HiPlaces School Improvement Planning and Monitoring Process:
School Climate Matrix
(adapted to Rhode Island Public Schools)

Other matrices: Instruction || Parent Involvement

Mission/Goal Statement:   Enhance reading achievement at the ______ grade level   (The following example uses the High School grade level) Specific Target:   Increase the percentage of students who meet or exceed math standards   • Skills     • Concepts     • Problem Solving Expected Increments of Change:   • 3% increase annually at grade ___ in students meeting or exceeding proficiency • 3% decrease annually at grade ___ in students below proficiency

Tactic for School Change:   Create a safe, orderly, and personalized environment characterized by:   • high expectations that are fully communicated to students   • a high achievement focus   • engaged and energized teachers.

ACTION PLAN Evidence of Need from/for Self-Study Action/Strategy Means/Assistance Required Evaluation and Expected Results 1. Achievement: Infoworks 2002 10th grade state assessments: • 38% proficiency in Math Skilss • 21% proficiency in Math Concepts • 19% proficiency in Problem Solving   1. Increase the frequency with which teachers work together on integrative instruction - so that we move from once a year to several times a year by 03 and several times a year to quarterly by 04 - Chart SF-C.1.1 • 78% of teachers report that lack of adequate team planning time is at least a minor problem - Chart SF-I.3 (1 of 2)   Increase the number of integrated thematic units with a focus on MATH skill development so that 15% of all units focus on math by 03 and 25% of all units by 04 - Chart SF-C.2 (2 of 2) 1. Increase the time that teachers have to meet and work together. Provide professional development to increase teacher skills in working together/ teaming, math instruction, and working collaboratively integrated units 1. Increases in the levels of practices of teachers working together and individually on standards-related charts as specified in the action strategy Chart SF-C.1.1 Gains on district and statewide assessments Increase in number of integrated thematic units as specified in action strategy Chart SF-C.2 (2 of 2) Higher frequencies of teacher participation in professional development activities as specified in means required - Chart SF-G.1 2. High level math courses students are taking/ have taken: • over 25% of high school seniors have not taken Algebra I, Algebra II, and/ or Geometry • over 70% of high school seniors have not taken Trigonometry, Pre-calculus, or Calculus - Chart ST-H-E.4 2. Increase standards-based practices for numeracy from several times a month to weekly by 03 and from weekly to several times a week by 04 - SF-D.1 (4 of 4) Increase practices for mathematical reasoning and skill enhancement across the curriculum from several times a month to weekly by 02 and from weekly to several times a week by 03 - Chart SF- D.1.10 2. Provide professional development in: standards-based curricula and assessment, developmentally appropriate instructional methods, inquiry or problem centered learning, and enrichment activities for students in content areas* *These 4 professional development activities rank in the top 12 most wanted by high school teachers- Chart SF-G.2 (1 of 2) 2. Gains in the number of high school seniors who are taking or have taken high level math courses - Chart ST-H-E.5 Increases in the levels of standards-based practices for numeracy as specified in the action strategy - SF-D.1 (4 of 4) Increases in practices for mathematical reasoning and skill enhancement across curriculum as specified in action strategy - Chart SF- D.1.10 3. Climate: High school students report that "positive school climate experiences" occur only sometimes, and that "teachers provide support" sometimes - Chart ST-H-C.1 (1 of 2) 3. Create smaller, personalized communities of learners: • 79% of teachers report that "Lack of school flexibility for regrouping students or modifying the length of periods" is at least a minor problem- Chart SF-I.3 (1 of 2) 3. Reorganization and restructuring of daily schedule. Create small teams of students and implement a flexible block schedule. Increase planning time for team teachers and provide professional development on curriculum integration. 3. Increases in student perceptions of climate: "Positive school climate experiences" from sometimes to most of the time by 03 and always by 04.  “Teachers provide support” from sometimes to most of the time by 03 and from most of the time to always by 04.Chart ST-H-C.1 (1 of 2) Decrease by 10% annually in the numbers of teachers who report that "Lack of school flexibility for regrouping students or modifying the length of periods" is a minor, moderate, or major problem - Chart SF- I.3 (1 of 2) 4. Expectations: Teachers expect that only 62% of students overall will attend at least a four-year college - Chart TR- B.4   Students perceive that their teachers have lower expectations for them than they do for themselves:   • 78% think they will definitely go to college   • 69% believe that their teachers think they will go to college - Chart ST-H- D.1   Students perceive that teachers consistently have lower expectations for them than parents and themselves - Chart ST-H-D.2 4. Increase frequency of instructional strategies that clearly outline what students are supposed to know and be able to do, to increase students’ sense of mastery and efficacy - Chart SF-D.1.9   Example strategies/increase:   • "students receive recognition for exemplary work" to several times a month by 03 and weekly by 04   • “students are given multiple opportunities to improve their grades” to several times a week by 03 and daily by 04   • “student feedback on how to improve class is sought” to several times a month by 03 and weekly by 04 4. Professional development to increase teacher skills in communicating expectations and efficacy to students in areas such as those specified in the action strategy. Lower teacher-student ratio. 4. Increases in the number of students across grade levels that teachers believe will graduate from a four year college: 62% to 70% by 03, 70% to 80% by 04 - Chart TR-B.4   Increase by 10% annually the percentage of students who believe that they will attend college (i.e. 88% by 03) and by 10% annually the percentage who believe that their teachers think they will attend college (i.e. 79% by 04)  - Chart ST-H-D.1   Increases in instructional strategies that clearly outline what students are supposed to know and be able to do, to increase students’ sense of mastery and efficacy - SF-D.1.9 5. Support at school: Students experience low levels of support: • approx. 28% of students "never" or "hardly ever" have someone to talk to at school about academic problems • approx. 64% report that they “never” or “hardly ever” have someone to talk to at school about personal or family problems - Chart ST-H-C.5 5. Increase teacher-led advisory practices from quarterly  to monthly by 03 and from monthly to weekly by 04 - Chart SF- F.1 (1 of 2) and Chart SF- F.1 (2 of 2) 5. Provide professional development in teacher-led advisory. During the 2001-02 school year, high school teachers received little or no training in advisory practices - Chart SF-G.2 (2 of 2) 5. Decreases in the numbers of students who report “never” or “hardly ever” having someone to talk to regarding academic and personal/ family problems by 10% annually (i.e. 18% and 54% by 03) - Chart ST-H-C.5 Increases in the implementation of teacher-led advisory practices as specified in action strategy - Chart SF- F.1 (1 of 2) and Chart SF- F.1 (2 of 2)   Increase amount of professional development on teacher led advisory: from no/little to moderate amount by 03 and from moderate amount to much by 04 - Chart SF-G.2 (2 of 2)