GIRLS ATHLETIC LEADERSHIP HIGH SCHOOL

DPS Board Presentation | February 19, 2019

Who we are ....

All girls (inclusive), public charter in DPS

We are ....

We are ....

We are ....

We are ....

GALS HS Improvement Strategies

Creation of a data-informed

community

Increased coaching & development cycles for

teaching staff

Identification and implementation of an

infrastructure that support English Language

Learners & Students of Color to increase

performance on the PSAT and or SAT

Increased attendance with a specific focus on

60% or more of students reaching 93% attendance

over the academic year

Data-Informed Community

Rationale

The GALS HS did not have an adequate data-cycle in place and therefore struggled to create a data-efficient environment

Key Action Steps

Implementing Data Days after PSAT & SAT practice exams

with specific next steps identified community wide and for

individual teachers

Hiring a data analyst

Utilizing College Board and Khan Academy data as our main means of understanding progress

Instituting an error-analysis and “focus on progress” approach with students pre and post practice exams

Progress to DateData-Informed Community

Our data analyst is actively working to support our

data-informed priorities including progress towards PSAT

& SAT college cut scores as well as attendance

We have implemented two practice exam/data analysis

cycles and are set to implement the next cycle in March

Our GALS Series staff have created class groups in the

Khan Academy platform in order to track student SAT &

PSAT practice progress

Our Algebra 2 students are demonstrating progress on

SAT standards

Our Student Support Team (SST) reviews attendance data

regularly with follow up action steps

With the help of our data analyst, we are actively using

data from Illuminate (our gradebook) to inform our Data

Driven Student Support (DDSS) cycle - next 2 slides show

examples

Progress to Date - Data Informed Community - DDSS

HS 504 Plans

Latest DDSS Data Sheet

Student's Name Step 1: Strengths/Interests (1min)

Step 2: Review Existing Supports (4 min)

Step 3: Identify Root Cause Hypothesis (3 min)Root Cause (Lack of...) Intervention(s)

Mah'Kaila King

Personable and accessible; warm, keeps her head up despite huge home stress, gentle/tenderhearted; artistic (piano, and drawing) civics engagement. Athletically competitive. Intelligent.

Intervention class, IEP.IEP:- Assignments chunked, shorter but multiple deadlines- Organizational tool system for tracking (green folder)- List of steps for multi-step math problems- Time and a half on assessments- Only taking home folder with assignments to be completed, do NOT take anything else home

- Geometry - attendance- Civics - currently improving, missing assignments and attendance- AP Stats - assignments missing, attendanceAssignments don't get made up when she is missing from class.

Executive functioning and attendance as root cause.

- Reinforce green folder and google calendar with reminders to send to phone.- Should be filling out assignment lists in green folder- Be on time to math block C- Utilize intervention class to get caught up on assignments that are missing from absent days.

Step 5: Case Manager (1 min)

If required supports in place, enter date at rightTim Lloyd

Progress to Date - Data Informed Community - DDSS

Progress to Date - Data Informed Community - Evaluation

Coaching & Development Cycles

Rationale

The GALS HS has not yet benefited from a consistent instructional-coaching cycle. Teachers have had periodic support and

have participated in professional learning communities but they have not had sustained one-on-one coaching for a cycle

and or an academic year.

Key Action Steps

Identification of in-house teacher/instructional coaches Targeted support through coaching of teaching staff

directly involved with content tested on PSAT & SAT

Placement of instructional coach and additional teacher with the highest needs course - Algebra 2

Weekly debriefing cycles with leadership regarding progress, areas of focus, determined needs, and plan moving forward

Progress to DateCoaching & Development Cycles

A hiring committee worked to identify teacher

instructional coaches last Spring and hired 4 internal

coaches who are actively working with identified staff

We contracted an additional coach to support math

teaching staff

Our instructional coaches have built an accountability

system for learning target and outcome tracking (see next

slide for an example)

Staff are allotted time weekly during professional

development to input information into the learning target

tracker and to get feedback/work with instructional

coaches

Algebra 1

Cougill

Aligned Standard

Analyze functions using different representations.CCSS.MATH.CONTENT.HSF.IF.C.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*CCSS.MATH.CONTENT.HSF.IF.C.7.AGraph linear and quadratic functions and show intercepts, maxima, and minima.CCSS.MATH.CONTENT.HSF.IF.C.7.BGraph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

Learning Target

Content: I can use an equation to find key features of a linear graph and key features of a quadratic graph. I can use an equation to determine its domain and range.Language: I can use the terms maximum (maxima), minimum (minima), x-intercept, y-intercept, to describe the key features on a graph.

