Anderson County High School Strategic Plan 2017-18

Mission and Beliefs for Anderson County School

Anderson County School District Mission Statement: The Mission of Anderson County Schools is to ensure all students are safe, reach high academic standards, and act as responsible citizens.

ACHS Mission: Anderson County High School is to care for all students, to engage them in learning, and to prepare them as responsible, college and career ready citizens.

Beliefs: 1. Student learning is our focus. 2. We promote school spirit and make learning enjoyable for students. 3. All students are important, and we support their individual needs and interests. 4. Parents, community, educators and students share equal responsibility for students’ success. 5. As educators, we model and expect student self-reliance and personal responsibility. 6. Educators, parents, and students are committed to student growth and life-long learning. 7. All students are challenged in rigorous and relevant classrooms with high expectations. 8. Our curriculum prepares students to be globally competitive. 9. The school as a community is a safe environment for all. 10. We promote a mutually respectful atmosphere that values diversity. Individualized Action Plan Increase student achievement by frequently monitoring student progress, specifically in reading and math, in an effort to close the gap and for novice reduction.

ACTION TIMELINE DATA Person’s responsible and PROGRESS MONITORING Provide High Quality 30 days PD agenda Admin and Instructional PD completed prior to start of school. Professional Development to coaches analyzing results of all faculty about CHAMPs, data and leading staff with Growth Mindset and I PREP I new program structures initiative PD evaluations CHAMPs team lead PD CHAMPs team conducted ½ day of CHAMPs training with returning staff. Bridget Wells Exit slip Action DATA Person’s responsible and PROGRESS MONITORING Create, implement, monitor, 30 days - create STAR Reading and Math Reading Admin, Edwards, Barnes, and Tier 2 CCR classes formed and began and evaluate the CCR schedule Assist and Catch-up Math designated teachers, MTSS working with Reading Assistant and to provide Tier 2 intervention Reading and Math EOC practice team Catch Up math 8/22. ACT prep plan opportunities for reading and for freshmen ACT WorkKeys and implemented with 6 week rotations math to 9th and 10th grade KYOTE ACT practice for juniors among teacher teams. I PREP I lessons students, as well as 11th grade and sophomores shared in team drive. ACT prep and 12th grade CCR IXL program for SPED CCR STAR test round 1 scheduling has begun, prep. Develop CCR lessons for I once results are available they will be PREP I. analyzed for additional placements. 60 days – implement, Edwards, Barnes, and monitor, evaluate designated teachers, Admin/MTSS team 1 year – evaluate and adjust Edwards, Barnes, and designated teachers Admin/MTSS team Edwards, Barnes, and 2

2 designated teachers 3 year - use data to Wells, Edwards, Barnes, and determine needed designated teachers adjustments Action DATA Person’s responsible and PROGRESS MONITORING For Tier 1, teachers will 30 days- Communicate PLC PLC lists Admin PLC plan available in Google Team drive formatively assess daily in their plan and implement initial PLC agendas Teachers, collaborative Formative assessment PLC 8/30 classrooms and submit results, sessions. Formative assessments partnerships, PLC leaders Layout formative assessment procedures which will be collaboratively for the school year. discussed during PLC sessions 60 days – Monitor PLCs and Formative assessments Teachers, collaborative Sept. 22 Chris Weber PD and submitted to provide feedback to NAPD lists partnerships, PLC leaders administration for feedback. teachers on their collection Tier 1 interventions and re- Admin/Doris Sept. 22 Chris Weber will and use of data. teaching methods used Learning present Tier 1 strategies as targets with student mastery well as Tier 2/Buffer Time. lists Gap lists Novice reduction lists 1 year – Evaluate this plan’s Same as above Admin effectiveness and compare Teachers, collaborative it to the others we have partners, PLC leaders used in the past. 3 year – Use data to Same as above Admin determine needed Teachers, collaborative adjustments partners, PLC leaders Teachers/PLC leaders

