North Oconee High School - School Improvement Plan

Transcription

1 Page 1 of 9 Principal: Philip Brown School Year: Goal Area # SMART Goals Improving critical reading, writing, and math skills to improve student performance on college entrance exams. Increase average SAT score for seniors from 1591 to 1620 by school year Increase average ACT Composite score for seniors from 23.9 to 25 by school year PO 3.1 School Keys Strands Actions, Strategies, and Interventions Study the possibility of increasing number of sections of SAT Prep offered Timeline Funding Sources and Resources Person(s) Responsible Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts ; registration documentation Evidence registration numbers C 1.1, C 2.2, C 3.1 Restructure the SAT Prep course curriculum Instructional budget Administrator, identified Curriculum for SAT prep, PSAT score report Changes to SAT prep; improved PSAT scores from 9 th grade (12-13) as compared to 10 th grade (13-14) PO 2.1, PL 1.4 Study possibility of restructuring homeroom to facilitate additional instructional opportunities Spring 2013 Homeroom ; Leadership team best use of homeroom time/structure of homeroom PO 2.2, I 2.3, I 2.6, I 3.1 Offer 0 or 5 th block instructional session to improve critical reading, writing, and math skills Instructional extension guidance counselors, Course enrollment, attendance rosters, lesson plans, pre/post tests Number of students participating, lesson activities planned, pre/post test score gains C 2.1, I 2.1 Place additional emphasis on cognates/vocabulary development in foreign language courses Beginning Fall 2013 Foreign Language Lesson plans, student work, pre and post tests Increased emphasis on vocabulary development; pre / post test score gains

2 Page 2 of 9 I 2.1, I 2.2 Post SAT question of the day/word of the day on school website Fall 2012 Webmaster NOHS Website Number of hits on NOHS website/sat question, word of the day PO 2.2, SFC 1.1 Identify and promote online review and practice options for SAT prep NOHS Guidance blog, s to stakeholders Information about online opportunities for SAT prep I 2.1 Require students in 9 th and 10 th grade English classes to write at least one SAT practice essay using the SAT scoring guide and samples for instruction None Needed English Lesson plans; students work samples SAT practice essay instructional activity; students essays with SAT scoring rubric PO 2.2, PO 3.2, PO 4.1 Implement a systematic analysis of PSAT scores for students with PSAT booklets (possibly through advisement) homeroom Lesson plan for advisement PSAT score analysis lesson C 1.3, C 3.2 Implement an SAT lesson in 10 th grade advisement homeroom Lesson plan for advisement SAT lesson L 2.2 Ensure that a math teacher is scheduled to teach the math portion of SAT prep course Funding allotments Master schedule Math teacher scheduled to teach math portion of SAT prep I 2.1 Utilize primary sources in courses to enhance reading skills Teachers Lesson plans Inclusion of instructional activities that utilize primary sources L 2.1, P 1.2 Fully implement Common Core Literacy Standards Learning funds and every teacher Collaborative planning minutes; Unit plans; Learning documentation literacy activities; variety of common core literacy instructional activities across all courses; participation in CC training, collaborative planning

3 Page 3 of 9 I 2.1 Ensure GEA writing model continues to be used SS classes. Instructional funds Social Studies Teachers, Lesson plans; collaborative planning minutes; observations GEA writing activities; discussion regarding students achievement with GEA writing activities; instructional use of GEA writing model A 2.2 Use common formative assessments to inform instruction to improve critical reading, writing, and math skills. Learning funds Assessments; Learning documentation; Collaborative planning minutes Common assessments among of same course; participation in collaborative planning, developing CFAs

4 Page 4 of 9 Principal: Philip Brown School Year: Goal Area # : SMART Goals Prepare all students for post-secondary options by offering rigorous and relevant coursework. Increase percent of graduates scoring 3 or higher on at least one AP exam from 49.6% to 51% by school year Increase percent of graduates completing a CTAE pathway (passing End of Pathway Exam) from 56.8% to 65% by school year Increase the graduation rate from 93.7% (11-12) to 96% by school year PO 2.2 School Keys Strands I 2.1, I 2.3, I 2.5, I 2.6 Actions, Strategies, and Interventions Identify students on AP rolls in August who are first-time takers of an AP course so that can provide additional guidance Study possibility of restructuring homeroom to allow for structured AP study sessions daily Timeline August of each year Spring 2013 Funding Sources and Resources Additional workdays for guidance counselors Person(s) Responsible AP Homeroom, Leadership Team Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts AP course rosters, to course Evidence Identified first time AP students best use of homeroom time/structure of homeroom SC 1.1, SC 1.2, SC 2.1 Implement a tutoring program in which previous AP scholars tutor students within the same subject areas AP Budget stipend for teacher to coordinate program Program coordinator, Program documents, tutoring schedule, roster of participants Program description, number of students participating PL 1.4, I 2.2 Increase problemsolving skills in all classes by increasing inquiry-based instruction and higherorder thinking skills learning Teachers, Learning documentation; lesson plans; observations Participation in PL for inquiry-based instruction; planned instruction using inquirybased lessons; student engagement in inquirybased instruction

