South Forsyth HS
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2015-18 Executive Summary
Continuous Improvement Goal
(Schools determine the number of goals)
AdvancED Standards
(Check all that apply)
Support from FCS Depts.*
(List all that apply)
1.
South Forsyth High School will increase
our overall CCRPI score by focusing on
Progress.
X Purpose and Direction
Governance and Leadership
X Teaching and Assessing for
Learning
Resources and Support
Systems
X Using Results for Continuous
Improvement
Teaching & Learning
Educational Leadership
Technology & Inf. Services
Special Education
2.
South Forsyth High School will increase
our CCRPI Lexile score and address
student literacy.
X Purpose and Direction
X Governance and Leadership
X Teaching and Assessing for
Learning
X Resources and Support
Systems
X Using Results for Continuous
Improvement
Teaching & Learning
Technology & Inf. Services
* FCS Depts:
Educational Leadership
Facilities
Finance & Operations
Food & Nutrition Services
Human Resources
Public Inf. & Communications
School Safety & Discipline
Special Education
Student Support Services
Superintendent
Teaching & Learning
Technology & Inf. Services
Transportation
South Forsyth HS
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2015-16 School Improvement Plan
Continuous Improvement Goal:
1. South Forsyth High School will increase our overall CCRPI score by focusing on Progress.
SMART Goal:
See Step 3 (DMR): Establish SMART Goals
The points received for Progress section will increase from 17.0 (2013-14) to 21.0 (2015-16) as measured on the CCRPI.
Actions, Strategies and Interventions
Impact on Student and Adult
Resources Needed?
(Includes Prof. Learning Plan)
Behavior
Timeline
Who is Responsible?
(“If…then...” Statements)
See Step 4 (DMR):
See Step 5 (DMR):
Determine Results Indicators
Select Specific Strategies
The Science department will address
If the Science teachers utilize
SY 2015-2016
Training for using
increasing Progress by addressing low
research-based instructional
research-based
performance domains of the EOCs by
strategies for those lessons or units
instructional strategies
utilizing research-based instructional
known to be low performance
strategies for those lessons or units.
domains of the EOCs, then students
Content Teams,
will increase their Progress in
Department chair, TKES
science.
administrator
The Special Education co teachers will
assist and support their core academic
teachers in math, literature, science, and
history classes toward the department’s
goal and expected student achievement
outcomes.
If special education teachers utilize
and support the instructional
strategies directed by their content
co-teachers, then students will
increase their Progress in their
academic content area.
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Collaboration meetings
between all co teachers
to share and discuss
and implement
strategies
Content Teams,
Department chair, TKES
administrator
The English department will address
increasing Progress by addressing low
performance domains of the EOCs and by
utilizing instructional strategies that focus
on reading texts closely and providing
appropriate text-based evidence.
If English teachers utilize
instructional strategies focused on
close reading and text-based
evidence, then students will increase
their Progress in English.
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LBQ training
The PE department will address increasing
Growth by incorporating instructional
strategies that will ensure meeting or
exceeding the FCS Progress as measured
by the SLOs for PE classes.
If PE Teachers utilize instructional
activities centered on each content
team, then students will meet or
exceed the FCS Progress
measurement for PE SLOs.
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Or
Each semester as
applicable
Content Teams,
Department chair, TKES
administrator
The math department will utilize the state
standards and tasks provided for each unit
to increase CCRPI progress on Math EOCs
with regard to mathematical reasoning
and justifying solutions.
If the math department uses the
state standards and tasks to guide
instruction, then students will
develop mathematical reasoning
skills as well as the written
justification of solutions.
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State Standards
Tasks provided by GA
DOE
Content Teams,
Department chair, TKES
administrator
Content Teams,
Department Chair, TKES
South Forsyth HS
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administrator
The ESOL department will address
increasing Progress by addressing low
performance literacy by utilizing Carousel
Reading Strategies in lessons or units.
If the ESOL teachers utilize Carousel
Reading Strategies to improve
literacy, then students will increase
their Progress on the ACCESS test.
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Training for using
Carousel Reading
Strategies
Data Team for ACCESS
results, Department
chair, TKES
administrator
The CTAE department will address
increasing growth by increasing the
percentage of students that pass the End
of Pathway Assessments in each of our
content areas.
If the Career Tech teachers utilize
practice End of Pathway
Assessments multiple times during
the year, then students will increase
their performance in the End of
Pathway Assessment
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Practice End of Pathway
Assessments from
various organizations
that create them.
