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2011-2012 School Improvement Plan (Francis Howell High School) 5/7/18

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:

STAFF 1. 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.

PARENTS 1. 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.

STUDENTS 1. 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

Achievement Francis Howell High School will identify improvement in student achievement through the monitoring of five distinct data points during the 11-12 school year. The goals were set based on the current reality of FHHS from the 10-11 school year. First, regarding student performance on End of Course (EOC) exams, FHHS will work to meet AYP in all tested areas with an Algebra I MPI score of 810, 840 in English 2, 816 in Biology, 872 in Government and 810 in English 1. Also, FHHS will work to meet Safe Harbor requirements for IEP students in Algebra 1 (50%) and English 2 (56.5%). 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 77% in the fall and 72% in spring Success classes, 1.5 grades levels on the Gates assessment, and 1.5 points on Maze reading assessments. Third, Advanced Placement performance will increase to 350 or more exams written and performance will improve to 75% of students scoring a 3 or better. Fourth, 93% of PLC teams will meet their achievement goals. Finally, the FHHS ACT composite average will increase to 23.1 with a 22.9 reading subtest scores, 22.8 math subtest score, and 83% participation rate.

Attachment

Francis Howell High School will strive to improve student attachment through three specific measures in 11-12. First, concerning student attendance, FHHS will strive to meet a 96.1% Average Daily Attendance percentage. Second, FHHS will attempt to have at least 74% of students involved in at least one extra-curricular activity during the school year. Finally, FHHS will work to have a 96.8% graduation rate for the class of 2012.

Awareness

Francis Howell High School will improve student awareness in 11-12 by reducing truancies by 5% as compared to 10-11 school year.

Climate In order to effectively monitor the climate of FHHS during the 11-12 school year, the surveys identified below will demonstrate improvement through four benchmarks First, the Staff Climate survey questions #4, #8 and #9 will meet or exceed 76% Strongly Agree/Agree average. Second, the Student Needs Assessment questions #13, #16 and #19 will meet or exceed a 3.4 average. Third, the PLC Current Reality Survey question #10 will meet or exceed an 8.5 average. Finally, the Parent Survey will meet or exceed an 82% Strongly Agree/Agree average Francis Howell High School

ACHIEVEMENT

Three-Year Goal Statement:

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 820 in Algebra, 845 in English 2, 825 in Biology, 880 in Government, and 820 in English1. 2. Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 80% in Success classes, 3 grades levels on the Gates assessment, and 3 points on Maze reading assessments. 3. Advanced Placement: Meet or exceed 400 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 23.2 ACT composite score, 23.0 reading subtest scores, 22.9 math subtest score and 85.5% participation rate.

ONE-YEAR ACHIEVEMENT GOAL (11/12) During the 11-12 school year, FHHS will demonstrate continuous improvement in student achievement through the following benchmarks: 1. EOC: Meet AYP in all tested areas with an MPI score of 810 in Algebra I, 840 in English 2 , 816 in Biology, 872 in Government, and 810 in English 1. Also, FHHS will meet Safe Harbor requirements for IEP students in Algebra 1 (50%) and English 2 (56.5%). 2. Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 77% in the fall and 72% in spring Success classes, 1.5 grades levels on the Gates assessment, and 1.5 points on Maze reading assessments. 3. Advanced Placement: Advanced Placement performance will increase to 350 or more exams written and performance will improve to 75% 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 23.1 with a 22.9 reading subtest scores, 22.8 math subtest score, and 83% participation rate.

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. Strategy One: Professional Learning Communities. By the end of the 11-12 school year, PLC teams responses will increase to 8.9 on question 4 (Our PLC is focused on identifying when students learn and what to do when they don’t learn) 9.1 on question 10 (PLC teams effectively analyze data to make productive changes in instruction) while 93% of teams report meeting their achievement goal on the PLC Team Survey given at the end of each semester. Strategy Progress Update: 9.04 on question 4; 8.96 on question 10; 91 % of PLC teams met achievement goals during 1st semester Action Step #1: In 11-12, Greiner Formative and summative Biannually PLC teams will work Wedlock assessment data recorded in collaboratively to complete Mastery Manager, PLC team the following steps in the survey results 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. 1st Quarter Progress: The PLC team survey results from the spring, 2011 achieved highest ratings in the 6 years we have taken the survey. This included a 9.05/10 response to the SIP monitored question, “Our PLC has the time and support needed to effectively analyze data to make productive changes in instruction and student learning,” when the SIP goal was 8.3/10. Consequently, the focus the 11-12 school year continues to be implementing high quality assessments, improving instruction through assessment data, and developing effective responses to student needs shown in assessment results. With several PLCs rotating leadership to other team members this year, support for these efforts continues to be a priority in PLC leader meetings and monitored through PLC team and leader survey results. The results of the upcoming PLC team survey will be reported on next quarter’s SIP update.

2nd Quarter Progress As we welcomed 10 new PLC leaders to our building group of 24, this year marked time for new ideas and energy as the new leaders learned to conduct PLC business. The results of this change have been very positive as 91% (short of the goal of 93%) of our PLCs reported meeting their fall student achievement goal and the PLC team survey results were very positive. As was reported 1st quarter, the PLC team survey results from the spring, 2011 achieved highest ratings in the 6 years we have taken the survey. This fall, the results continued to report consistently high ratings for PLC team performance. As examples, FHHS met the SIP goal by recording 9.04/10 to question 4 (Our PLC is focused on identifying when students learn and what to do when they don’t learn) and nearly met the second goal by recording a 8.96 to question 10 (Our PLC has the time and support needed to effectively analyze data to make productive changes in instruction and student learning). Question 3 (Our PLC has effective collaboration embedded into the routine practices of our group through established ground rules and open communication) also showed a .4 improvement to 9.83/10. The greatest challenges continue to appear around time; as examples, 7.75/10 to the question, “Our PLC has had enough time built into the contracted day and school calendar to accomplish the building level business of the PLC” and 8.33/10 to the question, “Our PLC has had enough time built into the contracted day and school calendar to accomplish the district level business of the PLC.” These results and feedback on their implications will be topics at the next PLC leader meeting. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: PLC teams Greiner Formative and summative Biannually will utilize Mastery assessment data recorded in Manager to align and Wedlock Mastery Manager, PLC team monitor progress of student survey results learning in high leverage skill areas. Teams will use the Learning Objectives Mastery Report to impact future instruction and assessment.

1st Quarter Progress: This quarter, we have used approximately 9,000 forms, which projects to 18,000 for the semester. Last fall semester, we used 14,000, so we are on pace to increase use of Mastery Manger this fall. The use of Mastery Manger continues to go smoothly as teachers input a variety of PD and PLC assessment and look forward to disaggregating EOC data in the IC Tableau web site.

