SCHOOL IMPROVEMENT PLAN 2009-2010fhsdfhhs.sharpschool.net/UserFiles/Servers/Server_999044/Image... · Web view2012-2013 School Improvement Plan (Francis Howell High School) 9/1 /12

2012-2013 School Improvement Plan(Francis Howell High School)

9/1/12

Mission: Francis Howell High School is committed to working in partnership with the community (staff, students, parents, and community members) to provide a quality learning environment that promotes continuous improvement for students in achievement, attachment and awareness.

Vision: The Francis Howell High School community will provide a high quality educational experience that will result in students possessing the necessary knowledge and skills to become life-long learners and be positive contributors within their community. Also, the Francis Howell High School community will provide an environment which develops a sense of personal and school pride, cultural awareness and tolerance.

Values:STAFF1. We will work in teams to establish clear targets and expectations that focus on learning.2. We will work in teams to develop common formative and summative assessments whose results will be used to guide instructional practices.3. We will work in teams to utilize strategic professional development to implement and evaluate effective instructional practices.4. We will work in teams to use SMART goals to monitor the progress of our students’ attendance, achievement and behavior.5. We will model the appropriate behavior that we expect from our students.6. We will respect each student and staff member as a valued individual and work collaboratively in our teams to address students’ unique intellectual, physical, social and emotional needs.7. We will foster an ongoing partnership among student, family, school and community that will promote a learning atmosphere which values mutual respect, perseverance, honesty, integrity, and school pride.

PARENTS1. We will model the behavior we expect from our students.2. We will discuss and monitor goals and expectations with our students.3. We will make a commitment to help our students make good decisions.4. We will make a commitment to attend school events such as open house, parent/teacher conferences, etc.5. We will take an active role with our student’s friends.6. We will work to create an environment of honesty and trust with our students and the staff at FHHS.7. We will encourage and teach respect, integrity, character, tolerance and responsibility.8. We will monitor what our students are doing in their spare time.9. We will work with the FHHS staff to prepare our students for a meaningful post-high school experience.10. We will focus on positive expectations for our students.11. We will communicate with our students and encourage their involvement in school activities.

STUDENTS1. We will show respect for teachers, parents, community, peers, and ourselves.2. We will have a positive attitude, encourage a positive attitude in our peers and be ready to work.3. We will set, monitor, and strive to achieve attainable goals that stretch our abilities.4. We will take responsibility for our learning and actions.

5. We will support and participate in school activities. 6. We will work to develop the skills necessary to make healthy life choices.

______________________________________________________________________________________________________

Data Narrative AchievementFrancis Howell High School will identify improvement in student achievement through the monitoring of seven distinct data points during the 12-13 school year. The goals were set based on the current reality of FHHS from the 11-12 school year as well as new district expectations. First, regarding student performance on End of Course (EOC) exams, the Missouri Department of Elementary and Secondary Education has been granted a waiver from No Child Left Behind (NCLB) for the 2012-2013 school year and will no longer post progress towards AYP . Because FHHS is committed to student achievement and growth, we will continue to work to meet AYP goals set by NCLB in all tested areas, will focus on moving 10% of the basic and below basic students to proficient and advanced, and will earn MPI scores of 382 in Algebra, 408 in English II, 396 in Biology, and 395 in Government. Second, concerning academic interventions for struggling learners, FHHS will work to improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 75% in the fall and 73% in spring Success classes, 1.2 grade levels on the Gates assessment, and 1.1 points on Maze reading assessments. Third, Advanced Placement performance will increase to 425 or more exams written and performance will improve to 74% of students scoring a 3 or better. Fourth, 93% of PLC teams will meet their achievement goals. Fifth, the FHHS ACT composite average will increase to 23.4 with a 23.3 reading subtest scores, 23.4 math subtest score, and 85% participation rate. Sixth, the FHHS career education participation rate will increase by 3%. Finally, FHHS librarians will work with students to increase their Information Literacy by 6% throughout the school year.

Attachment

Francis Howell High School will strive to improve student attachment through three specific measures in 12-13. First, concerning student attendance, FHHS will strive to meet a 96% Average Daily Attendance percentage. Second, FHHS will attempt to have at least 76% of students involved in at least one extra-curricular activity during the school year. Finally, FHHS will work to have a 98% graduation rate for the class of 2013.

AwarenessFrancis Howell High School will improve student awareness in 2012-2013 by reducing truancies by 8% as compared to 2011-2012 school year. ClimateIn order to effectively monitor the climate of FHHS during the 12-13 school year, the surveys identified below will demonstrate improvement through four benchmarks First, the Staff Climate survey questions #1-5 will meet or exceed 92% Strongly Agree/Agree average. Second, the Student Needs Assessment questions #13, #16 and #19 will meet or exceed a 3.5 average. Third, the PLC Current Reality Survey question #10 will meet or exceed an 8.9 average. Finally, the Parent Survey will meet or exceed an 88.3% Strongly Agree/Agree average

FHHS 12-13 School Improvement Plan 2

Francis Howell High SchoolACHIEVEMENT

THREE YEAR ACHIEVEMENT GOAL (13-14)

By 2013-14, FHHS will demonstrate continuous improvement in student achievement through the following benchmarks:1. EOC: Meet AYP in all tested areas and earn MPI scores of 385 in Algebra, 410 in English II, 399 in Biology, and 397 in Government.

