2013-16 Executive Summary
School Improvement Plan
School Name: __Forsyth Central High School_________
AdvancED Standards
FCS Departments
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Academics & Accountability
Educational Leadership
Facilities and Operations
Finance and Operations
Food and Nutrition Services
Continuous Improvement Goal
Goal 1: Improve scores on End of Course Tests
(EOCT) to meet College and Career Ready
Performance Index (CCRPI) standards for
Content Mastery for all students, in particular
at risk sub-groups.
Human Resources
Public Information and Communications
School Safety and Discipline
Special Education
Student Support Services
AdvancED Standards
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Superintendent
Technology and Information Services
Transportation
Support from FCS Department(s)
Academics & Accountability
 Training in creating text dependent questions
 Training/Practice/Feedback for Close Reads
 Graphic organizers and simulations for
economics units
 Common core texts for close reading analysis,
synthesis, and text-based, evidentiary response
practice.
 Rhetorical and argumentative resources and
strategies.
 Scaffolding, directed instruction, and small
group/individualized resources for at-risk subgroups
 More ongoing training and support for our
math teachers in coordinate algebra and
analytical geometry
 GADOE Coordinate Algebra Study Guide, Walch,
8th/7th grade Resource courses on itsLearning
 GADOE Analytic Geometry Study Guide, Walch
 Differentiated Instruction
 Build background knowledge to pin new
language on existing knowledge.
© 2013 FCS Public Information & Communications Dept.

Goal 2: Maintain or Increase student readiness Purpose and Direction
Governance and Leadership
for post high school opportunities
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Scaffold formative assignments using graphic
organizers, cloze activities… for ELs to facilitate
learning.
 Build academic language/vocabulary in the
content areas.
 L1 Word to Word dictionaries
 EL adapted resources – Title III
Technology and Information Services
 itsLearning
 Support with CCRPI reporting that could affect
the outcome of our reports in a timely manner
Human Resources
 Appropriate staffing, hiring and dismissal help
to ensure a highly qualified staff
School Safety and Discipline
 Continuous communication to assist with
students and parents that could disrupt the
learning environment
Special Education
 Continued staff development on instructional
strategies—preferably during early release or
during some release time other than late
afternoon after a full days work
Student Support Services
 Continuous support with students with social
and emotional needs
 Bullying staff development
 Mean Girls professional development
 Ongoing communication with needs that we
don’t even know have surfaced yet
Academics & Accountability
 Professional development through media
organizations (AASL & GLMA)
 Professional Learning writing common
formative and summative assessments
 Learning Guides & Textbook for each student
(AP Human Geography)
 AP Practice Test
© 2013 FCS Public Information & Communications Dept.

Goal 3: Increase Cohort Graduation Rate
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Assistance with Community Mentors for
CAPSTONE Project
 Fine Arts would like assistance with creating
pathways within each discipline to help
increase students who complete with a fine arts
pathway and also with distinction.
 Better transition with our middle schools when
it comes to CTAE and Fine Arts
courses/pathways
 Common writing assessments for Health classes
Technology and Information Services
 itsLearning
 Support with CCRPI reporting that could affect
the outcome of our reports in a timely manner
Human Resources
 Appropriate staffing, hiring and dismissal help
to ensure a highly qualified staff
School Safety and Discipline
 Continuous communication to assist with
students and parents that could disrupt the
learning environment
Special Education
 Continued staff development on instructional
strategies—preferably during early release or
during some release time other than late
afternoon after a full days work
Student Support Services
 Continuous support with students with social
and emotional needs
 Bullying staff development
 Mean Girls professional development
 Ongoing communication with needs that we
don’t even know have surfaced yet
Everything stated for Goal 1 and 2 would apply here .
© 2013 FCS Public Information & Communications Dept.
Goal 4: Maintain or Increase the percentage of
students performing at Meets/Exceeds in
Writing on the Georgia High School Graduation
Tests, in particular at risk sub-groups.
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Academics & Accountability
 Assistance for American Literature teachers
who want to design and implement a writing
tutorial and remediation process available to all
students who do not meet on the September
2013 GHSWT. Resources may include state
practice writing prompts, technology
integration, communication with parents,
special education and ELL teachers, and preand post- writing assessment data
 Differentiated Instruction
 Build background knowledge to pin new
language on existing knowledge.