Action TIMELINE DATA Person’s responsible and PROGRESS MONITORING 9th and 10th grade Tier 3 30 days – identify, place, and 9th grade reading and math – Wells, Edwards, and Barnes Students identified and placed in Tier 3 reading and math students will progress monitor 9th and 10th 8th grade MAP data, STAR classes using last year’s data and data be identified and placed in grade reading and math reading and MATH, 8th grade available from the middle school. reading and math lab classes students using universal intervention data for 12 weeks of skills support, screener, STAR progress 10th grade reading and math – 3 including progress monitoring. monitoring and diagnostic. 9th grade EOC Algebra 1 and English 1 data, teacher recommendation, and STAR reading and Math, Reading Assist and Catch Up Math reports 60 days – evaluate progress RtI team progress monitoring MTSS team of original students and and referral system data identify new students for skills support 1 Year – evaluate 9th grade Algebra 1 and English Admin and Instructional effectiveness of plan and its 1 and 10th Algebra 2 and Coaches impact on student English 2 EOC tests; STAR achievement and adjust as Reading and Math, 9th grade needed English and Math classroom performances 3 year – Use data to Same as above Admin and Instructional determine needed Coaches adjustments Action DATA Person’s responsible and PROGRESS MONITORING Instructional coaches will 30 days- Growth Mindset and STAR Reading and Math Special education teachers, Resource teachers have caseload support resource education IXL training progress monitoring Melissa Murphy, Kim Medley assigned during CCR and have access to teachers to provide extra technology for RTI programs. support for our special 60 days- Implement in Barnes, Edwards, Wells, Glass education students: ie. guided English and Math resource reading, Reading Assist, classes and academic labs. Catchup Math, IXL, and math 1 Year – evaluate resources in academic labs and effectiveness of plan and its resource classrooms. impact on novice reduction in Additionally, Resource reading and math specific to Education Teachers will have special education. their caseload students during Year 3 – Use data to CCR for progress monitoring. determine needed adjustments 4

4 By requiring College and Career Readiness for all students, we are ensuring High Expectations and Efficacy for all classrooms and maintaining opportunities to learn and time on task.

ACTION TIMELINE DATA Person’s responsible and PROGRESS MONITORING Foster an environment of high 30 days – I PREP I lesson CIR rubrics Administration Guidelines for success have been expectation for ALL students development and roll out for Walkthroughs introduced to students via CCR. Weekly by incorporating rigor, CCR. Reiterate rubrics and Develop common language for lessons have been developed and relevance, and engagement how they are tied to new I behavior I PREP I walkthroughs teachers are delivering. CIR strategies. PREP I walkthrough schedule completed, see Implement school wide PLC schedule. guidelines for success with I 60 days – continue to CIR rubrics Administration, Instructional PREP I. monitor through CIR Walkthroughs Coaches, Teacher mentors, walkthroughs and new rubric TPGES and all teachers walkthroughs; coach teachers who need support 1 Year – continue to monitor Instructional Rounds Same as above through CIR walkthroughs CIR Rubrics and new rubric Walkthroughs walkthroughs; coach teachers TPGES who need support; observe and evaluate teachers through administrative walkthroughs and TPGES 3 Year – Use data to Same as above Administration determine needed adjustments ACTION TIMELINE DATA Person’ Responsible and PROGRESS MONITORING Promote EFFICACY for ALL 30 days – Create CCR period ACT tests Administration, Instructional CCR classes are created and grouped students by ensuring all establishing College Ready, Coaches, counselors, MTSS according to CCR status. Student students are college and Non-College Ready pathway, team services staff will be dividing up to career ready. and Non-College Ready/Non- mentor non-CCR students. Pathway student need initiatives and place students 5 accordingly for 12th grade. Implement 11th grade ACT prep CCR period. 60 days- Implement 11th and Transition readiness Wellls, Glass, Edwards, Barnes, 12th grade CCR plans for ACT ACT practice test results 11th and 12th grade CCR prep; Give practice test to Self-assessment analysis results teachers 11th grade for ACT and have students to analyze it for areas of focus. 1 Year – Monitor students for Same as above Administration, Instructional college and career readiness; MTSS Evaluation results Coaches, MTSS team, teachers give appropriate tests, provide interventions as needed and evaluate effectiveness of CCR programming on student achievement. 3 Year- Use data to adjust as Same as above Same as above needed. ACTION TIMELINE DATA Persons Responsible and PROGRESS MONITORING Structure core instruction to 30 days - August HQPD – August HQPD agenda Wells, Glass, and MTSS team Formative assessment PLC and plan for be proactive, targeted, and reiterate expectations Growth Mindset PD with Chip monitoring have been completed. organized to maintain Southworth Monthly formative data PLC review. differentiated opportunities to 60 days – using formative Formative assessment data Administration, Instructional learning for ALL students and assessment data during PLC’s Standards Based Unit Coaches, all teachers scaffold learning for Tier 1 and re-evaluate standards to Tier 2 interventions—focusing determine which ones are on depth, not breadth (POWER the Power Standards. STANDARDS) and common 1 Year – twice each trimester Formative assessment data Administration, Instructional units of study with common the Power Standards will be Standards Based Unit Coaches, all teachers formative assessments. reviewed for student master during PLC using formative assessment data.

