Booker T. Washington High School - Early College

CONTINUOUS SCHOOL IMPROVEMENT FIVE YEAR PLAN

2010-2011 (updated yearly)

NAME OF SCHOOL:
Booker T. Washington High School Early College
STREET ADDRESS:
45 Whitehouse Drive, SW / CITY:
Atlanta / STATE:
Georgia / ZIP CODE:
30314
CONTACT:
Dr. Vanessa M. Nason – Principal / TELEPHONE:
(404) – 802-4641 / E-MAIL

Describe how this plan will be made available to parents and other stakeholders:
The Continuous School Improvement Five Year Plan will be available to all parents and stakeholders. Means of making the plan available will consist of the following:
- A link will be available on the school’s web page.
- The ContinuousSchool Improvement Plan will be displayed in the office.
- Parents on the mass email list will receive an electronic copy of the plan.
School Goals:
#1 - To increase the percentage of students meeting or exceeding on all EOCTs and to increase the passage rate scores on GHSGT, PSAT, SAT, and ACT.
#2 – To provide students with the academic skills and knowledge that will enable them to become critical thinkers and problem solvers on a global scale.
#3 – To provide students with a state-of-the-art college and career readiness program that enables all students to graduate high school and complete an ivy league institution, university or college degree program.
#4 – To provide professional growth opportunities (school-wide and individually) that promote student learning and teacher development.
#5 – To increase the average yearly attendance rate and decrease daily classroom tardies at the school.
#6 – To increase the average monthly parent and community involvement and participation by 25% each academic school year until 100% is reached.

CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM

This plan was developed/or revised during the following time period: Began Development from November 2010 – April 2011
Brief description of the planning process:
Before developing the plan, data (e.g., standardized test scores, culture surveys, attendance and discipline data, and other resources) were analyzed by the School Leadership Team, students, parents and teachers. These stakeholders are the individuals who serve on the school’s Leadership Team, grade level team, and content level team. After a thorough analysis of the data, each action team identified areas of strengths, weaknesses, gains and declines for their particular discipline/category. Each team then met several times to identify target areas and a plan of action for each academic, culture, and professional development goal. Once goals and strategies were completed, they were submitted to the School Leadership Team for revision and approval. The Five Year plan is revisited throughout the school year.
Instructional
Leadership Team Names
(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.) / Positions
(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.) / Signatures
(Indicates participation in the
development of the CSI Plan)
Dr. Vanessa M. Nason
Shontay Souter
Christine Walton
Jean Ann Mara
Tanisha Thomas
Yolonda Jones
Panya Evans
Alexis White
Tiffany Stembridge Taylor & Elizabeth Cheever
Pierre Edwards & Sherlene Merritt
Pierre Davis & Willie Mae Reese
Charles McCant & Johnny Ford / Principal
Assistant Principal
Spanish Teacher
ISA Coach
Instructional Coach
Counselor
Parent
Student
Math Teachers
English Language Arts (ELA) Teachers
Science Teachers
Social Studies Teachers

GOAL TO ADDRESS ACADEMIC NEEDS (As it relates to testing goals)

