Ola High School
2013-2017
Non-Title
Continuous School Improvement
5 Year Plan
Georgia Department of Education
Statement of Quality Assurance
Effective and timely use of data allows systems to make decisions to best utilize those interventions that are having a positive impact on student achievement. To ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the Continuous School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its entirety.
Adapted from Dr. John D. Barge, State School Superintendent, April 2011
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Georgia Department of Education
School Improvement Plan Team Members
Name / Position/TitleAutlman, Ella / President, Class of 2013 (student)
Bagley, Kevin / Special Ed Dept Chair
Beck, Amanda / Parent, Local School Council
Benton, Cheryl / Media Specialist
Burns, Jeff / Social Studies Dept Chair
Caldwell, Joe / Special Ed Dept Chair
Daniel, Nicole / Parent, Local School Council
Ellenburg, Amanda / President, Class of 2015 (student)
Greaves, Michael / Teacher Rep. Local School Council
Gue, Gidget / Health/PE Dept Chair
Iddings, Ross / Principal
Lee, Russ / Science Dept Chair
Loyd, Destiny / President, Ola High SGA (student)
Meadows, Greg / Business/Community Rep Local School Council
Miller, Curt / Athletic Director/Local School Council
Mrvos, Melissa / CTAE Department Chair
O’Quinn, Debra / Assistant Principal
Pendergrass, Phyllis / Graduation Coach
Pittman, Rico / Assistant Principal
Rickard, Jo / Fine Arts Dept Chair
Salter, Deb / English Dept Chair
Sarver, Amanda / President, Class of 2016 (student)
Simpkins, Amy / Lead Counselor
Thompson, Tommy / Assistant Principal
Thurston, Melodie / Foreign Language Dept Chair
Wadsworth, Melissa / Math Dept Chair
Walker, Traci / Business/Community Rep Local School Council
Webb Clifvonne / President, Class of 2014 (Student)
Adapted from Dr. John D. Barge, State School Superintendent, April 2011
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January 23, 2013—Revision 1.0
Georgia Department of Education
HENRY
COUNTY
SCHOOLS
Our Mission / Our Vision / Our BeliefsOla High School strives to empower our students for a lifetime of success through engaging and meaningful learning experiences. / (HCS statement)
From GOOD…
Ensuring Each Student Meets or Exceeds Grade-Level Performance Standards
To GREAT…
Ensuring Each Student Graduates High School Prepared for Further Learning / Ola High School believes...
· In fostering an atmosphere of mutual respect among all members of the Ola school and community.
· In expecting all students and staff to achieve their maximum potential for success while demonstrating integrity and professionalism.
· In establishing and maintaining a safe environment at all times.
· In communicating openly among the faculty, staff, students, parents, and community.
· In striving to achieve a sense of pride in our community through positive interactions.
Focus 1:
Student Achievement / Jan-Dec 2013 / Jan-Dec 2014 / Jan-Dec 2015 / Jan-Dec 2016 / Jan-Dec 2017
System Level / CCGPS-Implementation
CCRPI
SchoolNet- Assessment & RTI / CCGPS-
Across Contents
CCRPI
SchoolNet-
Curriculum
Instruction / CCGPS-
PARCC
CCRPI
SchoolNet-
Full Implementation / CCGPS-
Full Integration
CCRPI / CCRPI
Focus 2:
Culture, Climate & Community / Jan-Dec 2013 / Jan-Dec 2014 / Jan-Dec 2015 / Jan-Dec 2016 / Jan-Dec 2017
Focus 3:
Quality
Assurance / Jan-Dec 2013 / Jan-Dec 2014 / Jan-Dec 2015 / Jan-Dec 2016 / Jan-Dec 2017
System Level / TKES/LKES – Year 1
System Wide / TKES/LKES / Internal GAPSS / Internal GAPSS
The implementation of the strategies and initiatives will be monitored through the Annual Action Plan
Adapted from Dr. John D. Barge, State School Superintendent, April 2011
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Georgia Department of Education
Learning and Leadership Services School Improvement Process
2012-2013
PLAN PLAN PLAN PLAN
DO DO CHECK/ACT
Annual Action Plan
RUBRIC
rlb
6/14/2012
This document is a draft of the Annual Action Plan Rubric. It is designed to serve as the monitoring tool used to determine the depth and rigor of the content of the Annual Action Plan for all 50 schools. There are a total of 9 indicators.
