union grove high school 2015 - 2016 continuous school ...€¦ · focus area strategic goal 1...

Continuous School Improvement Plan of 22

Union Grove High School

2015 - 2016 Continuous School Improvement Plan


Henry County School System Mission

Committed to Ensuring Success for Each Student

Henry County School System Vision from GOOD ...Ensuring Each Student Meets or Exceeds Grade Level Performance Standards

to GREAT ... Ensuring Each Student Graduates High School Prepared for Further Learning

Henry County School System 2011-2016 Strategic Plan Goals

Focus Area Strategic Goal 1 Strategic Goal 2

Student Achievement Increase the high school graduation rate and improve achievement on indicators

of college and career readiness

Ensure student mastery of Georgia Performance Standards and

increase achievement at advanced levels of proficiency

Culture, Climate and Community Create a safe, orderly and supportive environment for learning and teaching

Strengthen communication and collaboration with employees,

students, parents and the community

Quality Assurance

Build the capacity of teachers, leaders and support personnel to produce continuous

improvement in student, school and district performance

Maximize the impact of district resources upon student

achievement and ensure responsible and transparent stewardship

Henry County Schools Board Members

Dr. Pam Nutt, Chair Mr. Mike Griffin, Vice Chair

Mr. Josh Hinton, Board Member Dr. Donna McBride, Board Member

Ms. Annette Edwards Board Member Mr. Rodney Bowler, Superintendent


Statement of Quality Assurance Effective and timely use of data allows systems to make decisions to best utilize those interventions that are having a positive impact on student achievement. To ensure that school improvement stakeholders have a common understanding regarding the development and implementation of the Continuous School Improvement Plan prior to its approval, each party is asked to carefully review this section and the plan in its entirety.

http://www.smartdraw.com/specials/flowchart.asp?id=288425


Integration of AdvancED (SACS CASI) and Georgia DOE School Keys

The following standards are incorporated and adhered to in this CSIP document

AdvancED (SACS CASI) Accreditation Standards

Vision and Purpose

Governance and Leadership Teaching and Learning

Documenting and Using Results Resources and Support Systems

Stakeholder Communications and Relationships Commitment to Continuous Improvement

Georgia School Key Strands

Curriculum Assessment Instruction

Planning and Organization Student, Family, and Community

Professional Learning Leadership

School Culture


School Improvement Plan Team Members

Name Position/Title

Ryan Meeks Principal

Teisha Waller Assistant Principal

Chip Fletcher Assistant Principal

LaTonya Richards Assistant Principal

Wes Silvey Counselor

Jill Austin Counselor

Regina Stone Counselor

Shareka Watts Counselor

Julie Tingle Administrative Assistant

Debbie VonLanken Administrative Assistant

Robin Harrelson Graduation Coach

Kelli Smith Athletic Director

Contina Graham Media Specialist

Rita Prescott Foreign Language Department Chair

Valerie Stansell Social Studies Department Chair

Melissa Davis Science Department Chair

Sandra Hurtte English Department Chair

Celeste Gross Special Education Department Chair

Karen Morgan Special Education Department Chair

Sue Merlino Special Education Department Chair

Chris McMichen Fine Arts Department Chair

Mark Sandidge Math Department Chair

Sarah Franklin CTAE Department Chair

Victoria Whitten Parent

David Powers Parent

Merritt Wofford Parent


School Mission, Vision, and Goals

Vision

UGHS will be among the top 5% of Georgia high schools in academic achievement.

Mission

The mission of Union Grove High School is to ensure success for each student as measured by individual progress and by local, state, and

national standards. We commit to a structured system of support to empower students with 21st Century skills to promote College and

Career Readiness.