5 Page 5 of 9 PL 1.1 Increase interdepartmental collaboration regarding cultural aspects of AP Spanish Language Spring 2014 learning (for substitutes) Spanish, in other content areas, administrators Collaborative meeting minutes; lesson plans cross-curricular lesson content; instructional activities C 1.2, C 1.3, I 1.1 Refine alignment of courses (that lead into AP as well as all AP courses offered) Leadership Team, AP, Guidance counselors Meeting agenda, minutes Discussion of course alignment; registration documents PL 1.3, PL 1.4 Increase attendance and participation in College Board conferences and professional development (active participants as well as presenters) learning funds, AP funds AP learning documentation, Learning plan Participation in/ presenting at AP conferences; redelivery at NOHS SC 1.1, I 2.1, I 2.6, I 3.3 Continue to offer and encourage AM/PM/weekend review sessions for AP exam/implement for End-of Pathway assessments AP/CTAE Course syllabi, tweets Planned review sessions A 1.3, A 3.1, A 2.4, PO 2.2 Continue to consult AP Potential lists for identified student/course matches Principal s account for mail-out AP AP Potential rosters, letters to identified students Identified students with course matches A 1.1, A 1.3 Identify best options for End of Pathway Assessments CTAE, CTAE Director Meeting agendas/minutes, EOP assessments best option given EOP assessment choices I 1.2 Implement an advisement lesson about End of Pathway Assessments homeroom Advisement lesson plans End of pathway assessment lesson SFC 1.1, SFC 1.3, SFC 1.4, SFC 2.1, SC Continue individual junior/ senior meetings with students/parents List of meetings, Graduation plans Graduation Plans

6 Page 6 of A 1.4, I 2.3 Pilot unit-recovery for core content courses Math, ELA/SCI/SS Instructional Extension core content, guidance counselors Unit recovery meeting dates/times, student sign-in Participation in unit recovery sessions

7 Page 7 of 9 Principal: Philip Brown School Year: Goal Area # : SMART Goals Consistently use effective instructional practices to improve student achievement. Continuously increase proficiency rates (meets + exceeds) for End of Course Tests each year: o 9 th grade C/L from 42% to 45% by 2013 for ELL students o American Literature from 92% to 94% by 2013 for Economically Disadvantaged students o Biology from 92% to 93% by 2015 for ALL students o Physical Science from 80% to 86% by 2015 for ALL students o Math I from 88% to 90% by 2013 (currently in first year of Coordinate Algebra) o Math II from 85% to 87% by 2013 (transitioning to Analytical Geometry, ) o US History will continue to achieve a 90%+ proficiency rate for ALL students o Economics from will continue to achieve a 90%+ proficiency rate for ALL students P 2.1 School Keys Strands Actions, Strategies, and Interventions Study possibility of restructuring homeroom to facilitate additional instructional opportunities for practice/information/stra tegies Timeline Fall 2013 Funding Sources and Resources Person(s) Responsible Homeroom, Leadership Team Evaluation of Implementation of Strategies and Impact on Student Learning Artifacts Evidence Discussion of homeroom in leadership team meetings SFC 1.1,SFC 1.2, SFC 1.4, SFC 2.1 Increase parental involvement for specific sub-groups(swd, ELL, Hispanic, Black, ED) by holding parent nights (ex. Hispanic Parent Night) Guidance Counselors, Teachers, Parent Night Invitation, Schedule of Events Holding more events to invite parents into the school SC 2.3 Identify community leader(s) to mentor Funds to support community through Chamber of List of Mentors/Mentees, Planned activities Number of students involved in the

8 Page 8 of 9 these students/families; gatherings in their community gatherings Commerce mentoring program SC 1.1, SFC 2.1, I 2.3 I 3.3, A 1.4 Investigate the possibility of providing transportation outside of school hours so students have access to tutorials and remediation sessions Transportation funds to pay for bus drivers and cost of transportation (to get students to and from school) Leadership Team Administrator Leadership team meeting minutes Discussion among school leaders about this possibility PO 2.3 Provide additional support and assistance to ELL students by hiring a capable of teaching in English and Spanish January 2013 Learning, Teacher allocations selected Interview Protocol, Development Plans Faculty identified ELL Learning Community C 1.3, C 2.1, C 2.2 Collaborative planning time with ELL teacher, Special education teacher Possibly leave time/funds for subs Collaborative meeting minutes Discussion of student achievement A 1.1, A 1.3, A 1.4 Use data from assessments to identify students who may struggle in subsequent courses Teachers, guidance counselors MAP Data, EOCT Scores Identification of students L 1.1, PO 2.2 Hand-schedule students who are identified atrisk to ensure their placement is optimal Additional workdays for guidance counselors Master schedule Class rosters C 1.2, C 1.3, C 2.1 Participate in horizontal and vertical teaming meetings with MBMS to enhance reading experiences and instructional practices English department chair reading experiences and instructional practices A 1.4 Improve process for identifying students for and leadership team from placement meetings Improved placement of students, especially 9 th

9 Page 9 of 9 Basic Reading course graders I 2.1, I 2.3 Offer remediation sessions for 9 th and 10 th grade level math courses Instructional extension funds for before/after school sessions Math and administrators Instructional extension plan Planned activities for remediation time I 2.6, L 1.2 Investigate the possibility of using math software, such as Mathletics Spring 2013 Instructional funds to purchase software Math, special education Yes or no vote on programs I 2.1 School-site SOLO $2000 Instructional funds and special education A 2.2 Develop and implement Common Formative Assessments learning Teachers and administrators Common formative assessments Use of common formative assessments and data I 1.1, I 1.2, I 1.3 A 1.1, A 2.1, A 2.2, A 2.3, A 2.4, A 3.1 Implement Common Core Literacy Standards collaboratively Continue to use common assessments for unit tests, midterms, and final exams Learning funds to support Leave (subs) for collaborative planning All Teachers Collaborative meeting minutes and professional learning documentation, lesson plans Common assessments Use of Common Core literacy standards Use of common assessments and data