School Accountability Plan

2013-2014

for Windsor Forest High School Savannah-Chatham County Public Schools

Joe Brasfield, Principal Thomas Lockamy, Ed.D. Superintendent of Schools I. Principal’s Message

October 1, 2013

Dear Friends:

I would like to inform you that our school is engaging in an ambitious School improvement planning process during this year which will focus on:

Vision: From school to the world: All students prepared for productive futures Mission: To ignite a passion for learning and teaching at high levels

In many ways, our School Accountability Plan will serve as our road map for continued success. Our plan, which is supported by research-based strategies, will focus on the continuous growth of student achievement, by increasing the EOCT scores, the Graduation Rate, through Teacher Keys. We will increase the effectiveness of the teachers. Because we value your input and support, you are invited to join us as we work to make Windsor Forest High School even better.

Sincerely,

Joe Brasfield, Principal Windsor Forest High School II. Development Plan and Communication Process

A multi-stage process is used to develop school accountability plans. Many individuals are involved in order to ensure that the needs of all students are addressed. The chart below illustrates the diverse group involved with the development of this plan. Also included below is a statement of how this improvement plan will be shared with all stakeholders. The people involved and the processes used will be useful in developing the school’s Tier 3 narrative, which helps paint a total picture of the school’s progress and tells “the story behind the numbers.”

Committee Members/Representation Individual/Groups Position Joe Brasfield, Principal A Administrative Team School Improvement Team A, S, T, O Teachers and Staff Members T,R School Council A, B, P, T

Position codes are noted as follows: A – Building Administration B – Business Partner C – Community Member O – Other P – Parent PT – Parent of Identified Title I Service R – Related Services and/or Support Staff S – Student T – Teacher

This plan can be shared in the following ways: Do I need to put something in here? III. Needs Assessment (Data Sources Used to Develop Plan)

Safe, Secure & Disciplined Continuous Growth of Student Academic Achievement Learning Environment

X CCRPI Reports X PowerSchool Data Base X Professional Development X DOE Website Hours and Involvement X Incidents of Possession of Related to Academic Achievement Weapons Other than Firearms in X PowerSchool Database School X School Improvement Plan  Governor’s Honors Program Review  Students Without Incidents of Physical Violence in School X SWD Data X CCRPT Reports X Dropout Statistics  Students Without Incidents of X District Site Based Reports Possession of Firearms in School X Graduation Rates X Disproportional data X EOCT data X PowerSchool Database data  Students Without Incidents of Possession of Weapons Other X SWIS X Accountability and Assessment than Firearms in School website  Incidents of Possession of Drugs/Alcohol on Campus X Hearing Office Data

X Incidents of Out-of-School Suspensions

X Incidents of In-School Suspensions

X Incidents of Expulsions

 Parent Suggestion Box

X RAI Data

X PTA Agendas/Data X School Council Agendas IV. Tier 2 Indicator

Focus Area (#1): Continuous Growth of Student Academic Achievement

For this focus area, we identified needs and formulated at least three corresponding Tier 2 indicators through strategies with an emphasis on academic achievement.

Tier 2 GOAL A: WFHS will increase the percentage of students scores of EOCT with a 95% Indictor partition rate in: 9th ELA – 84.5%-87% 11th ELA - 91%- 92% US History – 59%- 64% Economics – 68% - 71.2% Biology – 60% - 64%% Physical Science – 81% - 83% Coordinate Algebra – 31% - 50% Math 2 – 48% - 53%

