FHS School Improvement Plan 2010-11
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Transcript of FHS School Improvement Plan 2010-11
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FFRRAANNKKLLIINN
HIGH SCHOOL
School ImprovementPlan 2010-11
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Table of Contents
Acknowledgements....................................................................................................................................... 3
Executive Summary...................................................................................................................................... 4
Report on Goals 2009-10........................................................................................................................... 6
Goal Statements............................................................................................................................................ 7
Goal # 1 Action Plan................................................................................................................................... 10
Goal # 2 Action Plan................................................................................................................................... 13
Goal #3 Action Plan.................................................................................................................................... 15
Goal #4 Action Plan.................................................................................................................................... 16
Goal #5 Action Plan.................................................................................................................................... 17
Goal #6 Action Plan.................................................................................................................................... 22
Goal #7 Action Plan.................................................................................................................................... 23
Goal #8 Action Plan..25
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Acknowledgements
School Improvement Council
Michelle Hess, Teacher
John Leighton, Teacher
Janet Leurini, Teacher
Marushka Waters, Teacher
Carly Granville, Student
Justin Graci, Student
Queen Butahe, Student
Pamela McIntyre, Parent
Caroline Pechtl, Parent
Kathy Ryan, Parent
Cheri Tusia, Parent
Peter Light, Principal
Principals Council
Peter Light, Principal
Robert Lima, Assistant Principal
Joseph DiLorenzo, Assistant Principal
Derek Folan, Assistant Principal
Marissa Arthurs, English Department Head
Eileen Belastock, Math Department Head
Brenda Redding, Science Department Head
Christopher Schmidt, Social Studies Dept.
Head
Kristy Yankee, Director of Foreign
Languages
Michael Caple, Director of Art
Martha Donovan, Director of Health & PE
Nancy Schoen, Director of Music
Jane Hey, Technology CET
Instructional Leadership Team
Peter Light, Principal
Bob Lima, Assistant Principal
Derek Folan, Assistant Principal
Joseph DiLorenzo, Assistant PrincipalMarissa Arthurs, English Department Head
Joseph Piazza, English Teacher
Eileen Belastock, Math Department Head
Paul Castelline, Math Teacher
Brenda Redding, Science Department Head
K i C Di f H l h & PE
Kristy Yankee, Director of Foreign
Languages
Vanessa Bonilla, Foreign Language Teacher
Nancy Schoen, Director of MusicMike Caple, Director of Art
Mardi Donovan, Director of Health & PE
(Ret.)
Jan Petrin, Special Education Coordinator
Christina Bevilacqua, Special Education
T h
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Executive Summary
The Franklin High School, located in Franklin, Massachusetts, has an enrollment of 1620
students in Grades 9-12 serviced by 105 Teachers and 21 Educational Assistants. In addition,
the students are supported by 6 Guidance Counselors, 2 School Psychologists and 2Adjustment Counselors. The administration consists of 1Principal, 3 Assistant Principals, 1
Special Education Administrator, 1 Coordinator of Alternative Programs and 1 Athletic
Director.
The ethnic makeup of our school is: 1514-Caucasian, 21-Black/African American, 39-Asian,8-American Indian, 2-Native Hawaiian/Pacific Islander, 24-Hispanic or Latino. The current
inclusion model has 270 members of the student body classified as Special Needs students.
Less than1% of the student body comes from homes where their first language is not
English. As of May 2009, 52 students were provided with free/ reduced price lunches; as of
June 2010, 96 students qualified for free/ reduced price lunches (an increase of 84%). For the
past two MCAS testing cycles, our students have performed above average in English
Language Arts (97.5 CPI 2008, 97.1 CPI - 2009), above average (95.9 CPI 2008, 95.2
CPI - 2009) scores in Mathematics, and above average in Science (89.6 CPI 2008, 94.1 CPI- 2009) compared to the statewide averages. The median SGP was 41.0 in ELA and 34.0 in
Mathematics.
Mission & Expectations for Student Learning
Franklin High School exists as a covenant among students, parents, staff and community.
This collaboration promotes a rigorous, safe and nurturing environment in which students are
responsible and passionate learners. In an atmosphere of equality, acceptance and respect,students prepare to contribute to our democratic society and an interdependent world.