Performance Goals

I. Increase the percentage of students scoring 3 or higher on AP exams from 68% in SY 2015 to 70% in SY 2016. (Rigor/Critical

Thinking)

II. Increase student scores on college entrance exams: SAT from a total score of 1528 in SY 2015 to a total score of 1556 in SY 2016

and ACT from 22.3 in SY 2015 to 22.5 in SY 2016. (Rigor/Critical Thinking)

III. Maintain the 94% graduation rate (Class of 2015) for the Class of 2016. (Relationships)

IV. Maintain student attendance at our increased average ADA of 97.2%. (Relationships)

V. Increase the number of graduates completing a CTAE pathway, or an advanced academic pathway, or a fine arts pathway, or a

world language pathway within their program of study.

Process Goals

VI. 9th Grade Transition

VII. Progress Monitoring (MTSS)

VIII. Increase the use of Technology to enhance learning (Technology Enabled)

IX. Prepare students for more rigorous and open ended questions anticipated on the new GA Milestones (Rigor/Critical Thinking-

Communication)

X. Project Based Learning (PBL) (Relevance/Creativity)


District Focus Area 1 – Student Achievement

District Focus Area 3 – Quality Assurance

I. School Level Measurable Performance Goal: Increase the percentage of students scoring 3 or higher on AP exams from 68% in

SY 2015 to 70% in SY 2016.

School Keys Strands: Curriculum, Assessment, Instruction, Planning, and Organization

Actions, Strategies, and Interventions

Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

AP teachers will review AP instructional planning

reports to determine curricular areas of focus and

develop activities which address the weakest areas

for each subject

AP Teachers- IAP

Aug 2015 –

May 2016

(Progress

monitoring

reports each 9

week period)

Priority Standards and

Lesson Plans

AP teachers will include questions from prior AP

tests on each assessment

AP Teachers- IAP

Aug 2015 –

May 2016

Assessment Examples

AP teachers will use the format of the AP exam and

model each assessment on this format.

AP Teachers- IAP Aug 2015 –

May 2016

Assessment Examples

AP teachers will utilize the same progress

monitoring done with the GA Milestone and

Student Learning Objective (SLO) courses.

AP Teachers- IAP Each nine

weeks

TKES evaluators will

receive priority

standards and item

analysis each nine

weeks.


District Focus Area 1 – Student Achievement: Implement high quality instructional practices that maximize student achievement.


II. School Level Measurable Performance Goal: Increase student scores on college entrance exams: SAT from a total score of 1528 in

SY 2015 to a total score of 1556 in SY 2016 and ACT from 22.3 in SY 2015 to 22.5 in SY 2016.



Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

Increase the number of freshmen and juniors taking

the PSAT/PLAN through classroom guidance.

Counselors through

English classes

Mid Sept 2015

PSAT/PLAN registration

forms

Offer a PSAT/PLAN Parent Night to present and

explain test results, outline strategies for

improvement, compare the ACT/SAT, offer

suggestions for choosing the appropriate exam.

Counselors

AP for Curriculum &

Instruction

Mid Jan 2016

Presentation Program

Agenda

School reports will be analyzed to determine

students’ testing strengths and juniors and seniors

will be encouraged to participate in that test for

college admissions through one-on-one advisement.

Counselors Student score

reports,

SAT/ACT

testing calendars

Fall (ongoing) SAT/ACT Waivers

Counseling appointment

calendar, phone logs,

emails

Provide Career Center access for online

standardized test prep.

Counseling

Department

Computer

Internet Access

Ongoing Student sign-in sheets

Implement SAT/ACT Test Prep Opportunities

before school and/or Saturday mornings.

Graduation Coach Extended Day Monthly

(ongoing)

Scores, sign-in sheets


District Focus Area 1 –Student Achievement: Implement high quality instructional practices that maximize student achievement.

District Focus Area 3 – Quality Assurance and Build capacity for long-term organizational effectiveness and efficiency.

III. School Level Measurable Performance Goal: Maintain the 94% graduation rate (Class of 2015) for the Class of 2016.



Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

Identify seniors who lack credits for graduation and

enroll these seniors in credit recovery for the 2015-

2016 school-year.

