Comprehensive School Improvement. Plan. Fern Creek Traditional High

Transcription

1 Comprehensive School Improvement Plan Jefferson County Nathan Meyer, Principal 9115 Fern Creek Road Louisville, KY Document Generated On December 20, 2016

2 TABLE OF CONTENTS Introduction 1 Phase I - Equitable Access to Effective Educators School Diagnostic Introduction 3 Equitable Access to Effective Educators - School 4 Phase I - The Missing Piece Introduction 38 Stakeholders 39 Relationship Building 40 Communications 41 Decision Making 43 Advocacy 45 Learning Opportunities 46 Community Partnerships 47 Reflection 48 Report Summary 49 Improvement Plan Stakeholder Involvement Introduction 51 Improvement Planning Process 52

3 Phase I - Needs Assessment Introduction 54 Data Analysis 55 Areas of Strengths 56 Opportunities for Improvement 57 Conclusion 58 Fern Creek High School CSIP Overview 60 Goals Summary 61 Goal 1: Increase achievement (proficiency rates) in all content areas by Goal 2: Increase the percentage of GAP students scoring proficient by Goal 3: Increase the average freshman graduation rate (AVGR) from 82% to 91% by Goal 4: Increase the percentage of students who are college and career ready from 63.8% to 78.3% by Goal 5: School will implement support and programming that focuses on teacher effectiveness and school improvement. 88 Goal 6: Instructional Resources Resources Goal- Fern Creek will use 100% of the instructional resources (textbook) within two years to support student achievement. 90 Goal 7: The school will use the Review scores to make measurable improvements in Arts and Humanities, PL/CS, Global Competency and World Language and Writing. 91 Summary by Source 93 Phase II - KDE Assurances - Schools Introduction 103 Assurances 104 Phase II - KDE Compliance and Accountability - Schools

4 Introduction 110 Planning and Accountability Requirements 111 Executive Summary Introduction 152 Description of the School 153 School's Purpose 154 Notable Achievements and Areas of Improvement 155 Additional Information 156

5 Introduction The following Kentucky Department of Education resources should be referenced to assist in the development of Comprehensive School and District Improvement plans. Each document outlines the purpose and characteristics of effective plans by component. Needs Assessment: Goals: Objectives: Strategies: Activities: Executive Summary: KDE encourages the use of the day plan template as schools incorporate and monitor the goals, objectives, strategies and activities specified in the Comprehensive Improvement Plan. SY Page 1

6 Phase I - Equitable Access to Effective Educators School Diagnostic SY Page 2

7 Introduction National data show that poor and minority students, English Language Learners and students with disabilities continue to be taught more often than their peers by inexperienced, out-of-field or ineffective teachers. As a result, the United States Department of Education (USDE) required states to develop equity plans and use evidence based strategies to address this issue. Kentucky s plan is focused on teacher preparation; recruitment, hiring and placement of teachers; providing supports for on-going, job-embedded professional learning; and strategies to retain teacher and leaders. All districts and schools in Kentucky are required to identify barriers and develop strategies to address these issues to achieving equitable access to effective educators for students most at risk. This is being incorporated within the Comprehensive District and School Improvement Plans. This diagnostic should be used as tool for identification of barriers and a catalyst for development of strategies that will result in novice reduction for gap closure. Strategies will be incorporated into the Comprehensive School Improvement Plan. Kentucky s Plan Submitted to U.S. Education Department SY Page 3

