School Model High School TARGETED AREA GHSGT English Language Arts Year 2010 School Improvement Plan by tgw21361

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									School: Model High School                                                               TARGETED AREA: GHSGT English/Language Arts
Year: 2010 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 87.70% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:                FCS SP 1-17b
According to the 2009 GHSGT-AYP English/Languages Arts baseline data, 90.3% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.
According to the 2009 GHSGT-AYP English/Language Arts baseline data, 54.5% of 11th grade first time
 test takers scored on "Exceed" levels.
According to the 2009 GHSGT English/Language Arts baseline data, 73.3% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:            FCS SP 1-17
90% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE               C/O Plan           TIMELINE
1.Students will continue to practice the writing process through the use of           Administration, Teachers         FCS SP 1-3       8/2009-6/2010
graphic organizers.
2. Lesson plans will be reformative to incorporate English/Language Arts              Administration, Teachers         FCS SP 1-3       8/2009-6/2010
content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
3. All students and parents will continue to participate in the content            Administration, Teachers, Parents   FCS SP 1-19      8/2009-6/2010
domain of language and writing question of the day.
4. Students scoring in a specific range on certain assessments                        Administration, Teachers         FCS SP 1-17      8/2009-6/2010
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review; Grade Point Average;
EOCT; Teacher Recommendation) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers         FCS SP 1-31      8/2009-6/2010
lesson plans and monitor student achievement.
6. The curriculum departments along with Middle School will participate in            Administration, Teachers         FCS SP 1-3       8/2009-6/2010
vertical teaming activities for the purpose of aligning course content across
all grade levels and improving instruction.

PROFESSIONAL DEVELOPMENT:                                                                                               Cost         C/O Plan
1. MHS will continue SREB practice with the most recent being Literacy Across the Curriculum.                                        FCS SP 1-13b
2. GAPSS data analysis summary will be utilized to strengthen instruction and student learning. The                                  FCS SP 1-13b
concept of distributional gapping will be explored and discussed.
3. Teachers will receive technology smartboard training and begin utilizing smartboards.                                             FCS SP 1-15c
4. LFS training will be provided and continued for new teachers.                                                                     FCS SP 1-13b
5.Training will be provided for all teachers regarding differentiated instruction with RTI in-house committee.                       FCS SP 1-13c
6. Teachers will continue utilizing data analysis across all curriculum areas.                                                       FCS SP 1-13a
7. MHS will form a GPOI committee to address needs of good instruction and interventions.                                            FCS SP 1-5a
8. MHS will pilot and incorporate the Class Keys State Evaluation Instrument to applicable personnel.                                FCS SP 1-13
9. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                          FCS SP 4-1A
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal One
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks,
 teacher scored rubrics, standardized practice tests, the GHSGT test, GPS benchmarks, use of essential question, and Learning Focused School
curriculum, Class Keys.
School: Model High School                                                               TARGETED AREA: GHSGT Math
Year: 2010 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 74.90% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:               FCS SP 1-17b
According to the 2009 GHSGT math baseline data, 83.1% of 11th grade first time test takers scored on "Meet/Exceed" levels.
According to the 2009 GHSGT math baseline data, 65.3% of 11th grade first time test takers scored on "Exceed" levels.
According to the 2009 GHSGT math baseline data, 62.8% of 11th grade first time test takers in the sub group of Economically Disadvantaged
scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:          FCS SP 1-17
80% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of Math with a minimum
95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE              C/O Plan          TIMELINE
1. 11th grade students will continue to participate in GHSGT                          Administration, Teachers       FCS SP 1-21      8/2009-6/2010
simulated/practice math test taking activities.
2. All students will continue to be presented a LFS essential question                Administration, Teachers        FCS SP 1-3      8/2009-6/2010
                                                            that addresses the
related to the math standard/unit along with vocabulary that addresses the
language of the standard.
3. Students scoring in a specific range on certain assessments                        Administration, Teachers       FCS SP 1-17      8/2009-6/2010
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review; Grade Point Average;
EOCT; Teacher Recommendation) will be strongly encouraged
to attend intersession and before/after school academic activities.
4. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers       FCS SP 1-31      8/2009-6/2010
lesson plans and monitor student achievement.
5. The curriculum departments along with Middle School will participate in            Administration, Teachers        FCS SP 1-3      8/2009-6/2010
vertical teaming activities for the purpose of aligning course content across
all grade levels and improving instruction.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost        C/O Plan
1. GAPSS data analysis summary will be utilized to strengthen instruction and student learning. The                                FCS SP 1-13b
concept of distributional gapping will be explored and discussed.
2. Teachers will receive technology smartboard training that will enhance their present use of smartboards.                        FCS SP 1-15c
3. LFS training will be provided and continued for new teachers.                                                                   FCS SP 1-13b
4. Training will be provided for all teachers regarding Standards Based Instruction.                                               FCS SP 1-13c
5. Teachers will continue utilizing data analysis across all curriculum areas.                                                     FCS SP 1-13a
6. MHS will form an RTI committee to address needs of good instruction and interventions.                                          FCS SP 1-5a
7. MHS will incorporate the use of the Standards Based Classroom Continuum as part of a self-evaluation                            FCS SP 1-13
document to be used to set instructional goals.
8. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                        FCS SP 4-1A
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal One
                                                                                                                       curriculum map reviews,
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, curriculum map reviews,
standardized practice tests, the GHSGT test, GPS benchmarks, use of Learning Focused School strategies, and the use of the Standards
Based Classroom Continuum as a self-evaluative tool to promote personal growth in instructional strategies.
School: Model High School                                                               TARGETED AREA: GHSGT English/Language Arts
Year: 2009 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 87.70% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:                FCS SP 1-17b
According to the 2008 GHSGT-AYP English/Languages Arts baseline data, 90.3% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.
According to the 2008 GHSGT-AYP English/Language Arts baseline data, 54.5% of 11th grade first time
 test takers scored on "Exceed" levels.
According to the 2008 GHSGT English/Language Arts baseline data, 73.3% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:            FCS SP 1-17
90% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE             C/O Plan      TIMELINE
1.Students will continue to practice the writing process through the use of           Administration, Teachers       FCS SP 1-3    8/2008-6/2009
graphic organizers.
2. Lesson plans will be reformative to incorporate English/Language Arts              Administration, Teachers       FCS SP 1-3    8/2008-6/2009
content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
3. All students and parents will continue to participate in the content          Administration, Teachers, Parents   FCS SP 1-19   8/2008-6/2009
domain of language and writing question of the day.
4. Students scoring in a specific range on certain assessments                        Administration, Teachers       FCS SP 1-17   8/2008-6/2009
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review; Grade Point Average;
EOCT; Teacher Recommendation) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers       FCS SP 1-31   8/2008-6/2009
lesson plans and monitor student achievement.
6. The curriculum departments along with Middle School will participate in            Administration, Teachers       FCS SP 1-3    8/2008-6/2009
vertical teaming activities for the purpose of aligning course content across
all grade levels and improving instruction.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost        C/O Plan
1. MHS will continue SREB practice with the most recent being Literacy Across the Curriculum.                                      FCS SP 1-13b
2. GAPSS data analysis summary will be utilized to strengthen instruction and student learning. The                                FCS SP 1-13b
concept of distributional gapping will be explored and discussed.
3. Teachers will receive technology smartboard training and begin utilizing smartboards.                                           FCS SP 1-15c
4. LFS training will be provided and continued for new teachers.                                                                   FCS SP 1-13b
5.Training will be provided for all teachers regarding differentiated instruction with RTI in-house committee.                     FCS SP 1-13c
6. Teachers will continue utilizing data analysis across all curriculum areas.                                                     FCS SP 1-13a
7. MHS will form a GPOI committee to address needs of good instruction and interventions.                                          FCS SP 1-5a
8. MHS will pilot and incorporate the Class Keys State Evaluation Instrument to applicable personnel.                              FCS SP 1-13
9. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                        FCS SP 4-1A
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal One
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks,
 teacher scored rubrics, standardized practice tests, the GHSGT test, GPS benchmarks, use of essential question, and Learning Focused School
curriculum, Class Keys.
School: Model High School                                                               TARGETED AREA: GHSGT Math
Year: 2009 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 74.90% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:             FCS SP 1-17b
According to the 2008 GHSGT math baseline data, 81.7% of 11th grade first time test takers scored "Meet/Exceed" levels.
According to the 2008 GHSGT math baseline data, 68.6% of 11th grade first time test takers scored "Exceed" levels.
According to the 2008 GHSGT math baseline data, 60.0% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:          FCS SP 1-17
80% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
Math with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                           TIMELINE
1. All students/parents will continue to participate in the number and           Administration, Teachers, Parents   FCS SP 1-19   8/2007-6/2008
computation question of the day.
2. 11th grade students will continue to participate in GHSGT                          Administration, Teachers       FCS SP 1-21   8/2007-6/2008
simulated/practice math test taking activities.
3. All students will continue to be presented a LFS essential question                Administration, Teachers       FCS SP 1-3    8/2007-6/2008
related to the math lesson/unit.
4. Students scoring in a specific range on certain assessments                        Administration, Teachers       FCS SP 1-17   8/2008-6/2009
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review; Grade Point Average;
EOCT; Teacher Recommendation) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers       FCS SP 1-31   8/2008-6/2009
lesson plans and monitor student achievement.
6. The curriculum departments along with Middle School will participate in            Administration, Teachers       FCS SP 1-3    8/2008-6/2009
vertical teaming activities for the purpose of aligning course content across
all grade levels and improving instruction.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost        C/O Plan
1. MHS will continue SREB practice with the most recent being Literacy Across the Curriculum.                                      FCS SP 1-13b
2. GAPSS data analysis summary will be utilized to strengthen instruction and student learning. The                                FCS SP 1-13b
concept of distributional gapping will be explored and discussed.
3. Teachers will receive technology smartboard training and begin utilizing smartboards.                                           FCS SP 1-15c
4. LFS training will be provided and continued for new teachers.                                                                   FCS SP 1-13b
5.Training will be provided for all teachers regarding differentiated instruction with RTI in-house committee.                     FCS SP 1-13c
6. Teachers will continue utilizing data analysis across all curriculum areas.                                                     FCS SP 1-13a
7. MHS will form a GPOI committee to address needs of good instruction and interventions.                                          FCS SP 1-5a
8. MHS will pilot and incorporate the Class Keys State Evaluation Instrument to applicable personnel.                              FCS SP 1-13
9. The principal, with the assistance of county office personnel if so needed, will assure through faculty,                        FCS SP 4-1A
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.