Reduce MPI gap in the super subgroup by 5% in all tested areas (354 in English II, 363 in Algebra I, 357 in Biology, 350 in Government). In all tested areas, move 10% of students in basic/below basic to proficient and advanced levels.

2. Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 78% in Success classes, 2 grades levels on the Gates assessment, and 2 points on Maze reading assessments.

3. Advanced Placement: Meet or exceed 500 exams written and 75% of students scoring three or higher on Advanced Placement tests.4. PLC Achievement Goals: 100% of PLC teams will meet their achievement goals.5. ACT: Meet or exceed a 23.5 ACT composite score, 23.4 reading subtest scores, 23.5 math subtest score and 85.5% participation

rate.6. Career Education Participation: Meet or exceed a career education participation rate of 83%.7. Information Literacy: By senior year, 80% of the students in the class of 2016 will score proficient or better on the information

literacy assessments.

ONE-YEAR ACHIEVEMENT GOAL (12/13)During the 12-13 school year, FHHS will demonstrate continuous improvement in student achievement through the following benchmarks:

1. EOC: Meet AYP in all tested areas and earn MPI scores of 382 in Algebra, 408 in English II, 396 in Biology, and 395 in Government. Reduce the MPI gap in the super subgroup by 5% in all tested areas (345 English II, 358 in Algebra 1, 352 in Biology, and 345 in Government). In all tested areas, move 10% of students in basic/below basic to proficient and advanced levels.

2. Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 75% in the fall and 72% in spring Success classes, 1.2 grades levels on the Gates assessment, and 1.1 points on Maze reading assessments.

3. Advanced Placement: Advanced Placement performance will increase to 425 or more exams written and performance will improve to 74% of students scoring a 3 or better.

4. PLC Achievement Goal: 91% of PLC teams will meet their achievement goals.5. ACT: composite average will increase to 23.4 with a 23.3 reading subtest scores, 23.4 math subtest score, and 83% participation

rate.


6. Career Education Participation: Improve career education participation rate by 3% from 77% (72% in 2011-2012).7. Information Literacy: Improve freshmen student proficiency (70%) on the Information, Communication, Technology and Media

Literacy test by 6% over the course of the 2012-2013 school year.Data-driven rationale that led you to this goal (charts):EOC goals are based on the trends established in the previous three years of EOC assessment results. Francis Howell High School will track the performance of students receiving intervening services in Math, English, and Science on a quarterly basis and distribute to the related teachers and PLC teams for review. PLC, classroom, and student achievement goals will be set and monitored on a quarterly basis. Advanced Placement and ACT progress will be monitored through common formative and summative assessments. Also, we will monitor the population of students (specifically IEP students) receiving tutoring during the school day, participation in Success Classes, and the CWC achievement gap data. Information literacy will be monitored through pre and post tests.


Strategy One: Professional Learning Communities.By the end of the 12-13 school year, PLC teams responses will increase to 7.0 on question 5 (Within PLC meetings, we intentionally engage emotionally charged or difficult topics or conversations to resolve challenging events or circumstances), 8.0 on question 10 (Our PLC team uses a specific procedure (ORID or other protocols) when analyzing student achievement data) while 93% of teams will report meeting their achievement goal on the PLC Team Survey given at the end of each semester.Strategy Progress Update:Action Step #1: In 12-13, PLC teams will work collaboratively to complete the following steps in the FHSD PLC process as they strive to improve student learning: Develop, implement, and revisit team behavioral norms; Review and revise Essential Course Outcomes and their alignment with each semester’s summative exam; Develop a SMART goal on a specific student learning standard and track student performance according to that standard on common assessments; Develop or revise six common assessments—four formative and two summative—to measure student achievement according to the Essential Course Outcomes at the appropriate Depth of Knowledge level; Analyze and evaluate student performance data reported on Mastery Manager on the common assessments to determine best instructional practices and implement appropriate plans for remediation or extension.

WedlockKozlowski

PLC Leaders, department chairs,

supervising principals

Formative and

summative assessmen

t data recorded in

Mastery Manager, PLC team

survey results

Biannually

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: PLC teams will utilize Mastery Manager to align and monitor progress of student learning in high leverage skill areas. Teams will use the Learning Objectives Mastery Report to impact future instruction and assessment.

WedlockKozlowski

PLC Leaders, department chairs,

content coordinators,

Kozlowski

Formative and

summative assessmen

t data recorded in

Mastery Manager, PLC team

survey results

Biannually


1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #3: Conduct PLC leader training meetings to provide professional development in methods of engaging team members in collaborative activities, resolving conflict, and sharing best practices among content areas.

