2012-2013 School Improvement Plan

(Francis Howell High School)

9/1/12

Mission: Francis Howell High School is committed to working in partnership with the community (staff, students, parents, and community members) to provide a quality learning environment that promotes continuous improvement for students in achievement, attachment and awareness.

Vision: The Francis Howell High School community will provide a high quality educational experience that will result in students possessing the necessary knowledge and skills to become life-long learners and be positive contributors within their community. Also, the Francis Howell High School community will provide an environment which develops a sense of personal and school pride, cultural awareness and tolerance.

Values:

STAFF

1. We will work in teams to establish cleartargets and expectations that focus on learning.

2. We will work in teams to develop common formative and summative assessments whose results will be used to guide instructional practices.

3. We will work in teams to utilize strategic professional development to implement and evaluate effective instructional practices.

4. We will work in teams to use SMART goals to monitor the progress of our students’ attendance, achievement and behavior.

5. We will model the appropriate behavior that we expect from our students.

6. We will respect each student and staff member as a valued individual and work collaboratively in our teams to address students’ unique intellectual, physical, social and emotional needs.

7. We will foster an ongoing partnership among student, family, school and community that will promote a learning atmosphere which values mutual respect, perseverance, honesty, integrity, and school pride.

PARENTS

1. We will model the behavior we expect from our students.

2. We will discuss and monitor goals and expectations with our students.

3. We will make a commitment to help our students make good decisions.

4. We will make a commitment to attend school events such as open house, parent/teacher conferences, etc.

5. We will take an active role with our student’s friends.

6. We will work to create an environment of honesty and trust with our students and the staff at FHHS.

7. We will encourage and teach respect, integrity, character, tolerance and responsibility.

8. We will monitor what our students are doing in their spare time.

9. We will work with the FHHS staff to prepare our students for a meaningful post-high school experience.

10. We will focus on positive expectations for our students.

11. We will communicate with our students and encourage their involvement in school activities.

STUDENTS

1. We will show respect for teachers, parents, community, peers, and ourselves.

2. We will have a positive attitude, encourage a positive attitude in our peers and be ready to work.

3. We will set, monitor, and strive to achieve attainable goals that stretch our abilities.

4. We will take responsibility for our learning and actions.

5. We will support and participate in school activities.

6. We will work to develop the skills necessary to make healthy life choices.

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Data Narrative

Achievement

Francis Howell High School will identify improvement in student achievement through the monitoring of seven distinct data points during the 12-13 school year. The goals were set based on the current reality of FHHS from the 11-12 school year as well as new district expectations. First, regarding student performance on End of Course (EOC) exams, the Missouri Department of Elementary and Secondary Education has been granted a waiver from No Child Left Behind (NCLB) for the 2012-2013 school year and will no longer post progress towards AYP . Because FHHS is committed to student achievement and growth, we will continue to work to meet AYP goals set by NCLB in all tested areas, will focus on moving 10% of the basic and below basic students to proficient and advanced, and will earn MPI scores of 382 in Algebra, 408 in English II, 396 in Biology, and 395 in Government. Second, concerning academic interventions for struggling learners, FHHS will work to improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 75% in the fall and 73% in spring Success classes, 1.2 grade levels on the Gates assessment, and 1.1 points on Maze reading assessments. Third, Advanced Placement performance will increase to 425 or more exams written and performance will improve to 74% of students scoring a 3 or better. Fourth, 93% of PLC teams will meet their achievement goals. Fifth, the FHHS ACT composite average will increase to 23.4 with a 23.3 reading subtest scores, 23.4 math subtest score, and 85% participation rate. Sixth, the FHHS career education participation rate will increase by 3%. Finally, FHHS librarians will work with students to increase their Information Literacy by 6% throughout the school year.

Attachment

Francis Howell High School will strive to improve student attachment through three specific measures in 12-13. First, concerning student attendance, FHHS will strive to meet a 96% Average Daily Attendance percentage. Second, FHHS will attempt to have at least 76% of students involved in at least one extra-curricular activity during the school year. Finally, FHHS will work to have a 98% graduation rate for the class of 2013.

Awareness

Francis Howell High School will improve student awareness in 2012-2013 by reducing truancies by 8% as compared to 2011-2012 school year.

Climate

In order to effectively monitor the climate of FHHS during the 12-13 school year, the surveys identified below will demonstrate improvement through four benchmarksFirst, the Staff Climate survey questions #1-5 will meet or exceed 92% Strongly Agree/Agree average. Second, the Student Needs Assessment questions #13, #16 and #19 will meet or exceed a 3.5 average. Third, the PLC Current Reality Survey question #10 will meet or exceed an 8.9 average. Finally, the Parent Survey will meet or exceed an 88.3% Strongly Agree/Agree average