RATIONALE: Instructional Strategies (Timeline) Related Professional Learning Strategies (Timeline) 1) EOCT Improvement Strategies 1) Use professional learning meetings to show teachers 2) Use TKES to give teacher feedback to improve how to plan together , look at data, close reading Standards Based instruction 2) After 1st round of evaluations build professional 3) Increase productivity of Common Planning and Data learning by teachers weaknesses and needs Team meetings 3) Monitor Common Planning notes 4) Increase differentiation thru use of data to individualize 4) School Improvement team discuss and review a variety instruction of teaching strategies to increase achievement. 5) Provide training as needed for teachers identified through they TKES Walk Through and Self-Assessment 6) Purchase math and reading Academy as an RTI tool to increase basic reading lexile and math skills 7) Integrate more reading, writing and analyze into all classes 8) “Leave No Graduate Behind” meeting every 9 weeks to keep the parents updated on grades. Monitoring (Artifacts, Evidence, Frequency and Feedback) Results __Met __Not Met 1) Walk through data- to monitor teacher growth EOCT Results 2) Meeting minutes District benchmark assessments 3) Observation data 4) School Improvement team minutes

Funding Source/Approximate Amount Person(s) Responsible (Align with instructional strategies) Principal Academy Principals Professional Learning coaches Literacy coaches IV. Tier 2 Indicator (continued)

Tier 2 GOAL B: Post High School Readiness Indicator Pathway – 51.5% -56% College Readiness SAT, ACT – 59.9%-64.00 Dual Enrollment/College Credit – 13.1%-21.79% Pass Written Test – 96.7%-97% Lexil Measure (greater than 1275) – 25.7%-32.5 EOCT Exceeds – 20.2%-28.2 Student Attendance – 97.94%-98.30%

RATIONALE: More reading, writing and analyst work Instructional Strategies (Timeline) Related Professional Learning Strategies (Timeline) Pathway 1) Training on strategies for reading and writing with Ms. 1. Educate students about pathway s to help make Lisa Ammons (Professional Development) wise choices 2) Staff Development to look at data to drive instruction 2. Bring in guest speakers to educate students 3) Common Planning training to improve instruction / about career options differentiation / flexible grouping to meet individual 3. Work with district to open up more chances at student needs Woodville for our students College Readiness SAT, ACT 1. Work to increase HOTS across all subjects 2. Increase reading, writing and analyst all classes 3. Support training for non-ELA teachers in writing and reading strategies 4. Require all teachers in school to turn in examples of Proficient, Exemplary and Needs Improvement writing samples 5. SAT/ACT review classes 6. SAT/ACT word of the week Dual Enrollment /College credits 1. Educate students about opportunities 2. Bring in different schools to meet students and parents to provide information 3. Be open to allowing students to take advantage 4. Counselors work with students to make sure they are on track to allow them to take college level classes Pass Writing Test 1. Support writing in all subjects 2. Require students in all classes to read and write using evidence for what read to make a claim 3. Work to improve lexile levels of students with Reading Academy Lexile Level 1. Use Reading Academy to increase reading levels 2. Require students to read and write in all classes 3. Require teachers to turn in Exemplary, Proficient and Needs Improvement...example of written work for close reading EOCT Exceeds 1. Increase students engagement with more hands on activities 2. Increase HOTS in all classes 3. Use benchmark assessment to better target individual students needs 4. Increase standards based instruction

Monitoring (Artifacts, Evidence, Frequency and Feedback) Results  Met  Not Met 1) School Improvement Team and Administrative Team 1) CCRPI score will increase meeting will check on: 2) Proficient rates on TKES *Common Planning notes 3) Walkthroughs & evaluations * Data Team minutes * and evaluate Proficiency Rate

Funding Source/Approximate Amount Person(s) Responsible (Align with instructional strategies)

Advisors Counselors Academy Principals Principal IV. Tier 2 Indicator (continued)

Tier 2 GOAL C: WFHS will increase its Cohort Graduation rate of 52.68% to 56.80% and the Indicator Extended Cohort rate from 52.73 to 56.92 during the 2013-2014school year. Get level 4 advisers to monitor their Ss progress closer. (while it is extra work, it is part of the job of a level 4 teacher—this will be done during advisement time 4-5 students per week)

