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AdvancED Standards FCS Departments

Purpose and DirectionGovernance and LeadershipTeaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement

Academics & AccountabilityEducational LeadershipFacilities and OperationsFinance and OperationsFood and Nutrition Services

Human Resources Public Information and Communications School Safety and DisciplineSpecial EducationStudent Support Services

SuperintendentTechnology and Information ServicesTransportation

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

Goal 1: Improve scores on End of Course Tests (EOCT) to meet College and Career Ready Performance Index (CCRPI) standards for Content Mastery for all students, in particular at risk sub-groups.


Academics & Accountability Training in creating text dependent questions Training/Practice/Feedback for Close Reads Graphic organizers and simulations for

economics units Common core texts for close reading analysis,

synthesis, and text-based, evidentiary response practice.

Rhetorical and argumentative resources and strategies.

Scaffolding, directed instruction, and small group/individualized resources for at-risk sub-groups

More ongoing training and support for our math teachers in coordinate algebra and analytical geometry

GADOE Coordinate Algebra Study Guide, Walch, 8th/7th grade Resource courses on itsLearning

GADOE Analytic Geometry Study Guide, Walch Differentiated Instruction Build background knowledge to pin new

language on existing knowledge. Scaffold formative assignments using graphic

organizers, cloze activities… for ELs to

© 2013 FCS Public Information & Communications Dept.

2013-16 Executive Summary

School Improvement Plan School Name: __Forsyth Central High School_________

facilitate learning. Build academic language/vocabulary in the

content areas. L1 Word to Word dictionaries EL adapted resources – Title III

Technology and Information Services itsLearning Support with CCRPI reporting that could affect

the outcome of our reports in a timely mannerHuman Resources

Appropriate staffing, hiring and dismissal help to ensure a highly qualified staff

School Safety and Discipline Continuous communication to assist with

students and parents that could disrupt the learning environment

Special Education Continued staff development on instructional

strategies—preferably during early release or during some release time other than late afternoon after a full days work

Student Support Services Continuous support with students with social

and emotional needs Bullying staff development Mean Girls professional development Ongoing communication with needs that we

don’t even know have surfaced yetGoal 2: Maintain or Increase student readiness for post high school opportunities


Academics & Accountability Professional development through media

organizations (AASL & GLMA) Professional Learning writing common

formative and summative assessments Learning Guides & Textbook for each student

(AP Human Geography) AP Practice Test Assistance with Community Mentors for

CAPSTONE Project Fine Arts would like assistance with creating


pathways within each discipline to help increase students who complete with a fine arts pathway and also with distinction.

Better transition with our middle schools when it comes to CTAE and Fine Arts courses/pathways

Common writing assessments for Health classes

Technology and Information Services itsLearning Support with CCRPI reporting that could affect

the outcome of our reports in a timely mannerHuman Resources

Appropriate staffing, hiring and dismissal help to ensure a highly qualified staff

School Safety and Discipline Continuous communication to assist with

students and parents that could disrupt the learning environment

Special Education Continued staff development on instructional

strategies—preferably during early release or during some release time other than late afternoon after a full days work

Student Support Services Continuous support with students with social

and emotional needs Bullying staff development Mean Girls professional development Ongoing communication with needs that we

don’t even know have surfaced yetGoal 3: Increase Cohort Graduation Rate Purpose and Direction

Governance and LeadershipTeaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement

Everything stated for Goal 1 and 2 would apply here .


Goal 4: Maintain or Increase the percentage of students performing at Meets/Exceeds in Writing on the Georgia High School Graduation Tests, in particular at risk sub-groups.


Academics & Accountability Assistance for American Literature teachers

who want to design and implement a writing tutorial and remediation process available to all students who do not meet on the September 2013 GHSWT. Resources may include state practice writing prompts, technology integration, communication with parents, special education and ELL teachers, and pre- and post- writing assessment data

Differentiated Instruction Build background knowledge to pin new

language on existing knowledge. Scaffold formative assignments using graphic

organizers, cloze activities… for ELs to facilitate learning.

