standards, stakeholder feedback and student performance...

Standards, Stakeholder Feedback and Student Performance Overview

FANNIN COUNTY SCHOOL SYSTEM

StandardsOverview

FCSS Average Score by Standard

3.25 3.17

2.583.00

2.80

0.00

1.00

2.00

3.00

4.00

Purpose & Direction

Governance & Leadership

Teaching & Assessing for

Learning

Resources & Using ResultsSupport Systems for Continuous

Improvement

STANDARD 1: PURPOSE & DIRECTION

Overarching Documents:• District Vision, Mission, and Beliefs• System Strategic Plan• School Improvement Plans• Professional Learning Plans• District Quality Assurance Procedures • Communications with Stakeholders• Survey Results • FCSS Profile

Self Assessment Parent Survey Staff SurveyStudent Surveys (EE & E on 3.0 scale)

Early Elem. Elementary Middle & High

1.1 3 4.20 4.40 2.91 3.94

1.2 3 4.30 3.62

1.3 3 4.22 4.40 3.81

1.4 4


Strengths

• The Fannin County School System (FCSS) maintains and communicates a purpose and direction that commits to high expectations for learning as well as shared values and beliefs about teaching and learning.

• The FCSS engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate our purpose for student success.


Area for Improvement

• The FCSS will consult with stakeholders on additional methods that can be used to increase involvement and awareness about the process for developing its purpose.

STANDARD 2: GOVERNANCE & LEADERSHIP

Overarching Documents:• System Strategic Plan• District Policies• District and School Leadership Roles and Responsibilities • Staff and Student Handbooks• Board of Education Meeting Minutes



2.1 3 4.40 2.67 3.38

2.2 4 4.04 4.40

2.3 3 3.97 4.30

2.4 3 4.14 4.30 2.74 3.61

2.5 3 4.17 4.20

2.6 3 4.30


Strengths

• The FCSS is fortunate to have a supportive board of education that embraces the vision, mission, and beliefs of the system.

• The FCBOE is recognized as a Quality Board of Distinction. The board is pursuing Distinguished Board status.

• The FCSS will sustain areas of strength by implementing research-based supervision and evaluation instruments and providing professional learning opportunities to all faculty and staff.



• The FCSS plans to increase professional learning opportunities for support staff personnel.

STANDARD 3: TEACHING & ACCESSING FOR LEARNING



3.1 3 4.18 4.00 3.76

3.2 2 3.90 2.86 3.87

3.3 2 4.07 3.90 2.75 3.50

3.4 3 2.87

3.5 3 4.08 3.80

3.6 3 4.17 3.90 2.88 3.86

3.7 2 3.50

3.8 3 4.09 3.80 2.40 3.61

3.9 2 4.05 4.00 2.72 3.46

3.10 2 4.12 4.00 2.75 3.77

3.11 3 4.00

3.12 3 4.07 3.90 3.68

Overarching Documents:• Curriculum Guides

• Professional Development Offerings

• Progress Monitoring

• Teacher Evaluation Criteria

• Learning Expectations and Standards of Performance

• Schedules, Lesson Plans, Student Learning Plans

STANDARD 3: TEACHING & ASSESSINGFOR LEARNING

Strengths

• The FCSS has high expectations for all students to reach their full academic potential through a data driven approach to teaching and learning.

• The FCSS funds an academic coach at each school, a parent liaison at all three elementary schools and middle school, and a graduation coach at both the middle and high schools.

STANDARD 3: TEACHING & ASSESSINGFOR LEARNING

Areas for Improvement

• The FCSS will continue to monitor parent involvement and explore avenues to improve communication between school and home.

• The FCSS is in the development stage of a formal protocol for an induction program focused on new teachers or employees to the district.

STANDARD 4: RESOURCES & SUPPORT SYSTEMS

Overarching Documents:• System Strategic Plan• 5-Year Facilities Plan• 3-Year Technology Plan• District Safety Plan• Budgets • SPLOST Referendum



4.1 3 4.24 4.30

4.2 3 4.11 4.10

4.3 3 4.30 4.30 2.71 3.33

4.4 3 4.24 4.10 2.91 4.00

4.5 3 4.10 2.94 3.82

4.6 3 4.09 4.00 2.80 3.62

4.7 3

4.8 3


Strengths

• The FCSS retains a highly qualified instructional staff, which is evident by the Georgia Training and Experience percentage of 70.79% which ranks as the highest in the state.

• The FCSS technology infrastructure and equipment supports the teaching, learning, and operational needs for both students and staff.

• The FCSS promotes the physical well-being of all students by providing free breakfast daily.



• The FCSS will focus on communicating our planning processes to all stakeholders.