Outcome

I can demonstrate my learning by identifying the key features of a given graph.

I can demonstrate my learning by taking a given equation and creating a graph to represent the function and then identifying the key features on the graph.

I can demonstrate my learning by taking a given equation and creating a graph to represent the function and then identifying the key features on the graph.

I can demonstrate my learning on a quiz.

Monday 12/3 Tuesday 12/4 Wednesday 12/5 Thursday 12/6 Friday 12/7

Example of accountability cycle put in place by instructional coaching team for all GALS teaching staff; also shows emphasis on language target

Progress to Date - Coaching & Development Cycles

Progress to DateEnglish Language Learners & Students of Color Support

Professional development cycles have included ELL

practices, familiarizing ourselves with the PSAT & SAT,

whole-school test prep supports such as using words or

questions stems that occur with high-frequency on the PSAT

& SAT, and individual teacher planning for test prep

9th, 10th, & 11th families all received information regarding

last year’s PSAT/SAT performance and or CMAS along with

the importance of the exams towards a student’s

post-secondary pursuits, and finally the Khan

Academy/College Board Challenge. The desired outcome of

the challenge is Khan Academy practice outside of school for

1 hour weekly.

Students all have College Board accounts linked to Khan

Academy and are practicing weekly in their GALS Series

classes and a small % are practicing at home.

At Winter Conferences, we re-emphasized the importance of

practicing outside of school for 1 hour each week.

SRI (Scholastic Reading Inventory) Results

Progress to Date - English Language Learners & Students of Color Support

P/SAT Data - Practice Exam #2

➔ We used a PSAT NMSQT exam for our 2nd practice round to test 9th & 10th graders. This exam is marginally more difficult than a PSAT 8/9. Juniors took a practice SAT.

➔ Students reflected on the exam experience and their scores with English & math staff.

➔ Staff participated in a Data Day and identified patterns of opportunity to support in class.

DATA!

Bright Spots - 10th Grade

40 More Points!

Increased Attendance

Rationale

The GALS HS has had difficulty with student attendance over the years. We recognize several variables that contribute to

this pattern including extreme mental health issues, access to transportation, homelessness, and factors relative to

poverty.

Key Action Steps

Hired a high school guidance counselor to work directly with high school families on positive attendance

Building awareness with families about the importance of being at school relative to post-secondary options

Supporting families who have consistent extenuating circumstances Weekly Student Support Team (SST) meetings with key staff including school psychologist, Dean of Students, school guidance counselor, Director of Inclusion, Director of Counseling, data analyst, and head of school for student and family support strategies and progress monitoring

Progress to DateIncreased Attendance

Our data analyst has created a tool for the SST to use

bi-weekly to track attendance

Attendance Status sheet

SST is case managing students/families that fall into the

90%-92.9% category

A student-focused attendance challenge is currently

underway for the 3rd quarter; the outcome is to increase

student/family awareness, increase attendance

percentage, slow missed days

Oh and we hired a guidance counselor!

Category CountAtt => 93% 54

90% <= Att < 93% 18

85% <= Att < 90% 14Att < 85% 50

Progress to Date - Increased Attendance Attendance Challenge

Gutierrez, Evelyn

708193 2022 9 90.40% 88.2 -2.20% Guardian shared that it is difficult for them to get to school for movement because they have a lot of people at home that need to get ready in the morning and just one bathroom. Mom hung up quickly.

**Contract** Praise for above average attendance! Transportation Need: Way To Go link in Column C, request families email to send document. Also mention that we have monthly bus passes for $10 dollars. 11 1st period tardies, 37 to class tardies. 48 total tardies!

7.5 Gutierrez Way To Go List

Contract

Glowacki-Geyer, Mavis

670714 2019 12 90.30% 91.8 1.50% Lives at Third Way, Kira drives her, had flu, has court dates

No contract needed Currently at 91.8%, 1.90% increase from December at 90.3%. Praise increase and encourage continued improvements.

2.5

Support from DPS

Critical needs:

How do we support all-learners in a PSAT & SAT state testing environment? What does DPS have to offer for how we intervene, remediate, and support this need?

Practical needs: SAT & PSAT Exam supports to include data-dashboards, test prep consumables, offering

of resources such as Kaplan or Princeton test prep

How do we support our students ability to access their school of choice?

Practical needs: Transportation!

How can we begin to balance health and wellness and competency with a measure such as PSAT & SAT as a qualifier for success?

Practical needs: Support from DPS to be the model we are instead of a model like DSST.