Sequoyah High School 2016-17 School …...Sequoyah High School - School Improvement Plan - Part III CCRPI Achievement Gap Points 2015 Score Gap College and Career Readiness Performance

Sequoyah High School

2016-17

School Improvement Plan

Mr. Elliott Berman, Principal

School Profile Sequoyah High School has been recognized as one of the best and highest performing high schools in both the state of Georgia and throughout the nation. Sequoyah HS has received many recognitions including some from the United States Department of Education, Newsweek magazine, The Washington Post, and the US News and World Report. The school’s rigorous academic program for Advanced Placement provides students with a wide variety of course offerings, and the college preparatory program provides challenging and rigorous courses that lead to success in higher education. Career technology students also benefit from a challenging curriculum, and the Work Based Learning program provides a vital link to the business world. Students at Sequoyah HS also have the opportunity to engage in a variety of high performing extracurricular activities through school sponsored athletic and fine arts programs. As Sequoyah HS continues to grow, a new extension of the campus will open in January 2017, providing additional space for classrooms and career pathway programs.

School Improvement Plan Design Team: Maria Baldwin Lead CounselorStephanie Barber Special EducationKasey Barth English Department ChairCarey Blalock RTI ChairDiane Butterworth Assistant Principal – Special Education Tonya Carnes Math Department Chair / 504 Chair Jennifer Cotton Social Studies Department Chair John Edwards PE Department ChairElease Franchini Media SpecialistErin Heinzer ESOL Lead TeacherAlan Johnson CTAE Department ChairLaura Kudlak Assistant Principal – CTAEMatthew May Assistant Principal - Curriculum Craig McKinney Assistant Principal/Athletic Director Cathy Murphy PLTLGerald Parker Fine Arts Department ChairTracy Strange Science Department ChairLuz Vargas Foreign Language Department Chair Tiffany Weck Special Education Department Chair

A. CHEROKEE COUNTY SCHOOL DISTRICT’S MISSION STATEMENT:

We, the School Board of the Cherokee County School District, are committed to educating the emerging generation through learning environments designed to increase the performance of all students.

B. CHEROKEE COUNTY SCHOOL DISTRICT’S BELIEF STATEMENTS:

All students deserve the opportunity to learn, achieve success and become productive citizens.

Education/learning is a shared responsibility and should take place in the home, at school and in the community. All students can learn; but they learn in different ways, at different rates and with different preferential learning styles. Learning is achieved through the use of a variety of effective teaching techniques. A safe and secure environment is essential for teaching and learning. All students should be taught by teachers and parents how to learn and how to become lifelong learners. g. All students deserve equal

access to a quality education. Quality education requires quality staff, programs, facilities, equipment and technology. Parent and community participation, support and responsibility are essential to the positive social, emotional, cultural and academic

development of every student. Student achievement is enhanced through partnerships with parents, businesses, community-based organizations and agencies, local

institutions of higher learning and other public entities. All policy, administrative, instructional and educational support decisions should be based on student needs and what is best for students. Diversity should be promoted so that isolation of racial, ethnic and socioeconomic groups is avoided and education is enhanced in a

diverse, inclusive setting. All schools should be accountable for improving student achievement. All schools should reflect school-based, participatory management. All students must be prepared to function effectively in a knowledge-based, technologically-rich and culturally-diverse 21st century. All staff should have access to results-driven professional development and training which is aligned with the School Board’s Major

System Priorities and School Improvement Plans. Such professional development and training must be standards-based, job-imbedded, collaborative and build an organizational culture that insures continuous improvement.

C. CHEROKEE COUNTY SCHOOL DISTRICT’S MAJOR SYSTEM PRIORITIES:

1. Establishing internationally competitive standards for student performance and an accountability system and policy framework designed to insure that all students are challenged individually and collectively to meet more rigorous standards.

2. In collaboration with technical colleges, other institutions of higher learning and the local business community, insuring that vocational/technical education programs prepare students for a diverse and technologically rich society.