WedlockKozlowski

PLC leaders, Kozlowski

PLC Leader and team surveys

Six times per year

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Two: Increasing ACT performance.For the 12-13 school year, student use of Study Island ACT items will increase from 126,817 math ACT questions answered at 70% accuracy to 133,158 questions answered at 70% accuracy; in English, performance will increase from 62,965 ACT questions at 75.0% accuracy to 66,113 questions at 75% accuracy.Strategy Progress Update:Action Step #1: PLC teams of upper-level English and Math will combine ACT like instructional strategies and assessments with the online assessment tool Study Island to provide students the opportunity to improve their knowledge and skills measured on the ACT test and in the FHSD curriculum.

WedlockKozlowski

Peer Assessment Leaders,

department chairs,Kozlowski

Study Island

Data, ACT pre and post test results

Biannually

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: The social studies department will discuss, implement, and measure the effectiveness of a set of best practice reading comprehension strategies through the implementation of Document Based Questions to improve students reading skills while in upper level science, a team will identify and implement case study units and assessments to improve students’ inquiry (science reasoning) skills.

WedlockKozlowski



Study Island

Data, ACT pre and post test results

Biannually


1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Three: Improving student and teacher performance through Professional Development.By the end of the 12-13 school year, PD teams will report an average of 12% growth in student achievement on the PD teams’ assessments.Strategy Progress Update:Action Step #1: Departments will work with Peer Assessment Leaders (PALs) to implement assessment improvement strategies. These strategies include the development of cross curricular assessments and classroom instruction, high DOK items, scoring guides, collaborative scoring, data analysis of common assessments (Mastery Manager) and providing timely and specific feedback for students.

WedlockKozlowski



Mastery Manager

Data

Biannually

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Conduct PD leader training meetings to provide professional development in methods of assessment, implementing nonfiction writing, and identifying and sharing best practices in the collected data.

WedlockKozlowski

Peer Assessment Leaders,Kozlowski

Mastery Manager

Data

Biannually

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Four: Reducing the Achievement Gap.By the end of the 2012-2013 school year, the achievement gap comparing our special education students to regular education students will be reduced to 15% in communication arts and 15% in mathematics on teacher developed common assessments focusing on three of their identified essential power standards within their courses.Strategy Progress Update:Action Step #1:The Special Education Department will implement a collection of curriculum based measurements aligned with essential course outcomes for each

Wedlock

Thompson

TeachersSims

Thompson

CBM Assessments from IC

Quarterly


level for each level of Mathematics and Communication Arts as they relate to students IEP goals.1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2:All co-teaching teams will collaborate with the administrator for special education to analyze the quarterly achievement data from the formative assessments and develop goals to continue to grow the students overall academic achievement and close the achievement gap for the special education students.

Wedlock

Thompson

Thompson Mastery Manager

Reports on Common

Assessments

Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #3:Special Education Teachers within the Math and Communication Arts Studies classes will work to identify individual student’s areas of need and provide targeted intervening services to close the learning gaps that are present.

Wedlock

Thompson

Thompson Walkthrough Data

Content area

quarterly gradesCBM’s

Quarterly

Monthly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Five: Pyramid of Interventions.By the end of the 12-13 school year, students who have been identified as receiving Tier II reading intervention will show a 1.1x increase in their growth as measured on the Gates reading assessments compared to the average growth curve of the non-identified students.

9th grade students in Success classes will improve achievement in their core content classes from 72% to 75% in the fall and 67% to 70% in the spring semester; 10th grade Success students will improve from 71% to 74% in the fall and 69% to 72% in the spring.


The student use of the online study tool Study Island will increase to 460,000 (453,600 in 11-12) questions answered at 75% proficiency (73% in 11-12); 94% of students in Credit Assistance Program will complete course, and students in the Activities Athletic Study Hall program will reduce the number of D/F grades per student to 1.75 Ds and 1.55 Fs.Strategy Progress Update:Action Step #1:Teachers will utilize the research based instructional practices within the identified English I and Physical Science classes for intervening in reading assistance within the Tier IIa students and monitor the students growth through the use of the bi monthly MAZE assessments and Fidelity measures.

Wedlock

Thompson

RTI Teachers/Thompson

Content MAZE

Assessments and Fidelity

measures

Bi-Monthly Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2:The students who have been identified as requiring Tier IIb intervening services will be supported through direct vocabulary instruction by Marzano’s 6 step vocabulary process and provided with word attack skills within their English I and Physical Science Success classes that will be progress monitored through weekly vocabulary assessments and fidelity measures.

Wedlock

Thompson

RTI Teachers/Thompson

Content Vocabulary Assessmen

ts and Fidelity

measures

Weekly

Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #3:The administrator in charge of Success classes will collaborate with Success teachers to examine, disaggregate and employ quarterly class grades to communicate the progress of Success students, evaluate individual student’s individual needs to remain the course, and identify students who may be candidates for future enrollment in the Success.

WedlockKozlowski

Success Teachers Quarterly Grades and assessmen

t results

Quarterly

1st Quarter Progress:2nd Quarter Progress:


3rd Quarter Progress:4th Quarter Progress:Action Step #4:RTI teachers will continually monitor the effectiveness of their interventions through the use of the MAZE assessments and Fidelity Measures to make adjustments to their intervening strategies during their common planning time.