STANDARD 5: USING RESULTS FOR IMPROVEMENT

Overarching Documents:• CRCT and EOCT Historical Performance• School Improvement Team Responsibilities• Response to Intervention Protocols• Teacher Keys Effectiveness System (TKES)



5.1 3 4.10 2.29

5.2 3 4.00

5.3 2

5.4 3 4.12 4.20 2.92 3.90

5.5 3 4.08 4.30 2.80 3.42


Strengths

• The FCSS School Improvement Team (SIT), comprised of principals, directors and a county-wide technology specialist, meets monthly.

• The FCSS is proactive in nature:• TKES and LKES• Data-Driven Instructional Practices• Bring Your Own Device (BYOD)• Student Learning Objectives (SLOs)

• The FCSS employs full-time academic coaches who work with individual teachers or teams of teachers to review student achievement data and/or develop enrichment or remediation plans for students.


Areas for Improvement

• Schools will benefit from additional vertical planning time within a content area to understand the progression of the standards and the required components for mastery.

• Professional learning opportunities will be provided to enhance student achievement and growth.

Stakeholder FeedbackOverview

STAKEHOLDER FEEDBACK: PARENTS

Strengths

• Our school's purpose statement is clearly focused on student success.

• Our school provides a safe learning environment.

• Our school has high expectations for students in all classes.

• My child has up-to-date computers and other technology to learn.

• Our school provides qualified staff members to support learning.

STAKEHOLDER FEEDBACK: STUDENTSStrengths

Elementary

• In my school my principal and teachers want every student to learn.

• In my school my teachers want me to do my best work.

• My school has many places where I can learn, such as the library.

• My school has computers to help me learn.

• My principal and teachers help me to be ready for the next grade level.

STAKEHOLDER FEEDBACK: STUDENTS

Strengths

Middle and High

• In my school programs and services are available to help me succeed.

• In my school, the principal and teachers have high expectations of me.

• All of my teachers use tests, projects, presentations, and portfolios to check understanding of what was taught.

• In my school a variety of resources are available to help me succeed (e.g., teaching staff, technology, media center).

• In my school, I have access to counseling, career planning, and other programs to me in school.

STAKEHOLDER FEEDBACK: STAFF

Strengths

• Our school's purpose statement is clearly focused on student success.

• Our school's governing body or school board complies with all policies, procedures, laws, and regulations.

• Our school's leaders expect staff members to hold all students to high academic standards.

• Our school's purpose statement is supported by the policies and practices adopted by the school board or governing body.

• Our school has a continuous improvement process based on data, goals, actions, and measures for growth.

STAKEHOLDER FEEDBACK: PARENTS

Weaknesses

• My child sees a relationship between what is being taught and his/her everyday life.

• Our school's governing body does not interfere with the operation or leadership of our school.

• Our school shares responsibility for student learning with its stakeholders.

• All of my child's teachers keep me informed regularly of how my child is being graded.


Weaknesses

Students – Elementary

• My principal and teachers ask me what I think about school.

• My teachers ask my family to come to school activities.

• In my school, students treat adults with respect.


Weaknesses

Students - Middle and High

• In my school, students help each other even if they are not friends.

• In my school, students respect the property of others.

• In my school, students treat adults with respect.

STAKEHOLDER FEEDBACK: STAFF

Weaknesses

• In our school, staff members provide peer coaching to teachers.

• In our school, a formal process is in place to support new staff members in their professional practice.

• All teachers in our school, have been trained to implement a formal process that promotes discussion about student learning (e.g., action research, examination of student work, reflection, study teams, and peer coaching).

Student Performance Overview

Above Expected Levels

• In 2013, all 30 proficiency rates, in grades 3-8, in reading, ELA, math, science, and social studies were above the state average in the meets and exceeds categories.

• From 2009-2013, 28 of 30 proficiency rates, in grades 3-8, in reading, ELA, math, science, and social studies were above the state average in the meets and exceeds categories.

• From 2009-2013, Students with Disabilities (SWD), in grades 3-8, have increased in reading, ELA, math, science and social studies.

STUDENT PERFORMANCE

Above Expected Levels

• From the 2009-2013, Economically Disadvantaged (ED) students, in grades 3-8, have increased in reading, ELA, math, science, and social studies.

• In 2012-2013, the EOCT pass rate for American Literature, Ninth Grade Literature and Composition, Physical Science, Economics, and US History were above the state average.

• In 2013, the GHSGWT pass rate for FCHS was 96%, while the state average was 93%.

STUDENT PERFORMANCE

Positive Trends

STUDENT PERFORMANCE

2009-2013 - CRCT - Grades 3-8 - Meets and Exceeds Category

• Reading proficiency rates have increased from 89% to 96%.

• ELA proficiency rates have increased from 87% to 94%.

• Math proficiency rates have increased from 76% to 86%.

• Science proficiency rates have increased from 77% to 83%.

• Social studies proficiency rates have increased from 74% to 81%.