CONTINUOUS IMPROVEMENT GOAL #1: To increase the percentage of students meeting or exceeding on the 9th Grade English Language Arts (ELA), American Literature, U.S. History, Math I, Math II, and Biology End of Course Tests (EOCT); To increase the percentage of students with high passage rate scores on GHSGT, PSAT, SAT, and ACT
Data Results on which goal is based: From 2009 – 2011, The current scores on the ELA EOCT averaged between 79% - 80%, American Literature (currently 93%), Math I averaged between 66% - 78%, Math II (currently 72%) Biology between 49% - 69%.
TARGET GRADE LEVEL(S):
All Grade Levels / TARGET CONTENT AREA(S):
ELA (X) Math (X) Science (X) Other / EOCT:
Reading, Math, Science, Social Studies, Language / Additional Academic Indicators: / TARGET STUDENT SUBGROUP(S):
All Students
GOAL / REFORM STRATEGIES / BENCHMARKS / INTERVENTIONS / RESOURCES / RESULTS
IDENTIFICATION OF SPECIFIC GOAL(S) / what Research-based STRATEGIES/ACTIONS WILL BE USED
TO IMPROVE STUDENT ACADEMIC PERFORMANCE?
(Give specific strategies, not just programs
or program names.) / WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND
HOW OFTEN WILL PROGRESS BE REVIEWED? / WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH QUARTERCHECKPOINT? / HOW WILL TIMELY ASSISTANCE BE PROVIDED TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS? / IDENTIFY THE RESOURCES FOR EACH GOAL / IDENTIFY THE RESULTS
9TH ELA – To increase the percentage of students meeting or exceeding on the 9th grade ELA EOCT by 3-4 points each school year until 100% proficiency is reached by 2016.
11THAm. Lit. – To increase the percentage of students meeting or exceeding on the11th grade Am. Lit. EOCT by 3-4 points each school year until 100% proficiency is reached by 2016. / STRATEGY:
  • After school tutorial sessions for students
  • Small group instruction within the classroom (differentiation instruction)
  • Establishment of flexible grouping using data
  • Study groups within the classroom
  • Working lunch
  • Use of interactive word walls and graphic organizers
  • EOCT Super Saturday Prep Sessions
  • Implementation of writing (weekly)
  • ISA and EC Instructional Framework Strategies
  • Writing Conferences
  • Use of Writing Coach to reinforce strategies
  • Use of Instructional Games (e.g., jeopardy)
  • Use of Early College Writing Rubric
  • Team Meetings with students
  • Parent/student/teacher conferences
  • Academic Monitoring (use of Standards Tracker)
/
  • Analysis of Middle School CRCT Data
  • Observations and Walkthroughs
  • English/Literature pre, mid and post assessments
  • Evaluation of Writing Samples (portfolios)
  • District Benchmark Assessments
  • ISA Writing Assessment data (other Assessments)
  • Quarterly Classroom Assessments
  • Weekly quizzes and tests
  • Progress Reports
  • Analysis of Standards Trackers
Students Progress reviewed at least monthly / At least 80% of the students will increase by 5% points each quarter on the mid-term assessment.
Note: Students who receive 90% or higher on a mid-term assessment will increase by at least 2% points each quarter. / Pyramid of Interventions which include:
  • Conference with Students
  • Parent conferences
  • Mandatory tutorials
  • Administrator Step In (referred to administrator/designee)
  • Small group instruction with Writing Specialist
  • After school tutorials
  • Referral to Counselor
  • Evaluation of 4 ½ wk. assessments
  • SST Process
/
  • Classroom libraries
  • Composition Notebooks
  • EOCT Coach Workbooks
  • Subscription to PLATO
  • Released State Exams/Standardized Tests

9th MATH I - To increase the percentage of students meeting or exceeding on the 9th grade Math I EOCT by 4-5 points each school year until 100% proficiency is reached by 2016.
10th MATH II - To increase the percentage of students meeting or exceeding on the 9th grade Math I EOCT by 4-5 points each school year until 100% proficiency is reached by 2016. / STRATEGY(IES):
  • Weekly writing to learning
  • Weekly inquiry based activist
  • Weekly student/teacher monitoring (standards tracker)
  • Daily EOCT focus problems
  • Small group instruction within in the classroom (daily)
  • Cognitive Tutor (weekly)
  • USA Test Prep
  • Working lunch and/or After School tutorial (daily)
  • EOCT Saturday Preview Sessions
  • Use of graphic organizers and word walls
  • Early College Instructional Framework strategies
  • ISA Framework
/
  • Walkthroughs and observations
  • Monitoring and feedback of lesson plans
  • Response to Intervention (RTI) strategies
  • Data Link Proficiency Reports
  • ISA Assessment Data
  • District Benchmark Data
  • Pre, mid, and post assessments
  • Evaluation of Writing Samples
/ Students will increase by at least 60% points from pre to post tests each semester.
9th - Students will increase by at least .5 points in problem solving and communication
10th - Students will increase by at least .5 points in reasoning, connections and representation / Pyramid of Interventions which include:
  • Conference with Students
  • Parent conferences
  • Mandatory Tutoring
  • Administrator Step In
  • Before school and/or after school tutoring
  • Working Lunch
  • SST Process
/
  • EOCT Coach Books (1 for each student)
  • Carnegie Software
  • Passing the Math I and Math II EOCT (supplemental book)