Wedlock

Thompson

Thompson Walkthrough DataMAZE

Assessments

QuarterlyMonthly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #5:Teachers within the RTI Success classes (English I and Physical Science) will provide front loaded instruction of essential content one week prior to its introduction into the core area class ensuring that any gaps in vocabulary or background knowledge will be closed prior to teaching within the core class.

Wedlock

Thompson

Teachers/Thompson

Quarterly Grades

Walkthrough Data

Content Vocab

Assessments

QuarterlyQuarterlyWeekly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #6:Students in MSHSAA sponsored athletics and activities with 2 Ds and/or 1 F will be placed into academic study program that encourages students to seek out content teachers during Howell Time for additional assistance, provides study hall facilities after school on Wednesdays, and A+ tutors during the study hall sessions.

WedlockWitter

Jim Clark, Witter D/F data, study hall

and Howell Time sign in sheets

End of fall, winter, spring

seasons

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Six: Advanced Placement participation and performance.By the end of the 12-13 school year, Advanced Placement performance will increase to 425 or more exams written and performance will improve to 74% of students scoring a 3 or better.


Strategy Progress Update: Action Step #1: In the District AP Calculus, Statistics, Art History, Art Studio teams will collaborate to complete the following steps in the FHSD PLC process as they strive to improve student learning: Develop, implement, and revisit team behavioral norms; Review and revise Essential Course Outcomes and their alignment with each semester’s summative exam; Develop a SMART goal on a specific student learning standard and track student performance according to that standard on common assessments; Develop or revise six common assessments—four formative and two summative—to measure student achievement according to the Essential Course Outcomes at the appropriate Depth of Knowledge level; Analyze and evaluate student performance data on the common assessments to determine best instructional practices and implement appropriate plans for remediation or extension.

Wedlock

Kozlowski

PLC leaders, department chairs,

Kozlowski

PLC Artifacts, Common

Assessment data

Biannually

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Seven: Goal Setting.By the end of the 12-13 school year, 100 classes will meet their achievement, awareness, and attendance goals and baseline data will be established to determine the number of students meeting their individual achievement goals in Howell Time.Strategy Progress Update:Action Step #1: Teachers will establish, monitor and share the results of achievement, attendance, and behavior goals with each class each quarter. At the end of each quarter, teachers will communicate the number of classes meeting these goals to Viking Way

WedlockKozlowski

Howell Time Staff/Kozlowski

Howell time

Passes

Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: All students will set an individual Wedlock Howell Time Staff Howell Quarterly


academic goal, monitor progress, and assess their progress at the end of the quarter on their Howell Time Passes. These passes will be collected and assessed quarterly to determine the number of students meeting their academic goals.

KozlowskiKozlowski Time

Passes

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #3: The administrator in charge of student goal setting will collaborate with students, teachers, and parents to create a series of videos which inform students about the goal setting process and instruct them to set SMART personal goals. These videos will draw on student athletic and academic successes of current Howell students to show students what is possible and inspire similar success.

WedlockKozlowski

StudentsKozlowski

Howell Time

Passes

Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4h Quarter Progress:Strategy Eight: Career Education Participation RateBy the end of the 12-13 school year, enrollment of students in the career education classes will increase by 3% (from 77% for the 12-13 school year to 80% for the 13-14 school year).Strategy Progress Update:Action Step #1: Teachers in career education departments will recruit students each year by holding open houses to inform students about classes offered in their departments.

WedlockKozlowski

Business, IT, FACS teachers

Enrollment from year

to year

Yearly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Nine: Information LiteracyThe percentage of freshman achieving proficiency (70% or above)on the Information, Communication Technology & Media Literacy test will increase by 6 % over the amount who score proficient on the pretest.Strategy Progress Update:Action Step #1: Implement Information, Wedlock Librarians Pre/Post Yearly


communication technology & media literacy lessons to integrate into all freshman level collaborative assignments.

Kozlowski Howell Staff Information Literacy

Assessment

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:


Francis Howell High School ATTENDANCE

ONE-YEAR ATTENDANCE GOAL

During the 12-13 school year, FHHS will demonstrate continuous improvement in student attachment through the following benchmarks:

1. 96% ADA2. 76% of FHHS students will participate in at least one extra-curricular activity

DATA ON GOAL: Data-driven rationale that led you to this goal (charts):

The attendance goal was established based on longitudinal ADA date. For the past five years, we’ve seen incremental growth of .2 to .3% each year. The 11-12 ADA goal of 96.1 was not met. Based on this historical performance, we’ve established a SMART goal of 96% ADA during the 12-13 school year. The participation goal was established based on passing the goal set for the 2011-2012 school year of 74%.


Strategy One: Each classroom will set an attendance goal quarterly that will be equal to or greater than 96% (consistent with the SIP goal).Strategy Progress Update: (March 2013)Action Step #1: Classroom attendance goals will be posted and monitored quarterly.

A-Team Walkthroughs

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Classrooms that meet attendance goals will have the opportunity to submit them to Viking Way for recognition each quarter.

A-Team Viking Way Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress4th Quarter Progress:Strategy Two: Student attendance will be monitored daily/monthly by the attendance office and students with high rates of absenteeism will be identified for possible interventions.