FORMATIVE EVALUATION (Assessment Instruments Utilized) FCS SP Goal One
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks,
 teacher scored rubrics, standardized practice tests, the GHSGT test, GPS benchmarks, use of essential question, and Learning Focused School
curriculum, Class Keys.
School: Model High School                          SCHOOL MET AYP                                                                                 Year End Summation: AYP-SIP Plans
Year: 2008 School Improvement Plan                                                                                                                Date: 10/1/2008
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2007 GHSGT-AYP English/Languages Arts baseline data, 92.9% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.
According to the 2007 GHSGT-AYP English/Language Arts baseline data, 76.3% of 11th grade first time
 test takers scored on "Exceed" levels.
According to the 2007 GHSGT English/Language Arts baseline data, 88.6% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.
According to the 2007 GHSGT math baseline data, 83.2% of 11th grade first time test takers scored "Meet/Exceed" levels.
According to the 2007 GHSGT math baseline data, 63.2% of 11th grade first time test takers scored "Exceed" levels.
According to the 2007 GHSGT math baseline data, 79.4%% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

Restatement of the Measurable Objective(s):
94% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.
84% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of AYP mathematics with a
minimum 95% test participation rate.

Outcomes/Results for Measurable Objective(s)

MHS did not meet the 2008 AYP measurable objective related to GHSGT student "meets/exceeds" English scores. The AYP original objective for the school year stated that
94% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of ELA with a minimum 95% test participation rate.
According to the 2008 GHSGT-AYP English "Meets/Exceeds" Data Report, 90.3% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 99.4% test participation rate.
Comparing the 2008 data findings to the 2007 data findings, MHS decreased (-2.6%) regarding students scoring "meets/exceeds" on the GHSGT-AYP ELA section.

