MCSD High School 2015-2016
School Improvement Action Plan
Hardaway High School
School-wide Problem-of-Practice:
(Abbreviated Data Analysis Narrative)
Baseline data for the Georgia Milestones Assessments will be made available in October 2015.
Department/Grade Level:
All end of course assessment subjects in core content areas.
SMART Goal Statement # 1
The percentage of students scoring as Developing Learner, Proficient Learner, and Distinguished Learner will
increase by three percent from the 2014 – 2015 school year (see attached scores) by the end of the 2016 school
year as measured by the Georgia Milestones EOC administrations.
System Focus Area Alignment
___X___ Response to Intervention ___X___ Co-Teaching ____X____ Standards Based Classrooms
Georgia Keys Alignment
___X___ Curriculum ___X___ Instruction
___X___ Professional Learning
___X___ Assessment ___X___ Planning & Organization
_____ Leadership
______ Student, Family & Community Support
_______ School Culture
Prioritized Strategies for Improvement
Results Indicators
(insert your 1-3 measurable instructional,
programmatic, organizational, or leadership
strategies)
(a measurable, percent,
increase in student learning
results)
Implement data teams who will analyze data
from Quarterly Benchmark Assessments in all
EOC subjects/courses. Teams will regularly
analyze assessment data in order to determine
student needs, improve instruction, and chart
student growth.



Increased class
assessment scores.
Increased mean score (3
percent).
Increased percentage of
students scoring
Developing/Proficient/Dis
Primary Leadership/
Budget
(Designate the team,
teacher and/or leader
responsible, insert budget
and projected costs)
Academic Dean (Data
Team Leader)
Data Team members
(includes teachers of EOC
courses, Academic
Coach, and
administration).
Evidence
Artifacts
(Create descriptors of
proficient teacher/leader
practices to look for.)
(Insert what
student/adult data
you will monitor)
Data Team meetings will
be held following common
unit assessments (pre
and post assessments).
Reflection Sheets.
QBA post-test data
analysis and student




Agendas.
Data team
minutes/Reflec
tion Sheets.
Post-test
results on
QBAs.
Graphic
organizers
tinguished on the EOC (3
percent).
grouping is evident
through Data Team.
Evidence of student
growth following
intervention strategies.


EOC scores in
all content
areas.
EOC retest
scores.
Focus Walk data.
Incorporate Formative Assessments Lessons
(FALs) into math instruction.



Utilize differentiated learning strategies and
other Standards-Based Classroom (SBC)
strategies (including essential questions and
collaborative learning) into all classes to support
student learning.



Increased class
assessment scores.
Increased mean score (3
percent).
Increased percentage of
students scoring
meets/exceeds on the
EOC (3 percent).
CCGPS Coordinate
Algebra teachers led by
Academic Coach.
Increased class
assessment scores.
Increased mean score (2
percent).
Increased percentage of
students scoring
meets/exceeds on the
EOC (3 percent).
Principal/Assistant
Principals
West GA RESA.
Lesson Plans reflect FALs
Lesson plans.
Classroom observations
show evidence of FALs
implementation.
Classroom
observation data.
Lesson plans reflect
differentiation and SBC
strategies
Lesson plans.
Budget:
All teachers
Administration to monitor
Budget:
Classroom observations
document SBC and
differentiation strategies
in use.
Instructional funds.
Student work
samples.
Classroom
observation data
from Focus Walks
and TKES.
Student work
samples.
Observation 360
data.
Improve instructional reading strategies by
implementing use of the Comprehensive
Instructional Sequence Module (CISM) with
fidelity.