9thBIOLOGY - To increase the percentage of students meeting or exceeding on the 9th grade Biology EOCTby 5-6 points each school year until 100% proficiency is reached by 2016.
NOTE: 11th Grade Science GHSGT – All strategies (identified with Biology) will be incorporated throughout the school year in the science content areas.
ECONOMICS – NOTE:Once data is received for the Economics EOCT, specific goals will be identified for the test.
US HISTORY - NOTE:Once data is received for the U.S. History EOCT, specific goals will be identified for the test. / STRATEGY(IES):
  • After school tutorial sessions for students
  • Small group instruction within the classroom (differentiation instruction)
  • Establishment of flexibly grouping using data
  • Study groups within the classroom
  • Working lunches
  • Use of interactive word walls and graphic organizers
  • EOCT Super Saturday Prep Sessions
  • Implementation of writing (weekly)
  • ISA and EC Instructional Framework Strategies
  • Team Meetings with students
  • Parent/student/teacher conferences
  • Academic field trips
  • Academic Monitoring (use of Standards Tracker)
/
  • Analysis of Middle School CRCT Data
  • Observations and Walkthroughs
  • Biology pre, mid and post assessments
  • Evaluation of Writing Samples
  • District Benchmark Assessments
  • Quarterly Classroom Assessments
  • Weekly quizzes and tests
  • Progress Reports
  • Analysis of Standards Trackers
Students Progress reviewed at least monthly / At least 80% of the students will increase by 5% points each quarter on the mid-term assessment.
Note: Students who receive 90% or higher on a mid-term assessment will increase by at least 2% points each quarter. / Pyramid of Interventions which include:
  • Conference with Students
  • Parent conferences
  • Mandatory tutorials
  • Administrator Step In (referred to administrator/designee)
  • After school tutoring
  • Referral to Counselor
  • Evaluation of 4 ½ wk. assessments
  • SST Process
/
  • EOCT Coach Book
  • Graphic Organizer Resources
  • Newspapers, magazines, and classroom book sets
  • District Bench Marks
  • Georgia and other States released EOCT items

PSAT, SAT, ACT –
NOTE:Once data is received for the above national tests, specific goals will be identified for each test.

