Woodgrove High School Mission Statement The mission of

The mission of Woodgrove High School is to enable all members of the school community to think critically and act responsibly, while preparing students for their futures.

Beliefs:

- We believe that critical thinking means using knowledge to make informed decisions and to solve problems, both independently and collaboratively.

-We believe that we must be responsible for achieving our own goals, for contributing to society, and for being effective global citizens of the world around us.

- In order to be successful, we all must work, honor, and strive.

Updated Version - 2013

Woodgrove High School Mission Statement

Woodgrove High School School Improvement Plan Page 1 2012 - 2013

Woodgrove High School Mission Statement

The mission of Woodgrove High School is to foster independent thinking, and meet the evolving intellectual, physical, social and emotional needs of a diversified student body by providing a quality, transitional education in a safe, caring environment; promoting pride and respect; and building a bond among students, parents, staff and the community that ensures no child is left behind.


Department: Fine Arts

Goal Whose Responsible

Timeline Resources Action Steps Measure of Academic Progress

All Students should be able to sight-read stepwise motion and leaps up to a third

Students

By April 2013

MasterWorks Press practice sheets, created exercises

Daily practice and quizzes monthly

I will give quizzes in the month of October and again in the month of April.

Students will be able to sight-read grade 3 music with 90% accuracy

Students

By March 2013

Grade 3 music in our school library

Students will practice at least once per week, and teacher will give feedback

A superior rating for sight-reading at Festival will be our final measure

Students will be able to play and perform grade 5 music with 95% accuracy

Students By march 2013

Grade 5 music selections to be played for festival

Students will rehearse on their own and in class, in sectionals and large group rehearsals

Performances will be recorded and rated by a panel of judges in March 2013

Students will be able to play all of the major scales at 100% at level 1 or greater.

Students May 2013 District Scale requirement. Level scales.

Scales will be introduced to students incrementally until all scales have been taught.

FPC (Fundamental Practice Check) will be given to students once a week to check progress on their scales.

Regular rotation of art work in the hallway and Fine Arts display cabinet

Hanging Work: Shawn Grove Geoff Demark Display Cabinet: Shawn Grove Geoff Demark Jessica Morgan David Nolan Bill Strickler

Hanging Work: As work is produced by students Display Cabinet: Every Month or Month and a Half

Communication between Fine Arts faculty

Assistant Principle Tim Panagos will be our point of contact for the progress display rotation.


Department: Career and Technical Education


Timeline Resources Action Steps

Measure of Academic Progress

1. To Increase Career and Technological awareness through a cross-curricular collaborative educational experience which demonstrates proficiency in relative content areas.

All CTE Teachers Reporting to the Dept. Chair

By: June 6 2012

Teachers from different Departments

Each Teacher will complete at least one cross curricular activity with another area outside of CTE

Measure will be if our numbers in the CTE areas increase for the 2013-2014 School Year

A. CTE teachers will collaborate with other content areas on a project or concept within the curriculum.

B. Increase student awareness of Career and Technical Education. C. Students will apply concepts in a cross-curricular real life application.


Department: Physical Education (PE)



Establish a fitness based environment and promote, advance, and improve over all student wellness at WHS

PE Staff School year Focus Fitness Curriculum Virginia Wellness Standards

Fall and Spring fitness testing Open Lunch fitness based activities

Pacer score three times per quarter

Improve student fitness scores on the Virginia Wellness Standards

PE Staff School year Focus Fitness Curriculum Virginia Wellness Standards

Fall and Spring fitness testing Open Lunch fitness based curriculum

Pacer score three times per quarter


Department: Guidance



Enhance class curriculum for 9th and 12th grade students

Counselors Spring LCPS Naviance curriculum

Schedule meetings in classes ; English and Social Sciences Department

Career Awareness Personal Growth GPA College requirements Career/Trends and Majors

Increase student and parental Naviance usage

Counselors Career Center Assistant

Quarterly Naviance report Quarterly parent training via Loudoun Valley High School

Every student is logged in to Naviance


Department: Mathematics

Goal Who’s Responsible


Students will maintain 70%. achievement rate on quarterly tests.

All math teachers End of each quarter (1st, 2nd, 3rd)

Most commonly missed problems from summatives

Teacher created test bank

Ancillary materials

Released SOL tests

Best teaching practices

Quarter tests will cover accumulative information.

Teachers will remediate students who do not achieve mastery.