8 Equitable Access to Effective Educators - School Label Assurance Response Comment Attachment School Equity Data FCHS (1) Complete the School Equity Data tab for this I diagnostic. Include at least one other selfselected indicator for consideration. *Self-selected data could come from a variety of sources. It should be relevant to the needs of the school. Examples could include: principal, teacher or student demographic data; percentage of National Board Certified Teachers or Advanced Degrees; teacher or principal effectiveness data, TELL, turnover. **The school should complete the information in the chart ONLY for the subgroups reported in the School Report Card where the data has been suppressed to protect student identification required by the Family Educational Rights and Privacy Act (FERPA). Follow the steps below: acknowledg e that I have uploaded the School Equity Data. Provide a brief analysis the school data from the chart. Include any trends, note-worthy data points or perceptions the data has provided related to equitable access to effective educators. Fern Creek continues to enroll an increasingly challenging demographic as evidenced by the increase in our percentage of gap students for every gap indicator. However, our students have access to veteran teachers, as 81.5% of out teachers have 4 or more years of experience. Our principal is in his third year in this role, but his tenth year as administrator. The rest of the leadership team has a combined experience of 25 years of administrative experience and has remained consistent throughout the turnaround process. After the data analysis is complete, the school will then identify the barriers (challenges) for some of the identified trends. An identified barrier, for example, could be higher teacher turnover in priority schools as compared with non-priority schools. Once the barriers have been identified, then root causes of why the barriers exist will be included. The increase in our gap population requires teachers to find innovative solutions to the challenges these students bring to the learning environment. We have increased our professional development to help teachers meet student needs in both academic and behavioral expectations. Our teachers are able to incorporate meaningful recovery options for students who struggle and build meaningful relationships with students to strengthen the sense of community in our school. Our student retention rate is down as a result of our recovery work and our behavioral referrals have decreased as a result of our behavioral interventions. SY Page 4

9 Label Assurance Response Comment Attachment Goal Setting (4) Complete the School Equity Goals tab. Use the I FCHS school's most recent measures in the Equity tab acknowledg of the School Report Card to set equitable access goals for the next three years. The measures include: Working Conditions, Overall Teacher and Leader Effectiveness, Overall Student Growth, Percentage of new and KTIP e that I have uploaded the School Equity Goal Data. teachers, and Percentage of Teacher Turnover. ***Goals should reflect an analysis of barriers, root causes and strategies. Equitable access to effective educators must be reflected in the Comprehensive School Improvement Plan. Strategies could include, but are not limited to, recruitment; hiring and placement of teachers and/or students; providing supports for on-going, jobembedded professional learning to improve teacher and leader effectiveness; and strategies to retain teacher and leaders, particularly in high needs schools. Once implemented, these should assist the school in meeting the goals set in the previous section. If there are strategies and activities within one of the five major goals of the CSIP, which adequately addresses equitable access, the school may select the appropriate goal, objective, strategies and activities. OR The school may create a new goal to address equitable access to effective educators. Once a new goal has been created, the school will need to include appropriate objectives, strategies and activities. The school may choose to provide an optional narrative response to include any additional information, but this is not required. Goal 1: Increase achievement (proficiency rates) in all content areas by Measurable Objective 1: 58% of Tenth and Eleventh grade students will demonstrate a proficiency in common core standards in Writing by 12/30/2017 as measured by K-PREP. Strategy1: FC PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Professional Learning & Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: SY Page 5

10 Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Notebooks Teachers will implement student data notebooks to help students to track their own standard acquisition. 08/01/ /31/2017 Teachers - Advising Advising allows additional class time for teachers to ensure each student receives feedback on their current progress toward standard acquisition. Nicolas, Marrillia - Extended School Day Extended School Day: Teachers develop specific learning strategies to support students struggling on any accountability measure. Teachers track student rates of meeting competency for each session of ESD. $ District Jarrod Hunt - Weekly Formative Assessment Checks Weekly Formative Assessment Checks: Each EOC gives students weekly Formative Assessments or Competency checks to gage student proficiency on standards. Teachers accommodate lessons and interventions and provide feedback based on those results. PLC Key Facilitators - Data Day PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Class Swaps/adjusted schedules The counselors will work with teachers at the end of each trimester to place students with the best match for student success. 08/01/ /31/2017 Counselors SY Page 6

