Changes in student learning behavior:

Changing Instruction:

Monitoring progress with timelines and adjustments:

Collaboration and support:

Resources, School and District:

Evaluation of Success/Reporting to Families and Community:

All students will participate in Advisories to create and implement ILPs  as well as assist students in choosing their pathway for graduation

All students will implement their pathway towards graduation at WWHS either via CIM or Digital Portfolios/End-of-Course Exams

Students will be able to articulate the Civic and Social Expectations for Student Learning and their individual response to show evidence of meeting those expectations

Teachers will provide students with multiple opportunities to meet Proficiency Based Graduation Requirements via portfolio assignments, end-of-course exams, CIM tasks, and traditional assessment measures.

Teachers will provide classroom opportunities for students to discuss and share learning with their peers and time for individual conferencing of student work.

Teachers will provide students with feedback during Advisories regarding their exhibition of meeting Civic and Social Expectations for Student Learning within RIEPS or their attainment of the CIM

Informal and formal information collected during Smaller Learning Communities, Department Chair Meetings, School Improvement Team subcommittee meetings, Department meetings, and surveys will be communicated to the entire learning community.

The school community will be kept informed through:

● Interim Reports

● Report Cards

● Parent Conferences

● Test scores shared individually through mailings and collectively through School Report Night

● Reports generated via the Rhode Island Electronic Portfolio System (RIEPS)

Implementation of WWHS's Proficiency Based Graduation Requirement system will take place using formal and informal structures. Teachers will have opportunities during the Professional Development Academy's Smaller Learning Communities to focus on portfolio worthy task development, scoring of student work, rubric development and the implications on classroom instruction.

Availability of Standards Implementation Specialists to collaborate/conference with faculty, administrators and staff at WWHS.

Progress will be monitored by reviewing and analyzing both statewide standardized assessments and local assessments collected via the Proficiency Based Graduation Requirements.

The school community will be kept informed through:

● Interim Reports

● Report Cards

● Parent Conferences

● Test scores shared individually through mailings and collectively through School Report Night

● Reports generated via the Rhode Island Electronic Portfolio System (RIEPS) and distributed to faculty, students and parents

Changes in student learning behavior:

Changing Instruction:

Monitoring progress with timelines and adjustments:

Collaboration and support:

Resources, School and District:

Evaluation of Success/Reporting to Families and Community:

All students will actively participate in meeting benchmark settings for WWHS Proficiency Based Graduation Requirements in Reading, Writing, Oral Communication, Mathematics, technology and the arts via end-of-course exams, CIM tasks, portfolio assignments and traditional assessment measures.

Students will display the key characteristics of proficient readers as stated in the RI PK-12 Literacy Policy:

§ strategic in monitoring the interactive processes that assist comprehension;

§ set goals that shape reading processes;

§ monitor their emerging understanding of a text;

§ coordinate a variety of comprehension strategies;

§ mental engagement;

§ motivated to read and to learn; and

§ socially active around reading tasks.

Students will employ the seven strategies for reading comprehension as outlined in the RIDE PK-12 Literacy Policy.

§ Activate Prior Knowledge

§ Monitor Comprehension

§ Repair Comprehension

§ Determine Important Ideas

§ Synthesize

Draw Inferences

§ Ask Questions

ELL students and students with IEP's will have the same access and opportunity to obtain the GSE's, and will have access to teacher supports.

Students will become more proficient problem solvers by justifying their solutions to a task.

Students will speak the language of the discipline via Disciplinary Literacy (DL) when conferencing with peers and/or teachers.

Teachers will provide students with multiple opportunities to meet Proficiency Based Graduation Requirements via portfolio assignments, end-of-course exams, CIM tasks, and traditional assessment measures.

The School Improvement Team will review all aspects of Proficiency Based Graduation Requirements to ensure access & opportunity, alignment, fairness, sufficiency and standard setting.

Teachers will demonstrate the use of Accountable Talk (metacognition) as a vehicle to improve student achievement on assessment measures.

Teachers will employ school-wide rubrics in their assessment of performance tasks and the attainment of GSEs.

Teachers will model the use of school-wide rubrics as tools to improve and evaluate work.

Teachers will provide classroom opportunities for students to discuss and share learning with their peers and time for individual conferencing of student work.

Teachers will support students' learning with effective; research based instructional strategies towards improving literacy.

Teachers will engage students in multiple problem solving opportunities focusing on DOK Levels 3&4 aligned to the school-wide problem solving rubric.

Teachers will provide all students (special focus on IEP and ELL students) structured support to meet Proficiency Based Graduation Requirements.

Progress will be monitored by reviewing and analyzing both statewide standardized assessments and local assessments collected via the Proficiency Based Graduation Requirements.

A thorough GSE crosswalk will be completed that analyzes the opportunities for students to reach GSEs within their courses.

Learning Walks will be utilized to ensure that professional development opportunities match the continued needs of the faculty and staff at WWHS.

Informal and formal information collected during Smaller Learning Communities, Department Chair Meetings, School Improvement Team subcommittee meetings, Department meetings, and surveys will be communicated to the entire learning community via electronic communications and faculty meetings.

