Mountain Pointe High School
Goal 1: By the end of the 2015-2016 school year all teaching staff will be fully engaged in understanding the Formative Assessment Process and how it positively affects student achievement. This year’s focus will be on Feedback that Feeds Forward and Student Goal Setting.
The Mountain Pointe teaching staff has a firm grasp of the use of Learning Targets and their purpose. In addition a base knowledge of Criteria for Success is understood as well as the beginning steps for the effective development of Strategic Teacher Questioning. First semester of this year we will be introducing Feedback That Feeds Forward, taking a look at how we can assure the feedback provided to students’ benefits them and positively affects their learning
Goal 2: By the end of the 2015-2016 school year all teaching staff will have a full understanding of the ACCRS, specifically the Literacy Standards and will use them on a regular basis to positively affect student achievement.
During the past 2 years all departments have worked diligently to imbed and implement the Arizona College and Career Readiness Standards. Both English and Math have made great progress. Other departments have looked at their curriculum to see where they can support the English Language Arts and Math Standards and continue to adjust their curriculum. All departments have worked hard to implement the Literacy Standards also. Some are further along than others. In looking at staff survey data from 2014-2015 we have some work to do in assuring all students are being exposed to the Literacy Standards at an appropriate level.
By the end of the
2015-2016 school year all Professional Learning Communities will be highly
effective by: maintaining a highly collaborative culture that uses student data
to positively affect student achievement.
Mountain Pointe was the
first school in the district to establish school-wide content driven PLCs for
the purpose of aligning curriculum, developing both common formative and
summative assessments, and to have teachers collaborate to raise the
achievement of all students. Our PLCs are highly functioning for most of the
reasons listed above. The last step of the process is to assure PLCs are
looking at student achievement data, developing interventions, and adjusting
instruction during learning so all students can succeed. This year’s focus will
be on the four questions: 1) What do we want students to learn?, 2) How will we
know when they have learned it?, 3) What will we do when they don’t learn it?,
and 4) What will we do if they already know it? These four essential questions
will guide teachers to using data for meaningful purposes.