Build academic language/vocabulary in the content areas.

L1 Word to Word dictionaries EL adapted resources – Title III

Goal 5: Implement, monitor and evaluate the implementation of CCGPS, GPS, Industry and National Standards through classroom observations, Data Team documentation, State of the Department Reports and increased scores on EOCT tests and the GHSWT (GAPSS)


Academics & Accountability Continued support with data teams Continued communication of test scores and

other data Clear and concise communication about CTAE

changes from the DOE in a timely manner along with other curriculum changes

Technology and Information Services Ongoing communication about the changes

needed in IC in a timely mannerGoal 6: Redefine content area teams using the Decision Making for Results Six-Step Process for creating effective data teams. (GAPSS)


Academics & Accountability Continued support with data teams

Goal 7: Increase teacher knowledge and understanding of effective instructional

Purpose and DirectionGovernance and LeadershipTeaching and Assessing for Learning

Academics & Accountability Ongoing dialog with the faculty and with any

and all FCS department as to the needs of our © 2013 FCS Public Information & Communications Dept.

strategies and assessment through a data driven school-based professional learning plan.(GAPSS)

Resources and Support SystemsUsing Results for Continuous Improvement

faculty as they are surveyed and as needs arise.


AdvancED Standards(check all that apply) Annual School Improvement

PlanContinuous Improvement Goal: 2, 4, 5SMART Goal: Student EOP Test Scores Will Improve by 60% with 95% students passingSchool Name: Forsyth Central HS School Year: 2013-2014

Purpose and DirectionGovernance and Leadership

Teaching and Assessing for LearningResources and Support Systems

Using 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)

Increase Learner Mathematics and Science knowledge to facilitate higher EOP test scores as well as core curriculum test scores.

Automotive instructor will work with students on Mathematical/Science concepts each semester; relevant to automotive technologies standards.

If I evaluate student data based on content area mathematical/science concepts and use that data to plan additional instructional strategies when needed, then students will experience an increase in their overall mathematical/science ability across the curriculum. Students will be assessed using content area related math assessments. All students will pretest to create baseline data. 95% students passing with 80% score or better on each unit post assessment will be considered

Ongoing throughout the school year

Criterion, Rubrics

Shop Mathematics Text, Applied math and science labs and worksheets.

Instructor



PlanContinuous Improvement Goal: 2, 4, 5SMART Goal: Student EOP Test Scores Will Improve by 60% with 95% students passing









effective.

Increase Learner Content Area MasteryIncrease Learner Retention for Pathway Completion.

Automotive instructor will monitor and track student progress through tasks that are implemented in individual pathway portfolios. I will determine strategies through evaluation and data collection and student work.

If I develop and implement various content area performance standards task and assessments through rubric expectations and feedback and adjust instruction when necessary for understanding, then students will show increase in mastery of content area standards, EOP test scores will increase and program retention will increase. Mastery is achieved when a task can be performed successfully during several(more than 2)attempts with no hesitation or assistance, and the student can teach the task to a peer. Performance tasks are assessed using a hands on performance for all students and a rubric with instructor observation. It is expected that 95% of students


Performance based rubrics

Work samples contained in student portfolios assessment.

Will include but not limited to:

Criterion, Rubrics



PlanContinuous Improvement Goal: 2, 4, 5SMART Goal: Student EOP Test Scores Will Improve by 60% with 95% students passing









will achieve mastery of 100% of tasks taught.

Increase Number of Learner- End of Pathway Passing Scores

I will design weekly test prep assessments with rigorous test questions obtained from the ASE practice test question bank. Learners will be practicing more analysis, synthesis and evaluation level skills through these practice assessments.

If students are exposed to higher order thinking processes, then they will be able to reason through more difficult test questions as are used on the ASE Student Certification Tests. Students will be utilizing an ASE test question bank assessment pretest to establish baseline data. Practice testing will continue every two weeks throughout the school year. An increase of passing scores is expected each week. By winter break it is expected that at least 80% will achieve passing scores on all practice tests. It is expected that by April, 95% of all students will increase scores to passing level. Last year, 45% of students passed ASE EOP test. This spring it is expected that 95% will pass.


