School Improvement Planning Tool

Transcription

1 INDICATOR Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Ninth Grade Literature EOC (required participation rate 95%) Current State (using most recent data) State: 41% School: 32% CONTENT MASTERY STRATEGIES USED TO ACHIEVE Goal GOAL 38% Identify at-risk students through EOC scores, student grades, and formative assessments Ensure all ELA teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration Person(s) Responsible Ames Evans White Content Leaders Ames ELA Teachers METRICS Rate of student progress on formative assessments All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology Safari Montage usage Lesson plans Formal & Informal

2 integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Offer tutorial before and after school to address standards Provide regular in-class practice with constructed and extended response questions. ELA Teachers Ames Ames ELA Teachers Tutorial schedules and sign-in sheets Rate of student progress on formative assessments Ensure ELA teachers implement best practices and develop common assessments in professional learning communities Teachers will be trained on block models for new Ames ELA Content Leaders teacher, class, and individual student

3 schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. Assessments should be 5-10 questions that are standards based. Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. All Administrators Weighted percent of students scoring at Developing Learner or above on the Georgia State: 43% School: 27% 35% Identify at-risk students through EOC scores, student grades, and formative assessments Ames Evans White Content Leaders Rate of student progress on formative assessments

4 Milestones American Literature EOC (required participation rate 95%) Ensure all ELA teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration Ames ELA Teachers All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Safari Montage usage Lesson plans Formal & Informal

5 Offer tutorial before and after school to address standards Provide regular in-class practice with constructed and extended response questions. Ensure ELA teachers implement best practices and develop common assessments in professional learning communities Teachers will be trained on block models for new schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. ELA Teachers Ames Ames ELA Teachers Ames ELA Content Leaders Tutorial schedules and sign-in sheets Rate of student progress on formative assessments teacher, class, and individual student

6 Assessments should be 5-10 questions that are standards based. (TKES) and Edivate Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. All Administrators Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Algebra I/Coordinate Algebra EOC (required participation rate 95%) State: 36% School: 9% 20% Identify at-risk students through EOC scores, student grades, and formative/benchmark assessments Ensure all Math teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration Brown Evans White Brown Rate of student progress on formative and benchmark testing (TKES) Safari Montage usage

7 All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Offer tutorial before and after school to address standards Provide regular in-class practice with constructed and extended response questions. Ensure Math teachers implement best practices and develop common assessments in professional learning communities Brown Brown Math teachers Lesson plans Formal & Informal Formal & Informal Lesson plans teacher, class, and individual student

8 Teachers will be trained on block models for new schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. Assessments should be 5-10 questions that are standards based. Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. All Administrators

9 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Geometry/Analytic Geometry EOC (required participation rate 95%) State: 32% School: 19% 25% Identify at-risk students through EOC scores, student grades, and formative/benchmark assessments Ensure all Math teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration Brown Evans White Brown Rate of student progress on formative and benchmark testing (TKES) All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Safari Montage usage Lesson plans Formal & Informal

10 Offer tutorial before and after school to address standards Provide regular in-class practice with constructed and extended response questions. Ensure Math teachers implement best practices and develop common assessments in professional learning communities Teachers will be trained on block models for new schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. Brown Brown Math teachers Tutoring sign in sheets and schedule Formal & Informal Lesson plans teacher, class, and individual student

11 Assessments should be 5-10 questions that are standards based. Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. All Administrators Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Physical Science EOC (required participation rate 95%) State: 34% School: 26% 29% Identify at-risk students through EOC scores, student grades, and formative/benchmark assessments Ensure all Science teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration Green Evans White Green Rate of student progress on formative and benchmark testing (TKES)

12 All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Offer tutorial before and after school to address standards Provide regular in-class practice with constructed and extended response questions. Ensure Science teachers implement best practices and develop common assessments in professional learning communities Green Green Math teachers Safari Montage usage Lesson plans Formal & Informal Tutoring sign in sheets and schedule Formal & Informal Lesson plans teacher, class, and individual student

13 Teachers will be trained on block models for new schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. Assessments should be 5-10 questions that are standards based. Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. All Administrators (TKES) and Edivate (TKES) and Edivate

14 Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones Biology EOC (required participation rate 95%) State: 43% School: 33% 38% Identify at-risk students through EOC scores, student grades, and formative/benchmark assessments Ensure all Science teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Green Evans White Green Rate of student progress on formative and benchmark testing (TKES) Safari Montage usage Lesson plans Formal & Informal