3. Insuring that all students and staff have a safe and secure environment for teaching and learning. 4. Attracting, retaining, and training the best teachers, principals, and support staff. 5. Utilizing technology both to improve student achievement and to increase the school district’s productivity and efficiency as a major

business enterprise. 6. Increasing parental and community involvement through public engagement policies and practices that treat parents, businesses,

community-based organizations and agencies, local institutions of higher learning and other public entities as true partners in the educational process.

7. Addressing exploding student population growth, recognizing that there is a large gap between the school district’s facilities and technology needs and available capital outlay revenue.

D. ADVANCED STANDARDS FOR QUALITY:

Standard 1: Purpose and Direction. The School District maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Standard 2: Governance and Leadership. The School District operates under governance and leadership that promote and support student performance and school effectiveness.

Standard 3: Teaching and Assessing for Learning. The School District’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning.

Standard 4: Resources and Support Systems. The School District has resources and provides services that support its purpose and direction to ensure success for all students.

Standard 5: Using Results for Continuous Improvement. The School District implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.

E. SCHOOL MISSION STATEMENT: The mission for Sequoyah High School is to provide students with diverse and challenging educational opportunities, which will prepare them to become engaged citizens and lifelong learners.

F. SCHOOL VISION STATEMENT:

Sequoyah HS will provide students with a safe, secure, engaging and meaningful educational experience, which will include exposure to technology, critical thinking and problem solving skills. Sequoyah HS wants every student’s education to include a faculty and staff dedicated to teaching and learning, parents who are involved and informed and a community that supports the school.

G. SCHOOL BELIEF STATEMENTS:

Sequoyah HS believes that: All students can learn and develop their unique talents, regardless of their learning styles. Each student should have the opportunity to learn and succeed in a safe and secure environment with minimal distractions. The school should include faculty, staff, students and parents who work together with the goal of student achievement in mind. Consistent collaboration is critical to improving teaching and learning. A student’s education should prepare him or her for a future that includes college and career skills, fluency in technology and civic

virtues and values. Setting and maintaining high standards in the classroom, in extracurricular activities, and in life. Instructional effectiveness includes continuous analysis and reflection using student performance data, best practices, differentiation

and technology. Each employee, student and parent deserves consideration and respect. Teachers, students and parents are jointly responsible for a student’s education. As such, the school should communicate with parents

regularly, teach students self-advocacy, expect students to take accountability for their actions and encourage students to take pride in their studies.

Sequoyah High School - School Improvement Plan - Part III

Needs Assessment

CCRPI Overall Score 2015 Score Gap

College and Career Readiness Performance Index (CCRPI)

Target Score 100

School 84.7

Like Georgia High Schools 86.2 Yes No

All CCSD High Schools 83.7 Yes No

Georgia 75.8 Yes No

⦁ Sequoyah’s overall CCRPI Score is lower than like schools due to the 1.9 points received in the Challenge Point category. Among like schools, most schools scored at least a 3 in this category

⦁ Among like schools, Sequoyah also scored a 6.7 on the Gap Score category. While four other schools also scored a 6.7, six schools scored a 7.5 or better.

⦁ On the EOC, Sequoyah’s scores are impacted by a high number of students who scored in the Developing Learner category

Gap Analysis / Longitudinal Trends

CCRPI Achievement Points 2015 Score Gap


Target Score 50

School 38.6

Like Georgia High Schools 40 Yes No


Georgia 32.8 Yes No

- The following areas are currently impacting Sequoyah’s CCRPI Achievement Pointso Content Mastery§ Coordinate Algebra (6.614/10)§ Physical Science (6.26/10)o Post High School Readiness§ Percent of graduates completing a CTAE pathway and earning a national industry recognized credentialPercent of students' assessments scoring at Proficient or Distinguished Learner on Georgia Milestones EOCs


CCRPI Progress Points 2015 Score Gap


Target Score 40

School 37.5



Georgia 34.3 Yes No



CCRPI Achievement Gap Points 2015 Score Gap


Target Score 10

School 6.7



Georgia 6.7 Yes No

Among like schools, several scored higher (earning a 3 as opposed to a 2) on the Gap Progress in areas such as Math, Science, and Social Studies.