Compare student’s score with previous quarterly test.

The average student pass rate on the AP Statistic Exam will increase to 2.5.

AP Statistic teacher (Jeff Schutte)

2011 – 2012 Released AP tests

AP Central resources

Ancillary materials

Students will practice released free response questions each chapter.

Assessments will be graded according to AP grading rubrics.

Compare the average student pass rate on the AP Statistic Exam with…

The average student pass rate on the Geometry End-of Course Standards of Learning test will increase to 83%.

All Geometry teachers Department chair

2011 – 2012 Teacher created test bank of questions

Quarterly summative assessment


Collaborative sharing between teachers

Students will maintain 70% pass rate on the content quarter test.

Students who do not pass the quarter test will be remediated during FLEX.

Compare student’s score with previous quarterly test. Compare pass rate with the average pass rate from 2011-2012 school year.


The average student pass rate on the Algebra 1 End-of Course Standards of Learning test will increase to 78%

All Algebra 1 teachers Department chair

2011 – 2012 Teacher created test bank







The average student pass rate on the Algebra 2 End-of Course Standards of Learning test will increase to 83%.

All Algebra 2 teachers Department chair

2011 – 2012 Teacher created test bank







The average student pass rate for special education students for all End-of-Course Standards of Learning.

All math teachers Special education teachers

2011 – 2012 Special education teachers collaborate with regular education teachers to enhance instruction

Teacher created test bank








Department: Science

Cohort Goal Whose Responsible

Timeline Action Steps Measure of Academic Progress

Environmental Explorations

students will develop their own environmental ethic

Scott Fortney 2012/2013 as demonstrated by: increase in test and quiz scores to express content knowledge, increase in participation of reflection/opinion pieces in their field journal at the end of each unit

Biology demonstrate an understanding of biological terminology and vocabulary at a minimum proficient level of 75%

Sara Miller, Karen Olgren, Pam Owens, Johnny Lanham

2012/2013 Use of word walls, vocabulary quizzes, practice SOL questions, word reviews

Minimum proficient level on Biology SOL of 75% (indirectly minimum advanced level of 25%)

Chemistry work to improve the determination of ionic compounds to achieve the % correct in division (comparable to other schools in district)

Joe Spicer, Lou Sharp, Pam Owens

2012/2013 Quizzes, online practice tests, websites for review

Compare data among LCPS high schools to determine % correct in ionic compound division; goal is to be on par with other LCPS high schools

Physics use of indicator test, Force Concept Inventory Physics Test, as a pretest at start of year and again at end of year.

Erin Barrett, Bob McMillen

2012/2013 target goal is 5% increase in results from beginning compared to end of year

Earth Science achieve a 2% higher pass advanced rate on SOL

Ray Lemp, John Hoffmann, Bob McMillen

2012/2013 by developing summative/formative assessments with an increased percentage of proficient level thinking skills

>= 2% increase in pass advanced rate on SOL


Department: Social Science

Goal 1

Timeline Who is Responsible?

Resources Specifics of Implementation Measures of Academic Progress

Share best practices in department meetings.

September 2012

to

June 2013

Tim Greening, Social Science Department Chair and the members of the SSGS department.

Exemplary lessons provided by cohort members

Each month, thirty minutes of department meeting time will be used by a subject-area cohort group to share “best practices” in teaching

Discussion will follow, along with implementation ideas to incorporate these practices into other social science classrooms.

Best practices will be collected and saved in the department workroom

Subsequent classroom observations will provide evidence of implementation.

Goal 2

Timeline Who is Responsible?

Resources needed Specifics of Implementation Measures of Academic Progress

Continue to implement new enhanced scope and sequence documents US History planning templates.

September 2012

to

June 2013

All social science teachers

Copies of enhanced scope and sequence

Department copies of all enhanced scope and sequence documents will be kept in the departmental workroom.

Electronic copies will be available on the social science web page.

In regular cohort meetings, department members will refer to the document in common planning template document and individual lesson plans.

Overall SOL scores will increase by 3%

Pass advance SOL scores will increase by 5%


Goal 3

Timeline Lead Staff members Resources needed Specifics of Implementation Measures of Academic Progress

Include more visual-based instruction (maps, charts, graphs, etc.)

September 2012

to

June

2013


Teacher resource materials

In creating assessments, cohorts will incorporate at least one image, chart, graph, or cartoon for students to analyze.

