2013-16 Executive Summary
School Improvement Plan
School Name: __Forsyth Central High School______
AdvancED Standards / FCS Departments
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / AcademicsAccountability
Educational Leadership
Facilities and Operations
Finance and Operations
Food and Nutrition Services / Human Resources
Public Information and Communications
School Safety and Discipline
Special Education
Student Support Services / Superintendent
Technology and Information Services
Transportation
Continuous Improvement Goal / AdvancED Standards / Support from FCS Department(s)
Goal 1: Improve scores on End of Course Tests (EOCT) to meet College and Career Ready Performance Index (CCRPI) standards for Content Mastery for all students, in particular at risk sub-groups. / Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / Academics & Accountability
- Training in creating text dependent questions
- Training/Practice/Feedback for Close Reads
- Graphic organizers and simulations for economics units
- Common core texts for close reading analysis, synthesis, and text-based, evidentiary response practice.
- Rhetorical and argumentative resources and strategies.
- Scaffolding, directed instruction, and small group/individualized resources for at-risk sub-groups
- More ongoing training and support for our math teachers in coordinate algebra and analytical geometry
- GADOE Coordinate Algebra Study Guide, Walch, 8th/7th grade Resource courses on itsLearning
- GADOE Analytic Geometry Study Guide, Walch
- Differentiated Instruction
- Build background knowledge to pin new language on existing knowledge.
- Scaffold formative assignments using graphic organizers, cloze activities… for ELs to facilitate learning.
- Build academic language/vocabulary in the content areas.
- L1 Word to Word dictionaries
- EL adapted resources – Title III
- itsLearning
- Support with CCRPI reporting that could affect the outcome of our reports in a timely manner
- Appropriate staffing, hiring and dismissal help to ensure a highly qualified staff
- Continuous communication to assist with students and parents that could disrupt the learning environment
- Continued staff development on instructional strategies—preferably during early release or during some release time other than late afternoon after a full days work
- Continuous support with students with social and emotional needs
- Bullying staff development
- Mean Girls professional development
- Ongoing communication with needs that we don’t even know have surfaced yet
Goal 2: Maintain or Increase student readiness for post high school opportunities / Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / AcademicsAccountability
- Professional development through media organizations (AASL & GLMA)
- Professional Learning writing common formative and summative assessments
- Learning Guides & Textbook for each student (AP Human Geography)
- AP Practice Test
- Assistance with Community Mentors for CAPSTONE Project
- Fine Arts would like assistance with creating pathways within each discipline to help increase students who complete with a fine arts pathway and also with distinction.
- Better transition with our middle schools when it comes to CTAE and Fine Arts courses/pathways
- Common writing assessments for Health classes
- itsLearning
- Support with CCRPI reporting that could affect the outcome of our reports in a timely manner
- Appropriate staffing, hiring and dismissal help to ensure a highly qualified staff
- Continuous communication to assist with students and parents that could disrupt the learning environment
- Continued staff development on instructional strategies—preferably during early release or during some release time other than late afternoon after a full days work
- Continuous support with students with social and emotional needs
- Bullying staff development
- Mean Girls professional development
- Ongoing communication with needs that we don’t even know have surfaced yet
Goal 3: Increase Cohort Graduation Rate / Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / Everything stated for Goal 1 and 2 would apply here .
Goal 4: Maintain or Increase the percentage of students performing at Meets/Exceeds in Writing on the Georgia High School Graduation Tests, in particular at risk sub-groups. / Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / AcademicsAccountability
- Assistance for American Literature teachers who want to design and implement a writing tutorial and remediation process available to all students who do not meet on the September 2013 GHSWT. Resources may include state practice writing prompts, technology integration, communication with parents, special education and ELL teachers, and pre- and post- writing assessment data
- Differentiated Instruction
- Build background knowledge to pin new language on existing knowledge.
- Scaffold formative assignments using graphic organizers, cloze activities… for ELs to facilitate learning.
- Build academic language/vocabulary in the content areas.
- L1 Word to Word dictionaries
- EL adapted resources – Title III
Goal 5: Implement, monitor and evaluate the implementation of CCGPS, GPS, Industry and National Standards through classroom observations, Data Team documentation, State of the Department Reports and increased scores on EOCT tests and the GHSWT (GAPSS) / Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / Academics & Accountability
- Continued support with data teams
- Continued communication of test scores and other data
- Clear and concise communication about CTAE changes from the DOE in a timely manner along with other curriculum changes
- Ongoing communication about the changes needed in IC in a timely manner
Goal 6: Redefine content area teams using the Decision Making for Results Six-Step Process for creating effective data teams. (GAPSS) / Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / Academics & Accountability
- Continued support with data teams
Goal 7: Increase teacher knowledge and understanding of effective instructional strategies and assessment through a data driven school-based professional learning plan.(GAPSS) / Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement / Academics & Accountability
- Ongoing dialog with the faculty and with any and all FCS department as to the needs of our faculty as they are surveyed and as needs arise.