In order for Franklin High School students to become responsible and passionate learners, we
expect them to be able to
1. Communicate effectively througha. Listeningb. Speaking
c. Writingd. A variety of media and techniques
2. Read critically with understanding
3. Analyze and solve problems effectively byW ki ll b i l
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a. Articulating and demonstrating these connections
In order to help prepare our students to be contributors to our democratic society and aninterdependent world, we expect them to
1. Have respect for themselves and others2. Be open minded and compassionate3. Make informed decisions and accept responsibility for them4. Be involved in school and community activities5. Develop and cultivate knowledge of their physical, emotional and social well-being6. Utilize effective problem solving strategies to resolve social and emotional issues7. Be responsible citizens8. Be ambassadors of the school and the community
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Report on Goals 2009-10
Goal #1: The school will implement a summer reading program that engagesstudents Summer Reading
Status: Ongoing
Update: Despite a revision to the summer reading program for summer 2009, the school
continues to struggle with developing and implementing a summer reading program that engages
all students. Past data analysis reveals that fewer than 40% of students participate in the programand in grade 12, the percentage of students has historically been below 15%. The school
leadership team, including department heads and administration discussed several options for
summer reading programs, however, none met with wide approval from all constituencies. The
school will convene a study team at during the first semester of the 2010-11 school year and
develop a comprehensive summer reading plan for implementation during the summer of 2011.
Goal #2: The school will increase the graduation rate for the low socio-economicstatus subgroup to 90% over five years.
Status: Met Target
Update: In 2009-10 low socio-economic status students graduated from the school at a rate of
78.1% compared to the schools overall graduation rate of 94%. The school has made significant
progress in the first year of this goal. As of June 2010 the overall graduation rate for the senior
class increased to 97.7% (385 of 394 students). The low socio-economic subgroup graduation
rate increased to 88%, a gain of 10% which represents two additional students from this
subgroup. Because of the small size of the cohort, the 88% graduation rate is considered
statistically to have met the target.
Goal #3: The school will increase enrollment in advanced placement courses asmeasured by a percentage of the total course selections.
Status: Met target
Update: The total enrollment in Advanced Placement Courses increased from AY09 (352) to
AY10 (387) reflecting a net increase of 35 requests or 9.9%. Franklin High School again
increased Advanced Placement enrollments for AY11 to (521) by 139 enrollments or 36%. Over
a two year period, the school has increased Advanced Placement enrollments by 169 or 48%. A
similar increase is reflected when measured as a percentage of the total course requests for the
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Goal Statements
Preface to Goals #1-3
During the 2009-10 academic year, the school formed an Instructional Leadership Team (ILT)
comprised of administrators (24%), department heads (38%) and faculty (38%). The purpose of
the ILT was to develop instructional goals for the school and assist in planning for professional
development to achieve these goals. The ILT met for a total of three times during the second
semester (09-10) and developed three target goals (below). The goals established through the
work of the ILT are designed around three critical beliefs: high quality instruction causes
increases in learning, at times students will struggle and will need additional support, and that inorder for high-level teaching and learning to take place, a school must be committed to
continually improving its culture.
Goal #1 (School-wide): FHS will utilize a systemic and diverse repertoire ofinstructional practices in all classrooms that are research-based, collaborative, and
focused on and informed by student learning.
Based on classroom observations and faculty input, there has been little school-wide development
and training in research based classroom instructional practices in recent years.
Goal #2 (School-wide): FHS will develop a system that responds to students whenthey dont learn by acknowledging a shared responsibility for underperformance,
collaboratively diagnosing underlying issues, and prescribing and experimenting
with appropriate intervention strategies as a core component of the regular
education program.
Based on classroom observations, the results of a special education program evaluation andfaculty feedback, it was determined that the school does not currently have an intervention model
as part of the regular education curriculum and has not developed a systemic response for student
underperformance. By addressing underperformance in the regular education classroom, the
school will improve student learning and will increase academic performance for students in the
Needs Improvement category on the MCAS examinations, reduce the number of failures and
retentions and positively impact the graduation rate.
Goal #3 (School-wide): FHS will develop and nurture a culture that, for allmembers of our community (students and professionals), promotes and expects
continuous learning, embraces respectful discourse as a pathway to growth, and
believes that learners of all ages can continue to grow.