Graduation Coach Credit Summary

data base in

Infinite Campus

Aug 2015 –

May 2016

Credit Recovery Logs

Class Attendance

Rosters, TIMS report

Identify and monitor underclassmen who lack

credits needed for grade level promotion and enroll

these students in credit recovery.

Graduation Coach

Select Teachers

Counselors

Computer and

internet access.

Aug 2015 –

May 2016

Credit recovery logs

Attendance Rosters

Provide accurate tracking of withdrawn students by

requiring records request from receiving schools

prior to issuing student transcripts and enrollment

documents.

Guidance Secretary Credit Summary

data base in

Infinite Campus

Ongoing Records request forms

from receiving school

Collaborate with teachers regarding the Attendance

Mentoring Program

Chair, Teachers,

Counselors, Social

Worker, Graduation

Coach

Infinite Campus Aug 2015-May

2016

Attendance

documentation from

Attendance Mentoring

Chairperson

Increase student Lexiles of current ninth grade

students

1. ELA teachers will use high level Lexile

informational texts and articles to prepare

students for reading at a higher level.

2. Reading focused tutoring during IF to focus

on reading comprehension.

Graduation Coach

ELA Teachers

Ninth Grade

Counselor

GRASP Aug 2015-May

2016

GRASP Reading

Assessment


District Focus Area 2: Culture, Climate and Community

IV. School Level Measurable Goal: Maintain student attendance at our increased average ADA of 97.2%. (Relationships)

School Keys Strands: Planning and Organization Student, Family, Community Involvement and Support, School Culture


Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

Faculty will work to develop positive relationships

with students.

Administrators

Graduation Coach

Teachers

Counselors

Ongoing ~Teachers will be seen

greeting students at the

door

~Teachers will be seen

interacting with students

~Improved attendance

Teachers will call or email parents of students in

their 4th period class after 3 consecutive absences

or 5 total absences.

Calls should also be made by other period teachers

to students with chronic (3 absences) attendance

problems.

Teachers (Monitored

by evaluating

administrator)

Aug 2015 – May

2016

Teacher contact logs

Continue STAR incentive program for good

attendance and consequences for poor

attendance

a) Faculty will be encouraged to be role models of

good attendance

b) Work with Partners in Education and other

stakeholders of Union Grove to maintain an

incentive program for students/teachers with 100%

attendance, consisting of 9 weeks mini drawings

and two mega extravaganza semester drawings with

the opportunity to earn one ticket every 9 weeks of

100% attendance.

Administrators

Teachers

Counselors

Administrators

Attendance Clerk

Attendance Mentors

Incentive prizes

from “STAR

Jeans” funds and

donations from

PIE and

stakeholders

Aug 2015 – May

2016

Attendance Rosters

Improved teacher

attendance

Improved attendance


c) Attendance procedures will be reviewed with

students during grade level assemblies and again in

4th period.

d) After 5 unexcused absences, a student’s parking

permit will be pulled for 2 weeks. After the 6th

unexcused absence the privilege to park on campus

will be lost for the remainder of the semester.

Faculty volunteers will mentor identified at-risk

students

Identify students who are at risk by attendance data

and retention roster.

Attendance

Committee

Counselors

July 2015 Prior Year’s Attendance

Reports

Volunteer mentors will adopt 1 – 2 at risk students.

Rosters will be updated each 9 weeks and new

mentees will be placed into the program.

c) Mentors will make regular contact with adopted

at risk students (three times per 9 weeks, minimum)

and encourage daily student attendance.

Faculty Attendance

Mentors

Attendance

Committee- Chris

McMichen

Aug 2015– May

2016

Mentor Rosters

Improved attendance

Improved grades

On time graduation


District Focus Area 1 – Student Achievement


V. School Level Measurable Goal: Increase the number of graduates completing a CTAE pathway, or an advanced academic pathway,

or a fine arts pathway, or a world language pathway within their program of study.