Learning Stations



PlanContinuous Improvement Goal: Increase the number of pathway completers SMART Goal: Increase the number of pathway completers from 55% to 60% School Name: Forsyth Central High School School Year: 2013 - 2014

Purpose and DirectionGovernance and LeadershipTeaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement Actions, Strategies and

Interventions(Includes Professional

Learning Plan)





Cosmetology students completing the 3 year program requirements for the end of course (EOP) assessment will be utilizing these tools to reinforce past curriculum from previous Core levels. These resources include the Milady’s students Cosmetology CD along with the State Exam Review Booklet. These reinforcement tools and methods will progress the students this year in achieving a higher % of passing scores on this assessment in April 2014. It will be necessary to track this information by using excel spreadsheets to assess the students needs.

If I use these tools in class then the students required to take this pathway assessment will be the on-going CD and Exam Reviews on a daily bases. The percentage of students passing the End of Pathway assessment increase of student scores will be evident from 55% to 60% for the 2013-2014 EOP.

2013-2014EOP April 2014

Resources Needed: Milady’s CD Textbooks,

workbooks, reviewsResponsible Parties:

Teachers Students



PlanContinuous Improvement Goal: ____FCHS Engineering________________________________SMART Goal: _____Improvement across all core curriculum areas___________________School Name: ____ FCHS _________ School Year: _____2013-2014____

Purpose and DirectionGovernance and LeadershipTeaching and Assessing for LearningResources and Support SystemsUsing Results for Continuous Improvement Actions, Strategies and


Learning Plan)





Engineering teachers will continue to implement common core curriculum methods to help students determine career opportunities and increase reading and writing performance. Teachers will work with students on additional effective reading and writing assignments every semester; relevant to their engineering performance standards.

If teachers use the common core curriculum, focusing on math and literacy, to emphasize various student skills and increase student proficiency in reading and writing then the student will be able to determine career opportunities and also experience an increase on classroom assessments and EOCT/GHSWT.

Ongoing Need: articles pertaining to engineering and technology fields.

Engineering teachers will work with students on mathematical concepts throughout the year; relevant to engineering performance

If teachers evaluate student data based on engineering mathematical concepts and use that data to plan additional instructional strategies when

Ongoing Work samples performance evaluations

EdusoftitsLearning



PlanContinuous Improvement Goal: ____FCHS Engineering________________________________SMART Goal: _____Improvement across all core curriculum areas___________________







standards. needed then students will experience an increase in their overall mathematical ability across the curriculum.

Engineering teachers will monitor and track student progress through tasks that are implemented in individual pathway portfolios. Teachers will determine strategies through evaluation and data collection and student work.

If teachers develop and implement various content area performance standards task and assessments through rubric expectations and feedback and adjust instruction when necessary for understanding then students will show increase in mastery of content area standards.

Ongoing Performance based rubricsWork samples contained in student portfolios assessment.Will include but not limited to:

CriterionEdusoftRubricsCheck ListOnline ExpertitsLearning

Engineering teachers will continue to develop expertise in the various incorporated fields, including but not limited to:WeldingElectrical wiringComputer programming

If teachers develop a deeper understanding for more content areas within the field, then student projects can be more in-depth.

Ongoing Goodheart Willcox textbooks on Welding, Electrical Wiring, and Computer Programming (already collected).



PlanContinuous Improvement Goal: ____FCHS Engineering________________________________SMART Goal: _____Improvement across all core curriculum areas___________________







Engineering teachers will work with John Bush in the ELA department to develop instructional strategies for teaching literacy standards within the engineering curriculum.

If teachers develop new methods for teaching technological literacy, then students will be better prepared for writing activities in the business world, ie. writing resumes, cover letters, request for proposals, bids for work.

