Greg Marshall, PDSA, Instruction and Learning, Drake EDL

PLAN:
Pre Study: A study of the buildings current reality
What needs to be improved and what specific outcome(s) need to occur?
Students at ____High School are scoring lower on the ACT than their peers statewide.
Students are failing to meet college readiness benchmarks, especially in mathematics.
What about our current reality make these outcomes a priority?
By graduating students who cannot meet college readiness benchmarks on the ACT we are sending graduates to college and the workforce
who lack the skills to be successful.
Who are the direct customer(s) these improved outcomes will benefit?
The future gradates of ____High School, specifically our minority sub-groups.

Plan: Identify the Gap and Approach

Purpose:
The purpose of this plan is to decrease the gap between students at ____ and the rest of the state, with a focus on improving minority subgroup scores on the ACT exam. The district mission is The ___________Public Schools Exist So That Graduates Possess the Knowledge,
Skills and Abilities to Be Successful at the Next Stage of Their Lives. To complete this mission we need to reduce the achievement gap
between ____High students and the rest of the state.
Long Range Strategic Plan System Aligned Goal:
By 2020 ____High School students will meet the state averages for college readiness benchmarks on the ACT by improving instruction and
better aligning curriculum to the power standards on the test.
2015-2016 Building Smart Goal:
____High will focus on improving tier I instruction in mathematics to double to number of students meeting the college readiness
benchmarks on the math portion of the ACT.
What work has been accomplished already to meet this long-term goal?
The faculty leadership team has begun to compile the data from the previous 5 years of test results.

Greg Marshall, PDSA, Instruction and Learning, Drake EDL

What is insufficient with the current status or system?

For the past five years ____High student scores have declined or stagnated. In the mathematics portion of the exam in 2014 0% of African
American students met the college readiness benchmark score of 22, with only 9% of Hispanic/Latino students meeting the benchmark.
State the strategies that will be implemented to improve the gap(s):
To improve test scores, the structure that needs improved is the classroom instruction, focusing on increasing rigor and engagement.
MTSS, focused professional development, PLC collaboration, curriculum alignment to power-standards, improved ACT prep
Data:
Table 1: Five Year TrendsAverage ACT Scores (composite)
Year
School
State
2011
17.5
22.3
2012
17.0
22.1
2013
16.5
22.1
2014
16.6
22.0
2015
17.0
22.2
Table 2: Five Year TrendsPercent of Students Who Met College Readiness Benchmarks
Year
English
Math
Reading
Science
School State
School State
School State
School
2011
37
77
17
52
29
62
12
2012
34
77
15
51
26
62
13
2013
28
76
13
50
22
54
14
2014
31
75
9
48
18
52
10
2015
28
75
10
48
21
55
14

Met all four

School State
8
31
8
30
6
32
4
31
7
33

State
40
38
46
47
48

Table 3: Percent of Students Who Met ACT College Readiness Benchmark Scores by Race/Ethnicity
Student Group
English
Mathematics
Reading
Science

Composite

All Students

28

10

21

14

Black/African
American

18

18

White

56

27

48

40

23

Hispanic/Latino

26

24

12

Asian

33

17

17

Greg Marshall, PDSA, Instruction and Learning, Drake EDL

Two or more Races

50

Plan: Identify Measures for Plan

Effectiveness
Measure(s) the team will use to determine if the
strategy was implemented/completed
Measure
MTSS (tier 1 interventions)
PLC w/data teams and
CFAs
Professional Development
sessions on ACT data

Reported
monthly
monthly
monthly

25

Measure(s) the team will use to determine if the

strategy was implemented with fidelity.
Measure
Classroom observations and
walkthroughs
Data teaming process
Staff analysis of data and
alignment of curriculum

Reported
Bi-monthly
monthly
monthly

Measure(s) the team will use to determine

if the overall goal was met (impact).
Measure
District Benchmark
scores
CFA scores
Staff Surveys

Reported
Every 6
weeks
monthly
monthly

DO:
Do: 45 Day Action Plan
Steps- What steps will
team take?
MTSS (tier 1 instruction)
PLCdata team process
Professional
Development

Measure/Indicator- What data will be collected?

Classroom observations and walk-through data
CFA scores and district benchmark scores
Staff surveys on understanding of the data analysis and alignment of
curriculum to power standards in ACT exam. The analysis results
and survey data will be used to plan and guide future professional
development. Staff will also be able to address gaps in the
curriculum to facilitate student success on ACT.

End Date- When will

work be completed?
October 2015
Semester 1
October 2015

Person(s)
Responsible
Admin team
Admin team
Admin team and
Building Leadership
team

Greg Marshall, PDSA, Instruction and Learning, Drake EDL

STUDY:
Study Process
The building leadership team would lead the data analysis. Multiple measures of data would be compiled, analyzed and then shared with the
building staff. Classroom observations and district benchmark scores will be the primary data looked at. If students are scoring higher on district
assessments, it can be assumed that their scores on the ACT would improve, as long as staff were able to identify the gaps in the curriculum and
add those missing pieces of instruction. PLCs will then be able to plan instruction to address the gaps. The results of the study process will then
lead to the next 45 day action plan where necessary improvements to MTSS, professional development and the PLC process can be made.

Study: Analysis of data after implementation

What data gives evidence to progress of plan effectiveness?
Does the walk-through data and classroom observations
suggest that by improving instruction will translate to higher
ACT scores?
Does an increased focus on the data team process lead to
students receiving necessary interventions?

What data gives evidence to lack of progress of plan effectiveness?

Do we need to differentiate professional development for staff?
Are students receiving the necessary interventions in their core
classes?
Do district assessments align to the power standards on the ACT?

ACT:
Act: Revise or continue
with implementation
based on data analysis
(45 day action plan #2)
Steps- What steps will
team take?

Measure/Indicator- What data will be collected?

End Date- When will

work be completed?

Person(s)
Responsible

Greg Marshall, PDSA, Instruction and Learning, Drake EDL

MTSS (tier 1 instruction)

PLC- data team process
Professional
Development

Classroom observations/walk-through data

CFA scores and district benchmark assessments
Staff analysis of gaps in instruction based on power standards within
the ACT exam

January 2016
Semester 1
December 2015

Admin team
Admin team
Admin team and
Building Leadership
team