6 3 Year – Use data to adjust as Same as above Administration, Instructional needed Coaches, all teachers ACTION TIMELINE DATA Persons Responsible and PROGRESS MONITORING Monitor classrooms for 30 days – Communicate staff HQPD agendas Administration—logistical plan Syllabi have been developed for CCR engagement during ALL responsibilities for Principal Glass – Power covered by Mr. White; staff period, grades are being incorporated instructional time, including engagement and Time on Point/notes responsibilities covered by and a much greater structure is in place CCR. (Time on Task) Task during CCR plan and Edwards, Barnes and Wells for CCR. Admin completing instructional time. CCR walkthroughs, using Google docs for syllabus for each class. Make corresponding with teachers. CCR ½ credit for all year. 60 days- monitoring and walkthrough forms Administration, Instructional feedback through TPGES observations Coaches walkthroughs, observations CIR rubrics between teachers and administration; Use of teacher mentors and instructional coaches to assist in coaching teachers who are struggling. Using PD funds to allow teachers to go see other teachers who are model teachers in this area. 1 Year- use of TPGES to Same as above Administration, Instructional coach, monitor, evaluate and Coaches, peer observers, grow teachers in this area teacher mentors 3 Year – Use data to adjust as Same as above Same as above needed.

Increase student achievement by frequently monitoring student progress in writing in an effort to improve proficient and distinguished scores.

ACTION TIMELINE DATA Person’s responsible and PROGRESS 7 MONITORING Continue writing focus through 30 days PD agenda Admin and Instructional PLC plan incorporates multiple Literacy PLC’s and ensure teachers are coaches analyzing results of focused PLC’s. PD evaluations using rubrics for On Demand data and leading staff in Writing. Power points, other materials training—also include other staff as necessary Action DATA Person’s responsible and PROGRESS MONITORING Create, implement, monitor, 30 days - create Student work, teacher-created Administration, ILT teacher and evaluate the formative prompts, faculty-created leaders, all teachers 60 days – implement, assessment literacy plan within rubrics, PLC plan, shared monitor, evaluate the PLC plan to provide outcomes and amendments, 1 year – evaluate and adjust opportunities throughout the etc. year for collaboration and feedback on student analysis 3 year - use data to of work, scoring together, determine needed prompt development, etc. adjustments Action DATA Person’s responsible and PROGRESS MONITORING 10th and 11th grade CCR groups 60 days 10th and 11th grade CCR plan Wells, Glass, and 10th and 11th will develop and implement an grade CCR groups On Demand prep plan as part of our strategy.

Action TIMELINE DATA Person’s responsible and PROGRESS MONITORING Each department, excluding Wells, Glass, Barnes, ILT math, will create a plan to Teacher Leaders and all 9-11th have a scored On Demand grade teachers each trimester for grades 9-11.