School Keys Strands


Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

1. Teachers as advisors through daily

classroom interactions

2. 8th Grade Parent Night

3. 8th Grade Visitation Day

4. CTSO and Club involvement

5. College/Career Guidance

All CTAE, Fine Arts,

Foreign Language and

the 4 Core Academic

Area Teachers.

Counselors

Ongoing Increase in enrollment

Retention of current

students

Increase the number of SWD completing

Career Pathways

CTAE Department

Counselors

July 2015- May

2016

CTAE Pathway

assessments/ CTAE

Certifications


District Focus Area 2 – Culture, Climate and Community

VI. School Level Process Goal: 9th Grade Transition

School Keys Strands: Planning and Organization, School Culture


Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

Union Program

Identifying Teachers

Grasp Testing

Identifying Students

Team Meeting Dates

Parent Meetings

Lunch Detention

Mentoring

Graduation Coach, 9th

Grade Transition

Team

August 2015-May

2016

Utilize reading tutoring for 9th grade students who

have been identified with reading comprehension at

the 6th grade reading level or below.

Graduation Coach,

Reading teachers

August 2015-May

2016

Initial reading

assessments then periodic

GRASP screeners

Provide skills tutoring for all 9th graders failing 1

or more core classes at the 9 week period.

Graduation Coach,

IF tutors

September 2015,

May 2016

Course Grades- Data

Supported

Identify students who have had four or more

behavioral referrals and redirect them through

conferences by promoting club and extracurricular

activity participation.

Assistant principals,

athletic director,

counselors, coaches

and club sponsors.

Ongoing through

2015-2016

Meeting agendas,

Behavior expectation

meeting sign in, UGHS

handbook addendum

Inform and monitor mid-year transient students

about the standards and expectations (behavioral

and academic) of Union Grove High School.

Assistant principals,

counselors, Media

Specialist

Monthly for the

2015-2016

School Year

New student orientations

agenda and calendar

Utilize an 8th grade data collection process (9th

grade counselor and graduation coach visit all 8th

grade teams, counselor and administrators to collect

Graduation Coach and

9th grade counselor

Spring of 2015 At Risk List – Anecdotal


antidotal, academic and behavioral data on the

students) in order to inform scheduling for 9th grade

teams.

Collect and utilize assessment data from 7th and

8th grades to add in course scheduling for 9th grade

teams, IF, and math and reading tutoring.

Graduation Coach Summer of 2015 At Risk List – Data

supported

Provide a Summer Bridge Program that allows

rising 9th graders to work on content and skills.

Graduation coach and

selected teachers

SIEP fund June 2015 Roster – Student surveys

Implement 9th grade cohort for personalized

learning. Provide professional learning for cohort

teachers on personalized learning tenets.

Selected teachers,

graduation coach,

Principal, IAP

Ongoing

(Progress

monitoring each 9

weeks by IAP)

Observations, SLO data,

Milestone data, Teacher

feedback, formative

assessment data


District Focus Area 1 – Student Achievement:


VII. School Level Process Goal: Progress Monitoring



Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

Core content teachers and content teams will

develop priority standards each nine weeks

Teachers, department

chairs, and TKES

evaluators

Aug 2015 thru

May 2016

Priority standards

documents


develop CFA’s at the end of each nine weeks to

evaluate mastery of the nine weeks priority

standards

Teachers and content

teams

Aug 2015 thru

May 2016

Copies of CFA’s


conduct class, teacher, and team item analysis at the

conclusion of each nine week CFA. A data talk will

take place at the conclusion of the item analysis.

Teachers may use electronic resources such as

Edgenuity and other ancillary sites for unit

recovery.

