PASL draft Task I

Contextual Information 

a. The school district, in a fast-growing urban area with a population of over 900,000, serves nearly 77,000 students in 140 schools, with 29 high schools. Despite the city's growth of 10% in the past five years, the district has seen a 20% student enrollment decline in the same period. Its minority enrollment is 90%; and it is diverse: 65% Hispanic, 21% Black, 11% White, and 3% Other. Some 61% are economically disadvantaged, and 33.5% are Emergent Bilinguals. The graduation rate is 87%. The stated mission is "Preparing ALL students for success in college, career, and community leadership."

b. The high school, the city's oldest and largest with 2,300 students, has a 75% minority enrollment, with 65% Hispanic, 6% Black, 25% White, and 4% Other. Some 62% of students are economically disadvantaged, 10% are Emergent Bilinguals. Some 61% of students participate in the AP program. The graduation rate is 90%. The school's mission is to provide "a rigorous curriculum" so students are "ready for college, career, military, and community leadership."

c. The faculty consists of 135 teachers at various career stages, employing diverse teaching methods. A majority of teachers are AP trained, and all are provided leadership opportunities. Faculty diversity - 19% Hispanic, 20% Black, 61% White - does not yet mirror the student body's. Their unifying vision is "One School, where everyone is valued, challenged to work hard, grow, and to be active participants in building a positive community.

Textbox 1.1.1
a. Our school faces a significant problem in educating our largest, fastest-growing demographic, Hispanic students, for post-secondary success (PSS). Our Campus Improvement Plan (CIP) and School Performance Objective 1 (SPO1) have identified PSS benchmarks and targets for these students, but data shows a recurring, deepening failure to meet these goals. In May 2022, only 47% of Hispanic students attained a College, Career, or Military Readiness (CCMR) indicator. This percentage slightly increased to 52% in May 2023, still falling short of the 70% target. By May 2024, the percentage plummeted to 36%, further below the target and even the 47% attainment from two years prior. This impacts instructional practice through a lack of differentiation and a narrow interpretation of our school's mission to provide "a rigorous curriculum" for all students' readiness. The result is an inequitable, widening achievement gap affecting Hispanic students like "Maria," "Enrique," and "Jorge," who face barriers to advanced courses, scholarships, and vocational options.

b. I collected longitudinal data from our CIPs, PSS Office, district's Accountability and Data Quality (ADQ) department, and State Education Agency (SEA) spanning the last three academic years (see artifact 1.1.1). This data is appropriate as it reveals the downward trend in Hispanic student PSS achievement and potential root causes. The data supports choosing this problem by highlighting our increasing failure to meet SPO1 targets for Hispanic students' CCMR attainment, with the percentage declining from 47% in 2022 to 36% in 2024. It also suggests possible causes in instructional practices and student learning, such as a lack of explicit CCMR skills in our curriculum, limited dual credit options hindering college-bound students, and a dearth of trade-oriented CTE coursework for non-college-bound students.

c. Addressing this problem, I anticipate leading our faculty and staff to reverse the downward trend in Hispanic students' CCMR attainment, ensuring each learner achieves PSS after graduation. This 100% result is achievable through relevant, targeted changes in instructional practice and student learning. First, each instructor will explicitly identify PSS and CCMR skills and knowledge on syllabi and in course outcomes. Second, administration will diversify CCMR avenues to invariably provide PSS options for Hispanic learners such as Maria, Enrique, and Jorge. By implementing these strategies and closely monitoring progress, we aim to steadily increase the percentage of Hispanic students attaining CCMR indicators, ultimately reaching and surpassing our SPO1 target.

