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Desired Results for Student Learning

  1. PART 3: DESIRED RESULTS FOR STUDENT LEARNING


 

    1. Narrative Description of the Process of Defining the Desired Results for Student Learning


 

An organizational meeting of the steering committee was held December 3, 2003. At this meeting, the overall structure of the School Improvement Plan was discussed, and it was determined that the completion of Section III would be contingent upon the data of Section I and Section II.


 

In choosing the primary goals for student learning at Headland High School, the Section III chairman, Mrs. Roberts, met with the steering committee chairman and the self-study facilitator on April 15, 2004. At this meeting, stakeholders were identified and the group determined that the school�s goals for student learning should represent the confluence of the following three elements: the profile of Headland High School from Section I, the missions and beliefs of the school from Section II, and the results of the National Study of School Evaluation (NSSE) �Survey of Goals for Student Learning.� On April 20th, the Section III committee met to review our Section III guidelines and to discuss how and when the NSSE Survey would be administered.


 

The NSSE Survey was administered to 31 faculty and staff members during their planning periods on April 22, 2004. The completed survey forms were sent to NSSE for scoring and analysis. Upon receipt of the results on May 18, 2004, the Section III committee met, reviewed and discussed the outcome of the survey.


 

The committee established that the priorities for improvement should be focused on goals one (Learning-to-Learn Skills), two (Expanding and Integrating Knowledge) and four (Thinking and Reasoning Skills). These priorities reflect two vital considerations: (1) faculty ranking of priorities for improvement and (2) the existing discrepancy between faculty priorities and the current level of student performance as measured by the �Survey of Goals for Student Learning.�


 

A Section III committee meeting was scheduled on May 24, 2004 to discuss the priorities and the means by which each might be implemented and measured. It was agreed that the committee would consult numerous sources regarding current and future trends in education to make its determinations then meet on August 23, 2004, to report our findings.


 

Section I data were reviewed to empiricize current trends at Headland High School; Section II was considered in order to align committee findings with the mission of the school community; the Alabama Courses of Study and the objectives for the Alabama High School Graduation Exam were consulted to determine objectives and competencies expected of students who receive a high school diploma in the State of Alabama. Additionally, model school improvement plans were studied as indicators of current trends.


 

Following the detailed study of the above factors, the committee next considered methods by which progress in priority areas would be measured. Its most valuable asset proved to be Section I data that established an empirical rubric for the measurability of progress.


 

 

DESIRED RESULTS FOR STUDENT LEARNING AND INDICATORS OF STUDENT ACHIEVEMENT


 

        1. Desired Results


 

  • Learning to Learn


 


 


 


 


 


 


 


 


 


 

  • Expanding and Integrating Knowledge


 


 


 


 


 


 


 


 


 


 


 


 

  • Thinking and Reasoning Skills


 


 


 


 


 


 


 


 


 


 


 


 


 


 


 

        1. Indicators


 


 

Students make a commitment to creating quality work and striving for excellence.


 

Students use a variety of learning

strategies, personal skills, and time

management skills to enhance learning.


 

Students reflect on and evaluate

learning for the purpose of

improvement.


 


 


 

Students connect knowledge and

experiences from different subject areas.


 

Students use what they already know to

acquire new knowledge, develop new

skills, and expand understanding.


 

Students demonstrate integrated

knowledge and skills in applying

multidisciplinary approaches to solving

problems or completing tasks.


 


 


 


 


 

Students gather and use information

effectively to gain new information and

knowledge, clarify and organize

information, support inferences and

justify conclusions appropriate to the

context and audience.


 

Students utilize, evaluate, and refine the

use of multiple strategies to solve a

variety of problems.


 

Students generate new and creative

ideas by taking considered risks in a

variety of contexts.


 


 

 


 


 

        2. ANALYSIS OF STUDENT LEARNING NEEDS: DESCRIPTION OF STUDENTS� CURRENT LEVEL OF ACHIEVEMENT OF THE DESIRED RESULTS FOR THEIR LEARNING


 

          1. Learning to Learn


 

The surveys indicated that students do not demonstrate a commitment to striving for excellence or a commitment to evaluate learning as a means of improvement.


