school improvement plan - revised 9-26-2011

8/2/2019 School Improvement Plan - Revised 9-26-2011

1/10

School Improvement Plan

School Name: Burke County High School System Name: Burke County

Principal Name: Sam Adkins School Year: 2011 - 2012

Title I Schoolwide Program: Yes Targeted Assistance: No

Needs Improvement Status: NI NI-AYP 0 1 2 3 4 5

6 7 8 9 10 11

Sanctions Implementing (Select all that apply):

X

School Improvement Plan (The school improvement plan is submitted to the system per system guidelines. Needs Improvement schools will submit plans to the system forapproval in October of each year).

X PublicSchool Choice

X Supplemental Educational Services (SES)

X

Corrective Action Addendum (The corrective action addendum is completed by the system by the end of Januaryof each year.)

X Corrective Action Tier

State Directed Improvement Contract

Principals Signature: Date:

Title I Directors Signature: Date:

Superintendents Signature: Date:


2/10

STUDENT ACADEMIC ACHIEVEMENT MEASURABLE GOALS:

GHSGT MATHEMATICS GOALS:

All students will increase achievement in Mathematics from _86.9_% meeting or exceeding standard at the end of SY2011 to _88.9_% meeting or exceeding standard at the end of SY2012 asmeasured by the mathematics GHSGT with 100% participation.

Subgroup Goal:

Black Students: Percentage meeting standard in math in 2010-2011: 80.1% Goal: percentage of students meeting math standard in 2011-2012> = 85.1%

SWD: Percentagemeeting standard in math in 2010-2011: 62.5% Goal: percentage of students meeting math standard in 2011-2012> = 68.7%

MATHEMATICS END OF COURSE TEST (EOCT) GOALS:

All students will increase achievement on the Mathematics I EOCT from _48_% meeting or exceeding standard at the end of SY2011 to _53

_% meeting or exceeding standard at the end of

SY2012.

All students will increase achievement on the Mathematics II EOCT from _67_% meeting or exceeding standard at the end of SY2011 to _72_% meeting or exceeding standard at the end ofSY2012.

GHSGT ENGLISH LANGUAGE ARTS:

All students will increase achievement in ELA from 91.2 % meeting or exceeding standard at the end of SY2011 to _93.9_% meeting or exceeding standard at the end of SY2012 as

measured by the ELA GHSGT with 100% participation.

Subgroup Goal:

Black Students: Percentage meeting standard in ELA in 2010-2011: 88.2

_% Goal: percentage of students meeting ELA standard in 2011-2012> = _93.9_%

SWD: Percentagemeeting standard in ELA in 2010-2011: 41.2% Goal: percentage of students meeting ELA standard in 2011-2012> = 45.3%

ENGLISH/LANGUEAGE ARTS END OF COURSE TEST (EOCT) GOALS:

All students will increase achievement on the Ninth Grade Literature EOCT from _72_% meeting or exceeding standard at the end of SY2011 to _77

_% meeting or exceeding standard at

the end of SY2012.

All students will increase achievement on the American Literature EOCT from _86_% meeting or exceeding standard at the end of SY2011 to _91

_% meeting or exceeding standard at the

end of SY2012.

GRADUATION RATE:

The graduation rate will increase from _71.1 % in 2011 receiving a regular education diploma to 78.2 % receiving a regular education diploma at the end of SY2012.

Graduation Rate (Cohort 2012)

Based on present data our graduation rate would be projected at 47% (if students were graduating August 2011). Graduation rate will increase from the projected 47% to meet or exceed the 2012 AMO

to be determined by GADOE.


3/10

eys

Strands

*GAPSS

Target

Areas&

SIG

Correlation

Actions, Strategies, and

InterventionsTimeline

Estimated

Costs,Funding

Sources, and

Resources

Person(s)

Responsible

Evaluation of I mplementation

of Strategies and

Impact on Student Learning

Artifacts EvidenceCheckpoints/ Status

Curriculum C

- 1.3

SIG~ A-7

All faculty will follow GPSDOE Frameworks.