MHS did not meet the 2008 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the school year stated that
84% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate.
According to the 2008 GHSGT-AYP Math "Meets/Exceeds" Data Report, 81.7% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 98.8% test participation rate.
Comparing the 2008 data findings to the 2007 data findings, MHS decreased (-1.5%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

After examining the 2008 findings related to the measurable objectives of English and math, the principal has discovered that minor decreases were noted in math and ELA.
Furthermore, it should be noted that across the board, MHS far exceeded Federal and State expectations related to AYP in ELA and Math.
The principal has stated in his analysis findings that while English and math will remain as 2009 AYP objectives, certain expectations/additions should be made
to these areas. This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.
School: Model High School                                                                TARGETED AREA: GHSGT English/Language Arts
Year: 2008School Improvement Plan                                                        TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 87.70% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2007 GHSGT-AYP English/Languages Arts baseline data, 92.9% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.
According to the 2007 GHSGT-AYP English/Language Arts baseline data, 76.3% of 11th grade first time
 test takers scored on "Exceed" levels.
According to the 2007 GHSGT English/Language Arts baseline data, 88.6% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:

94% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                    TIMELINE
1.Students will continue to practice the writing process through the use of            Administration, Teachers              8/2007-6/2008
graphic organizers.
2. Lesson plans will be reformative to incorporate English/Language Arts               Administration, Teachers              8/2007-6/2008
content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
3. All students and parents will continue to participate in the content                Administration, Teachers, Parents     8/2007-6/2008
domain of language and writing question of the day.
4. Students scoring in a specific range on certain assessments                         Administration, Teachers              8/2007-6/2008
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily             Administration, Teachers              8/2007-6/2008
lesson plans and monitor student achievement.
6. The curriculum departments will participate in vertical teaming                     Administration, Teachers              8/2007-6/2008
activities for the purpose of aligning course content across
all grade levels.

PROFESSIONAL DEVELOPMENT:                                                                                            Cost     Funding Source
1. MHS will participate in SREB training with the most recent being Literacy Across the Curriculum.
2. GAPSS data analysis summary will be utilized to strengthen instruction and student learning. The
concept of distributional gapping will be explored and discussed.
3. Book Study will be completed regarding "A Mind at a Time".
4. LFS training will be provided and continued for new teachers.
5.Training will be provided for all teachers regarding differentiated instruction with the assistance of RESA.
6. Science and Inclusion teachers with the assistance of RESA will begin data analysis training.
7. Inclusion teachers and content area teachers will participate in the Co-Teaching academy.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks,
teacher scored rubrics, standardized practice tests, the GHSGT test, GPS benchmarks, use of essential question, and Learning Focused School curriculum.
School: Model High School                                                                TARGETED AREA: GHSGT Math
Year: 2008 School Improvement Plan                                                       TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 74.90% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2007 GHSGT math baseline data, 83.2% of 11th grade first time test takers scored "Meet/Exceed" levels.
According to the 2007 GHSGT math baseline data, 63.2% of 11th grade first time test takers scored "Exceed" levels.
According to the 2007 GHSGT math baseline data, 79.4%% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:
84% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of AYP mathematics with a
minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                        TIMELINE
1. All students/parents will continue to participate in the number and                 Administration, Teachers, Parents         8/2007-6/2008
computation question of the day.
2. 11th grade students will continue to participate in GHSGT                           Administration, Teachers                  8/2007-6/2008
simulated/practice math test taking activities.
3. All students will continue to be presented a LFS essential question                 Administration, Teachers                  8/2007-6/2008
related to the math lesson/unit.
4. Students scoring in a specific range on certain assessments                         Administration, Teachers                  8/2007-6/2008
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily             Administration, Teachers                  8/2007-6/2008
lesson plans and monitor student achievement.
6. The curriculum departments will participate in vertical teaming                     Administration, Teachers                  8/2007-6/2008
activities for the purpose of aligning course content across
all grade levels and include an 8th grade teachers and MS SWD teacher.

PROFESSIONAL DEVELOPMENT:                                                                                             Cost         Funding Source
1. MHS will participate in SREB training with the most recent being Literacy Across the Curriculum.
2. GAPSS data analysis summary will be utilized to strengthen instruction and student learning. The
concept of distributional gapping will be explored and discussed.
3. Book Study will be completed regarding "A Mind at a Time".
4. LFS training will be provided and continued for new teachers.
5.Training will be provided for all teachers regarding differentiated instruction with the assistance of RESA.
6. Science and Inclusion teachers with the assistance of RESA will begin data analysis training.
7. Inclusion teachers and content area teachers will participate in the Co-Teaching academy.
8. Math teachers will participate in GPS math training through RESA.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Model High School                          SCHOOL MET AYP                                                                                  Year End Summation: 2007 AYP-SIP Plans
Year: 2007 School Improvement Plan                                                                                                                 Date: 10/30/2007
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2006 GHSGT-AYP English/Languages Arts baseline data, 92.9% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.
According to the 2006 GHSGT-AYP English/Language Arts baseline data, 65.4% of 11th grade first time
 test takers scored on "Exceed" levels.
According to the 2006 GHSGT English/Language Arts baseline data, 83.8% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.
According to the 2006 GHSGT math baseline data, 72.4% of 11th grade first time test takers scored "Meet/Exceed" levels.
According to the 2006 GHSGT math baseline data, 59.1% of 11th grade first time test takers scored "Exceed" levels.
According to the 2006 GHSGT math baseline data, 56.8% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

Restatement of the Measurable Objective(s):
90% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.
80% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a
minimum 95% test participation rate.

Outcomes/Results for 2004 Measurable Objective(s)

MHS met the 2007 AYP measurable objective related to GHSGT student "meets/exceeds" English scores. The AYP original objective for the school year stated that
90% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of ELA with a minimum 95% test participation rate.
According to the 2007 GHSGT-AYP English "Meets/Exceeds" Data Report, 92.9% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.
Comparing the 2006 data findings to the 2007 data findings, MHS held constant (+0%) regarding students scoring "meets/exceeds" on the GHSGT-AYP ELA section.

MHS met the 2007 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the school year stated that
80% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate.
According to the 2007 GHSGT-AYP Math "Meets/Exceeds" Data Report, 83.2% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.
Comparing the 2006 data findings to the 2007 data findings, MHS increased (+10.8%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with high success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with high success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

After examining the 2007 findings related to the measurable objectives of English and math, the principal has discovered that an increase was reported in math and ELA held constant.
Furthermore, it should be noted that across the board, MHS far exceeded Federal and State expectations related to AYP in ELA and Math.
The principal has stated in his analysis findings that while English and math will remain as 2008 AYP objectives, certain expectations/additions should be made
to these areas. This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.
School: Model High School                                                      Mid-Year Update: AYP ELA/Math Plans
Year: 2007 School Improvement Plan                                             Date: 3/22/2007
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2006 AYP data and objectives were analyzed and discussed at school council meetings, departmental
meetings, and vertical team meetings. In addition, curriculum department chairs have discussed and integrated the needs assessment data
and objectives across grade levels and content areas with appropriate personnel (i.e., teachers).