A-Team Attendance reports

Ongoing

Strategy Progress Update:Action Step #1: After 5 days of unexcused absence parents will be notified.

A-Team Attendance Reports

Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Students at-risk for non-attendance could have a STAT referral.


Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Students exceeding 5 unexcused absences could be referred to their administrator and a diversionary conference could be set-up through the Juvenile system.


Quarterly


15

3rd Quarter Progress:4th Quarter Progress

Strategy Three: The Activities Department will conduct 6 informational opportunities to increase student participation that align with the existing SIP goal.Strategy Progress Update: Three information meetings have occurred so far this school yearAction Step #1: At least 6 seasonal and/or annual informational meetings will be set-up to provide information to students and parents for participation in sports and/or activities.

Witter Attendance Seasonal

1st Quarter Progress: Meetings: 7/10 (Band), 25 (fall sports), 8/6 (info at 9th transition day), 9 (scheduled), and info at open house.2nd Quarter Progress: Meetings: 10/25 (scheduled) (Winter sports )3rd Quarter Progress: Meetings: 1/10 (scheduled) (8th gr open house), 2/20 (scheduled) (spring sports)4th Quarter Progress:Action Step #2: Students will be tracked through Infinite Campus to determine participation in sports and/or activities.

Activities Office

IC reports Seasonal

1st Quarter Progress: Fall MSHSAA sports and non-athletic activities will be entered by August 20, 2012; Clubs will be entered as sponsors provide rosters.2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:

16

Francis Howell High School BEHAVIOR

THREE YEAR GOAL STATEMENT

By 2013-2014, FHHS will demonstrate continuous improvement in student awareness through the following benchmark:1. Reduce the total number of discipline infractions by 8% as compared to 2010-11 school year.

ONE YEAR GOAL STATEMEMT

During the 2012-2013 school year, FHHS will demonstrate continuous improvement in student awareness through the following benchmark:

1. Reduce OSS/ISS by 8% as compared to the 11-12 school year.

Data-driven rationale that led you to this goal (charts):

During the 11-12 school year truancy referrals were the most frequent type of discipline infraction for the district and are being tracked at all levels for improvement in the 12-13 school year.

17

Strategy One: Each classroom will set a quarterly behavioral SMART goal.Strategy Progress Update:Action Step #1: Classroom behavioral goals will be posted and monitored quarterly.

A-Team Walkthroughs

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Classrooms that meet behavioral goals have the opportunity to submit them to Viking Way for recognition each quarter.

Viking Way Viking Way reports

Quarterly

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Two: Maintain the freshman transition program each school year with a student satisfaction rate of 3.5 (out of 5) or higher as indicated by surveys given at the end of the year.Strategy Progress Update:Action Step #1: Transition day will be conducted by the Viking Edge.

Viking Edge Edge Surveys

August 6, 2012

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Periodic Freshman Forums will be held during Howell Time homerooms.

Viking Edge Edge Surveys

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #3: Surveys will be given after transition day and at the last freshman forum.

Viking Edge Surveys Ongoing


Strategy Three: Throughout the school year, we will implement behavior interventions for at-risk students to decrease OSS/ISS behavior referrals by 8%.

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Strategy Progress Update:Action Step #1: Behavior Support Teams will be utilized to support at-risk students.

A-Team/BST Re-entry meetings,

BST

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: STAT Homerooms will be utilized to support at-risk 9th and 10th grade students.

A-Team/STAT team

Re-entry meeting

forms

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #3: Re-entry meetings may be held for students returning from out of school suspension.

A-Team Re-entry meeting

forms

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #4: Initial meetings may be held for newly enrolled at-risk students.

A-Team/BST BST/AULSAP forms

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Four: Students who are required to register for participation in the mandatory drug testing program will be identified through Infinite Campus and may be selected for random testing on a weekly basis. By the end of the school year, we will maintain the number of those students testing non-negative, 1% from the 11-12 school year.Strategy Progress Update:Action Step #1: Weekly scheduled testing will be administered.

Activities Office

Drug Testing Reports

Weekly


19

3rd Quarter Progress:4th Quarter Progress:Strategy Five: The Administrative team will work with students to enforce the Code of Conduct in a fair and consistent manner.Strategy Progress Update:Action Step #1: Code of Conduct review will be held per district policy.

A-Team Staff Climate Survey

Twice a year

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Six: The Administrative team will work with teachers to enforce the Code of Conduct in a fair and consistent manner, as reflected by a response of 84% or better (from the 11-12 school year) on the teacher survey question #17.Strategy Progress Update:Action Step #1: Teacher survey question #17 A-Team Staff

Climate Survey

Twice a year

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Seven: The Administrative team will work with parents to enforce the Code of Conduct in a fair and consistent manner , as reflected by a response of 86% or better (from the 11-12 school year) on the parent survey question #17.Strategy Progress Update:Action Step #1: Parent survey question #17 A-Team Parent

SurveyTwice a

year

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Eight: The Administrative Team will use the Tardy Intervention Program to decrease tardy referrals by 5% by the end of the school year.Strategy Progress Update:Action Step #1: Those students with significant numbers of tardies will be subject to various disciplinary sanctions.