 

The surveys also indicate that students utilize only a limited number of learning skills that may limit the enhancement of learning.


 

          1. Desired Result

  • Students make a commitment to creating quality work and striving for excellence.


 

            1. Empirical Measures of Current Level of Achievement

  • SAT/ACT scores

  • Number of students enrolled in Advanced Placement/Honors courses

  • Percentage of graduating seniors who matriculate at institutions of higher learning


 

          1. Desired Result

  • Students use a variety of learning strategies, personal skills, and time management skills to enhance learning.


 

            1. Empirical Measures of Current Level of Achievement

  • Number of students on A/B Honor Roll who also participate in extra-curricular activities

  • Total dollar amount of scholarships that are offered to graduating seniors


 

          1. Desired Result

  • Students reflect on and evaluate their learning for the purpose of improvement.


 

              1. Empirical Measures of Current Level of Achievement

  • Number of students receiving remediation services

  • Comparison of the number of students who are named to the A/B Honor Roll first term versus second term

        1. Expanding and Integrating Knowledge


 

The surveys indicated concern for the lack of connection of information from different subject areas. This limits the ability to use a multidisciplinary approach for problem solving or completion of assigned tasks.


 

In addition, there was indication that students fail to apply prior knowledge in the development of new skills and in the expansion of knowledge.


 

        1. Desired Result

  • Students connect knowledge and experiences from different subject areas.


 

                1. Empirical Measures of Current Level of Achievement

  • Student enrollment in core-curricular collateral courses ( i.e. world religion, psychology, art dynamics)

  • Percentage of students who score at or above the national/state levels on the SCT/SAT/AHSGE assessments


 

        1. Desired Result

  • Students use what they already know to acquire new knowledge, develop new skills, and expand understanding.


 

                  1. Empirical Measures of Current Level of Achievement

  • Enrollment in sequential courses (e.g. Spanish I -- Spanish II; AP U. S. History I�AP U. S. History II)

  • Number of students moving from a regular to advanced track


 

        1. Desired Result

  • Students demonstrate integrated knowledge and skills in applying multidisciplinary approaches to solving problems or completing tasks.


 

                  1. Empirical Measures of Current Level of Achievement

  • Student involvement in academically based extra-curricular activities ( FBLA,FFA, FTA, Academic Team, Spanish Club, Math Team)

  • Student enrollment in core-curricular collateral courses(world religion, psychology, art dynamics)


 

        1. Thinking and Reasoning Skills


 

Surveys from teachers indicated a lack of effective use of thinking and reasoning skills for gaining, classifying, and organizing information.


 

As a result of the surveys, there was indication that students do not successfully use various strategies to solve problems. This may limit the ability to adequately solve future problems of different types.


 

        1. Desired Result

  • Students gather and use information effectively to gain new information and knowledge, classify and organize information, support inferences, and justify conclusions.


 

                1. Empirical Measures of Current Level of Achievement

  • Percentage of seniors scoring below 70 on their research papers in English and government

  • Percentage of sophomores scoring below 3 on the 10th Grade Writing Assessment

  • Percentage of freshmen scoring below 70 on their research papers in world history


 

        1. Desired Result

  • Students utilize, evaluate, and refine the use of multiple strategies to solve a variety of types of problems.


 

                1. Empirical Measures of Current Level of Achievement

  • Percentage of diploma-track students who fail to pass all 5 portions of the Alabama High school Graduation Exam on their first attempt.

  • Percentage of diploma-track students who fail to pass all 5 portions of the Alabama High School Graduation Exam on second and subsequent attempts


 

        1. Desired Result

  • Students generate new and creative ideas by taking considered risks in a variety of contexts.


 

                1. Empirical Measures of Current Level of Achievement

  • Number of students enrolled in Honors and Advanced Placement courses

  • Number of students who are recognized for excellence in academic, vocational, and athletic competitions at the district, state, and national level.