 Scaffold formative assignments using graphic
organizers, cloze activities… for ELs to facilitate
learning.
 Build academic language/vocabulary in the
content areas.
 L1 Word to Word dictionaries
 EL adapted resources – Title III
Goal 5: Implement, monitor and evaluate the
implementation of CCGPS, GPS, Industry and
National Standards through classroom
observations, Data Team documentation, State
of the Department Reports and increased
scores on EOCT tests and the GHSWT (GAPSS)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Goal 6: Redefine content area teams using the
Decision Making for Results Six-Step Process
for creating effective data teams. (GAPSS)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Academics & Accountability
 Continued support with data teams
 Continued communication of test scores and
other data
 Clear and concise communication about CTAE
changes from the DOE in a timely manner along
with other curriculum changes
Technology and Information Services
 Ongoing communication about the changes
needed in IC in a timely manner
Academics & Accountability

Continued support with data teams
© 2013 FCS Public Information & Communications Dept.
Goal 7: Increase teacher knowledge and
understanding of effective instructional
strategies and assessment through a data
driven school-based professional learning
plan.(GAPSS)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for Learning
Resources and Support Systems
Using Results for Continuous Improvement
Academics & Accountability
 Ongoing dialog with the faculty and with any
and all FCS department as to the needs of our
faculty as they are surveyed and as needs arise.
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)



Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Increase Learner Mathematics and
Science knowledge to facilitate higher
EOP test scores as well as core curriculum
test scores.
Annual School Improvement Plan
Continuous Improvement Goal: 2, 4, 5
SMART Goal: Student EOP Test Scores Will Improve by 60% with 95% students passing
School Name: Forsyth Central HS
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Automotive instructor will work with
students on Mathematical/Science
concepts each semester; relevant to
automotive technologies standards.
Impact on Student and
Adult Behavior
School Year: 2013-2014
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If I evaluate student data based on
content area mathematical/science
concepts and use that data to plan
additional instructional strategies
when needed, then students will
experience an increase in their
overall mathematical/science
ability across the curriculum.
Students will be assessed using
content area related math
assessments. All students will
pretest to create baseline data.
95% students passing with 80%
score or better on each unit post
assessment will be considered
effective.
Ongoing throughout
the school year
Criterion, Rubrics
Shop Mathematics Text,
Applied math and science
labs and worksheets.
Instructor
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)



Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Increase Learner Content Area Mastery
Increase Learner Retention for Pathway
Completion.
Annual School Improvement Plan
Continuous Improvement Goal: 2, 4, 5
SMART Goal: Student EOP Test Scores Will Improve by 60% with 95% students passing
School Name: Forsyth Central HS
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Automotive instructor will monitor
and track student progress through
tasks that are implemented in
individual pathway portfolios. I will
determine strategies through
evaluation and data collection and
student work.
Impact on Student and
Adult Behavior
School Year: 2013-2014
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If I develop and implement various
content area performance
standards task and assessments
through rubric expectations and
feedback and adjust instruction
when necessary for understanding,
then students will show increase in
mastery of content area standards,
EOP test scores will increase and
program retention will increase.
Mastery is achieved when a task
can be performed successfully
during several(more than
2)attempts with no hesitation or
assistance, and the student can
teach the task to a peer.
Performance tasks are assessed
using a hands on performance for
all students and a rubric with
instructor observation. It is
expected that 95% of students will
achieve mastery of 100% of tasks
taught.
Ongoing throughout
the school year
Performance based rubrics
Work samples contained in
student portfolios
assessment.
Will include but not limited
to:
Criterion, Rubrics
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)



Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Increase Number of Learner- End of
Pathway Passing Scores
Annual School Improvement Plan
Continuous Improvement Goal: 2, 4, 5
SMART Goal: Student EOP Test Scores Will Improve by 60% with 95% students passing
School Name: Forsyth Central HS
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
I will design weekly test prep
assessments with rigorous test
questions obtained from the ASE
practice test question bank. Learners
will be practicing more analysis,
synthesis and evaluation level skills
through these practice assessments.