The school community will be kept informed through:

● Interim Reports

● Report Cards

● Parent Conferences

● Test scores shared individually through mailings and collectively through School Report Night

● Reports generated via the Rhode Island Electronic Portfolio System (RIEPS)

Students, parents, administrators, staff and faculty will participate in focus groups to gather anecdotal data regarding our implementation of the WWHS PBGR.

Implementation of WWHS's Proficiency Based Graduation Requirement system will take place using formal and informal structures. Teachers will have opportunities during the Professional Development Academy's Smaller Learning Communities to focus on portfolio worthy task development, scoring of student work, rubric development and the implications on classroom instruction.

Faculty will also have opportunities to embedded professional development focused on task development, scoring and instructional implementation.

Regularly scheduled Department Chair Meetings and Department meetings will be utilized to support and provide the opportunity for faculty to collaborate.

Faculty will have regularly scheduled opportunities to meet with TST (Teacher Support Team) to discuss individual instructional needs of students.

Faculty and staff will also have access to informal opportunities to improve classroom instruction and student achievement via the WWHS Task Support and Review Team and the WWHS website.

Faculty members of special population students will be included within each of the discipline departments for all departmental meetings and professional development opportunities.

Eighteen hours of required professional development via the Professional Development Academy and Smaller Learning Communities.

(80 teachers X $675 = $54,000)

Embedded Professional Development for task development, scoring and implementation

(95 days - 2 half days x $95 = $9,500)

Embedded Professional Development for scaffolded literacy-Scaffolded literacy teams will be departmentally based including special education, and ELL faculty.

(360 days - 8 half days x $95 = $38,000)

CIM Training (52 days-2 half-days-ELA, math, social studies, science, world languages, resource, reading faculty [52 teachers X $95 = $4940])

CIM In-House Scoring - Stipends for collaborative scoring of ELA and math CIM tasks (200 hours X $37.50 = $7,500)

Targeted Literacy Classes and Ramp-up - Readers' Workshop for Fluency 200 hrs (25hrsX4teachersX2 sessions @ $37.50/hour = $7,500)

Targeted Literacy Classes and Ramp-up - Math Workshop  200 hrs (25hrsX4teachersX2 sessions @ $37.50/hour = $7,500)

Availability of Standards Implementation Specialists to collaborate/conference with faculty, administrators and staff at WWHS.

ELL, Special Education and general education support staff participating in Collaboratives will receive additional Professional Development opportunities in Differentiated Instruction.

(20 days - 4 half days x $95 = $7,600)

Progress will be monitored by reviewing and analyzing both statewide standardized assessments and local assessments collected via the Proficiency Based Graduation Requirements.

A thorough GSE crosswalk will be completed that analyzes the opportunities for students to reach GSEs within their courses.

The school community will be kept informed through:

● Interim Reports

● Report Cards

● Parent Conferences

● Test scores shared individually through mailings and collectively through School Report Night

● Reports generated via the Rhode Island Electronic Portfolio System (RIEPS) and distributed to faculty, students and parents

● Reports generated by School Improvement Team (SIT) Committee and Subcommittees

● All aggregated local and statewide assessment data illustrating school-wide performance information will be reported on the WWHS web site.

Target : Parents will be able to clearly articulate how the WWHS administration, faculty and Para-professional staff create opportunities for parental involvement. In addition parents will have open and clear avenues for communication regarding their child's or children's progress towards meeting the WWHS Proficiency Based Graduation Requirements and their diploma system requirements.

Result Statement: The entire school community will understand the responsibility and role each member plays in assisting our students as they meet their Proficiency Based Graduation Requirements or as we plan transitional opportunities for students beyond high school.

Target : Students will demonstrate a yearly decrease in Behavioral Office Referrals and Suspensions. Students will incorporate portfolio artifacts that demonstrate their attainment of WWHS Civic Expectations for Student Learning.

Result Statement: Students will understand their Civic and Social Expectations for Student Learning and their need to exhibit those expectations within the WWHS Proficiency Based Graduation Requirement system. Appropriate student behavior will increase time on task leading to increased student achievement.

Target : Student will meet GSEs according to WWHS Proficiency Based Graduation Requirements. All students will begin the process of developing a career plan and meaningfully move towards accomplishing their plan.

Result Statement: Students will identify their pathway towards graduation at WWHS and use the ILP process to create a plan towards meeting the Proficiency Based Graduation Requirements at WWHS.

Target : Student will meet GSEs according to WWHS Proficiency Based Graduation Requirements. The percentage of students exceeding and achieving statewide assessment targets in English/Language Arts and Mathematics will increase according to Adequate Yearly Progress (AYP).

Students participating in English Language Learner (ELL), Individual Education Plan (IEP) or 504 plans will receive additional supports to meet GSEs according to WWHS Proficiency Based Graduation Requirements. The percentage of special population students achieving or exceeding statewide assessment targets in ELA and Mathematics will increase according to Adequate Yearly Progress (AYP).

Result Statement: Students will employ a variety of reading strategies to improve reading comprehension and their ability to respond to both informational and literary texts as outlined in the Grade Span Expectations. Students will use spoken and written language to communicate effectively to wide and varied audience. Furthermore, students will become competent problem solvers by using strategies that justify solutions, including intuitive and formal mathematical knowledge across all discipline areas.