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. For example, the administration has worked with teachers for the purpose of
utilizing Marzano strategies as a guide toward implementing Best Teaching Practices. In addition, LFS remains a focus of
research-based instruction. Furthermore, MHS has participated in a GAPSS analysis study; whereby, recommendations toward
improving student achievement were identified. MHS has stressed an importance of utilizing formative evaluation as a means to
improving student achievement. NWGARESA has assisted in this importance. Snapshots and the Marzano Observation Guide
are being utilized.

Professional Development

The professional development activities have been or are currently being addressed and implemented. In addition, MHS is working
with NWGARESA toward providing training regarding GAPSS recommendations.

Formative Evaluation

Evaluation is an occurring and continuous process at MHS. For example, the administration constantly and continuously use the
snapshot evaluation as a tool toward improving student achievement and teacher instruction. In addition, formative evaluation is
being implemented at all levels of instruction.
School: Model High School                                                             TARGETED AREA: GHSGT English/Language Arts
Year: 2007 School Improvement Plan                                                    TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 84.70% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2006 GHSGT-AYP English/Languages Arts baseline data, 92.9% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.

According to the 2006 GHSGT-AYP English/Language Arts baseline data, 65.4% of 11th grade first time
 test takers scored on "Exceed" levels.

According to the 2006 GHSGT English/Language Arts baseline data, 83.8% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:

90% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.

ACTIVITIES                                                                          PERSON RESPONSIBLE                       TIMELINE
1.Students will continue to practice the writing process through the use of         Administration, Teachers                 8/2006-6/2007
graphic organizers.
2. Lesson plans will be reformative to incorporate English/Language Arts            Administration, Teachers                 8/2006-6/2007
content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
3. All students and parents will continue to participate in the content             Administration, Teachers, Parents        8/2006-6/2007
domain of language and writing question of the day.
4. Students scoring in a specific range on certain assessments                      Administration, Teachers                 8/2006-6/2007
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily          Administration, Teachers                 8/2006-6/2007
lesson plans and monitor student achievement.
6. The curriculum departments will participate in vertical teaming                  Administration, Teachers                 8/2006-6/2007
activities for the purpose of aligning course content across
all grade levels.

PROFESSIONAL DEVELOPMENT:                                                                                           Cost      Funding Source
1. MHS will participate in the "Best Teaching Practices" through RESA.
2. GAPSS will be incorporated including visits from RESA regarding curriculum and instruction.
3. Book Study will be completed regarding Marzano-Classroom Instruction.
4. Observations by teachers with other teachers will occur with an emphasis on application turning into
practice. Professional Learning Items 1, 2, and 3 will be incorporated.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks,
teacher scored rubrics, standardized practice tests, the GHSGT test, GPS, use of essential question, and Learning Focused School curriculum.
School: Model High School                                                               TARGETED AREA: GHSGT Math
Year: 2007 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 68.60% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2006 GHSGT math baseline data, 72.4% of 11th grade first time test takers scored "Meet/Exceed" levels.

According to the 2006 GHSGT math baseline data, 59.1% of 11th grade first time test takers scored "Exceed" levels.

According to the 2006 GHSGT math baseline data, 56.8% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:

80% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a
minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                             TIMELINE
1. All students/parents will continue to participate in the number and                Administration, Teachers, Parents              8/2006-6/2007
computation question of the day.
2. 11th grade students will continue to participate in GHSGT                          Administration, Teachers                       8/2006-6/2007
simulated/practice math test taking activities.
3. All students will continue to be presented a LFS essential question                Administration, Teachers                       8/2006-6/2007
related to the math lesson/unit.
4. Students scoring in a specific range on certain assessments                        Administration, Teachers                       8/2006-6/2007
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers                       8/2006-6/2007
lesson plans and monitor student achievement.
6. The curriculum departments will participate in vertical teaming                    Administration, Teachers                       8/2006-6/2007
activities for the purpose of aligning course content across
all grade levels and include an 8th grade teachers and MS SWD teacher.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost           Funding Source
1. MHS will participate in the "Best Teaching Practices" through RESA.
2. GAPSS will be incorporated including visits from RESA regarding curriculum and instruction.
3. Book Study will be completed regarding Marzano-Classroom Instruction.
4. Observations by teachers with other teachers will occur with an emphasis on application turning into
practice. Professional Learning Items 1, 2, and 3 will be incorporated.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Model High School                           SCHOOL MET AYP                                                                                        Year End Summation: 2006 AYP-SIP Plans
Year: 2006 School Improvement Plan                                                                                                                        Date: 10/10/2006
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2005 GHSGT-AYP English/Languages Arts baseline data, 95.2% of 11th grade first time test takers scored on "Meets/Exceed" levels.
According to the 2005 GHSGT-AYP English/Language Arts baseline data, 64.8% of 11th grade first time test takers scored on "Exceed" levels.
According to the 2005 GHSGT English/Language Arts baseline data, 88.2% of 11th grade first time test takers in the sub-group of Economically Disadvantaged scored on "Meet/Exceed" levels.
According to the 2005 GHSGT math baseline data, 86.4% of 11th grade first time test takers scored "Meet/Exceed" levels.
According to the 2005 GHSGT math baseline data, 64.8% of 11th grade first time test takers scored "Exceed" levels.
According to the 2005 GHSGT math baseline data, 82.4% of 11th grade first time test takers in the sub-group of Economically Disadvantaged scored "Meet/Exceed" levels.

Restatement of the Measurable Objective(s):
96% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of ELA with a minimum 95% test participation rate.
90% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate.

Outcomes/Results for 2004 Measurable Objective(s)

MHS did not meet the 2006 AYP measurable objective related to GHSGT student "meets/exceeds" English scores. The AYP original objective for the 2006 school year stated that
96% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of ELA with a minimum 95% test participation rate.
According to the 2006 GHSGT-AYP English "Meets/Exceeds" Data Report, 92.9% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 99% test participation rate.
Comparing the 2006 data findings to the 2005 data findings, MHS decreased (-2.3%) regarding students scoring "meets/exceeds" on the GHSGT-AYP ELA section.

MHS did not meet the 2006 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the 2006 school year stated that
90% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate.
According to the 2006 GHSGT-AYP Math "Meets/Exceeds" Data Report, 72.4%% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 99% test participation rate.
Comparing the 2006 data findings to the 2005 data findings, MHS decreased (-14.0%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

After examining the 2006 findings related to the measurable objectives of English and math, the principal has discovered that decreases were reported in ELA and math.
However, it should be noted that across the board, MHS far exceeded Federal and State expectations related to AYP. The administration and teachers should be commended for setting
high learning expectations for all students. In addition, the principal expressed that instructional and curriculum strategies related to math scores are currently being revised. In addition,
the principal has stated in his analysis findings that while English and math will remain as 2007 AYP objectives, certain expectations/additions should be made
to these areas. This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.