Impact on Student and
Adult Behavior
School Year: 2013-2014
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If students are exposed to higher order
thinking processes, then they will be
able to reason through more difficult
test questions as are used on the ASE
Student Certification Tests. Students
will be utilizing an ASE test question
bank assessment pretest to establish
baseline data. Practice testing will
continue every two weeks throughout
the school year. An increase of passing
scores is expected each week. By
winter break it is expected that at
least 80% will achieve passing scores
on all practice tests. It is expected that
by April, 95% of all students will
increase scores to passing level. Last
year, 45% of students passed ASE EOP
test. This spring it is expected that
95% will pass.
Ongoing throughout
the school year
Learning Stations
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers
SMART Goal: Increase the number of pathway completers from 55% to 60%
School Name: Forsyth Central High School
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Cosmetology students completing the
3 year program requirements for the
end of course (EOP) assessment will
be utilizing these tools to reinforce
past curriculum from previous Core
levels. These resources include the
Milady’s students Cosmetology CD
along with the State Exam Review
Booklet. These reinforcement tools
and methods will progress the
students this year in achieving a
higher % of passing scores on this
assessment in April 2014. It will be
necessary to track this information by
using excel spreadsheets to assess the
students needs.
School Year: 2013 - 2014
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If I use these tools in class then the
students required to take this
pathway assessment will be the ongoing CD and Exam Reviews on a
daily bases. The percentage of
students passing the End of Pathway
assessment increase of student
scores will be evident from 55% to
60% for the 2013-2014 EOP.
2013-2014
EOP April 2014
Resources Needed:
 Milady’s CD
 Textbooks,
workbooks, reviews
Responsible Parties:
 Teachers
 Students
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: ____FCHS Engineering________________________________
SMART Goal: _____Improvement across all core curriculum areas___________________
School Name: ____ FCHS _________ School Year: _____2013-2014____
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Engineering teachers will continue
to implement common core
curriculum methods to help
students determine career
opportunities and increase reading
and writing performance. Teachers
will work with students on
additional effective reading and
writing assignments every semester;
relevant to their engineering
performance standards.
Engineering teachers will work with
students on mathematical concepts
throughout the year; relevant to
engineering performance standards.
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If teachers use the common core
curriculum, focusing on math and
literacy, to emphasize various
student skills and increase student
proficiency in reading and writing
then the student will be able to
determine career opportunities
and also experience an increase on
classroom assessments and
EOCT/GHSWT.
Ongoing
Need: articles pertaining to
engineering and technology
fields.
If teachers evaluate student data
based on engineering
mathematical concepts and use
that data to plan additional
instructional strategies when
needed then students will
experience an increase in their
overall mathematical ability across
the curriculum.
Ongoing
Work samples performance
evaluations
Edusoft
itsLearning
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: ____FCHS Engineering________________________________
SMART Goal: _____Improvement across all core curriculum areas___________________
School Name: ____ FCHS _________ School Year: _____2013-2014____
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
Engineering teachers will monitor
and track student progress through
tasks that are implemented in
individual pathway portfolios.
Teachers will determine strategies
through evaluation and data
collection and student work.
If teachers develop and implement
various content area performance
standards task and assessments
through rubric expectations and
feedback and adjust instruction
when necessary for understanding
then students will show increase in
mastery of content area standards.
Ongoing
Engineering teachers will continue to
develop expertise in the various
incorporated fields, including but not
limited to:
Welding
Electrical wiring
Computer programming
If teachers develop a deeper
understanding for more content areas
within the field, then student projects
can be more in-depth.
Ongoing
Performance based rubrics
Work samples contained in
student portfolios assessment.
Will include but not limited to:
Criterion
Edusoft
Rubrics
Check List
Online Expert
itsLearning
Goodheart Willcox textbooks on
Welding, Electrical Wiring, and
Computer Programming (already
collected).
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: ____FCHS Engineering________________________________
SMART Goal: _____Improvement across all core curriculum areas___________________
School Name: ____ FCHS _________ School Year: _____2013-2014____
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Engineering teachers will work with
John Bush in the ELA department to
develop instructional strategies for
teaching literacy standards within the
engineering curriculum.
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If teachers develop new methods for
teaching technological literacy, then
students will be better prepared for
writing activities in the business world,
ie. writing resumes, cover letters,
request for proposals, bids for work.
Year long
Meeting times with John Bush
during planning and PD times
Literacy resources
Teachers responsible.