Year long Meeting times with John Bush during planning and PD timesLiteracy resourcesTeachers responsible.



PlanContinuous Improvement Goal: Increase the number of pathway completers _________________________________________________________SMART Goal: _ Have a 100% pass rate for End of Pathway Assessment ________________________________________________________________________School Name: _Forsyth Central _____________________ School Year: _2013-2014___________________








The Family Consumer Science data team will continue to use the LDC model to help students determine career opportunities and increase reading and writing performance. Teachers will work with students on additional effective reading and writing assignments every semester; relevant to the Family Consumer Science content area performance standards.

If the Family Consumer Science data team use the LDC model to emphasize employability skills, Nutrition and Wellness skills and increase student proficiency in reading and writing then 80% of students will make a B average or higher on all reading journals.

August 2013 – May 2014

Computer generated assessments

Criterion

The Family Consumer Science data team will work with students on mathematical concepts every semester; relevant to the Family Consumer Science content area performance standards.

If the Family Consumer Science data team evaluate student data based on content area mathematical concepts and use that data to plan additional instructional strategies when needed then the Food Nutrition and Wellness course will have 80% of students

August 2013 – May 2014

Work samples performance evaluations

Edusoft



PlanContinuous Improvement Goal: Increase the number of pathway completers _________________________________________________________







receive a B average or higher in the Measuring Unit. The Nutrition Through the Lifespan course will have 90% of students receive a B average or higher in the Body Mass Index Unit. The Food Science course will have 80% of students receive a B or higher in the Temperature Unit.



PlanContinuous Improvement Goal: _______Information Systems Classes_______________________SMART Goal: ______Improved End of Pathway Test Scores from 50% to 60% of students_____School Name: ___Forsyth Central High__________________ School Year: ___2013-2014_______








Information Systems classes will use Online Expert web lessons to improve comprehension of A+ skills and knowledge.

The students will use pretest, training, and labs in Online Expert to improve scores from each unit to a class average last year of 80% to an average of 85%

All School year Use of technology journals.Websites containing new and improving technology. A+ exam test prep modules



PlanContinuous Improvement Goal: Increase the number of pathway completers & students passing EOPA. SMART Goal: At the completion of the 2013-2014 School Year, obtain atleast a 50 % pass rate on EOPA. School Name: Forsyth Central High School School Year: 2013 - 2014








Create a technical writing assignment each 9 weeks and grade via a technical writing rubric.

If students continuously work on their technical writing skills (graded via a technical writing rubric that assesses content knowledge and technical writing ability) once per nine weeks, then students will have higher quality artifacts to add to their class portfolio and ultimately assist in passing the EOPA. Each 9 weeks, we expect to see a 10% increase in students achieving at least a 70 % mastery of technical writing.

Once per 9 Weeks in Each Marketing Course

Resources Needed: Teacher Created

Rubric

Responsible Parties: Teachers Students

Use summative assessment data throughout the school year to determine mastery of Georgia

If 80% of students demonstrate at least 70% mastery of each GPS, then we will move onto the next content

Year Long

Data from each

Resources Needed: Teacher Created



PlanContinuous Improvement Goal: Increase the number of pathway completers & students passing EOPA. SMART Goal: At the completion of the 2013-2014 School Year, obtain atleast a 50 % pass rate on EOPA.






TimelineResources Needed?Who is Responsible?Performance Standards for each

course. standard. If 80% of students do not demonstrate at least 70% mastery of the GPS, then we will re-teach and reassess to reach at least 70% mastery. By ensuring that students are demonstrating mastery of GPS, we will ultimately be assisting students in preparing for and passing the EOPA.

GPS will be tracked after each unit assessment

Tests Teacher Created

Projects/Rubrics

Responsible Parties: Teachers Students


PlanContinuous Improvement Goal: Increase the number of pathway completersSMART Goal: The End Of Pathway test scores will improve by 15% with 90% students passing.School Name: ___Forsyth Central High School____________ School Year: __2013-2014 _________










TimelineResources Needed?Who is Responsible?Actions, Strategies and


Learning Plan)





The Teacher Apprentice Data Team will use the LDC model to create reading, writing assignments during every 9 week period using rubrics/check list to grade the assignments.

