· Web viewContinuous Improvement GoalAdvancED Standards Support from FCS Department(s)WFHS will...

AdvancED Standards FCS Departments

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Continuous Improvement Goal AdvancED Standards Support from FCS Department(s)

WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.

#3: The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Support Professional Development for staff on the following:

1. Creating and scoring Performance-based Assessments

2. Implementing Research-based Effective Instructional Strategies

3. Utilizing the SLDS system to track student growth and achievement

4. Preparing students for the CTAE pathway testing preparation and Capstone projects

5. Mastering the modules of itsLearning to maximize both file management for students and producing detailed scoring feedback on assessments

Provide stipend funds and/or Professional Leave and substitutes for teachers to pursue differentiated professional development, including beginner and advanced AP teacher training and conferences.

Provide financial support, tuition, facilities upgrades and training for all CTAE teachers to achieve Industry Certification within the next 3 years.

Permit local school control of Professional

© 2013 FCS Public Information & Communications Dept.

2013-16 Executive Summary

School Improvement Plan School Name: West Forsyth High School, Betty Pope, Principal

Development to address needs germane to the school.

Provide funding for incentives for high-achieving staff and students

Provide funding for a before or after school remediation program for at-risk students which will include transportation of bus-reliant school children.

Continue support and training for Data Teams, CFA (common Formative Assessments), DOK, LDC and MDC initiatives.



AdvancED Standards(check all that apply) Annual School Improvement

PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.

SMART Goal: Percentage of 9th grade students scoring exceeds on the 9th Literature and Composition EOCT will increase from 64 % to 67 % by the end of the 2013-2014 school year, as measured by the Georgia End of Course Test given in May, 2014.

School Name: West Forsyth High School-ELA School Year: 2013-2014

Purpose and DirectionGovernance and Leadership

X

Teaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement

Actions, Strategies and Interventions

(Includes Professional Learning Plan)

Impact on Student and Adult Behavior

(“If…then...” Statements)

TimelineResources Needed?Who is Responsible?

AdvancED Standard(s)

Standard 3: Teaching and Assessing for Learning

See Professional Learning Plan and Resources

9th grade Data team will use Interim assessment data to shape and differentiate instruction.

9th Data team will utilize standards based pre-tests and common assessments for each unit in order to shape instruction for the unit.

Provide ongoing feedback as needed on diagnostic assessments.

If we use data teams as a tool for monitoring our school improvement plan, then we will see increased student achievement on the 9th Literature and Composition End of Course Test.

August, 2013- May, 2014

9th grade content teachers (data team)

Professional learning on data teaming

Professional learning on creating multiple choice assessments at DOK level 3 & 4


PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.SMART Goals: 1. The percentage of students scoring “proficient” or higher on US History EOCTs will increase to 87%. 2. The percentage of students “exceeding” on Social Studies EOCTs will increase by 3% over last year’s results (Economics to 73%; US History to 54%).

School Name: West Forsyth High School-SS School Year: 2013-2014


XTeaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement







Standard #3: Goal 1

The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Utilization of Instructional Focus for targeted, sub-group remediation, such as test preparation and review sessions.Review Packets

If students with learning disabilities or language challenges are provided targeted remediation, then we will see student improvement on common assessments and End Of Course Tests.

9/3/13 to 5/15/14

Collaborative Time with ESOL & Sped Ed instructors, in addition to normal content team meetings.

Standard #3: Goal 2

The school’s curriculum, instructional design, and assessment practices guide and ensure teacher

Creation of a US History Resource class dedicated to teaching students who have learning disabilities and language challenges.

If students with learning disabilities or language challenges are provided targeted instruction with research-based strategies, then we will see student improvement

9/3/13 to 5/15/14

Strategic, collaborative- scheduling between ESOL, Special Education, and Social Studies Departments.



PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.SMART Goals:


XTeaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement Actions, Strategies and

Interventions(Includes Professional

Learning Plan)




effectiveness and student learning. on common assessments and End Of Course Tests.

Standard #3: Goal 3

The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Assembling of key literacy and problem-solving skills to be implemented into unit plans.