Therefore, the principal has envisioned the 2007 school year to set the quantitatively measurable objectives/goals related to student achievement in ELA and Math Meets/Exceeds to 90% and
80%, respectively. Given the 2006 data results concerning the percent of students scoring "Meets/Exceed", these goals appear reasonable. In addition, the administration will be addressing SWD
math scores as far down as to the middle school levels. The principal will incorporate book study professional development activities; whereby, the faculty and staff will read and study
educational based books and share the findings as a group. In addition, strong professional learning related to teacher instruction will occur. The 2007 AYP-SIP for MHS will reflect these and
other changes.
School: Model High School                                                      Mid-Year Update: AYP ELA/Math Plans
Year: 2006 School Improvement Plan                                             Date: 1/11/2006
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2005 AYP data and objectives were analyzed and discussed at school council meetings, departmental
meetings, and vertical team meetings. In addition, curriculum department chairs have discussed and integrated the needs assessment data
and objectives across grade levels and content areas with appropriate personnel (i.e., teachers).

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. For example, the administration has worked with departmental teachers for the purpose of
exploring and examining the concept of curriculum mapping. Furthermore, administrators and teachers continue aligning the GPS
standards with instructional activities. Vertical teaming continues to be a productive process; whereby, curriculum and instructional
strategies are being shared. Learning Focus Schools remains a consistent part of the instructional day.

Professional Development

The professional development activities have been or are currently being addressed and implemented. In addition, MHS is working
with RESA toward providing training regarding the differentiation of instruction for all core content areas.

Formative Evaluation

Evaluation is an occurring and continuous process at MHS. For example, the administration constantly and continuously use the
snapshot evaluation as a tool toward improving student achievement and teacher instruction.
School: Model High School                                                             TARGETED AREA: GHSGT English/Language Arts
Year: 2006 School Improvement Plan                                                    TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 84.70% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2005 GHSGT-AYP English/Languages Arts baseline data, 95.2% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.

According to the 2005 GHSGT-AYP English/Language Arts baseline data, 64.8% of 11th grade first time
 test takers scored on "Exceed" levels.

According to the 2005 GHSGT English/Language Arts baseline data, 88.2% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:

96% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.

ACTIVITIES                                                                          PERSON RESPONSIBLE                       TIMELINE
1.Students will continue to practice the writing process through the use of         Administration, Teachers                 8/2005-6/2006
graphic organizers.
2. Lesson plans will be reformative to incorporate English/Language Arts            Administration, Teachers                 8/2005-6/2006
content domain activities correlated to GPS alignment and Learning
Focused Schools curriculum objectives.
3. All students and parents will continue to participate in the content             Administration, Teachers, Parents        8/2005-6/2006
domain of language and writing question of the day.
4. Students scoring in a specific range on certain assessments                      Administration, Teachers                 8/2005-6/2006
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily          Administration, Teachers                 8/2005-6/2006
lesson plans and monitor student achievement.
6. The curriculum departments will participate in vertical teaming                  Administration, Teachers                 8/2005-6/2006
activities for the purpose of aligning course content across
all grade levels.

PROFESSIONAL DEVELOPMENT:                                                                                           Cost      Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS) for the purpose of developing
  "trainers of trainers" during the 2006 school year.
2. Faculty and staff will explore and participate in book studies.
3. Teachers will continue receiving training regarding the new GPS standards.
4. MHS will explore and implement school improvement strategies correlated to High Schools That Work.
5. MHS will be trained and utilize "Data Organization".
6. MHS Leadership Team will begin exploring, discussing and implementing achievement initiatives that
  correlate to higher student learning (i.e., restructuring departmental meetings; inclusion and looping;
  graduation rates). The leadership team will partake in a retreat to build continuity and teaming skills.
7. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
   parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
   might be available for increasing student achievement and/or teacher quality and development. All
   requests to use Federal monies at the school level will be supported by a needs assessment that
   includes but is not limited to, surveys, data analysis, and/or a written plan of action.
8. Schools will analyze survey results from the National Staff Development Council for the purpose of improving
    professional learning.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks,
teacher scored rubrics, standardized practice tests, the GHSGT test, GPS, use of essential question, and Learning Focused School curriculum.
School: Model High School                                                               TARGETED AREA: GHSGT Math
Year: 2006 School Improvement Plan                                                      TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 68.60% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2005 GHSGT math baseline data, 86.4% of 11th grade first time test takers scored "Meet/Exceed" levels.

According to the 2005 GHSGT math baseline data, 64.8% of 11th grade first time test takers scored "Exceed" levels.

According to the 2005 GHSGT math baseline data, 82.4% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:

90% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a
minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                             TIMELINE
1. All students/parents will continue to participate in the number and                Administration, Teachers, Parents              8/2005-6/2006
computation question of the day.
2. 11th grade students will continue to participate in GHSGT                          Administration, Teachers                       8/2005-6/2006
simulated/practice math test taking activities.
3. All students will continue to be presented a LFS essential question                Administration, Teachers                       8/2005-6/2006
related to the math lesson/unit.
4. Students scoring in a specific range on certain assessments                        Administration, Teachers                       8/2005-6/2006
(i.e.,GHSGT Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers                       8/2005-6/2006
lesson plans and monitor student achievement.
6. The curriculum departments will participate in vertical teaming                    Administration, Teachers                       8/2005-6/2006
activities for the purpose of aligning course content across
all grade levels and include an 8th grade teachers and MS SWD teacher.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost           Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS) for the purpose of developing
"trainers of trainers" during the 2006 school year.
2. Faculty and staff will explore and participate in book studies.
3. Teachers will continue receiving training regarding the new GPS standards.
4. MHS will explore and implement school improvement strategies correlated to High Schools That Work.
5. MHS will be trained and utilize "Data Organization".
6. MHS Leadership Team will begin exploring, discussing and implementing achievement initiatives that
   correlate to higher student learning (i.e., restructuring departmental meetings; inclusion and looping;
   graduation rates). The leadership team will partake in a retreat to build continuity and teaming skills.
7. The principal, with the assistance of county office personnel if so needed, will assure through faculty,
    parent and/or advisement focus groups, the purpose of applicable Title I-V programs and the monies that
    might be available for increasing student achievement and/or teacher quality and development. All
    requests to use Federal monies at the school level will be supported by a needs assessment that
    includes but is not limited to, surveys, data analysis, and/or a written plan of action.
8. Schools will analyze survey results from the National Staff Development Council for the purpose of improving
     professional learning.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Model High School                         SCHOOL MET AYP                                                                                    Year End Summation: 2005 AYP-SIP Plans
Year: 2005 School Improvement Plan                                                                                                                  Date: 8/23/2005
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2004 GHSGT-AYP English/Languages Arts baseline data, 93% of 11th grade first time test takers scored on "Meet/Exceed" levels.
According to the 2004 GHSGT-AYP English/Language Arts baseline data, 75% of 11th grade first time test takers scored on "Exceed" levels.
According to the 2004 GHSGT English/Language Arts baseline data, 89% of 11th grade first time test takers in the sub-group of Economically Disadvantaged scored on "Meet/Exceed" levels.
According to the 2004 GHSGT math baseline data, 88% of 11th grade first time test takers scored "Meet/Exceed" levels.
According to the 2004 GHSGT math baseline data, 71% of 11th grade first time test takers scored "Exceed" levels.
According to the 2004 GHSGT math baseline data, 78% of 11th grade first time test takers in the sub-group of Economically Disadvantaged scored on "Meet/Exceed" levels.

