2015-2017 School Improvement Plan | Shrewsbury High School

PARENTS	STAFF
Suzanne Remmington	Colleen D’errico
Kathy Taylor	Nga Huynh
Ellen Mcgovern	Claire Donovan
Kathleen Buckley Community Representative	Todd Bazydlo
Caroline Trabucco* Student	Anthony Rotunno Student
	Meg Collins Student

	2009-2010	2014-2015
Grades Served	9-12	9-12
Total School Enrollment	1607	1677
Enrollment by Grade Level
Ninth Grade	424	432
Tenth Grade	401	422
Eleventh Grade	403	407
Twelfth Grade	379	415

	2008-2009		2013-2014
Subgroups	Number of Students	% of Population	Number of Students	% of Population
Native American	4	0%	3	0%
African American	35	2%	34	2%
Asian	175	11%	291	17%
Hispanic	51	3%	79	5%
White	1302	81%	1218	73%
Other/Mixed Race	40	2%	51	3%
Special Education	223	14%	191	11%
Low Income	194	12%	256	15%
English Language Learners	29	2%	25	1%

SCHOOL GOALS	OUTCOMES
Professional Practice By spring of 2015, students in all core and technical subjects will write a minimum of two pieces of work aligned with the common core writing standards.	SHSLT met to review expectations for macurriculum frameworks incorporating thecommon core and conducted department workshops to identify areas of strength and areas in need of improvement Department directors conducted a writing inventory by department Over 20% of meeting time is devoted to writing Faculty administered a minimum of two common writing assessments per department
Student Outcome 100% of students will complete a minimum of 2pieces of writing per core and technical subject aligned with the common core and will score a minimum of a 2 on the school wide communication rubric.	Students completed common writing assessments in departments There is insufficient data collection to report out on this goal. Departments will continue to evaluate and record assessment data to chart student growth and evaluate the efficacy of writing assessment(s) and instructional practices
Professional Practice A committee comprised of representatives from all departments will convene during the 1314school year to develop rubrics to measure social and civic expectations aligned with the school’s 21st century expectations for student learning.	The committee suspended meetings as neasccontinued to refine the expectations Members of shslt will meet during the summer of 2015 to restart this work
Student Outcome By spring of 2015, 100% of the student will be assessed utilizing social and civic rubrics and provided feedback on how to to improve their skills in this area.	Continue plans for implementation and reporting of civil and social expectations to meet this goal

SCHOOL GOALS	OUTCOMES
Professional Practice The media literacy committee will identify a list of technology skills and competencies by grade level to ensure students are prepared to utilize technology to produce, publish, update writing assessments aligned with the commoncore by 201415 school year.	Students visited media center to participate in lessons that focused on technology skills and competencies Students utilized skills by using google docs to produce, publish, collaborate and update writing assignments Department directors and staff developed smart goals around the samr model and/or the utilization of technology in the classroom All students in grades 910 have digital writing portfolio for english
Student Outcome By the spring of 2015, 90% of students in grades 912 will be proficient in media literacy skills as identified by grade level and aligned with common core writing standards for core and technical subjects.	All students have participated in lessons with the media specialists to address media literacy skills Department directors track and ensure students use appropriate media literacy skills by grade level
Professional Practice 50% of science and math teacher will be trained and will utilize assistments as a form of support and remediation for struggling students	The mathematics department met the 50%benchmark while the science department did not meet the benchmark as a result of hiring 6new staff members
Student Outcome By the spring of 2015 100% of students identified as needing additional remediation in mathematics and science courses will demonstrate proficiency in skills that were identified as needing support after using assistments	Did not meet the 100% target Students who participated in Assistments saw significant growth

SCHOOL GOALS	OUTCOMES
Professional Practice 10% of faculty meeting time will be dedicated to presentations from faculty members from the pe and health departments to present research based programming that has been identified as influencing and enhancing student learning.	Members of the pe and health departments conducted teacher training during faculty meetings to share research based activity breaks that have been identified as enhancing student learning PE/Health department distributed “activitybreak” booklet to all faculty members
Student Outcome 100% of students in grades 912 will have the opportunity to participate in research based pe and health programming that can contribute to their learning.	Students participated in activity breaks in all departments during class time
Professional Practice The consulting psychiatrist will conduct a stress management seminar for members of theclass of 2014/15 and develop miniworkshop follow up sessions for students who identify themselves as needing more support or are identified by the student support team (SST).	Administrative team met with consulting psychiatrist to plan for stress management seminars SST met with consulting psychiatrist to plan for stress management seminars SST members referred students to seminars Students who needed more follow up were identified and provided additional supports
Student Outcome 100% of members of the class of 2014 and 2015 will have access to stress management strategies and small group workshops.	All members of the class of 2014 and 2015had the opportunity to attend stress management seminars and small group workshops The psychiatric fellow and school counseling department delivered seminars and small group workshops in senior english classes The school counseling department conducted stress management Workshops with all Junior English classes