2nd Quarter Progress: Mastery Manager usage continued to rise this semester with more than 21, 500 sheets assessed by the system this fall. This number surpasses the 18,000 sheet projection made after the first quarter by more than 3, 500. In addition, PLC/PD teams, as a byproduct of PLC/PD expectations and the effort to draw the most meaningful information possible from a single assessment, are aligning the assessments to specific standards at a higher rate than in previous semester sand using the learning objective mastery report to review the assessment results. 3rd Quarter Progress: 4th Quarter Progress: Action Step #3: Conduct Greiner PLC Leader and team surveys Four times per PLC leader training year meetings to provide Wedlock professional development in methods of engaging team members in collaborative activities, increasing student participation in student activities, and sharing best practices among content areas. 1st Quarter Progress: The two primary objectives for the first PLC leader training on September 2 was to provide team leadership and management training to our new and returning PLC leaders. To support the leaders through a series of Adaptive Schools engagement activities, an online resources folder was made available with documents concerning setting norms, evaluating date, and completing PLC tasks on schedule; a review of critical conversation skills was conducted with a focus on establishing mutual purpose, gathering information from opposing viewpoints, and building engagement; and a problem-solving team activity using challenges identified on last spring’s PLC leader survey provided opportunities to suggest practical solutions to improving team performance. Next month, the leaders will review key elements of cooperative learning activities. 2nd Quarter Progress: We are very fortunate to have the District’s Teacher of the Year Connie Buckman and her colleague Lisa Bohrmann from Independence conduct two, one hour training sessions on cooperative learning during the November 18 and January 27 PLC leader meetings. We invited Connie and Lisa based upon teacher interest in learning more about cooperative learning and the researched positive impact this instructional strategy has shown on achievement. To translate the training into action, the PLC leaders will share a sample of their use of cooperative learning in the classroom with their fellow PLC leaders and the staff as a whole during the January 27 PD day. Questions on the upcoming PLC leader survey and building walkthrough results also will be complied as a measure of the potential increased use of cooperative strategies in the classroom. Connie and Lisa will complete their presentations to the PLC leader group with a one hour presentation at the March PD day meeting. 3rd Quarter Progress: 4th Quarter Progress: Strategy Two: Increasing ACT performance. For the 11-12 school year, student use of Study Island ACT items will increase from 86,491 math ACT questions answered at 68.3% accuracy to 95,140 questions answered at 70% accuracy; in English, performance will increase from 12,151 ACT questions at 75.0% accuracy to 13366 questions at 77% accuracy. Strategy Progress Update: In math, 34, 489 ACT questions answered at 72.6% proficiency; In English, 33,669 questions answered at 75.6% proficiency Action Step #1: PLC teams Greiner Study Island Data, ACT pre and Biannually of upper-level English and post test results Math will combine ACT Wedlock 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. 1st Quarter Progress: In English III, the PLC completed training on the use of Study Island to show teachers how to use the online software to support their instruction on ACT topics like reading comprehension and formal grammatical structure; in math, teachers complete a department wide training on the use of Study Island. To date 10,650 questions at 76.1% accuracy have been answered when last year at this time 891 questions at a 64.2% had been completed—this shows increases of 9759 questions and 11.9% accuracy. The math department also has created a database of student ACT scores to measure and track the performance of their students as the department seeks to build on the .5 gain in math ACT scores garnered this summer by the class of 2011.

2nd Quarter Progress: : Overall, students have completed total 149,591 questions on Study Island at 74.4% proficiency during the fall semester; this performance places the students on track to exceed both of the Study Island completion and performance goals for the year in May. English III has continued to increase rapidly with 33,669 ACT style questions answered at 75.6% proficiency this fall. This compares with 12,149 questions at 75.1 for all of 10-11. In math, students in upper level math courses have taken the ACT pretest and completed 34,489 ACT style questions at 72.6% proficiency. This compares with 79,628 questions at 68.3% for all of 10-11. Teacher in both upper level math and English will continue to provide students with in-class instruction, in-class assessment, and Study Island assignments to measure student learning and seek to improve areas of low performance. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: The social Greiner Study Island Data, ACT pre and Biannually studies department will post test results discuss, implement, and Wedlock measure the effectiveness of a set of best practice reading comprehension strategies to improve students reading skills while in upper level science, a team will identify the best practices when implementing content specific ACT like items into their unit assessments. 1st Quarter Progress: In social studies, each of the three PLC teams have selected a reading comprehension strategy to learn, teach, and assess the results of this semester. This includes a pre-reading concept definition map that connects core concepts within units to key characteristics, comparisons/contrasts, and vocabulary terms and a post reading graphic organizer that asks students to state the topic in one or two words, identify key details, and summarize the main idea in a sentence. In science, the team has selected content specific passages with related comprehension level questions to assess students’ baseline reading abilities before implementing specific reading strategies and measuring improvement. 2nd Quarter Progress: At the end of the semester, each of these teams drew a variety of student and teacher related benefits from the focus on reading instruction. In American History, teachers increased the complexity of reading comprehension questions from the 1st to 2nd assessment and maintained a 72% achievement average. The World History team followed a similar structure and witness a small, 4% decrease in student scores. In Government, the student achievement increase by 26% to 86% as the type and DOK level of the assessments remained the same. The teams also modeled the usage of the strategies and collaboratively scored student work to compile these results. In science, the team selected the challenging standard of describing the mathematical relationship between two variables in ACT questions, pretested students using ACT released items, reviewed the pretest results of 42% student mastery to adjust instruction, and will measure student improvement on a follow up ACT like assessment in January. 3rd Quarter Progress: 4th Quarter Progress: Strategy Three: Improving student and teacher performance through Professional Development. By the end of the 11-12 school year, PD teams will report an average of 15% growth in student achievement on the PD teams’ assessments; this marks improvement over the 13.5% growth in 09-10 and 14% growth in 10-11. Strategy Progress Update: Information on PD effectiveness will be gathered at the end of 1st semester and will be reported as part of the 2nd quarter update. Action Step #1: Greiner Mastery Manager Data Biannually Departments will work with Peer Assessment Leaders Wedlock (PALs) to implement assessment improvement strategies. These strategies include the development of high DOK items, scoring guides, collaborative scoring, data analysis of common assessments (Mastery Manager) and providing timely and specific feedback for students.

1st Quarter Progress: At the end of the first quarter, 18 PALs have lead 5 of the 9 hours of professional development with their teams and will have an individual support meeting with the administrator in charge of professional development within the next three weeks. At the September 2 professional development meeting, teachers trained in Marzano’s six steps of vocabulary instruction provided a building wide review of this process, sample lessons, and the FHSD online resources for each of the elements of vocabulary instruction.

2nd Quarter Progress: The first building wide indication of the success of this fall’s PD teams appeared on the staff PD survey. 96.6% of respondents agreed that “I was able to incorporate what I learned into my own classroom plans” and 98.2% agreed that “I will continue to incorporate ideas from this strand in my teaching.” 87.9% agreed with the statement, “My group completed at least one collaborative scoring exercise this semester.” The most frequent suggestion for improvement was the request to add more contracted time to the PD schedule. The student achievement results of the fall PD teams will be reported in the 3rd quarter SIP update. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Conduct PD Greiner Mastery Manager Data Biannually leader training meetings to provide professional Wedlock development in methods of assessment, implementing nonfiction writing, and identifying and sharing best practices in the collected data. 1st Quarter Progress: All PALs will have an individual support meeting with the administrator in charge of professional development within the next three weeks. At these support meetings, the PALS will update the progress of their teams, provide copies of the assessments developed/implemented within the PD, and discuss any training or supply needs they have. PALs will submit final updates on instructional improvements and student achievement in January after final assessment data has been collected.