A-Team IC discipline reports

Ongoing

20

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress: AP’s4th Quarter Progress:Strategy Nine: Using training and strategies, select students and teachers (Flagship), will establish a current reality regarding bullying at FHHS.Strategy Progress Update:Action Step #1: Flagship members will be provided training and strategies to identify and intervene in bullying incidents.

Kozlowski Survey data

Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Flagship members will train identified team and club leaders, each season, so they can identify and intervene in bullying incidents.


Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress4th Quarter Progress:Action Step #3: Flagship members and team/club leaders will be surveyed to determine the effectiveness of the training they received.


Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #4: All FHHS students will be surveyed at the end of the year re: bullying and the effectiveness of flagship interventions.


Ongoing

1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Ten: The Administrative Team will use a strategic plan to decrease truancy referrals by 5% by the end of the school year.Strategy Progress Update:

21

Action Step #1: Utilize a progressive plan to address truancy referrals. Students with significant numbers of truancies will be subject to various disciplinary sanctions.

A-Team I/C discipline reports

Ongoing


Francis Howell High School

CLIMATE

Three-Year Goal Statement:By 2013-2014, FHHS will demonstrate continuous climate improvement by monitoring strategic climate related survey questions given to staff from the following specific benchmarks on student, staff, and parent surveys: Staff Climate survey- 92%, Student Needs Assessment survey 3.6 average, PLC Teams Survey 9.1 average, and a Parent Survey 90%.

ONE-YEAR ACHIEVEMENT GOAL (12/13)During the 2012-2013 school year FHHS will demonstrate continuous climate improvement using the following benchmarks.

1. Meet or exceed a 92% average rating of Strongly Agree and Agree on questions #1, #2, #3, #4, and #5 on the Staff Climate Survey.

2. Meet or exceed a 3.5 average rating on questions #13, #16, and #19 of the Student Needs Assessment.3. Meet or exceed an 8.9 average rating on question #10 of the PLC Team Survey4. Meet or exceed an 88.3% rating of Strongly Agree and Agree on the Parent Survey.

Data-driven rationale that led you to this goal (charts):

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Staff climate goals are measured and based upon responses and results from four surveys given to staff, students and parents. FHHS has tracked questions from four surveys to get base line data on survey responses in order to make school improvement decisions. Data from the staff climate survey for the 2011-2012 school year reflected an 87.3% strongly agree/agree and met the goal set from the previous year of 82%. In 12-13, the staff climate goal focus will increase from three to five key questions to expand the information reviewed in assessing the staff climate. The student needs assessment survey questions goal was met at 3.4 and the committee chose to raise the goal. The PLC Survey question goal exceeded the 8.5 average set from the previous year with an 8.7 rating. The committee discussed the significance of this goal and the need to continue focus on using achievement data to make instructional choices and interventions; the result was the committee’s choice to increase the goal to 8.9. The Parent Survey goal was met for the 2011-2012 school year and witnessed great gains in parent agreement with the survey questions. Given this, the committee decided to increase the goal slightly with a focus on maintaining the significant growth during the upcoming school year.

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Strategy One: Increase the staff’s agree/strongly agree response to the question, “I take pride in working at my school” from 96 to 97 percent on the staff climate survey.Strategy Progress Update:Action Step #1: Conduct a variety of activities—including providing a Viking shirt to all staff; resuming Golden Sail to give specific, timely recognition; celebrating Vikings in publications like Twitter and Facebook; constructing a brick wall of donation pavers to highlight the community pride in the school; and celebrating PLC teams for their improvements in achievement and instruction—to build the staff’s knowledge and pride in school activities.

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1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Two: Reach 93% (0r at least an 80% baseline) agree/strongly agree response to the new question, “Our staff holds high expectations for student learning” on the staff climate survey.Strategy Progress Update:Action Step #1: Conduct a variety of activities—including highlighting examples of best instructional practices in action at FHHS in weekly email, resuming the Golden Sail Award to recognize instructional excellence, and altering the walkthrough form to reflect staff training in instruction and technology—to build the communal sense of high expectations across the staff.

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1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Three: Increase the staff’s agree/strongly agree response to the question, “There are open channels of communication in our school” from 86 to 89 percent on the staff climate survey.Strategy Progress Update:Action Step #1: Conduct a variety of activities—including communication of school wide activities in a weekly email, posting of committee agendas (department

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chair, school improvement, professional development committees as examples) on the electronic bulletin board for the staff, and increasing administrative visibility—to offer more opportunities for open communication.1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Four: Increase the staff’s agree/strongly agree response to the question, “There are opportunities for shared decision making in our school” from 74 to 89 percent (or at least the 80% baseline) on the staff climate survey.Strategy Progress Update:Action Step #1: Conduct a variety of activities—resume bi-monthly school improvement team meetings to open discussion on topics and challenges facing the building, involve department chairs monthly in gathering feedback from staff on current events, conduct at least one shared decision making activities each quarter with the full staff—to offer more opportunities for shared decision making.