Numerous changes in the leadership of the school in recent years and lack of focus and direction
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learning process, the school will become more successful in linking professional development
activities to improved student performance.
Goal #4 (School-wide): The school will implement a summer reading program that
engages students Summer Reading
This goal is continued from 2009-10. See Report on Goals for further information.
Goal #5 (MCAS ELA): Franklin High School students in the special education
subgroup will increase performance on the English Language Arts (ELA) MCASexams.
Data analysis reveals that while the aggregate population of the school met Adequate Yearly
Progress (AYP) in ELA, the special education subgroup did not. Specifically, the special
education subgroup failed to meet performance or improvement targets. From 2008 to 2009, this
subgroups performance declined by 0.4 as measured by the Composite Performance Index (CPI),
falling 3.7 points short of the state target when measured on the same scale. The school will
increase the performance of students in this subgroup in order to make AYP.
Goal #6 (MCAS Mathematics): Franklin High School students in the special
education subgroup will increase performance on the Mathematics MCAS exams.
Data analysis reveals that while the aggregate population of the school met Adequate Yearly
Progress (AYP) in Math, the special education subgroup did not. Specifically, the special
education subgroup failed to meet performance or improvement targets. From 2008 to 2009, this
subgroups performance declined by 3.2 as measured by the Composite Performance Index (CPI),
falling 5.8 points short of the state target when measured on the same scale. The school willincrease the performance of students in this subgroup in order to make AYP.
Goal #7 (STE MCAS): The school will improve student skills in writing openresponses that require them to draw conclusions, analyze cause and effect, interpret
tables, and locate and provide supporting details.
Analysis of data shows that at all proficiency performance levels on the MCAS exam, students
have not performed as well on open response questions as they have on multiple choice questions.In order to continue to make AYP performance and improvement goals, the school will target
open response writing, specifically students skills in drawing conclusions, analyzing cause and
effect, interpreting data and locating and citing information and supporting details. Student skills
in these area will improve and be evidenced by a two point increase in proficiency as measured
by the CPI.
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Goal #8 (Bullying Program): The school will develop bullying prevention programs
and a system to track and respond to bullying incidents consistent with the
requirements of Massachusetts General Laws and District Policy.
With the recent anti-bullying bill passed by the legislature and the formation of a district bullying
taskforce, Franklin High School will develop and implement programs and procedures that will
decrease the incidence of bullying at the school.
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Goal # 1 Action Plan
FRANKLIN HIGH SCHOOL PAGE 10 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
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Goal #1: FHS will utilize a systemic and diverse repertoire of instructional practices in all classrooms that are research-based, collaborative, and focused on andinformed by student learning.
Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) ofCollectingInformation
Based on classroomobservations and facultyinput, there has been
little school-widedevelopment andtraining in researchbased classroominstructional practices inrecent years.
Faculty will developgoals and rubrics tomeasure
implementation
ProfessionalDevelopment Time,funding for
facilitator(s)
Goals and rubrics tomeasureimplementation will be
developed on August31 during professionaldevelopment time andsubsequently publishedfor faculty and public
Principal, Director ofInstruction, ILT
Published Goals andRubrics
Principal's office willpublish PublishedGoals/ Rubrics
Faculty will engage indiscussions aboutinnate beliefs about
learning and willdevelop anunderstanding of theresearch base aroundintelligence and learningthat support high-qualityinstructional practices
ProfessionalDevelopment Time,funding for
facilitator(s)
October ProfessionalDevelopment Day,subsequent follow-up at
faculty meetings asneeded
Principal, Director ofInstruction, ILT
Faculty will maintainprofessional binderwith research base on
learning
Administrativemeetings with facultyduring observation
cycle, Examination ofprofessional binders byadministrators duringobservationconferences
Faculty will developcommon understanding
of general instructionalstrategies and specificsubject-areas strategiesthat are shown to causehigh levels of studentlearning
Faculty meetingtime, department
meeting time
Faculty meetingsthroughout the year
beginning in September
Principal, AssistantPrincipal for
Instruction,Department Heads,ILT
Schools anddepartments will
jointly publish list ofcritical instructionalpractices for faculty toadopt
Principal's office willpublish list developed
by faculty anddepartments
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Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) ofCollectingInformation
Faculty will participatein Critical FriendsGroups (CFGs) as ameans to practice newstrategies and receivefeedback in a non-evaluative setting
ProfessionalDevelopment Time,funding forfacilitator(s),substitutes to providecoverage forteachers during co-observations andmeetings
Faculty training forCFGs on November 2PDD. Faculty willparticipate in at leasttwo co-observationsand subsequentmeetings during the2010-11 school year.