If rigor is increased through the emphasis on critical thinking skills, then students will achieve at higher levels on common assessments and End Of Course Tests.

9/3/13 to 5/15/14

All members of Social Studies Department will participate in vertical alignment of key social studies literacy and problem-solving skills.

Additional opportunities to plan vertically may be necessary.

Partners-in Ed and/or PTO provide incentives for students who exceed. Could be drawing of names from each EOCT content area!

Possible recognition of Exceeds via banners and/or diploma seals tied into academic pathways!

AdvancED Standards(check all that apply)












Annual School Improvement PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.

SMART Goal: The percentage of Coordinate Algebra students meeting or exceeding standards in Coordinate Algebra will increase from 56% to 60% by the end of the 2013-2014

school year as measured by the End of Course Test administered in May 2014. School Name: West Forsyth High School-Math School Year: 2013-2014







Timeline Resources Needed?Who is Responsible?














Teachers of Coordinate Algebra, Coordinate Algebra Support, and Accel Coordinate Algebra/Analytic Geometry A classes will utilize the frameworks/study guides/released items found on the GaDOE website for on-going reviews (including test practice, sponge activities, daily EOCT warmups).

Teachers of Coordinate Algebra, Coordinate Algebra Support and Accelerated Coordinate Algebra/Analytic Geometry A will

If teachers utilize GaDOE study guide questions, frameworks, and/or released items to prepare review activities,then students will familiarize themselves with the Coordinate Algebra standards that they will master.

If teachers collect student data from OAS, ITSLearning, and/or paper-and-pencil practice tests,

August 2013 – May 2014

Common planning for content teams

ITSLearning training for creating online assessments

OAS training for assessment creation

Walch resources



PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.SMART Goals: 1. The percentage of students scoring “proficient” or higher on US History EOCTs will increase to 87%.








continue to work within their collaboration teams to maintain rigor throughout the year to discuss strategies for preparation for the EOCT CCGPS Coordinate Algebra exam. As needed, these classes will utilize the computer lab to prepare students using on-line practice tests available through OAS, ITSLearning Assessments, and/or paper-and-pencil practice tests.

Teachers of Coordinate Algebra, Coordinate Algebra Support and Accelerated Coordinate Algebra/Analytic Geometry A will include higher-order multiple-choice questions in both class discussions and on all summative assessments.

then students will receive direct feedback on their progress toward meeting the Coordinate Algebra standards.

If teachers analyze student data from higher-order multiple choice questions, then students will be successful on similar higher-







Learning Plan)




order EOCT items.


PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years. SMART Goal: Percentage of special education students scoring proficient or higher in biology will increase from 38% to 42% by the end of the 2013-2014 school year as measured by ECOT administered in the month of May, 2014.School Name: West Forsyth High School-Science School Year: 2013-2014




















Data teams use pre/post tests that are aligned to standards to measure student growth as a result of research based strategies that are implemented by all collaborative members in the discipline.

If the instructors align strategies to standards and implement them with fidelity, then SPED (and other) students will demonstrate increased mastery from pre assessment to post assessment and thereby make gains on the EOCT.

August, 2013- May, 2014

Department Chair/Data Team Lead/Teachers on content team.Time to visit GSTA conferences, and collaborative time, and professional learning opportunities related to differentiated instruction.



PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.SMART Goal: The WFHS Fine Arts department will increase the number of performance events each year so that students and the public have more opportunities to evaluate the growth of our Fine Arts students. School Name: West Forsyth High School-Fine Arts School Year: 2013-2014


xTeaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement








Concerts, Art Shows, Productions, and other performance events for the students to show their progress and work.

If we hold concerts, arts shows, productions, and other performance events,then parents and guests can evaluate students’ progress and achievements during these performance events. They are also able to observe other schools and can attain a better understanding of where their child is in relation to other students in the county or state.

August, 2013- May, 2014

Each area of the Fine Arts department will be responsible for their own subject and/or performance events.

Needs: Financial support and improvements to the PAC facilities.



PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.SMART Goal: The WFHS PE department will raise Fitness Gram results such that those who receive a passing/meets standards score will increase from 92% to 94%.School Name: West Forsyth High School-PE School Year: 2013-2014










See professional learning plan

Fitness Gram Implementation - Mondays – One Component- Block Day – All Components

Fall Testing - all components (Semester Students)- Mile Run (all students)

Spring Testing

If we practice the fitness gram components more often, then the repetitions should produce better results.

If each teacher participates in the preparation and is consistent in delivery,then we believe it will increase the morale of our students, and therefore increase effort and results.

August, 2013 – May, 2014

CD – Fitness GramDVD – Fitness Gram InstructionAudio systemIndividual Testing Equipment – stop watches, sit-n-reach box

All teachers will be involved in planning and executing the Fitness Gram preparation and evaluation.



PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.SMART Goal: The WFHS PE department will raise Fitness Gram results such that those




Learning Plan)




- all components (All Students)




SMART Goal: WFHS CTAE students’ average scores will increase by 1% on each of the sub-areas measured by the EOP (End of Pathway) exam. Furthermore, the total number of students taking the EOP exam will increase each year by 3%.

School Name: West Forsyth High School-CTAE School Year: 2013-2014










See professional learning plan.

Integrate as many supplemental resources as possible that relate to the tested material in order to prepare students for EOP exam.

Set aside a designated time in the pacing guide for EOP exam review.

If CTAE teachers investigate the End of Pathway tests in their individual areas,

then the students will achieve higher scores on the assessments.

August, 2013- May, 2014

For review: 2 weeks prior to the EOP testing dates in April.

Study guides as provided by the GADOE CTAE program directors.

Online web based study materials that need to be purchased through CTAE County and WFHS funding.



PlanContinuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.SMART Goal: The percentage of Special Education Coordinate Algebra students meeting or exceeding standards in Coordinate Algebra will increase from 23% to 25% by the end of the 2013-2014 school year as measured by the End of Course Test administered in May 2014

School Name: West Forsyth High School-SPED School Year: 2013-2014










Co-teachers of Coordinate Algebra, Coordinate Algebra Resource, and Coordinate Algebra Resource Support will utilize the frameworks, study guides, and/or released items found on the GaDOE website for on-going reviews (including test practice, sponge activities, daily EOCT warm ups).

If teachers utilize GaDOE study guide questions, frameworks, and/or released items to prepare review activities, then students will become familiar with and attain mastery in the Coordinate Algebra standards.

August, 2013 – May, 2014

Special Ed staff

Resources : USA Test Prep;APEX, DOE EOCT review questions, collaboration time such as professional development hours, and common planning for content teams




SMART Goal: The percentage of ELL students making a tier advancement on the ACCESS test administered in February 2014 will increase from 71% to 75%.

School Name: West Forsyth High School-ESOL School Year: 2013-2014










Direct teaching and practice of research-based reading strategies. Continued efforts improving reading and writing.

ELL students will be placed in two ESOL Study Skills / Math Support (if needed) where specific skills will be addressed to prepare them for the EOCTs.

ELL students who have failed any EOCT will be placed in a specialized

If the interventions listed are implemented with fidelity, then ELL students will make a tier advancement on the ACCESS test administered in February.

August, 2013- May, 2014

Resources and training regarding the research-based “best practices” when instructing ELL students.

Creation of IF sections, Study Skills and Math Support classes for ELL students as necessary.

Time to train the staff on the WIDA standards and the WFHS ESOL program.











instructional focus section where specific skills will be addressed to prepare them for the re-take.

Students will be encouraged to take advantage of remediation and review offered during IF.




SMART Goal: Increase the number of grade 9-11 students who remain enrolled in a foreign language class from the current enrollment of 55.8% by 3% to 58.8%.

School Name: West Forsyth High School-FL School Year: 2013-2014










Provide students and parents with research data that indicates specific examples of foreign language requirements for admission to colleges and universities.

If teachers distribute this information to students and parents, then currently enrolled students will further their foreign language studies.

August, 2013 – May, 2014

All Foreign Language Department members

Time to research foreign language requirements for college admission.

Student/Parent access to internet and itsLearning.

Data query from Infinite Campus of student enrollment in foreign language



2013-14 Professional Learning Plan for School Improvement Planning School Name: ____West Forsyth High School____

Professional Learning Goal: Teachers will engage in Professional Learning over the next 3 years to maintain and build capacity among the staff with regard to Instruction and Assessment.

