2013 FCS Public Information & Communications Dept

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 / Academics & Accountability
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
Technology and Information Services
·  itsLearning
·  Support with CCRPI reporting that could affect the outcome of our reports in a timely manner
Human Resources
·  Appropriate staffing, hiring and dismissal help to ensure a highly qualified staff
School Safety and Discipline
·  Continuous communication to assist with students and parents that could disrupt the learning environment
Special Education
·  Continued staff development on instructional strategies—preferably during early release or during some release time other than late afternoon after a full days work
Student Support Services
·  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 / Academics & Accountability
·  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
Technology and Information Services
·  itsLearning
·  Support with CCRPI reporting that could affect the outcome of our reports in a timely manner
Human Resources
·  Appropriate staffing, hiring and dismissal help to ensure a highly qualified staff
School Safety and Discipline
·  Continuous communication to assist with students and parents that could disrupt the learning environment
Special Education
·  Continued staff development on instructional strategies—preferably during early release or during some release time other than late afternoon after a full days work
Student Support Services
·  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 / Academics & Accountability
·  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
Technology and Information Services
·  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 Improve by 60% with 95% students passing
School Name: Forsyth Central HS School Year: 2013-2014 /
þ / Purpose and Direction
Governance and Leadership
þ / Teaching and Assessing for Learning
Resources and Support Systems
þ / 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
Responsible Parties:
·  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.