2nd Quarter Progress: Early in January, all PALs will have complete 6 hours of release or stipend time to develop PD activities, discuss adjustments to the PD plan submitted in August with the administrator in charge of PD, and share the results of their team’s collaborative efforts during the 11-12 school year. In the January meeting, student achievement results, copies of the assessments used to measure those results, online survey results from the PD team members, instructional strategies implemented/refined, and teacher comments about what teachers learned in the semester of PD will be reviewed to assess the team’s outcomes and make adjustments in the spring semester plans. 3rd Quarter Progress: 4th Quarter Progress: Strategy Four: Reducing the Achievement Gap. By the end of the 2011-2012 school year the achievement gap comparing our special education students to regular education students will be reduced to 20% in communication arts and 0% in mathematics on teacher developed common assessments focusing on their identified essential power standard within their courses. Strategy Progress Update: At the end of 2nd Quarter the achievement gap was at -15.55% in English and -1.77% in Math. Action Step #1: Greiner CBM Assessments from IC Quarterly The Special Education Department will implement a Thompson collection of curriculum based measurements aligned with essential course outcomes for each level for each level of Mathematics and Communication Arts as they relate to students IEP goals. 1st Quarter Progress: Our Mathematics teachers within their CWC and SPS sections have been implementing the CBMs throughout the semester then using this data to provide analysis of student mastery of the skills, some of them as much as two to three times a week. Then the teachers work to plan instructional activities (Focused Lessons, One on One assistance, or Homework) depending upon the level of need and number of students struggling to ensure that any gaps in students understanding of the concept are addressed. In addition, the use of studies classes within our Algebra IA and IB classes provides additional support and targeted instruction to the students who have been identified as needing the most assistance. Our English teachers have using weekly CMB’s to monitor students progress with reading comprehension, use of context clues and making inferences. In addition, they are also using CBM’s to measure their progress with writing by utilizing the 6+1 writing traits. All of these assessments are being compiled to develop a picture of the students’ skills and weakness. From these results the teachers are then developing lessons or activities within the classroom as well as during individual conferences to work towards the improvement of their skills. 2nd Quarter Progress: Within mathematics the teachers working in this area have increased the frequency and breadth of the CBM’s that they are using to cover more standards/skills and make informed instructional decisions on a more frequent basis. They are seeing significant improvements as a result of these efforts within their Studies, SPS and CWC Classes. The teachers within the English classes have continued administer their CBM’s and are being used to help guide the instruction within their classes much like the staff are using them in the mathematics department. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Greiner Mastery Manager Reports on Quarterly The administrator in charge of Common Assessments Special Education will meet Thompson quarterly with the Special Education staff to monitor the teams progress in closing the achievement gap goals and support the work that the teacher teams are doing in their classrooms and PLC’s 1st Quarter Progress: All of our CWC and SPS teachers met to review the last years Achievement Gap data derived from the formative assessments used in each classroom as well as analyzed their EOC scores comparing their results to the rest of the building, district and state. In doing so many of our teacher teams significantly outperformed all of these. In addition, each of the content area teams have identified their most essential power standards for the course and monitoring student progress on these standards throughout the school year with their formative assessment data. 2nd Quarter Progress: When meeting with teacher teams all of them completed an analysis of their current data as it relates to their power standards for the course and established benchmark levels for their students during the 1 st quarter and set goals for achievement during the 2nd quarter. In doing so 62 growth goals were set in all content areas and 33 of them were achieved or exceeded just over a 53% success rate. 3rd Quarter Progress: 4th Quarter Progress: Action Step #3: Greiner Mastery Manager Reports on Quarterly All co-teaching teams will Common Assessments collaborate with the Thompson 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. 1st Quarter Progress: Meetings have been scheduled for the 3rd and 4th weeks of October to discuss each of our teacher teams’ data and set their goals. In looking at our scores so far many of our teams have special education students outperforming their non-identified counter parts on the standards being focused on within their courses. Overall within Communication Arts there is a mastery level of 38% of the standards being tracked and an achievement gap of 14.42%. Within Mathematics courses the students demonstrating a mastery level of 73.85% on the essential standards within the course with our special education students outperforming the regular education students by 5.5%. A similar pattern exists within the Science and Social Studies classes as well with our SPS sections outperforming the regular education students within the co-teaching classes by 4% with a mastery level of 57% in science and 80% in Social Studies. However, for the special education students within the CWC sections there is a gap of 9% within Science and 20% in Social Studies. When looking holistically at our current formative scores to the ones from 1st quarter of the 10-11 school year all students in all areas within our communication arts and mathematics classes are performing significantly better this year as compared to last. When comparing these same scores for our students in science and social studies the results varied. The regular education students within our science co-teaching classes as well as the SPS students showed a decrease in their overall mastery. However, the special education students within the co-teaching classes increased their level of mastery from 35% 1st quarter of the 10-11 school year to 44% in the 11-12 school year. Our Social studies classes showed a slight decrease for the mastery levels of our regular education students within the co-teaching class moving from 81% 1st quarter of 10-11 to 76% mastery during this quarter. There was an increase with all our special education students when comparing the two quarters, most profoundly with our SPS sections moving up to an 80% level of mastery during this quarter. When we meet in October the teachers will use this data to identify any specific learning gaps for the students within their classes and then set target goals for improved performance with all the students within the class for growth as well as goals to close the overall gap that may exist in their courses. 2nd Quarter Progress: Within Communication Arts we have seen an increase of the overall achievement on the most essential skills by about 7% showing about 36% mastery of the skills within this content area while the achievement gap only grew slightly by 1% moving to -15.55%. The Mathematics classes continue to show improvement as well increasing the overall proficiency level to 87.4% an increase of 13.6% while only seeing a slight shift in the achievement gap to -1.77%.

In Science a similar pattern exists seeing considerable growth in our Regular Education, and Special Education students in both the co-taught as well as direct service classes. The most impressive part of this is that we are seeing the students in the direct service classes outperform the regular education students by 3%. In social studies as the complexity of the assessments have increased there has been a slight decrease in the overall achievement of the students as compared to 1st quarter with all of the scores dropping about 4%.

When comparing this data to the scores during this same time frame of the 2010-2011 school year in almost all cases there shows very significant improvement for the scores for all students. Most significantly in Social Studies and Science were the achievement gap has made a considerable improvement as well as seeing double digit improvement in almost all areas. Within our math courses we have a 5% improvement in the overall scores when compared to last year and have also seen a 3% improvement in the achievement gap in both mathematics and communication arts.

3rd Quarter Progress: 4th Quarter Progress: Action Step #4: Greiner Walkthrough Data Quarterly The high leverage instructional practices that are identified Thompson through the data analysis and team discussions will be supported and replicated by all of the other teachers and teams working with Special Education Students. 1st Quarter Progress: In completing 27 walkthroughs within our co-taught and direct instruction classes our teachers have been observed using problem solving, performance based tasks and cooperative learning and reinforcing effort and providing feedback equally at 1I.11%. The DOK level of instruction has centered on the understanding of skills and concepts the majority of the time with an equal amount of observations showing Recall or Strategic Thinking being used in the classrooms. We continue to see cooperative learning, scaffolding and advance organizers and the most essential instructional practices within our special education classes however the use of the frequent assessments specifically the CBM’s within the math department have become critical in our students success within those courses. 2nd Quarter Progress: Our teacher teams report using these practices on a frequent basis where they are continually looking at standard and helping to scaffold the skills/concepts so that the students are able to deepen their understanding. Within some of our math classes some very interesting uses of advance/graphic organizers are being used to help students graphically represent mathematical problem solving as well as the use of Venn diagrams for the addition and subtraction of problems that contain fractions with like and unlike denominators. 3rd Quarter Progress: 4th Quarter Progress: Action Step #5: Greiner Walkthrough Data Quarterly Special Education Teachers Content area quarterly grades within the Math and Thompson CBM’s Monthly 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. 1st Quarter Progress: Through the use of our teachers use of CBM data, Study Island and other assessments the math teachers are working to specifically identify the learning gaps that our students have an provide timely and targeted instruction specifically to the students area of deficit. In doing so these students have earned on average an 80% grade in the Algebra I A course and a 94% in the IB course with the lowest studies student grade in either course being a 69%. Within the English Classes the teachers are working to teach students strategies to be more independent readers as well as using other formative data to make informed decisions and as a result have found that their students have earned and average grade 74% in their English I course and an average grade of 72% in their English II classes between the two courses only two studies students earned a D with all other students scoring higher. 2nd Quarter Progress: Our teachers working with their studies classes to support our most significant needs students are continuing to use the CBM data to look at skill gaps and close them for each student. By re-teaching those skills that students have missed as well as providing some pre-teaching of skills that will be introduced to the students in upcoming units where there may be some concern about the students being able to master the skill in the time given.

Our English I studies class is currently focusing on supporting students writing skills and helping them develop skill with editing their own papers and being able to look at others papers and identify the errors that may be present.

Currently we are having some mixed results with the scores from our studies classes. While in our math content area we see that all the students who are receiving additional support are being tremendously successful in their respective math classes and in fact their average is a 6% higher than the other students’ average of 83% we don’t see this continue into our English classes. For both the English I and English II students in studies their average is significantly lower than that of the other students in the course.

3rd Quarter Progress: 4th Quarter Progress: Strategy Five: Pyramid of Interventions. By the end of the 11-12 school year, students who have been identified as receiving Tier II reading intervention will show a 1.5x 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 74 to 77% in the fall and 69 to 72% in the spring semester; 10th grade Success students will improve from 65 to 70% in the fall and 72 to 75% in the spring.

