asked of them.
• Jamie Spates- Science/Social Studies, on the CISC committee also
• Sandra Foster- Math, on the CISC committee also
SP: Support Personnel- These are extra staff, whether they are aides, secretaries, etc.
• Denise Keaton- EAC Counselor, on the CISC committee also
A: Attendance- The attendance office has a staff of three people:
• Ms Navarro
• Ms Ramirez
• Ms Juarez
AR: Area representations- These are members of our community stakeholders
• Teresa Ramirez- parent
• Patti Solomon- Acosta- Acosta’s Service Station
S: Students- we have about 2400!
• Wesley Livingston
• Olga Tovar
• CeCe Gordon
So, we start out with the committees, then it goes to the leadership team, and they along with Ms. Blackwell review the Proposed Campus Action Plan, once they get it set, it goes before the Campus Improvement Steering Committee for final consideration before it leaves our campus. Then it goes up to the District for approval (the key leader of Technology that is responsible for the four things shown above is Magaret Barnet). After that it goes to our Area Superintendent Ms. Byrum-she oversees the operations of the High School- MacArthur, down through our vertical feeder schools all the way to pre-k. Then finally to the superintendent Ms Bamburg- She oversees all of the operations of the entire district, and will make the final decision.
Now if extra money comes in Ms. Blackwell will decide if she wants to pour it into more technology, rather than going back through the whole process again…which doesn’t even finalize until Nov-Dec.
Action Items that still need to be addressed would be the fact that most teachers still don’t have the technology that they need to actually improve student achievement through its use. Since the Action plan gave until 6/10 to complete the Phase I part, I would say that the following year in addition to all of the regular disaggregated data that we look at we will need to do a Technology Audit and see if all of the classrooms were brought up to the level that was proposed. There should also be a “Technology use” newsletter put out once per month by the technology campus person, currently Dustin Ivy. It should be sent out with a generic idea for the use of the technology we have in our rooms to date, and information on where to go to get further help or information on the idea.
Part 2: Professional Development Planning
According to what we did in week three, as a principal I will need to be able to do both of the following Domain II, Instructional Leadership elements:
• Analyze and facilitate the use of technology, telecommunications, and information systems to enrich the campus curriculum ( SBEC Principal Competency 4 indicator);
• Analyze and facilitate the use of technology, telecommunications, and information systems to enhance teaching and learning (SBEC Principal Competency 5 indicator).
In other words, it is my job as a principal to not only be able to figure out what kind of technology we need by analyzing the data, but I must be able to know how to encourage and facilitate the use of the technology for the increase in student achievement. As I also talked about in week three, Technology and information systems (e.g., AEIS, AYP, STaR chart and other data gathering software) are used in identifying district/campus curriculum, and it is also used to determine our instructional and professional development needs. As I am looking at the data from week 3, I realize that we really need to have the technology be in the classrooms to use with the students in order to enrich their differentiated instruction, and improve student achievement. Once the technology is available to the teachers on a daily basis, then it will be time for Professional development in order to be sure that all of the staff understands how and why they need to integrate the technology into their daily curriculum instruction.
Actual Professional Development should then include:
1. A basic Professional Development on the how’s and whys of integrating any type of technology into the classroom. I am sure that when the teachers have been in serviced on it in the past they treated it as a “need to know” sort of thing…..there wasn’t the technology in their classroom, so why listen. If they are told it will be there shortly they will welcome this type of in-service.
2. A Professional Development session at the building level, in the individual department meetings. All of the different areas require the technology for different uses, and will use them in different ways. You could try to put your department into groups, or pairs where an experienced technology “guru” could do a hands on type of training with the teachers right in their rooms on how the different equipment not only works, but how to hook it up, so that they can troubleshoot as necessary.
3. Last, but not least, the last training should be based on the subject area you teach. It should be a very specific Professional development in which there are examples demonstrated and given in your teaching area, of using the technology you have in your room for curriculum and instructional use.
4. At that time, the Department Planning Level leaders can take over, and the teachers can spend some actual professional development time coming up with ways that they can integrate it in their next lesson, or unit. For instance time to make a power point to use in class with their new infocus.
Part 3: Evaluation Planning for Action Plan
Evaluation:
• Use the technology audit to find out where we are according to our action plan, and decide where we are going in phase II of the plan.
• Use the data that is available to us as always from our information systems, such as: AEIS, AYP, StaR chart TAKS results on both 10th grade, and Exit level, End of Course data, and any other data gathering systems we have- IGPRO, SASI, etc. Once disaggregated, the data can be used to determine what is being successful with the kiddos and where our problem areas lie. Once the problem areas are found, they can then be addressed within a new action plan.
• Our leadership teams should continue to do walk-throughs looking for the technology to be integrated within our daily teaching curriculum.
• Team collaboration should continue, and peer observations should be discussed and used as a teaching peer collaboration means.
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