Teachers will track student progress on these skills by using item analysis on common assessments

Assessments will include these items.

SOL pass rates will increase by 3% goal in part because of the increased focus on these skills.

Student will show increased success on SOL questions involving visual prompts as indicated by post-test analysis

Goal 4


Include more writing assignments that require students to analyze, synthesize, predict, and explain cause and effect

September 2012

to

June

2013


Writing prompts

Primary sources

Cohorts will incorporated more writing in class, on assessments, and in homework assignments

Social science teachers will have students save written works in an on-line portfolio using GoogleDocs.

SOL pass rates will increase by the 3% goal in part because of increased focus on writing.


Goal 5


Increase special education SOL pass rate

September 2012

to

June

2013


Planning templates

Formative Assessment data

Special education “blue folders”

Social science teachers will use cohort meetings to target special education students’ performance

Teachers will use open lunch to remediate individual students

Teachers will coordinate with special education co-teachers in planning and assessing students.

Special education pass rates will increase by 5%.

Goal 6


Close the “gender gap.”

September 2012

to

June 2013


Lesson plans

Enhanced scope and sequence

Social science teachers will work to differentiate instruction for female students by including contributions from women in history lessons, incorporating group work, and using both text and images in teaching key concepts.

SOL scores for female students will increase by 2%


Department: English Department

English 9

Goal Whose

Responsible

Timeline Resources Action Steps Measure of

Academic Progress

When responding to a

prompt, 75% of all 9th

grade students will

demonstrate proficiency

in communicating clearly

the purpose of the writing

by correctly using and

developing a thesis

statement and through

arranging paragraphs into

a logical progression.

Deanna

Blackshire

Trinsy Stone

Maria

Mrozowski

Rachael

Wilburn

August

2012-

June 2013

Various writing exercises

throughout the year.

Grammar lessons for effective

writing

Formal outlining practice and

assignments

Expository, persuasive,

personal narrative and literary

analysis assignments given

throughout the year with

common rubrics for the cohort

MyAccess writing software

All English 9 students will

move through the same

progression of skills, using

common assessments.

Teachers will remediate

students who demonstrate

weaknesses in any of these

component skills.

Students can use practice

exercises and formative

and summative

assignments to review and

self-assess skill

development throughout

the year.

June Exam

Essay/Measured by

Rubric

Academic Levels –

Measured by Rubric

Honors Levels –

Measured by Writing

Portfolio Reflection

Rubric


English 10

Goal Who’s

Responsible

Timeline Resources Action Steps Measure of Academic

Progress All 10

th grade English students

will write a persuasive essay

that complies with Virginia

SOL and learning targets

established by Loudoun County

Public Schools.

All 10th grade

English

teachers

10H – Feb. 15th

10A – Mar. 15th

Self-contained – Apr.

15th

Textbooks

On-line

resources

Kelly

Gallagher

publications

Explain writing

process

Model all steps of

the process

Think, pair, share

a practice

persuasive essay

Peer evaluation

Independently-

produced

persuasive essay

Writing checklist

Prewriting

Introductory

paragraph with

focus on thesis

statements

Body paragraphs

support thesis

statement with

relevant topic

sentences

Writer/teacher

conference

Final revised

essay


English 11

Goal Whose

Responsible


Academic

Progress Students will get 85% of

Writing SOL questions on

punctuation correct (on the

new Technology Enhanced

Sol format questions)

Chris Cuozzo

Andrea Jordan

Denise Pohill

Cindy Rocheck

Sallie Street

Melanie

Neubaum

Tom Clawson

David Noland

August 2012 –

March 2013

(Writing SOL)

Daily oral

Language

activities

Grammar Bytes

web site

Common

assessments

modeled on

SOL questions

All English 11 students will move

through the same progression of

skills, using common assessments.

Teachers will remediate students

who demonstrate weaknesses in any

of these component skills.

Students can use GrammarBytes to

review and self-assess for specific

skills.

Writing SOL results


English 12

Goal Who’s

Responsible

Timeline Resources Action Steps Measure of Academic

Progress

All 12th grade Academic

English students will write

a 5-10 page research paper

that complies with Virginia

SOL and learning targets

established by Loudoun

County Public Schools.