The student use of the online study tool Study Island will increase to 280,000 (254,000 in 10-11) questions answered at 75% proficiency (71.4% in 10-11); 90% of students will complete course in the Credit Assistance Program, 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: Students receiving reading interventions won’t take the Gates again until the spring. The average grade in the core class for ninth graders dipped slightly from 74 to 72 percent while the average for tenth graders increased significantly from 67 to 74 percent over first quarter last year.

During 2nd quarter students progress monitoring scores on the MAZE assessments continued to climb to an average of 21.09 correct responses in English and 19.06 in physical science both of which are a significant increase from the average of 14.1 at the start of the school year indicating that on average the students are now able to read and comprehend between 49 and 35 more words in 2 ½ minutes on the assessments representing a 49.5% increase in English and a 35% increase in Physical science. Action Step #1: Greiner Analysis of GATES and Honors End of 2010-2011 Students will be identified Scores school year as needed assistance and Thompson support in the areas of reading will be identified by using the universal screening process as developed by the RTI Core team.

1st Quarter Progress: Through the use of our students 8th grade GATES reading data and combining that with their honor score as well as speaking directly with the staff of our sending middle schools our students needing intervening services in the area of reading were identified and placed into a support structure based upon that level of need. 2nd Quarter Progress: N/A 3rd Quarter Progress 4th Quarter Progress Action Step #2: Greiner Content MAZE Assessments and Bi-Monthly Teachers will utilize the Fidelity measures Quarterly research based instructional Thompson 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. 1st Quarter Progress: Throughout this semester both the English I and Physical Science team have taught and used many reading strategies within their course as well as utilized the MAZE assessments to measure student progress with their ability to comprehend grade level text. By analyzing the results of these tests many of the students have demonstrated growth in their comprehension skills as well as some students being identified as continuing to struggle or not progressing as expected. As a result plans are being made to address the need that the students would have who are not progressing as expected. Based upon the average growth from the start of the school year to 9/09, all students identified with significant reading difficulties we have seen an overall growth of the students MAZE assessments from 14.11 to 18.97 correct selections on this assessment which would translate to a 34% increase in their scores or an ability for the average struggling reader to be able to read, comprehend 34 more words in a 2 ½ minute time frame. 2nd Quarter Progress: This quarter we have continued to see progress through the standard protocol approach to our interventions through teaching reading strategies within the content area, and have seen our average MAZE score continue to climb to an average score of 21.09 in English and 19.06 in Physical Science which would represent a 1.4% increase in English I and 22% in Physical Science. Representing a slower growth than what was seen during the 1st quarter of this school year. In further analysis of this data we can see that 47% of the students are on track to close the gap or have already surpassed it. 28% are progressing but not at a sufficient enough rate to close this gap and 25% are not making adequate progress. To address this, the teacher teams will begin meeting to analyze the individual student data and make plans to administer diagnostic assessments to students and then develop plans to meet each students needs individually.

3rd Quarter Progress: 4th Quarter Progress: Action Step #3: Greiner Content Vocabulary Assessments Weekly The students who have been and Fidelity measures identified as requiring Tier IIb Thompson Quarterly 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. 1st Quarter Progress: In both our Physical Science and Success classes our teacher report that their students are progressing with their understanding of the essential vocabulary within the classroom and see this process as positively impacting their students within the class. As a result of this those students are seeing an average of 70% in their English and Physical Science classes. There have been significant increases in these students’ scores on their vocabulary assessments as well. With our students seeing an average increase from 7.692 to 8.714, a 13% increase on their context clues assessments and a average increase from 7.00 to 9.00 on their matching vocabulary which was a 29% increase. 2nd Quarter Progress: We continue to see the students progressing in the success classes in the development of essential content knowledge vocabulary with the trend in the data set continuing to get closer and closer to a 10. In fact within our Physical Science class the average score on the last assessment was a 9.143. Their use of the meaning of unknown words in context continues to show signs of success as well also seeing a positive slope in the students’ scores.

During this quarter we have seen a similar pattern develop with the students’ course grades in both the Physical Science and English RTI classes seeing a increase in student course grade as the level of intervention decreases. Within our English classes students who are in success show to have an average of a 66% in their core class, while students who were one year or less behind in reading in 8th grade have a core class average of 75% and the students in these classes who were not identified as having a reading deficit are scoring on average a 80% in their English I class.

Our Science students who are in the success class have an average core grade of 67% while the students who were one year or less behind are doing slightly better with a 68% average. However, this is not tremendously off of the overall class average of 73% for students who did not have a reading deficit in 8th grade.

3rd Quarter Progress: 4th Quarter Progress: Action Step #4: Greiner Fidelity Quarterly Teachers within the RTI Check list identified courses will use Thompson instructional strategies of cooperative learning and differentiation strategy of flexible grouping to ensure that each student is able to master the essential course outcomes as well as the identified comprehension strategies that will be taught within the course. 1st Quarter Progress: Both our teacher teams have specifically identified ways to group their students to meet their needs with the physical science team mixing up their groups about once every two weeks and our English I team grouping students in a similar manner. The instructional model that is being used in both content areas is showing significant promise on its impact for struggling readers with the average grade of RTI identified students in English being a 76% and a 90% pass rate. Within the physical science course the identified students are succeeding academically with a 100% pass rate and an average course grade of 74%. 2nd Quarter Progress: During this quarter teachers report using cooperative learning processes in both physical science and English one or more times each week. Our physical science teachers have utilized flexible groping several times this quarter and seen our English teachers have been using their tutor to integrate into their classroom as a process for flexible grouping several times this quarter as well. 3rd Quarter Progress: 4th Quarter Progress: Action Step #5: Greiner Quarterly Grades and assessment Quarterly The administrator in charge results of Success classes will Wedlock 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. 1st Quarter Progress: The results of the first quarter Success class efforts are cause for great celebration as 28 of 31 ninth grade students and 23 of 25 tenth grade students passed the core class the Success class supports. The average grade in the core class for ninth graders dipped slightly from 74 to 72 percent while the average for tenth graders increased significantly from 67 to 74 percent over first quarter last year. The number of failing grades each Success student achieved in the first quarter also increased slightly for ninth grade from .41 to .58 while it decreased significantly from 1.80 to .96 for tenth grade. The average grade in Success for ninth graders rose 3 percent to 88.52 while the tenth grade average fell 9 percent to 73.5.

2nd Quarter Progress: : Students enrolled in Success classes built on the promise shown at the end of the first quarter with 93.3% of 9th graders and 92% of 10th graders passing the core course the Success class is designed to support. The percentage of students earning a C or better in the core course also increased with 60% of 9th graders and 60% of 10th graders (10th grade represents a 30% increase over 10-11 results). The students’ final grade averages in the core courses also remained positive; 9th grade maintained a 73% average, falling short of the goal of 77% while 10th grade improved 5% over 10-11 with a 71.8% average and meeting the goal of 70%. Three students will leave the Success program this semester after earning an A or B in the core course this fall, and teachers’ feedback and final semester grade results will be consulted to identify students who may be Success candidates for the spring semester. 3rd Quarter Progress: 4th Quarter Progress: Action Step #6: Greiner Walkthrough Data Quarterly RTI teachers will continually MAZE Assessments Monthly monitor the effectiveness of Thompson their interventions through the use of the MAZE assessments and Fidelity Measures to make adjustments to their intervening strategies during their common planning time. 1st Quarter Progress: We have struggled to get IC to complete this process, so we are still working with our vendors to get the Tableau visualization completed so we can effectively make informed instructional decisions based upon specific student data. However teachers have continued to meet collaboratively during their plan time to discuss student progress, identify next steps and collaborate on what they feel needs to be done to ensure that their students are progressing academically. However, we are very close to having the IC visualization just ready to use and able to provide to our teachers the collective data from all their courses as well as the individualized student data that will help them make informed instructional decisions about each student’s success and the interventions being provided. The team plans to meet in November to further discuss this process and begin making informed instructional decisions based upon the analysis for each student’s response to the interventions being provided. 2nd Quarter Progress: We now have the ability to compare our students MAZE scores who have been identified with reading deficits to the scores of students who do not have a reading concern. In doing so we see that the average of both groups moves similarly showing that while all students continue to gain skills they are doing so at the same rate thus not closing the gap for all students. In further analysis of this we see that many students are actually responding to the standard protocol treatment and are exceeding the normal growth curve but a small percentage of them have shown little or no progress, thus negatively impacting the average growth curve for our identified students.