CCRPI Challenge (ED/EL/SWD) Points 2015 Score Gap


Target Score 10

School 1.9



Georgia 2 Yes No

- Among like schools, several have earned Exceeding the Bar points in categories such as:o Percent of first time 9th grade students with disabilities earning 3 Carnegie Unit Credits in 3 core content areas (ELA, mathematics, science, social studies) and scoring at Developing Learner or above on all required Georgia Milestones EOCso Percent of first time 9th grade students earning 4 Carnegie Unit Credits in 4 core content areas (ELA, mathematics, science, social studies) and scoring at Proficient Learner or above on all required Georgia Milestones EOCso Percent of English Learners with positive movement from one Performance Band to a higher Performance Band based on the ACCESS for ELLs- Sequoyah earned .5 in the Exceeding the Bar points for (Many of our like schools scored in the 1 -1.5 range):Percent of graduates completing a career-related Work-Based Learning Program or a career-related Capstone Project (includes IB projects; moves to face of CCRPI in 2016-2017)



Needs Assessment

Ninth Grade Literature EOC (Students Scoring at Levels 3 & 4)

2016 % Gap

Georgia Milestones End-of-Course Results (CCRPI)

School 65

All CCSD High Schools 58 Yes No

Georgia 41 Yes No


American Literature EOC (Students Scoring at Levels 3 & 4)

2016 % Gap


School 65


Georgia 43 Yes No


Algebra EOC (Students Scoring at Levels 3 & 4) 2016 % Gap


School 40


Georgia 36 Yes No

Sequoyah’s number of Beginning and Developing Learners is higher than some other CCSD schools


Geometry EOC (Students Scoring at Levels 3 & 4)

2016 % Gap


School 53


Georgia 33 Yes No



Physical Science EOC (Students Scoring at Levels 3 & 4)

2016 % Gap


School 33


Georgia 34 Yes No

- Sequoyah has a high number of Developing Learners on the Physical Science EOC. Physical Science also was offered to 8th grade students at Dean Rusk Middle School.


Biology EOC (Students Scoring at Levels 3 & 4) 2016 % Gap


School 74


Georgia 43 Yes No


U. S. History EOC (Students Scoring at Levels 3 & 4)

2016 % Gap


School 63


Georgia 44 Yes No


Economics EOC (Students Scoring at Levels 3 & 4)

2016 % Gap


School 61


Georgia 45 Yes No

Sequoyah has a high number of Developing Learners on the Economics EOC.



Percent Typical/High Growth 2015 Avg. Gap


School 71


Georgia 65 Yes No



Needs Assessment

Graduation Rate % Gap

Graduation Rate

School 89.4


Georgia 78.8 Yes No


Graduation Rate for SWD % Gap

Graduation Rate

School 51.6


Georgia 54.3 Yes No

⦁ Sequoyah is working to improve the graduation rate for SWD.


Graduation Rate for Minorities % Gap

Graduation Rate

School 81.9


Georgia 75.8 Yes No


Graduation Rate for ED % Gap

Graduation Rate

School 10


Georgia 74.5 Yes No

⦁ Sequoyah is working to increase the graduation rate for students identified as ED



Needs Assessment

SAT Scores % Gap

SAT and ACT Scores

School 1575


Georgia 1459 Yes No

National 1484 Yes No


ACT Scores 2015 Avg. Gap

SAT and ACT Scores

School 23.4


Georgia 21.1 Yes No

National 20.8 Yes No



Needs Assessment

Percent of ED Students % Gap

Student Demographic Data

School 22.3


Georgia 0 Yes No


Percent of EL Students % Gap


School 1.4


Georgia 0 Yes No

⦁ EL has shown an increase in the number of students enrolled who would qualify in this category.


Percent of SWD Students % Gap


School 9.6


Georgia 0 Yes No

⦁ Sequoyah is working with SWD students to increase student achievement.


Percent of RTI (Tier 2 & 3) Students % Gap


School 10.5


Georgia 0 Yes No



Percent of Gifted Students % Gap


School 13.7


Georgia 0 Yes No

⦁ Sequoyah is working to provide appropriate courses and instruction that would benefit students identified as gifted.


