school: wesley chapel high school - pasco county schools€¦ · project based instruction, and...

School:

vision:mission:

1

* Attendance below 90%* One or more suspensions* Course failure in ELA or mathematics*

Grade Grade Grade Grade9 10 11 12

Attendance below 90%

42 43 47 33

1 or more suspensions

32 54 30 27

Course failure in ELA or mathematics

75 88 70 16

Level 1 in ELA or mathematics

52 61 59 32

Level 1 score on statewide, standardized assessments in ELA or mathematics

How many students exhibit 2 or more of the indicators?75- 12th: 6, 11th:12 , 10th 32: 9th:25How many students by grade level exhibit each indicator?

Describe tiered intervention strategies employed by the school to improve the academic and behavioral performance of the students identified and to prevent others from exhibiting the indicators (for example, PBIS, Tier 1, and Tier 2 interventions).

Wesley Chapel High School

To lead and encourage students to be life ready, strong in character, and to aspire to meet high expectations, while generating college and career ready graduates who are able to think and learn independently

All our students achieving success in college, career, and life

Use the following indicators to complete this section:

Early Warning Systems/SB850Pasco Schools requires this for all schools. ANY school that serves any students in grades 6, 7, or 8 has the requirement per Sections 1001.42 and 1003.53, F.S.

2

*

*

*

*

3

Strategies used at the school to align curriculum and instructional materials to state academic standardsStrategies the school uses to implement integrated digital instruction, project based instruction, and competency based instructionHow the school uses differentiated instructional strategies to engage and meet the needs of all learners

Our Professional Learning Communities meet every Thursday for an hour after school. Each PLC decides on a goal to reach, both short term and long term goals with benchmrks to monitor progess. PLCs Facilitators will complete instructional walk throughs to gather feedback on rigor of instruction. The PLCs will analyze the data from the walk throughs and create action plans to increase the rigor. Within PLCs, there are smaller groups that focus on their specific subjects. PLC's make common assessments and review data in order to determine where our students are and the changes in their levels of understanding as the school year progresses. Each small PLC group reviews the standards and discuss instructional strategies that he/she will use in order to deliver the instruction. In addition, PLCs create activities for each level of student: remediation, on track, and enrichment. Teachers use comprehension checks in order to determine what level the students are at upon assigning the activiy. Administrators offer assistance in PLC's as needed and attend PLC's every week.

Student Transition and Readiness

WCHS has Grade Level Teams which identify and monitor students who are off-track, at-risk and on-track academically and behaviorally. The Grade Level Teams set goals for their grade level and create a plan with monitoring benchmarks throughout the year. Tier 3 students who need additional supports or who are not responding to the targeted interventions are referred to the Student Services Team. This team meets every Tuesday and consists of administration, school counselors, GEP coaches, school psychologist, social worker, school nurse, P/I counselor, SRO, and behavior specialist to problem-solve around referred students. WCHS students are assigned to an Academic Advising or Club period which meets every Wednesday. During this time students will meet with their Academic Advisor or Club sponsor to review their grades and set goals. WCHS is implementing a school-wide incentive program with CATS tickets. Grade Level Team will determine how to award the CATS tickets. Students are able to redeem CATS tickets in the school store which has various school spirit items such as lanyards, beads, t-shirts, etc. Teachers also host lunch time tutoring that is available throughout the year. A schedule is posted on the WCHS website for students and parents to access when additional assistance is needed in various courses. This schedule is also attached to the report cards of those students who have earned a D or F in any course.

Collaborative TeachingThis section is required for all schools, per section 1012.98, F. S. Describe the specific strategies the school uses to implement PLCs and MTSS. Include the following:

The processes at the school for engaging in interdisciplinary planning, collaboration, and instruction

4

5

Pasco Schools require this for all schools.

College and Career Awareness Pasco Schools require this for all schools.

Describe the strategies the school employs to support incoming and outgoing cohorts of students in transition from one school level to another (e.g., preK-K, 5th-6th, 8th-9th), AND describe the stratgeies used to welcome new students into the school.