This would lead us to making the determination that we would need to move from a standard protocol approach to a prescriptive process for these students. During this quarter, Shelley Willott came out to help assist with this and our teacher teams will be meeting to further analyze each individual students data and then determine if we would need to require further testing to identify the gaps specific for that student then develop a prescriptive treatment process for that student.

3rd Quarter Progress: 4th Quarter Progress: Action Step #7: Greiner Quarterly Grades Quarterly Teachers within the RTI Walkthrough Data Quarterly Success classes (English I and Thompson Content Vocab Assessments Weekly 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. 1st Quarter Progress: Within the Physical Science and English I Success classes our teacher continue to stay ahead of the regular classes in the introduction of the content and this process seems to be working well as evidenced by 87% of the students earning a D or better in their Physical Science or English course. An adjustment that was made to this as we progressed through the quarter was the addition of A+ tutors as well as our EOC tutors to help assist these students in developing as much as possible with their skills. Many times when walking into our English Success class the classroom is arranged into cooperative groups working with writing skills, reading strategies or other activities ensuring that the students are getting as much assistance as possible 2nd Quarter Progress: The overall academic progress of the students in our studies classes has dipped slightly as compared to the 1st quarter grades seeing about 66% of our English Students earn a D or better in their core class and 75% earn a D or better in their Physical Science class. The teachers continue to provide similar instruction and techniques as was done during the first quarter staying ahead of the instruction that occurs in their regular education class, supporting their background vocabulary and ability to determine the meaning of unknown words. The progress monitoring data of these skills indicates that the students are progressing with their skills, so there is some discrepancy in why the students would be performing worse than they did during 1st quarter that will require some further analysis and planning before 3rd quarter.

3rd Quarter Progress: 4th Quarter Progress: Action Step #8: Greiner D/F data, study hall and Howell End of fall, Students in MSHSAA Witter Time sign in sheets winter, spring sponsored athletics and seasons 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. 1st Quarter Progress: 74 students enrolled in the program after 1st qtr report cards. 73 D’s 72 F’s 104 study hall sessions per week After 1st qtr grades: 32 students would remain in the program (57% decrease) 86 D’s (18% increase) 21 F’s (71% decrease) 58 study sessions (44% decrease) Of the 74 students who were in the program 1st qtr: 57 students improved their grades during 1st qtr (77%) 4 students had no change in grades (5%) 13 students’ grades went down (18%) 2nd Quarter Progress: For 2nd quarter: 36 students in the program for 2nd quarter (4 added from 1st qtr) 32 D’s 51 F’s 60 study sessions per week

After 1st semester grades: the 36 students received 39 D’s (22% increase) and 11 F’s (78% decrease) 13 students will remain in program for 3rd qtr (2 students ineligible for 2nd semester (58% decrease; 6 students added) The 13 students from 1st semester received 29 D’s and 9 F’s. The 6 additional students received 10 D’s and 2 F’s Of the 36 students in the program for 2nd qtr: 30 students improved their grades, 2 stayed the same, and 4 did worse ( 2 of the 4 are ineligible for 2nd semester)

3rd Quarter Progress: 4th Quarter Progress:

Strategy Six: Advanced Placement participation and performance. By the end of the 11-12 school year, Advanced Placement performance will increase to 350 or more exams written and performance will improve to 75% of students scoring a 3 or better. Strategy Progress Update: Based on enrollment and surveying of current students, FHHS is projecting to have over 450 students take AP exams in the spring of 2012. Action Step #1: In the Greiner PLC Artifacts, Common Biannually District AP Calculus, Assessment data Statistics, Art History, Art Wedlock Studio teams and the FHHS English AP vertical team, AP teachers will collaborative 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. 1st Quarter Progress: To estimate the number of AP exams written this spring, teachers have collected plans from students for over 400 exams. This would be a significant increase over last spring’s 228. Collaboration among the district wide AP PLC teams also has begun; for example in calculus, teachers are embedding more AP like free response items in unit assessments to help students become familiar with exam questions and assist teachers in understanding where student are making errors.

2nd Quarter Progress: The AP PLC district teams continued to make progress in developing common assessments and sharing best instructional practices based upon AP exam results. As examples, the AP Art Studio team has developed a summative exam and are writing curriculum for the AP Studio course. The AP Art Studio team continues to build a bank of AP released items, incorporate those items into assessments, and make progress toward completely common formative and summative assessments. In AP Calculus, the teachers have developed and revised formative exams and practice packets using AP released items based upon this summer’s AP exam results; the success of these strategies will be measured on the final exam, which is also aligned with AP expectations. 3rd Quarter Progress: 4th Quarter Progress: Strategy Seven: Goal Setting. By the end of the 11-12 school year, 110 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: 85 classes (34 teachers) reported meeting all three classroom goals during 2nd quarter (achievement, attachment and awareness). Action Step #1: Teachers Greiner Howell time Passes Quarterly will establish, monitor and share the results of Wedlock 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 1st Quarter Progress: 111 classes reported meeting their 1st quarter classroom goals. 2nd Quarter Progress: 85 classrooms (34 teachers) submitted goals that were met during 2nd quarter. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: All students Greiner Howell Time Passes Quarterly will set an individual academic goal, monitor Wedlock 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. 1st Quarter Progress: Student Howell Time passes were collected after students had the opportunity to reflect on the progress made toward their individual 1st quarter academic goal and set a new academic goal for the second quarter. 53% of the passes collected identified the student met the 1st quarter goal, and we plan to celebrate a few of these successful students through random drawings later this quarter.

2nd Quarter Progress: 50% of the Howell Time Passes collected identified the student met the 2nd quarter and/or semester grade goal. We will celebrate 10 of these students in a random prize drawing later this quarter. 3rd Quarter Progress: 4th Quarter Progress: Action Step #3: The Greiner Howell Time Passes Quarterly administrator in charge of student goal setting will Wedlock 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. 1st Quarter Progress: The first and second quarter goal setting videos have been completed and shown to the school. The first video focused on successful students—namely students who had won or placed highly in state athletic competitions —and how their persistence, resilience, and willingness to work hard produced their results. The second video included more than 20 teacher recommended students from all four grade levels who discussed the specific actions they are taking to work toward their individual goals. 2nd Quarter Progress: The third quarter goal setting video was shown to all students recently; it drew upon the expertise of 10 students who had been identified for writing excellent goals and meeting those goals during the 1st quarter. These students explained the acronym SMART for student goal setting and the video gave student written examples. The focus of the video rested in writing specific, measurable goals that move away from action steps like “Trying hard” and into action steps like, “meeting with a study group once a week” or “seeking out my teacher for help during two Howell Times per quarter.” 3rd Quarter Progress: 4h Quarter Progress: ACHIEVEMENT PLANNING MONITORING

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FRANCIS HOWELL HIGH SCHOOL

ATTACHMENT

Three-Year Goal Statement: By 2012-13 FHHS will demonstrate continuous improvement in student attachment through the following benchmarks: 1. 96.2% FHHS Student Average Daily Attendance (ADA) 2. 76% of FHHS students will participate in at least one extra-curricular activity. 3. 97% graduation rate

ONE-YEAR ACHIEVEMENT GOAL (10/11) During the 11/12 school year, FHHS will demonstrate continuous improvement in student attachment through the following benchmarks: 1. 96.1% ADA 2. 74% of FHHS students will participate in at least one extra-curricular activity 3. 96.8% graduation rate

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. Based on this historical performance, we’ve established a SMART goal of 96.1% ADA during the 11-12 school year. 18 ACHIEVEMENT PLANNING MONITORING

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The participation goal is a baseline goal that we have established based upon historic data from previous years, although it could not be tracked last year. The graduation rate goal was established based on longitudinal graduation rate data. We’ve established a SMART goal of 96.8% during the 11-12 school year.