Positive Trends

STUDENT PERFORMANCE

2009-2013 - CRCT - Grades 3-8 - Exceeds Category






Positive Trends

STUDENT PERFORMANCE

2009-2013 - FCHS - Grades 9-12 - EOCT Pass Rate

• Ninth Grade Literature Spring administration pass rates increased from 77% to 85%.

• American Literature Spring administration pass rates increased from 94% to 98%.

• American Literature Winter administration pass rates increased from 86% to 89%.

• US History Winter administration pass rates increased from 55% to 85%.

• Economics Spring administration pass rates increased from 74% to 87%.

• From 2009 - 2013, GHSGWT pass rates increased from 90% to 96%.

Overall Highest Performance

STUDENT PERFORMANCE

• In 2013, students at BRES scored above the state average on the 5th grade writing assessment. BRES scored 69% in the meets category and 14% in the exceeds category, while the state scored 66% in the meets category and 13% in the exceeds category.

• In 2011, EFES was named a "Gold School" based on increases in student achievement.

• In 2012 and 2013, EFES was named a Title I "High Progress" reward school for being in the top 10% of Title I schools in the state.


STUDENT PERFORMANCE

• From 2009-2013, 94% of WFES students passed reading on the CRCT (with 49% exceeding).

• In 2013, 5th grade students at WFES had a 100% pass rate in reading and math.

• From 2009-2013, 6th graders at FCMS increased proficiency rates in math by 21.7%, science by 12.3%, and social studies by 12.8% on the CRCT.

• From 2009-2013, 8th grade students at FCMS increased proficiency rates in math by 13.5% on the CRCT.


STUDENT PERFORMANCE

• Overall, from 2009-2013, English has the highest performance, exceeding the state average in All students, as well as the ED and SWD subgroup categories for Ninth Grade Literature and American Literature.

• From 2009-2013, the FCHS Physical Science Spring EOCT administration pass rate was 87.2%.

• From 2009-2013, the FCHS Economics Spring EOCT administration pass rate was 84%.

Subgroup Positive Trends

2009-2013 - CRCT - Grades 3-8 - Students with Disabilities –Meets and Exceeds Category






STUDENT PERFORMANCE


2009-2013 - FCHS - Grades 9 - 12 – Students with Disabilities

• GHSGWT SWD subgroup pass rate increased from 59% to 82%.

• Ninth Grade Literature EOCT SWD subgroup Spring pass rate increased from 38% to 52%.

• Ninth Grade Literature EOCT SWD subgroup Winter pass rate increased from 55% to 78%.

• Physical Science SWD EOCT subgroup Winter pass rate increased from 50% to 54%.

• US History SWD subgroup EOCT Winter administration pass rate increased from 23% to 60%.

• Economics EOCT SWD subgroup Spring administration pass rate increased from 30% to 67%.

STUDENT PERFORMANCE


2009-2013 - CRCT - Grades 3 - 8 - Economically Disadvantaged Meets and Exceeds Categories

• Reading proficiency rates increased from 88% to 94%.

• ELA proficiency rates increased from 82% to 93%.

• Math proficiency rates increased from 71% to 83%.

• Science proficiency rates increased from 71% to 79%.

• Social studies proficiency rates increased from 61% to 78%.

STUDENT PERFORMANCE


2009-2013 - FCHS - Grades 9 - 12 - Economically Disadvantaged

• GHSGT ED subgroup pass rate increased from 87% to 95%.

• Ninth Grade Literature EOCT ED subgroup Spring pass rate increased from 77% to 85%.

• American Literature EOCT ED subgroup Spring pass rate increased from 87% to 97%.

• US History ED subgroup Winter administration pass rate increased from 54% to 80%.

• Economics ED subgroup Spring administration pass rate increased from 63% to 83%.

STUDENT PERFORMANCE

Achievement Gap Closing

• From 2009-2013 on the GHSGWT, both the ED and SWD data indicate a closing of the achievement gap.

• From 2009-2013, both the ED and SWD data indicate a closing of the achievement gap in Ninth Grade literature as well as American Literature.

• From 2009-2013, the SWD subgroup data indicates a closing of the achievement gap in Physical Science.

• From 2009-2013, both the ED and SWD subgroup data indicate a closing of the achievement gap in Economics.

STUDENT PERFORMANCE

Below Expected Levels

• High School Mathematics I and US History are below the expected levels of performance.

• Middle School Mathematics (SWD) is below the expected level of performance.

• Elementary science, social studies (SWD), and ELA (SWD) are below the expected level of performance.

STUDENT PERFORMANCE

Mission Statement Developing Young Futures…

Learning for Tomorrow, TODAY

Vision Statement The Fannin County School System will be recognized as a world class school system that holds a vision of excellence for all students with successful student progression at each level and a 100% graduation rate.