Restatement of the Measurable Objective(s):
95% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of English/Language Arts with a minimum 95% test participation rate.
95% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate.

Outcomes/Results for 2004 Measurable Objective(s)

MHS met the 2005 AYP measurable objective related to GHSGT student "meets/exceeds" English scores. The AYP original objective for the 2005 school year stated that
95% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of English/Language Arts with a minimum 95% test participation rate.
According to the 2005 GHSGT-AYP English "Meets/Exceeds" Data Report, 95.2% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.
Comparing the 2005 data findings to the 2004 data findings, MHS increased (+2.2%) regarding students scoring "meets/exceeds" on the GHSGT-AYP ELA section.

MHS did not meet the 2005 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective at the beginning of the 2005 school year stated that
95% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate.
According to the 2005 GHSGT-AYP Math "Meets/Exceeds" Data Report, 86.4% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.
Comparing the 2005 data findings to the 2004 data findings, MHS decreased (-1.6%) regarding students scoring "meets/exceeds" on the GHSGT-AYP Math section.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

First and foremost, Dr. Glenn White, Principal, and his entire faculty and staff should be commended for the outstanding effort and success toward improving student achievement
at Model High School. It is very apparent that the MHS administration communicated effectively to students, parents and teachers the expectations of the AYP school improvement plan.
Furthermore, the teachers should be commended for setting high expectations for all students. MHS teachers did an outstanding job addressing and closing the distributional gaps
between students scoring "Meets" and students scoring "Exceeds". The number of students scoring "Exceeds" in math, triple the number of students scoring "Meets" and in ELA the
number is doubled, respectively. In addition, the faculty and staff provide a learning environment conducive to student achievement. Countless hours are spent by the teachers to assure
student achievement remains high at MHS. The day-in and day-out efforts of the MHS faculty, staff, and administration does not go unnoticed.

After examining the 2005 findings related to the measurable objectives of English and math, the principal has discovered that an increase was reported in ELA and a slight decrease was reported
in math. However, it should be noted that across the board, MHS far exceeded Federal and State expectations related to AYP. The administration and teachers should be commended for setting
high learning expectations for all students. In addition, the principal expressed that instructional and curriculum strategies related to math scores are currently being revised. In addition,
the principal has stated in his analysis findings that while English and math will remain as 2006 AYP objectives, certain expectations/additions should be made
to these areas. This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.

Therefore, the principal has envisioned the 2006 school year to set the quantitatively measurable objectives/goals related to student achievement in English and Math Meets/Exceeds to 96% and
90%, respectively. Given the 2005 data results concerning the percent of students scoring "Exceed", these goals appear reasonable. In addition, the administration will be addressing SWD
math scores as far down as to he middle school levels. The principal will incorporate book study professional development activities; whereby, the faculty and staff will read and study
educational based books and share the findings as a group. The 2006 AYP-SIP for MHS will reflect these and other changes.
School: Model High School                                                       Mid-Year Update: AYP ELA/Math Plans
Year: 2004-2005 School Improvement Plan                                         Date: 1/13/2005
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2004 AYP data and objectives were analyzed and discussed at school council meetings, departmental
meetings, and vertical team meetings. In addition, curriculum department chairs have discussed and integrated the needs assessment data
and objectives across grade levels and content areas with appropriate personnel (i.e., teachers).

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. For example, the administration has worked with departmental teachers for the purpose of
planning curriculum and instruction in long-term units rather than planning curriculum and instruction on a daily or weekly basis. The
teachers have reported back to the administration that for the most part planning in units has been a very powerful tool for increasing
students achievement. The administration is reporting that unit planning occurring within departments appear to have a positive impact
on student achievement. This is a great example of how the AYP-SIP provides opportunities for the administration to be visionary
thinkers all for the purpose of improving teacher instruction and student achievement. The teachers have done a fantastic job planning,
organizing and implementing this strategy. Their efforts do not go unnoticed.

In addition, the administration has done an outstanding job assuring that teachers are trained and utilizing the LFS strategies. Graphic
organizers and EQ's are a daily part of instruction. In addition, students are spending an average of 20 minutes daily working with
"Alongside the Curriculum" activities. Furthermore, students scoring pass or below on the pre-practice E-GHSGT will be required to
attend Spring intersession. The MHS administration continues to implement excellent strategies and programs designed toward
improving student achievement and teacher instruction. Their efforts do not go unnoticed.

Professional Development

The professional development activities have been or are currently being addressed and implemented.

Formative Evaluation

Evaluation is an occurring and continuous process at MHS. For example, the administration constantly and continuously use the
snapshot evaluation as a tool toward improving student achievement and teacher instruction.
School: Model High School                                                               TARGETED AREA: GHSGT English/Language Arts
Year: 2004-2005 School Improvement Plan                                                 TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 81.6% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2004 GHSGT-AYP English/Languages Arts baseline data, 93% of 11th grade first time
 test takers scored on "Meet/Exceed" levels.

According to the 2004 GHSGT-AYP English/Language Arts baseline data, 75% of 11th grade first time
 test takers scored on "Exceed" levels.

According to the 2004 GHSGT English/Language Arts baseline data, 89% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:

95% or higher of all GHSGT-AYP 11th grade first time test takers will score at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.