Strategy One: Each classroom will set an attendance goal quarterly that will be equal to or greater than 96.1% (consistent with the SIP goal). Strategy Progress Update: FHHS had an overall attendance percentage of 96.34% through December 2011. Action Step #1: Classroom A-Team Walkthroughs Ongoing attendance goals will be posted and monitored quarterly. 1st Quarter Progress: During walkthroughs and post-observation conferences, classroom goals are monitored and feedback is provided to teachers. 2nd Quarter Progress: During walkthroughs and post-observation conferences, classroom goals are monitored and feedback is provided to teachers. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Classrooms A-Team Viking Way Quarterly that meet attendance goals 19 ACHIEVEMENT PLANNING MONITORING

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Monitoring Date will have the opportunity to submit them to Viking Way for recognition each quarter. 1st Quarter Progress: 111 classrooms (29 teachers) submitted goals that were met during 1st Quarter. Ten teachers had their name randomly selected to receive class celebration parties provided by Viking Way. 2nd Quarter Progress: 85 classrooms (34 teachers) submitted goals that were met during 2nd quarter. Ten teachers had their name selected randomly selected to receive class celebration parties. 3rd Quarter Progress: 4th Quarter Progress: Strategy Two: Student A-Team Attendance reports Ongoing attendance will be monitored daily/monthly by the attendance office and students with high rates of absenteeism will be identified for possible interventions. Strategy Progress Update: All at-risk attendance students have been identified and various interventions have been implemented. Action Step #1: After 5 days of unexcused absence parents will be notified. 1st Quarter Progress: Approximately 100 five day letters have been mailed. 2nd Quarter Progress: Approximately 106 five day letters have been mailed. 4th Quarter Progress: Action Step #2: Students at-risk for non-attendance could have a STAT referral. 20 ACHIEVEMENT PLANNING MONITORING

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1st Quarter Progress: No STAT referrals were made due to student non-attendance 2nd Quarter Progress: No STAT referrals were made due to student non-attendance 3rd Quarter Progress: 4th Quarter Progress: Action Step #3: Students exceeding 5 unexcused absences could be referred to their administrator and a diversionary conference could be set-up through the Juvenile system. 1st Quarter Progress: No diversionary meetings have been necessary 2nd Quarter Progress: No diversionary meetings have been necessary 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 year (Summer, Fall and Winter). Action Step #1: At least 6 seasonal and/or annual informational meetings will be set- Witter Atten Seasonal up to provide information to students and parents for participation in sports and/or dance activities. 1st Quarter Progress: Meetings: 7/24 (Band), 7/29 (info at schedule pick-up), 7/31 (fall sports), 8/4 (info at 9th transition day), 8/10 (info at open house). 2nd Quarter Progress: Meetings: 10/27 (Winter sports ) 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Students will be tracked through Infinite Campus to determine Activities Office IC Seasonal 21 ACHIEVEMENT PLANNING MONITORING

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Monitoring Date participation in sports and/or activities. report s 1st Quarter Progress: Fall sports, band cheer, choir and dance entered in IC. Clubs will be entered pending information from sponsors. 2nd Quarter Progress: All fall and winter sports entered in IC (except drum line) All Clubs entered in IC. 3rd Quarter Progress: 4th Quarter Progress:

22 FRANCIS HOWELL HIGH SCHOOL

BEHAVIOR

Three-Year Goal Statement: By 2013-14 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 ACHIEVEMENT GOAL (11/12) During the 11-12 school year, FHHS will demonstrate continuous improvement in student awareness through the following benchmark: 1. Reduce truancy referrals by 5% as compared to the 10-11 school year.

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

During the 10-11 school year truancy referrals were the most frequent type of discipline infraction.

Strategy One: Each classroom will set a quarterly behavioral SMART goal that aligns to the SIP. Strategy Progress Update: Through the end of December, we’ve had a 23% decline in truancies. Action Step #1: Classroom behavioral goals will be posted and monitored quarterly. A-Team Walkt Ongoing hroug hs 1st Quarter Progress: During walkthroughs and post-observation conferences, classroom goals are monitored and feedback is provided to teachers. 2nd Quarter Progress: During walkthroughs and post-observation conferences, classroom goals are monitored and feedback is provided to teachers. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Classrooms that meet behavioral goals have the opportunity to Viking Way Vikin Quarterly submit them to Viking Way for recognition each quarter. g Way report s 1st Quarter Progress: 111 classrooms submitted goals that were met during 1st Quarter. Ten teachers had their name randomly selected to receive class celebration parties provided by Viking Way. 2nd Quarter Progress: 85 classrooms submitted goals that were met during 2nd Quarter. Ten teachers had their name randomly selected to receive class celebration parties provided by Viking Way. 3rd Quarter Progress: 4th Quarter Progress: Strategy Two: Maintain the freshman transition program each school year with a student satisfaction rate of 3.75 (out of 5) or higher as indicated by surveys given at the end of the year. Strategy Progress Update: Transition day in the fall of 2011 proved to be very successful and showed improvements in attendance and student feedback on the quality of the event. Action Step #1: Transition day will be conducted by the Viking Edge Viking Edge Edge August 4, 2012 Surve ys