Francis Howell High School

ACHIEVEMENT

THREE YEAR ACHIEVEMENT GOAL (13-14)
By 2013-14, FHHS will demonstrate continuous improvement in student achievement through the following benchmarks:
  1. EOC: Meet AYP in all tested areas and earn MPI scores of 385 in Algebra, 410 in English II, 399 in Biology, and 397 in Government. Reduce MPI gap in the super subgroup by 5% in all tested areas (354 in English II, 363 in Algebra I, 357 in Biology, 350 in Government). In all tested areas, move 10% of students in basic/below basic to proficient and advanced levels.
  2. Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 78% in Success classes, 2 grades levels on the Gates assessment, and 2 points on Maze reading assessments.
  3. Advanced Placement: Meet or exceed 500 exams written and 75% of students scoring three or higher on Advanced Placement tests.
  4. PLC Achievement Goals: 100% of PLC teams will meet their achievement goals.
  5. ACT: Meet or exceed a 23.5 ACT composite score, 23.4 reading subtest scores, 23.5 math subtest score and 85.5% participation rate.
  6. Career Education Participation: Meet or exceed a career education participation rate of 83%.
  7. Information Literacy: By senior year, 80% of the students in the class of 2016 will score proficient or better on the information literacy assessments.
ONE-YEAR ACHIEVEMENT GOAL (12/13)
During the 12-13 school year, FHHS will demonstrate continuous improvement in student achievement through the following benchmarks:
1.EOC: Meet AYP in all tested areas and earn MPI scores of 382 in Algebra, 408 in English II, 396 in Biology, and 395 in Government. Reduce the MPI gap in the super subgroup by 5% in all tested areas (345 English II, 358 in Algebra 1, 352 in Biology, and 345 in Government). In all tested areas, move 10% of students in basic/below basic to proficient and advanced levels.
2.Academic Interventions: Improve the academic proficiency of students receiving intervening services in math, science, and English by increasing core content grades to 75% in the fall and 72% in spring Success classes, 1.2 grades levels on the Gates assessment, and 1.1 points on Maze reading assessments.
3.Advanced Placement: Advanced Placement performance will increase to 425 or more exams written and performance will improve to 74% of students scoring a 3 or better.
4.PLC Achievement Goal: 91% of PLC teams will meet their achievement goals.
5.ACT: composite average will increase to 23.4 with a 23.3 reading subtest scores, 23.4 math subtest score, and 83% participation rate.
6.Career Education Participation: Improve career education participation rate by 3% from 77% (72% in 2011-2012).
7.Information Literacy: Improve freshmen student proficiency (70%) on the Information, Communication, Technology and Media Literacy test by 6% over the course of the 2012-2013 school year.
Data-driven rationale that led you to this goal (charts):
EOC goals are based on the trends established in the previous three years of EOC assessment results. Francis Howell High School will track the performance of students receiving intervening services in Math, English, and Science on a quarterly basis and distribute to the related teachers and PLC teams for review. PLC, classroom, and student achievement goals will be set and monitored on a quarterly basis. Advanced Placement and ACT progress will be monitored through common formative and summative assessments. Also, we will monitor the population of students (specifically IEP students) receiving tutoring during the school day, participation in Success Classes, and the CWC achievement gap data. Information literacy will be monitored through pre and post tests.
Strategy One: Professional Learning Communities.
By the end of the 12-13 school year, PLC teams responses will increase to 7.0 on question 5 (Within PLC meetings, we intentionally engage emotionally charged or difficult topics or conversations to resolve challenging events or circumstances), 8.0 on question 10 (Our PLC team uses a specific procedure (ORID or other protocols) when analyzing student achievement data) while 93% of teams will report meeting their achievement goal on the PLC Team Survey given at the end of each semester.
Strategy Progress Update:
Action Step #1: In 12-13, PLC teams will work collaboratively to complete the following steps in the FHSD PLC process as they strive to improve student learning: Develop, implement, and revisit team behavioral norms; Review and revise Essential Course Outcomes and their alignment with each semester’s summative exam; Develop a SMART goal on a specific student learning standard and track student performance according to that standard on common assessments; Develop or revise six common assessments—four formative and two summative—to measure student achievement according to the Essential Course Outcomes at the appropriate Depth of Knowledge level; Analyze and evaluate student performance data reported on Mastery Manager on the common assessments to determine best instructional practices and implement appropriate plans for remediation or extension. / Wedlock
Kozlowski / PLC Leaders, department chairs, supervising principals / Formative and summative assessment data recorded in Mastery Manager, PLC team survey results / Biannually
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Action Step #2: PLC teams will utilize Mastery Manager to align and monitor progress of student learning in high leverage skill areas. Teams will use the Learning Objectives Mastery Report to impact future instruction and assessment. / Wedlock
Kozlowski / PLC Leaders, department chairs, content coordinators, Kozlowski / Formative and summative assessment data recorded in Mastery Manager, PLC team survey results / Biannually
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Action Step #3: Conduct PLC leader training meetings to provide professional development in methods of engaging team members in collaborative activities, resolving conflict, and sharing best practices among content areas. / Wedlock
Kozlowski / PLC leaders, Kozlowski / PLC Leader and team surveys / Six times per year
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Strategy Two: Increasing ACT performance.
For the 12-13 school year, student use of Study Island ACT items will increase from 126,817 math ACT questions answered at 70% accuracy to 133,158 questions answered at 70% accuracy; in English, performance will increase from 62,965 ACT questions at 75.0% accuracy to 66,113 questions at 75% accuracy.