Principal, Director ofInstruction, AssistantPrincipal forInstruction,Department HeadsILT
Notes from CFGTraining and list offaculty co-observationtimes for each teacherduring the school year
Principal's office willcollect data about co-observation dates
Faculty will developformative assessmentsystems as a means togather real-time dataabout studentachievement that willinform instruction
ProfessionalDevelopment Time,funding forfacilitators ?,Department meetingtime
Faculty willcollaboratively select aunit from within theirteaching area during acommon planningmeeting prior to theJanuary 13th PD day;Teachers will learnabout formativeassessments and their
use on 1/13 anddevelop one or moreassessments toimplement in thecontext of the chosenunit; Faculty willimplement and discussthe results of theassessments at asubsequent common
planning meeting
Principal, Director ofInstruction, AssistantPrincipal forInstruction,Department Heads
Published List ofassessments andmeeting notes
Faculty will maintainnotes during meetingsand provide copies todepartment heads;Principals Office,through departmentheads, will collect theassessments andmeeting notes
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Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) ofCollecting
InformationClassroom observationprocesses will supportthe implementation ofthis goal
Time Administrators willdevelop list of focusquestions that supportDiscuss observationprocess with faculty inSeptember; focusconferences lateSeptember/ earlyOctober; classroom
observations andrequired meetingsthroughout year
Principal Developed set ofquestions for use infocus, pre-observationand post-observationconferences
Principal's office willpublish list foiradministrators
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Goal # 2 Action Plan
Goal #2: FHS will develop a system that responds to students when they dont learn by acknowledging a shared responsibility for underperformance, collaborativelydiagnosing underlying issues, and prescribing and experimenting with appropriate intervention strategies as a core component of the regular education program.
Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) ofCollectingInformation
Based on classroom
observations, analysis ofthe final failure rate, andthe results of a specialeducation programevaluation and facultyfeedback, it wasdetermined that theschool does notcurrently have anintervention model as
part of the regulareducation curriculumand has not developed asystemic response forstudentunderperformance.
School will develop and
implement a protocol forstudentunderperformance
Time for protocol
development andfaculty training
protocols developed
during summer 2010;teacher training (facultymeeting) at beginningof second quarter;implementation duringsecond quarter
Principal, Guidance
Director, AssistantPrincipals, SpecialEducation TeamChair, DepartmentHeads
Published Protocol
and student trackingforms, minutes fromfaculty training,student tracking formsfor under-performingstudents, decrease infailure rates
Principal's Office to
publish protocols andforms and developmeeting agendas andnotes, Classroomteachers to completeforms forunderperformingstudents based onestablished protocols,data collection (failure
rates)
School will developInstructional Support
Teams (IST) andprotocols for faculty toaddress under-performance (initiallydefined as potentialfailure for the year andloss of credit)
Time, professionaldevelopment
resources, substitutecoverage formembers of the ISTand presentingteachers
ISTs developed andtrained during 1st
semester of AY2010-11; protocols and formsdeveloped by samedate
Principal, GuidanceDirector, Assistant
Principals, SpecialEducation TeamChair,
Published Protocoland student tracking
forms, minutes fromfaculty training
Principal's Office topublish protocols and
forms and developmeeting agendas andnotes
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Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) of CollectingInformation
Teachers will presentat-risk students to ISTs,receive feedback aboutalternate instructionalstrategies, andimplement changes inthe classroom
Time to trainteachers, substitutecoverage formembers of the ISTand presentingteachers
teacher training for ISTpresentations January2011, February-May2010 implementationfor students at risk offailing a subject for theyear
Principal, GuidanceDirector, AssistantPrincipals, SpecialEducation TeamChair,
Published Protocoland student trackingforms, minutes fromfaculty training,student tracking formsfor under-performingstudents, decrease infailure rates
Principal's Office topublish protocols andforms and developmeeting agendas andnotes, meeting notesfrom IST meetings,teacher trackinginformation aboutinstructional changes/accomodations, data
collection (failurerates)
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Goal #3 Action Plan
Goal #3: FHS will develop and nurture a culture that, for all members of our community (students and professionals), promotes and expects continuous learning,embraces respectful discourse as a pathway to growth, and believes that learners of all ages can continue to grow.
Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) of CollectingInformation
Numerous changes inthe leadership of the
school in recent yearsand lack of focus anddirection have led to afragmented schoolculture.
Faculty will engage indiscussions about open-
honest communication,creating a safe nforsharing ideas andsetting norms forprofessional activities.
Professionaldevelopment time,
funding (forfacilitators)
Develop norms during8/21/10 PD,
continuation ofdiscussions throughoutyear
Principal, AssistantPrincipals, ILT,
Faculty
The school willdevelop and publish
norms for professionalactivities
Principal's Office willpublish norms
developed by faculty
Faculty will identifyroadblocks to initiative
that are within theschool's locus of controland administration willwork with faculty toeliminate any barriers tosuccessfulimplementation
Professionaldevelopment time,
funding (forfacilitators)
identification ofroadblock at 8/31 PD;
action steps to bedetermined subsequentto identification ofissues
Principal, AssistantPrincipals, ILT,
Faculty
develop list ofopportunities and
roadblocks
in house publicationthrough principal's
office of specificopportunities androadblocks
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FRANKLIN HIGH SCHOOL PAGE 16 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
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Goal #4 Action Plan
Goal #4: The school will implement a program that engages students summer reading.
Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) of CollectingInformation
This is a continuationfrom a goals in the2009-10 improvement
plan. The high schoolhas traditionallystruggledt o engagestudents in summerreading. Fewer than40% of students havehistorically participatedin the program
The school will convenea team during the firstsemester of the 2010-
11 Academic Year thatwill study a variety ofreading programs andpoublish a series ofrecommendations thatwill be adopted prior toJanuary 1.
Time, research Team will be formed anconvene prior toOctober 1. Team will
complete research priorto November 15. Teamwill make finalrecommendations priorto December 15.School will adoptprogram prior toJanuary 15 and publishpublic access.
Principal, Asstprincipal forAcademics, English
Department Head,Writing CenterInstructor
The school will publisha summer readingprogram by January
15.
Principal's office willpublish program
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FRANKLIN HIGH SCHOOL PAGE 17 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
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Goal #5 Action Plan
Goal # 5 MCAS ELA: Data analysis reveals that while the aggregate population of the school met Adequate Yearly Progress (AYP) in ELA for 2008-2009, the special education
subgroup did not
Root Causes
Instructional Change
Objective (ICO)
Strategies Resources Specific Timeline Measure(s) of
Implementation
Method(s) of Collecting
Information
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FRANKLIN HIGH SCHOOL PAGE 18 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
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Analysis of individualstudent data reveals that
students in the specialeducation subgroup whoscored less than proficient(240) showed weaknesses
in all areas of written
responses, earningbetween 0% and 50% of
possible points for thesequestion types
English and SpecialEducation departments
will collaborate todevelop and implementcommon curricular andand pedagogical strategies
that develop writing skills
for students withweaknesses in this area.
Special EducationAcademic Supportteachers will support the
writing process byadministering regularwriting prompts, assiststudents in developing
skills for organizing ideas
during pre-writingactivities, and provideregular feedback to
students regarding theirwriting.
1. ELA and SpecialEducation teachers to
develop a list ofstrategies proveneffective at supportingstudents with
disabilities in writing.
2. ELA and Specialeducation teachers will
develop analytic rubricsto provide a frameworkfor effective written
responses to MCASquestions 3. ELA andSpecial Educationteachers will implement
strategies developed to
target population4. 9th and 10th gradereplacement, inclusion,
and academic supportteachers will administertwo open responsequestions per term,
using theseopportunities to teachapplicable strategies forcultivating effective
open responses and tocollect formative dataabout student progress.
5. Departments willmeet to score students'responses in order to
develop a common setof expectations amongfaculty 6. Dataregarding student
progress will be sharedamong content teacher,support teachers anddepartment heads.