All Students Attendance Rate % Gap


School 95.9


Georgia 0 Yes No


SWD Attendance Rate % Gap


School 95.1


Georgia 0 Yes No



Needs Assessment

Teacher Average Year of Experience Avg. Gap

Faculty/Staff Demographic Data

School 0


Georgia 0 Yes No


First Year Teacher % Gap


School 17.7


Georgia 20.9 Yes No

- Sequoyah had teacher attrition due to retirements, resignations, and the increase in faculty due to student growth.


Gifted Endorsed Teachers % Gap


School 24


Georgia 0 Yes No

- The number of teachers with the Gifted Endorsement are impacted by the attrition rate.- New teachers hired need to be trained in the Gifted Endorsement program, due to the size of the program, not all teachers are enrolled in the course.


ESOL Endorsed Teachers % Gap


School 8


Georgia 0 Yes No

- The number of teachers with the ESOL endorsement are impacted by the attrition rate. - Teachers attempting to enroll in the ESOL endorsement program have not all been accepted to the program.



Teacher Average Days Absent Avg. Gap


School 0


Georgia 0 Yes No


Teacher Retention Avg. Gap


School 90.2


Georgia 77.2 Yes No


Percent of Teachers at TKES Levels 3 & 4 (Overall)

% Gap


School 100


Georgia 0 Yes No



Needs Assessment

Discipline: Not SWD Out-of-School Suspension Avg. Gap

Discipline Data

School 2.2


Georgia 0 Yes No


Discipline: SWD Out-of-School Suspension % Gap

Discipline Data

School 5.2


Georgia 0 Yes No


Discipline: Minority Out-of-School Suspension % Gap

Discipline Data

School 3.6


Georgia 0 Yes No


Discipline: Not SWD In-School Suspension % Gap

Discipline Data

School 18.5


Georgia 0 Yes No



Discipline: SWD In-School Suspension Avg. Gap

Discipline Data

School 25.4


Georgia 0 Yes No


Discipline: Minority In-School Suspension Avg. Gap

Discipline Data

School 26


Georgia 0 Yes No



Needs Assessment

Least Restrictive Environment (LRE) Percentage % Gap

Other Data Influences

School 50


Georgia 65.3 Yes No


Section 5 – Locally Required Plans A. REVIEW OF CHEROKEE COUNTY SCHOOL DISTRICT PROFESSIONAL DEVELOPMENT FOCUS/TARGETS 2016-19

Offer professional growth opportunities designed to produce teachers and support staff prepared to promote the success of all students

through effective classroom instruction. Support the improvement of the performance of students, staff, and the organization through results-driven professional development,

which is standards-based, job embedded, and collaborative, i.e., Professional Learning Communities (PLC). Support teachers’ effective use of formative, summative and diagnostic assessments as well as the collection, analyzation and reporting of

data as a means of determining effective instruction and equitable access to student support programs. Provide professional learning opportunities for all staff which will support students' academic needs through the integration of technology

in standards-based lessons. Build capacity for instructional leadership through consistent and pervasive models of teacher and administrator training and collaboration

that lead to effective school improvement and increase student achievement.

B. ANALYSIS OF PREVIOUS YEAR’S SCHOOL-BASED PROFESSIONAL DEVELOPMENT

Complete the following analysis as it relates to the effectiveness of school-based professional development activities for the 2015-16 school year:

Professional Development Activity

Statement of Effectiveness/Impact on

Student Achievement Continue Discontinue Rationale Workshops focusing on course frameworks, best practices, strategies for improving student problem solving skills and student performance.

This strategy allows departments to collaborate, disseminate data, and plan for future instruction.

√

Teachers appreciate the additional opportunities to work with their peers during the school day. This collaborative opportunity prevents conflicts in scheduling which occurs before and after school.

Spanish teacher workshops to share best practices and refine curriculum maps, and develop strategies for improving student performance data.

This strategy allows Spanish teachers to collaborate, disseminate data, and plan for future instruction.

