The annual review process at
1.
The
school will establishes a data book containing quantitative data required to
indicate progress toward the improvement goals. This data includes all the
specific measures contained in the student performance objectives, as well as
any number of related indicators. The Planning Team will review and approve the
final list of data items to be included in the data book. This data book is
will be maintained over the life of the period of accreditation.
2.
Administration
and the representative stakeholder groups are tasked with collecting
(throughout the school year) additional qualitative data and related
documentation for each of the implementation plans.
3.
The
Planning Team will meet 4 times each year (on a quarterly basis) to conduct the
formal annual review. The first session will be during the summer. During the
summer session the Planning Team will receive a report from the administration
and the representative stakeholder groups on progress with each objective. The
Team will also review the qualitative and quantitative data. After these
presentations and review, the Planning Team will issue a series of
commendations and recommendations for each Student Performance Objective. The
commendations will provide the basis for celebration. The recommendations will
provide the focus for improvement in the upcoming school year. The second,
third, and forth sessions of the Planning Team will be scheduled for the
conclusion of the first, second, and third marking periods. At these condensed
sessions the Planning Team will be provided status reports from administration
and the stakeholder groups on progress toward the recommendations issued in the
summer.
4.
This
process will persist through the accreditation period. Necessary changes to the
performance targets, the Actions Plans or the Implementation Plans will be
determined by the Planning Team and communicated to Middle States as necessary.
Willingboro
High School’s Mission
It is our belief that:
ACTION PLAN TEAM
Information
for each AFG Action Plan Team
RESEARCH/TECHNOLOGY
RELATIONSHIP TO INSTITUTION
|
Kelly Gauntt |
Social Studies Teacher |
|
John Mero |
Supervisor of Technology |
|
Elizabeth Massaro |
Librarian |
|
Jerry Cornelius |
Special Ed. Teacher |
|
Darcy Sosa |
Science Teacher |
|
Shirley Cadet |
Student |
|
Daniel McIntyre |
Student |
SAFETY/SECURITY RELATIONSHIP TO INSTITUTION
|
Christopher Gallagher |
Business Technology
Teacher |
|
|
ROTC Instruction Officer |
|
Walter Harvey |
|
|
Frank Lathrop |
Social Studies Teacher |
|
Karen Greenan |
English Teacher |
|
Darrelle Brown |
Student |
|
Carol Day |
Paraprofessional |
COMMUNITY INVOLVEMENT RELATIONSHIP TO INSTITUTION
|
Keith E. Howard |
Special Ed. Teacher |
|
Sylvia Miles’ Wright |
Business Education Teacher |
|
Tahiyyah Calloway |
District Attendance
Officer |
|
Barbara Zuniga |
Co-op Education
Coordinator |
|
Jessica Fitzgerald-Nowlan |
Making Visions Possible |
|
Norman King |
Paraprofessional |
|
Corey Laramore |
MVP |
|
Grace Reed |
Parent |
ACADEMIC ACHIEVEMENT RELATIONSHIP TO INSTITUTION
|
Barry Roth |
Math Supervisor |
|
Kathy Bodnar |
Guidance Counselor |
|
Tara Gaines |
Math Teacher |
|
Leslie Punte-Ervin |
English Teacher |
|
Terry Wilson |
Science Teacher |
|
Sherry Garvey |
Guidance Counselor |
|
|
|
How Were Members Selected: The Action Teams were derived from and composed of various Planning Team members, which was a function of two factors: 1) the condensed timeline for completing the AFG process, and 2) the already assembled expertise with the operation and culture of the school. These factors permitted the team to develop actionable plans in an immensely short period of time. There was sufficient interest among faculty that enabled the Action Teams to be comprised of all volunteers. Parents who had indicated an interest in participating in AFG but were unable to serve on the Planning Team were invited to serve on Action Teams. Unfortunately a number of those invited were subsequently unavailable to attend the meetings of the Action team.
Role and Responsibility of the Action Team: After an overview of the AFG process the Action Teams were charged with devising Student Performance Objectives and the development of draft action plans. These plans were provided to the Planning Team for review, modification and final approval. Implementation plans are also in the process of being developed by the Action Teams and will also be submitted to the Planning Team for approval.