Plan: The Planning is combined of What and How questions: What is required? How much is required? Where it is required? Who should do it? When is it required?
Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals?
LK Instructional Leadership 1.3 Uses Student Achievement data to determine school effectiveness and directs school staff to actively analyze data for improving results.
P 1.1 Collecting all relevant student learning data including student learning (achievement), demographic, perception and process
Not Addressed / Emergent / Operational / Fully Operational
No evidence of the school’s identification of the 4 types of data to inform the development of the Annual Action Plan. / There is some evidence of the school leadership team members using 1-2 types of data to inform the development of the Annual Action Plan. / Some teachers, leadership team members and administrators review data to include but not limited to (Student learning (achievement), demographic, perception and process) to inform the development of the Annual Action Plan. / All teachers, leadership team members and administrators review and discuss the 4 types of data including (student learning (achievement), demographic, perception and process to inform the development of the Annual Action Plan.
Plan: The Planning is combined of What and How questions: What is required? How much is required? Where it is required? Who should do it? When is it required?
Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals?
LK Instructional Leadership 1.2 Analyzes current academic achievement data and instructional strategies to make appropriate educational decisions to improve classroom instruction, increase student achievement and improve overall school effectiveness.
LK Planning and Assessment 3.9 Uses assessment information in making recommendations or decisions that are in the best interest of the learner/school/district.
P 1.2 Analyzing data to prioritize needs.
Not Addressed / Emergent / Operational / Fully Operational
No formalized and systematic data analysis process is in place that allows the school to prioritize needs based on student learning questions, demographic questions, perception data questions or process data questions. / Although student achievement summative data is included as part of the school analysis process, no comprehensive review of student learning (achievement) demographic, perception, or process data is evident. / A formalized and systematic review of data to include but not limited to student learning (achievement), demographic, perception data, or process data is evident. Greater emphasis should be given to deeper questioning of these types of data targeted to determine student’s overall strengths and areas of need and trends for the last 3 years. Identify processes that create barriers to student learning, maximize student learning, determine data sources that align with perceptions, or demographic data that influences school wide policies and procedures. / A formalized and systematic review of data that includes student learning (achievement), demographic, perception, and process is fully operational in all aspects of the Annual Improvement Plan. Through the exhaustive questioning of these various data sources the school is poised to address barriers to student achievement and identify methods to maximize student achievement. This process for analyzing data will ensure that individual learners, subgroups of students and the school community as a whole are successful.
Plan: The Planning is combined of What and How questions: What is required? How much is required? Where it is required? Who should do it? When is it required?
Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals?
LK Instructional Leadership 1.7 Works collaboratively with staff to identify needs and to design, revise, and monitor instruction to ensure effective delivery of the required curriculum.
P 1.3 Determine potential root causes.
Not Addressed / Emergent / Operational / Fully Operational
Determination of potential root causes is not evident at the school level within the Annual Action Plan. Hence, the school’s plan is not reflective of identification of possible causes from the data or if adult practices or student practices are the cause of the data. / Determination of potential root causes is apparent in some aspects of the Annual Action Plan at a cursory level. More emphasis in determining possible causes of this data and influential impacts on the data would yield greater results. / Determination of potential root causes is apparent in most of the Annual Action Plan beyond the cursory level identifying actual causes of the data. It is evident that the school has identified possible causes of their data as evidenced in their goal setting, strategies or interventions employed. / Determination of potential root causes is apparent in all aspects of the Annual Action Plan identifying actual causes of the data. It is evident that the school has identified possible causes of their data as evidenced in the goal setting, strategies and interventions employed.