√

Teachers appreciate the additional opportunities to work with their peers during the school day. This collaborative opportunity prevents conflicts in scheduling which occurs before and after school.

Section 5 – Locally Required Plans B. ANALYSIS OF PREVIOUS YEAR’S SCHOOL-BASED PROFESSIONAL DEVELOPMENT

Complete the following analysis as it relates to the effectiveness of school-based professional development activities for the 2015-16 school year:

Professional Development Activity

Statement of Effectiveness/Impact on

Student Achievement Continue Discontinue Rationale State-wide Longitudinal Data System (SLDS) training.

SLDS training allowed teachers to learn how to understand and use available data resources.

√

With the entire staff trained on SLDS during the 2015-2016 school year, teachers are able to support each other without dedicated resources to another whole group training.

C. DEVELOPMENT OF 2016-17 STATE STAFF DEVELOPMENT BUDGET ALLOCATION PLAN ALIGNED TO SCHOOL IMPROVEMENT PLAN

Complete the following chart for your school-based Professional Development Plan for the 2016-17 school year:

Total Allocation: $4201.73

Professional Learning Activity SIP

Goal(s) # Participant(s) Timeline Resources Needed

Cost (should equal

allocation) Science, Social Studies, Math, and Special Education departments will hold collaborative meetings to modify SHS curriculum maps, align instructional strategies and assessments to course standards and goals.

1 & 2 Science Social Studies Math Special Education

August – May Substitute teachers, meeting locations, curriculum maps, teacher guides, textbooks, etc.

3229.60

Registration for SHS’s Media Specialist to attend the Georgia Education Technology Conference.

1 & 2 Elease Franchini November None 210.00

Section 5 – Locally Required Plans

C. DEVELOPMENT OF 2016-17 STATE STAFF DEVELOPMENT BUDGET ALLOCATION PLAN ALIGNED TO SCHOOL IMPROVEMENT PLAN

Complete the following chart for your school-based Professional Development Plan for the 2016-17 school year:

Total Allocation: $4201.73

Professional Learning Activity SIP

Goal(s) # Participant(s) Timeline Resources Needed

Cost (should equal

allocation) Registration for SHS’s Choral Director to attend the Georgia Music Educator’s Conference

Josh Markham None 130.00

Partial Funding for SHS’s Choral Director to attend the American Choral Director’s Association National Conference.

Josh Markham None 725.00


D. PROFESSIONAL LEARNING COMMUNITY IMPLEMENTATION PLAN

Provide a summary of school-based Professional Learning Community activities planned for the 2016-17 school year (limited to 250 words):

Section 5 – Locally Required Plans Professional Learning Communities meet once a week on Wednesdays from 3:30 -4:30. The Professional Learning Community groups were created by the administrative team, the PLTL, and the PLC Committee. Priority was given to teachers who teach a course with a Georgia Milestone End of Course assessment. Once those PLC groups were created, teachers were placed in groups based on the primary subject they teach. Several departments have groups of singleton teachers who did not teach a comparable course with other teachers. These teachers meet within their own PLC in their respective departments. The PLC groups submit weekly agendas and reports about work done during their sessions. Sequoyah High School PLC Groups: Science Biology—2127 Wendy Roberts—facilitator Brenda Priest—recorder Ada Moulder—time keeper Haley Davis—reporter Rosemary Kamau Tiffany Weck

Physical Science—2224 Janet Lynch—facilitator Travis Sheffield—recorder Kevin Lowry—time keeper Will Coyle—reporter Yolanda Payton Erin Scott

Science Group 3—2220 Dawn McAllister—facilitator Brian Carnes—recorder DeAnda Cavallaro—time keeper Maureen Miller—reporter Deborah Smith Tracy Strange

Student Services Shirley Anderson—facilitator Carrilynn Corbin—recorder and reporter Maria Baldwin—time keeper

Math Algebra 1—2112 Facilitator: Emily Nichols Recorder: Madlyn Faber Time keeper: Matt Roberson Reporter: Maria Tieles