15 Offer tutorial before and after school to address standards Provide regular in-class practice with constructed and extended response questions. Ensure Science teachers implement best practices and develop common assessments in professional learning communities Teachers will be trained on block models for new schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. Green Green Math teachers Tutoring sign in sheets and schedule Formal & Informal Lesson plans teacher, class, and individual student

16 Assessments should be 5-10 questions that are standards based. Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. All Administrators Weighted percent of students scoring at Developing Learner or above on the Georgia Milestones US History EOC (required participation rate 95%) State: 45% School: 40% 43% Identify at-risk students through EOC scores, student grades, and formative/benchmark assessments Ensure all SS teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration Miller Evans White Miller Rate of student progress on formative and benchmark testing (TKES)

17 All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Safari Montage usage Lesson plans Formal & Informal Offer tutorial before and after school to address standards Provide regular in-class practice with constructed and extended response questions. Ensure SS teachers implement best practices and develop common assessments in professional learning communities SS teachers Miller Miller Tutor sign in sheets and tutoring schedule. Formal & Informal Lesson plans teacher, class, and individual student

18 Teachers will be trained on block models for new schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. Assessments should be 5-10 questions that are standards based. Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. Math teachers All Administrators Weighted percent of students scoring at Developing State: 46% School: 28% 32% Identify at-risk students through EOC scores, student grades, and Miller Evans Rate of student progress on formative and benchmark testing

19 Learner or above on the Georgia Milestones Economics EOC (required participation rate 95%) formative/benchmark assessments Ensure all SS teachers implement standards-based classrooms by using: -research based instructional practices -building background knowledge -technology integration All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. Offer tutorial before and after school to address standards White Miller SS teachers (TKES) Safari Montage usage Lesson plans Formal & Informal Tutor sign in sheets and tutoring schedule.

20 Provide regular in-class practice with constructed and extended response questions. Ensure SS teachers implement best practices and develop common assessments in professional learning communities Teachers will be trained on block models for new schedule to ensure that class time is being maximized. Friday will be used as Formative Friday to assess students on standards taught throughout the week. Assessments should be 5-10 questions that are standards based. Miller Miller Math teachers All Administrators All Administrators Formal & Informal Lesson plans teacher, class, and individual student

21 Percent of graduates completing a CTAE pathway, or an advanced academic pathway, or a fine arts pathway, or a world language pathway within their program of study Teachers will receive observation feedback using Edivate. SpringBoard strategies will receive the most attention: unpacking, embedded assessments, and others. POST HIGH SCHOOL READINESS Indicator Most recent Data Goal Strategies Used to Achieve Goal Person(s) Responsible METRICS 57% 60% Roll the schedule for CTAE electives so students are automatically put in the next level course. Percent of graduates completing a CTAE pathway and Counselors will discuss pathways with students when they are registering students and make sure that students do not leave a pathway after their sophomore year. 47% 50% Roll the schedule for CTAE electives so students are automatically put in the next level course. Counselors CTAE Teachers Counselors CTAE Teachers Total number of pathway completers Pass rate on pathway assessments

22 earning a national industry recognized credential (passing an end of pathway assessment) Counselors will discuss pathways with students when they are registering students and make sure that students do not leave a pathway after their sophomore year. Percent of graduates entering TCSG/USG not requiring remediation or learning support courses; orscoring at least 22 out of 36 on the composite ACT; or scoring at least 480 out of 800 on Evidence-Based Reading and Writing and 530 out of 800 on Math on the SAT; or scoring 3 or higher on two or more AP 4 students out of 322 students on the ACT meet all benchmarks for college and career ready. 44% The goal is to have a major increase in SAT and ACT scores for this school year. 50% Teachers will attend Pre-AP Course training to increase the depth of knowledge in their instruction. Advanced Placement teachers will complete training and certification of coursework/syllabi. Advanced Placement teachers will meet to plan collaboratively Advanced Placement Test scores will be reviewed to identify strengths and weaknesses in instruction. Modifications will be made to instruction based on results. Mills Hull Mills Hull Mills Hull Mills Hull James Increase in AP Scores Increase in ACT/SAT scores

23 exams; or scoring 4 or higher on two or more IB exams Students will be counseled on SAT/ACT and which test they might be most successful NHS Teachers Counselors Students will participate in Writing Across the Curriculum activities On-line SAT preparation programs will be utilized to help students to become more familiar with testing formats and contents Schedule testing opportunities on campus to provide a convenient and familiar venue for student success. Student scores will be monitored and students counseled on retakes. NHS Teachers NHS Teachers Counselors Counselors