GOAL TO ADDRESS CURRICULUM AND INSTRUCTION

CONTINUOUS IMPROVEMENT GOAL #2: To provide students with the academic skills and knowledge that will enable them to become critical thinkers and problem solvers on a global scale.
Data Results on which goal is based: Student work samples demonstrate deficiencies in the area of problem solving and critical thinking.
TARGET GRADE LEVEL(S):
All Grade Levels / TARGET CONTENT AREA(S): Circle One
ELA (X) Math (X) Science (X) Social Studies (X) Spanish (X) / Additional Academic Indicators: Communication Skills / TARGET STUDENT SUBGROUP(S):
All Students
GOAL / REFORM STRATEGIES / BENCHMARKS / INTERVENTIONS / RESOURCES / RESULTS
IDENTIFICATION OF SPECIFIC GOAL(S) / what Research-based STRATEGIES/ACTIONS WILL BE USED
TO IMPROVE STUDENT ACADEMIC PERFORMANCE?
(Give specific strategies, not just programs
or program names.) / WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND
HOW OFTEN WILL PROGRESS BE REVIEWED? / WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH SEMESTERCHECKPOINT? / HOW WILL TIMELY ASSISTANCE BE PROVIDED TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS? / IDENTIFY THE RESOURCES FOR EACH GOAL / IDENTIFY THE RESULTS
ENGLISH/LITERATURE –
To increase the percentage of students who demonstrate the critical and analytical skills to independently research by 3 percentage points each year, write and submit for consideration of publication in 21st century media at least one 10+ page research based paper, during or before the 12th grade year. The paper will serve as a capstone project for 12th grade graduation.
LITERACY (School-wide)–Students will demonstrate proficiency in literacy by reading an equivalent of 25 books (across content areas) per school year and producing writing pieces that exemplary of the collegiate level. / STRATEGY(IES):
  • Explicit instruction on MLA/APA style writing and citation every quarter
  • Explicit instruction on the validation of Internet resources weekly
  • Explicit instruction on research methodology every quarter
  • Introduce to or provide exposure to scholarly library
  • Clark Atlanta
  • Spelman
  • Morehouse
  • GeorgiaState
  • Workshops on Writing
  • Advanced Writers- Stylized Writing
  • Emerging Writers- Writing 101- Tools for the Trade of Writing
  • All Writers- Critical Reading and Analytical Skills
  • Integration of a content-normed writing plan
  • 9th grade- expository/persuasive (3-5 page paper each semester)
  • 10th grade- persuasive (5-7 page paper each semester)
  • 11th grade- persuasive/analytical (5-7 page paper each semester)
  • 12th grade- research/ college (8-10 page paper)
  • Introduction of visiting college professors and working with college writing centers
  • Writing strategies (see above)
  • Ensure that all EarlyCollege students are knowledgeable of scholarly libraries and have access to college writing centers.
  • Reading strategies – Establishment of approved reading list by grade level, across content areas (see attachment)
/
  • Student work samples will be evaluated monthly
  • Webquest on validity resources
  • Inclusion of scholarly sources in writing samples
  • Portfolio of writing samples from pre-write to published final writing paper
  • Early College writing rubric
  • Grade level portfolios
  • Documentation of attendance with college professors and writing centers
/ Students will obtain a 5% gain in writing proficiency.
All EC students will have and maintain a writing portfolio by the end of the 1st semester /
  • Utilize weekly academic monitoring
  • Student trackers
  • Tutorials
  • Conferencing
  • Small group writing sessions
  • Peer-to peer writing
  • Intensive writing lab
  • Individualized instruction with writing coach
  • Parent conferencing
  • Reinforcement activities
/
  • Class library
  • Computer lab
  • Access to scholarly libraries
  • Scholarly journals and publications
  • Writing coach
  • Writing composition notebooks
  • Professional development of differentiate writing
  • Computer-assisted learning programs
  • Access to college writing centers
  • Access to college faculty
  • Graphic Organizers

MATH – Students will demonstrate the ability to think critically and independently by producing a research project that connects mathematical concepts to real life applications. Students will have an opportunity to collaborate with local and national college professors, present at conferences, and publish research in academic journals. /
  • Read and critique math articles (at least two per year)
  • Guest speakers and lecturers from college professors and graduate students
  • For select students, implement a math honor society…Mu Alpha Theta
  • Incorporate math teams to compete in local and state competitions
  • Teacher and student math seminars
  • Summer research assistantship
  • Inquiry-based activities
  • Opened-ended activities
  • Interdisciplinary project based
  • Weekly writing assignments that bridge real-world applications
/
  • Rubric for analyzing math articles and guest lecturers
  • Evaluate students using ISA rubric
  • Presentations of summer research
  • Open-ended assessments
  • Performance-based tasks
  • Math competition results
  • Professor recommendations after summer research
/
  • Increase math club participation by 125% each year
  • Increase the number of students that are eligible for mathematical honor society by 125% each year
  • Increase the number of students eligible to participate in a summer research assistantship by 125% each year
  • Students will increase by 1pt in at least two ISA rubric rows each year
  • Students will increase by at least 60% points from pre to post tests each semester.
/
  • Small group instruction
  • Student/teacher conferences
  • Parent/teacher conferences
  • Mandatory after school tutorials
  • Working lunch
  • Administrator Step In
  • Referral to Counselor
  • ISA Math Coach
/
  • Math articles from math journals
  • Math library
  • Computer access
  • EC writing rubric
  • ISA math rubric
  • Transportation to/from college professor
  • Time to meet with college professor
  • Math portfolio