WCHS has a 9th Grade Academy. Students participate in a 9th Grade Orientation day that is only for 9th graders prior to school starting. On this day, students learn about different aspects of our school and familiarize themselves with our rules/procedures and the school lay-out. Teachers in the 9th grade academy start the school year with a suspended curriculum which highlights various aspects of WCHS, its traditions, and ways for students to become involved in school which culminates with a 9th Grade Pep Rally to celebrate their first week of high school and teach them how to behave a Pep Rally. 9th Grade Academy teachers also have come procedures and policies. Students are permitted to retake assessments in order to master content and are assigned academic lunch when they don't complete/turn in assignments reinforcing the completion assignments. WCHS hosts a College Night and brings various colleges and universities to campus to meet with students and families about post-secondary educational opportunities. Students also attend field trips to colleges, univiersities and trade schools. Students also have the ability to take college level classes (Advanced Placement and Dual Enrollment) at WCHS in order to expose them to more rigorous coursework in preparation for post-secondary education.

Describe the strategies the school uses to advance college and career awareness, which may include establishing partnerships with business, industry or community organizations; integrating technical education with academic courses; and/or adding industry certification opportunities.WCHS hosts College Fair in the evening where all Pasco County students (even students who do not attend our school) are able to come and meet with multiple college advisors from schools all over the country. We also bring in college advisors and military representatives to come talk to our students during lunches to provide them with information about their institutions. Students who enter our Automotive Academy program as freshmen and complete the senior year in the auto block have the ability to earn certification. We partner with local auto businesses, which has allowed our students to earn jobs in the auto industry. Students in the Academy of Digital Video Production also have opportunities to earn certification upon completion of the coursework.Safe and Inclusive SchoolsPasco Schools require this for all schools.Describe the actions planned to create a safe and inclusive environment in the school including bullying prevention strategies, if not already included in the goal sections. If actions are included in the goal sections, list the goal in which actions are included.(Consider Together We Stand discussions and planning, student leadership team input, and communication with staff and students).

6

7

8

Selected students and staff attend the Together We Stand conference every summer and generate plans for the upcoming school year. Students attend Code of Conduct mini-sessions hosted by administration at the beginning of the school year to set the behavioral expectations for the school year which includes bullying prevention strategies. The Student Government Association officers are invited to a quarterly luncheon with the principal to discuss potential concerns or issues. Staff are trained in the crisis plan every year to ensure proper procedures are followed.

Dropout Prevention and Academic Intervention This section is required for any school with a dropout prevention and academic intervention program , per Section 1003.53, F.S.Does the school have a program (for example: SSAP)? If yes, describe the program.Yes, our school counselors and Graduation Enhancement Coaches will meet with all 12th, 11th, and 10th grade students during the first semester to go over each individual student's academic standing. School Counselors will provide students with their ACE reports and have goal sheets for all 12th, 11th, and 10th grade students to complete. The ACE reports and goal sheets that are created by the students will be mailed home for parents/guardians to review, which in turn will increase communication between school counselors and parents/guardians. This process will be repeated during second semester and will include 9th grade students as they will have a GPA after first semester is completed. We have an APEX lab where students are enrolled in PCSD and within that class they are enrolled in courses they failed in order to make the course up for credit and improve his/her GPA. WCHS created a CLAW program for students who need extra assistance during the school day. In addition, our GEP coaches have a minimum of 100 students on his/her caseload that he/she meets with in order to enusre that the student is doing what he/she needs to in order to graduate on time wiht his/her cohort. WCHS also created at-risk Academic Advising periods for 12th, 11th, and 10th grade students where they have a GEP coach who will monitor their grades weekly and allow them to work on assignments during that time.

Academic Enriched, Innovative Programs This section is required for any school with academic enriched, innovative programs.

Best Practices for Inclusive Education (BPIE) Pasco Schools require this for all schools.Describe the actions planned that address priority needs identified as a result of the Best Practices for Inclusive Education (BPIE) Assessment, if the actions are not already included in a goal section. If included in a goal section, list the goal in which the actions are included.WCHS will increase the ESE student graduation rate. Support Facilitator Teachers will collect data on their students on their case load to determine targets of support. The PLC will meet weekly to discuss interventions. The school ESE leadership team will analyze data quarterly to monitor and evaluate how ESE students are progressing. SWDs receive education in a general education setting that reflects natural proportions and age-appropriate, heterogeneous groups in core academic and elective or special areas within the school community.