Geometry—2111 Facilitator: Julie Geoghagan Recorder: Greg key Time keeper: Meriam Freeman Reporter: Tonya Carnes

Algebra 2—2110 Facilitator: Karin Eubanks Recorder: Debbie Worthy Time keeper: Randy Smith Reporter: Dakota Richards

Finance—2110 Facilitator: Derrick Dewitt Recorder: Frankie Garner Time keeper: Frankie Garner Reporter: Derrick Dewitt

Pre-Calculus—2108 Facilitator: Andy Oberlies Recorder: Kristin Witty Time keeper: Kristin Witty Reporter: Andy Oberlies

English 9th—1110 Michael Dayton—facilitator Katie Maher—recorder Justin West—time keeper Asher Kelsey—reporter Nikki Wheeler—reporter

10th—1233 Marla Hooper—facilitator Heather Garrett—recorder Angela Chambers—time keeper Rick Bragg—reporter Heather Lipham

11th—1119 Zach Jones—facilitator Christal Hardaway—recorder Cindy Perry—time keeper Kasey Barth—reporter Cathy Murphy

Section 5 – Locally Required Plans 12th—1106 Jason Smith—facilitator Miriam Greene—recorder Elaine Dasher—time keeper Kristy Lingerfelt—reporter Elease Franchini*

Foreign Language—1107 Laura Sanders—facilitator Jennifer Loudermilk—recorder Melissa Burns—time keeper Jennifer Russell—reporter Greg Ross Erin Heinzer Rachel Ulloa

Social Studies Econ—2128 Sean Sharrock—facilitator Zackery Lawson—recorder Curtis Williams—time keeper

US History—M18 Paul Peacock—facilitator Travis King—recorder Chuck Patterson—time keeper Andy Maxwell—reporter Justin West

World Content—2211 Lara Bowen—facilitator Sarah Williams—recorder Jack Graber/John Zonin—time keeper Jennifer Cotton/Matt Bartula—reporter Debra Baker

MO/MI/SID/PID Kim Morgan—facilitator Lauren Holland—recorder Stephanie Barber

PE Allen Carden—facilitator Lori Little—recorder James Teter—time keeper Mark Farist—reporter

Fine Arts—Gerald’s room, 6:45 AM Casey Eubanks—facilitator Josh Markham—recorder Kim Brown—time keeper Gerald Parker—reporter Joel Mooney

CTAE—1224 Ron Whittle—facilitator Jeff Beinke—recorder Kari Palmer—time keeper Lauren Miller—reporter Alan Johnson Molly Miller John Futral Chuck Wilson Heath Wilkie Cassandra Hembree

Section 5 – Locally Required Plans Sequoyah High School Three Year PLC Plan: Culture of Collaboration Focus on Learning Results Orientation 2016-2017 PLC Meetings required each week.

Strategic and intentional collaboration occurs in PLCs; this collaboration focuses on student data and work.

PLC facilitators receive district training. In PLCs, conversations are about what is

taught; ideas are shared. Leadership team is transformed into an

instructional leadership team. PLC processes are outlined with

expectations and structure. PLC agendas are required. PLC minutes are required for

documentation. PLC roles are established. PLC norms are established. PLC teams are established based on

common students and common work. Specific PLC celebrations are established

and encouraged. “Guiding Coalition” is established.

District Priority Standards are used in math.

Schedule is reviewed for learning benefit with modifications to be considered in next year.

Vision, mission and collective commitments are created with stakeholders.

Conversations include problem-solving by student and by groups of students; this problem-solving includes differentiated strategies.

Common units are revised and modified for the learning needs of current students.

PLCs compare and analyze data from same common assessments: quizzes, tests and projects.

SMART Goals are established and implemented for each unit.

Common formative assessments begin within the PLCs.

Common assessments are expected and include at least 10 identical questions on major assignments.

Timely weekly and quarterly data analysis is expected.

Data discussions include specific numbers of As, Bs, Cs, etc. by teacher, not averages.

2017-2018 Fully functioning PLCs meeting weekly. PLC representation at vertical meetings

to convey ongoing best practices, student support practices and data as a product of the PLCs.

