FHS School Improvement Plan 2010-11

8/8/2019 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


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


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

REV. 10/10/2010

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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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


REV. 10/10/2010


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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


REV. 10/10/2010


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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.




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


REV. 10/10/2010


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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)


REV. 10/10/2010


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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.




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


REV. 10/10/2010


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REV. 10/10/2010

Goal #4 Action Plan

Goal #4: The school will implement a program that engages students summer reading.




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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REV. 10/10/2010

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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REV. 10/10/2010

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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REV. 10/10/2010

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


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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REV. 10/10/2010

Student LearningObjective (SLO)



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


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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REV. 10/10/2010

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


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)



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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REV. 10/10/2010

Student Learning Objective(SLO)

Targeted Students AssessmentSchedule

Assessment Tools Desired Level ofPerformance


-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 #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.




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.