Textbox 1.2.1
a. The research I conducted and consulted significantly influenced the development of our plan to address our chronic failure to meet our School Performance Objective 1 (SPO) targeting Hispanic student success in College, Career, or Military Readiness (CCMR). I analyzed longitudinal data from our Campus Improvement Plans (CIPs), Post-Secondary Success (PSS) Office, district's Accountability and Data Quality (ADQ) department, and State Education Agency (SEA), revealing a widening learning gap for our largest and fastest-growing student demographic. I also consulted eight studies (2003-2021) investigating educational barriers faced by Hispanic students in CCMR attainment (see artifact 1.2.1). The synthesis of data analysis and research informed the plan for immediate professional development (PD) on culturally responsive CCMR-skill teaching practices relevant to the learning, aspirations, needs, and options of Hispanic students like Maria, Enrique, and Jorge.

b. I utilized school and district resources in developing the plan. These included our school's last four CIPs (the last two with our SPO for Hispanic students), longitudinal data on CCMR teaching options and student learning attainments from our PSS Office, and data from the district's improvement plans (DIPs) and ADQ department referencing SEA mandates. The CIPs and DIPs provided historical context for the SPO, while PSS and ADQ data allowed for detailed analysis of trends and gaps in CCMR among Hispanic students. These resources highlighted the urgency of the problem, identified focus areas, and informed the selection of teaching strategies aimed at improving Hispanic student CCMR success.

c. School, community, and cultural influences shaped the plan's development, ensuring it addresses the specific needs, barriers, and goals of our Hispanic students. These influences included the high and growing percentage of Hispanic students (65%), the diverse backgrounds and needs of our student population (62% economically disadvantaged, 10% Emergent Bilinguals), and the aspirations, challenges, and opportunities faced by individual Hispanic students. The school's mission to provide "a rigorous curriculum" and prepare students for "college, career, military, and community leadership" influenced the plan's focus on PD to make the CCMR skills and CCMR knowledge learned by all students clear, explicit, and ubiquitous throughout our curriculum and to expand culturally relevant CCMR options. The community's growing Hispanic population and the district's commitment to "Preparing ALL students for success" emphasized the need for ongoing impact assessments.

Textbox 1.2.2
a. The plan I developed aims to resolve the problems faced by our Hispanic students through a twofold approach: communicating bilingually that the goal of our rigorous teaching practices is for students to learn workforce and community skills, and ensuring culturally relevant CCMR opportunities. The resolution is to provide equitable access to rigorous coursework, remove language barriers, and offer diverse career pathways. The plan will be implemented through PD for teachers to highlight CCMR skills in each course bilingually and partnerships with schools, CTE centers, and a local thrift store to expand CCMR options. Ongoing PD will guide bilingual syllabus and CCMR collateral reviews for website publication. Bilingual communications and culturally relevant solutions aim to create an inclusive learning environment preparing Hispanic students for success.

b. The plan's timeline spans from September 2024 to August 2025 (see artifact 1.2.2). Key steps include communicating syllabus and CCMR reviews (May 2024), ongoing reviews with translators (August 2024), posting bilingual products on the website (September 2024), conducting surveys, forming a leadership team, analyzing results, setting goals, planning PD, collaborating with partners, and finalizing logistics (September 2024-January 2025). Other steps include cultural responsiveness training, bilingual promotional materials, info sessions (February 2025), enrolling in off-campus programs, coordinating transportation, launching partnerships (March 2025), collecting and analyzing data, refining plans, celebrating achievements, conducting outreach, expanding partnerships, and providing ongoing PD (April-August 2025). This systematic approach ensures adequate time for planning, collaboration, and refinement based on Hispanic students' needs and stakeholder feedback.

c. A diverse range of stakeholders helped develop the plan, each bringing unique perspectives and expertise to address Hispanic students' needs and challenges. The leadership team included school administrators, district representatives, CTE teachers, Hispanic parents, and representatives from partner schools, CTE centers, and the local thrift store. Administrators and district representatives ensured alignment with district goals and resources; CTE teachers provided insights on adapting programs; Hispanic parents shared aspirations, concerns, and barriers; and partner representatives offered guidance on logistics and support strategies. Each member played a crucial role in shaping the plan, from identifying challenges to designing interventions, securing partnerships, and planning for successful implementation and ongoing improvement.