Principal attestations signed as per state policy.

PD evaluation score reported for TKES overall performance evaluation.

PLC expectations outlined in faculty handbook.

Specific PLC interventions established.

Common pre-tests implemented for each unit. Pre- and post-semester meetings are held with

administrators to share data and success. Consistency in grading begins (like assignments

and weights, interrater reliability). Teachers use multiple data points (EOC, Lexile,

Quartile, SAT/ACT, AP, etc.) in addition to common assessments to plan for specific strategies

2018-2019 Integration of current PLCs to create integrated units and assessments.

Develop opportunities for collaboration between Middle/High School PLC groups in Math, Science, CTAE, Foreign Language

Implement changes in schoolwide schedule.

PLCs using student data routinely for decision making and interventions.


E. TECHNOLOGY DRIVEN PROFESSIONAL DEVELOPMENT ACTIVITIES AND PLAN

Provide a summary of school-based, technology-focused Professional Development activities planned for the 2016-17 school year with the following considerations (limit response to 250 words): Needs of audience type (administrators, teachers, clerical, etc.); action plan to address needs; planned training times/schedule for training; and include numbers trained as MIE and/or Apple Vanguard (included number of certified in the program) Needs of Audience Type: Sequoyah High School’s theme for technology focused professional development during the 2016-2017 school year is “Going Mobile”. This theme was chosen based on feedback from teachers who want more resources and tools to use in the classroom with students and their learning device. These trainings are intended to broaden the number of staff who use BYLD and to encourage teachers to find new ways to incorporate the devices into the classroom. Action Plan:

SEQUOYAH HIGH SCHOOL’S TECHNOLOGY PROFESSIONAL DEVELOPMENT TRAINING FOR 2016-17

Below are the dates and topics for the 2016-17 technology training for Sequoyah High School’s teachers, counselors, other certified instructional personnel, and administrators. Our theme for this school year is SHS: Going Mobile. To protect your valuable time:

· Training will be conducted during the first half of each planning period on the below dates · You will have the option of attending sessions or you can pass a pre-test for the sessions that you would like to opt out via OneNote

11/8—1-2 PM: Aspen Pages Refresher in auditorium (Matthew will introduce and Suzy will hit the high points.) This session is mandatory unless you are at a county activity/meeting that it conflicts with 12/13: OneNote Refresher (emphasis on using it for PLCs and with mobile devices as well) 1/17: iPad intro lesson (with Elease) 2/15: Assessing with Mobile Devices, Part 1 (Seesaw, Smart Response, Socrative, Plickers, Forms, Quizizz) 3/15: Assessing with Mobile Devices, Part 2 4/18: QR Codes for High School Microsoft Innovative Educators (MIE):

During the 2015-2016 school year, the staff of Sequoyah High School became MIE Certified as part of an initiative to have the entire Sequoyah Innovation Zone trained.

For teacher new to Sequoyah High School, a MIE training was offered in Fall 2016 to ensure that the staff of SHS remains 100% MIE Certified.


F. DIGITAL CITIZENSHIP EDUCATION PLAN

LEA’s that receive federal fund are required to actively deliver digital citizenship education to all students. In CCSD, we all use these funds in the form of ERATE discounts which offset our costs for Internet Services. Please describe activities within your school that support this. Include details of (limit response to 1000 words): A. who teaches the course; B. how much time is committed; and C. how often and how many/which students (and at which grade levels) they receive this instruction? (Also include evidence by embedding any links to resources used or attaching samples of lesson plans, etc.)