23 1st Quarter Progress: This year marked another tremendously successful freshman transition day (August 4, 2011). 95.4% (453 of 475) of 9th grade students in attended which was a 7% increase from 88.1% in 10-11. Students had the opportunity to meet with upperclassmen mentors, participate in culture building activities that allowed them to get to know their classmates, meet all of their teachers, find their lockers, eat lunch in the cafeteria, and complete a building tour. 2nd Quarter Progress: The Edge sponsor and administrator in charge of the Edge met with 8th grade parents at the open house to describe the purpose of transition day as it connects incoming students immediately to a caring peer culture and its relationship to the 9th grade homeroom forums. These conversations were of particular benefit to students and parents coming to Howell next year that currently attend private schools or other schools outside of the district. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Periodic Freshman Forums will be held during Howell Time Viking Edge Edge Ongoing homerooms. Surve ys 1st Quarter Progress: This quarter’s forums assisted student’s time management skills as they adjust to new homework, studying, and social life schedules while the second focused on calculating GPA and the impact of GPA on the students’ abilities to make choices in the future. 2nd Quarter Progress: The Edge mentors performed 9th grade forums on teenage alcohol abuse based on information from the National Council of Drug and Alcohol Abuse’s Try Putting Off Drinking program and prepared the 9th graders for their first high school final exams in December. This year, the Edge increased the positive impact of the alcohol abuse forum by pairing the scientific information about alcohol’s effect on the brain with video presentations depicting the negative impact alcohol use can have on teen lives. The Edge forums will conclude in the 3rd quarter with a Breakdown St. Louis performance on making good decisions regarding bullying and a follow up forum on what students can do to prevent and stop bullying at FHHS. 3rd Quarter Progress: 4th Quarter Progress: Action Step #3: Surveys will be given after transition day and at the last freshman Viking Edge Surve Ongoing forum. ys 1st Quarter Progress: The survey results from the 9th grade students were overwhelming positive about the Transition Day with 95% saying the day communicated what would be expected of them in high school and 97% finding their upper- class student mentors helpful. 92% responded that the mentors provided meaningful advice in studying for high school classes and 95% reported that they had become familiar with were their classes are located in the new campus. 2nd Quarter Progress: At the end of February, the Edge will survey 9th grade survey on the impact of the mentoring program has had on their experiences at FHHS and report the results. 3rd Quarter Progress: 4th Quarter Progress: Strategy Three: Throughout the school year, we will implement behavior interventions for at-risk students to decrease behavior referrals by 8% as indicated by the SIP goal. Strategy Progress Update: Through the end of 1st semester, we’ve had a 15% decrease in behavior referrals. Action Step #1: Behavior Support Teams will be utilized to support at-risk students. A-Team Re- Ongoing entry meeti ngs, BST 1st Quarter Progress: Initial BST meeting 8/16; Dr. Cox attended talked about lagging skills, unsolved problems. Identified 26 students for BST. 2nd Quarter Progress: At the beginning of 2nd quarter 19 students were identified for BST. Student and faculty pal surveys were sent out at the end of 2nd quarter. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Re-entry meetings may be held for students returning from out of A-Team Re- Ongoing school suspension. entry meeti ng forms 1st Quarter Progress: Through the end of 1st quarter AP’s & Dean have held 14 re-entry meetings for students that were suspended out of school. 2nd Quarter Progress: Through the end of 2nd quarter AP’s & Dean have held an additional 15 re-entry meetings for students that were suspended out of school. 3rd Quarter Progress: 24 4th Quarter Progress: Action Step #3: Initial meetings may be held for newly enrolled at-risk students. A-Team/BST BST/ Ongoing AUL SAP forms 1st Quarter Progress: Through the end of 1st quarter AP’s and Dean have held 11 meetings for newly enrolling at-risk students. 2nd Quarter Progress: Through the end of 2nd quarter AP’s and Dean have held 1 additional meetings for newly enrolling at-risk students. 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 reduce the number of those students testing non-negative by .5% from the 10-11 school year. Strategy Progress Update: 88 students have been drug tested during the 1st semester; 1 student has tested positive Action Step #1: Weekly scheduled testing will be administered. Activities Office Drug Weekly Testi ng Repor ts 1st Quarter Progress: 32 students have been drug tested during the 1st quarter; 0 students have tested positive 2nd Quarter Progress: 56 students have been drug tested during the 2nd quarter; 1 student tested positive. 3rd Quarter Progress: 4th Quarter Progress: Strategy Five: The Administrative team will work with staff, students and parents to enforce the Code of Conduct in a fair and consistent manner as reflected by 60% or greater satisfaction on surveys given to these stakeholders during the school year. Strategy Progress Update: Action Step #1: Code of Conduct review will be held per district policy. A-Team Staff Twice a year Clima te Surve y 1st Quarter Progress: Code of Conduct review completed during the 1st day of school, August 8th, throughout the day in all classes. 2nd Quarter Progress: Administrative team is making plans to do a Code of Conduct review at the beginning of 2nd semester (January 4, 2012) 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Survey of students, teachers and parents. A-Team Staff, Twice a year Stude nt and Paren t Clima te Surve ys 1st Quarter Progress: Surveys to be conducted later during the school year 2nd Quarter Progress: Surveys to be conducted later during the school year. 3rd Quarter Progress: 25 4th Quarter Progress: Strategy Six: The Administrative Team will use the Tardy Intervention Program to decrease tardy referrals by 8% by the end of the school year. Strategy Progress Update: Through the end of 2nd quarter, there has been a 23% decrease in tardies. Action Step #1: Those students with significant numbers of tardies will be subject to A-Team IC Ongoing various disciplinary sanctions. discip line report s 1st Quarter Progress: AP’s and Dean have placed 2 students on a tardy contract 2nd Quarter Progress: AP’s and Dean have placed 8 additional students on a tardy contract during the 2nd quarter. 3rd Quarter Progress: 4th Quarter Progress: Strategy Seven: Using training and strategies, select students, teachers (Flagship), and parents (Parent Action Team) will establish a current reality regarding bullying at FHHS by the end of the school year. Strategy Progress Update: The Flagship team of students and teachers has completed training, began intervening in bullying situations, and will continue communicating the anti-bullying message to the school through projects this spring. Action Step #1: Flagship and Parent Action Team members will be provided Wedlock Surve Ongoing training and strategies to identify bullying incidents. Greiner y data 1st Quarter Progress: The Flagship team of students and teachers has completed four training sessions this quarter to learn and discuss the intervention techniques of directing or distracting the target of bullying, directing or distracting the bully, or seeking out adult assistance in physical bullying situations. The team applied each of these strategies to practical situations students may encounter. During the second quarter, students and teachers will meet periodically to discuss the bullying situations the students have encountered, the actions they took to resolve the issue, and what other possible actions can be taken to further improve the situations. 2nd Quarter Progress: A core group of Flagship leaders attended the Megan Meier Foundation conference on bullying on Nov.16 at the St. Charles Convention Center. At this conference, Breakdown Saint Louis, our team interacted with a traveling group of high school students who perform a singing, dancing, and acting show that encourages teens to make good choices in topics such as bullying and alcohol use. Their free show will be presented to all 9th grade students on Feb. 1 at FHHS. 9th graders will discuss the substance of this show again on Feb. 15 during the 9th grade anti-bullying forum. The primary purposes of this show are to spread the anti-bullying message and continue to build on the anti-bullying culture at FHHS so that more students are able to indentify bullying incidents and take appropriate action. The effectiveness of this message will be measured on the 9th grade mentoring survey conducted in February. 3rd Quarter Progress: 4th Quarter Progress: Action Step #2: Flagship and Parent Action Team members will be able to provide Wedlock Surve Ongoing interventions for incidents they may observe during the school year. Greiner y data 1st Quarter Progress: In the final training session this quarter, students began to offer examples of how they have applied them in situations they have encountered, what successes they encountered, and what challenges they faced. This group of students realize the importance of stopping bullying in their school, are invested in participating in the process of stopping bullying, and have shown the leadership in addressing bullying that was the cornerstone of beginning the Flagship program and a great building block in making it successful. A core group of Flagship leaders will attend the Megan Meier Foundation conference on bullying on Nov.16 at the St. Charles Convention Center. 2nd Quarter Progress: On the end of the fall semester survey, 43% of Flagship students reported being involved in stopping or preventing bullying incidents 3-5 times during the second quarter; 50% were involved in stopping or preventing 1-2 bullying situations. In those bullying situations, 25% of the students reported successfully stopping the behavior 3-5 times while 69% reported success 1-2 times. The two most frequently used anti-bullying strategies were 1). Direct the target to take specific actions that will help resolve the problem and 2). Distract the bully away from the target and focus attention on something positive. Each f these strategies was chosen 30% of the time a Flagship student intervened. 3rd Quarter Progress: 4th Quarter Progress: Action Step #3: Flagship and Parent Action Team members will be surveyed to Wedlock Surve Ongoing establish a baseline of effectiveness of the training they received. Greiner y data 1st Quarter Progress: The auspicious responses received in the initial student and parent Flagship surveys appear to show the initial conversations about what bullying is and how to address it have been successful. On the student survey, students responded with a 4.54/t to the question “I can identify physical, verbal, and relational bullying” and 4.32.5 to the question, “I can describe how bullying situations hurt the bully, targets, and bystanders.” The students’ 1.64/5 response to the question, “I need to be a different person to be a good leader” and 4.39/5 to the question, “I can make a difference in helping to reduce/stop the bullying incidents I see between” show that they have the confidence and willingness to take action to stop the bullying incidents they encounter. On the parent survey, parents responded 4.55/5 that “I have a clear understanding of what bullying is and can describe how it is different from conflict” 4.09/5 to “I can identify physical, verbal, and relational bullying” and 4.36.5 to “I can explain these actions [to support children involved in bullying situations] to other interested parents.” 2nd Quarter Progress: To build on the positive survey results reported in last quarter’s SIP update, the parent action team will hold an anti-bullying meeting for parents on Feb. 21 that will involve members of the 26 Flagship program. The purpose of this meeting is to inform parents of what bullying is, share samples of bullying behaviors students have witnessed at FHHS, and communicate strategies to use when parents hear about bullying. 3rd Quarter Progress: 4th Quarter Progress: Action Step #4: Principal 1st Quarter Progress: 2nd Quarter Progress: 3rd Quarter Progress: 4th Quarter Progress: Strategy Eight: The Administrative Team will use a strategic plan to decrease truancy referrals by 5% by the end of the school year. Strategy Progress Update: Through the end of December, we’ve had a 23% decline in truancies. Action Step #1: Develop and implement new plan to address truancy referrals. A-Team I/C Ongoing Students with significant numbers of truancies will be subject to various discip disciplinary sanctions. line report s 1st Quarter Progress: AP’s and Dean have had 3 students that have had disciplinary sanctions of ISAP for repeated truancy referrals. 2nd Quarter Progress: During 2nd quarter AP’s and Dean have had 1 student that has had disciplinary sanctions of ISAP for repeated truancy referrals. 3rd Quarter Progress: 4th Quarter Progress:

27 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 Surveys listed below with specific benchmarks. Staff Climate survey- 78%, Student Needs Assessment survey 3.5 average, PLC Teams Survey 8.8 average, and a Parent Survey 84%.