Accreditation
for Growth Student Performance Objectives
Copies of the school’s two measurable student performance objectives:
|
AFG Student
Performance Objective 1: Academic Achievement By the spring of 2015, 1. 85% proficient or advanced proficient in Language Arts/Literacy section of the New Jersey High School Proficiency Assessment. · 2006-2007 baseline: 71.4% of Willingboro High School Students 2. 85% proficient or advanced proficient in Mathematics section of the New Jersey High School Proficiency Assessment. · 2006-2007 baseline: 36.5% of Willingboro High School Students 3. Average SAT score will be 10% above the national average · 2006-2007 baseline §
Critical 4. Average ACT score will be 10% above the national average · 2006-2007 baseline § Composite: 21.1 English: 20.6 Math: 20.8 Reading: 21.4 Science: 20.9 5. Average PSAT score will be 10% above the national average · 2006-2007 baseline §
Critical 6. 5 percentage point increase in number of students enrolled in and meeting expectations in honors courses: earned a grade of B or higher. · 2006-2007 baseline: 10% of students are enrolled in and meeting expectations in honors courses with a grade of B or higher. 7. 5 percentage point increase in number of students enrolled in and meeting expectations in Advanced Placement courses: earned a grade of B or higher |
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AFG Student Performance
Objective 2: Research and
Technology 1. By 2015, 100% of
students graduating from a. By the spring 2015, 95% of non IEP students administered the Microsoft Office Specialist Exam will be proficient in: 1) Microsoft Office Word 2003 2) Microsoft Office Excel 2003 3) Microsoft Office PowerPoint 2003 indicated by meeting the Microsoft Office Specialist Exam Skill Standards Certification Requirements (or other prepared Certification Standard) for:
Baseline for students passing to be established during the 2008-2009 school year for the Microsoft Office Specialist Exam. Baseline data 30% from 2007-2008 (Students enrolled in and meeting Course standards as indicated by Department developed testing.
Current 12th grade students 247 = 29.96% Current/Historical 12th grade 74 Word Processing b. By the spring 2005, 95% of non IEP students not administered the Microsoft Office Specialist Exam Skills Standard will be proficient in Technology as measured by achieving an average score of 75% or better on the Written test for Business Information Processing and an average score of 90% or better on the Performance test for Business Information Processing test on the National Occupational Competency Testing Institute (NOCTI) test (or site developed proficiency test). Baseline data for students passing to be established during the 2008-2009 school year for the NOCTI Business Information Processing test. c. By the spring 2015, 100% of all
students at Baseline data 7% from 2007-2008 Current student body 1010 = 6.96% Current/Historical Enrollment 145
2. All students will have regular and equitable access to technology equipment when needed in all learning environments. a. There will be a ratio of five students to one multimedia computer in all instructional classrooms. Baseline data 30 students to 1 computer b. There will be at least three locations where there is a one student to one multimedia computer. Baseline data 1 location c. All classrooms will have reliable, high-speed wireless internet access. Baseline data 4 classrooms out of 80 |
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Proposed Non-AFG Goals
1. Safety and Security
Objective
1
By the year 2015 the
Objective
2
Students will demonstrate an
increase in respect toward themselves, peers, teachers and staff, school
community, an increase in interpersonal responsibility, and effective conflict
resolution skills.
Baseline
2007-8
Mean
rating for students-School year 2008/09=2.58 (on a 4 point scale)
Mean
rating for parents-School year 2008/9=2.81 (on a 4 point scale)
Mean
rating for staff-School year 2008/09=2.54 (on a 4 point scale)
Targets
2014/15
Mean
rating for students-school year 20014/15=3.09 (on a 4 point scale)
Mean
rating for parents-school year 2014/15 3.37 (on a 4 point scale)
Mean
rating for staff-school year 2014/15 3.04 (on a 4 point scale)
Baseline
2008/9-2010/11
Mean
annual percentage of students for two year period 2008/09-2010/11=20.0%
Targets: 2013/2014
Mean
annual percentage of students for two year period 2013/14-2014/15=15.0%
Baseline
2008/09-2010/11
Mean
annual percentage of students for4 three year period 2007/08-2009-10=4.7%
Targets
2011/12-2013-14
Mean
annual percentage of students for three year period 2012/13-2014-15=3.5%
Baseline:
2011/12: TBD
Target:
2013/14
Satisfaction
Level on Exit Survey=90%
Absence
of continued conflict= 90% of interventions
2. Academic Achievement
Action 1: HSPA
11
Action 2:Standardize Honors/ AP procedure for eligibility
Action 3:Revise Curriculum to Better Align with the Core Curriculum
Content Standards (CCCS)
Action 4:Effective Professional Development
Action 5:Update labs
3. Research and Technology
Goal 1: Write/rewrite
Technology Curriculum
Action 1:Full-time specialist
in software areas to oversee/teach technology usage
Action
2: Develop site-created alternate test (to substitute for MOUSE or NOCTI)
Action
3: Change graduation requirement to require technology course
Goal 2: Research and Technology
Action
1: Fill the Director of Technology position for the district
Action
2: Install wireless routers in each classroom
Action
3: Full-time technology technician to maintain functionality of the computers
throughout the building
Action
4: Create two (or more) multimedia centers for class usage
Action
5: Work on acquiring laptops and carts to meet the 5:1 student:
computer/classroom requirement for rooms that have limited space
Action
6: Computers installed in each classroom for teacher usage to incorporate
computer technology in daily lessons
Action
7: Training (Professional Development) for teachers on how to use soft/hardware
3. Increase
Parent and Community Involvement
Goal: Increase Parent and Community Involvement
Action
1: Use more effective methods to inform parents of Back-to-School Night,
Parent-Teacher Conferences, orientations, and PTSA meetings
Action
2: Update the
Action
3: Increase avenues for parental communication