August2011May 2012

$0

$2,000

Administrators,All Faculty, &Instructional

Coaches

Artifacts will containGPS/SBI/DOE Frameworksimplementation data is

collected. Artifacts to bemeasured include:-Unit Plans

-Collaborative Planning

Agendas and Minutes

-Lesson Plan Template

-Classroom ObservationResults-Class Keys Portfolio

-Student WorkSamples

(PerformanceLearning Tasks,

PerformanceAssessments)

School leaders andteachers can articulateand demonstrate a

common definition ofrigor, relevance,standards-basedteaching and learning

with fidelity. As aresult:

* Higher order thinkingis reflected in assigned

performance tasks.

*Teachers askappropriate questionsto assess higher order

thinking and problem

solving ability.

*Students can explainand support theiranswers as well asshow evidence thatvalidates theirreasoning.

8/30 11/17 1/25 4/18


4/10

C2.1 The faculty will study theCommon Core Georgia

Performance Standards(CCGPS) Training.

A Short Term Action Plan(STAP) will be usedthroughout the year to ensureimplementation and monitorprogress of the use of theframeworks.

Instructional Coaches facilitateJob-Embedded professionallearning and work withindividuals and groups toimprove instructional delivery.This includes work with newteachers.

August2011January 12

August2011May 2012

August2011May 2012

Administrators,All Faculty, &InstructionalCoaches

STAP ActionTeam

Administration

InstructionalCoaches

Professional Learning hasbeen scheduled with a roll-out plan. Artifacts willinclude:- PL CCGPS Calendar-PL Meeting Minutes

Revised STAP

STAP Action TeamMinutes & Agendas

Job-Embedded PLdocumentation to include:-New Teacher MeetingAgendas- PL Calendar-Collaborative PlanningSchedule

Teachers engage in aprocess of collaborativeplanning for curriculumimplementation toensure that they agreeon core content andrequired student

performance.

As a result of asystematic andconsistent approach tocollaborative planningand professionallearning provided bythe InstructionalCoaches, there is a highlevel of consensusconcerning whatlearners should know,

do, and understand bythe end of each gradingperiod.


5/10

Instruction

Standard 2

I2.1I2.2I - 2.3I2.4I - 2.5

SIGA4, A6

I2.7SIG - A4

All teachers will implementStandards Based Instruction toinclude: through an emphasison analyzing student work toinclude:- Higher Order Thinking Skills(HOTS)-Flex Grouping

-Differentiated Instruction-Language of the Standards(LOTS)- Rigor and Relevance-Learning Focus Strategies(LFS)

Conduct school-wide anddepartmental walkthroughs tomonitor the instructionalframework, standards-basedinstruction, and professional

learning initiatives.

Increase student and teacheruse of technology as aneffective instructional tool toincrease comprehension andhigher order thinking skills.

E-Reader/E-Books/RelatedMaterials

August2011May 2012

August2011May 2012

$ 6,000

$60,000

$18,000

All Faculty &Administrators


All Faculty

Reading SupportTeacher

All Faculty

To measure implementationand effectiveness, artifactswill include:-Units aligned to standards-Differentiation elementincluded in unit/lessonplans-SBI High Impact Rubric

utilized in unit/lessonplanning-Student Work Samples-You Be George

Classroom Data willinclude:-Evidence of smallgroups/pairs based on

differentiated methodology-Focus Walk Data collectedby BCPS, RESA, andVisiting Observers-LFS Lesson Plan Templateutilization-Class Keys TeacherObservation Data-Student Achievement Data-Student Work Samples-Student use of rubrics- Benchmark data

Teacher Artifacts toinclude:-Completed Flip Charts-Observed use inclassrooms

Student Artifacts to include:

Teachers can analyzestudent work accordingto the different focuses.