Increase the percentage
of teachers completing
quarterly CISM lessons
and meeting at least 80%
of submission criteria.
CISM Team
Walkthrough data
Academic Dean/Academic
Coach
CISM Calendar
CISM Artifacts and
Evidence Reports
Student Work
CISM Lesson Plans
What are some things you anticipate you will need to do to ensure success? (Identify professional development expectations, effect and cause data collection
frequency and practices, resources, etc.)
Data team training will be needed for EOC teachers and department chairs, monthly monitoring will need to be done by the administrative team, FALs training will be
needed for Math teachers, weekly focus walks to be scheduled/rotated by administrators, resources include Data Team training material, successful co-teaching
strategies, and common core vocabulary. New teachers will need to complete CISM training.
© 2010 by The Leadership and Learning Center
All rights reserved. Copy only with permission. (866) 399-6019
School-wide Problem-of-Practice:
(Abbreviated Data Analysis Narrative)
In the 2014-15 academic school year, there were 328 incidents of Out of School Suspensions (181 students or 25% of
population) and 380 incidents of In School Suspensions (214 students or 16% of population). By using best practices in
discipline as well as positive behavior interventions and supports, there will decrease of students having multiple incidents
resulting in suspensions.
Department/Grade Level:
All Departments / Every Grade Level
SMART Goal Statement # 2
The number of discipline referrals resulting in ISS and OSS from the 2014 – 2015 school year will decrease by 5 percent
during the 2015 – 2016 school year.
System Focus Area Alignment
___X___ Response to Intervention ______ Co-Teaching ________ Standards Based Classrooms
Georgia Keys Alignment
______ Curriculum ___X___ Instruction
___X___ Professional Learning
______ Assessment ___X___ Planning & Organization
__X___ Leadership
___X___ Student, Family & Community Support
___X___ School Culture
Prioritized Strategies for Improvement
Results Indicators
(insert your 1-3 measurable instructional,
programmatic, organizational, or leadership
strategies)
(a measurable, percent, increase
in results)
Primary Leadership/
Budget
(Designate the team, teacher
and/or leader responsible,
insert budget and projected
costs)
Evidence
Artifacts
(Create descriptors of
proficient teacher/leader
practices to look for.)
(Insert what
student/adult data you
will monitor)
Incorporate positive intervention plans with the
Learning Support students.
Increase documentation on all
learning support students with
chronic behavior issues (more
than 7 referrals) to include
behavior tracking by 5 percent.
Specific case managers of
learning support students
that meet this criteria
Engage parents after first
behavior incident.
Lead Learning Support
Specialist
Discipline Administrator
Specific case managers
will keep accurate records
which will be available to
Lead Learning Support
Specialist
Behavior
Modification Plans
Documentation of
discipline consequences
in Infinite Campus
Reports in Infinite
Campus
The Administrative Team
will analyze the number of
referrals during the first
semester and provide
professional development
opportunities for teachers
with more than twelve
referrals per semester.
Reports in Infinite
Campus.
Budget: $0
Continuing to follow administrative discipline
ladder with clear and concise procedures for
students whose behavior is disruptive to the
learning process.
Decrease the number of In
School and Out of School
Suspensions by 5 percent.
Provide support for teachers with significant
discipline referrals in order to create better
classroom management skills.
Decrease the number of
teacher referrals by any
individual teacher by 3 percent
from the first semester to the
second semester if the number
of referrals is greater than 12
per semester.
Administrative Staff
Discipline Secretary
Budget: $0
All faculty of Hardaway
Administrative Staff –
Specifically Assistant
Principal over Discipline
Budget: $0
PD360 transcripts
(professional
learning).
What are some things you anticipate you will need to do to ensure success? (Identify professional development expectations, effect and cause data collection
frequency and practices, resources, etc.)
Continuous monitoring of reports in Infinite Campus to anticipate discipline trends and number of referrals by individual teachers will be needed. Specific
professional development opportunities for teachers will need to be developed and the Lead Learning Support Teacher and Instructional Specialist will need to
monitor for the accurate documentation of behavior plans.
© 2010 by The Leadership and Learning Center
All rights reserved. Copy only with permission. (866) 399-6019
School-wide Problem-of-Practice:
(Abbreviated Data Analysis Narrative)
In 2014, the four-year cohort graduation rate was 84.8 percent. Even though we have made gains in this area, we
are still not where we want to be. Other factors hindering the graduation rate include a lack of response to
intervention among struggling ninth and tenth grade students.
Department/Grade Level:
9-12
SMART Goal Statement # 3
The percentage of students of students meeting the requirements for earning a regular education high school
diploma in their cohort group will increase from 84.8 percent in 2014 to 90 percent at the end of the 2016 school
year.
System Focus Area Alignment
___X___ Response to Intervention ___X__ Co-Teaching ______ Standards Based Classrooms
Georgia Keys Alignment
_____ Curriculum ______ Instruction
______ Professional Learning
______ Assessment ___X___ Planning & Organization
__X__ Leadership
__X__ Student, Family & Community Support
___X___ School Culture
Prioritized Strategies for Improvement
Results Indicators
(insert your 1-3 measurable instructional,
programmatic, organizational, or leadership
strategies)
(a measurable, percent,
increase in student learning
results)
Implement an effective record keeping/releasing
system to ensure that official documentation is
on file from receiving schools.
Increase the percentage of
official documents from
receiving schools by 20
percent.
Primary Leadership/
Budget
(Designate the team,
teacher and/or leader
responsible, insert budget
and projected costs)
Assistant Principal
Attendance Clerk
Guidance Counselors
Budget: $0
Evidence
Artifacts
(Create descriptors of
proficient teacher/leader
practices to look for.)
(Insert what
student/adult data
you will monitor)
Official request for
records form.
Workflow charts.
Documents uploaded into
documents tab in Infinite
Campus.
Percentage of
requests received
from accepting
schools.
Reduce the percentage of retentions in each
grade by offering Credit Recovery opportunities.
Monitor Senior grades and attendance.
Decrease the percentage of
retentions by 1 percent each
year.
Administration.
Student signature sheets.
Credit Recovery
Coordinator.
Employee time sheets.
Student
achievement data
(pre and post-tests)
Student work and rubrics.
EOC scores.
EOC retest scores.
Student growth
percentiles.
Graduation Coach
Instructional Extension
Program funding: $20,000
Senior Updates.
What are some things you anticipate you will need to do to ensure success? (Identify professional development expectations, effect and cause data collection
frequency and practices, resources, etc.)
Continuous monitoring of the success rate of withdrawal processes and record keeping/releasing. Records audits must occur monthly. Imbedded credit recovery
strategies that will eliminate the need for extended school year sessions. Identify struggling students early in the semester. Secure more highly qualified teachers to
offer services for after school tutoring.
© 2010 by The Leadership and Learning Center
All rights reserved. Copy only with permission. (866) 399-6019