Connection to Continuous Improvement Goal: WFHS will increase student performance as measured by the CCRPI by focusing on Teaching and Assessing for Learning over the next 3 years.

Support Professional Development for staff on the following:1. Creating and scoring Performance-based Assessments2. Implementing Research-based Effective Instructional Strategies3. Utilizing the SLDS system to track student growth and

achievement4. Preparing students for the CTAE pathway testing preparation

and Capstone projects5. Mastering the modules of itsLearning to maximize both file

management for students and producing detailed scoring feedback on assessments

Staff development in these 5 areas will ensure that teachers are current and improving their skills. Creating and scoring performance-based assessments will directly impact our performance on the CCRPI. Implementing research-based strategies during instruction will maximize student learning. Utilizing the SLDS system will allow teachers to follow student progress with respect to student peer groups. Preparing students for the CTAE pathway exams and Capstone projects will directly influence our ratings in those categories. Finally, mastering itsLearning will allow teachers to create a platform to share lessons, data, and engage students in their instruction.

Provide stipend funds and/or Professional Leave and substitutes for teachers to pursue differentiated professional development, including beginner and advanced AP teacher training and conferences.

Quality training opportunities for staff will be pursued in order to differentiate professional learning for teachers.

Provide financial support, tuition, facilities upgrades and training for all CTAE teachers to achieve Industry Certification within the next 3 years.

CTAE staff and lab spaces must be certified and updated so that each member and his or her program meets Industry standards such as those reviewed by the Carl Perkins team.

Permit local school control of Professional Development to address needs germane to the school.

Local areas of need and or concerns can be addressed more effectively if the local school principal is in control of how the professional learning episodes are managed.

Provide funding for incentives for high-achieving staff and students. Incentives for students and staff could provide the recognition and appreciation measure that inspires greater accomplishments.

Provide funding for a before or after school remediation program for at-risk students which will include transportation of bus-reliant school children.

Although we currently utilize an Instructional Extension Program for this purpose, it would be more beneficial if the transportation piece could be financially supported. In particular, the students who struggle on measures such as those focused on by the CCRPI often are disproportionately impacted by transportation issues.© 2013 FCS Public Information & Communications Dept.

Date # Hours Description of Learning Activities

August 1Pre-Planning (School)

3 Hours Admin Meeting with staff (2 hours)Departmental meeting (1 hour)

August 2Pre-Planning (District)

Up to 8 Hours Depends on department

August 5Pre-Planning

3 hours Admin Meeting with staff (2 hours)Content Team meeting (1 hour)


1.5 hours Content Team meeting (1 hour)Special + ESOL meeting in café to collect documents (.5 hour)


5.5 hours Mandated Reporter Training (1 hour)Code of Ethics & Safety Video (1 hour)Responsible Use for Staff (1 hour)Content Team meeting (1.5 hours)Final Message meeting (1 hour)

August 28Early Release/Prof. Dev. (School)

3 Hours AP Teachers Update (15 min)AdvancED® SIP process presentation (60 min)Administration Update on first weeks of school (30 min)EOCT testing training (30 min)Departmental Meetings to finalize SIP plans (30 min)

September 18Early Release/Prof. Dev. (District)

2 Hours DCD/Departmental Agenda (2 Hours)

January 6Prof. Dev. Day (School)

4 Hours School Agenda (4 hours)itsLearning Attendance & Gradebook (2 hours)TKES Introduction (1 hour)Performance Based Assessment (1 hour)

February 14Prof. Dev. Day (District a.m.)

7 Hours DCD/BOE Agenda (4 hours-AM)School Agenda (3 hours-PM)

GAPSS Review follow-up (1 hour)SIP (1 hour)Spring Testing Training (1hour)


May 27Post-Planning

2 Hours Evaluate SIP goals and available data (2 hours)

May 28Post-Planning

0 Hours Teachers Finalize GradesPrepare for WFHS graduation, 2:00 p.m.

Total Hours: 31 plus August 2nd (AUG 2 hours vary by department. See DCD grid for details)


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