d. To communicate the plan, I employed traditional and digital strategies with a strong emphasis on bilingual outreach. Monthly bilingual newsletters highlighted program updates, student spotlights, and events. Quarterly community meetings, primarily in Spanish with English translation, offered in-person and virtual options. Social media and webpages featured program information, photos, videos, and student work. Digital surveys and discussion forums, in Spanish and English, collected feedback and ideas. Phone and text outreach and collaboration with community partners facilitated cross-promotion and expanded reach. This multi-faceted, bilingual approach allowed for effective two-way communication, responsiveness to needs, and sustained engagement, ensuring equal access to information, resources, and opportunities for Hispanic students and families.

e. To assess the plan's results and impact, I will evaluate qualitative feedback and quantitative data. Metrics include Hispanic student enrollment, retention, performance, attendance, behavior, satisfaction, partnerships, and post-graduation outcomes. Evaluating the success of our next CIP and SPO 1, targeting increased CCMR attainment for Hispanic students, will be crucial. Monitoring progress will determine the effectiveness of interventions and inform data-driven decisions. Student work examples demonstrating impact may include projects from advanced courses, scholarship application materials, business plans, and CTE program projects, reflecting increased access and opportunities. Examining Hispanic student work and evaluating progress towards SPO 1 will assess the effectiveness of initiatives in promoting equity, removing barriers, and fostering success. This comprehensive approach will provide insights into short-term results and long-term impact, informing targeted improvements and justifying further expansion.

Textbox 1.3.1
a. To support the plan's implementation, I took several key actions. I collaborated with department chairs, PSS Office, and College Center specialists to communicate the upcoming PD and hired academic translators for English to Spanish reviews. I also worked with nearby partners to finalize logistics, ensure transportation, and design hands-on programs aligned with our curriculum and Hispanic students' interests. The PD equipped teachers and staff to identify CCMR-related skills and knowledge on each syllabus for translation and publication. I regularly monitored Hispanic student engagement and feedback, making data-driven adjustments, such as developing a mentorship program for those struggling to balance off-campus CTE commitments with regular coursework.

b. I worked closely with a diverse leadership team, including college and school administrators, district representatives, CTE teachers, Hispanic parents, and representatives from partner schools, CTE centers, and the local thrift store. Their unique perspectives, expertise, and connections were crucial to overcoming challenges and maximizing the impact of our initiatives. Hispanic parents provided insights into the specific needs and concerns of our target population, CTE teachers and partner representatives developed engaging, culturally relevant programs, and school administrators and district representatives secured resources, facilitated collaboration, and ensured sustainability.

c. I employed various communication strategies to keep everyone informed, engaged, and motivated throughout the implementation process. These included a bilingual blog, weekly email updates, monthly conference calls, quarterly in-person meetings, and targeted communication methods based on each stakeholder's role and preferences, such as additional bilingual meetings with Hispanic parents and site visits and job shadowing opportunities with CTE partners (see artifact 1.3.1). By tailoring my approach to each stakeholder group and maintaining open, transparent communication, I built trust, fostered shared ownership, and ensured commitment to the success of our Hispanic students. Regular communication allowed us to quickly identify and address issues, minimize disruptions, and continuously refine and improve our strategies, leading to better Hispanic student outcomes.

Textbox 1.3.2
a. I used a combination of quantitative and qualitative criteria and methods to monitor the plan's implementation. Quantitatively, I tracked enrollment and retention rates of Hispanic students in advanced courses, off-campus CTE programs, and the thrift store partnership, as well as their academic performance, attendance, and completion rates. Qualitatively, I conducted surveys and focus groups with students, parents, and teachers to gather feedback on the effectiveness of our additional CCMR avenues and identify areas for improvement. These criteria and methods provided a comprehensive picture of the plan's impact on student outcomes and experiences, with quantitative data allowing for objective measurement of progress and qualitative feedback offering insights into stakeholder perceptions and needs

b. I made several adjustments during the plan's implementation based on the collected data and feedback. When enrollment rates in off-campus CTE programs were lower than expected, I collaborated with CTE partners to develop engaging and culturally relevant course descriptions and recruitment materials, and organized bilingual info sessions and tours to help Hispanic students and their families understand the benefits and logistics. I also streamlined the PD process for teachers to annotate CCMR skills in each syllabus and set up easy navigation on our website for best practices (see artifact 1.3.2 "adjustment," where a teacher-led team is acknowledged). These adjustments addressed the identified challenges and ensured the plan remained responsive to the needs of our students and staff.