Strategy Progress Update:
Action Step #1: PLC teams of upper-level English and Math will combine ACT like instructional strategies and assessments with the online assessment tool Study Island to provide students the opportunity to improve their knowledge and skills measured on the ACT test and in the FHSD curriculum. / Wedlock
Kozlowski / Peer Assessment Leaders, department chairs,
Kozlowski / Study Island Data, ACT pre and post test results / Biannually
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Action Step #2: The social studies department will discuss, implement, and measure the effectiveness of a set of best practice reading comprehension strategies through the implementation of Document Based Questions to improve students reading skills while in upper level science, a team will identify and implement case study units and assessments to improve students’ inquiry (science reasoning) skills. / Wedlock
Kozlowski / Peer Assessment Leaders, department chairs,
Kozlowski / Study Island Data, ACT pre and post test results / Biannually
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Strategy Three: Improving student and teacher performance through Professional Development.
By the end of the 12-13 school year, PD teams will report an average of 12% growth in student achievement on the PD teams’ assessments.
Strategy Progress Update:
Action Step #1: Departments will work with Peer Assessment Leaders (PALs) to implement assessment improvement strategies. These strategies include the development of cross curricular assessments and classroom instruction, high DOK items, scoring guides, collaborative scoring, data analysis of common assessments (Mastery Manager) and providing timely and specific feedback for students. / Wedlock
Kozlowski / Peer Assessment Leaders, department chairs,
Kozlowski / Mastery Manager Data / Biannually
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Action Step #2: Conduct PD leader training meetings to provide professional development in methods of assessment, implementing nonfiction writing, and identifying and sharing best practices in the collected data. / Wedlock
Kozlowski / Peer Assessment Leaders,
Kozlowski / Mastery Manager Data / Biannually
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Strategy Four: Reducing the Achievement Gap.
By the end of the 2012-2013 school year, the achievement gap comparing our special education students to regular education students will be reduced to 15% in communication arts and 15% in mathematics on teacher developed common assessments focusing on three of their identified essential power standards within their courses.
Strategy Progress Update:
Action Step #1:
The Special Education Department will implement a collection of curriculum based measurements aligned with essential course outcomes for each level for each level of Mathematics and Communication Arts as they relate to students IEP goals. / Wedlock
Thompson / Teachers
Sims
Thompson / CBM Assessments from IC / Quarterly
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Action Step #2:
All co-teaching teams will collaborate with the administrator for special education to analyze the quarterly achievement data from the formative assessments and develop goals to continue to grow the students overall academic achievement and close the achievement gap for the special education students. / Wedlock
Thompson / Thompson / Mastery Manager Reports on Common Assessments / Quarterly
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Action Step #3:
Special Education Teachers within the Math and Communication Arts Studies classes will work to identify individual student’s areas of need and provide targeted intervening services to close the learning gaps that are present. / Wedlock
Thompson / Thompson / Walkthrough Data
Content area quarterly grades
CBM’s / Quarterly
Monthly
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Strategy Five: Pyramid of Interventions.
By the end of the 12-13 school year, students who have been identified as receiving Tier II reading intervention will show a 1.1x increase in their growth as measured on the Gates reading assessments compared to the average growth curve of the non-identified students.
9th grade students in Success classes will improve achievement in their core content classes from 72% to 75% in the fall and 67% to 70% in the spring semester; 10th grade Success students will improve from 71% to 74% in the fall and 69% to 72% in the spring.
The student use of the online study tool Study Island will increase to 460,000 (453,600 in 11-12) questions answered at 75% proficiency (73% in 11-12); 94% of students in Credit Assistance Program will complete course, and students in the Activities Athletic Study Hall program will reduce the number of D/F grades per student to 1.75 Ds and 1.55 Fs.
Strategy Progress Update:
Action Step #1:
Teachers will utilize the research based instructional practices within the identified English I and Physical Science classes for intervening in reading assistance within the Tier IIa students and monitor the students growth through the use of the bi monthly MAZE assessments and Fidelity measures. / Wedlock
Thompson / RTI Teachers/
Thompson / Content MAZE Assessments and Fidelity measures / Bi-Monthly Quarterly
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Action Step #2:
The students who have been identified as requiring Tier IIbintervening services will be supported through direct vocabulary instruction by Marzano’s 6 step vocabulary process and provided with word attack skills within their English I and Physical Science Success classes that will be progress monitored through weekly vocabulary assessments and fidelity measures. / Wedlock
Thompson / RTI Teachers/
Thompson / Content Vocabulary Assessments and Fidelity measures / Weekly
Quarterly
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Action Step #3:
The administrator in charge of Success classes will collaborate with Success teachers to examine, disaggregate and employ quarterly class grades to communicate the progress of Success students, evaluate individual student’s individual needs to remain the course, and identify students who may be candidates for future enrollment in the Success. / Wedlock