Teachers and studentscan explain differentphases of the lesson(opening, work session,

and closing).

Teachers can explainhow an assessments,performance tasks, etc.emphasize higher-orderthinking skills.

Teachers can showexamples of diagnosticand formativeassessments that havebeen used to determine

flexible groups.

Students can explain orinterpret new learningin differentapplications.Worksheets are notused as the primarysource of practice andassessment.

Teachers candemonstrate use ofinstructionaltechnology throughclassroomobservations.

8/30 11/17 1/25 4/18


6/10

I-2.1PL1.5

SIGA-4

Instructional Coaches facilitateJob-Embedded professionallearning and work withindividuals and groups toimprove instructional delivery.

August2011April 2012

All Faculty

-Observed use inclassrooms-Student work samples

Artifacts to include:-PL Calendar (based oncurrent initiatives andteacher interest)-Sign-In Sheets/Agendas

-Student Work Samples-Walkthrough Data- Progress monitoring ofunit plans

Students can articulatehow technologysupports their learning.

A significant part ofeach work week is

spent in job-embeddedPL (25% as noted byNSDC standards).


7/10

AssessmentA- 1.1A - 1.2A1.4A - 2.1A - 2.2A - 2.3A - 3.1

I3.1

SIG - A4

A1.1

SchoolCultureSC1.1

SIG - A4, A6

Data are used to driveinstruction.

Review student performancedata to determine individualareas of strengths andweaknesses. Establish plans forsupport.

Benchmark Data EOCT Data GHSGT Data GHSWT Data Standards Mastery

An Assessment Action Teamwill be formed to develop,facilitate and/or monitor thebenchmark, common, andstandardized assessments.

Based on student data,academic interventions/safetynets will be provided tostudents who need additionalassistance meeting thestandards

Response toIntervention (RTI)

Before/After School

August2011May 2012

August2011May 2012

August2011May 2012

$2,000 All faculty andAdministrators

Select Personnel

All FacultyAdministration

-Common Assessments-Collaborative PlanningMeeting Agendas andMinutes-Balanced Assessments-Disaggregated Test Data-Utilization of the DataRoom

-School Improvement Plan(SIP)-Progress Monitoring

-RTI Meeting Minutes-21 Century Rosters-PLATO Rosters andStudent Assessment Data-GHSGT Express Rosters

Teachers willdisaggregate formativeand summativeassessment data toidentify achievementgaps among subgroupsto monitor and adjustinstruction.

Students know wherethey are in relation tothe identified goal andcan identify next stepsneeded to meet thestandards.

Students who needadditional assistance inmeeting the standardsare enrolled inacademic intervention/safety nets. Academicintervention/safety netsinstruction iscontinuouslymonitored.

A cohesive andcomprehensive systemfor assessing studentprogress is evidencedthrough student data.

Teachers can explainhow students aremoved in and out ofintervention programsbased on data.

8/30 11/17 1/25 4/18


8/10

SIGA4

Tutoring

Credit Recovery Lunch Intervention GHSGT Review

Implement Teachers AsAdvisors (TAA) to monitorstudents academic progress

throughout the school year.

August2011May 2012

CounselorsAll FacultyAdministration

-TAA PL Meeting Agenda-Monthly TAA advisementlogs-Master Schedule-Student 4-Year Plan-GA College 411 Rosters

Teachers can articulatethe advisement process.

Students can explainhow their 4 year plan isbeing monitored.

LeadershipL4.2L4.3

A data-driven and consensus-oriented process is used forcontinuous improvement.

August2011May 2012

$0 Better SeekingTeam Members(BST)

-BST minutes-Action team minutes-Individual students

intervention plans (RTI)-Credit recovery rosters,test results-Before and after schooltutoring rosters, test results

The BST is keenlyaware of barriers tostudent achievement

and can articulate aclear action plan toaddress/eliminate thesebarriers to learning

BST members canexplain how the schoolimprovement planimpacts the work of theschool. The goals ofthe improvement planbecome the focus of thework of the team.