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1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Five: Increase the staff’s agree/strongly agree response to the question, “Our school has clear direction on how to improve student learning” from 90 to 92 percent on the staff climate survey.Strategy Progress Update:Action Step #1: Conduct a variety of activities—provide clear, consistent cooperative learning training in PLC leader meetings, support PD/PLC leaders by visiting teams, collecting assessments, and providing feedback, continue goal setting processes for teacher teams, classrooms, and students to continue focus on common goals—to provide a clear direction for learning.

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1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:

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4th Quarter Progress:Strategy Six: Increase the average student response to questions #13, #16, and #19 of the Student Needs Assessment to 3.5 by increasing student tolerance for others and abilities to resolve conflict successfully.

Strategy Progress Update:Action Step #1: Expand the student anti-bullying program by conducting peer conflict resolution training three times during the year.

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1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Seven: Increase the average PLC team response to question 10 to 8.9 by providing conflict resolution and cooperative learning training in PLC leader meetings.

Strategy Progress Update:Action Step #1: Continue teacher training on resolving conflict and cooperative learning in the five PLC leader meetings this year.

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1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Strategy Eight: Meet or exceed an 87.3% rating of Strongly Agree and Agree on the Parent Survey.

Strategy Progress Update:Action Step #1: Through collaboration with the parent action team, provide parents more information to increase the parent survey question, “The school offers suggestions about how I can help my child learn at home” from 77 to 80% agree/strongly agree.

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1st Quarter Progress:2nd Quarter Progress:3rd Quarter Progress:4th Quarter Progress:Action Step #2: Tweet and post on Facebook information about school events and activities on a weekly basis to grow

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availability of information to public


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Part IV School Improvement Professional Development

School Improvement Goal:During the 12-13 school year, FHHS will demonstrate continuous improvement in student achievement through the following benchmarks:

1. EOC: Meet AYP in all tested areas and earn MPI scores of 382 in Algebra, 408 in English II, 396 in Biology, and 395 in Government. Reduce the MPI gap in the super subgroup by 5% in all tested areas (345 English II, 358 in Algebra 1, 352 in Biology, and 345 in Government). In all tested areas, move 10% of students in basic/below basic to proficient and advanced levels.

2. Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 75% in the fall and 72% in spring Success classes, 1.2 grades levels on the Gates assessment, and 1.1 points on Maze reading assessments.

3. Advanced Placement: Advanced Placement performance will increase to 425 or more exams written and performance will improve to 74% of students scoring a 3 or better.

4. PLC Achievement Goal: 93% of PLC teams will meet their achievement goals.5. ACT: composite average will increase to 23.4 with a 23.3 reading subtest scores, 23.4 math subtest score, and 85% participation rate.6. Career Education Participation: Improve career education participation rate by 3% from 77% (72% in 2011-2012).

Information Literacy: Improve freshmen student proficiency (70%) on the Information, Communication, Technology and Media Literacy test by 6% over the course of the 2012-2013 school year.

Skill Gap (Teachers need to be able to):

Teachers need to be able to engage in subject specific professional development that investigates a single, high leverage academic standard; asks teachers to unwrap the standard; aligns assessment questions and performance events with that standard; gathers teachers together to collaboratively score student work to calibrate the scoring of those assessment questions; and evaluates the results of those assessments so that further adjustments in instruction and gains in student achievement may be garnered.

Professional Development Strategies:

Teachers will participate in departmental and content specific professional development chosen by each department on the Spring, 2012 professional development survey. Each department’s focus is described below; the common threats across all of the teachers’ professional development will be the following:

1. A focus on the development of a single, academic skill through the implementation of a performance assessment and related instruction.

2. This performance assessment will include rigorous college/career expectations for student performance.3. A SMART goal will be set to identify a standard of student performance and an area of teacher learning4. Teachers will choose and implement best instructional practices to prepare students for proficient performance—i.e. cooperative

learning, active reading strategies, forms for argumentative writing, Marzano vocabulary, etc.5. Teachers will assess student proficiency in using this standard in two separate assessments over the semester6. Teachers will assign, score, and provide feedback on students’ use of the standard using nonfiction writing

A. Business: Teachers will form three teams for the purpose of developing students’ college and career readiness skills in a variety of innovative ways. The first is a business foundations team aimed at creating vertical alignment in the expectations for and assessment

of fundamental business skills in the Intro to Business, Marketing, and Entrepreneurship courses. A second team will examine the use of new instructional technologies in Multimedia and Business Technology classes. The third team will be a District AP Economics group that will focus on the successful implementation of this course during its first year as part of the District’s curriculum.

B. English: Teachers within the department also have developed some exciting and inventive topics for professional development in 12-13. Chiefly, the English I PLC team will join the U.S. History PLC team during professional development activities to construct, implement, and reflect on a cross curricular civil rights unit. The backbone skill of this unit will be a focus on students’ abilities to create evidence based argumentative writing and this will be the team’s focus throughout the year. A second English team will be a group of teachers focused writing on Common Core like assessment and instruction. One of the teachers on this team has been writing sample Common Core units for Missouri’s Department of Education this spring and will bring her knowledge to this team’s activities. The English department professional development also will include a senior English team examining how students embed evidence in their writing and a junior English team intent on honing students’ skills for the ACT.