9

We offer Math for College Readiness and English for College Readiness to 12th grade students in need of Math or English credit, but not prepared for the rigor of upper level English or Mathetatics. This class serves as a bridge between high school and college English and Mathematics. We also give the PERT test on campus so students will know where their level of understanding is within the different subjects.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report (which is maintained by the Department of Education , per Section 1008.37 (4), F. S.)

For High Schools only:

Does the school have any academic enriched, innovative programs? (for example: AVID, Cambridge, IB, AP, etc) If yes, describe the program.WCHS has an iCat Advanced Scholars program which provides enriched coursework through Advanced Placement classes. The distinction between the iCat Advanced Scholars program and other AP classes is the use of iPads within the courses. This provides 21st technology-based learning to students in conjunction with the potential to earn college credit in numerous Advanced Placement courses. WCHS iCat Advanced Scholars program teachers are trained in instructional best practices for utilizing the iPad in the classroom. WCHS is also an AP Capstone school. AP Capstone is built on the foundation of two courses — AP Seminar and AP Research — and is designed to complement and enhance the in-depth, discipline-specific study provided through AP courses. It cultivates curious, independent, and collaborative scholars and prepares them to make logical, evidence-based decisions.

School: Region:

Review Date: Review Date:

Goal 1:

Action Step 1

Strategy/Strategies to be implemented

By June of 2018, 71% of students will have earned a proficient score on the US history EOC.By June of 2018, there will be a math gain of 30% (+4%) on the FSA Mathmatics test in our lowest 25% of students. By June of 2018, there will be a reading gain of 38% (+5) for an increase to 38% on the FSA ELA test in our lowest 25% of students.

Goal MonitoringBy June of 2018, 55% (+3) of students will have earned a proficient score on the 10th Grade ELA FSA.

Pasco County Schools Success Plan East

Initial Plan Development Date: 5/15/2017

By June of 2018, 58 % of students will have earned a proficient score on the Algebra 1 EOC.By June of 2018, 83% of students will have earned a proficient score on the Geometry EOC.By June of 2018, 42% of students will have earned a proficient score on the Algebra 2 EOC.

Excellence in Student Achievement--Employee Success--Tax Payer Value--Connecting to the Community

By the conclusion of the 2017-2018 School Year 70% of instructional staff will demonstrate evidence that they are planning, delivering, assessing, and monitoring standards based instruction matched to the rigor of the standards.

High Impact InstructionCollaborative CultureData Driven Decisions

By June of 2018, 67% of students will have earned a proficient score on the Biology EOC.

By June of 2018, 51% (+3) of students will have earned a proficient score on the 9th Grade ELA FSA.

Wesley Chapel High School

What strategy will be used to overcome/reduce barriers to goal attainment?

What outcomes does the goal support?

Common language will be developed around rigor and the Core Action Guide will be introduced to teachers as a resource

Person who leads progress monitoring Tools/data for progress monitoring Timeframe, frequency of progress monitoring

PLC Meetings, Administrative Walkthroughs with specific actionable feedback, Meetings with PLC Facilitators/Admin, Administrative and PLC Facilitator Walkthroughs, Common Assessments, District Quarterly Assessments

Utilize the Core Action Guide to determine the level of rigor in classroomsStrategy Implementation (Strategy 1 Goal 1)

What evidence will be used to measure progress toward targets which lead to goal attainment? Evidence of progress monitoring

Administrators, PLC facilitators Google Forms, My PGS, meetings notes, District Quarterly Checks, Walkthrough Feedback, Common Assessments

Bi-monthly, weekly, semester, weekly, monthly

Planning Week

Targets for goal:

District Priority Support of Goal:

What will be done in action step Timeframe for action stepEvidence of action step occuring

Person who leads action step

Define instructional practices that will be used to increase rigor in the classroom

Administrators, PLC facilitator

Action Step 2

Action Step 3

Action Step 4

Action Step 1

Action Step 2

Action Step 3

Action Step 1

Action Step 2

Action Step 3

Strategy Implementation (Strategy 2 Goal 1)

Person who ensures strategy monitoring occurs

Timeframe for monitoring strategy implementation and effectiveness

Method by which strategy is monitored

Goals are shared with administration

Administration, PLC Facilitators Google Calendar, Walk Through Feedback Forms, Goals Sheet