8/30 11/17 1/25 4/18


9/10

SIG - A4

SIG - A4, A6

Implement action teams toaddress a management processfor monitoring graduation rate,student attendance, teacherattendance, student discipline,and assessment.

BST monitors theimplementation of the SchoolImprovement Plan while usingthe High-Impact PracticeImplementation Rubric:Leadership Team to evaluateand refine practices andprocesses.

August2011May 2012

August2011May 2012

Action TeamMembers

Action Team MeetingAgenda/Minutes

Implementation of plannedstrategies/interventionsbased on data analysis fromeach Action Team.

N/A- SIP is continuallyrevised and monitoredon a monthly basis andfulfills therequirements of STAP.

Student,

Family, &

CommunitySFC - 1.1

SIG- A9

The school establishes anetwork between parents andthe community to supportstudent learning.

August2011May 2012

$6,000 All FacultyAdministration

School & FamilyLiaison

-parental portal accessreports-parent/teacher conferenceand contact logs- sign in sheets from parent

engagement meetings.

- parent surveys- system stuffers sent toparents-parent newletters-family liaison contact logs-teacher websites withcontact information

Parents are aware ofthe standards that theirchildren are working onin the classroom.Parents can identifyhow their children are

progressing towardmeeting the standards.

8/30 11/17 1/25 4/18

ProfessionalLearning

PL - 2.1PL3.1PL3.2

PL3.3

SIGA2, A6

Collect and collaborativelyanalyze data relevant to studentlearning, demographic,perception, and process (e.g.action research, analyzing

student work, classroomobservations, awareness walks,and surveys) on a continuousbasis to identify student andadult learning needs and goalsand to monitor and reviseschool and classroominstructional strategies.

August2011May 2012

$0 All FacultyAdministrators

School & FamilyLiaison


-Professional Growth Plans(PGP)-CLASS Keys Self-Assessment-Professional Learning logs

and minutes- Survey data-Post-training observations- Collaborative planningagendas and minutes- Focus walkthrough data- Professional LearningCalendar-Peer observation recordsfocusing on high academicexpectations

Leadership andteachers can articulatethe learning needs ofstudents as a whole andby various

demographics as wellas other commonassessment data thatwill be collected overthe course of the schoolyear to demonstratestudents areprogressing towardmeeting performancetargets.

Teachers can articulatea rationale for whyspecific instructional

strategies are

8/30 11/17 1/25 4/18


10/10

School

Culture 2.2

Ensure that all professionallearning promotes the sustaineddevelopment of teachers deep

understanding of contentknowledge, research-basedinstructional strategies, andassessment strategies to includethe five step protocol.

Ensure that faculty and staffreceive job-embeddedprofessional learning viaconferences and book studiesto ensure better delivery ofcontent material and jobefficiency.

Monitor teachers progress inimplementing these research-based practices and providefeedback and coaching.

Promote a learning communitythat consistently celebrates andacknowledges theachievements andaccomplishments of all

members in the school. Toinclude:

Rewards for PositiveBehavior

Wall of Fame Faculty, Student, and

Staff Rewards

August2011- May2012

$20,000

$5,000

$80,000

All Faculty


Administration


Administration


All faculty,administrators,and InstructionalCoaches

appropriate and howthey meet the differingneeds of students.

School leaders andteachers can articulatehow collaboration ismonitored and howthey receive feedbackabout theircollaborative work.

Teachers can re-delivermaterial gleaned from

job-embedded PL.

The school staff candescribe ways in whichthey model acceptanceand respect and howthey recognize and

celebrate individualefforts andaccomplishments.

Students can discussthe differentrecognitions andcelebrations that occurin the school. Studentsdescribe how thesecelebrations encouragetheir continuedprogress for academicachievement.

Revised 9/26/11

school improvement plan - revised 9-26-2011

Documents