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers
_________________________________________________________
SMART Goal: _ Have a 100% pass rate for End of Pathway Assessment
________________________________________________________________________
School Name: _Forsyth Central _____________________ School Year: _2013-2014___________________
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
The Family Consumer Science data team
will continue to use the LDC model to
help students determine career
opportunities and increase reading and
writing performance. Teachers will
work with students on additional
effective reading and writing
assignments every semester; relevant to
the Family Consumer Science content
area performance standards.
If the Family Consumer Science data
team use the LDC model to emphasize
employability skills, Nutrition and
Wellness skills and increase student
proficiency in reading and writing then
80% of students will make a B average
or higher on all reading journals.
August 2013 – May
2014
The Family Consumer Science data team
will work with students on
mathematical concepts every semester;
relevant to the Family Consumer
Science content area performance
standards.
If the Family Consumer Science data
team evaluate student data based on
content area mathematical concepts
and use that data to plan additional
instructional strategies when needed
then the Food Nutrition and Wellness
course will have 80% of students
receive a B average or higher in the
Measuring Unit. The Nutrition Through
August 2013 – May
2014
Computer generated
assessments
Criterion
Work samples performance
evaluations
Edusoft
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers
_________________________________________________________
SMART Goal: _ Have a 100% pass rate for End of Pathway Assessment
________________________________________________________________________
School Name: _Forsyth Central _____________________ School Year: _2013-2014___________________
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
the Lifespan course will have 90% of
students receive a B average or higher
in the Body Mass Index Unit. The Food
Science course will have 80% of
students receive a B or higher in the
Temperature Unit.
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: _______Information Systems Classes_______________________
SMART Goal: ______Improved End of Pathway Test Scores from 50% to 60% of students_____
School Name: ___Forsyth Central High__________________ School Year: ___2013-2014_______
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Information Systems classes will use
Online Expert web lessons to improve
comprehension of A+ skills and
knowledge.
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
The students will use pretest, training,
and labs in Online Expert to improve
scores from each unit to a class
average last year of 80% to an average
of 85%
All School year
Use of technology journals.
Websites containing new and
improving technology. A+ exam
test prep modules
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers & students passing EOPA.
SMART Goal: At the completion of the 2013-2014 School Year, obtain atleast a 50 % pass rate on EOPA.
School Name: Forsyth Central High School
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
Create a technical writing
assignment each 9 weeks and
grade via a technical writing
rubric.
Use summative assessment data
throughout the school year to
determine mastery of Georgia
Performance Standards for each
course.
School Year: 2013 - 2014
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If students continuously work on
their technical writing skills
(graded via a technical writing
rubric that assesses content
knowledge and technical writing
ability) once per nine weeks, then
students will have higher quality
artifacts to add to their class
portfolio and ultimately assist in
passing the EOPA. Each 9 weeks,
we expect to see a 10% increase
in students achieving at least a 70
% mastery of technical writing.
Once per 9
Resources Needed:
Weeks in Each
 Teacher Created
Marketing Course
Rubric
If 80% of students demonstrate at
least 70% mastery of each GPS, then
we will move onto the next content
standard. If 80% of students do not
demonstrate at least 70% mastery of
the GPS, then we will re-teach and
reassess to reach at least 70%
mastery. By ensuring that students
are demonstrating mastery of GPS,
we will ultimately be assisting
students in preparing for and passing
the EOPA.
Resources Needed:
 Teacher Created
Data from each GPS
Tests
will be tracked
 Teacher Created
after each unit
Projects/Rubrics
assessment
Responsible Parties:
 Teachers
 Students
Year Long
Responsible Parties:
 Teachers
 Students
© 2013 FCS Public Information & Communications Dept.
AdvancED Standards
(check all that apply)
Purpose and Direction
Governance and Leadership
Teaching and Assessing for
Learning
Resources and Support
Systems
Using Results for
Continuous Improvement
AdvancED Standard(s)
Annual School Improvement Plan
Continuous Improvement Goal: Increase the number of pathway completers
SMART Goal: The End Of Pathway test scores will improve by 15% with 90% students passing.
School Name: ___Forsyth Central High School____________ School Year: __2013-2014 _________
Actions, Strategies and
Interventions
(Includes Professional
Learning Plan)
The Teacher Apprentice Data Team
will use the LDC model to create
reading, writing assignments during
every 9 week period using
rubrics/check list to grade the
assignments.
The Data Team will use Formative
and Summative assessment grades
based on rubrics/check list/answer
keys to show mastery of the Teacher
Apprentice Performance Standards.
