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| District Strategic Priorities/Goals | Rationale | Action Steps (Implementation Design) |
How will you measure growth? Growth Factors (Baseline & Targets) |
|---|---|---|---|
| Equity 2.A - Multi-tiered System of Supports | McClure Health Science High School will continue the implementation of a comprehensive framework that operationalizes a multi-tiered systems of support to students to address academic and non-academic needs. |
1. Reduce variability and increase the fidelity of high-quality Tier I instruction by implementing grade-level curricula, differentiated small-group instruction, ongoing formative assessments and progress monitoring while providing timely feedback and intervention. 2. Ensure implementation of a classroom framework that includes clear daily learning intentions, social learning intentions, and success criteria. 3. Focus on language and literacy development by employing teaching strategies that foster reading, writing, listening, and speaking across content areas. 4. Support the development of listening and speaking skills by increasing student collaboration through school-wide implementation of instructional conversations. 5. Continue to support collaborative learning teams (CLT) by using a school-wide agenda that includes:
6. Maintain a schoolwide professional learning calendar that aligns with local instructional priorities. 7. Participate in peer observations through Wonder Walks, using structured feedback protocols that align with local professional learning calendar and instructional focus. 8. Review and realign our MTSS and PBIS frameworks using the new Georgia MTSS Rubric (Team Fidelity Tool). 9. Sustain implementation of school-based programs: Advisement, No Place for Hate (NPH), & Peer Leadership, to promote a safe, inclusive learning environment. 10. Increase the average daily attendance rate by launching a tiered attendance support system that includes early identification of at-risk students, incentives for improvement, and targeted interventions. |
1. GA Milestones Proficiency & Distinguished: Biology: Baseline 44% /Target 47%
Algebra I C&C: Baseline 39% /Target 42%
US Hist: Baseline 34% /Target 37%
2. Student Perception Survey: Belonging & Identity Baseline 71% / Target 73%
3. Chronic Absences: Baseline 24% / Target 22%
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| Equity 2.B - Opportunity and Access | McClure Health Science High School will expand student opportunities to engage in and have access to high quality, rigorous, and culturally relevant curriculum, advanced course work, and enrichment activities. |
1. Maintain participation in Advanced Placement based on benchmarks established by Equal Opportunity Schools. 2. Increase the number of teachers earning ESOL certification through the TALC-to-GACE pathway and/or district endorsement. 3. Increase the number of Multilingual Learners (MLs) served through cluster models to accelerate language acquisition. 4. Increase student participation in Career, Technical, and Agricultural Education (CTAE) pathway completion initiatives and End-of-Pathway Assessments (EOPA). |
1. AP Course Participation: Baseline 41% / Target 42%
2. AP Performance Rate (%3+): Baseline 74% / Target 76%
3. Multilingual English Proficiency Progress Index: Baseline 55% / Target 58%
4. CTAE Pathways Completers: Baseline 162 / Target 172
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| Effectiveness 3.A - Results-Based Evaluation System | McClure Health Science High School's effectiveness is fundamentally linked to student success. By aligning inputs, behaviors, and outcomes with the RBES, we can provide each and every student an improved student experience. |
1. Establish an academic and a supportive community RBES goal: 1.1. Academic goal aligned to the implementation of the school’s instructional focus outlined in goal 2A, action steps 1-5 or 2B. 1.2. Supportive community goal aligned to the implementation of programs outlined in goal 2A, action steps 9 & 10. 2. Establish a professional learning goal that includes participation in school-wide and district professional learning, as well as Wonder Walks. 3. Utilize classroom walkthroughs and feedback (informal and formal) to enhance, monitor, and support high-quality Tier 1 instruction (GTES).
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1. Staff Perception Survey: Monitoring of Teaching & Learning Baseline 91%/ 93% Target
Focused Professional Development Baseline 87% / Target 89%
Collaboration and Communication Baseline 80% / Target 82%
2. Student Perception Survey: Monitoring of Teaching & Learning Baseline 72% / Target 74%
Supportive Learning Environment Baseline:72% / Target 74%
High Standards and Expectations Baseline 84% / Target 86% |
| Family Engagement/Building Parent Capacity - | We will build our parents' capacity to support their children's academic achievement by implementing the activities identified in The Plan/The Promise. |
1. We will provide families with instructional strategies and resources during parent teacher conferences and workshops to assist their children with literacy and academic vocabulary acquisition strategies. 2. Host a Language and Literacy Development event to focus on literacy and academic vocabulary acquisition strategies. 3. Demonstrate the use of digital resources such as MHSHS Pulse Post, Parent Square, Google Classroom, that families can use to support students as they increase their literacy skills. |
1. Family Perception Survey: Parent Participation Baseline 34% / Target 36%
Communication Baseline 84% / Target 86% |