11 - Tier II Interventions Tier 2 In-Class s: Based on deficiencies in standards, teachers will develop lessons and assessments to recover deficient standards and track data. Principal, APs, GCC, Teachers - Pull-out Sessions Teachers will identify students to participate in pull-out sessions during the school day. These students will work with an interventionist to review previously taught standards in a small group setting. This will allow students an opportunity for remediation who typically cannot stay after school. $ General Teachers, Interventions, C & I AP, Goal Clarity Coach Strategy2: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers $ General Susanne Cramer, Michelle Marrillia - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer Measurable Objective 2: 64% of Eleventh grade students will demonstrate a proficiency in common core standards in Social Studies by 12/31/2017 as measured by EOC. Strategy1: FC PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Professional Learning & Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). SY Page 7

12 Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Class Swaps/adjusted schedules The counselors will work with teachers at the end of each trimester to place students with the best match for student success. 08/01/ /31/2017 Counselors - Data Notebooks Teachers will implement student data notebooks to help students to track their own standard acquisition. 08/01/ /31/2017 Teachers - Weekly Formative Assessment Checks Weekly Formative Assessment Checks: Each EOC gives students weekly Formative Assessments or Competency checks to gage student proficiency on standards. Teachers accommodate lessons and interventions and provide feedback based on those results. PLC Key Facilitators - Data Day PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Extended School Day Extended School Day: Teachers develop specific learning strategies to support students struggling on any accountability measure. Teachers track student rates of meeting competency for each session of ESD. $ District Jarrod Hunt SY Page 8

13 - Pull-out Sessions Teachers will identify students to participate in pull-out sessions during the school day. These students will work with an interventionist to review previously taught standards in a small group setting. This will allow students an opportunity for remediation who typically cannot stay after school. $ General Teachers, Interventions, C & I AP, Goal Clarity Coach - Advising Advising allows additional class time for teachers to ensure each student receives feedback on their current progress toward standard acquisition. Nicolas, Marrillia - Tier II Interventions Tier 2 In-Class s: Based on deficiencies in standards, teachers will develop lessons and assessments to recover deficient standards and track data. Principal, APs, GCC, Teachers Strategy2: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers $ General Susanne Cramer, Michelle Marrillia - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer Measurable Objective 3: 54% of Eleventh grade students will demonstrate a proficiency in common core standards in Science by 12/31/2017 as measured by EOC. Strategy1: FC PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and SY Page 9

14 weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Professional Learning & Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Day PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Extended School Day Extended School Day: Teachers develop specific learning strategies to support students struggling on any accountability measure. Teachers track student rates of meeting competency for each session of ESD. $ District Jarrod Hunt - Class Swaps/adjusted schedules The counselors will work with teachers at the end of each trimester to place students with the best match for student success. 08/01/ /31/2017 Counselors - Advising Advising allows additional class time for teachers to ensure each student receives feedback on their current progress toward standard acquisition. Nicolas, Marrillia - Data Notebooks Teachers will implement student data notebooks to help students to track their own standard acquisition. 08/01/ /31/2017 Teachers SY Page 10

15 - Pull-out Sessions Teachers will identify students to participate in pull-out sessions during the school day. These students will work with an interventionist to review previously taught standards in a small group setting. This will allow students an opportunity for remediation who typically cannot stay after school. $ General Teachers, Interventions, C & I AP, Goal Clarity Coach - Tier II Interventions Tier 2 In-Class s: Based on deficiencies in standards, teachers will develop lessons and assessments to recover deficient standards and track data. Principal, APs, GCC, Teachers - Weekly Formative Assessment Checks Weekly Formative Assessment Checks: Each EOC gives students weekly Formative Assessments or Competency checks to gage student proficiency on standards. Teachers accommodate lessons and interventions and provide feedback based on those results. PLC Key Facilitators Strategy2: CEA Writing - CEA Writing: Focus on student application of content by following Claim Evidence Assessment Framework for writing. Category: Integrated Methods for Learning Research Cited: - CEA Writing Review Science PLCs will continue to focus on writing by implementing CEA Writing into all classes. Science Teachers Strategy3: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers $ General Susanne Cramer, Michelle Marrillia SY Page 11