The Social Studies department will
monitor student growth on EOC
Milestones and SLOs by differentiating
instruction using research-based
instructional strategies, using technology
in the classroom, analyzing primary and
secondary sources, and also student
collaboration.
If teachers create lessons using DOK
rigor and relevance, then students
will improve Progress on Student
Learning Objective assessment and
End of Course Milestones.
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The Fine Arts will review most recent
SLO data to find where Progress is
needed most and implement a
quarterly assessment strategy to help
ensure student growth.
If teachers identify areas of low
growth and create assessments
to reinforce those standards,
then students will meet or
exceed the FCS average score on
SLOs.
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The World Language department will
monitor student progress by initially
conducting Readiness/Placement tests
to determine areas of weakness and
offering remediation and later
analyzing data from common
summative assessments and adjusting
curriculum pacing and re-teaching
when necessary.
If we analyze data from common
assessments consistently, then
we can more accurately provide
instruction that will improve
student performance.
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Teachers, Content
Team Leaders,
Department Chair
and TKES
administrator.
Counseling: The counseling department
will utilize the mentoring program to
impact students who struggle during the
year.
Counseling: If the counselors
monitor the mentees for the
academic progress, then student
mentees will show greater gains in
progress
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War Eagle Leaders
Graduation Coach
Counseling staff
CTAE Teachers, TKES
Administrator
Training for
instructional strategies
and how to use
differentiation
Content Teams,
Department Chair, TKES
administrator
Describe how your SMART Goal will be monitored throughout the year:
Fine Arts teachers,
TKES Administrator.
Counselors, TKES
administrator
South Forsyth HS
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See Step 6 (DMR): Monitor and Evaluate Results
Science: The research-based instructional strategies will be monitored for performance on a regular basis occurring at least once
per quarter. Performance results will be reported to the Leadership Team and evaluated in an ongoing basis
SPED: The special education department will monitor for student performance by unit. Performance results will be reported to the
Leadership Team and evaluated in an ongoing basis.
ELA: The instructional strategies focused on close reading and text-based evidence will be monitored for performance on a regular
basis occurring at least once per quarter. Performance results will be reported to the Leadership Team and evaluated in an ongoing
basis.
PE: PE teachers will monitor and evaluate student performance throughout the term(s) on Unit summative exams and activities.
Math: The math department will monitor for performance by unit. Performance results will be reported to the Leadership Team
and evaluated in an ongoing basis.
CTAE: The CTAE department will monitor by tracking progress of practice end of pathway assessments and then overall passing rate
when results are known.
SS: Data from common assessments will be monitored for performance on a regular basis occurring at least once every other week
in content team meetings. Performance results will be reported to the Leadership Team and evaluated in an ongoing basis.
WL: Team leaders will report on actions, strategies & interventions to Department Chair on a quarterly basis on the progress made
towards these goals. 10/15, 1/16, 4/16. Department Chair will provide updates to Leadership Team and TKES administrator as
requested.
ESOL: The instructional strategies focusing on Carousel Reading will be monitored for performance on a regular basis at least once
per quarter. Performance results will be reported to the Leadership team and evaluated on an ongoing basis. The ACCESS Literacy
scores for the 2016 Spring testing will be compared to the ACCESS Literacy scores from the spring 2015 testing.
FA: Content teachers will report results to the Department Chair quarterly. Department chair will monitor and evaluate the
department findings and report to the Leadership Team.
Counseling: The counseling department will monitor the students in the mentoring program by routinely evaluating their academic
progress every six weeks.
2015-16 School Improvement Plan
Continuous Improvement Goal:
2. South Forsyth High School will increase our CCRPI Lexile score and address student literacy.
SMART Goal:
See Step 3 (DMR): Establish SMART Goals
The CCRPI Lexile points as measured by the CCRPI PHR-American Lit score will increase from 1.9 (2013-14) to 2.3 (2015-16) as
measured by the CCRPI.
Actions, Strategies and Interventions
Impact on Student and Adult
Resources Needed?
(Includes Prof. Learning Plan)
Behavior
Timeline
Who is Responsible?
(“If…then...” Statements)
South Forsyth HS
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See Step 4 (DMR):
Select Specific Strategies
Students showing both low growth and
low Lexile scores from 9th Lit EOC will be
pulled to form an IF group which receives
focused Literacy instruction.