24 Percent of graduates earning high school credit(s) for accelerated enrollment via Move on When Ready, Advanced Placement courses, or International Baccalaureate courses 10 out of 459 MOWR (2) AP Scholars w/distinction (4) AP Scholars w/honors (4) AP Scholars (1) GATES Scholar 50% 53% Total Encourage more students to take AP courses Professional Development for teachers about importance of more students taking AP courses Dr. Breakfield Counselors Mills Dr. Breakfield Counselors Percent increase of students who complete accelerated enrollments. Percent of graduates completing a career-related Work-Based Learning Program or a career-related Capstone Project (includes IB projects) 40 ALANHS Students completed a capstone project. 35 out of 459 seniors were enrolled in Work-Based learning. All seniors will complete a capstone project. Senior counselors will meet and discuss capstone project with all seniors. ALANHS students will still be required to complete a capstone project. Students will be encouraged to enroll in Work-Based learning. Breakfield Bridges Senior ELA Teachers Kia James Brand Counselors Completion rate of Work- Based learning and capstone projects. Percent of students achieving a Lexile 69% 72% All teachers will incorporate more independent reading in the classroom. Department Chairs EOC results Independent Reading logs

25 measure greater than or equal to 1275 on the Georgia Milestones American Literature EOC RTI students will be placed in a basic reading and writing class to receive interventions. NHS Teachers Hill Evans Counselors Teachers will use SLDS to gain essential Lexile data to individualize instruction. All teachers Percent of students assessments scoring at Proficient or Distinguished Learner on all Georgia Milestones EOCs Ninth Lit: 33% American Lit: 27% Geometry: 18% Algebra I : 9% Biology: 33% Physical Science: 26% US History: 39% Economics: 28% Ninth Lit: 36% American Lit: 30% Geometry: 21% Algebra I : 12% Biology: 36% Physical Science: 29% US History: 42% Economics: 31% Encourage more students to take AP courses All teachers will participate in professional learning opportunities inclusive of Differentiated Instruction, Lesson planning, Technology integration, DOK level questions as a means to enhance and support instruction in implementation of the Standards Based Classroom and RBIS. NHS Counselors NHS Teachers Instructional Coaches Department Chairs EOC Results

26 Percent of students missing fewer than 6 days of school This data has not been reported. This will be updated as soon as data is provided. Estimate is 94% 95 Attendance incentives will be established for students missing no more than three days per semester Students whose attendance reaches 10 days will be monitored on a daily basis and parents notified daily of academic consequences PBIS Team Administrators Attendance office Attendance office Bi-weekly review of withdrawal codes Discrepancy rate Audit SIS files to ensure proper student classification Discrepancy rate Attendance of students in subgroup ELL and SWD will be respective teachers and counseled on any consecutive days absent Attendance office Ms. Wyatt Ms. Carter Ms. White Analysis of Graduation Coach s progress reports Attendance of students identified as At-Risk will be the Graduation Coach and students counseled on any consecutive days absent. Attendance office Ms..White Improvement in students grades as reported on weekly progress reports and end of grading period Attendance Contracts will be utilized to encourage student attendance.

27 GRADUATION Indicator Most Recent Data Goal Strategies Used to Achieve Goal Person(s) Responsible Metrics Data cleanup has not 70% Ensure proper coding of all Ms. V. Brown Bi-weekly review been completed and student withdrawals to Ms. S. Lewis of withdrawal data has not been prevent inaccurate Ms. A. White codes reported. This will be updated as soon as it reporting Dr. Discrepancy rate is provided. 4-Year Cohort Graduation Rate (%) Ensure that all students are properly classified on FTE reports Ms. V. Brown Ms. S. Lewis Ms. A. White Dr. Audit SIS files to ensure proper student classification Discrepancy rate Identify students at-risk of graduating and refer to Graduation Coach in order to develop individual intervention plans Attend conferences that focus on dropout prevention Provide opportunities for students who have failed courses to regain credit through the Credit Recovery program. Ms. A. White LeadershipTeam All Counselors Leadership Team White Analysis of Graduation Coach s progress reports Improvement in students grades as reported on weekly progress reports and end of grading period

