Emmaus High School Student Performance Objective #1 Action Plan Academic Objective:

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1 Academic Objective: By 2019, EHS students will improve their academic and lifelong, learning skills, allowing them to successfully pursue post-secondary options as measured by the following Measurable Goal: a) An 8% increase in the number of students in grades 9, 10, 11, and 12 averaged for the school year, which make honor roll with a GPA 3.50 or higher. 25% of students made honor roll with a GPA of 3.5 or higher b) A 3 % point increase of students will graduate in accordance with PA state guidelines. 94 % of students in the school year graduated in accordance with PA state guidelines c) A 10% increase in the number of seats in honor level and AP level courses of students in grades 9, 10, 11, & 12. Baseline: School year 1489 total number of seats in honor classes of students in grades 9, 10, 11, 12 who are enrolled in Honors level courses 594 total number of seats in AP courses of students in grades 9, 10, 11, 12 who are enrolled in AP level courses d) A 10% increase in number of students taking AP exams. 195 students took AP exams e) A 3 % points increase in the number of students scoring 3 or higher on AP exams. 91% of students taking AP exams scored 3 or higher f) An 8 % points increase in the number of students scoring proficient or advanced in PSSA Reading or other state mandated test. Baseline: school year 83% of students scored proficient or advanced in PSSA Reading g) A 16 % points increase in the number of students scoring proficient or advanced in PSSA Math or other state mandated test. 71% of students scored proficient or advanced in PSSA Math h) A 7 point increase to 550 for SAT average score in mathematics. Baseline: school year Average SAT score for EHS students in math 543 AFG Self-Study Document and Team Report (2 nd & Subsequent) 1-1

2 i) A 12 point increase to 530 for SAT average score in writing. Baseline: school year Average SAT score for EHS students in writing 518 j) A 16 point increase to 550 for SAT average score in reading. Baseline: school year Average SAT score for EHS students in reading 534 Development of SILT team (School Improvement Leadership Team) HS Administration Professional Development time SILT develops ongoing objectives for school wide improvement (Measurable Goal A & B) Improvement on instructional strategies and materials through focused instructional rounds and focused professional development Central Office, SILT Professional Development time; leave to perform rounds Data and evidence collected through rounds Implement ninth grade survey to determine perceived preparedness for high school and career path. 1. Teachers formulate questions or use existing ninth grade survey 2. Administer during Act 80 day activity period at start and end of school year 3. Analyze data 4. Upload data onto district website Teachers administrate in homeroom on Act 80 day A team of District Administrators, School Administrators, Counselors, Teachers analyze data IT Director Summer 2013 and ongoing develop and administer survey Access to statistical analysis tools Funding Student responses to survey Analyze feedback Curricular changes advised if greater than 1/3 of completed surveys indicate a lack of preparedness Survey results inform district level decisionmaking regarding curricular changes 5. Utilize data to inform curricular decisions AFG Self-Study Document and Team Report (2 nd & Subsequent) 1-2

3 Develop lists of recommended course selections according to career interest. 1. Specify areas of study tailored to broad-based career goals, i.e., medicine, military, engineering, arts, humanities, business, skilled trades, technology, etc. 2. Provide a sequential course of study for core courses, electives, and special interests 3. Preliminary review of restructured Program of Studies by stakeholders before implementation Guidance counselors Department chairs, counselors, district and school District, teachers, counselors, and community members September 2014 and Access to Career Cruising Current Program of Studies restructure Program of Studies Funding 60% of students follow sequential course study and indicate better preparedness on alumni survey Survey students at completion of course registration to determine the extent to which the Program of Studies informed student decision-making and was useful for post-secondary planning Develop quarterly courses for 9th grade that provide a foundation for high school academics and allow exploration of the variety of course offerings at the high school. For example, create offerings such as study and research skills, appropriate use of technology, career exploration, and non-core elective overviews. 1. Identify 9th grade students with numerous study halls, at-risk students, and students new to the district 2. Investigate models of exploratory courses at other area high schools Counselors and identify students who will benefit from quarterly courses Teachers, counselors, and investigate models of quarterly courses Teachers will develop and teach courses and ongoing Data from high schools research and develop Release time Funding Data for enrollment in quarterly courses will be collected by counselors Counselors will analyze enrollment data for grade selection of electives Fewer study halls in freshman schedules 15% fewer failures for atrisk students 3. Develop curricula as necessary AFG Self-Study Document and Team Report (2 nd & Subsequent) 1-3