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: 2, 4, 5
SMART Goal: Student EOP Test Scores Will Improveby 60% with 95% students passing
School Name: Forsyth Central HS School Year: 2013-2014
/ Purpose and Direction
Governance and Leadership
/ Teaching and Assessing for Learning
Resources and Support Systems
/ Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Increase Learner Mathematics and Science knowledge to facilitate higher EOP test scores as well as core curriculum test scores. / Automotive instructor will work with students on Mathematical/Science concepts each semester; relevant to automotive technologies standards. / If I evaluate student data based on content area mathematical/science concepts and use that data to plan additional instructional strategies when needed, then students will experience an increase in their overall mathematical/science ability across the curriculum. Students will be assessed using content area related math assessments. All students will pretest to create baseline data. 95% students passing with 80% score or better on each unit post assessment will be considered effective. / Ongoing throughout the school year / Criterion, Rubrics
Shop Mathematics Text, Applied math and science labs and worksheets.
Instructor
Increase Learner Content Area Mastery
Increase Learner Retention for Pathway Completion. / Automotive instructor will monitor and track student progress through tasks that are implemented in individual pathway portfolios. I will determine strategies through evaluation and data collection and student work. / If I develop and implement various content area performance standards task and assessments through rubric expectations and feedback and adjust instruction when necessary for understanding, then students will show increase in mastery of content area standards, EOP test scores will increase and program retention will increase. Mastery is achieved when a task can be performed successfully during several(more than 2)attempts with no hesitation or assistance, and the student can teach the task to a peer. Performance tasks are assessed using a hands on performance for all students and a rubric with instructor observation. It is expected that 95% of students will achieve mastery of 100% of tasks taught. / Ongoing throughout the school year / Performance based rubrics
Work samples contained in student portfolios assessment.
Will include but not limited to:
Criterion, Rubrics
Increase Number of Learner- End of Pathway Passing Scores / I will design weekly test prep assessments with rigorous test questions obtained from the ASE practice test question bank. Learners will be practicing more analysis, synthesis and evaluation level skills through these practice assessments. / If students are exposed to higher order thinking processes, then they will be able to reason through more difficult test questions as are used on the ASE Student Certification Tests. Students will be utilizing an ASE test question bank assessment pretest to establish baseline data. Practice testing will continue every two weeks throughout the school year. An increase of passing scores is expected each week. By winter break it is expected that at least 80% will achieve passing scores on all practice tests. It is expected that by April, 95% of all students will increase scores to passing level.Last year, 45% of students passed ASE EOP test. This spring it is expected that 95% will pass. / Ongoing throughout the school year / Learning Stations
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers
SMART Goal: Increase the number of pathway completers from 55% to 60%
School Name: Forsyth Central High School School Year: 2013 - 2014
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Cosmetology students completing the 3 year program requirements for the end of course (EOP) assessment will be utilizing these tools to reinforce past curriculum from previous Core levels. These resources include the Milady’s students Cosmetology CD along with the State Exam Review Booklet. These reinforcement tools and methods will progress the students this year in achieving a higher % of passing scores on this assessment in April 2014. It will be necessary to track this information by using excel spreadsheets to assess the students needs. / If I use these tools in class then the students required to take this pathway assessment will be the on-going CD and Exam Reviews on a daily bases. The percentage of students passing the End of Pathway assessment increase of student scores will be evident from 55% to 60% for the 2013-2014 EOP. / 2013-2014
EOP April 2014 / Resources Needed:
- Milady’s CD
- Textbooks, workbooks, reviews
- Teachers
- Students
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: ____FCHS Engineering______
SMART Goal: _____Improvement across all core curriculum areas______
School Name: ____ FCHS ______School Year: _____2013-2014____
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Engineering teachers will continue to implement common core curriculum methods to help students determine career opportunities and increase reading and writing performance. Teachers will work with students on additional effective reading and writing assignments every semester; relevant to their engineering performance standards. / If teachers use the common core curriculum, focusing on math and literacy, to emphasize various student skills and increase student proficiency in reading and writing then the student will be able to determine career opportunities and also experience an increase on classroom assessments and EOCT/GHSWT. / Ongoing / Need: articles pertaining to engineering and technology fields.
Engineering teachers will work with students on mathematical concepts throughout the year; relevant to engineering performance standards. / If teachers evaluate student data based on engineering mathematical concepts and use that data to plan additional instructional strategies when needed then students will experience an increase in their overall mathematical ability across the curriculum. / Ongoing / Work samples performance evaluations
Edusoft
itsLearning
Engineering teachers will monitor and track student progress through tasks that are implemented in individual pathway portfolios. Teachers will determine strategies through evaluation and data collection and student work. / If teachers develop and implement various content area performance standards task and assessments through rubric expectations and feedback and adjust instruction when necessary for understanding then students will show increase in mastery of content area standards. / Ongoing / Performance based rubrics
Work samples contained in student portfolios assessment.
Will include but not limited to:
Criterion
Edusoft
Rubrics
Check List
Online Expert
itsLearning
Engineering teachers will continue to develop expertise in the various incorporated fields, including but not limited to:
Welding
Electrical wiring
Computer programming / If teachers develop a deeper understanding for more content areas within the field, then student projects can be more in-depth. / Ongoing / GoodheartWillcox textbooks on Welding, Electrical Wiring, and Computer Programming (already collected).