See Step 5 (DMR):
Determine Results Indicators
If focused Literacy instruction targets
our lowest scoring readers during IF,
then their Lexile scores will increase
on their American Lit EOC.
IF pullout groups
(mid-September
through mid-April).
Data collection and
analysis tools
Literacy Coach
Collaboration meetings
between all co teachers
to share and discuss
and implement
strategies
Special Education and ESOL teachers of
our lowest scoring readers based on 9th Lit
EOC Lexile scores will be provided
Instructional Coaching in Literacy
Strategies.
If the lowest scoring readers are
targeted with specific, repeated
literacy instruction during regular
classroom lessons, then their Lexile
scores will increase on their
American Lit EOC.
Literacy coach push
in (mid-September
through mid-April).
Identified students will
work individually or in
groups with Mrs. Ihle,
Literacy Coach, to
implement strategies
to increase Lexile
scores
SPED and ESOL
teachers, Department
Chairs, TKES
administrators
If all teachers include a contentPL training for Literacy
related Literacy Activity in each unit
Activities
Literacy Activities
All teachers will include a content-related
of instruction, then school-wide
(mid-September
Literacy Activity in each unit of instruction. Literacy will improve and the
Content team leaders,
through mid-April).
American Lit Lexile scores will
Department Chairs,
increase as well.
TKES administrators
Describe how your SMART Goal will be monitored throughout the year:
See Step 6 (DMR): Monitor and Evaluate Results
The IF section will be monitored for performance on a regular basis occurring at least once per quarter. Performance results will be
reported to the Leadership Team and evaluated in an ongoing basis.
The Special Ed and ESOL Literacy Coach push-in program will periodically report individual student progress to his or her case
manager. Progress will be evaluated each spring by comparing fall and spring performance.
Unit-based Literacy Activities will be discussed during Content Team meetings. Student performance will be recorded and shared
with department chairs. Department chairs will report student progress to Leadership Team once per semester for evaluation.
South Forsyth HS
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2015-16 Professional Learning Plan
Professional Learning Goal(s):
1. The Professional Learning Team will design and implement a professional learning plan that will focus on: literacy,
differentiation, and teacher choice (TKES standards).
1.
South Forsyth High School will increase our CCRPI Lexile score and address student literacy.
Date
# Hours
Description of Learning Activities
July 30 Pre-Planning
8
Departmental Meetings, Classroom Prep, TKES meetings
July 31 Pre-Planning (District)
8
ItsLearning Training, Classroom Prep
August 3 Pre-Planning
8
ItsLearning Training, Departmental Meetings
August 4
8
Departmental Meetings, Classroom Prep, TKES meetings, Information
Pre-Planning
Breakout Sessions
August 5
8
9th grade Open House/Orientation, Classroom Prep, Departmental
Pre-Planning
Meetings, Mandated Reporter Training
August 11
1
Planning Period Meeting regarding Professional Learning and SLO
testing
August 25
1
Planning Period Meeting regarding using literacy strategies in bell
ringer activities
September 2
3.5
Data Analysis, Goal Setting, Differentiation
Early Release/Prof. Dev. (District)
September 14
1
Planning Period Meeting for ItsLearning training: data and SLO
September 22
1
Planning Period Meeting regarding using literacy strategies for
vocabulary
October 12
1
Teacher Driven PL choice activity
October 23 Prof. Dev. Day
8
District Day- Differentiation
November 3
1
Planning Period Meeting regarding using literacy strategies: writing
across the curriculum
November 9
1
Planning Period Meeting for ItsLearning training: Online Learning
Planning Development
December 1
1
Planning Period Meeting regarding using literacy strategies: note
taking strategies
December 11
1
Teacher Driven PL choice activity
January 4
8
Curriculum Design, Assessment Uses, Assessment Strategies,
Prof. Dev. Day (School)
Departmental Meetings
January 11
1
Planning Period Meeting for ItsLearning training: Work Session
February 2
1
Planning Period Meeting regarding using literacy strategies:
informational text
February 8
1
Planning Period Meeting for ItsLearning training: Work Session
February 16
8
District Day- Differentiation
Prof. Dev. Day (District AM/School PM)
February 23
1
Planning Period Meeting regarding using literacy strategies
March 11
1
Teacher Driven PL choice activity
March 21
1
Planning Period Meeting for ItsLearning training: Work Session
May 31 Post-Planning
8
Assessment Uses, Departmental Meetings
June 1 Post-Planning
8
Assessment Uses, Departmental Meetings
TOTAL HOURS: 98.5