All 12th grade

Academic

English

teachers

12A – Dec. 10th

Self-contained –

Dec. 15th

On-line resources,

including

College Board

resources

Family

Connection/

Naviance

resources

College Common

Application

College-Board

college essay

videos

Informational

Interview videos

Rubrics for the

various writing

components

(Article

Summary,

Interview, and

Final I-Search

Research)

Explain writing Career I-Search

Research goal

Completion of a Personality

Profile, Career Interest

Inventory, Career Exploration

Packet

Model how to write an I-Search

Question

Library and Internet Research

with Evaluation of source,

including reliability of source

Practice and model writing an

article summary

Review of MLA/APA

Model Interview Etiquette and

formulating interview questions,

as well as the process of asking

follow-up questions to given

answers

Independently-produced I-Search

research essay

Prewriting

Writer/teacher

conference

Appendix Checklist

Writing Checklist


English AP Lit

Goal Whose

Responsible


Academic Progress Raise the pass rate on

the AP Literature

exam by 5% (from

70% to 75%)

Tom Clawson and In

Sim

Sept- May AP Practice

materials

Portfolio

assessments

Meet with struggling

students during FLEX for

individual assistance

Formative and summative assessments

modeled after AP exams throughout the

year

AP Literature exam in May

English AP Lang

Goal Who’s Responsible


85% of students taking the AP Language and Composition Course will pass the College Board AP exam with a score of 3 and above

Andrea Jordan Samantha Purvis

August 2012 – May 2013

Cohen, Samuel. 50 Essays: A Portable Anthology. New York: Bedford/St. Martin’s

Press, 2004. Cooley, Thomas. The Norton Sampler: Short Essays for Composition. New York: W.W.

Norton & Company Inc., 2003. Dillard, Annie. Pilgrim at Tinker Creek. New York: Perennial Classics, 1999. Douglass, Frederick. Narrative of the Life of Frederick Douglass. New York: Dover, 1995. Glaser, Joe. Understanding Style: Practical Ways to Improve Your Writing. New York:

Oxford University Press, 1999. Gross, John. The Oxford Book of Essays. New York: Oxford University Press, 1991. Kennedy, X.J., Dorothy M. Kennedy, and Jane E. Aaron. The Bedford Reader. 9th

Edition. New York: Bedford/St. Martin’s Press, 2006. O’Brien, Tim. The Things They Carried. New York: Broadway Books, 1990.

Diagnostic AP-type assessment (released AP Lang. exams) Teach and assess knowledge and applications of:

terms (schemes/tropes)

Sentence patterns

Rhetorical strategies

Visual texts Timed essays scored using AP Lang rubric (open, rhetorical analysis, synthesis) Annotation skills assessed with practice AP style MC questions Mid-Term: AP Lang assessment Timed synthesis essays Practice Skills necessary to pass AP exam throughout school year

Baseline assessment of skills Score at least 70% on summative assessments Score at least 5 on essays Score at least 70% on summative assessments Score at least a 3 using AP scoring guidelines/rubrics According to College Board the maximum possible score for the multiple choice section is 68. Our goal is to surpass the national average with a group mean of 45% According to College Board the maximum possible score for the Free Response Essay section is 83. Our goal is to surpass the national average with a group mean of 48%


Department: World Languages

Goals for Annual Plan

1. Students will have the opportunity in Level V to take the national language exam in the target language and the AP students will have the

opportunity to take the Advanced Placement Exam.

2. The number of minority students in the upper levels (Levels IV, V, AP) will increase.

3. Vertical alignment of skills and the foreign language curriculum between Levels I and V/AP will be enhanced.

4. Increase the number of students enrolled in multiple languages

Specific Objectives

1. 80% of all foreign language students who are given the opportunity will take the national foreign language exam.

2. The percentage of minority students enrolled in upper level foreign language classes will equal or surpass the percentage of the total number of

students enrolled in upper level foreign language classes.

3. Students at the lower levels will be exposed to cultural themes and assessment formats which will be utilized at the upper levels.

4. The number of students dual enrolled in languages will increase by five or more students.

Specific Actions

1. We will provide an opportunity for students in Level V to take the national language exam in the target language and the AP students will take the

Advanced Placement Exam. The department will provide an opportunity for students to prepare for the upper level national exams.

2. World Language Department teachers will encourage minority students’ continuation into the upper levels.

3. Cohorts will collaborate to insure consistency of thematic instruction as per the world language curriculum.

4. World language teachers will visit a different target language class room in order to aid in the recruitment of dual-enrollment students prior to

registration in February.

Documents

Woodgrove High School Mission Statement The mission of