c. The plan's implementation was highly effective in addressing our twice failed SPO 1. By the end of the pilot year, the percentage of Hispanic students attaining at least one CCMR indicator increased from 36% to 70%, well above the 65% of our Hispanic student body. This improvement was evident in the doubled enrollment and increased completion rates in advanced courses, tripled participation and high certification rates in off-campus CTE programs, and impressive results from the thrift store partnership, demonstrating the plan's effectiveness.

d. The plan's implementation profoundly impacted instructional practice and student learning. 97% of teachers and 100% of PSS and College Center staff completed the CCMR review for their syllabuses and collateral pieces, resulting in higher Hispanic student awareness of CCMR skills and opportunities. A powerful example is evident in the work of "Maria," a Hispanic student who, inspired by an English II essay, enrolled in advanced math and science courses and a robotics CTE program (see artifact 1.3.2 student work). Her award-winning robot project showcased her mastery of complex concepts and ability to apply learning to real-world problems, illustrating how the plan enhanced instructional practice and empowered Hispanic students to pursue their passions and achieve at high levels.

Textbox 1.4.1
a. Based on the quality of the resolution, if I were to develop and implement this plan again, I would make a few key changes to enhance its effectiveness. First, I would allocate more time and resources to the initial data collection and analysis phase, conducting more in-depth interviews with a larger sample of Hispanic students and their families to identify additional barriers and needs earlier in the process. This information would allow us to refine our strategies and interventions further. Second, I would establish a more formal system for tracking and reporting progress throughout the implementation process, creating a centralized dashboard or scorecard to share updates with stakeholders and make data-driven decisions in real-time. Finally, I would place a greater emphasis on sustainability and scalability from the outset, focusing on building capacity, securing long-term partnerships, and advocating for systemic changes to position our plan for even greater impact.

b. Throughout the process of developing and implementing this plan, I have learned several valuable lessons. First and foremost, I have learned the importance of active listening and authentic engagement when working with diverse stakeholders, particularly our Hispanic students and their families. This collaborative approach improved the quality of our plan, fostered shared ownership and accountability, and empowered Hispanic students and their families to take ownership of their education and advocate for their needs. Another key lesson I learned is the value of flexibility and adaptability in the face of challenges, remaining open to feedback, making adjustments, and committing to continuous improvement. Finally, I learned the power of data-driven decision-making and targeted interventions, carefully monitoring progress and using evidence to guide our actions, maximize impact, and allocate resources effectively. This strategic, data-informed approach was critical to the success of our plan in addressing the needs of our Hispanic students and closing the CCMR attainment gap.

c. The lessons I have learned from this experience have profoundly influenced my approach to future problem-solving tasks. Moving forward, I will prioritize stakeholder engagement and collaboration from the very beginning of any project, actively seeking out diverse perspectives, building genuine partnerships, and creating channels for ongoing communication to ensure my solutions are grounded in the needs and experiences of those most directly impacted. Additionally, I will embrace a more iterative and adaptive mindset, recognizing that plans may require modification based on changing circumstances or new information. Furthermore, I will continue to prioritize data collection and analysis as key components of my problem-solving process, leveraging evidence to identify trends, measure progress, and inform decision-making to develop targeted interventions that maximize impact and optimize resource allocation. Ultimately, this experience has reinforced my commitment to equity, inclusivity, and continuous improvement as core values guiding my leadership and problem-solving approach, and I am confident in my ability to drive meaningful change and better serve the needs of all students, particularly those from our Hispanic students.