ACTIVITIES                                                                            PERSON RESPONSIBLE                        TIMELINE
1.Students will continue to practice the writing process through the use of           Administration, Teachers                  8/2004-6/2005
graphic organizers.
2. Lesson plans will continue to incorporate/show English/Language Arts               Administration, Teachers                  8/2004-6/2005
content domain activities correlated to QCC/GPS alignment and Learning
Focused Schools curriculum objectives.
3. All students and parents will continue to participate in the content               Administration, Teachers, Parents         8/2004-6/2005
domain of language and writing question of the day.
4. Students scoring in a specific range on certain assessments                        Administration, Teachers                  8/2004-6/2005
(i.e.,GHSG Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily            Administration, Teachers                  8/2004-6/2005
lesson plans.
6. The curriculum departments will participate in vertical teaming                    Administration, Teachers                  8/2004-6/2005
activities for the purpose of aligning course content across
all grade levels.

PROFESSIONAL DEVELOPMENT:                                                                                             Cost       Funding Source
1. Teachers will continue to receive Learning Focused Training (LFS) for the purpose of developing
"trainers of trainers" during the 2003/04 school year.
2. Faculty and staff will participate in book studies regarding
A Framework for Understanding Poverty (Ruby Payne, author).
3. Teachers will receive outside training regarding the new FCS teacher evaluation process.
4. All certified employees will continue toward achieving technology certification through In-Tech, computer
   assessment, or other State certification approved program of study.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks,
teacher scored rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Model High School                                                               TARGETED AREA: GHSGT Math
Year: 2004-2005 School Improvement Plan                                                 TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 62.3% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2004 GHSGT math baseline data, 88% of 11th grade first time test takers scored "Meet/Exceed" levels.

According to the 2004 GHSGT math baseline data, 71% of 11th grade first time test takers scored "Exceed" levels.

According to the 2004 GHSGT math baseline data, 78% of 11th grade first time test takers in the sub-group of
 Economically Disadvantaged scored on "Meet/Exceed" levels.

MEASURABLE OBJECTIVE:

95% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a
minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                            TIMELINE
1. All students/parents will continue to participate in the number and                 Administration, Teachers, Parents             8/2004-6/2005
computation question of the day.
2. 11th grade students will continue to participate in GHSGT                           Administration, Teachers                      8/2004-6/2005
simulated/practice math test taking activities.
3. All students will continue to be presented a LFS essential question                 Administration, Teachers                      8/2004-6/2005
related to the math lesson/unit.
4. Students scoring in a specific range on certain assessments                         Administration, Teachers                      8/2004-6/2005
(i.e.,GHSG Pre/Post Test; SAT Pre/Post/Review) will be strongly encouraged
to attend intersession and before/after school academic activities.
5. Teachers will incorporate SAT "Alongside The Curriculum" in their daily             Administration, Teachers                      8/2004-6/2005
lesson plans.
6. The curriculum departments will participate in vertical teaming                     Administration, Teachers                      8/2004-6/2005
activities for the purpose of aligning course content across
all grade levels.

PROFESSIONAL DEVELOPMENT:                                                                                              Cost           Funding Source
1. Teachers will receive the Math Learning Focused Training (LFS) for the purpose of developing
"trainers of trainers" during the school year.
2. Faculty and staff will participate in book studies regarding
A Framework for Understanding Poverty (Ruby Payne, author).
3. Teachers will receive outside training regarding the new FCS teacher evaluation process.
4. All certified employees will continue toward achieving technology certification through In-Tech, computer
   assessment, or other State certification approved program of study.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation/snapshots, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Model High School                          SCHOOL MET AYP                                                                                    Year End Summation: 2003-2004 AYP-SIP Plans
Year: 2003-2004 School Improvement Plan                                                                                                              Date: 9/2/2004
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Year End Summation

Needs Assessment and Measurable Objective(s)

Restatement of the Needs Assessment:
According to the 2003 GHSGT English/Languages Arts baseline data, 21% of 11th grade first time test takers scored on "Meets-Proficient" levels
According to the 2003 GHSGT English/Language Arts baseline data, 77% of 11th grade first time test takers scored on "Exceed-Advanced" levels
According to the 2003 GHSGT English/Language Arts baseline data, all 11th grade first time test takers scored an average of 559 in the content domain of language and writing
According to the 2003 GHSGT math baseline data, 36% of 11th grade first time test takers scored "Meet-Proficient" levels.
According to the 2003 GHSGT math baseline data, 58% of 11th grade first time test takers scored "Exceed-Advanced" levels.
According to the 2003 GHSGT math baseline data, all 11th grade first time test takers scored an average of 547 in the content domain of number and computation.

Restatement of the Measurable Objective(s):
98% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of English/Language Arts with a minimum 95% test participation rate
95% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a minimum 95% test participation rate

Outcomes/Results for 2004 Measurable Objective(s)
The mid-year rollout of the new enhanced GHSGT changed the validity of objectives set at the beginning of the 2003-04 year; therefore, outcomes will be reported based on 2003-2004 AYP priority

MHS met the 2003-2004 AYP measurable objective related to GHSGT student "meets/exceeds" English scores. The AYP original objective changed during the 2003-2004 school year to state
that 81.6% or higher of all 11th grade first time test takers will pass the English Language Arts GHSGT at "Meet/Exceed" levels with a minimum 95% participation rate.
According to the 2004 GHSGT-AYP English "Meets/Exceeds" Data Report, 93% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.

MHS met the 2003-2004 AYP measurable objective related to GHSGT student "meets/exceeds" Math scores. The AYP original objective changed during the 2003-2004 school year to state
that 62.3% or higher of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels with a minimum 95% participation rate.
According to the 2004 GHSGT-AYP Math "Meets/Exceeds" Data Report, 88% of all MHS 11th grade first time test taking students scored "meets/exceeds" with a 100% test participation rate.

Activities

The school wide activities developed within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The school wide activities developed within the AYP-SIP for the purpose of improving student math scores were implemented with high success.

Professional Development

The professional development activities established within the AYP-SIP for the purpose of improving student English scores were implemented with high success.
The professional development activities established within the AYP-SIP for the purpose of improving student math scores were implemented with high success.

Formative Evaluation

All formative evaluations were successfully completed for the purpose of improving student English scores.
All formative evaluations were successfully completed for the purpose of improving student math scores.

Implications of the Findings

First and foremost, Dr. Glenn White, Principal, and his entire faculty and staff should be commended for the outstanding effort and success toward improving student achievement
at Model High School. It is very apparent that the MHS administration communicated effectively to students, parents and teachers the expectations of the AYP school improvement plan.
In addition, the teachers at MHS have worked extremely hard and provided countless hours of time and dedication to assure that the AYP-SIP was being implemented for the purpose of
improving student achievement. Finally, MHS does an outstanding job addressing and closing the distributional gaps that might be found at the different scoring levels (Basic;Meets;Exceeds).
The day-in and day-out efforts of the MHS faculty and staff to raise student achievement does not go unnoticed.