RATIONALE: Instructional Strategies (Timeline) Related Professional Learning Strategies (Timeline) 1) Use Credit Repair, Twilight and Knight School to regain 1) Staff will have Professional Learning for Common credits Planning, Use of Data to Drive instruction, Close 2) Use Reading and Math Academy to increase basic skills Reading 3) Have “Leave no Student Behind” supper conference 2) After the announced observation we will build a every 9 weeks to catch grades before failing Differentiated Staff Development based on individual 4) Improve counselor and commitment with parents and teacher needs students on what they need 5) Principal / AP’s meet with students beforehand to build a plan to improve promotion rate Monitoring (Artifacts, Evidence, Frequency and Feedback) Results  Met  Not Met 1) Walk-throughs CCRPI Graduation Rate 2) Lesson Plans 3) Common meeting notes / Agenda 4) Formal evaluation 5) SLO results 6) EOCT / SGP results

1) Principal 2) Academy Principals 3) Teachers

IV. Tier 2 Indicator (continued) Focus Area (#2): Safe, Secure, and Disciplined Learning Environment

For this focus area, we identified needs and formulated at least two corresponding Tier 2 indicators through strategies with an emphasis on academic achievement.

Tier 2 GOAL A. Indicator Goal 1: To reduce the 2012-2013 special education discipline by 30% and OSS/ISS over 10 to 55 for the 2013-2014 SY Goal 2: Reduce the 2012-2013 general education discipline events by 30% from 1420 to 994 for the 2013-2014 SY Goal 3: Reduce the number of special education students suspended out of the classroom (ISS plus OSS) more than 10 days during the 2012-2013 SY by 100% from 5 to 0 for the 2013- 2014 SY

RATIONALE: Increase academic achievement and potential to graduate by decreasing student time spent out of school. Instructional Strategies (Timeline) Related Professional Learning Strategies (Timeline)

1. Positive Behavior Intervention System (PBIS)  Training in Ruby Payne framework for Understanding 2. Discipline Flow Chart Poverty to help the staff to understand working with 3. Academy Meetings students in poverty. We are currently looking for 4. School/Parent Partnership someone within the school district that can office this 5. Address patterns of poor behavior among training. students who are at risk for suspension  Training in Classroom Management for identified 6. Peer Mediation teachers through the Professional Learning Department 7. Time-Out and the Behavior Support Teacher assigned to WFHS. 8. Check-In/Check-Out  The Special Education Department at WFHS will be 9. Use of Mindset Strategies trained in developing Functional Behavior Assessments and the development, implantation, and progress monitoring of Behavior Intervention Plans by the Behavior Support Teacher.  The Behavior Support Teacher will conduct trainings throughout the school year on ways to deal with specific behaviors that occur in the classroom to the Special Education Staff. These trainings could be offered to the entire staff.

Monitoring (Artifacts, Evidence, Frequency and Feedback) Results  Met  Not Met 1) The log will be viewed to determine if the goal is met. 1) 80% of teachers making positive contact with 80% of (80% of the teachers) the students 2. Weekly advisement activities School mentoring agendas Data team minutes List of trained Peer Mediators Behavior contracts 2)

Teachers Academy Principals none Principal

IV. Tier 2 Indicator (continued)

Focus Area (#3): Community Engagement

Tier 2 GOAL A: To increase our school business partners from 3 to 5. Indicator RATIONALE: Increase all stakeholders support for WFHS Instructional Strategies Related Professional Learning Strategies 1. Utilize the needs assessments for parents, staff, and 

Monitoring (Artifacts, Evidence, Frequency and Feedback) Results  Met  Not Met

Meeting minutes from PLC’s and data team meetings Increase the number of business partners Windsor Forest High School Council minutes School Has.

Principal Assistant Principal’s V. Tier 3 Narrative

The Tier 3 narrative outlines the school’s progress and provides more information regarding its advancement toward meeting the identified goals and tells “the story behind the numbers.”