Plan: The Planning is combined of What and How questions: What is required? How much is required? Where it is required? Who should do it? When is it required?
Planning Standard 1: Collecting and analyzing all appropriate data, determining root causes and SMART goals?
P 1.4 Establish SMART Goals
Not Addressed / Emergent / Operational / Fully Operational
None of the goals written within the Annual Action Plan include the 5 components of a SMART goal framework (i.e. Specific and strategic; Measurable; Attainable; Results-based, relevant and Time-bound. / Some of the goals written within the Annual Action Plan include some components of a SMART goal framework (i.e Specific and Strategic; Measurable; Attainable; Results-based, relevant and Time-Bound. / All of the goals written within the Annual Action Plan include all components of the SMART goal framework including (i.e. Specific and Strategic; Measurable; Attainable; Results-based, relevant and time-bound. / All of the goals written within the Annual Action Plan include all components of a SMART goal framework including (i.e. Specific and Strategic; Measurable; Attainable; Results-based, relevant and time-bound) for both achievement goals and Culture, Climate and Community goals.
Leader Keys Evaluation System- Performance Goal Setting pg. 17 of 84
DO: After planning you must realize your plan- put words into actions.DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and implementing the Annual Action Plan.
D 1.1 Identify, actions, strategies and interventions
Not Addressed / Emergent / Operational / Fully Operational
There is little or no evidence that the identified actions, strategies, and/or interventions will support individual learners, subgroups of students or the school community meet their goals. Moreover, these actions, strategies and/or interventions are not research-based, lack definition of what the adult learner will need to know and be able to do, absent of a timeline, monitoring process and vague on resources necessary for successful implementation. / A few of the identified actions, strategies, and/or interventions will support individual learners, subgroups of students or the school community meet their goals. A few of the identified actions, strategies and/or interventions are aligned to short or long term goals. However, they would be enhanced by having a timeline, monitoring process, identification of necessary resources, defining what the adult learner should know and be able to do and be research-based. / Most of the identified actions, strategies and/or interventions will support individual learners, subgroups of students or the school community meet their goals. Most of the identified actions, strategies and/or interventions are research based and aligned to short or long term goals. Most of the actions, strategies and/or interventions have a monitoring process, identifiable resources aligned to the goals, a timeline for (implementation/completion) and define what the adult learner should know and be able to do. / All of the identified actions, strategies, and/or interventions will support individual learners, subgroups of students or the school community meet their goals. All of the identified actions, strategies and/or interventions are research-based and aligned to short or long term goals. All of the actions, strategies and/or interventions have a monitoring process, identifiable resources aligned to the goals, a timeline for (implementation/completion) and define what the adult learner should know and be able to do.
DO: After planning you must realize your plan-put words into actions.
DO Standard 1: Identifying actions, strategies, interventions and determine artifacts and evidence for monitoring and implementing the Annual Action Plan.
D 1.2 Determine Artifacts and Evidences for monitoring
Not Addressed / Emergent / Operational / Fully Operational
The principal and assistant principal(s) do not have a systematic approach to determine changes and improvements expected for adults and students within the plan. There is little or no evidence of how student learning will be measured or how adult instructional practices will change. / The principal and assistant principal(s) and leadership team members have a simplistic approach to determining changes and improvements expected for adults and students within the plan. This process would be enhanced with a more comprehensive approach that includes evidence of how student learning will be measured and how adult instructional practices are expected to change. / The principal, assistant principal(s) and leadership team members have a comprehensive approach for determining changes and improvements expected for adults and students within the plan. This process will be enhanced by ensuring the following are evidenced in the plan: (As a result of implementing this action, adults will… and As a result of implementing this action, students will…) / The principal, assistant principal(s) leadership team members, parents and students have a comprehensive approach for determining changes and improvements expected for adults and students within the plan. It is clearly evident how student learning will be measured and how adult instructional practices will change.