ONE-YEAR ACHIEVEMENT GOAL (11/12) During the 2011-2012 school year FHHS will demonstrate continuous climate improvement using the following benchmarks. 1. Meet or exceed a 76% rating of Strongly Agree and Agree on questions #4, #8 and #9 of the Staff Climate Survey. 2. Meet or exceed a 3.4 average rating on questions #13, #16, and #19 of the Student Needs Assessment. 3. Meet or exceed an 8.5 average rating on question #10 of the PLC Team Survey 4. Meet or exceed an 82% rating of Strongly Agree and Agree on the Parent Survey.

Data-driven rationale that led you to this goal (charts): 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 2010-2011 school year reflected a 73% of Strongly Agree and Agree and did not meet the goal set from the previous year of 76%. The Student Needs Assessment survey questions goal was met at 3.3 and the committee chose to raise the goal. The PLC Survey question goal exceeded the 8.3 average set from the previous year at a 9.1 rating. The committee discussed the large jump and chose to set the goal that was more in line with previous year’s data. The Parent Survey goal was not met for the 2010-2011 school year, but, was close enough to warrant an increase in percentage gain for the upcoming school year.

Strategy One: FHHS Department Chairs: Goal: By the end of the 11-12 school year will implement ideas and suggestions for at least one staff activity directed at increasing the rating of Strongly Agree and Agree to questions 8 and 9 on the Staff Climate survey relating to open channels of communication between Students, Staff and Administrators. Strategy Progress Update: The staff climate survey questions noted in the Climate goal statement averaged 76% SA/A. Action Step #1: By the end of the 2011-2012 school year the staff will gather once a Carter Department quarter during PLC time to celebrate personal and department good news. This Chairs celebration will be hosted by a rotation of department 1st Quarter Progress: In recognition of staff members who are graduates of FHHS and to celebrate and enhance a positive campus climate, signs were created and placed near the class room of FHHS teachers who graduated from FHHS. These teachers were involved in the selection of the sign and wording of the Alumni recognition sign indicating their status. 2nd Quarter Progress: The PLC team survey responses to question 10 ( Our PLC has the time and support needed to effectively analyze data to make productive changes in instruction and student learning) exceeded the goal of 8.5 by reporting 8.96. 3rd Quarter Progress: 4th Quarter Progress:

28 Part IV School Improvement Professional Development

School Improvement Goal:

During the 11-12 school year, FHHS will demonstrate continuous improvement in student achievement through the following benchmarks: 1. EOC: Meet AYP in all tested areas with an MPI score of 810 in Algebra I, 840 in English 2 , 816 in Biology, 872 in Government, and 810 in English 1. Also, FHHS will meet Safe Harbor requirements for IEP students in Algebra 1 (50%) and English 2 (56.5%). 2. Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 77% in the fall and 72% in spring Success classes, 1.5 grades levels on the Gates assessment, and 1.5 points on Maze reading assessments. 3. Advanced Placement: Advanced Placement performance will increase to 350 or more exams written and performance will improve to 75% 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 23.1 with a 22.9 reading subtest scores, 22.8 math subtest score, and 83% participation rate.

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, 2011 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 a single, academic standard for a semester 2. This academic standard will be unwrapped so that the meaning of the standard is clear and explicit 3. A SMART goal will be set to identify a standard of student performance and an area of teacher learning 4. Teachers will develop and/or evaluate assessment questions at the appropriate Depth of Knowledge Level to measure student proficiency 5. Teachers will assess student proficiency in using this standard in two separate assessments over the semester 6. Teachers will assign, score, and provide feedback on students’ use of the standard using nonfiction writing

A. Business: Teachers in elective course groups will form three teams with the following topics: 1. the implementation of unit based goals which includes a pre and post test to measure student proficiency growth, implementing individual goal setting activities, and using data from formative assessments to provide feedback to students and teachers about student performance. 2. An information literacy team that measures students’ abilities to efficiently and accurately assess information on web sites and search for meaningful information on the Internet. 3. An instructional technology team that explores the incorporation of new technologies—such as the IPAD and IPOD Touch—in the classroom to enhance student learning.

B. English: Teachers within the department will break into the following three teams: 1. Advanced Placement Vertical Team with teachers from a variety of levels within the honors program will consider the AP standard measuring students’ abilities to appropriately interpret, analyze, and critique the author’s use of literary and rhetorical devices, language, and style. 2. English IV team will analyze senior level students’ abilities to select, embed, and explain the meaning of quotations in their nonfiction writing. 3. The English I team will investigate improving students’ reading skills through the Response to Intervention strategies in selected English I courses.

C. Family and Consumer Science: Teachers will continue the analysis on increasing the Depth of Knowledge levels present on the assessments implemented in courses with new or revised curriculum for 2010. Each teacher will consider a course with revised curriculum and work collaboratively with department members to apply methods of asking upper level DOK questions—for example, evaluating procedures, making judgments, and identifying motives or reasons—on the fall, 2011 assessments. Once results are gathered, the impact of these questions on student learning will be examined and quantified.

D. Fine Arts (Art): After a successful first year with AP Art Studio in 2010-11, the department will adopt an AP vertical teaming approach to understanding how the standards and expectations within the AP program may be modified and adapted to improve the instruction for students in the Intro to Art course. This vertical team collaboration also aims to improve students’ awareness of and preparation for an advanced course in art if they choose this path.

E. Math: In the fall, the math department will continue development and implementation of ACT like items for course specific concepts in Algebra I, II, and Geometry. The department will provide students with a pre- and post test using a recently released ACT math exam to gather data on student proficiency, implement Study Island’s ACT section in homeroom activities to support student practice in areas of need, and adjust classroom instruction based on the results shown in these measures of student performance. In the spring, the department will turn its examination to the Common Core standards and understanding the relationship between these standards and those currently assessed on the End-of-Course exam.

F. Physical Education: As a department, teachers will continue to examine the unit goal setting process in PLC teams by identifying standards for two units taught in the fall semester, discussing what those standards mean, creating pretests to give at the beginning of the year to assess students’ current mastery levels, implementing individual goal setting activities, and using data from formative assessments to provide feedback to students and teachers about student performance.

G. Science: The teacher teams in science include groups examining the development and implementation of the Response to Intervention reading strategies in selected sections of the Physical Science course; a mastery learning approach to projects in upper level science courses; active reading and vocabulary skill development in biology; and mastery of content specific items measured by the ACT in upper level science courses.

H. Social Studies: The department will form three content and grade level specific groups—U.S. History, World History, and U.S. Government—to improve students’ abilities to read and evaluate nonfiction through improved modeling of sophisticated reading techniques, practice with text interaction skills, and participation in activities that assist students’ proficiencies in drawing appropriate conclusions from the materials they read. The teams will assess student progress through pre and post assessments that present students with articles they have not read previously and ask related comprehension questions.

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 the development of curriculum based measurement assessments for use in English and math CWC and self-contained courses.

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, 2:30-3:15 B. 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, 2011 D. 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 2011 August 24 1:45-2:30 January 17 2:30-3:30 September 2 8:30-10:00 January 18 1:45-2:30 September 13 2:30-3:30 January 27 8:00-10:00 September 28 1:45-2:30 February 14 2:30-3:30 October 18 2:30-3:30 February 22 1:45-2:30 October 26 1:45-2:30 March 1 2:30-3:30 November 10 2:30-3:30 March 16 8:30-10:00 November 18 8:30-10:00 March 281:45-2:30 December 6 2:30-3:30 April 12 2:30-3:30 April 25 1:45-2:30 Total: 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.

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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