Windsor Forest High School is an authorized IB World School. Currently, Windsor offers both the Diploma Programme (DP) and the Middle Years Programme (MYP) to the students. Since the MYP is a five year program Windsor partners with Southwest Middle School so that we can fully implement the MYP curriculum. This year we are working on adding the IB Career Certificate (IBCC) to open up access to the IB curriculum to more students. Windsor is adding this program because of the change in schedule that the district required us to make. Windsor is now running a seven period day with an additional thirty minute period for remediation and enrichment. With the implementation of this schedule the students in the DP are no longer able to take an elective during their junior and senior year. The IBCC is similar to the DP but changes the curriculum around so that the students can also complete a pathway as well as to take some IB level classes. These efforts are in direct support and adherence to the district’s “Passport to Excellence” plan for improved instruction with more rigorous content. By setting the stage for success with the IB Programme, we will be conducting ongoing monitoring of the identified IB students and each student’s progress. We will continue to have teachers trained to teach various IB courses as we prepare to implement the MYP Programme as well as additional AP classes to our course offerings.

The 2012-2013 school year we have implemented three small learning communities within our school to try to improve communication relationships with parents, students and teachers. The administrative team has been working tirelessly to implement Common Core Performance Standards with fidelity to ensure increase student achievement on EOCT and increase graduation rate as Windsor Forest becomes a true standards based model for teaching. We have re-aligned the administrative duties to include tracking of all juniors and seniors to ensure they take appropriate tests, pass classes, and fulfill all requirements to graduate and to graduate on time. Our counseling team has begun meeting face to face with the 2012 cohort students to ensure they are on track for graduation. Windsor Forest has many safety nets in place to accelerate mastery of the standards and credit recovery available as well. Counselors are also providing advisement activities weekly to address SAT prep, transcript review, learning styles and Ga 411. Teachers in advisement also review students’ grades monthly and contact parents as needed.

Our School Improvement Team meetings will include participation from each department of WHFS as we identify needs and weaknesses that will need to be addressed with ongoing efforts by various departments and/or various teachers. Attendance, behaviors, and grades will be monitored and interventions developed through the RTI process, as well as with faculty input and communication with identified students. WFHS provides bi-weekly progress reports, in addition to adherence with the district’s scheduled progress reporting at the mid-point of each grading period, and each department will report on the number of failures within each department to target potential failures before the end of each marking period. Interventions will be initiated and follow-up for each student will be documented.

To monitor parental communication, teachers are required to submit contact logs on a monthly basis which documents all forms of communication used to contact parents with concerns/issues. WFHS also utilizes the electronic call-out system for parent notifications and updates the WFHS website daily.

WFHS had acquired the license for 100 sets in Reading and Math Academy. All 9th grade students will be tested on Read & Math skills to see who will need additional support in Reading and Math skills. For the 2013-14 SY we will implement use of this product through Instructional Focus. In 2014-2015 SY this will be done through double dose Support Reading & Math classes.

As we plan and prepare for success for the 2013-2014 school year, we are committed to delivering a more rigorous curriculum that includes the CCGPS and focused attention to individual students’ progress. We have a dedicated staff and a long tradition of success that WFHS has enjoyed over the years that will drive our decisions and actions as we anticipate and work towards a productive and progressive year.

VI. Assurances

SCHOOL IMPROVEMENT PLAN

School Name: _Windsor Forest High School______Savannah-Chatham County Public Schools 2013-2014 School Year Principal: ___Joe Brasfield______

Title I School-Wide Program:  Yes X No Targeted Assistance: ______

Needs Improvement (NI) Status: Year: 1 2 3 4 5 6 7 N/A

Met AYP the Previous Year:  Yes X No

Sanctions:

 School Improvement Plan (School Improvement Plans will be submitted to LEA for approval September 2011)

 Choice

 Supplemental Services

 Corrective Action (Corrective Action Addendum will be submitted to the LEA along with School Improvement Plans, September 2011)

 Restructuring (LEA approved Restructuring Addendum will be submitted to the Georgia Department of Education, with a copy of current School Improvement Plan)