August, monthly

Planning Week Teacher Mini-Session Training

Evidence of strategy monitoring

Collection of data from Core Action rigor walk and needs assessment

Administrators

Administration, PLC Facilitators

Training Agenda and materials

PLC minutes, Core Action data

Aug-17

weekly (PLCs will meet 3 times a month)

Strategy Implementation Monitoring (Fidelity and Effectiveness)

Walk Through Data, meeting notes, Google Calendar

Utillzing walkthrough data from the Core Action Guide tool, PLCs will work to prioritize high-impact strategies to deliver to students to increase the rigor

Aug-17

Weekly , Monthly, Quarterly

Prioritize PLC work with the curriculum in order to plan appriopriate lessons to increase rigor

Provide differentiated feedback to teachers based on Core Action Guide

Administrators, PLC facilitator

Administrators

Create goals with an individualized action plan for math, science, Enligh and Social Studies PLCs

Administrators, PLC facilitator Create goals with an action plan with agreed upon benchmarks for monitoring progress towards the goal

Aug-17

Create and publish a schedule of Professional Development

Administration One Thursday a month dedicated to job-embedded Professional Development

Calendar will be established by August 1, 2017 and PD trainings will be held once a

Establish team of Instructional Leaders to provide the Professional Development Training

Administration and PD Committee Utilizing the Walk Through Feedback, Administrative team and PLC facilitators will identify targeted areas for Professional Development

5 times per school year based on PLC and Grade Level Team calendar


Provide Job-Embedded Professional Development throughout the school year based on the Walk Through Feedback with a focus on the PLC Plan Target (developing, monitoring, assessing and delivering).

Evidence of action step occuring

Person who leads action step What will be done in action step Timeframe for action step

Create and deliver PD Survey to assess effectiveness and determine needs of PD trainings

Administration and PD Committee Develop a survey to be delivered to teachers as a needs assessment and assist in planning Professional Development trainings around the PLC Plan targets

bi-montly


Action Step 1

Action Step 2 Walk Through Data, PD training survey

Administration PLC Meeting, Walk Throughs Weekly


Method by which strategy is monitored Timeframe for monitoring strategy implementation and effectiveness

Professional Development Trainings developed and presented

Administrator overseeing the PD Committee

committee meetings August, 5 times a year based on the PLC and Grade Level Team meetings


Goal 1:

Mid Year Reflection

Has the goal been achieved?If the goal has been achieved, describe the evidence that indicates this: (This completes the narrative for the goal.)

This section is to be completed after mid-year assessment data is available.

If the goal has not been achieved, is desired progress being made to accomplish the goal by the end of the year?If desired progress is being made, describe the evidence that indicates this: (This completes the narrative for the goal.)

If desired progress is not being made, have the barriers been reduced/eliminated?If the barriers have been reduced/eliminated, describe the evidence that indicates this: (This completes the narrative for the goal.)

If the barriers have not been eliminated/reduced, are the strategies being implemented with fidelty as designed?

If the strategy is being implemented with fidelty as designed, what evidence indicates this? Engage in a problem solving process to determine if changes need to be made to the strategy. Describe the changes made:

If the strategy is not being implemented with fidelty as designed, engage in a problem solving process to determine if changes need to be made to the strategy or strategy implementation. Describe the changes made:

School: Region:Review Date: Review Date:

Goal 2:

Action Step 1

Action Step 2 Aug-17

Data Driven Decisions

Goal MonitoringWhat evidence will be used to measure progress toward targets which lead to goal attainment?

Evidence of progress monitoring Person who leads progress monitoring Tools/data for progress monitoring Timeframe, frequency of progress monitoring

High Impact InstructionDistrict Priority Support of Goal: What outcomes does the goal support?

Collaborative Culture



By June of 2018, 65% of students will be connected to at least one teacher on the WCHS campus and other students on the WCHS campus. By June of 2018, 40% of students will have hope as defined by the Gallup Poll.

By June of 2018, 33% of students will be engaged as defined by the Gallup Poll.By June of 2018, 50% of staff will be engaged as defined by the Gallup Poll.

