Forsyth County Schools A.I.M.
School: Forsyth Academy
Principal: Brad Smith
SY2011-2012
Action Plan
Goal Statement #1(s):
To maintain or increase the percentage of students passing the EOCT in all core areas and all
subgroups
SMART Goals:
Specific and Strategic
Measurable
Specific academic areas within content and/or subgroup to address:
Math I - Annual Measurable Objective will go from 60% to 75%
Math II - Annual Measureable Objective will go from 65% to 75%
9th Grade Lit - Annual Measurable Objective will go from 91% to 94%
American Lit - Annual Measurable Objective will go from 79% to 85%
Biology - Annual Measurable Objective will go from 72% to 85%
Physical Science - Annual Measurable Objective will go from 84% to 90%
US History - Annual Measurable Objective will go from 51% to 75%
Economics - Annual Measurable Objective will go from 77% to 85%
Goal Statement #2(s):
To maintain or increase the percentage of students performing at the Exceeds level on the EOCT
in all core areas and all subgroups
Specific academic areas within content and/or subgroup to address:
Math I - Annual Measurable Objective will go from 20% to 25%
Math II - Annual Measureable Objective will go from 0% to 10%
9th Grade Lit - Annual Measurable Objective will go from 36% to 45%
American Lit - Annual Measurable Objective will go from 21% to 35%
Biology - Annual Measurable Objective will go from 11% to 30%
Physical Science - Annual Measurable Objective will go from 36% to 45%
US History - Annual Measurable Objective will go from 11% to 30%
Economics - Annual Measurable Objective will go from 19% to 35%
Goal Statement #3(s):
To increase each students GPA by an average of 10% from the point at which they entered Forsyth
Academy to the point at which they graduate from Forsyth Academy.
Attainable
Relevant
Time Oriented
English / Language Arts
Objectives: To meet or exceed requirements and standards set for EOCT
Diagnostic Activities:
Administer initial written diagnostic test(s) to any students identifiable as possible or probable testing candidates in respective
courses during the first week of school in order to access needs and capabilities. Strategies for learning can be adapted to a
student’s individual needs and capabilities through individualized assignments by the teacher as a result of this diagnostic
testing.
Diagnostic testing should also be accomplished using USAtestprep at an early date after school starts (in the appropriate
course).
Individual Strategies:
Students should endeavor to accomplish at least two short tests in identified weak areas on USAtestprep each week of
school. These ten question tests take little time and can be used as a classroom management technique upon coming into a
class or can be done at home in private if it interferes with normal classroom progress.
Students can check out EOCT workbooks made available by the teacher in the classroom for home study. Copies of
answers shall also be available in the class so students can check their answers and self-evaluate, asking questions if they
don’t understand concepts or have trouble with reading skills or comprehension. Teachers can then remediate or seek skilled
advice and help from other available facilitators and administrators.
The teacher will assist students with reading comprehension techniques that may help them test successfully.
The teacher will model usage of language arts, encouraging students to employ the same devices (such as metaphor, simile,
idiom, paradox, synecdoche, etc.) in their own written and oral examples. Opportunities to actually use grammar,
punctuation, critical thinking, and literary devices should occur on a daily basis in the classroom, with written practice and/or
evaluation occurring weekly.
Group Strategies:
Group practice of language arts curriculum and information should be introduced early on in the classroom. Practice in
developing examples of poetic devices, for example, can be encouraged by employing teacher modeling followed by peer
teaching.
The teacher will conduct weekly group activities from teacher-developed learning packets (available in the classroom) that
can also be used for individual study.
At least three days of intense group review will occur before scheduled testing.
Mathematics
Before taking EOCT for Math I or Math II, student will:
Successfully complete the Math I or Math II course on line and/or from the textbook.
USATestPrep: Score 80 or above on practice quizzes in each domain and score 80 or above on 3 medium test.
Hard Copy of Practice Test from the State: Students will score a 70 or above on this and teacher will work individually with
each student as to questions missed. Students will work extra practice in domains as deemed necessary by teacher.
Science
Review state released tests and updated EOCT study guides to compare those to the test prep materials that I have used in
the past.
Use USATestPrep diagnostic tests, previous test attempts, and transcript grades to identify areas of weakness for each test
taker.
Identify weaknesses in the Apex curriculum that need to be supplemented with alternative assignments to strengthen the
students understanding of the course concepts.
Each student will complete a study plan that is customized to address their weaknesses identified in the prior screening using
some or all of the following: one-on-one instruction, Georgia EOCT Coach study guides, state study guides, USATestPrep
practice tests and review activities, and previously released tests.
Students who fail to prepare or are not prepared to take the test during the testing window will be delayed until the following
testing window to allow more time for test preparation.
Social Studies
This plan includes three areas of concentration: at-risk identification, additions to the curriculum and EOCT quantitative screening. In
all areas, differentiated instruction is the common denominator.
At-risk identification: All student transcripts will be evaluated for previous low scores on standardized assessments. Students
who are flagged will be targeted for more individual, one-on-one test preparation and extra assessment materials to ensure
they are prepared for the End of Course Test. Also learning styles will be assessed to determine the best means of
instruction for that student.
Additions to the Curriculum: For both US History and Economics, more material will be added to the curriculum of each
subject to help with content knowledge. Specifically, the Department of Education EOCT study guides will be used with
teacher-made assessments to reinforce content from the Apex course and/or other materials. Each of the five domains of
each subject will have additional 30-50 questions to not only measure content knowledge, but to also provide students with
different types of questions to help students practice test-taking skills. These additional questions will assess content directly
from the DOE Study Guide.
Quantitative Screening: Each student must complete a matrix of test preparation activities designed to both reinforce content
and practice test-taking skills before being allowed to take US History or Economics EOCTs. This matrix uses three activities:
USATestprep practice questions, EOCT Coach book practice questions and a repeated round of EOCT study guide questions
from #2, above. USATestprep practice questions will require students to show mastery (=>80%) of practice in each of the
five domains. Students will continue to practice until this level of proficiency is reached. Second, students will practice ‘book’
questions from each domain from the EOCT Coach book series. Again, 80% proficiency is needed to move on to the last
phase. Failure to reach this level will be an indication of a more focused remediation within that particular domain. Next,
students will again (without notes or help) complete the EOCT Study Guide domain tests. Last, students will pass a fulllength, previously release EOCT. A <80% grade on any of these activities will be cause for remediation at the standard level
until the student shows proficiency. This includes one-on-one teacher instruction. Only after a student has successfully
completed all of the above activities, will he/she be able to sit for the EOCT.
Special Education
When appropriate, the special education teacher will pull individual students to a different environment in order to help them better
prepare for EOCT’s. The teacher will supervise student’s progress, guide them toward completion of important assignments, and
monitor their success on practice tests.