C. Family and Consumer Science: The department chair for FACS will attend the state convention for the content area in the summer of 2012 and attend several training sessions specific to understanding Common Core instruction in FACS. This knowledge will be implemented in the development of Common Core like assessments in FACS classes as the team of three teachers collaborates on effective adaptation of Common Core skills in their instruction.

D. Fine Arts (Art): The art department continues to be a leader on campus of combining performance assessment with assessments of student knowledge. Examples of this appear in their work to implement new curriculum by developing, implementing, and refining assessments around the concepts of value and unity. This approach to instruction will continue this year in professional development in a focus on composition. Teachers will communicate this concept to students and ask them to write evidence based criticisms on a variety of art pieces to develop their skills. By directing students’ attention to the overarching qualities of a piece’s composition, students will be more able to assess a variety of genre in art and communicate their thoughts clearly.

E. Math: The math department will kick off professional development next year with a cross curricular team that involves the Algebra I PLC team and the Physical Science PLC team. This team will narrow its efforts to developing students’ skills in interpolation and extrapolation when asked to plot, analyze, and synthesize information on a graph. The upper level math teachers will be involved in a Common Core assessment in Algebra II team while teachers continue to participate in district AP Calculus and Statistics teams.

F. Physical Education: Having just completed a year of study on cooperative learning techniques, physical education teachers will be examining Common Core expectations, designing a performance event to align with those expectations, and implementing cooperative strategies in the classroom to assist students in engaging ideas, processing meaning, and constructing meaning as they build their performance assessments.

G. Science: Science will have two exhilarating and forward thinking teams collaborating during the 12-13 professional development sessions. The first is a group examining the implementation of real-life case study projects created by the University of Buffalo; these projects immerse students in reading and interpreting information, providing and explaining their ideas, and articulating and supporting their positions on the topics. The team will implement one of these case studies during each of the four quarters in 12-13. The second group is the Physical Science and Algebra I’s collaboration on student interpolation and extrapolation skills as explained in the math section above.

H. Social Studies: As social studies continues to build vertical alignment 7-12, this year’s professional development will support this effort by gathering the majority of the department into a group implementing Document Based Question projects in World History. By

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narrowing the focus to this single class, the department can teach common projects in a common course that allows discussion on students’ abilities to read, interpret, and communicate information clearly and accurately. The core of this project will be on students’ abilities to write evidence based arguments and this will continue throughout the school year.

I. Special Education: Michelle Sims, SPED DC, will continue to train the full department on the current reading assessment level work begun in 08-09 and begin developing rubrics for Job Skills/CBI job readiness for LI population.

J. World Languages: The department will team together as a whole to address to address the use of instructional technology in French, German, Spanish I, and Spanish II. With the new learning spaces available in the new building for World Language, the department will examine how those spaces and related technologies may be used to improve the performance and assessment of student speaking skills.

Timelines-Include all training dates & staff time for learning & implementation:A. Opening Peer Assessment Leader training, May 20, 2:30-3:15B. PLC Leader Training on identifying and increasing implementation of best instructional practices on Sept. 2, Nov. 18, Jan. 27, and Mar. 12, 7:00 to 7:45 a.m.C. Individual Peer Assessment Leader program assessment meetings on Nov. 5, 2011 and May 10, 2011D. Peer Assessment Leader release/stipend time to develop and adjust their professional development team’s activities, 6 hours during the 2011-12 school year.E. The following list is the PLC/departmental level training sessions led by Peer Assessment Leaders designed to enact the department specific plan described in the Professional Development Strategies section above.

Fall 2010 Spring 2011August 24 1:45-2:30 January 17 2:30-3:30September 2 8:30-10:00 January 18 1:45-2:30September 132:30-3:30 January 27 8:00-10:00September 28 1:45-2:30 February 14 2:30-3:30October 18 2:30-3:30 February 22 1:45-2:30October 26 1:45-2:30 March 1 2:30-3:30November 10 2:30-3:30 March 16 8:30-10:00November 18 8:30-10:00 March 28 1:45-2:30December 6 2:30-3:30 April 12 2:30-3:30 April 25 1:45-2:30Total: 19.75 Hours

Required Resources (funding, expertise, facilities, release time):

Teacher and Peer Assessment release time during early release Wednesday and faculty meeting time

Evidence of Impact on Student Learning:

The students increase in proficiency within the academic standard focused on by the department will be assessed using the two common assessment data points collected during the semester. Teachers will set a SMART goal for student performance based on the results of the first common assessment given on the selected high leverage standard.

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Evidence of Impact on Teacher Practice:

Each department level professional development group will develop and evaluate assessment questions (multiple choice and/or performance events) for use in two common assessments (for example, some departments will use a pre-test, formative, and summative exam to gather results) during the semester around the academic standard of focus. The evaluation will include determining the connection to the academic standard and the appropriate Depth of Knowledge level for each assessment question.

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Documents

SCHOOL IMPROVEMENT PLAN 2009-2010fhsdfhhs.sharpschool.net/UserFiles/Servers/Server_999044/Image... · Web view2012-2013 School Improvement Plan (Francis Howell High School) 9/1 /12