School Improvement and Innovation Plan
Outcome goals for this academic school year
School Innovation and Improvement Plan At-a-Glance 2023-2024
- Marshall High School, Region 5
- Jeffrey D. Litz, Principal
High School Performance in Coursework
Goal: By the end of the 2023-2024 school year, 65% of ESOL students who take the WIDA exam will demonstrate measurable improvement in English Language proficiency as assessed by the WIDA exam. In addition, each of the four subgroups (Economically Disadvantaged, Black, Hispanic and SPED) will increase by at least 10% measured progress on WIDA. As the WIDA is a standardized exam given only once per year, interim progress will be measured by the use of a quarterly writing benchmark assessment as well as the Reading Inventory. In addition, we will use common speaking and listening benchmark assessments given quarterly.
Improve student engagement through consistent rigorous and relevant learning experiences.
Strengthen differentiation by designing and implementing effective scaffolds.
Strengthen culturally responsive learning environments that honor student identities, strengths, and interests.
Goal: By the end of the 2023-2024 school year, we will reduce the risk ratio number of out of school suspensions for Black and Hispanic students by 50% which will make them proportional to white and Asian students. In addition, our faculty will utilize the common behavior expectations and strategies around the Five Stars of GCM, to reduce the number of classroom incidents by one third for all students.
Provide ongoing professional development and scaffolded support to staff regarding best practices for discipline.
Integrate consistent analysis of discipline data disaggregated by subgroups (race/ethnicity, SWD, EL, FRM).
Utilize an MTSS framework to establish and organize a schoolwide continuum of proactive behavior and wellness supports.
High School Progression towards Advanced Coursework
Goal: By the end of the 2023-2024 school year, 94% of students will continue to receive a C- or better, with 88% of students achieving a B- or better, in a CTE course.
Monitor student data and use data to determine need for intervention and additional support.
Develop and monitor annual course plans for students beginning in 8th grade to ensure enrollment in advanced coursework and/or CTE pathways.
Increase instruction that focuses on student growth rather than meeting minimal proficiency standards.