16 - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer Measurable Objective 4: 61% of Tenth grade students will demonstrate a proficiency in common core standards in Reading by 12/30/2017 as measured by EOC. Strategy1: FC PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Professional Learning & Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Day PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Advising Advising allows additional class time for teachers to ensure each student receives feedback on their current progress toward standard acquisition. Nicolas, Marrillia - Data Notebooks Teachers will implement student data notebooks to help students to track their own standard acquisition. 08/01/ /31/2017 Teachers SY Page 12

17 - Tier II Interventions Tier 2 In-Class s: Based on deficiencies in standards, teachers will develop lessons and assessments to recover deficient standards and track data. Principal, APs, GCC, Teachers - Pull-out Sessions Teachers will identify students to participate in pull-out sessions during the school day. These students will work with an interventionist to review previously taught standards in a small group setting. This will allow students an opportunity for remediation who typically cannot stay after school. $ General Teachers, Interventions, C & I AP, Goal Clarity Coach - Extended School Day Extended School Day: Teachers develop specific learning strategies to support students struggling on any accountability measure. Teachers track student rates of meeting competency for each session of ESD. $ District Jarrod Hunt - Weekly Formative Assessment Checks Weekly Formative Assessment Checks: Each EOC gives students weekly Formative Assessments or Competency checks to gage student proficiency on standards. Teachers accommodate lessons and interventions and provide feedback based on those results. PLC Key Facilitators - Class Swaps/adjusted schedules The counselors will work with teachers at the end of each trimester to place students with the best match for student success. 08/01/ /31/2017 Counselors Strategy2: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. SY Page 13

18 - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers $ General Susanne Cramer, Michelle Marrillia Measurable Objective 5: 55% of Eleventh grade students will demonstrate a proficiency in common core standards in Mathematics by 12/31/2017 as measured by EOC. Strategy1: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers $ General Susanne Cramer, Michelle Marrillia Strategy2: FC PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Professional Learning & Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student SY Page 14

19 achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Tier II Interventions Tier 2 In-Class s: Based on deficiencies in standards, teachers will develop lessons and assessments to recover deficient standards and track data. Principal, APs, GCC, Teachers - Weekly Formative Assessment Checks Weekly Formative Assessment Checks: Each EOC gives students weekly Formative Assessments or Competency checks to gage student proficiency on standards. Teachers accommodate lessons and interventions and provide feedback based on those results. PLC Key Facilitators - Data Day PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Advising Advising allows additional class time for teachers to ensure each student receives feedback on their current progress toward standard acquisition. Nicolas, Marrillia - Class Swaps/adjusted schedules The counselors will work with teachers at the end of each trimester to place students with the best match for student success. 08/01/ /31/2017 Counselors - Data Notebooks Teachers will implement student data notebooks to help students to track their own standard acquisition. 08/01/ /31/2017 Teachers SY Page 15

20 - Extended School Day Extended School Day: Teachers develop specific learning strategies to support students struggling on any accountability measure. Teachers track student rates of meeting competency for each session of ESD. $ District Jarrod Hunt - Pull-out Sessions Teachers will identify students to participate in pull-out sessions during the school day. These students will work with an interventionist to review previously taught standards in a small group setting. This will allow students an opportunity for remediation who typically cannot stay after school. $ General Teachers, Interventions, C & I AP, Goal Clarity Coach Goal 2: Increase the percentage of GAP students scoring proficient by Measurable Objective 1: 2% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will increase student growth by reducing the number of novices in Mathematics by 05/31/2016 as measured by EOC. Strategy1: PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. SY Page 16

21 - Data Days PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Extended School Day Fern Creek High School recognizes that many students need additional support to be successful in school. Our Extended School program allows us to offer students the content recovery and enrichment opportunities they need to maximize their high school experience. $ General Jarrad Durham, Dee Dee Olmstead, Jarrod Hunt Strategy2: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers. $ General Susanne Cramer Measurable Objective 2: 6% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will increase student growth by reducing the number of novices in Reading by 12/31/2017 as measured by EOC. Strategy1: PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. SY Page 17