Impact on Student and
Adult Behavior
Timeline
Resources Needed?
Who is Responsible?
(“If…then...” Statements)
If the students work on their
reading and writing skills once
every 9 weeks then they will have a
higher quality mastery of reading
and writing skills based on course
performance standards. Every 9
weeks the teacher will expect to
see 92% students passing with 80%
score or better on each reading/
writing unit assessment to be
considered effective. This will
assist them in passing their End of
Pathway Assessment.
Every 9 weeks
If 92% of students demonstrate at least
80% master of Teacher Apprentice
Performance Standards then the
students will ultimately be prepared
and pass the End of Pathway
Assessment. The Data Team will
reteach the student any area that the
student does not reach 80% mastery.
Every day
Computer generated
assessments
ASVAB
Criterion
End of Pathway Exam
Instructor
Students
Formative Assessments
Summative Assessment
End of Pathway Exam
Instructor
Students
© 2013 FCS Public Information & Communications Dept.
2013-14 Professional Learning Plan
for School Improvement Planning
School Name: Forsyth Central High School
Professional Learning Goal(s):
Connection to Continuous Improvement Goal(s):
FCHS’s Professional Learning Goals are to properly inform and prepare staff of
FCHS’s School Improvement Plan, as well as, FCSS shift from PAC to TKES; in
additional, FCHS’s Professional Learning Goals will have a positive impact on student
achievement.
To increase academic achievement for all students, teachers will improve the quality
of instruction, use of assessment, creation of a safe learning environment conducive
to learning at high levels, properly plan out lessons to meet the diverse needs of all
students and exhibits a commitment to professional educational practices to
enhance student learning.
Date
August 1
Pre-Planning (School)
# Hours
Description of Learning Activities
3 hours
Covered with staff FCHS’s School Improvement Plan, CCRPI Data and how it relates to continuous school
improvement. Departmental meetings reviewing department goals and school improvement within each
department.
August 5
Pre-Planning
2 hours
Met with staff to discuss transition from PAC to TKES and how TKES is aligned with our Student, Teacher and
Leadership Profiles
August 6
Pre-Planning
1 hour
Departments presented School Improvement Plans for each department, actions & strategies and
interventions for the 2013-2014 school year.
August 7
Pre-Planning
2 hours
Testing and assessment calendar; performance based assessment; collaboration amongst staff to improve coteaching classroom and to ensure all students achieve at high levels.
August 28
Early Release/Prof. Dev. (School)
2 hours
TKES Orientation/Overview of Domains and Standards/Evaluation Process & Rubrics/Self-Assessment/Data
Teams/Assessment & Testing/Instructional Focus
September 24
Planning Period Meeting
1 hour
itslearning Planning Period Meeting to provide teachers with professional development on using “The
Planner” in itslearning to effectively guide their instruction
October 22
Planning Period Meeting
1 hour
Planning Period Meeting to deconstruct TKES Standards 3&4 (Instructional Delivery) with FCHS staff and to
increase teacher knowledge and understanding of effective instructional strategies
August 2
Pre-Planning (District)
September 18
Early Release/Prof. Dev. (District)
© 2013 FCS Public Information & Communications Dept.
November 12
Planning Period Meeting
1 hour
Planning Period Meeting to deconstruct TKES Standards 7&8 (Learning Environment) with FCHS staff and to
increase teacher knowledge and understanding of creating an academic environment in which teaching and
learning can occur at high levels
Planning Period Meeting to deconstruct TKES Standards 1&2 (Planning) with FCHS staff to increase teacher
knowledge and understanding of effective planning strategies to effectively address the differentiated needs
of all students
Professional Development Day dedicated to deconstruct TKES Standards 5&6 (Assessment of and for Learning)
and TKES Standards 9&10 (Professionalism and Communication) with FCHS staff and to increase teacher
knowledge and understanding of effective use of assessment data to guide instruction, as well as, the
commitment to high professional standards to support student learning
December 10
Planning Period Meeting
1 hour
January 6
Prof. Dev. Day (School)
4 hours
February 14
Prof. Dev. Day (District a.m.)
TBD
TBD
May 27
Post-Planning
TBD
TBD
May 28
Post-Planning
TBD
TBD
Total Hours: 12 hours (subject to change with additional trainings 2nd semester)
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