Section 5 – Locally Required Plans Description of Plan Sequoyah High School imbeds the Digital Citizenship plan into its Teachers As Advisors (TAA)

lessons. Throughout the course of the year, students are exposed to various lessons regarding the use of technology. As a part of these lessons, teachers promote the safe and appropriate use of technology. Topics include:

Appropriate Academic Use (Log in, Office 365, SWAY, etc.) Online Activity (BYLD, BUILD Network, Connectivity tips, etc.) College and Career Planning (Georgia Futures, Bridge Bill, Career Cruising) Avoiding and Preventing Cyber Bullying Hour of Code

Who Teaches the Course The following teachers are responsible for teaching the TAA courses and lessons at Sequoyah High School:

9th Grade TAA 10th Grade TAA 11th Grade TAA 12th Grade TAA

M. Greene

T. Weck

J. West (Sp)

A. Chambers

S. Williams

T. King

S. Sharrock

K. Brown

J. Beinke

M. Tieles

T. Sheffield

L. Sanders

W. Roberts

D. Smith

D. Cavallaro

C. Hardaway

J. Graber

M. Faber

K. Witty

B. Carnes

W. Coyle

Y. Payton

C. Perry

P. Peacock

A. Maxwell

E. Nichols

M. Bartula

J. Markham

M. Burns

J. Loudermilk

K. Maher

A. Kelsey

D. Worthy

K. Lingerfelt

Ma. Miller

D. Baker

M. Freeman

B. Priest

R. Smith

J. Geoghagan

K. Eubanks

Mo. Miller

D. McAllister

D. Lynch


R. Bragg

D. Richards

D. Wheeler

E. Scott

H. Lipham

T. Bouquet

Z. Jones

R. Kamau

K. Lowery

L. Bowen

H. Garrett

J. Smith

J. West

J. Godwin

H. Davis

K. Palmer

R. Ulloa

Time Commitment The Teachers As Advisors (TAA) program meets every Wendesday from 9:09 AM – 9:45 AM. Five of these class meetings are dedicated to technology/Digital Citizenship issues.

Students Impacted Every student who attends classes at Sequoyah High School is enrolled in a TAA class.


G. BRING YOUR LEARNING DEVICE (BYLD) PLAN

Describe how the school promotes personalized learning through the use of mobile, wireless technologies, either provided by CCSD or through the Bring Your Learning Device initiative. Include (limit respond to 500 words): A. gap analysis of the number of your teachers who actively allow/do not allow BYLD in the classroom, and B. identify any need for training in this area.

Section 5 – Locally Required Plans Gap Analysis Sequoyah High School has a high number of teachers who are

currently participating in the Bring Your Learning Device Initiative. The breakdown by department is shown below.

Department: # of Teachers in Dept # of BYLD Teachers

Math 16 9 Science 14 11 Foreign Language 7 6 Social Studies 13 12 Fine Arts 4 4 Special Education 17 10

BYLD Strategies used by Sequoyah Teachers Webquests Kahoot Quizlet Current Event Research Primary and Secondary Sources Research Online quizzes Online research Online vocabulary Padlet Socrative Smart Response QR Codes Treasure/Scavenger Hunts Breakout EDU USA Test Prep One Note Aspen Pages Flipped Learning Go Formative Texas Homework The Physics Classroom Bozeman Science Minute Physics Conjugemos

Section 5 – Locally Required Plans Projects requiring taking pictures and video Metronome and tuner applications in band

Training Needs Sequoyah High School has developed a plan for the 2016-2017 school year themed “Going Mobile”. This plan includes training targeted to provide teachers assistance in integrating technology into the classroom through BYLD. Trainings include:

11/8—1-2 PM: Aspen Pages Refresher in auditorium (Matthew will introduce and Suzy will hit the high points.) This session is mandatory unless you are at a county activity/meeting that it conflicts with

12/13: OneNote Refresher (emphasis on using it for PLCs and with mobile devices as well)

1/17: iPad intro lesson (with Elease) 2/15: Assessing with Mobile Devices, Part 1 (Seesaw, Smart

Response, Socrative, Plickers, Forms, Quizizz) 3/15: Assessing with Mobile Devices, Part 2

4/18: QR Codes for High School

H. INNOVATION ZONE GOAL

The Sequoyah Innovation Zone will increase individual ELA SGPs by establishing personalized Lexile goals and benchmarks that reflect typical/high growth.

Documents

Sequoyah High School 2016-17 School …...Sequoyah High School - School Improvement Plan - Part III CCRPI Achievement Gap Points 2015 Score Gap College and Career Readiness Performance