Teachers, content

teams, department

chair and TKES

evaluator

Aug 2015 thru

May 2016

Completed data talk

sheets

Core content teachers will continue to teach the

next nine weeks standards, yet they will go back

and readdress standards that were not mastered.


teams

Aug 2015 thru

May 2016

Lesson plans

The next CFA will reassess the standards re-taught

as well as the new standards covered.


teams

Aug 2015 thru

May 2016

Copies of CFA’s

New students and current students will be

monitored in the SST process as needed to

determine academic progress. Meetings will be

conducted to discuss progress and determine the

status of each student

SST Chair,

Counselors,

Graduation coach,

SSF, Content teachers

August 2015 thru

May 2016

GRASP, MyPath, data

collection


CFA data will determine tutoring groups for core

content areas. Progress will be reviewed every two

weeks.

Graduation Coach,

Teachers

August 2015 thru

May 2016

Tutoring Reports


VIII. School Level Process Goal: Increase the use of Technology to enhance learning (Technology Enabled)



Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

Implement three focus teams (POINT/IC Team,

Instructional Technology Resources Team, Open

Policy Users Team) within the Technology Team to

allow more variety in the use of different modes of

technology.

Technology Team

members-

Administrators, Media

Specialist, Graduation

Coach, Technology

team focus teachers

August 2015-May

2016

Increased use of

different technology

resources (POINT,

Infinite Campus,

Edgenuity, Edmodo,

Google Docs, Prezi).

Increased insight on

classroom management

of technology use

within the school.

Provide professional learning monthly for effective

technology integration into instructional practices.

Technology Team,

Administrators, Media


Coach

Professional

Learning Funds

Ongoing Lesson plans,

classroom

walkthroughs, parent

and student feedback

Implement and utilize technology for in-school

tutoring (Edgenuity) to increase student

achievement rate and increase graduation rate.

Graduation coach,

counselors, teachers

August 2015-May

2016

Decrease the

achievement gap

between sub-groups,

and meet all CSIP

performance goals.

Provide teacher training on implementation and

utilization of technology in the classroom through

collaborative learning programs led by the

Technology Team and the Instructional Technology

Focus Teams.

District Instructional

Technology,

Administrators,

Technology Team,

Teachers, Instructional

October 2015-

May 2016

Increased use of the

BYOT policy visible in

classrooms and lesson

plans


Technology Resource

Teams

Increased and regular use of technology to enhance

classroom instruction, acceleration, and

remediation (Edgenuity) to increase student

learning and achievement.

Teachers, Media

Specialist

August 2015-May

2016

Increased use of the

BYOT policy visible in

both classrooms and

lesson plans

Increase use of Infinite Campus grades access and

Infinite Campus messaging, electronic school

newsletter, Schoolwires, ConnectEd, and school

website to improve communication and availability

of information to all stakeholders.

Administrators,

Teachers, Media


Coach, Counselors

August 2015- May

2016

Parental feedback;

parent and student

surveys




IX. School Level Process Goal: Prepare students for more rigorous and open-ended questions in order to prepare for the GA Milestones

(Rigor/21st Century Skills)



Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

All teachers will collaborate and utilize critical

thinking strategies to assist the learner in

developing higher order thinking and problem

solving skills.

Collaborative Teams

Assistant Principals

Department Chairs

critical thinking

wheel

August 2015 –

May 2016

Lesson Plans

Collaborative Planning

Agendas & Minutes

English teachers will utilize Sadler Vocabulary

and common root words to improve critical

reading skills.

Math teachers will utilize Georgia DOE

Frameworks and CCGPS terminology to improve

critical thinking and problem solving skills.

English Teachers

Math Teachers

Sadler

Vocabulary

Georgia DOE

Frameworks

August 2015 –

May 2016

Lesson Plans

Collaborative Planning

Agendas & Minutes

Improved scores in

PSAT, PLAN, ACT, &

SAT English/Reading

subsections

Teachers will utilize Depth of Knowledge and

open-ended questions for practice and assessment

assignments.