PLC meetings, CATS Tickets at all grade levels, CATS Store every Friday, Student Engagement Activities (Clubs, Class Competitions, Common Projects)

Administration, Grade Level Leadership Team

Gallup Poll, School surveys, informal converstaions with students, withdraw report

Once a year, quarterly, daily, monthly

Targets for goal:

Pasco County Schools Success Plan

Wesley Chapel High School East

Initial Plan Development Date: 5/15/2017 0 0 By the conclusion of the 2017-2018 school year 50% of staff will be engaged and Student Hope will be at 40%, and Engagement 33%



Provide opportunities for students to engage in the design and delivery of learning opportunities outside during the school year.



Establish School Store for CATS Tickets Incentive Program

Administration School Store is stocked with class color and blue/white incentives students can trade CATS tickets as a positive reward system

Aug-17

Establish a Student Development committee

Administration Administration will identify teachers who will serve on the Student Development Committee

Action Step 3

Action Step 4

Action Step 1

Action Step 2

Action Step 3

Action Step 1

Action Step 2

Administrator of Student Development Committee, Committee Chairperson

Activities calendar, meeting minutes monthly, quarterly

Student Development Committee Sign-in/attendance sheets, whole class participation

Survey students for feedback on WCHS supports and services

Administration, Student PD Committee Chair Reflect on survey results and brainstorm student engagement activities and learning opportunities for 2017-2018

Sep-17

Strategy Implementation Monitoring (Fidelity and Effectiveness)Person who ensures strategy monitoring

occurs Method by which strategy is monitored Timeframe for monitoring strategy

implementation and effectiveness

Club Fair


Strategy Implementation (Strategy 2 Goal 2)What strategy will be used to overcome/reduce barriers to goal

attainment?Academic Advising and Club periods will be created to provide students with coaching and mentoring opportunities with adults on campus.

Activities calendar, meeting minutes monthly, quarterly

Calendar of events and Student Trainings will be created and published

Create student engagement activities calendar and Student Professional Development Calendar

Administration, Student PD Committee Chair Create meaningful learning opportunities and engagement activities calendar based on student surveys for the 2017-2018 calendar

Sep-17

Administation, Club Sponsors

Timeframe for action step

Attendance of students who partcipate in events and trainings

at each event or training

Committee roster and committee meeting dates will be established

Administration, Student Development Committee


Students will have the opportunity to join clubs that they are interested in at the beginning of the year to increase engagement

Aug-17





Person who leads action step What will be done in action step

Academic Advising Periods created for students to match them with an adult mentor/Academic Advisor

Administration Students will be placed in Academic Advising/Club periods with a teacher with whom they have a class or are members of that teachers club.

Aug-17

Action Step 1

Action Step 2

Action Step 3

Action Step 1

Action Step 2

Action Step 3

Action Step 1

Action Step 2 Increase in GPA for At-Risk students

GEP Administrator, GEP coaches MyStudent and Pasco Star reports weekly, quarterly


Students attend academic lunch

CLAW for 9/10 & 11/12 graders

AP over GEP and GEP coaches AP will work with GEP coaches to select at-risk students that can get back on track through CLAW.

Daily

At-risk Academic Advising Periods for 10th, 11th, and 12th graders

AP over GEP and GEP coaches At-risk students will be put in Academic Advising Periods with a GEP coach where he/she will monitor grades and attendance.

Weekly

GEP coaches Students will attend academic lunch as a way to catch up on work or get tutoring

Daily




Pasco STAR list of students in SSAP

GEP Administrator, GEP coachesReview data sources through MyStudent and track attendance sheets of Academic Lunch

Daily, weekly

Administation, Club Sponsors Club sign-up roster Aug-17Students sign up for clubs

Students meet with teachers during Academic Advising/Club periods

Administration, Club sponsors, teachersMonthly Progress Check Sheet, Reflection Log

weekly, monthly

Strategy Implementation (Strategy 3 Goal 2)What strategy will be used to overcome/reduce barriers to goal

attainment?Maximize Graduation Enhancement Coaches time with students during school day



Rosters of students will be matched to teachers or club sponsors in their schedule

Administration, Club sponsors My Focus Aug-17

Goal 2:



Mid Year ReflectionThis section is to be completed after mid-year assessment data is available.