28 5-Year Extended Cohort Graduation Rate (%) Data cleanup has not been completed and data has not been reported. This will be updated as soon as it is provided. 71% Ensure proper coding of all student withdrawals to prevent inaccurate reporting Ensure that all students are properly classified on FTE reports Identify students at-risk of graduating and refer to Graduation Coach in order to develop individual intervention plans Attend conferences that focus on dropout prevention Provide opportunities for students who have failed courses to regain credit through the Credit Recovery program. EXCEEDING THE BAR Ms. V. Brown Ms. S. Lewis Ms. A. White Dr. Ms. V. Brown Ms. S. Lewis Ms. A. White Dr. Ms. A. White LeadershipTeam All Counselors Leadership Team White Counselors Bi-weekly review of withdrawal codes Discrepancy rate Audit SIS files to ensure proper student classification Discrepancy rate Analysis of Graduation Coach s progress reports Improvement in students grades as reported on weekly progress reports and end of grading period

29 Indicator Most Recent Data Goal If you indicated Y for your goal, what strategies will you use to achieve the points for the indicator? Percent of graduates earning credit in a physics course 14% 17% In order to achieve this goal in the future we will: Encourage students to take physics classes If you indicated Y for your goal what person(s) is responsible NHS Teachers Counselors If you indicated Y for your goal how will it be measured? Percentage of graduates earning physics credit Percent of first time 9thgrade students with disabilities earning 3 Carnegie Unit Credits in 3 core content areas (ELA, mathematics, science, social studies) and scoring at Developing Learner or above on all required Georgia Milestones EOCs 17% 20% Nine classes of high school transition courses were created to prepare students for test prep, studying habits, and PBIS expectations. Continue 8 th period program, tutorial sessions, and Instructional Focus time to offer additional support with core classes Ms. Wyatt Special Education Teachers Instructional Coaches NHS Teachers 8 th Period coor. 8 th period tutors Ms. White NHS teachers Percentage of students with disabilities earning 3 Carnegie Unit Credits in 3 core content areas Percent of first time 9thgrade students earning 4 Carnegie Unit Credits in 4 core content areas (ELA, 11% 15% Nine classes of high school transition courses were created to prepare students for test prep, studying habits, and PBIS expectations. Ms. Wyatt Special Education Teachers Instructional Coaches Percentage of students with disabilities earning 3 Carnegie

30 mathematics, science, social studies)and scoring at Proficient Learner or above on all required Georgia Milestones EOCs Continue 8 th period program, tutorial sessions, and Instructional Focus time to offer additional support with core classes NHS Teachers 8 th Period coor. 8 th period tutors Ms. White NHS teachers Unit Credits in 3 core content areas School has earned a Georgia Science, Technology, Engineering and Math (STEM) or Science, Technology, Engineering, Arts and Math (STEAM) Program Certification N N/A N/A N/A N/A Percent of English Learners with positive movement from one Performance Band to a higher Performance Band based on the ACCESS for ELLs 72% 75% Though we have few students in this program, the ESOL teacher will collaboratively meet with content teachers using NCSS to discuss content, differentiated instructions and Researched Based Instructional Strategies ELL teacher Instructional Coaches Administration ACCESS Test

31 Percent of graduates earning 3 or more high school credits in the same world language 9% 12% Students will be encouraged to take foreign language. German also started this year which peaked interest. Foreign Language Teachers Vuiller Counselors Percentage rate of students finishing three years of a foreign language. Percent of teachers utilizing the Statewide Longitudinal Data System (SLDS) N 90% Teachers will use SLDS to plan lessons, identify students academic strengths and weaknesses, make data driven decisions, and increase student achievement. NHS Teachers Instructional Coaches Percentage of teachers using SLDS according to usage data Monitor teacher usage School or LEAdefined innovative practice accompanied by data supporting improved student achievement: examples include but are not limited to Charter System, Provide SLDS training N N/A N/A N/A N/A

32 Georgia College and Career Academy, Striving Reader initiative, dual language immersion program, Literacy Design Collaborative (LDC) and/or Mathematics Design Collaborative (MDC), Response to Intervention (RTI), Positive Behavioral Interventions & Supports (PBIS), local instructional initiatives, etc. Practice must be reported via the CCRPI Data Collection application. School or LEA Research/Evidencebased Program/Practice Y Implement School-wide PBIS and RTI PBIS Team Hull Evaluation of programs Discipline/SWIS Data

33 designed to facilitate a personalized climate in the school: examples include but are not limited to Teachers as Advisors program; mentoring program; Positive Behavioral Interventions & Supports (PBIS); service-learning program; peer mediation; conflict mediation. Have the PBIS Team to oversee Positive Behavioral and Intervention Supports NHS Teachers