22 Category: Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Days PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Extended School Day Fern Creek High School recognizes that many students need additional support to be successful in school. Our Extended School program allows us to offer students the content recovery and enrichment opportunities they need to maximize their high school experience. $ General Jarrad Durham, Dee Dee Olmstead, Jarrod Hunt Strategy2: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers. $ General Susanne Cramer Measurable Objective 3: 48% of Black or African-American, Economically Disadvantaged, Students with Disabilities and English Learners students will demonstrate a proficiency on common core standards in Science by 12/30/2017 as measured by EOC. SY Page 18

23 Strategy1: PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Days PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Extended School Day Fern Creek High School recognizes that many students need additional support to be successful in school. Our Extended School program allows us to offer students the content recovery and enrichment opportunities they need to maximize their high school experience. $ General Jarrad Durham, Dee Dee Olmstead, Jarrod Hunt Strategy2: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers. $ General Susanne Cramer SY Page 19

24 - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer Measurable Objective 4: 53% of Black or African-American, Economically Disadvantaged, Students with Disabilities and English Learners students will demonstrate a proficiency on common core standards in Writing by 12/31/2017 as measured by K-PREP. Strategy1: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers. $ General Susanne Cramer Strategy2: PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. SY Page 20

25 - Extended School Day Fern Creek High School recognizes that many students need additional support to be successful in school. Our Extended School program allows us to offer students the content recovery and enrichment opportunities they need to maximize their high school experience. $ General Jarrad Durham, Dee Dee Olmstead, Jarrod Hunt - Data Days PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers Measurable Objective 5: 55% of Black or African-American, Economically Disadvantaged, Students with Disabilities and English Learners students will demonstrate a proficiency on commom core standards in Social Studies by 12/31/2017 as measured by EOC. Strategy1: PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Days PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers SY Page 21

26 - Extended School Day Fern Creek High School recognizes that many students need additional support to be successful in school. Our Extended School program allows us to offer students the content recovery and enrichment opportunities they need to maximize their high school experience. $ General Jarrad Durham, Dee Dee Olmstead, Jarrod Hunt Strategy2: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers. $ General Susanne Cramer - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer Measurable Objective 6: 51% of Black or African-American, Economically Disadvantaged, Students with Disabilities and English Learners students will demonstrate a proficiency on common core standards in Mathematics by 06/01/2016 as measured by EOC. Strategy1: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer SY Page 22

27 - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers. $ General Susanne Cramer Strategy2: PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Days PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Extended School Day Fern Creek High School recognizes that many students need additional support to be successful in school. Our Extended School program allows us to offer students the content recovery and enrichment opportunities they need to maximize their high school experience. $ General Jarrad Durham, Dee Dee Olmstead, Jarrod Hunt Measurable Objective 7: 55% of Black or African-American, Economically Disadvantaged, Students with Disabilities and English Learners students will demonstrate a proficiency on common core standards in Reading by 12/31/2017 as measured by EOC. Strategy1: PLC participation - Teachers will participate in PLC's, examining common assessment data to uncover areas of student need and weakness, and to design interventions at the class and individual student level that allow students multiple points of access and opporunity to recover the standard. Category: Research Cited: Chappuis, J. (2009). Seven strategies of assessment for learning. ETS: Portland, OR. Stiggins, R., Arter, J., Chappuis,J. & Chappuis, S. (2006). SY Page 23