4 Establish a school wide AP committee comprised of all AP teachers Assistant Principal and AP committee Chair Spring 2014 Leave from normal duties as necessary Committee is established Provide for professional workshop Opportunities for AP teachers Principal Beginning Summer 2013 Use of College Board professional services Professional development leave as necessary AP teachers evaluation of workshops and integration of materials AP English Language and Composition in addition to 11th grade Honors English. A subsequent backwards design in English Honors 9 and 10 as preparation for English Language and Composition and CCSS Assistant Principal and ELA Department Chair Spring 2013 Professional workshop for instructor and time/leave for curriculum revision AP Language and Composition is offered in the Course of Studies Conduct exit surveys of AP students after taking their respective AP exam. The AP Committee Chair, Assistant Principal will collect results AP teachers; Assistant Principals; AP Committee Chair Begin Spring 2014 Surveys will be administered the week after AP exams Time necessary to construct and conduct the survey Implementation of student suggestions in each AP course. Surveys completed and tabulated AFG Self-Study Document and Team Report (2 nd & Subsequent) 1-4

5 Use of AP Potential to identify and encourage students to consider enrolling in AP coursework Guidance and teachers Beginning Spring 2012 Data provided from College Board Use of AP Potential data during course selection Establish a committee to examine scheduling options that provide consistent remediation and extension opportunities Principal and Scheduling Committee Begin Spring 2012 until schedule is reconfirmed or redesigned Leave from duties as necessary; Examination of other schools/ schedules A reconfirmed or redesigned schedule with consistent remediation/ extension opportunities (Measurable Goal F, I, & J) Alteration to 9th grade summer reading assignment and all ELA summer reading to address need to improve analysis of nonfiction Language Arts Department Spring 2013 Department time Revised summer reading list (Measurable Goal F, I, & J) Adoption of Reading Apprenticeship strategies across the curriculum Principal Summer 2015 Use of West Ed professional services; prof. development leave as necessary Reading Apprenticeship materials and strategies integrated into the curriculum (Measurable Goal F, I, & J) Use of SRI/Lexile indicator to provide appropriate texts and resources to students Assistant Principal, Special Education Director Fall 2015 Technology for testing in labs, data management Lexile levels on all 9th graders and a review of data/indicators after (Measurable Goal G & H) Examination and alignment of Math Curriculum to Common Core Principal and Math Department November 2013 Professional development leave as necessary Revised Math Curriculum aligned to CCSS AFG Self-Study Document and Team Report (2 nd & Subsequent) 1-5

6 (Measurable Goal F & G) Purchase Study Island access for all students at the high school with structured use in classes to improve performance and remediate Keystone Exam HS Administration Immediately Study Island Use of Study Island; Tracking of student data for growth (Measurable Goal F & G) Establish a committee to make a recommendation on a lesson planning template that addresses instructional strategies and objectives that align with the CCSS and Keystones as well as new teacher evaluation protocol Principal, Assistant Principals, Teachers Spring 2014 UBD and lesson planning presentations A lesson planning template will be provided to staff for the school year (Measurable Goal H - J) Define and identify necessary SAT skills that will allow for vertical teaming within each department and horizontal teaming among departments Department chairs Begin Fall 2015 Professional development session presented at faculty meetings by various departments List of strategies created; implementation ongoing AFG Self-Study Document and Team Report (2 nd & Subsequent) 1-6

7 Implement alumni survey to determine perceived preparedness for post-secondary options. 1. Formulate questions (outside company) 2. Disseminate through social media, class reunions, , etc. (outside company) 3. Analyze data 4. Upload data onto district website 5. Utilize data to inform curricular decisions Outside company develops survey An evaluation team of counselors, teachers, and district evaluate data IT Director works with outside company to provide access to survey District / teachers evaluate need for curricular changes Summer 2013 and ongoing develop and administer survey Student Contact Information Access to social media Access to statistical analysis tools Funding for outsourcing survey Alumni responses to survey Analysis of feedback 60% of surveys completed Curricular changes advised if greater than 1/3 of completed surveys indicate a lack of preparedness Survey results inform district level decisionmaking regarding curricular changes Teachers participate in developing and implementing curricular changes AFG Self-Study Document and Team Report (2 nd & Subsequent) 1-7