SCIENCE- To produce students in the area of science who will use higher-order and critical thinking skills necessary to produce at least two independent studies that involve using data as evidence to support scientific arguments and claims in written and oral presentation, at science conferences. / STRATEGY(IES):
  • Daily math and scientific process skills instruction
  • At least five inquiry based lab activities per quarter
  • Weekly writing assignments that focus on content and/or real world application (e.g., article critiques)
  • At least five lab report completed per quarter
  • Two research based presentations per quarter
  • Integration of the use of rubrics for presentations and lab reports
  • Interdisciplinary project based learning activity(ies)
  • Student seminars on presenting and oral communication
  • Integration of charts and graphs in the instructional setting to allow students opportunities to analyze data
  • Establishment of science club
/
  • Evaluation of student of work samples (e.g., inquiry based lab activities)
  • Review specific assessment item responses (from student assessments) that relate to data analysis
  • Evaluation of student oral presentations and lab reports (analyzing student scores from rubrics)
  • Documentation that supports active participation in science club
/ 85% of the students will increase each semester by 5 points on:
Inquiry based lab activities/reports
Student presentations
Assessment items involving data analysis
Increase science club participation by 25% each year /
  • Individual student conferences once per quarter
  • Parent/student meetings
  • Team meetings with students
  • Working lunch and after school assistance
  • Use of writing specialist and/or college tutors
  • Use of instructional coach
/
  • Graphic Organizer Resources
  • Newspapers, magazines, and classroom book sets
  • Inquiry Lab Materials and Resources
  • Computer Lab
  • Laboratory Instruction Book?
  • Science Writing Journals (Nature, )
  • Writing Rubric (School Wide)
  • Reference Materials APA Citation or other science citation

SOCIAL STUDIES- To produce students who are proficient in conducting research using primary and secondary sources; proficient in technology; knowledgeable of global awareness and effective in oral and written communication, as it relates to world events. / STRATEGY(IES):
  • Use of computerized programs (USA Test Prep; GOAS; textbook programs)
  • Increase the use of critical thinking skills and problem solving through higher order questioning techniques and analyzing historical documents
  • Supplementary reading assignments (novels, journal articles, newspapers, magazines, etc.)
  • Interdisciplinary projects at least one per semester
  • Global Lyceums (outside speakers)
  • Oral Presentations (bi monthly)
  • One research paper per semester
  • Socratic Seminars/Debates
  • Cultural Units
  • Weekly vocabulary skills
  • Participation in World Quest
/
  • Analysis of student frequency reports for USA Test Prep and GOAS
  • Oral and written assessments
  • Evaluation of student notebooks
  • Evaluation of rubrics used to assess student projects
  • Evaluation of student work
-Establishment of World Quest team yearly / 85% of the students will receive a grade of B or higher each semester on all major projects.
research papers
oral presentations
notebooks /
  • Utilize weekly academic monitoring
  • Tutorials
  • Peer-to peer writing
  • Individualized research and writing assistance
  • Parent and student conferencing
  • Reinforcement activities
/
  • Graphic Organizer Resources
  • Computers (Lab)
  • USA Test Prep
  • Reference Materials APA Citation
  • Guest Speakers
  • Supplementary reading resources (novels, journal articles, newspapers, magazines)

SPANISH – To produce students who will demonstrate novice-high proficiency in reading, writing, listening and speaking in the target foreign language and to understand basic cultural norms of target language countries. / STRATEGY(IES):
  • Target language instruction 90% of the class
  • Interactive PowerPoint presentations
  • TPR(Total Physical Response Method)
  • Foreign language club
  • Authentic media
  • Writing class blog (at least 3 blog entries per quarter)
  • Inquiry-based activities
  • Peer-editing
  • Graphic organizers
  • Student recordings (at least 2 per semester)
  • Unit based vocabulary and grammar
  • Guest speakers
  • Field trips
/
  • Student work samples
  • Writing assignments via blog
  • Periodic student recordings(two per quarter)
  • Performance-based assessments
  • Reflection writing samples (2 per quarter)
  • Documentation of attendance
  • Collaborative group work
/ Students will increase overall grade by 5% each semester /
  • Tutorials
  • Student Trackers
  • Parent conferencing
  • Student conferencing
  • Content reinforcement
  • Team meetings
  • College foreign language tutors
/
  • Computer access
  • College foreign language tutors
  • Continuous professional development
  • Supplemental instructional resources
  • Textbooks
  • Student workbooks
/
  • Novice speaking and writing in
the target language

GOAL TO ADDRESS COLLEGE & CAREER READINESS