By the conclusion of the 2017-2018 school year 50% of staff will be engaged and Student Hope will be at 40%, and Engagement 33%




School: Region:Review Date: Review Date:

Goal 3:

Action Step 1

Action Step 2

Action Step 3

Create Academic Advising Protocol for teachers

Administrators, GLT Leaders Academic Advising Protocols are developed and shared with teachers

Aug-17


22-May-17


Monitor student progress utilizing Academic Advising Periods and monitor using protocols

Goal MonitoringWhat evidence will be used to measure progress toward targets which lead to goal attainment? Evidence of progress monitoring Person who leads progress monitoring Tools/data for progress monitoring Timeframe, frequency of progress monitoring

Academic Advising/Club Period GLT meetings, Student Services Team Meeting, Academic Advising Periods, Grade Level Leadership Team meetings, Grade Level Work Group meetings, Grade Level Teams meetings, Project 10 Data

Administration, Grade Level Leadership Team, Grade Level Teams

Project 10 Data, Principal and Advisory Board Report Out

weekly, bi-weekly, monthly, quarterly, semesterly


Pasco County Schools Success Plan

Wesley Chapel High School East

Initial Plan Development Date: 15-May-17 0 0 By the conclusion of the 2017-2018 school year WCHS will implement Grade-Level Targeted Outcomes and tiered supports for all grade levels based on Project 10 Data.


By June of 2018, 30% of students who are identified as At-Risk based on any EWS indicator will move to On-track, based on Project By June of 2018, 30% of students who are identified as Off-track based on any EWS indicator will move to At-Risk or On-track, based

on Project 10 Data.

Data Driven Decisions High Impact InstructionDistrict Priority Support of Goal: What outcomes does the goal support?Targets for goal:

Collaborative Culture


Person who leads action step


Train teachers on the Academic Advising protocols to be used as a resource to assist in monitoring student

Administrators, GLT Leaders, Teachers will be trained on how to implement the Academic Advising Protocols during the homeroom period to track student progress

Aug-17

What will be done in action step Timeframe for action step

Meeting with grade Level Team Leaders for grade level team meetings

/

Administrators, Grade Level Team Leaders Grade Level Team leaders reflected and assessed how the GLT meeting functioned this year

Action Step 1

Action Step 2

Action Step 3

Action Step 1

Action Step 2

Action Step 3

Action Step 1

Action Step 2

Training agenda, materials, binders Planning WeekAdministration

Academic Advising Protocols Developed

AdministrationAcademic Advising Protocols are developed and shared with teachers

Aug-17

Training materials, binders, meeting sheets




Grade Level Team meetings AdministrationGrade level Team meetings, notes, and completed Academic Advising folders

CATS Tickets Criteria established

Administration, GLT Leaders, Teachers CATS Tickets Criteria posters created Planning Week

CATS Tickets awarded to students at all grade levels

Administration, GLT Leaders, Teachers Teachers will distribute CATS tickets based on grade-level criteria to students

daily, weekly, monthly

Administration, GLT Leaders training agend, materials

May-17

Training on CATS Tickets incentive program

Critiria for how students will earn CATS tickets determined

Administration, GLT Leaders, Teachers Grade Level Teams will create criteria for how students will earn CATS tickets for each grade level (attendance, behavior, and academics) and how many tickets will be given per quarter

Planning Week

Planning week

Strategy Implementation Monitoring (Fidelity and Effectiveness)Evidence of strategy monitoring


Method by which strategy is monitored



Strategy Implementation (Strategy 2 Goal 3)What strategy will be used to overcome/reduce barriers to goal attainment?

Implement school-wide incentive program through Grade Level Teams utilizing the CATS tickets.

