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Check in #4 - Calendar, Monitoring Plan and Communication Plan (Due 5/11)
1. Indicate what will happen from September to June, 2015-16, in your plan. Include contact with Leadership, Advisory Team Meetings (you should create a group to oversee process), professional development, assessments, and any activities (ex: parent sessions, student meetings, etc.) Targeted students from this (2015 -2016) year will remain on the list and be spread among the 11th grade team (each team member having 2 students and 1 having 3). Also identified will be one individual to identify, and create a similar google document for each grade level. The qualifying criteria will remain at 10% or greater absences, checking in weekly for the first 4 weeks, and monthly thereafter. This person could be the support personnel with each grade level, and the group to oversee the process will be the grade level team (as they meet once a week). Each team member and support personnel will have a brief review of restorative practices and restorative language. This PD will take place during the first week of school, as well as a team meeting. At this meeting the team will identify 10% of their population that struggled with absences based on the previous years data. One team member will be identified as a community liaison. This person will be responsible for communicating with administration to see what community development activities are available. If limited opportunities are available they will coordinate to identify potential opportunities. 2. List data to be gathered throughout the year to determine progress and guide adjustments. It can be weekly, monthly, biannually, yearly, etc. 3. Describe how you will communicate progress with stakeholders (leadership, teachers, families and students). The primary data will be collected through a shared google document. There will be an individual document per grade level. Targeted students will be identified on this list and split among the team. Each team member will be responsible for positively contacting targeted students and their family on a weekly basis. Also, to ensure parents are aware of students actions there will be an automated voicemail (phone call) home each day a student is absent. For the first 4 weeks of school, data will be gathered weekly to identify students that are missing 10% or more of school. After the first 4 weeks, data will be collected monthly, using the same 10% or greater criteria. Progress will be communicated monthly and compared to the previous months data. CHECK IN #3
-Describe how leadership, teachers, families and students will be involved in this process. What role will each play? -What are the interventions that you plan to implement based on your goals and objectives? Indicate interventions for students, faculty/staff, and families/communities and indicate whether they are focused on individual students, groups, grade levels, or whole school. -What type of support will be needed to carry this out? For example, time, professional development, materials, etc. For my proposed action plan the leadership team will play a limited role. This limited role is important and already established within the HSHMC culture through the Gradual Release of Responsibility (GRR) model. This model is used for both students and staff and is intended to allow for the individual to retain greater responsibility. By placing the responsibility on the individual or grade level team, other higher priority issues can be addressed by the administration. If the individual or team identifies a concern they feel should be addressed by administration, the issue can be presented to and discussed with the leadership team. The 11th grade teachers will play the primary role. The targeted student group (13 students) will be placed on a shared google form and the document will be shared with the team members. Each team member will be responsible for maintaining positive contact with 2 students (one teacher will have 3 students) per week, and their parents. This will be done through small counseling sessions, letters to the students, and letters to the parent/s. The team will meet at lunch to readdress restorative language that is associated with restorative practices. A page with sentence frames and starters identifying this restorative language will be presented to each staff member and posted on their desk. By having these sentence frames in plain view they are more likely to be used and become a consistent part of the team and teachers language. As stated previously this target group is an isolated sub-group within the eleventh grade. |
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