After examining the 2004 findings related to the measurable objectives of English and math, the principal has discovered that outstanding gains were made in these areas.
However, the principal has stated in his analysis findings that while English and math will remain as 2005 AYP objectives, certain expectations/additions should be made
to these areas. This analysis finding by the principal aligns with the purpose and intent of the AYP-SIP to be a continuous and transforming improvement plan.

Therefore, the principal has envisioned the 2005 school year to set the quantitatively measurable objectives/goals related to student achievement in English and Math Meets/Exceeds to 95%,
respectively. This seems very in-line and reasonable given the GHSGT has rolled out a new and tougher version called the Enhanced GHSGT. The MHS administration has predicted that the
over-all scores in all areas should rise given the fact that for the 2005 school year, students who have been afforded HCP courses will, for the first time, be taking the test. In addition, the
administration will explore and implement "Alongside the Curriculum" and continue to enhance the vertical teaming program. Finally, the principal will incorporate a book study
professional development activity; whereby, the faculty and staff will read educational based books and share the findings as a group. The 2005 AYP-SIP for MHS will reflect these changes.
School: Model High School                                                         Mid-Year Update: AYP ELA/Math Plans
Year: 2003-2004 School Improvement Plan                                           Date: 4/6/2004
Principal: Dr. Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress

Mid-Year Update Summation

Needs Assessment and Measurable Objective

The administration has shared and continues to share the needs assessment data and measurable objectives with their faculty, staff
and parents. The 2003 AYP data and objectives were analyzed and discussed at school council meetings, departmental
meetings, and vertical team meetings. In addition, curriculum department chairs have discussed and integrated the needs assessment data
and objectives across grade levels and content areas with appropriate personnel (i.e., teachers).

Activities

The administration has implemented school wide the activities developed within their AYP school plans. In addition, as the AYP
school plans were being implemented, the administration recognized that the AYP school improvement plans are continuous plans
requiring frequent monitoring and updating. For example, the administration implemented a program; whereby, vertical teaming across
grade levels and content areas occurs on a frequent basis.

However, to strengthen the concept of vertical teaming, the administration saw it beneficial to have teachers instruct at different grade levels.
For example, a math teacher at MHS might teach a ninth, tenth, and eleventh grade math class on a daily basis. When the mathematic
department meets for vertical teaming exercises, teachers come well prepared for the meeting in a theoretical and "practical" or "empirical"
sense. This is an excellent example of how the administration has utilized the AYP-SIP plan for the purpose of enhancing student
achievement.

Professional Development

The professional development activities have been addressed and implemented. All teachers continue to become trained in LFS curricula.

Formative Evaluation

Evaluation is an occurring and continuous process at MHS. For example, the administration continues to check lesson plans on a weekly
basis; whereby, activities encompassing LFS are expected, noted and discussed with teachers.
School: Model High School                                                                TARGETED AREA: GHSGT English/Language Arts
Year: 2003-2004 School Improvement Plan                                                  TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 88% of all 11th grade first time test takers will pass the Eng/LA GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2003 GHSGT English/Languages Arts baseline data, 21% of 11th grade first time
test takers scored on "Meet-Proficient" levels.
According to the 2003 GHSGT English/Language Arts baseline data, 77% of 11th grade first time
test takers scored on "Exceed-Advanced" levels.
According to the 2003 GHSGT English/Language Arts baseline data, all 11th grade first time test takers scored an average of 559
in the content domain of language and writing.

MEASURABLE OBJECTIVE:

98% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of
English/Language Arts with a minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                         TIMELINE
1.Students will practice the writing process through the use of                        Administration, Teachers                   8/2003-6/2004
graphic organizers.
2. Lesson plans will incorporate/show English/Language Arts content                    Administration, Teachers                   8/2003-6/2004
domain activities correlated to QCC alignment and Learning Focused
Schools curriculum objectives.
3. All students and parents will participate in the content domain of                  Administration, Teachers, Parents          8/2003-6/2004
language and writing question of the day.

PROFESSIONAL DEVELOPMENT:                                                                                             Cost       Funding Source
1. Teachers will receive Learning Focused Training (LFS) for the purpose of developing                               $ 1,000.00 Local
"trainers of trainers" during the 2003/04 school year.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.
School: Model High School                                                                TARGETED AREA: GHSGT Math
Year: 2003-2004 School Improvement Plan                                                  TARGETED POPULATION: 11th Grade Students
Principal: Glenn White

State Priority: Aligning District Student Achievement with No Child Left Behind-Adequate Yearly Progress
District Priority: Aligning School Student Achievement with No Child Left Behind-Adequate Yearly Progress
School Priority: Aligning Individual Student Achievement with No Child Left Behind-Adequate Yearly Progress
AYP Priority: 81% of all 11th grade first time test takers will pass the Math GHSGT at "Meet/Exceed" levels

NEEDS ASSESSMENT:
According to the 2003 GHSGT math baseline data, 36% of 11th grade first time test takers scored "Meet-Proficient" levels.

According to the 2003 GHSGT math baseline data, 58% of 11th grade first time test takers scored "Exceed-Advanced" levels.

According to the 2003 GHSGT math baseline data, all 11th grade first time test takers scored an average of 547
in the content domain of number and computation.

MEASURABLE OBJECTIVE:

95% or higher of all 11th grade first time test takers will pass at "Meet/Exceed" levels in the content area of mathematics with a
minimum 95% test participation rate.

ACTIVITIES                                                                             PERSON RESPONSIBLE                            TIMELINE
1. All students/parents will participate in the number and computation                 Administration, Teachers, Parents             8/2003-6/2004
question of the day.
2. 11th grade students will participate in GHSGT simulated/practice                    Administration, Teachers                      8/2003-6/2004
math test taking activities.
3. All students will be presented a LFS essential question related                     Administration, Teachers                      8/2003-6/2004
to the math lesson/unit.

PROFESSIONAL DEVELOPMENT:                                                                                               Cost        Funding Source
1. Teachers will receive Learning Focused Training (LFS) for the purpose of developing                                 $ 1,000.00 Local
"trainers of trainers" during the 2003/04 school year.

FORMATIVE EVALUATION (Assessment Instruments Utilized)
A variety of formative evaluations will be utilized including, but not limited to classroom observation, lesson plan checks, teacher scored
 rubrics, standardized practice tests, the GHSGT test, use of essential question, and Learning Focused School curriculum.

								
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