Timeframe for monitoring strategy implementation and effectiveness

CATS Tickets incentive program is implemented in each grade level

Administration, GLT Leaders Teachers will be trained on the CATS Tickets incentive program

Planning Week

Action Step 3

Action Step 1

Action Step 2

Action Step 3

Action Step 4

Action Step 1

Action Step 2

Action Step 3

Monthly

CATS tickets collected at school store

Monthly




Grade level teams are established and dates for grade level meetings are posted

Administration Administration will determine when grade level meetings will be held

Aug-17

GLT Progress Report Out with Principal and Advisory Board

Administration, GLT Leaders, GLT Work Groups

Teams will present results (percentage) of on, at-risk, and off track students who have Grade Level Achievements (Mario Worlds) related to grade-level goals

Quartely

Grade level team leader Notes will be taken at grade level team meetings and turned in

MonthlyDocumentation of discussion around EWS system

Planning week



weekly, monthly, quarterlyAdministration, GLT Leaders, TeachersCATS tickets will be counted at the end of each week and the data will be shared at Grade Level Team meetings

Spreadsheet for each grade level with supports and interventions listed

Administration, GLT Leadership Teams, GLT Workgroups, GLT team

Grade-level spreadsheet maintained bi-weekly, monthly, quarterly

Strategy Implementation (Strategy 3 Goal 3)What strategy will be used to overcome/reduce barriers to goal attainment?

Project 10 data will be utilized by all Grade Level Teams will report to Principal and Advisory Board


Training on EWS data and Pasco Star for staff

Administration, GLT Leader Training agenda, materials

Porject 10 Data will be distributed and teachers will be trained on how to analyze the data.

Grade Level Team leader, administrator, GEP coaches, school counselors

Updated data from Pasco Star will be pulled and reviewed at every grade level meeting

Pasco Star data reflection and grade-level targeted supports implemented based on data

Administration, GLT Leadership Teams, GLT Workgroups, GLT team

GLT meeting agenda, minutes, Pasco Star EWS data

Action Step 4Calendar published with meeting format and expections/norms

monthlyGLT Progress Report Out with Principal and Advisory Board calendar

Administration

Goal 3:



Mid Year ReflectionThis section is to be completed after mid-year assessment data is available.




Check for Yes to certify each of the required elements listed below are included in your Success Plan.

∗

∗

∗

Conditional

∗

∗

∗

Electronic Signature

Student performance data were used in developing objectives of the school improvement plan (Pasco County Schools Success Plan). Section 1008.22, F. S. (Student assessment program for public schools) The School Advisory Council membership composition is in compliance and assisted in the preparation and evaluation of the school improvement plan (Pasco County Schools Success Plan) required pursuant to s. 1001.42(18). Section 1001.452, F. S. (District and school advisory councils) The Principal provided leadership in the development, revision, and implementation of the School Improvement Plan (Pasco County Schools Success Plan). Section 1001.32, F. S.; Section 1001.54, F. S.

increased opportunities for professional collaboration among and between teachers, guidance counselors, instructional leaders, postsecondary educators engaged in pre-service training for new teachers, and the workforce community. Section 1012.98, F. S. (School Community Professional Development Act)

School leaders generated a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan (Pasco County Schools Success Plan). Rule 6A-5.080, F.A.C. (Florida Principal Leadership Standards)

The school improvement plan (Pasco County Schools Success Plan) was developed collaboratively and focused on

enhanced, differentiated, standards-based instructional strategies to engage students, increased opportunities for professional collaboration among and between teachers and all students, and

The Best Practices for Inclusive Education (BPIE) Assessment was completed and priority needs were identified. Identified actions are included either in the goal section or the narrative section of the Success Plan.

High Schools onlyInclude strategies to address significant graduation rate gaps of one or more student subgroups when compared to the state's graduation rate. Section 1001.42, F. S. (Powers and duties of district school board)

High schools must develop strategies to improve student readiness for the public postsecondary level based on annual analysis of the feedback report data.[(4)].Section 1008.37, F. S. (Postsecondary feedback of information to high schools)

All Schools

Assurances

If the school has any of these conditions:

a significant achievement gap of one or more student subgroups

a lower graduation rate for a subgroup compared to state’s graduation rate has not significantly decreased percentage of students scoring below satisfactory on statewide assessment

strategies are included to address the above existing conditions. Section 1001.42, F. S. (Powers and duties of district school board) Each school that establishes a dropout prevention and academic intervention program at that school site must reflect the program in its school improvement plan (Pasco County Schools Success Plan). Section 1006.53, F. S. (Dropout prevention and academic intervention)

Your electronic Signature (The UserID you used to login to this site and your Employee ID) This certifies that all checked requirements are included in the School Improvement Plan (Pasco County Schools Success Plan) for your school.

school: wesley chapel high school - pasco county schools€¦ · project based instruction, and...

Documents