SCHOOL GOALS	OUTCOMES
Create a career exploration program where25% of the entire school enrollment will participate in presentations where professionals from the community facilitate information sessions for students who self identify as interested in a particular career.	The career exploration program expanded the number of speakers from the community Did not reach the target of 25% Feedback from sessions will result In retooling of registration of attendees and offering more sessions throughout the school year
Conduct a senior survey to assess the students’ academic, social, and emotional experiences in order to adjust programming and services for future students.	Senior survey has been completed by the classes of 2014 and 2015 Information was collected and will be reviewed to make adjustments to delivery of services
Each year 100% of the students in grades 912will have the opportunity to participate in community service projects that benefitshrewsbury and the surrounding communities.	Service learning advisory board shares opportunities with students to participate in community service activities SHS students have completed the 10,000hour challenge

SCHOOL GOALS	ACTION PLAN
Professional practice By the end of the 201617 school year, all grade level and department teams will have redesigned and implemented an existing learning experience for students that includes: An openended question that requires students to think critically about an engaging topic A special introductory event to the learning experience that generates curiosity and motivates students to learn more about the topic Multiple pathways to demonstrate learning Opportunities for students to share their thinking and collaborate with others Work shared with an audience beyond teacher and classroom Technology integration that enhances learning at the modification and/orredefinition level (SAMR model) The resources for this learning experience will be organized digitally to support team and department collaboration and innovation.	SHSLT conducts an inventory with staff on current units/lesson that already utilize the core elements of pbl (summer/fall 2015) Department directors utilize department meeting time and early release time to provide staff opportunities to further develop and enhance pbl units/lessons (fall 2015) Staff will identify, refine, and create a unit/chapter/lesson that meets the PBL framework (fall 2015) Staff will: develop materials and instructional strategies and assessments;identify options for public audiences,technological tools and resources for teachers (winter/spring 2016) Staff will pilot lessons and electronically gather feedback from students to determine the efficacy of the lessons (winter/spring2016) After implementation, staff will share student work at department meetings(spring/fall 2016) Faculty will collaborate on needed revisions (201617)
Professional Practice Beginning in 20152016, all students in grades9 through 12 will receive explicit instruction in digital citizenship each year, and shs will collect feedback and data to best target this instruction.	The innovation team and shslt will review and refine existing digital citizenship curriculum resources with the director ofinstructional technology and the mediaspecialist to investigate new resources for curriculum materials (summer/fall 2015) Conduct quarterly digital citizenship lessons using a wide range of media (20152016) Hold all school meeting regarding digital citizenship (20152016) Develop an instrument to collect feedback from students and staff and analyze results to adjust content and inform future curricular and instructional practices (spring 2016) Revise and refine practices based on feedback (summer 2016) Conduct additional digital citizenship lessons (20162017)
Student Learning In spring 2017, the number of students meeting the proficiency benchmark on 912 common writing assessments will increase by at least 5% in each grade level compared with the baseline established in 2016.	Department directors will identify common writing assessment by grade, course, and level and determine the frequency of each assessment (summer/fall 2015) Staff will administer common writing assessments and collaborate with colleagues during department/early release time to further calibrate baseline assessment data (20152016) Directors will collect assessment data and work with teachers to develop mechanisms to evaluate student growth (spring 2016) Members of departments will work in course/subject teams to review assessment data in order to calibrate scoring, identify student strengths and weakness, and recommend changes to assessments (20152017) Investigate ways to report assessment data to students and families in order to provide students direct, specific feedback (20162017)
Student Learning In spring 2017, the number of students meeting the proficiency benchmark on 912 common mathematics assessments will increase by at least 5% in each grade level compared with the baseline established in 2016.	Department directors will identify common assessment by grade, course, and level and determine the frequency of each assessment (Summer/Fall 2015) Staff will administer common Assessments and collaborate with colleagues during department/early release time to further calibrate baseline assessment data (20152016) Directors will collect assessment data and work with teachers to develop mechanisms to evaluate student growth (spring 2016) Members of departments will work in course/subject teams to review assessment data in order to calibrate scoring, identify student strengths and weakness, and recommend changes to assessments (20152017) Investigate ways to report assessment data to students and families in order to provide students direct, specific feedback (20162017)

SCHOOL GOALS	ACTION PLAN
Professional Practice Based on surveys and observations, each school will ensure a systematic response to address the needs of students who are atrisk for behavioral or mental health issues,especially those who are identified as lacking a connection to a caring adult in the school environment.	Continue use of student support team and faculty referrals to identify students who are atrisk Work with sst to refine ways to engage students who are not connected to one adult
Student Learning All students will be able to identify at least one adult in the school environment whom they feel believes in them and to whom they are able to go to for support and guidance.	Conduct student survey to identify students who may lack a connection to a staff member

SCHOOL GOALS	ACTION PLAN
Increase parent awareness of the use of technology in the classroom and the use of social media by students	Work with parent forum to develop communication strategies and to conduct evening workshops for parents to demonstrate ways students use the ipad in the classroom(20152017) Conduct workshops for parents to review digital citizenship and digital footprint (20152017)
Conduct faculty training to increase teacher communication with families	Meet with shslt to develop agenda for professional development for staff around communication and standard 3 in the teacher evaluation system (summer 2015) Conduct professional development (Fall 2015) Department directors conduct survey of staff to evaluate teacher perceptions of effectiveness of training and increased communication (20152017)
Implement the use of schoology for the 2015-2016 school year.	Continue to offer professional development to staff through department and faculty meeting time (20152017) Hold after school training utilizing itamsstaff (20152017) Work with student innovation team to create tutorials for students and staff (20152016) Develop mechanisms to help engage parents in the use of schoology (20152017)