Webster Program PLC



All of the necessary forms are found on the "PLC Information and Tools Page" of this Wiki - (see link on the right). Most forms have been updated for the current school year so please use them when completing your work this year. If you need any assistance, let Dr. Cooksley know! Thanks


2014-2015 PLC Information


Our 2014-2015 PLC Norms/Collective Commitments
Start meetings on time. Stay on task. Work to complete daily tasks. Throughout the year, continue to consider and implement new and innovative strategies to achieve our goals

Our 2014-2015 SMART Goal and Action Plan
A majority of alternative program students (at least 50%) will achieve their credit earning goals each trimester.
Individual goals will be established for each Webster Program student at the beginning of each trimester (or upon enrollment. For example, in August, a senior might need to earn 15 credits per trimester in order to graduate with their class. Their success in this regard can be assessed at the end of the first term, then based on their progress, a new goal will be set for trimester 2, etc. In order to assist students in achieving their goals a number of strategies will be used: signed contracts that student will work toward achieving goal: frequent progress monitoring and analysis throughout term; communication with both student and parent or guardian regarding progress; assisting student in implementing strategies to help them improve their progress as needed; design of courses that meet individual student needs and interests.

2014-15 SMART GOAL ASSESSMENT:
(May 6, 2015) Over the course of the school year, 40 students have been enrolled at Webster Program.
*A review of credit earning data by individual student indicates that 23 of these students (or 57%) have met their credit earning goals while attending the Webster Program.
*Of the remaining 17 students, 5 moved or transferred to other institutions during the year, while 3 were in attendance for less than 30 days. Therefore, it might be more accurate to say that 23 of 32 Webster Program students (or 72%) met their credit earning goals over the course of the school year. 7 of the 17 students dropped out of school over the course of the year.
*Of these 23 students who met their credit earning goals while attending Webster Program, 9 have completed graduation requirements (or should complete them by May 29), 5 are projected to complete their graduation requirements by August 1 (I will continue to be available to assist these students over the course of the summer via a "distance learning" program) and the remaining 9 should plan on returning in the fall to keep working toward earning their OHS diploma.

Data Wall Analysis
Over the course of the first few weeks of trimester 1 of the 2014-15 school year, the following steps have been taken to gather data related to the Webster Program PLC’s smart goal: (1) each student has had a series of preliminary individual conferences with the alternative program instructor and reviewed the total number of credits needed to graduate (as well as specific required courses). (2) Students identify their goal date for graduation. (3) The number of credits that student needs to earn each trimester in order to have earned all required credits by graduation goal date is determined. (4) Each student makes a plan to achieve this required number of credits during the current trimester, which takes into account all potential credits that can be earned via classes at the HS, MCCA, through work study program, as well as credits to be earned at the alternative program. (5) Weekly progress indicators are established that typically include data that can be assessed each week, such as number of PE classes that have been successfully completed, number of hours of work study documented, percentage of online courses completed, and number of weekly projects completed (for speech or composition classwork, for example). Then, follow-up conferences have been held each Friday to assess weekly progress toward achieving these weekly progress indicators, so that each week, each student is informed whether or not they are “on track/ on pace” for earning the number of credits needed to achieve their graduation “goal date”. This is the data that comprises the Webster Program PLC “data wall”. If a student is not achieving their weekly “progress indicators”, specific strategies to improve in terms of projected credit earning are discussed.

This process has been repeated on an ongoing basis throughout trimester 2 and 3 as well.

PLC Summaries:
9/3: Focus on reviewing and updating and analyzing student data that documents progress toward weekly progress indicators. Additionally, data was prepared to allow for a "day 15" progress check (to be assessed by students on September 8) that helps students see what they should have achieved as of day 15 [ when 25% of trimester 1 will have been completed] in order to be "on track/on pace" to achieving their trimester 1 credit goals.
9/17: Student progress toward achieving weekly "progress indicators" will be assessed in preparation for individual student conferences, which will be held on Thursday and Friday of this week. Additionally, each student's "progress indicators" will be re-calculated so that not only will they soon be receiving an update on their progress this week, they will also be receiving "midterm progress indicators" that will identify what they should plan on having achieved over the course of the first half of trimester 1 in order to be on pace to earn needed credits this term, so that they can plan to make needed progress between now and midterm (October 3).
10/1: (1) Prepared midterm reports for all students, including projected # of credits likely to be earned during tri 1 based on progress and work completion as of day 30, with the intent of sharing this information with parent/ guardians at parent teacher conferences. (2) Updated E2020 student account information so that parent email accounts are set-up to automatically receive weekly progress reports. (3) Emailed parent/ guardians information about parent/ teacher conferences,to be followed up with phone calls in the next few days to work toward scheduing a conference with parents of as many students as possible. (4) Updated course information for students working toward earning credits in Speech and Composition classes at Webster Program this trimester.
10/15: (1) follow up on student conferences regarding rate of course completion by updating "target dates" in Edgenuity software that allows students to monitor their own progress toward achieving credit goals (2) explore possible approaches to providing fine arts class for Webster students who still need to fulfill this requirement in order to graduate. (3) Check out AEA media center texts for a variety of courses.
November and December: During the months of November and December, I've worked on a variety of projects related to learning supports at the high school as well as alternative program curriculum. In November, I visited with the counselor and the alternative program instructor at Sigourney High School during "PLC time" and reported back to faculty about their "Savage Success" program that involves a 30 minute period of "guided studies" at the end of the day. Students who have a grade of C- or lower are required to work with that subject area teacher during this time. Juniors and seniors who have grades of C or better in all classes are dismissed prior to on some of these days. I explained and discussed this program in more detail with faculty as a way move forward the discussion of how we meet the needs of struggling students. Also related to this goal, I (and other members of the SWAT) met with a number of subject area PLC's to discuss an initiative proposed by the SWAT and approved by Mr. Bandy - having teachers send to parents email notification of low grades at weeks 3, 9, and 11 of each trimester. The meetings with the PLC's were to make sure that the teachers understand this expectation and to see if they have any questions with how to use Campus software to generate those email notifications. Additionally, during PLC time during December (including today 12/17), I've worked on creating a number of new versions of our online classes used fro credit recovery purposes and for currciulum at the alternative prpogram. Newer versions of math, science and English classes have been released by Edgenuity this year, and creating new classes involves meeting with subject area teachers for their input and review of these new course materials, to comply with the "Consultative Model" outlined by the Department of Education. Today, for example, I'm scheduled to meet with math PLC to review new course content for Algebra I and Algebra 2 classes.
2015: This PLC was restructured early in 2015. I asked HS counselors and assistant principal if we could use PLC time to meet and discuss at-risk student issues, functioning essentially to support efforts of the student assistance team. On an ongoing basis we've been reviewing student progress in current classes as well as student progress toward completing graduation requirements and taking steps to address concerns. One outcome of our meetings has been the formation of two sections of a guided studies class that targeted at-risk freshmen who have not earned the number of credits expected during the first one or two trimesters of the year. This guided studies class has focused on study skills, reading and note-taking strategies, test preparation, and similar topics. Another issue we have addressed has involved close monitoring of seniors during trimester 3 to make sure they are doing what needs to be done to successfully pass their required classes needed to graduate. During the final few Wednesday meetings, I hope to explore strategies to improve SAT processes and learning supports systems for next year to provide more assistance to students who are struggling academically.



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