Engineering teachers will work with John Bush in the ELA department to develop instructional strategies for teaching literacy standards within the engineering curriculum. / If teachers develop new methods for teaching technological literacy, then students will be better prepared for writing activities in the business world, ie. writing resumes, cover letters, request for proposals, bids for work. / Year long / Meeting times with John Bush during planning and PD times
Literacy resources
Teachers responsible.
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers ______
SMART Goal: _ Have a 100% pass rate for End of Pathway Assessment ______
School Name: _Forsyth Central ______School Year: _2013-2014______
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
The Family Consumer Science data team will continue to use the LDC model to help students determine career opportunities and increase reading and writing performance. Teachers will work with students on additional effective reading and writing assignments every semester; relevant to the Family Consumer Science content area performance standards. / If the Family Consumer Science data team use the LDC model to emphasize employability skills, Nutrition and Wellness skills and increase student proficiency in reading and writing then 80% of students will make a B average or higher on all reading journals. / August 2013 – May 2014 / Computer generated assessments
Criterion
The Family Consumer Science data team will work with students on mathematical concepts every semester; relevant to the Family Consumer Science content area performance standards. / If the Family Consumer Science data team evaluate student data based on content area mathematical concepts and use that data to plan additional instructional strategies when needed then the Food Nutrition and Wellness course will have 80% of students receive a B average or higher in the Measuring Unit. The Nutrition Through the Lifespan course will have 90% of students receive a B average or higher in the Body Mass Index Unit. The Food Science course will have 80% of students receive a B or higher in the Temperature Unit. / August 2013 – May 2014 / Work samples performance evaluations
Edusoft
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: ______Information Systems Classes______
SMART Goal: ______Improved End of Pathway Test Scores from 50% to 60% of students_____
School Name: ___Forsyth Central High______School Year: ___2013-2014______
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Information Systems classes will use Online Expert web lessons to improve comprehension of A+ skills and knowledge. / The students will use pretest, training, and labs in Online Expert to improve scores from each unit to a class average last year of 80% to an average of 85% / All School year / Use of technology journals.
Websites containing new and improving technology. A+ exam test prep modules
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers & students passing EOPA.
SMART Goal: At the completion of the 2013-2014 School Year, obtain atleast a 50 % pass rate on EOPA.
School Name: Forsyth Central High School School Year: 2013 - 2014
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
Create a technical writing assignment each 9 weeks and grade via a technical writing rubric. / If students continuously work on their technical writing skills (graded via a technical writing rubric that assesses content knowledge and technical writing ability) once per nine weeks, then students will have higher quality artifacts to add to their class portfolio and ultimately assist in passing the EOPA. Each 9 weeks, we expect to see a 10% increase in students achieving at least a 70 % mastery of technical writing. / Once per 9 Weeks in Each Marketing Course / Resources Needed:
- Teacher Created Rubric
- Teachers
- Students
Use summative assessment data throughout the school year to determine mastery of Georgia Performance Standards for each course. / If 80% of students demonstrate at least 70% mastery of each GPS, then we will move onto the next content standard. If 80% of students do not demonstrate at least 70% mastery of the GPS, then we will re-teach and reassess to reach at least 70% mastery. By ensuring that students are demonstrating mastery of GPS, we will ultimately be assisting students in preparing for and passing the EOPA. / Year Long
Data from each GPS will be tracked after each unit assessment / Resources Needed:
- Teacher Created Tests
- Teacher Created Projects/Rubrics
- Teachers
- Students
AdvancED Standards
(check all that apply) / / Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers
SMART Goal: The End Of Pathway test scores will improve by 15% with 90% students passing.
School Name: ___Forsyth Central High School______School Year: __2013-2014 ______
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Actions, Strategies and Interventions
(Includes Professional
Learning Plan) / Impact on Student and Adult Behavior
(“If…then...” Statements) / Timeline / Resources Needed?
Who is Responsible?
AdvancED Standard(s)
The Teacher Apprentice Data Team will use the LDC model to create reading, writing assignments during every 9 week period using rubrics/check list to grade the assignments. / If the students work on their reading and writing skills once every 9 weeks then they will have a higher quality mastery of reading and writing skills based on course performance standards. Every 9 weeks the teacher will expect to see 92% students passing with 80% score or better on each reading/ writing unit assessment to be considered effective. This will assist them in passing their End of Pathway Assessment. / Every 9 weeks / Computer generated assessments
ASVAB
Criterion
End of Pathway Exam
Instructor
Students
The Data Team will use Formative and Summative assessment grades based on rubrics/check list/answer keys to show mastery of the Teacher Apprentice Performance Standards. / If 92% of students demonstrate at least 80% master of Teacher Apprentice Performance Standards then the students will ultimately be prepared and pass the End of Pathway Assessment. The Data Team will reteach the student any area that the student does not reach 80% mastery. / Every day / Formative Assessments
Summative Assessment
End of Pathway Exam
Instructor
Students
2013-14 Professional Learning Plan
for School Improvement Planning
School Name: Forsyth Central High School