Time (departmentmeetings & common
planning time); sampleMCAS writtenresponse questions
Departments will meettogether two times prior to
November 1st and publisha list of instructionalstrategies that classroomteachers can use to
support effective writing
for students withdisabilities. Departments
will publish resourcematerials prior to January1. Departments will meet
during January 2011 tocollaboratively modelinstructional strategies.Teachers will implement
instructional changes
between February andJune 2011.
Meeting notes;published writing
resource guide thatincludes instructionalstrategies; rubrics foreffective responses;
instructional and
assessment resources
Department and commonplanning meeting notes
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FRANKLIN HIGH SCHOOL PAGE 20 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
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Student LearningObjective (SLO)
Targeted Students Assessment Schedule Assessment Tools Desired Level ofPerformance
Person(s) Responsible
Students will be able to
read and understand gradeappropriate vocabulary inthe context of texts and
literature.
All 9th and 10th grade
inclusion andreplacement ELAstudents; specific
emphasis on the specialeducation subgroup atrisk for scoring below
240 on 10th GradeMCAS ELAexamination
Results of 8th Grade
MCAS examinationswill be used to identify9th and 10th grade at-
risk students. Locallydeveloped interimassessments will be
administered duringthe second semester of9th grade and againduring the 1st semester
of 10th grade to assessthe growth ofidentified students and
identify new potentialat-risk students.
8th Grade MCAS
examination, locallydeveloped diagnostic andinterim assessments
students in the identified
subgroup will perform ator above state average invocabulary skills as
measured on the 10thgrade MCASexamination.
Principal, Assistant
Principals, English &Special EducationDepartment Heads,
Teachers
Instructional ChangeObjective (ICO)
Strategies Resources Specific Timeline Measure(s) ofImplementation
Method(s) of CollectingInformation
Students in the SpecialEducation subgroupscoring below 240 on
ELA MCAS examinationshave historicallyperformed significantly
below state average onreading comprehensionfor the strand "Myth,Traditional Narrative, and
Classical Literature"
Special Educationteachers will incorporate2-3 classic texts per year
into the replacementcurriculum andsupplement curriculum
with additional myths andtraditional narratives asappropriate.
ELA and SpecialEducation teachers willcollaboratively select
Classical Texts to beincorporated into 9thand 10th grade Special
Education replacementclasses.
canonical literary texts texts will be selectedduring the first term ofAY2010-11 and
implemented during thesame academic year.
Curriculum documentsfor these courses will berevised to include
selected literature,Classroom observations
Curriculum Documents,meeting notes
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FRANKLIN HIGH SCHOOL PAGE 21 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
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Student LearningObjective (SLO)
Targeted Students Assessment Schedule Assessment Tools Desired Level ofPerformance
Person(s) Responsible
Students will read and
understand a variety ofmyths, traditionalnarratives and classical
literature.
All 9th and 10th grade
inclusion andreplacement ELAstudents; specific
emphasis on the specialeducation subgroup atrisk for scoring below
240 on 10th GradeMCAS ELAexamination
Students will be
assessed throughoutthe year using locallydeveloped assessments
aligned with selectedliterature
locally developed
assessments
students in the identified
subgroup will increaseperformance in thisstrand by an average of
15% on the 2011 ELAMCAS and by 30% onthe 2012 ELA MCAS as
measured from the 2010baseline performance forthe subgroup.
Principal, Assistant
Principals, English &Special EducationDepartment Heads,
Teachers
Instructional Change
Objective (ICO)
Strategies Resources Specific Timeline Measure(s) of
Implementation
Method(s) of Collecting
Information
Students designated asEnglish Language
Learners have not hadaccess to properly trainedstaff in ELA subjects.
All ELA Staff All ELAstaff without at least
category 1 training willundergo required training.
ELA staff will attendtraining and implement
appropriateaccommodations forstudents designated asEnglish Language
Learners.
District Curriculumdevelopment money
for workshops andsubstitutes
Training will becompleted by the end of
the 2010-11 school year
Training attendance Central Office records
Student Learning
Objective (SLO)
Targeted Students Assessment Schedule Assessment Tools Desired Level of
Performance
Person(s) Responsible
Students identified asLEP/ELL will receiveappropriate supports in allELA classes.
Identified students Ongoing MEP, MELA-O, school-wide skills assessments,classroom assessments
Identified students willread and write at gradelevel.