If the students work on their reading and writing skills once every 9 weeks then they will have a higher quality mastery of reading and writing skills based on course performance standards. Every 9 weeks the teacher will expect to see 92% students passing with 80% score or better on each reading/ writing unit assessment to be considered effective. This will assist them in passing their End of Pathway Assessment.

Every 9 weeks Computer generated assessments

ASVAB

Criterion

End of Pathway Exam

Instructor

Students










The Data Team will use Formative and Summative assessment grades based on rubrics/check list/answer keys to show mastery of the Teacher Apprentice Performance Standards.

If 92% of students demonstrate at least 80% master of Teacher Apprentice Performance Standards then the students will ultimately be prepared and pass the End of Pathway Assessment. The Data Team will reteach the student any area that the student does not reach 80% mastery.

Every day Formative AssessmentsSummative AssessmentEnd of Pathway ExamInstructor Students


Professional Learning Goal(s): Connection to Continuous Improvement Goal(s):

FCHS’s Professional Learning Goals are to properly inform and prepare staff of FCHS’s School Improvement Plan, as well as, FCSS shift from PAC to TKES; in additional, FCHS’s Professional Learning Goals will have a positive impact on student achievement.

To increase academic achievement for all students, teachers will improve the quality of instruction, use of assessment, creation of a safe learning environment conducive to learning at high levels, properly plan out lessons to meet the diverse needs of all students and exhibits a commitment to professional educational practices to enhance student learning.

Date # Hours Description of Learning ActivitiesAugust 1Pre-Planning (School)

3 hours Covered with staff FCHS’s School Improvement Plan, CCRPI Data and how it relates to continuous school improvement. Departmental meetings reviewing department goals and school improvement within each department.

August 2Pre-Planning (District)

August 5Pre-Planning

2 hours Met with staff to discuss transition from PAC to TKES and how TKES is aligned with our Student, Teacher and Leadership Profiles


1 hour Departments presented School Improvement Plans for each department, actions & strategies and interventions for the 2013-2014 school year.


2 hours Testing and assessment calendar; performance based assessment; collaboration amongst staff to improve co-teaching classroom and to ensure all students achieve at high levels.

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

2 hours TKES Orientation/Overview of Domains and Standards/Evaluation Process & Rubrics/Self-Assessment/Data Teams/Assessment & Testing/Instructional Focus

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

September 24Planning Period Meeting

1 hour itslearning Planning Period Meeting to provide teachers with professional development on using “The Planner” in itslearning to effectively guide their instruction

October 22Planning Period Meeting

1 hour Planning Period Meeting to deconstruct TKES Standards 3&4 (Instructional Delivery) with FCHS staff and to increase teacher knowledge and understanding of effective instructional strategies

November 12 1 hour Planning Period Meeting to deconstruct TKES Standards 7&8 (Learning Environment) with FCHS staff and to


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

Planning Period Meeting increase teacher knowledge and understanding of creating an academic environment in which teaching and learning can occur at high levels

December 10Planning Period Meeting

1 hour Planning Period Meeting to deconstruct TKES Standards 1&2 (Planning) with FCHS staff to increase teacher knowledge and understanding of effective planning strategies to effectively address the differentiated needs of all students

January 6Prof. Dev. Day (School)

4 hours Professional Development Day dedicated to deconstruct TKES Standards 5&6 (Assessment of and for Learning) and TKES Standards 9&10 (Professionalism and Communication) with FCHS staff and to increase teacher knowledge and understanding of effective use of assessment data to guide instruction, as well as, the commitment to high professional standards to support student learning

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

TBD TBDMay 27Post-Planning

TBD TBDMay 28Post-Planning

TBD TBDTotal Hours: 12 hours (subject to change with additional trainings 2nd semester)


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