28 Classroom assessment for student learning: Doing it right-using it well. ETS: Portland, OR. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD: Alexandria, VA. Dufour, R. (May, 2004). What is a professional learning community, Educational Leadership. - Data Days PLC's will meet every 6 weeks to analyze diagnostic data at the course, teacher and student level. PLC's use the full school day to determine areas of need and to design instructional and intervention strategies to increase student achievement. Professional Learning $ General Principal, Assistant Principals, Goal Clarity Coach, Teachers - Extended School Day Fern Creek High School recognizes that many students need additional support to be successful in school. Our Extended School program allows us to offer students the content recovery and enrichment opportunities they need to maximize their high school experience. $ General Jarrad Durham, Dee Dee Olmstead, Jarrod Hunt Strategy2: Reading Intervention s - Fern Creek High School is committed to preparing students to engage with complex text by developing capacity, efficiency and motivation using technology through innovated programs in ESL and ECE classes. Category: Integrated Methods for Learning Research Cited: - Reading Plus Reading Plus is a research-based silent reading intervention that helps students gain proficiency by improving comprehension, reading rate, and vocabulary. $ General English I teachers, Rebecca Nicolas - Reading Intervention Pull-out Sessions Students not meeting benchmarks will be offered one-on-one pull out sessions during the school day and receive individualized instruction in reading. Students will also have the opportunity to take the COMPASS/KYOTE to reach CCR benchmarks. $ General Interventionists, Rebecca Nicolas SY Page 24

29 - Sheltered English Course Fern Creek is offering two Sheltered English classes. The teacher uses clear, direct English (that gradually increases in complexity as ELL students' English language proficiency grows), and a wide range of scaffolding strategies to make content and concepts comprehensible for students. Mary Nieber, Dr. Wilson Strategy3: Disciplinary Literacy - Fern Creek will implement disciplinary literacy into all content areas. Category: Integrated Methods for Learning Research Cited: Irvin, J. L., Dukes, M. S., Meltzer, J. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. Alexandria, Va.: Association for Supervision and Curriculum Development. - Disciplinary Literacy PD Professional development will be provided to establish a cohort of experts to provide coaching and support to PLCs and individual teachers. $ General Susanne Cramer - Literacy Team Literacy Team will meet to discuss ways to strengthen literacy development across content areas, provide coaching and support for instruction, and build leadership capacity. Susanne Cramer Goal 3: Increase the average freshman graduation rate (AVGR) from 82% to 91% by Measurable Objective 1: demonstrate a proficiency of 84% freshman graduation rate by 12/31/2017 as measured by the graduation formula. Strategy1: College Going Culture Initiative - The CART will create a schedule to team teach the college-focused advisement sessions with classroom teachers during the Fall of In the Spring of 2016, the teachers will begin teaching the sessions as a part of the school-wide collegegoing culture initiative. Category: Persistance to Graduation Research Cited: SY Page 25

30 - CGC Student Conferences College Access Providers counsel students regarding grades, attendance, and behavior as a support to increasing the Graduation Rate. Each trimester, administrator and support staff personnel will meet with Freshman who are failing classes to conference about academics, behavior, and attendance. Each conference will be documented and additional follow-up conferences with students will take place. 10/01/ /31/2017 CART, Go College, TRiO. Leadership Team - Grade Level Advisory Sessions The CART will collaborate with teachers, students, College Access Providers to develop college-focused advisement sessions based on the needs of each grade level. Content that will be discussed that includes but is not limited to: high school steps to preparing for college, how to determine GPA, the importance of getting good grades, how to choose a career pathway, financial literacy, paying for college, career inventories, conflict resolution, and relationshipbuilding. Carmichael, TRiO - Ivy Plus Academy The Ivy Plus program targets highly qualified students and matches them with selective postsecondary options. The Ivy Plus program works with families, college admission counselors, and students to create options for our students, many who will be first-generation college going candidates. 11/01/ /31/2017 $ General Rebecca Nicolas, Beau Baker Strategy2: Student - Fern Creek High School counselors provide personal, social, career, and academic development in a culturally responsive and caring environment. Fern Creek High School counselors collaborate with a diverse group of stakeholders, including school staff, families, and community partners to support success for all students. Category: Persistance to Graduation Research Cited: - Creek Sisters Creek Sisters is a mentoring program that matches a freshman with a junior mentor. The goal is to meet 2-3 times each month during the school day. The meetings focus on team and relationship building, conflict resolution and academic success. Behavioral 09/15/ /30/2017 Roseberry, J. Smith SY Page 26