Principal, AssistantPrincipals, EnglishDepartment Heads,English and ELLTeachers, District
Curriculum Coordinator
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FRANKLIN HIGH SCHOOL PAGE 22 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
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Goal #6 Action Plan
Goal #6 MCAS Math: Data analysis reveals that while the aggregate population of the school met Adequate Yearly Progress (AYP) in Math for 2008-2009, the special education
subgroup did not
Root Causes
Instructional ChangeObjective
3
(ICO)
Strategies Resources Specific Timeline Measure(s) ofImplementation
Method(s) of CollectingInformation
Identify areas on MCAStests were students'scores are incorrect andadjust math curriculum
to help support andimprove student scoresuccess.
Identify areas ofweakness demonstratedon open response MCAStests questions for the
past three years.
*Data Warehouse* Data analysis of 2006-2010 test scores
August 2010- June 2011 Practice MCAS tests Practice MCAS testresults and benchmarkassessments
Student LearningObjective
(SLO)
Targeted Students Assessment Schedule Assessment Tools Desired Level ofPerformance
Person(s) Responsible
Students continue tostruggle with openresponse questions onMCAS Math tests.
Student scores on MCASopen response questionswill improve. This willresult in more students
earning higher scores on10th grade MCAS tests.
Grades 9 -10 Ongoing. These willinclude both formativeands summativeassessments.
Teachers will use practiceworksheets and tests todetermine the students'understanding of MCAS
open response questions.Teachers along withMath Dept Head willmeet to discuss student
progress.
Improved open responseMCAS testing scores.
Math Department Headwill collaborate withmath teachers to monitorstudent progress.
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FRANKLIN HIGH SCHOOL PAGE 24 OF 25SCHOOL IMPROVEMENT PLAN 2010-11
REV. 10/10/2010
Student Learning Objective(SLO)
Targeted Students AssessmentSchedule
Assessment Tools Desired Level ofPerformance
Person(s) Responsible
-All students will be able to
successfully read and interpretgraphs, tables, and diagrams.
-All students will be able toanswer open response questionswith an assessment of 2.5 orhigher, based on MCAS sample
student responses.
9th Grade -Formatively
throughout theyear
-MCAS given inJune
-Sample Open
Responsequestions for
formativeassessment-Sample tables,charts, graphs uses
formatively toteach skill-MCAS in June
All FHS studentsin science will
increase theirproficiency index
to ___ (1 pointincrease) by 2012and to ____ (2point increase) by
2013. In order tomeet this PI,students in theWarning level will
be eliminated andstudents in the
NeedsImprovement will
be reduced from56% in 2009 to33% by 2013.
-Teachers-Science Department Head
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REV. 10/10/2010
Goal # 8 Action Plan
Goal #1: FHS will develop and implement an anti-bullying program and system to respond to bullying incidents that is consistent with MGL and district policy.
Root Causes: Strategies Resources Specific Timeline Person(s)Responsible
Measure(s) ofImplementation
Method(s) of CollectingInformation
Bullying is an ongoingissue at Franklin HighSchool as measured bythe MetrowestAdolescent HealthSurvey
Participate on thedistricts bullyingtaskforce
Time Ongoing Principal Meeting notes &attendance
Meeting notes
Develop bullying
appendix to studenthandbook
Time Summer 2010 Principal, Assistant
Principals
Published Appendix Published Appendix
Convene bullying studygroup at FHS oncedistrict policy iscomplete to makeadjustments tohandbook
Time, CompletedDistrict Policy
Dependent oncompletion of districtpolicy, Spring 2011 forinclusion in handbookfor AY2012.
Principal, AssistantPrincipals
Published handbook,tracking forms, initialdata from bullyingincidents
Principal to publishhandbook, assistantprincipals to trackbullying incidentsduring AY2010 toestablish baseline toset improvement
targets.
Research anti-bullyingmaterials to supplementexisting curriculumresources for the healtheducation classes,
Time, funding August 2010-January2011
Health Director Published list ofrecommendedmaterials for inclusionin health educationclasses.
Health Director willpublish list ofrecommendedmaterials.
Research andimplement anti-bullying
programs school-wide
Funding, time September 2010-June2011
Principal, Director ofHealth
Program notes,student feedback,
establishment ofongoing anti-bullyingprograms at FHS
Principal and Directorof Health to collect
data.