Teachers August 2015 –

May 2016

Lesson Plans

Sample Assessments,

Common Formative

Assessments, and AP

exams for select

students

Teachers will utilize Differentiated Instructional

Strategies.

Differentiated

Instruction trained

Teachers

Graduation Coach

Differentiated

Flip Charts

August 2015 –

May 2016

Lesson Plans

MTSS School-Wide

Pyramid

Implementation Plan


Decreased number of

students referred for

SST

Increased number of

students

meeting/exceeding on

assessments

Teachers will utilize content-wide Common

Formative Assessments to monitor student

understanding of Priority Standards.

Teachers

Department Chairs

Graduation Coach

Assistant Principals

Principal

August 2015 –

May 2016

Item Analysis Process

POINT assessment

data

Administration of CFA

Decrease achievement

gap

Increase

meeting/exceeding on

Milestones

Teachers will utilize PSAT/PLAN assessment

results to gain a clear understanding of students’

ability and knowledge in order to inform

instruction.

English and math

teachers

August 2015 –

May 2016

Lesson Plans

Improved scores on

PSAT, PLAN, ACT, &

SAT assessments




X. School Level Process Goal: Project Based Learning (PBL) (Relevance/Creativity)



Person(s)

Responsible

Estimated

Costs/Resources

Timeline

Measurements

Incorporate one project-based learning lesson

through relevant and creative instruction that

engages students in complex investigation of real-

world problems.

All Teachers Oct. 2015-May

2016

Teacher lesson plans


References:

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Singapore.

2. Blankstein, A. (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Thousand Oaks:

Corwin Press.

3. Chappuis, S., Stiggins, R., Arter, J., & Chappuis, J. (2005). Assessment For Learning.

Portland: Assessment Training Institute.

4. Davenport, P., & Anderson, G. (2002). Closing the achievement gap: No excuses. Houston: American Productivity & Quality Center.

5. Davies, A. (2000). Making classroom assessment work. British Columbia: Connections Publishing.

6. DuFour, R., Dufour, R., Eaker, R., and Kavhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids

don’t learn. Bloomington, IN: National Educational Service.

7. Felder, R. M. & Solomon, B. A. (2007). Learning styles and strategies. Retrieved on

August 6, 2009, from http://www.ncsu.edu/felder-public/ILSdir/styles.htm

8. Georgia Department of Education (2007). GAPSS Implementation Resource Guide.

9. Guerra, P.L. & Nelson, S.W. (2006, April). Leadership for diverse schools: Putting tough issues on the table. Session presented at the annual

meeting of the ASCD, Chicago, IL.

10. Hobgood, B., Thibault, M., & Walbert, D. ( 2005 ). Kinetic connections: Bloom’s taxonomy in action. University of North Carolina at Chapel

Hill: Learn NC.

11. Lindsey, R., Roberts, L., & Campbell Jones, F. (2005). The Culturally Proficient School. Thousand Oaks: Corwin Press.

12. Lindsey, R. Robins, K., & Terrell, R. (2003). Cultural proficiency: A manual for school leaders. Thousand Oaks, CA: Corwin Press.

http://www.ncsu.edu/felder-public/ILSdir/styles.htm


13. Love, A. & Kruger, A. C. (2005). Teacher beliefs and student achievement in urban schools serving African-American students. The Journal

of Educational Research, 99(2), 87-99.

14. Nunley, K. (2006). Differentiating the High School Classroom. Thousand Oaks: Corwin Press.

15. O’Connor, J., & Williams, L. (2006). Students With Disabilities Can Make AYP. Georgia Department of

Education.

16. Reeves, D. (2007). Ahead of the Curve: The power of assessment to transform teaching and learning. Bloomington, IN: Solution Tree

17. Sousa, D. (2006). How the Brain Learns. Thousand Oaks, CA: Corwin Press.

18. Thomas, G., & Smoot, G. (1994, February/March). Critical thinking: A vital work skill. Trust for Educational Leadership, 23, 34-38

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